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 uninhibited behavior: In the face of significant needs, social demands or goals, behavior is maladaptive, impulsive, and/or unpredictable, interfering with successful goal attainment and adaptation. 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 |
|---|---|
| Impulsivity | The student may act without thinking first, which can result in disruptive behavior, like interrupting others or failing to follow instructions. |
| Inability to regulate emotions | The student may have strong emotional reactions that are inappropriate or out of proportion to the situation. |
| Difficulty with focus | The student may have trouble paying attention to tasks and completing them. |
- Efficient, evidence-based strategies to support this student
| Strategy Title | Description & Reasoning | Implementation Steps | Parameters to Monitor |
|---|---|---|---|
| Self-Monitoring | This approach involves helping students to increase awareness of their own behaviors and self-regulate. It's efficient because it encourages independence. | - Teach student to identify when they are acting impulsively- Provide tools (stickers, charts) to track their behaviors- Praise improvements to boost confidence | - Improvement in self-tracking- Reduction in impulsive behavior |
| Behavioral Rehearsal | This strategy involves modeling and practicing appropriate behavior. It's effective because repetition can encourage new habits. | - Identify situations where impulsive behavior occurs- Model appropriate behavior in these situations- Practice this behavior with student in controlled settings | - Improvement in behavioral response- Decrease in behaviors of concern |
| Social Stories | Social stories can help students understand social norms and expectations. They are effective because they provide clear, explicit information about appropriate behavior. | - Write or find stories that depict appropriate behavior in various situations- Read these stories with the student, discussing the behavior shown | - Improvement in understanding of social norms- Positive behavior changes in the situations depicted |
- Do and don'ts
| Do's | Don'ts |
|---|---|
| Do provide clear expectations for behavior | Don't punish impulsivity without teaching alternative behaviors |
| Do maintain a calm and patient demeanor | Don't lose your temper or react to the student's behavior with strong emotion |
| Do praise improvements, even if they're small | Don't expect overnight changes. Improvement can take time |
- Further reading and research
Recommended resources:
- The Explosive Child by Ross W. Greene
- Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage with Life by Stuart Shanker
Keywords for further research:
- Impulsive behavior in children
- Self-regulation strategies for children
- Behavior management strategies
- Social stories for impulse control
- Cognitive Behavioral Therapy (CBT) for children