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: Obsessive thoughts - managing recurring and/or persistent thoughts, ideas, and/or interests: Sustained, recurring, goal-directed thoughts or ideas assist in focussing attention and activity in support of completing a task or achieving short- and long-term goals. In addition to helping sustain attention or focus, revisiting the thought or idea supports problem-solving or re-working the options necessary to achieve a goal. When these thoughts are persistent and intrusive, they interfere with social, behavioral, and/or cognitive function. Persistent thoughts may include perseveration on specific or irrelevant topics, numbers, words, sounds, tasks, concerns, and fears. <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: Appropriately manages recurring and/or persistent thoughts, ideas, and/or interests to achieve goals: Persistent, recurrent thoughts or ideas are essential to completing tasks or remembering components of tasks or goals as one develops and implements strategies for problem-solving. Flexibly and adaptively managing these recurrent thoughts, including appropriately dismissing them, is necessary to function adaptively, and attend to multiple competing goals in an appropriate manner. 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 dismissing irrelevant thoughts | The student might struggle dismissing non-related thoughts that could interfere with their ability to focus on the task at hand. |
| Difficulty with flexibility | The student might find it challenging to switch from one task to another and might insist on completing a task even when it's not relevant anymore. |
| Possible anxiety | The student could develop anxiety related to their inability to control their recurrent thoughts related to uncertainties or fears. |
- Efficient, evidence-based strategies to support this student
| Title | Description | Implementation steps | Parameters to monitor |
|---|---|---|---|
| Cognitive Behavioral Techniques | These techniques help to manage the obsessive thoughts by teaching the student coping mechanisms. | Integrate cognitive-behavioral strategies into lessons and activities. Reinforce positive behaviour when the student successfully dismisses irrelevant thoughts. | Monitor the student's ability to dismiss irrelevant thoughts and shift attention to relevant tasks. |
| Mindfulness Training | This can help the student to focus on the present moment and accept their persistent thoughts without judgment. | Implement short mindfulness exercises during the school day. | Observe the student's ability to focus during these activities. |
| Visual/Auditory cues | These cues can assist in transitions and help in redirecting the student's attention. | Use visual schedules, timers or specific sounds to indicate transitions or shifts in tasks. | Keep track of how the student responds to different types of cues. |
- Do and don'ts
| Do's | Don'ts |
|---|---|
| Develop a predictable routine to provide structure and predictability. | Don't force transitions without giving the student time to process the change. |
| Reward and praise the student when they successfully manage their thoughts and stay focused. | Don't discourage or penalize the student when they fail to dismiss an irrelevant thought. Foster a supportive and understanding environment. |
| Ensure the student knows that it's alright to have these thoughts and they can be managed. | Don't ignore signs of anxiety or distress related to these thoughts. Notice and take action. |
- Further reading and research
- "Freeing Your Child from Obsessive-Compulsive Disorder: A Powerful, Practical Program for Parents of Children and Adolescents." by Tamar Chansky
- "Overcoming Unwanted Intrusive Thoughts: A CBT-Based Guide to Getting Over Frightening, Obsessive, or Disturbing Thoughts." by Sally M. Winston and Martin N. Seif
Keywords for Research:
- Cognitive Behavioral Techniques
- Mindfulness in elementary education
- Visual cues in classroom transitions
- Obsessive thoughts in children