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 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: 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. <h3><slot data-nx-ref="value-0"></slot></h3> <slot data-nx-ref="value-0-desc"></slot> <h3><slot data-nx-ref="value-50"></slot></h3> <slot data-nx-ref="value-50-desc"></slot> <h3><slot data-nx-ref="value-100"></slot></h3> <slot data-nx-ref="value-100-desc"></slot> His/her profile is as follows: No self-confidence: The lack of confidence, or self-confidence is represented by a fear to engage in familiar and novel activities, events, and/or relationships. It may look like social avoidance and impairment, disinterest, or socially avoidant or anxious 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 |
---|---|
Fear of Engagement | Reluctance to participate in class activities or discussions. |
Social Avoidance | Preferring to work alone, avoiding social interactions with peers. |
Low Achievement Motivation | Lack of interest in learning or improving due to fear of failure. |
Possible Anxiety | Excessive nervousness and distress in tests or assessments. |
- Efficient, evidence-based strategies to support this student
Strategy Title | Brief Description & Why it's Efficient | Implementation Steps | Parameters to Monitor & Adjust |
---|---|---|---|
Goal Setting | Helps to create structure and boost confidence through small achievable goals | Hold a one-on-one session to set reasonable goals. Provide feedback and praise regularly. | Monitor progress toward goals. Adjust the goals if necessary. |
Cooperative Learning | Encourages interaction with peers and reduces the pressure of individual performance. | Implement group activities. Mix groups regularly. | Monitor group dynamics. Ensure that the student does not feel excluded. Adjust group size or composition if necessary. |
Strengths-based Approach | Empowers students by focusing on their strengths rather than weaknesses. | Identify the student's strengths. Create lessons or activities that utilize these strengths. | Monitor the student's reaction to strengths-based activities. Adjust based on the level of engagement. |
Modeling & Practice | Demonstrates desired behavior and provides opportunities to practice. | Model problem-solving and participation in class. Allow students to practice in a non-threatening environment. | Monitor the student's comfort level with the practice. Adjust the complexity of tasks to match student's level. |
- Do and don'ts
Do's | Don'ts |
---|---|
Constantly acknowledge and reward efforts. | Don't highlight mistakes as failures but as learning opportunities. |
Show understanding and provide emotional support. | Don't force participation or put the student on the spot. |
Foster a supportive and inclusive classroom environment. | Don't compare students' performance. |
- Further reading and research
-
Resources:
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Self-Efficacy: The Exercise of Control by Albert Bandura
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Building Confidence for Dummies by Kate Burton and Brinley Platts
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Developing Child by Helen Bee and Denise Boyd
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Keywords for further research:
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Self-efficacy
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Social learning theory
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Child and Adolescent Mental Health
-
Strength-Based Approach for schools
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Cooperative Learning.