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

Reading - cognitive and mechanical elements of reading comprehension
Reading is the ability to decode written symbols for purposes of communication and learning. While reading most commonly focuses on symbols referred to as "letters" or "characters" from alphabets, in fact, decoding any symbols is a form of reading, including symbols such as logos, flags, and other devices. Reading most languages requires understanding of components of writing including grammar, syntax, punctuation, sentences, paragraphs etc.
Writing - cognitive and mechanical elements of written expression
Writing is the graphical representation of ideas that consists of two separate and distinct actions. The first is the cognitive process of changing an idea into the symbols (letters, characters, or other) in preparation for writing. The second is the motor process of producing the "written" symbols that present an idea in whatever medium is chosen (paper, computer screen, etc.), in a fashion that is potentially comprehensible by others. While letters and complex symbols form the basis of developmentally sophisticated writing, the simple graphic productions (e.g., scribbles) of young children and others with limited skills, can be very effective communication tools.
Mathematics - cognitively and mechanically performing mathematical operations
Math, or arithmetic, is the ability to manage numerical and/or quantitative ideas, both conceptually and in graphical representations. Mathematical skills evolve over time, beginning using numbers for the concrete counting of objects, evolving into the appreciation that numbers can represent various constructs such as quantity, time, space, etc., that can be manipulated through mathematical operations. Success with math can be confounded by writing difficulty as "imprecise" presentation of numbers leads to errors.
Learning Strategies - adopting and developing strategies for learning new material
Learning strategies are the full spectrum of creative, flexible approaches and tools for the acquisition of new knowledge. It includes all facets of learning in school and extra-curricular settings, as well as how one approaches learning life skills at home and in the community (e.g., music, dance, sports, game playing, cooking, cleaning, community social functions, riding bicycles, magic tricks, etc.) For skillful adaptation, effective and efficient learning strategies must vary with development, experience, and the nature of the learning task. Examples of learning strategies include changing oral tasks into written tasks, breaking large problems into a sequence of small problems, etc.
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.
Gross Motor Skills - strength and coordination of motor skills, e.g., walking, running and jumping
Gross motor skills are generally large amplitude motor movements, most commonly the product of the larger muscle groups of the limbs and trunk. Since there are many muscle groups involved in gross motor activity, they must be coordinated to be effective. Coordination requires input from the kinesthetic, visual, and somatosensory systems, as well as practice for complex tasks, including walking. Skilled gross motor activity sets the stage for success for many activities of daily living, as well as athletics, dance, cycling, driving etc.
Fine Motor Skills - strength and coordination of fine motor skills, e.g., writing, buttoning, use of scissors
Expressive Language includes words and sounds, powerfully augmented by non-verbal communication, including gestures, body posture, facial expression etc. There are many subtle elements that enhance the breadth, depth and nuance of expressive language. These include rate, rhythm, volume, prosody, and tone of speech, as well as vocabulary and word choice. Effective expressive communication requires the flexible, skillful combination of gestures and spoken words. It takes considerable effort to communicate functionally, yet remarkably, even from early life, typically developing individuals are able to express to others their ideas, feelings, wants, and needs. These skills grow in complexity over the course of the lifespan, however, there is considerable variability amongst individuals that depends on biological make-up, cognitive ability, environmental factors, and cultural/social experiences.

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

Does not have a strategy for learning
A child with an apparent lack of interest, or willingness, to attempt the acquisition of new knowledge or skills.
Develops and adopts adaptive strategies for learning
Most children are enthusiastic learners who are excited about the acquisition of new skills and the opportunity to display proficiency in new areas of pursuit. They will enthusiastically seek out and engage a broad variety of skills. To accomplish this goal, requires enthusiasm, curiosity, flexible problem-solving, perseverance, and an ability to try and fail without becoming discouraged.
Learning strategies disrupted by rigidity, excessive speed, and/or meticulousness
While intensely interested in learning, these individuals feel compelled to be literal and perfect with limited flexibility in the use of multiple learning strategies. Since perfection is often beyond one's capacity, and rigidity causes ineffectiveness, these individuals find little satisfaction and limited success in learning.

I am:

This is the generated guide:

View prompt


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:

Learning Strategies - adopting and developing strategies for learning new material: Learning strategies are the full spectrum of creative, flexible approaches and tools for the acquisition of new knowledge. It includes all facets of learning in school and extra-curricular settings, as well as how one approaches learning life skills at home and in the community (e.g., music, dance, sports, game playing, cooking, cleaning, community social functions, riding bicycles, magic tricks, etc.) For skillful adaptation, effective and efficient learning strategies must vary with development, experience, and the nature of the learning task. Examples of learning strategies include changing oral tasks into written tasks, breaking large problems into a sequence of small problems, etc.
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His/her profile is as follows:

Does not have a strategy for learning: A child with an apparent lack of interest, or willingness, to attempt the acquisition of new knowledge or skills.

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
Lack of interest in learning	The child does not seem curious or motivated to learn new things, which hinders their ability to grow and develop skills.
Difficulty acquiring new skills	Without a learning strategy, it's challenging for the child to understand and learn new concepts, leading to a feeling of overwhelm.
Lowered self-esteem	The child might feel less capable compared to their peers, causing a decrease in self-confidence.
Discouragement	Difficulty in learning might discourage the child from trying new things, limiting their experiences and personal growth.

Efficient, evidence-based strategies to support this child

Strategy Title	Description and Efficiency	Implementation Steps	Parameters to Monitor
Encourage curiosity	Encouraging curiosity will stimulate the child's interest in learning. It's effective as it makes learning more engaging.	Create opportunities for exploration and discovery in a safe and stimulating environment.	Monitor the child's engagement level and adjust the complexity of the tasks accordingly.
Use Visual aids	Visual aids like graphics, diagrams, and mind maps can simplify complex concepts and make learning more enjoyable.	Use visual aids when explaining new topics. Allow the child to draw or illustrate their understanding of a subject.	Measure improvement in understanding and retention of concepts presented. Increase complexity slowly.
Breakdown tasks	Breaking down tasks into smaller, manageable parts can make a problem less overwhelming. This method is efficient as it gives the child a sense of accomplishment at each step.	Divide larger tasks into smaller ones. Create a checklist and praise the child for each task they complete.	Monitor the child's comfort with the task's complexity and adjust accordingly. Make sure the child feels successful after each step.
Develop a consistent routine	Routines provide a structured environment that supports learning. They are effective because they reduce confusion and stress.	Establish and maintain a predictable daily routine. Include allotted times for meals, homework, recreational activities, and rest.	Review how well the child is adapting to the routine, and amend times or activities based on their comfort level.

Do's and Don'ts

Do's	Don'ts
Do encourage and motivate your child often	Don't compare your child's learning speed with others
Do involve your child in setting realistic goals	Don't impose your own learning style or pace
Do create a supportive and nurturing learning environment	Don't punish the child for struggling with a task

Further Reading and Research

Resources:

Search Keywords: Children learning strategies, Motivating children to learn, Developing routine for children, Visual learning for children.