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

Persistently pessimistic, unrealistically negative future outlook
No matter the circumstances, the individual assumes that there will be a negative outcome for any and all future projects or events. They have no capacity to appreciate positivity.
Appropriately balanced future outlook
Individuals usually have a measured, but generally positive, outlook toward the future. This may vary day-to-day, or even hour-to-hour, based on the individual's experiences, as well as events occuring in the environment. Typically, from time-to-time, events may make someone feel negative, or overly positive, usually for a brief period of time, relatively quickly returning to a more balanced, generally positive state.
Persistently optimistic, unrealistically positive future outlook
No matter what the circumstances, these individuals always expect a very positive outcome for any and all future projects or events. They have no capacity to appreciate negativity.

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:

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.
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His/her profile is as follows:

Persistently pessimistic, unrealistically negative future outlook: No matter the circumstances, the individual assumes that there will be a negative outcome for any and all future projects or events. They have no capacity to appreciate positivity.

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
Persistent pessimism and negativity about the future	Student consistently anticipates a poor outcome, no matter the situation.
Inability to appreciate positivity	Student seems unable to see or acknowledge positive aspects or potential outcomes.
Potential impact on academic motivation and personal well-being	Academic achievement may suffer due to lack of motivation. Emotional stress and anxiety may increase.

Efficient, evidence-based strategies to support this student

Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Cognitive Behavioral Therapy (CBT) Techniques in the Classroom	CBT is a well-recognized psychological therapy, effective for managing negative thinking. Adapting some of its techniques to the classroom can help the student practice positive replacement thoughts.	- Teach the student to identify negative thoughts. - Equip the student with replacement positive thoughts. - Encourage the student to regularly practice replacing negative thoughts.	Monitor the frequency and severity of negative thoughts. Adjust teaching techniques and types of positive thoughts being utilized based on effectiveness.
Future Mapping	Creating a visual map of possible futures can help engage the student's creative and problem-solving skills, enabling them to see multiple outcomes, including positive ones.	- Introduce the concept of future mapping. - Encourage the student to create their own future map, outlining different potential outcomes.- Discuss these outcomes with the student regularly.	Monitor the student's engagement and understanding of the concept. Adapt the future map as needed to ensure it is a useful tool for the student.
Gratitude Journaling	Regularly noting things to be thankful for can help shift the student's perspective from consistently negative to more positive.	- Encourage the student to keep a daily journal where they list things they are grateful for.- Discuss entries with the student, reinforcing the positive aspects they noted.	Keep track of how often the student writes in the journal and whether their entries and attitude start to shift towards a more positive outlook.

Do and don'ts

Do's	Don'ts
Do be patient and consistent with your support.Do validate the student's feelings before challenging their negativity.Do make time to check in regularly with the student.	Don't dismiss the student's perspective and feelings.Don't force positivity or unrealistically optimistic scenarios.Don't forget to take care of your own well-being while supporting the student.

Further reading and research

Books:
"Mindset: The New Psychology of Success" by Carol S. Dweck
"Learned Optimism: How to Change Your Mind and Your Life" by Martin Seligman
Keywords for Research:
"Cognitive Behavioral Therapy for Students"
"Overcoming Persistent Pessimism"
"Promoting Positivity in Classroom"
"Future Mapping"