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.

I want to help my children/student in the following, more specific area:Help

Emotional regulation and reactivity - managing threshold and intensity of emotional responses
Emotions are strong feelings derived from internal and external stimuli that are reflected in mood and responsive to environmental factors and relationships with others. These feelings may range broadly and include joy, happiness, love, euphoria, anxiety, sadness, fear, loss, and many more. These emotions play a critical role in social communication, motivation, and protection. However, in order to maintain adaptive functioning, emotions require careful regulation in terms of type, intensity, and duration of emotional expression, each of which must be sensitive to environmental, social, and cultural factors.
Worries/Anxiety - managing worries and anxiety
Worries are the result of fears or anxiety. The stimulus for worries can be internal or external. External worries often come from frightening or forbidden objects or events. Internal worries are often associated with self-doubt or lack of confidence, as well as legitimate concerns about objects or events from the past or anticipated in the future. Worries come in many forms, and while they generally reflect internal feeling states, they are commonly expressed as behaviors including the appearance of being anxious, excess vocalization of the worry, or avoidance.
Attachment - having attachments to family, peers, and adults
Attachment is the strong, bilateral, emotional connection between humans (and other animals). Initially, this connection is with the individual's primary caregivers, but it rapidly expands to include others important to the life of the individual. In humans, attachments usually begin in the first days of life, becoming more socially, emotionally, and behaviorally complex over time.
Empathy - having sensitivity to the feelings and needs of others
having sensitivity to the feelings and needs of others
Irritability - reacting to frustration or annoyance
Irritability is a feeling of agitation and annoyance in response to a stimulus or stress. Irritability can be an appropriate response to an offensive social or physical stimulus that becomes problematic. The appropriateness varies based on the intensity and persistence of the stimulus, as well as the social context. Irritability can range from a mild facial expression or gesture to a massive outpouring of emotions.
Stress Management - managing tension resulting from challenges or demands
Stress is a feeling of emotional or physical tension that is the body's reaction to an internal or external challenge or demand. The internal factors can be thoughts, ideas, emotions, or even cognitive and emotional challenges. External factors may include leisure, work, or social demands. The response to stress can be both cognitive-emotional, as well as physiologic. Stress responses are adaptive when they are developmentally and behaviorally appropriate to the intensity, complexity, and duration of the demand or challenge.

In this area, my children/student displays the following behavior:Help

No attachments to others
Some individuals lack the ability or desire to establish and/or sustain emotional connections with other individuals. The result is the appearance of being socially disconnected or isolated.
Adaptive, flexible, differentiated attachments to others
Management of attachment allows the formation of differentiated (e.g., parents, family, teachers, community, peers etc.), necessary social relationships. Regulation of attachment intensity is based on multiple factors (e.g., personal needs and circumstances and the skills and needs of the individuals). Differentiated, appropriate variations in attachments allows them to change and meet varying needs.
Inappropriately or overly attached to others
Individuals with overly intense attachments make powerful demands for support from those with whom they feel attached and display powerful emotional and behavioral responses when disappointed by or separating from the person (or persons) to whom they feel attached.

I am:

This is the generated guide:

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I am a 6th 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 6th grade math teacher on how to support student according to their strengths and needs.

My student has been assessed for the following dimension:

Attachment - having attachments to family, peers, and adults: Attachment is the strong, bilateral, emotional connection between humans (and other animals). Initially, this connection is with the individual's primary caregivers, but it rapidly expands to include others important to the life of the individual. In humans, attachments usually begin in the first days of life, becoming more socially, emotionally, and behaviorally complex over time.
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His/her profile is as follows:

Adaptive, flexible, differentiated attachments to others: Management of attachment allows the formation of differentiated (e.g., parents, family, teachers, community, peers etc.), necessary social relationships. Regulation of attachment intensity is based on multiple factors (e.g., personal needs and circumstances and the skills and needs of the individuals). Differentiated, appropriate variations in attachments allows them to change and meet varying needs.

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.

I. Overview of the challenges associated with this profile

Challenges	How they manifest
Over-reliance on attachment figures	Can manifest as unwillingness to work independently or fear of making mistakes in the absence of attachment figures.
Difficulty with transitions	Changes, such as switching activities or even different concepts in math could be challenging due to the dependence on attachment figures.
Emotional dysregulation	Student may experience heightened emotions during challenging tasks, potentially leading to outbursts, distractions, withdrawal.

II. Efficient, evidence-based strategies to support this student

Title	Description & why it's efficient	Implementation steps	Parameters to monitor & adjust
1. Structured Routine	Helps to provide consistency and predictability thus reducing anxiety and enhancing confidence.	-Start every class with a similar opening activity. -Use consistent signals for transitions. -End class with a consistent routine.	Over time, assess if the student seems more confident and less anxious during transitions. Adjust if student still shows significant distress.
2. Independent Problem Solving Skills	Encourages self-reliance and reduces over-dependance on attachment figures.	-Start with "think aloud" examples then gradually fade instruction. -Allow for independent practice on tasks.	If student continues to struggle progressively, scaffolding may need to be reintroduced.
3. Social-Emotional Learning	Helps the student develop emotional regulation skills.	-Include SEL activities in daily routine. -Use mindfulness exercises for focus, relaxation.	Monitor any change in emotional outbursts or moments of distress. If no improvement is seen, you may need an SEL curriculum or different exercises.

III. Do's and Don'ts

Do’s	Don'ts
Do encourage independent work	Don't foster dependence by over-aiding
Do build a routine and keep structure	Don't allow frequent, non-essential changes in routine
Do include social-emotional learning activities	Don't ignore emotional dysregulation or outbursts

IV. Further reading and research

"Attachment Theory and the Teacher-Student Relationship: A Practical Guide for Teachers, Teacher Educators and School Leaders" by Philip Riley
"Children Who Fail at School But Succeed at Life: Lessons from Lives Well-Lived" by Mark Katz
"Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom" by Kristin Souers

Keywords for own research: Attachment in education, building independent skills, emotional regulation strategies, structured classroom routines, attachment theory and classroom management.