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

Attention/Concentration - regulating attention and concentration
Attention is the ability to focus interests, cognition, emotions and/or other resources on a particular object, goal, idea, effort, activity, etc. Attention and concentration are cognitive processes that allow for the selection and focus on a particular task or object (including goals, ideas, etc.) for some period of time. It is usually easier to pay attention when there is strong interest, feeling or commitment to a particular topic or goal. Concentration and attention can vary by environment and other concomitant obligations. Attention and concentration often require active avoidance of distraction. Failure to maintain attention often leads to mistakes and interruptions in important tasks.
Planning and Organization - developing plans to complete tasks
Planning and organization, often referred to as "executive functions," make it possible to allocate cognitive and other resources to successfully sequence and complete tasks. Planning and organization are learned skills that require the appropriate application of attention, cognitive ability, and memory in order to create and sustain a plan. This includes both short-term and long-term planning for projects, assignments, and other activities. It also includes the monitoring of these processes and plans in order to assure progress toward the desired goal. While younger children have difficulty with executive functions due to a limited concept of time, with maturity, it is possible to manage more and multiple complex tasks, with intermixed goals and objectives.
Memory/Recall - expending effort and employing strategies for remembering and recalling
Memory is a complex biological function that allows for the brain to store and recall factual information and related emotional and other factors that are linked to the facts. There are multiple forms of memory to account for different uses of the stored information. Short-term memory is for the management of information that is needed temporarily to complete a brief task. For intermediate level activities, information from short-term memory is transferred to working memory for more extended task completion. Long-term memory is information that may be used again and again and/or over extended periods of time. The durability of a particular memory depends a great deal on the importance of that which is being remembered, the linkages of that memory to other important factors (i.e., emotions, location, sensory associations, other memories, etc.), repetition of the memory over the course of time, and distractions or disruptions when the memory is being stored.
Abstract Thinking - understanding and applying abstract concepts, such as analogies and metaphors
Abstraction is the ability to think flexibly about ideas rather than just concrete circumstances, including words and events. The ability to engage in abstract thinking is essential to many forms of human expression, including mathematics, science, literature, play, humor etc. Abstract thinking includes skills such as the ability to think about numbers without having something to count, and to play "make-believe" or to tell an imaginary story (e.g., fairy tales). Without abstract thinking, it is difficult to expand thoughts and ideas beyond the concrete objects, limiting creative problem-solving.
Thinking Speed - adapting thinking speed to meet situational demands
The pace of adaptive thinking varies to meet the demands of the task. Multiple factors contribute to the enormous variation in thinking speed as individuals process information, including attention, intellectual ability, interests, familiarity, and memory, as well as environment and practice. It is important to manage thinking speed in order to allocate flexible amounts of time to appropriately address varying problems and challenges. Thinking faster is not always helpful as it may lead to errors, whereas thinking slowly may lead to missed opportunities. Finding successful balance in regulating thinking speed is essential for successful adaptation.
Self-Image - recognizing one's own strengths and weaknesses
Self-image is the internal sense of identity. It not only includes objective perception of self, along with wishes and aspirations as well as the notion of how one compares to others. The objective components of self-image include perceptions of how one looks, feels, thinks, and acts, placed in a cultural frame, that includes lessons learned from peers, family members, and the community (e.g., role models, social media, etc.).
Task Completion - recognizing beginning, structure, and end of tasks

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

Never recognizes beginning and end of tasks
Some individuals are unaware, or unwilling, to accept that tasks must be completed, and to do so requires recognition that each task, even a single-step task, has a beginning and end. These individuals leave many tasks unstarted and unfinished, and have a limited, or no sense of success or accomplishment.
Completes tasks fully in a timely manner
The responsibility to complete tasks is an intrinsic part of every day, with successes and failures being part of the routine. Adaptive, flexible strategies for finishing tasks well and on time, even in the face of frustration, leads to successful task completion, and a strong sense of competence and personal achievement.
Disruptively perfectionistic, interfering with task completion
Rigidly and inflexibly establishes the starting and end point for each task, and then must follow a single path to completion even if completion is impossible or simpler and shorter steps will lead to a successful conclusion of the task.

I am:

This is the generated guide:

View prompt

I am a 2nd grade 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 2nd grade teacher on how to support student according to their strengths and needs.

My student has been assessed for the following dimension:

Task Completion - recognizing beginning, structure, and end of tasks:

His/her profile is as follows:

Completes tasks fully in a timely manner: The responsibility to complete tasks is an intrinsic part of every day, with successes and failures being part of the routine. Adaptive, flexible strategies for finishing tasks well and on time, even in the face of frustration, leads to successful task completion, and a strong sense of competence and personal achievement.

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
Overwhelm	Student may struggle against frustration or fatigue when tasks are too complex or long.
Rigidity	Lack of flexibility in adapting to unexpected changes or obstacles while completing the tasks.
Lack of motivation	Without the fuel of intrinsic motivation and interest, the student might struggle to keep task completion consistent.
Pressure overload	Completing task fully and timely may lead to high self-imposed pressure or stress.

Efficient, evidence-based strategies to support this student

Strategy title	Brief description and why it is efficient	Specific Implementation steps	Parameters to monitor and adjust
Breaking tasks into manageable chunks	Helps to prevent overwhelm and enhance motivation.	Divide complex tasks into smaller, manageable sub tasks.	Monitor if smaller tasks help in managing the pressure and motivation of the student. Adjust the size of the "chunks" as needed.
Flexibility exercises	Makes the student resilient to unanticipated obstacles.	Introduce unexpected, minor adjustments and have the student adapt on the fly.	Evaluate student's ability to cope with changes. If student seems distressed, reduce the amount of unpredictability.
Self-regulation techniques	Can help ease pressure and stress.	Teach mindfulness and relaxation techniques. Encourage regular breaks.	Monitor student's stress level. If not improved, seek further professional assistance.
Intrinsic rewards system	Reinforces motivation to complete tasks timely and properly.	Implement a system wherein the student can earn a reward of personal interest upon task completion.	Monitor student's motivation levels. If no improvement, consider discussing interests and adjusting rewards accordingly.

Do's and Don'ts

Do's	Don'ts
Do break down the task into manageable blocks.	Don't give very long or complex tasks without any breaks.
Do acknowledge and praise for task completion.	Don't criticize failure harshly.
Do create an environment of flexibility and adaptability.	Don't stick strictly to a routine without any changes.
Do encourage intrinsic motivation with rewards system.	Don't rely solely on extrinsic rewards or punishments.

Further reading and research

Books: "The Power of Showing Up: How Parental Presence Shapes Who Our Kids Become and How Their Brains Get Wired" by Daniel J. Siegel and Tina Payne Bryson; "Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage with Life" by Stuart Shanker.
Research papers: "Effortful control, explicit processing, and the regulation of human evolved predispositions" by M. Zelazo and M. Carlson in Psychological Review, 2008; "Self-Regulation and School Success" by B. Zuckerman, et al. in Self-Regulation in Early Childhood, Springer, 2003.
Keywords for own research: self-regulation in children, task completion strategies, managing overwhelm in children, intrinsic motivation in children, flexibility in children, resilience building in children.