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 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: Academic Motivation - willingness to apply skills and abilities to achieve academic goals: Academic motivation is an individual's general commitment to scholarly/learning activities. It includes not only the determination to acquire knowledge and skills in school, but also the development of the tools necessary to successfully perform in the academic context. While often reduced to "grades," this method fails to capture the commitment necessary to establish and maintain appropriate subject level knowledge and skills (e.g., mathematics, science, language, history, etc.), as well as the willingness to flexibly and adaptively use general and specific resources (e.g., mentors, libraries, collaboration, etc.) needed to succeed. <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: Self-starter who adaptively uses skills and abilities to achieve academic goals: Eager learners effectively work with teachers, parents, and peers to develop successful, flexible, and necessary social and academic tools needed to support learning, adaptation, and goal achievement. 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 |
---|---|
Over-perfectionism | An eagerness to learn and succeed can sometimes lead to a great deal of self-pressure, setting impossibly high standards. |
Fear of failure | As a result of the self-pressure, this student may develop a crippling fear of failure, which can negatively affect their learning process and mental health. |
Difficulty accepting negative feedback | This student may take criticism very personally and thus may become dejected or discouraged easily. |
- Efficient, evidence-based strategies to support this student
A Title | A brief description and why it is efficient | Specific implementation steps | Parameters to monitor and adjust |
---|---|---|---|
Foster a Growth Mindset | Promote the idea that skills and intelligence can be developed, which alleviates the fear of failure and bolsters resilience. | Have discussions about the nature of learning and intelligence. Show examples of people who succeeded through hard work. Incorporate this mindset in daily lessons. | Evaluate student's attitude towards challenges and their persistence in the face of difficulties. Adjustment may be necessary if fear of failure persists. |
Constructive Feedback | Highlight strengths, provide assistance for weaknesses, and ensure feedback is focused on efforts and strategies, not the student as a person. | Provide regular feedback sessions; start with something positive, then provide constructive comments, and end with encouragement. | Monitor how the student handles the feedback. Look for signs of increased confidence or decreased negative emotion. |
Enhancing Resilience | This strengthens the student's ability to adapt and perform even under pressure. | Discuss stories that emphasize resilience, and hardships as a necessity for success. | Look out for a positive change in the student's attitudes towards difficult situations and setbacks. |
- Do and don'ts
Do | Don't |
---|---|
Encourage self-reflection and identify specific areas for improvement. | Avoid providing blunt negative feedback. |
Provide support when students are feeling pressured or overwhelmed. | Do not neglect signs of significant anxiety or distress. |
Remind students of the value of effort and learning from mistakes. | Avoid focusing solely on results or grades. |
- Further reading and research
- "Mindset: The New Psychology of Success" by Carol S. Dweck
- "How Children Succeed: Grit, Curiosity, and the Hidden Power of Character" by Paul Tough
Keywords for research: Growth Mindset, Academic Resilience, Feedback in Pedagogy, Constructive Feedback, Overcoming Fear of Failure.