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: Self-control - managing impulses and self-regulating behavior: Effective social adaptations and goal seeking requires the ability to resist non-productive impulses and distractions that may interfere with achieving a goal. Self-control is the ability to manage the full spectrum of one's behaviors in order to quickly, flexibly, and effectively adapt as one attempts to meet one's personal and social needs. This means maintaining control over language, social, and motor behavior, while being sensitive and responsive to other environmental factors such as the behaviors of others who are sharing time and space. Self-control includes the ability to both behave proactively and reactively, as well as to inhibit unnecessary or inappropriate behavior. His/her profile is as follows: Excessively restricted/inhibited behavior: Fearful and unable to engage in activities. Withdrawn and will not try to achieve goals or meet needs. 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
| Challenges | How They Manifest |
|---|---|
| Fear and Anxiety | Student is terrified about trying new activities and refrains from engagement |
| Social Withdrawal | Student retreats and isolates themself from peers and activities, hindering social skill development |
| Inhibited Behavior | Student lacks the motivation or is too anxious to strive for goals and express their needs |
- Efficient, Evidence-Based Strategies to Support this Student
| Title | Description and Efficiency | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Fostering Embedded Support | Embedding self-monitoring strategies within classroom activities can create assurance and reduce anxiety for students. | Develop a routine first where actions are predictable, then slowly introduce change. Allow the student to pause the activity when feeling anxious, and provide comfort and reassurance before they resume. | Evaluate progress by monitoring the frequency, intensity, and duration of fear episodes. If episodes escalate, slow down the pace of change. |
| Peer Modeling | Students often learn best from their peers. Exposing the student to positive behavior from classmates can help them emulate such actions | Pair the student with a more outgoing, yet understanding classmate. Encourage the more outgoing student to involve the withdrawn student in activities. | Monitor the student's response to peer interaction and adjust the pairing if it's causing more stress. Increase interaction as their comfort level grows. |
| Progressive Desensitization | This strategy helps the student gradually cope with and overcome fear by exposing them to the cause of their fear in a controlled and safe manner | Carefully expose the student to their source of fear, starting with activities that lead to mild anxiety, ensuring they can handle it before gradually increasing the exposure. Use relaxation techniques simultaneously. | Continuously assess the student's comfort level and pace their progress. If they show severe discomfort, revert to prior stages until they are ready to advance again. |
- Do and Don'ts
| Do | Don't |
|---|---|
| Maintain a consistent and predictable learning environment | Overload the student with too many new activities at once |
| Prioritize gradual exposure to new experiences | Forcefully push the student into uncomfortable situations |
| Appreciate small progresses and reward the student for bravery | Focus sole attention on the end goal without acknowledging small achievements |
- Further Reading and Research
- Kagan, J., & Reznick, J. S. (1989). Early childhood inhibition to the unfamiliar. Child Development, Vol.60, pp. 1500-1507
- Keywords for further research: child anxiety, behavioral inhibition, childhood social withdrawal, desensitization in children, self-monitoring strategies for children.