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

Morning Routine - performing routines for starting the day at school
Most people have a set of behaviors or actions for the beginning of each day that generally follow in a usual order and are designed to complete necessary tasks in preparation for the day's activities. They begin with arising with sufficient time to avoid being late for the start of school, work or other daytime obligations; routines may include activities such as toileting, hygiene, dressing appropriately, eating, gathering one's necessary belongings, and departing in a timely fashion so as to arrive at the first appointment of the day. Typically these routines are well-established so that they occur relatively automatically, obviating the need for detailed thinking about each task. In some cases, the individual does some preparation the evening before, in order to assure prompt completion of morning routines.
Transitions - transitioning between activities or places
Leaving home or other sites (e.g., school) requires preparation that is often captured in routines so that all the elements of the departure are well-coordinated, with little emotional or behavioral disruption, and no necessary items are left behind. It is important to anticipate pending transitions and plan for what comes next. The departure requires the timely gathering of objects necessary for the transition, so that the departure can take place in an orderly and timely fashion. Transitions routines often use appropriate social elements (e.g., "Good-bye," "See you tomorrow," "Thank you," waving or hugs, etc.), as well as addressing of safety concerns (e.g., "hold my hand", "put on your seat belt", etc.)
Screen Time - managing screen-based activities (education, games, entertainment, social media)
"Screens" refers to devices such as computers, television, tablets, e-readers, smartphones, and hand-held video games. Regulation of screen time requires careful planning and coordination as the use of "screens" may play crucial roles in both academic and social life. Screen time has two components: duration and content. While some materials and exposures may be safe and appropriate, other can be quite dangerous.

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

Unwilling or unable to participate in screen-based activities
Individuals are rigidly and completely prohibited from participating in or are unwilling to join screen-based activities. While this appears to protect them from exposure to inappropriate materials and "waste of time," this creates anger and frustration while isolating the individual from appropriate social participation and exposure to valuable content that can enhance learning and pro-social behaviors.
Age-appropriate use of screen-based activities
While most individuals prefer to avoid regulation of screen time and content, they understand and accept rules that are helpful in maintaining developmentally and socially appropriate online activities in terms of time and content, leading to regulation that minimizes disruption and allows for a balanced use of screen time.
Social and/or academic functioning disrupted by screen-based activities
Individuals who are unwilling, or unable, to regulate access to electronic devices and online media, causing exposure to inappropriate content and/or spending inappropriate amounts of screen time, at the expense of appropriate school, work, and social activities. These individuals appear to be "addicted," with attempts to interrupt access leading to significant behavioral disruption.

I am:

This is the generated guide:

View prompt


I am a 12th 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 12th grade math teacher on how to support student according to their strengths and needs.

My student has been assessed for the following dimension:

Screen Time - managing screen-based activities (education, games, entertainment, social media): "Screens" refers to devices such as computers, television, tablets, e-readers, smartphones, and hand-held video games. Regulation of screen time requires careful planning and coordination as the use of "screens" may play crucial roles in both academic and social life. Screen time has two components: duration and content. While some materials and exposures may be safe and appropriate, other can be quite dangerous.
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His/her profile is as follows:

Unwilling or unable to participate in screen-based activities: Individuals are rigidly and completely prohibited from participating in or are unwilling to join screen-based activities. While this appears to protect them from exposure to inappropriate materials and "waste of time," this creates anger and frustration while isolating the individual from appropriate social participation and exposure to valuable content that can enhance learning and pro-social behaviors.

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
Lack of exposure to digital learning tools	The student is at a disadvantage, since many educational resources are digitally based and not utilising screen time distances them from key learning opportunities.
Isolation from peers	In today's interconnected world, screens serve as platforms for social interaction. The student may be isolated from peer interaction and collaboration.
Frustration and resistance	The student might experience anger and frustration due to being excluded from activities that peers are engaged in.
Hindered development of screen literacy	In the 21st century, basic screen literacy is vital. This student's status may fall behind in developing this necessary skill.

Efficient, evidence-based strategies to support this student

Title	Description	Implementation Steps	Parameters to Monitor
Gradual introduction to technology	This strategy promotes gradual and monitored exposure to screen time.	1. Introduce the student to educational platforms and tools. 2. Dedicate a specific and limited time each day for the student to explore these tools.	Monitor the student's engagement with technology and their emotional response. Continuously reassess the limits based on their progress.
Incorporating non-screen alternatives	Expands the use of traditional teaching methods to deliver content.	1. Use books, pen and paper, chalkboards or other non-screen tools whenever possible. 2. Incorporate group discussions or activities that stimulate face-to-face interaction.	Pay attention to the student's participation, engagement and comprehension of the taught materials.
Promoting co-viewing and co-playing	This encourages the student to engage in screen-based activities alongside peers or adults in a controlled setting.	1. Set up group activities that involve screens, like educational games or research assignments. 2. Participate in and monitor these activities yourself.	Observe the student's interaction with peers and their feedback about the activity. Check that they are not feeling uncomfortable or left out.

Do and don'ts

Do's	Don'ts
Encourage and praise student's efforts to engage with screens.	Don't force drastic change; gradual exposure to technology is crucial.
Be patient and understanding with the student's digital learning curve.	Don't exclude the student from activities involving screen time.
Personify screens as tools for learning and not as a source of harm.	Don't ignore signs of stress or discomfort related to screen interaction.

Further reading and research

Resources:

"The Effects of Screen Time on Health and Well-Being: A Guide for Parents" - American Academy of Pediatrics
"Screen Time and the Very Young" - Center on Media and Child Health
"The Screen Time Debate: How to Manage Your Child's Use of Time In Front of Screens" - Psychology Today

Keywords for further research:

"Screen time and educational outcomes"
"Digital literacy in 21st century"
"Impact of screen time on mental health"
"Effective screen time strategies"