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.

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

Never follows rules/instructions
Persistently fails to recognize or follow rules and directions.
Adaptively follows rules/instructions
Readily and flexibly takes responsibility to follow rules and directions appropriately, in all settings, public and private, to achieve goals and objectives.
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.

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:

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.
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His/her profile is as follows:

Adaptively follows rules/instructions: Readily and flexibly takes responsibility to follow rules and directions appropriately, in all settings, public and private, to achieve goals and objectives.

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.

Sure, here's a guide to understand and support your student who shows adaptive compliance.

Overview of the challenges associated with this profile

Challenges	How They Manifest
Over-Reliance on Rules	This student might find it difficult to make decisions when clear rules are not present
Fear of Making Mistakes	The student might be risk-averse; may be afraid of punishment or not meeting expectations
Limited Creativity	As the student is focused on following instructions, they might lack spontaneity and creativity

Efficient, evidence-based strategies to support this student

Strategy Title	Description & Why It's Efficient	Implementation Steps	Parameters to Monitor and Adjust
Promote Creative Thinking	Encourage the use of imagination and original ideas, this will balance their rule adherence tendencies	- Set aside time for creativity in lessons - Encourage open-ended questions and tasks	Monitor student's comfort level and participation in open-ended tasks
Set Explicit Expectations	As the student is reliant on rules, make expectations explicit	- Clearly define expectations for tasks - Include acceptable 'mistakes' or variations	Monitor the student's understanding and acceptance of the ranges provided
Celebrate Mistakes	Building a culture of learning from mistakes would encourage risk-taking	- Show them mistakes are a part of learning - Share famous mistakes by successful people	Monitor student's reactions and willingness to try new things
Foster Decision-Making Skills	This will instill confidence when clear rules are not present	- Provide scenarios where the student has to make decisions - Ensure there's no risk of failure in these cases	Monitor student's ability and comfort in decision making

Do's and Don'ts

Do's	Don'ts
Foster a positive atmosphere that encourages making mistakes	Avoid creating a fear-based learning environment
Give students choices to foster autonomy	Never make the student feel that there's only one 'right' way to do things
Regularly communicate with the student to understand their feelings and anxiety	Don't ignore the student's emotions or concerns

Further Reading and Research

Books:
'Mindset: The New Psychology of Success' by Carol S. Dweck
'The Power of Mistakes: Turning Errors into Learning Opportunities' by Debbie Zacarian
Websites:
https://www.edutopia.org/article/importance-teaching-grit-classroom
https://www.mindfulschools.org/training/mindful-educators-essentials
Keywords for Further Research:
Teaching flexibility to students
Helping students embrace mistakes
Fostering creative thinking in students
Encouraging student autonomy and decision making
Creating a positive learning environment