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 12th 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 12th grade math teacher on how to support student according to their strengths and needs. My student has been assessed for the following dimension: Irritability - reacting to frustration or annoyance: Irritability is a feeling of agitation and annoyance in response to a stimulus or stress. Irritability can be an appropriate response to an offensive social or physical stimulus that becomes problematic. The appropriateness varies based on the intensity and persistence of the stimulus, as well as the social context. Irritability can range from a mild facial expression or gesture to a massive outpouring of emotions. <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: Adaptively reacts when disappointed or annoyed: Irritability is a typical emotion that is represented by psychological, behavioral, and/or physiologic responses to annoying, disruptive, frustrating, or toxic events or environmental exposures. Irritability is usually brief and mild, however, appropriate irritable responses are proportional to exposure intensity and duration, as well as the social and environmental context in which the exposure takes place. 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.
1. Overview of the challenges associated with this profile
Challenges | How they manifest |
---|---|
Difficulty handling frustration | This may result in a sudden mood swing, the student might become upset or even angry more easily. |
Difficulty during stressful situations | They may become more tense or anxious during examinations, timed assessments, or challenging assignments. |
Possible interpersonal conflicts | May misinterpret feedback or constructive criticism as personal attacks, leading to issues with peers or teachers. |
2. Efficient, evidence-based strategies to support this student
Strategy Title | Description and Efficiency | Implementation Steps | Parameters to Monitor and Adjust |
---|---|---|---|
Cognitive Behavioral Techniques | This approach can help the student gain control and develop better balanced emotional responses. It has shown consistent results in helping individuals manage their irritability. | 1. Teach the student to identify and talk about their unpleasant feelings. 2. Reinforce positive self-talk and coping mechanisms. 3. Regularly check in with the student, reinforcing the techniques. | Monitor the use of positive self-talk and assess changes in emotional responses. Adjust techniques as needed. |
Yoga or Mindfulness | Yoga or mindfulness can help reframe negative thoughts, improve concentration and reduce stress levels. | 1. Introduce a short yoga or mindfulness session at the start or end of class. 2. Encourage the student to practice these techniques also at home. | Track changes in the student's focus and stress levels during class. Adjust frequency and duration of sessions as necessary. |
Promoting a Growth Mindset | By promoting a growth mindset, the student can learn to see challenges and failures as a part of the learning process and not get as easily frustrated. | 1. Encourage positive responses to mistakes and frustrations. 2. Frame challenges as opportunities for growth. 3. Provide frequent, formative feedback. | Monitor the student's reactions to mistakes or feedback. Adjust your feedback to foster resilience and growth. |
3. Do and don'ts
Do's | Don'ts |
---|---|
Be patient and understanding. | Don't lose your temper or respond negatively. |
Normalize emotions and teach appropriate emotional responses. | Don't dismiss or invalidate the student's feelings. |
Provide clear, predictable structure and expectations. | Don't spring surprises or sudden changes in routine. |
4. Further reading and research
- "The Explosive Child" - Ross W. Greene
- "The Whole-Brain Child" - Daniel J. Siegel
- "Managing emotional disorders in adolescents with neurodevelopment" - BMJ 2020
Research keywords: adolescent irritability, cognitive behavioral techniques, yoga for students, promoting growth mindset.