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 parent. I am looking for suggestions on how to support my child according to their strengths and needs. You are a child and adolescent psychiatrist. Your role is to provide guidance to a parent on how to support child according to their strengths and needs. My child has been assessed for the following dimension: Self-Image - recognizing one's own strengths and weaknesses: Self-image is the internal sense of identity. It not only includes objective perception of self, along with wishes and aspirations as well as the notion of how one compares to others. The objective components of self-image include perceptions of how one looks, feels, thinks, and acts, placed in a cultural frame, that includes lessons learned from peers, family members, and the community (e.g., role models, social media, etc.). <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: Highly self-critical, excessively negative: A consistent negative self-image, including negative comparisons, leading to feelings of inferiority, and persistent expectations of inadequacy and incompetence. Create a guide that I can use and share to best support my child. 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 child 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 at home, and lead to this child nurturing his strengths and building resilience. 3. Do and don'ts List common mistakes to avoid and best practices to follow when supporting this child. 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 |
---|---|
Low self-esteem | Your child may undervalue his abilities and achievements and see himself in an overly negative light. |
Feelings of inadequacy | Despite evidence of competence, your child may persistently feel inadequate and expect to fail. |
Negative comparison to others | Your child may see himself as inferior to peers or use others' successes as a measure of his perceived failures. |
- Efficient, evidence-based strategies to support this child
Strategy title | Brief description and efficiency | Implementation steps | Parameters to monitor and adjust |
---|---|---|---|
Encourage positive self-talk | This will promote self-worth and confidence. | Teach your child to replace negative thoughts with positive ones. Start a 'positive thoughts' journal. | Monitor shift in child's language and thought patterns. Adjust the frequency and types of positive affirmations. |
Growth mindset learning | Emphasizes effort and strategy over end-result. Develops resilience and a healthy approach to failure. | Encourage your child to focus on what they learn from their mistakes. Celebrate their efforts and improvements. | Monitor the child's approach to challenging tasks and their resilience during setbacks. Adjust to celebrate small victories and incremental improvements. |
Involvement in activities they excel in | Builds self-efficacy and provides positive reinforcement. | Identify areas your child naturally excels in and encourage active participation. | Monitor level of engagement and enjoyment. Adjust the difficulty or scale of the activities based on skill and interest levels. |
- Do’s and don’ts
Do | Don't |
---|---|
Praise efforts and improvements | Do not focus only on end results, grades or rankings. This could exacerbate feelings of inadequacy. |
Empathize with their feelings | Do not dismiss their negative feelings or make them feel they’re unjustified. |
Promote independence and self-efficacy | Do not rush to solve all their problems. Let them make decisions and deal with the consequences. |
- Further reading and research
- The book 'Mindset: The New Psychology of Success' by Carol S. Dweck.
- The article 'How to Foster a Positive Self-Image in Your Child' on verywellfamily.com.
- National Association of School Psychologists resources on self-esteem and self-concept.
Research keywords could include "Positive Self-Image", "Growth Mindset", "Self-esteem in children", "Supporting High Self-Critical Children".