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: Adaptively balances impulses and self-regulation: Regulates behavior to appropriately engage in activities, generally following the rules, as well as being flexible in response to situational demands while inhibiting unnecessary or non-adaptive behavior. 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 |
|---|---|
| Inconsistently applying self-control | Even though the student generally follows rules and manages impulses, there may be sporadic incidents where they struggle to self-regulate, leading to inappropriate behavior or difficulties in goal-seeking. |
| Flexibility in responses | The student may struggle to adapt behaviors according to shifting task demands or social situations, leading to potential disruptive behavior or difficulty in completing tasks. |
| Over-adapting | In an attempt to balance self-control and flexibility, this student may over-adapt to situations, possibly appearing overly cautious or inhibited, thus missing out on opportunities for learning or socializing. |
- Efficient, Evidence-based Strategies to Support this Student
| Title | Description and Efficiency | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Structured Routines | Consistent daily routines can provide a clear structure that can help support self-control. | Set up predictable schedules, rules, and transitions. Clearly communicate any changes. | Monitor the student's response to routine. Adjust the clarity or predictability if necessary. |
| Explaining the "Why" | Understanding the reasons behind rules or requests may improve self-regulated behavior. | When setting rules or making requests, explain the purpose behind them to the student. | Monitor the student's understanding and acceptance of rules. If resistance appears, further explanation may be needed. |
| Social Stories | Stories that highlight appropriate responses can support flexibility. | Use or create stories that model the desired behavior in different social situations. | Observe the student's application of the learned behavior from stories. Reinforce or adjust the content as needed. |
| Mindfulness Exercises | Practices like deep breathing or mindful listening can help manage impulses. | Integrate mindfulness exercises into daily routine. Model the behavior to normalise it. | Monitor the student's calmness and impulse control after exercises. Tweak the duration or frequency if necessary. |
- Do and Don'ts
| Do's | Don'ts |
|---|---|
| Do reinforce positive behavior | Don't over-rely on punishments |
| Do understand the reasons behind challenging behavior | Don't assume misbehavior is intentional |
| Do provide clear and consistent instructions | Don't make spur-of-the-moment rule changes |
| Do model self-regulation and flexibility | Don't expect perfection |
- Further Reading and Research
Resources:
- "Teaching Children to Regulate Their Social Behavior: New Directions for Child and Adolescent Development" by Cecilia Cheung
- "Promoting Self-Control in Adolescents and Young Adults: A Practice Brief" from Apex Centre
Keywords for Research:
- Self-control in children
- Flexibility in children's responses
- Impulse control strategies
- Proactive and reactive behavior
- Adaptive behavior in children