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

Unable to use recurring and/or persistent thoughts, ideas, and/or interests to achieve goals
Unable to develop and support the recurrent thoughts or ideas necessary to sustain efforts required to achieve a goal or an objective.
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.
Recurring and/or persistent thoughts/ideas are obsessive, intrusive and disrupt daily function
Persistent, intrusive thoughts and/or ideas that interfere with processes to complete tasks and engage productively in work or social/environmental interactions.

I am:

This is the generated guide:

View prompt

I am a 6th grade math 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 6th grade math 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.
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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
Maintaining balance	The student may struggle with finding a balance between the need to focus on specific goals, and the necessity to flexibly shift their thoughts according to changing tasks or learning environment needs.
Managing intrusive thoughts	At times, the student might find it hard to dismiss irrelevant thoughts, leading to decreased focus and concentration.
Risk of underperforming in other areas	If the student is consumed with certain thoughts or ideas, they may neglect other subjects or aspects of their learning.

Efficient, evidence-based strategies to support this student

Title	Brief Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Cognitive Behavioral Techniques	These are proven strategies that help students manage their thoughts and improve focus. They include relaxation exercises, restructuration of intrusive thoughts, and self-monitoring.	Teach the student to identify intrusive thoughts, replace them with constructive thoughts, and use relaxation techniques to refocus. Encourage the student to self-monitor their thought processes.	Monitor the student's anxiety level and ability to focus. Adjust strategies as needed.
Teaching planning and organization skills	These skills are vital for managing and prioritizing tasks effectively.	Teach the student techniques for breaking tasks into manageable parts, creating to-do lists, and prioritizing assignments.	Monitor the student's ability to manage and complete tasks independently. Adjust techniques as necessary.
Incorporating relaxation techniques into class routine	This can help student to better manage their thoughts and anxiety.	Incorporate short relaxation sessions into the class routine, including guided imagery, deep breathing, or mindful moments.	Monitor the student's ability to participate effectively in these sessions and the impact on their focus post-session. Adjust techniques and frequency as needed.

Do and don'ts

Do's	Don'ts
Do support the student with patience and empathy.	Don't get frustrated when the student struggles with managing their thoughts.
Do communicate effectively, ensuring instructions are clear and manageable.	Don't provide overwhelming or confusing instructions that could trigger anxiety.
Do encourage independence and adaptability.	Don't enable dependency or inflexibility in thoughts or actions.

Further reading and research

"Think Good - Feel Good: A Cognitive Behavioural Therapy Workbook for Children and Young People" by Paul Stallard.
"Helping Children with Troubling Thoughts: Cognitive Behavioral Strategies" by Willem Kuyken.

Keywords for further research: Cognitive Behavioral Therapy, Obsessive Thoughts in Children, Teaching Strategies for Persistent Thoughts.

Remember, every student is unique. Therefore, it may be necessary to adjust strategies based on the student's individual progress and needs. Each of these strategies should be used in collaboration with school counseling professionals and should be adapted to the unique strengths and struggles of your student.