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.

I want to help my children/student in the following, more specific area:Help

Self-Confidence - assessing one's belief in their ability
Confidence is an individual's belief in their own ability to take on and succeed at a task or challenge.
Creativity - applying novel strategies to problem-solving
Creativity is the ability to see beyond traditional constraints and rules, and to allow imagination as well as novel and unique ideas to help solve new problems, offer alternative solutions to existing tasks or problems, and provide unique perspectives on the many aspects of our daily lives.
Responsibility for self and others - accepting responsibility for actions taken by self or others
Responsibility is the willingness and ability to appropriately manage or control self, situations and/or the actions of other individuals.
Integrity and Honesty - recognizing and sharing the difference between truth and false with others
Integrity is the commitment to being honest and principled in one's approach to problem-solving, as well as in social interactions. There are two major failures in integrity: 1) Errors of commission - specifically being dishonest or misrepresenting the truth; and, 2) Errors of omission - specifically withholding important information required for a fair and balanced approach to a specific circumstance or situation.
Perseverance - persisting when undertaking tasks
Perseverance is the ability to keep working on tasks, even in the face of obstacles such as distractions, difficulties, and delays. Determination and commitment to acquiring knowledge and skills is a powerful force for most youth, however, it requires the ability to stay focused on a task and continue working, even in the face of interference and disruptions.
Future Outlook - having thoughts and feelings about the future
Future outlook is the ability and willingness to flexibly think about and imagine the future, and adaptively anticipate what is to come in the near-and-short-term. A perspective on the future is usually accompanied by an attitude about what opportunities, threats, and goals lie ahead, an attitude that can shape actions and preparations related to potential future events.

In this area, my children/student displays the following behavior:Help

No imagination and creativity
Some individuals are unwilling or unable to use their imaginations or work around constraining rules and regulations for the purpose of finding novel or better ways to approach problems in their environment. They often appear reluctant, constrained, and/or repetitive in their approach to tasks and challenges.
Flexibly applies novel strategies in problem-solving
Typical children have rich imaginations, allowing them to access novel approaches to the environment, experiences, and challenges. As they develop, children learn rules and structures necessary to engage the world around them, without unnecessarily constraining their creativity and flexibility. Appropriate adaptation is finding the right individual balance between rules and unconstrained creativity.
Problematic thoughts or ideas interfering with problem-solving
When an individual is excessively creative in approaching every daily activity, be it routine or novel, it is very inefficient and disruptive, because it fails to capitalize on routines, habits, and well-learned skills, exchanging effectiveness for novelty. While unbridled creativity seems appealing, this leads to disorganization or the appearance of a chaotic approach to daily life.

I am:

This is the generated guide:

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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:

Creativity - applying novel strategies to problem-solving: Creativity is the ability to see beyond traditional constraints and rules, and to allow imagination as well as novel and unique ideas to help solve new problems, offer alternative solutions to existing tasks or problems, and provide unique perspectives on the many aspects of our daily lives.
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His/her profile is as follows:

No imagination and creativity: Some individuals are unwilling or unable to use their imaginations or work around constraining rules and regulations for the purpose of finding novel or better ways to approach problems in their environment. They often appear reluctant, constrained, and/or repetitive in their approach to tasks and challenges.

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
Limited problem-solving tactics	The student sticks strictly to previously learnt tactics, rarely or never trying new approaches
Difficulty with conceptual understanding of topics	Lack of imagination and creativity hinders the exploration of math concepts beyond literal interpretation
Low levels of engaging in tasks	The student becomes easily bored or frustrated, which leads to disengagement from tasks or activities
Resistance to change or new ideas	Reluctance to try different methods or new strategies compared to peers

Efficient, evidence-based strategies to support this student

Strategy title	Description and efficiency	Implementation steps	Parameters to monitor and adjust
Encouraging the use of manipulatives	Use of physical or virtual manipulatives helps in visualizing problems and developing new strategies. It provides a hands-on experience helping the student to comprehend information better	Create different problems and ask the student to use manipulatives to solve them. Gradually increase the complexity of problems	Monitor whether the student is able to develop new strategies and solutions. Adjust the complexity of problems and the different types of manipulatives used.
Implement Problem-Based Learning	Problem-based learning encourages active learning by presenting students with challenging, open-ended problems. It allows students to think critically and creatively	Start with simple real-world problems. Allow the student to struggle a little and refrain from providing immediate solutions. Assist when necessary	Monitor the student's problem-solving process and patience. Adjust the difficulty level and relevancy of the problems
Scaffolding methods	Scaffolding provides a temporary platform for students that can be removed as the student starts to understand the concept better. It promotes an incremental learning strategy	Break down the problems into smaller, manageable tasks. Provide help at each step initially, and gradually decrease the help	Monitor the student's confidence level over time. Adjust the level of assistance according to the student's improvement

Do's and Don'ts

Do's	Don'ts
Provide precise feedback on student's progress	Do not criticize or punish the student for lack of creativity
Promote group work and collaborative learning	Do not isolate the student or make them feel different
Encourage questions, curiosity, and exploration	Do not provide immediate solutions to problems

Further reading and research

Resources:

Book: "Mindset: The New Psychology of Success" by Carol S. Dweck
Article: 'The effect of problem-based learning on students' strategies in problem-solving' in the International Journal of Educational Research
Website: www.ldonline.org (Learning Disabilities Online)

Research keywords: "The role of manipulatives in math", "Problem-based learning strategies", "Scaffolding in education", "Promoting creativity in math education".