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

Cannot manage transitions, including routines for departure
Some individuals are too disorganized, unwilling, or unable to participate in organized transitions. As a result, they are often anxious and upset, with behavioral disruptions, as they face changes in location or other transitions in the environment.
Uses age-appropriate strategies and routines for transitions
Most children have consistent, yet flexible and adaptive routines that help prepare to move from one place to another. They react appropriately to pre-departure signals by gathering the necessary belongings and appropriately managing the social elements of transition. Consistently following these routines increases order and decreases anxiety, while minimizing behavioral disruption and enhancing social experiences.
Disruptive or rigid routines for transitions
These Individuals approach transitions with inflexible, rigid routines that require specific sequences in order to avoid behavioral and emotional disruption. The transition routines may require numerous steps that must be performed in order, and may require multiple repetitions making it exceedingly difficult to successfully transition from one place to the next.

I am:

This is the generated guide:

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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:

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.)
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His/her profile is as follows:

Uses age-appropriate strategies and routines for transitions: Most children have consistent, yet flexible and adaptive routines that help prepare to move from one place to another. They react appropriately to pre-departure signals by gathering the necessary belongings and appropriately managing the social elements of transition. Consistently following these routines increases order and decreases anxiety, while minimizing behavioral disruption and enhancing social experiences.

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.

I. Overview of the challenges associated with this profile

Challenges	How they manifest
Rigidity in routine	May struggle and become anxious if routine is disrupted
Over-reliance on routine	Might have difficulties adapting to new situations
Difficulty with impromptu social interactions	May experience challenges during unplanned social situations

II. Efficient, evidence-based strategies to support this student

Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
"Transition Checklists"	Checklists provide a clear and consistent structure, reducing anxiety	Create a list of tasks that need to be completed during a transition; Review the checklist before the transition begins.	Check for habitual use of the checklist, and students' ability to transition without it
"Social Stories"	Stories give context and model appropriate behavior	Create a story that explains the social aspects of transitions; Discuss this with the student.	Check for understanding and application of the social stories in real life
"Safe Space"	A designated space can provide a sense of security during transitions	Designate a safe, quiet space for the student during transitions; Teach the student techniques for self-calming.	Monitor the frequency of safe space usage, and check for developing reliance

III. Do and don’ts

Do	Don't
Give advanced warnings about upcoming transitions	Assume the student understands the social expectations of a transition
Encourage independence and gradual adjustment	Force sudden changes to routine
Reinforce progress with praises and rewards	Overlook the need for regular breaks

IV. Further reading and research

Links:

Keywords for research:

Transition strategies for high school students
Social stories for transitions
Supporting students with routine reliance