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

Social Engagement - engaging in social behavior
Social engagement is the combination of intent to form and maintain social interactions combined with the appropriate and flexible application of social speech, cues, gestures, and behaviors (e.g., smiling, visual regard, hand shaking/bowing, etc.). Social engagement directs these behaviors toward individuals or groups, with the goal of establishing and maintaining reciprocal, social transactions and relationships.
Social Communication - communication enabling social interactions
Social functioning is the ability to share thoughts, needs, ideas, and behaviors. Social communication includes words and gestures in conjunction with an "invitation" to respond, as well as the willingness to receive and accept social responses. This leads to reciprocity, or "turn-taking," the repeated exchanges of thoughts, needs, ideas, and behaviors that form the basis of conversation, discussion, collaborative work, and play.
Social Cooperation - cooperating in social interactions, including play
Cooperation is working together with other individuals, or in groups, to achieve a common goal or objective. This requires effective communication for sharing of thoughts, ideas, and plans, as well as a willingness to be flexible and context sensitive when sharing behaviors and communications.
Tolerance - ability to appropriately respond to different people, cultures, values, and belief systems
Tolerance is the willingness and ability to thoughtfully and fairly judge values and belief systems. This includes treating those from different cultures, values and beliefs fairly, and with respect and courtesy.

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

Uncooperative in work, school, play, and/or other reciprocal social interactions
Unwilling or unable to share in a common goal or objective by communicating, following rules, or being helpful due to lack of understanding, selfishness, fear, worries about performance, or embarrassment.
Cooperates flexibly and appropriately in work, school, play, and/or other reciprocal social interactions
Recognizes the appropriate role in shared activities, and is able to then helpfully follow instructions and social rules in an attempt to work with others to achieve a common goal or objective in work or play.
Overly cooperative, even when disadvantageous, in work, school, play, and/or other reciprocal social interactions
Excessive compliance with rules and instructions, or oversharing, even when it may interfere with shared or personal goals and objectives. Will cooperate with suggestions from others even if it may not be harmful.

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:

Social Cooperation - cooperating in social interactions, including play: Cooperation is working together with other individuals, or in groups, to achieve a common goal or objective. This requires effective communication for sharing of thoughts, ideas, and plans, as well as a willingness to be flexible and context sensitive when sharing behaviors and communications.

His/her profile is as follows:

Uncooperative in work, school, play, and/or other reciprocal social interactions: Unwilling or unable to share in a common goal or objective by communicating, following rules, or being helpful due to lack of understanding, selfishness, fear, worries about performance, or embarrassment.

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
Unwillingness to cooperate	May refuse to participate in group activities or tasks, resist instructions and fail to share materials with peers.
Lack of understanding rules and objectives	Difficulty following instructions or understanding the goals of activities or tasks may lead to frustration or withdrawal.
Selfish behavior	Could become possessive of objects or resources, deny others access to shared resources and display disruptive behaviors.
Fear or worries about performance	Might show signs of anxiety, may refrain from trying out new tasks or take a back seat during group activities to avoid mistakes.
Embarrassment	May react negatively to constructive criticism and avoids activities where they might be judged by peers.

Efficient, evidence-based strategies to support this student

Strategy Title	Description and Efficiency	Implementation Steps	Parameters to Monitor
Cooperative Learning	Encourage teamwork, teaches conflict resolution and enhances social skills.	Divide into small groups and assign a specific task, encourage group work for academics and reward the group that works together best.	Progress in group activities, change in attitude and behavior towards peers.
Setting Expectations	Gives a clear understanding of what is required. Promotes a sense of security.	Make rules clear and apparent. Use visual aids to display classroom rules. Encourage students to repeat or paraphrase the rules to ensure understanding.	The student's understanding of the rules, willingness to follow them, and reactions to them.
Role-Playing	Makes him/her experience different perspectives, encourages empathy and improves interpersonal skills.	Organization of regular role-playing exercises modeling cooperation, negotiation and sharing, allowing the student to take different roles.	Improvement in social interaction, the level of empathy exhibited.
Social Narratives	Helps him/her understand social situations better, reduces anxiety and fosters appropriate responses to situations.	Use simple stories to explain social protocols and behavior, read books illustrating cooperation and sharing.	Comprehension of social narratives, improved reactions to social situations.
Positive Reinforcement	Strengthens desired behaviors, increases self-esteem.	Use verbal praises, tokens, or small rewards whenever the student demonstrates cooperation and sharing.	Increment in the exhibition of desired behaviors, boost in self-confidence.

Do and Don'ts

Do	Don't
Provide clear instructions and expectations.	Overwhelm with a lot of new information at once.
Use positive reinforcement to highlight good behaviors.	Ignore positive behaviors.
Create opportunities for small group interaction.	Force to interact in large groups abruptly.
Demonstrate patience and understanding	Scold or punish for lack of social skills.
Consistently reinforce and teach social skills.	Expect instant changes.

Further Reading and Research

Gray, Carol. "Social Stories and Comic Strip Conversations."
Johnson, David W., Roger T. Johnson, and Edythe Johnson Holubec. "Cooperation in the Classroom."
Kagan, S., & Kagan, M. (2009). "Kagan cooperative learning."

Google search keywords: "Cooperative learning", "Role-playing in classroom", "Using social narratives in classroom", "Positive reinforcement in classroom".