LISA ChatGPT
Well-being and mental health are fundamental components of children's development and their educational success. Yet, more than one in four children face challenges such as neurodevelopmental and learning disorders (like Specific Learning Disorder, Autism Spectrum Disorder, Attention deficit hyperactivity disorder, etc.), mood disorders (like anxiety, depression), or emotional and behavioral disorders.
In the absence of detection and intervention, these challenges often lead to severe consequences for the child and those around them: lack of interest, dropping out, bullying, violence, suicidal actions...
The LISA research-action program provides educational stakeholders with tools to identify, understand, and collaborate, to support each child, both in and outside of school, based on their strengths and needs. Co-constructed by teachers, families, researchers, clinicians, and other educational actors, LISA develops a community, a training program, and a digital platform.
LISA is originally developed and prototyped in France, initiated by iféa, a network of innovative schools, and the Learning Planet Institute. LISA is developed Under the supervision of its scientific committee, including Ariel B. Lindner, Bennett L. Leventhal, Richard Delorme, Bruno Falissard, Caroline Huron, Yasser Kazhaal, and others; a dedicated team including Anirudh Krishnakumar, Naima Page, Kseniia Konischeva, Arno Klein, and others; and key partner institutions including the Child Mind Institute, INSERM U1284, CléPsy, and the Robert Debré Hospital in Paris.
The project has received support from the French government to be deployed in 200 schools within the Académie de Créteil, Académie de Paris, Académie de Versaille, and the Mission laïque française.
LISA aims to provide stakeholders in the education of children and adolescents with evidence-based, actionable, and accessible training and guidance in the process of identifying and supporting their unique strengths and needs. As part of this effort, LISA is building a database of resources, Lisapedia.
While all Lisapedia content will be carefully written, reviewed, and validate by a scientific and editorial committee, this page represents a technological proof of concept of combining structured knowledge from field experts with generative AI to draft content, which can then be reviewed and edited by experts.
THIS CONTENT IS DISPLAYED HERE FOR DEMONSTRATION PURPOSES ONLY. IT IS NOT INTENDED TO BE USED AS A REFERENCE. SOME CONTENT MAY BE IRRELEVANT, OR EVEN OUTRIGHT FALSE. IF YOU SUSPECT A MEDICAL CONDITION, IMMEDIATLY REFER TO A TRAINED PROFESSIONAL.
This is the generated guide:
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I am a 12th grade math teacher. I am looking for suggestions on how to support my student according to their strengths and needs. You are a child and adolescent psychiatrist. Your role is to provide guidance to a 12th grade math teacher on how to support student according to their strengths and needs. My student has been assessed for the following dimension: Self-control - managing impulses and self-regulating behavior: Effective social adaptations and goal seeking requires the ability to resist non-productive impulses and distractions that may interfere with achieving a goal. Self-control is the ability to manage the full spectrum of one's behaviors in order to quickly, flexibly, and effectively adapt as one attempts to meet one's personal and social needs. This means maintaining control over language, social, and motor behavior, while being sensitive and responsive to other environmental factors such as the behaviors of others who are sharing time and space. Self-control includes the ability to both behave proactively and reactively, as well as to inhibit unnecessary or inappropriate behavior. His/her profile is as follows: Adaptively balances impulses and self-regulation: Regulates behavior to appropriately engage in activities, generally following the rules, as well as being flexible in response to situational demands while inhibiting unnecessary or non-adaptive behavior. Create a guide that I can use and share to best support my student. The guide MUST have the following structure: 1. Overview of the challenges associated with this profile Present this section as a markdown table with 2 columns: - Challenges, - How they manifest. 2. Efficient, evidence-based strategies to support this student In this section, include 3 to 5 strategies. Each strategy must have: - A title, - A brief description and why it is efficient, - Specific implementation steps, - Parameters to monitor and adjust. Present this information in a markdown table with 4 columns. Each strategy must be sustainable and easy to implement in the classroom, and lead to this student nurturing his strengths and building resilience. 3. Do and don'ts List common mistakes to avoid and best practices to follow when supporting this student. Present this information in a markdown table with 2 columns. 4. Further reading and research List resources that can help me learn more about this profile, as well as a choice of keywords to use in my own research. Be concise and use simple language. Prefer using bullet points and/or markdown tables instead of long text paragraphs.
- Overview of the challenges associated with this profile
| Challenges | How they manifest |
|---|---|
| Handling unexpected events | Student may struggle to engage flexibly, for instance when the math problem doesn't follow the typical structure. |
| Risk of over-adherence to rules | Student may have difficulty with open-ended tasks. They may focus too closely on rules and can struggle when a creative or unconventional approach is needed. |
| Social interactions | The student may miss social cues if they are focused solely on rules, which can lead to misunderstandings or conflicts. |
- Efficient, evidence-based strategies to support this student
| Title | Description | Implementation Steps | Parameters to monitor |
|---|---|---|---|
| Encourage Creative Problem Solving | Enhances their ability to think outside the box. | Introduce alternative approaches to solve problems, engaging in group-based tasks, encouraging diverse viewpoints. | Monitor their comfort level and willingness to try new approaches. |
| Practice Situational Responses | Helps students adapt easily to changes. | Role-play different scenarios. Use real-life situations to help the student understand different approaches. | Assess their level of flexibility and ability to apply different strategies in varied situations. |
| Social Skills Training | Enhances their understanding of social norms. | Introduce lessons on social cues and norms. Role-play to practice these skills. | Observe improvement in relationships with peers, and adaptability in group work. |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Encourage the student to think creatively and independently. | Don't confine the student within rules always. |
| Create a safe and reassuring classroom environment for the student. | Don't ignore the importance of social interactions in educational settings. |
| Provide clear feedback for self-improvement. | Don't overlook the student's struggle during unexpected changes. |
- Further reading and research
- Books: "Self-Control in Society", "Mind, and Brain" by Ran Hassin, Kevin Ochsner, and Yaacov Trope
- Articles: "Self-Control and School Success" by Angela Duckworth and Martin Seligman
- Keywords: 'Adaptive Behavior', 'Self-control in students', 'Classroom Strategies for Self-control', 'Inhibition in education'.