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 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: Compliance - following rules and instructions adaptively: Compliance is adherence to rules or directions, consistent with the setting or environment (e.g., school, work, home, etc.) in order to achieve goals and objectives. <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: Excessively rigid in following rules/instructions: Inflexibly follows all rules specifically and in detail with no capacity to be flexible and adaptive in response to the environment or situation. 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 |
|---|---|
| Difficulty in adaption | The student might have trouble adapting to unforeseen changes in the rule structure or the introduction of new activities. |
| Hindrance in creative thinking | Inflexible perception of rules may hinder the ability to think creatively, as they are stuck in a fixed way of doing things. |
| Social challenges | Strict adherence to rules may lead to social challenges, where the student might find it hard to fit in with peers who are more flexible in their approach. |
| Stress and anxiety | This rigidity might also cause them stress and anxiety especially in situations where rules deviate or when faced with a new or unanticipated task. |
- Efficient, evidence-based strategies to support this student
| Strategy Title | Description | Implementation Steps | Parameters to Monitor |
|---|---|---|---|
| Strategic flexibility | Teach the student that rules can sometimes be adjusted according to the situation. | Discuss daily situations where flexibility is required and how it can be achieved. Follow through with role-play sessions. | Monitor for signs of understanding and application in real life scenarios. Adjust teaching methods if no progress is evident. |
| Promoting creativity | Boost student's creative outlook which could, in turn, boost flexibility. | Incorporate more creative and open-ended tasks in the curriculum. | Monitor his engagement and creativity in tasks. Higher engagement and creativity showcases successful implementation. |
| Social skills training | Aid the Student in forming stronger social bonds. | Group activities and cooperative learning tasks can be beneficial. Encourage the student to participate in decision making within the group. | Monitor his comfort and ability to work effectively in a team. If he remains rigid or isolated from his peers, additional social skills training may be needed. |
| Stress management techniques | Teach the student coping mechanisms for dealing with stress brought on by this inflexibility. | Teach simple breathing exercises or mindfulness techniques. Utilize soothing storytelling that highlights the learning of flexibility and adaptability. | Regularly check in with the student on his anxiety and stress levels. If it doesn't seem to be decreasing, or results in more anxiety, try other methods of stress reduction. |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Patiently and repeatedly reinforce the idea that change can be good. | Do not force the student to immediately accept changes; allow them to ease into it. |
| Bring creativity and flexibility into the daily routine. | Avoid strict and inflexible routines that don't encourage intuitive thinking. |
| Promote social interaction in a controlled and gradual manner. | Don't overly push them into social situations as it may heighten their stress levels. |
- Further reading and research:
You can use the following resources to gain more insight into this profile and teaching strategies:
- Child Mind Institute: Offers resources on teaching flexibility to rigid children.
- Understood.org - Helps in understanding rigid thinking patterns in children and providing support.
Relevant keywords for further research include: "Rigid thinking in children", "Teaching flexibility", "Strategies for inflexible children", "Social skills training for rigid thinkers".