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

Social Engagement - engaging in social behavior
Social engagement is the combination of intent to form and maintain social interactions combined with the appropriate and flexible application of social speech, cues, gestures, and behaviors (e.g., smiling, visual regard, hand shaking/bowing, etc.). Social engagement directs these behaviors toward individuals or groups, with the goal of establishing and maintaining reciprocal, social transactions and relationships.
Social Communication - communication enabling social interactions
Social functioning is the ability to share thoughts, needs, ideas, and behaviors. Social communication includes words and gestures in conjunction with an "invitation" to respond, as well as the willingness to receive and accept social responses. This leads to reciprocity, or "turn-taking," the repeated exchanges of thoughts, needs, ideas, and behaviors that form the basis of conversation, discussion, collaborative work, and play.
Social Cooperation - cooperating in social interactions, including play
Cooperation is working together with other individuals, or in groups, to achieve a common goal or objective. This requires effective communication for sharing of thoughts, ideas, and plans, as well as a willingness to be flexible and context sensitive when sharing behaviors and communications.
Tolerance - ability to appropriately respond to different people, cultures, values, and belief systems
Tolerance is the willingness and ability to thoughtfully and fairly judge values and belief systems. This includes treating those from different cultures, values and beliefs fairly, and with respect and courtesy.

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

Denies or fails to recognize differences in cultures and belief systems
Uncritically assumes that all values, ideas, and beliefs are equal and should be adopted, even in the face of substantial evidence that it is, or will be, harmful to the believer, or others.
Appreciates and/or responds appropriately and adaptively to individuals and/or ideas from other cultures or belief systems
Express curiosity and willingness to understand other cultures, values, and belief systems, as well as to fairly treat and respect individuals, even if they don't share common values or cultural practices.
Hostile and refuses to acknowledge or accept individuals and/or ideas from any different culture or belief system
Is unwilling to consider the possibility that different values, beliefs, or cultural systems are worthy of tolerance or acceptance, leading to insulting, exclusionary, isolating, or overtly hostile and discriminatory behavior. Often rigidly adheres to extreme, discriminatory, or hostile beliefs and rejects the possibility of discourse or reconsideration.

I am:

This is the generated guide:

View prompt


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:

Tolerance - ability to appropriately respond to different people, cultures, values, and belief systems: Tolerance is the willingness and ability to thoughtfully and fairly judge values and belief systems.  This includes treating those from different cultures, values and beliefs fairly, and with respect and courtesy.
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His/her profile is as follows:

Hostile and refuses to acknowledge or accept individuals and/or ideas from any different culture or belief system: Is unwilling to consider the possibility that different values, beliefs, or cultural systems are worthy of tolerance or acceptance, leading to insulting, exclusionary, isolating, or overtly hostile and discriminatory behavior. Often rigidly adheres to extreme, discriminatory, or hostile beliefs and rejects the possibility of discourse or reconsideration.

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.

Here's a guide that might help:

Overview of the challenges associated with this profile

Challenges	How they manifest
Limited cooperation and acceptance	The student is unwilling to consider or accept different cultures and ideas, often resulting in conflicts or misunderstandings with peers from diverse backgrounds.
Aggression	The student may display hostile behaviors, ranging from verbal rudeness to physical hostility.
Isolation	Due to their inability to accept or tolerate differences, such students may face social isolation or may isolate themselves from others.

Efficient, evidence-based strategies to support this student

Title	Description & Its Efficiency	Implementation Steps	Parameters to Monitor
Promoting Empathy	This technique encourages the student to see things from another's perspective.	Hold classroom activities that encourage students to share their experiences and backgrounds.	Monitor student's response to these activities. Adjust the frequency or format based on the response.
Cultural Exposure	Often, prejudice stems from a lack of knowledge or understanding. Exposing your student to different cultures can help.	Introduce various cultures and values in your lesson plans, showing the value each one holds.	Observe if the student's openness towards diverse cultures improves.
Behavioural Therapy	This encourages them to unlearn their inappropriate behaviour while learning new behaviours.	Use positive reinforcement to reward tolerant behaviour.	Monitor changes in behaviour and adjust the reinforcement accordingly.

Do's and Don'ts

Do's	Don'ts
Do create an inclusive classroom environment.	Don't ignore any type of discriminatory behavior.
Do communicate with the student’s parents or caregivers about their behavioral patterns.	Don't assume that the student’s behaviour will change without any intervention.
Do encourage group work.	Don't segregate or isolate the student based on their behavior.

Further reading and research:

"Teaching Tolerance" by Sara Bullard
"The Hormone Factor in Mental Health" by Linda M. Rio

Keywords for your own research could be "tolerance in the classroom", "behavioral therapy", or "promoting empathy in children".