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

Self-Confidence - assessing one's belief in their ability
Confidence is an individual's belief in their own ability to take on and succeed at a task or challenge.
Creativity - applying novel strategies to problem-solving
Creativity is the ability to see beyond traditional constraints and rules, and to allow imagination as well as novel and unique ideas to help solve new problems, offer alternative solutions to existing tasks or problems, and provide unique perspectives on the many aspects of our daily lives.
Responsibility for self and others - accepting responsibility for actions taken by self or others
Responsibility is the willingness and ability to appropriately manage or control self, situations and/or the actions of other individuals.
Integrity and Honesty - recognizing and sharing the difference between truth and false with others
Integrity is the commitment to being honest and principled in one's approach to problem-solving, as well as in social interactions. There are two major failures in integrity: 1) Errors of commission - specifically being dishonest or misrepresenting the truth; and, 2) Errors of omission - specifically withholding important information required for a fair and balanced approach to a specific circumstance or situation.
Perseverance - persisting when undertaking tasks
Perseverance is the ability to keep working on tasks, even in the face of obstacles such as distractions, difficulties, and delays. Determination and commitment to acquiring knowledge and skills is a powerful force for most youth, however, it requires the ability to stay focused on a task and continue working, even in the face of interference and disruptions.
Future Outlook - having thoughts and feelings about the future
Future outlook is the ability and willingness to flexibly think about and imagine the future, and adaptively anticipate what is to come in the near-and-short-term. A perspective on the future is usually accompanied by an attitude about what opportunities, threats, and goals lie ahead, an attitude that can shape actions and preparations related to potential future events.

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

Does not try even the simplest tasks
The absence of determination, commitment, or courage to overcome obstacles that interfere with the quest to achieve a variety of goals, despite an apparent desire or need to acquire knowledge and skills.
Flexibly persists in attempting appropriate tasks
Typically developing children will persist in task completion and learning if they find them appealing, interesting or useful. In the absence of this appeal, external forces including mentorship, advertising, social media, and even games can create interest so that youth will be willing to overcome obstacles to pursuing knowledge, skills, objects, or other goals.
Stubbornly refuses to consider other strategies when facing repeated failure
While persistence is a laudable quality, the pursuit of goals that are unrealistic consumes precious resources (e.g., time, energy, money, etc.) while also leading to frustration, and interfering with pursuit of essential, attainable goals.

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:

Perseverance - persisting when undertaking tasks: Perseverance is the ability to keep working on tasks, even in the face of obstacles such as distractions, difficulties, and delays. Determination and commitment to acquiring knowledge and skills is a powerful force for most youth, however, it requires the ability to stay focused on a task and continue working, even in the face of interference and disruptions.
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His/her profile is as follows:

Does not try even the simplest tasks: The absence of determination, commitment, or courage to overcome obstacles that interfere with the quest to achieve a variety of goals, despite an apparent desire or need to acquire knowledge and skills.

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
Lack of Self-Confidence	The student tends to avoid tasks at the simplest level due to a low sense of self-efficacy.
Fear of Failure	There's an underlying fear of failure that is causing inaction. The student might believe that, if they do not try, they cannot fail.
Lack of Motivation	The student displays a decided lack of interest or effort in trying to accomplish tasks.
Task Avoidance	Even simple tasks are avoided, which can be an indicator of various possible issues including low self-confidence or a lack of understanding of the task.

Efficient, evidence-based strategies to support this student

Title	Description and Efficiency	Implementation Steps	Parameters to Monitor
Reinforcing Effort and Providing Recognition	Recognizing and rewarding effort can build students' confidence and encourage them to attempt tasks.	Celebrate attempts and effort alongside success. Use verbal acknowledgement, reward systems or showcasing their work. Be specific about why they are being praised.	Observe any changes in student's willingness to undertake tasks, and their reaction to praise and recognition. Adjust the rewards to what the student values.
Incremental Task Difficulty	Beginning with simpler tasks that gradually increase in difficulty can help bolster their confidence.	Start with easy tasks that the student can succeed at. Gradually increase the complexity of tasks while continuing to provide encouragement and praise.	Monitor the student’s progress and achievement at each level of difficulty. Be ready to adjust the task complexity as needed.
Role Modeling and Mutual Learning	Seeing others (peers or adults) face challenges and recover from failures can be extremely motivational for a student.	Arrange for the student to work with peers or mentors who model good perseverance skills. Organize mutual learning opportunities.	Monitor the student's reaction to role models. Note any changes in their willingness to take on tasks.
Emphasize Learning, Not Just Grades	Shifting the focus from getting the correct answer to learning and understanding the process can reduce fear of failure.	Encourage the student to see mistakes as learning opportunities. Discuss why an answer is correct, not just whether it is.	Monitor the student's understanding of concepts, not just correct answers. Note changes in their approach to tasks.

Do and don'ts

Do	Don't
Do focus on effort and growth over grades	Don't strictly focus on perfect results or score
Do provide consistent and specific feedback	Don't give vague or infrequent feedback
Do create a safe and supportive environment	Don't punish mistakes or failures harshly
Do empower the student with choices and responsibility	Don't control every aspect of their learning

Further reading and research

"Mindset: The New Psychology of Success" by Carol S. Dweck
"Self-Efficacy: The Exercise of Control" by Albert Bandura
"Grit: The Power of Passion and Perseverance" by Angela Duckworth

Research keywords: Self-Efficacy, Growth Mindset, Task Avoidance, Fear of Failure, Motivation in Education.