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.

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

Unable to use recurring and/or persistent thoughts, ideas, and/or interests to achieve goals
Unable to develop and support the recurrent thoughts or ideas necessary to sustain efforts required to achieve a goal or an objective.
Appropriately manages recurring and/or persistent thoughts, ideas, and/or interests to achieve goals
Persistent, recurrent thoughts or ideas are essential to completing tasks or remembering components of tasks or goals as one develops and implements strategies for problem-solving. Flexibly and adaptively managing these recurrent thoughts, including appropriately dismissing them, is necessary to function adaptively, and attend to multiple competing goals in an appropriate manner.
Recurring and/or persistent thoughts/ideas are obsessive, intrusive and disrupt daily function
Persistent, intrusive thoughts and/or ideas that interfere with processes to complete tasks and engage productively in work or social/environmental interactions.

I am:

This is the generated guide:

View prompt


I am a 2nd grade 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 2nd grade teacher on how to support student according to their strengths and needs.

My student has been assessed for the following dimension:

Obsessive thoughts - managing recurring and/or persistent thoughts, ideas, and/or interests: Sustained, recurring, goal-directed thoughts or ideas assist in focussing attention and activity in support of completing a task or achieving short- and long-term goals. In addition to helping sustain attention or focus, revisiting the thought or idea supports problem-solving or re-working the options necessary to achieve a goal. When these thoughts are persistent and intrusive, they interfere with social, behavioral, and/or cognitive function. Persistent thoughts may include perseveration on specific or irrelevant topics, numbers, words, sounds, tasks, concerns, and fears.
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His/her profile is as follows:

Unable to use recurring and/or persistent thoughts, ideas, and/or interests to achieve goals: Unable to develop and support the recurrent thoughts or ideas necessary to sustain efforts required to achieve a goal or an objective.

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
Failure to achieve personal and academic goals	The student may lose focus and motivation easily, leading to unfinished tasks and inability to meet set objectives
Difficulty staying engaged	Due to their inability to sustain their thoughts and ideas, the student may frequently drift off during lessons, unable to follow a consistent thought process to gain an understanding
Social and behavioral issues	Persistent and recurring irrelevant thoughts can interrupt social interactions, causing the student to struggle in forming relationships with peers
Anxiety and frustration	As a result of their challenges, the student may experience high levels of anxiety and frustration, negatively affecting their overall well-being and academic performance

Efficient, Evidence-Based Strategies to Support this Student

Title	Brief Description and Why It's Efficient	Implementation Steps	Parameters to Monitor and Adjust
Prompt and Structure	Prompt the student towards certain thoughts along a structured path. This will allow the student to maintain focus and work toward completing tasks.	Make instructions clear and break down tasks into manageable and sequential steps. Use visual aids for prompts.	Monitor the student's progress with tasks. If they still struggle, consider simplifying the tasks further.
Mindfulness	Encourage the student to focus on their current surroundings and activities. This can lessen obsessive thoughts.	Dedicate a few minutes each day for mindfulness, focusing on breathing or a quiet activity. Incorporate mindfulness into transition times in the day.	Monitor the student's anxiety and behavior during these mindfulness exercises. Modify the length and frequency of exercises as needed.
Buddy System	Pairing up the student with a classmate can support their social development, and help them stay on track with their tasks	Find a suitable buddy for the student, provide both with clear guidelines on how to work and help each other	Assess the effectiveness of the buddy system, consider rotating buddies if beneficial for the student

Do's and Don'ts

Do's	Don'ts
Encourage and praise efforts, even if the result is not perfect	Avoid focusing solely on end results and overemphasizing on perfection
Provide clear schedules and structured tasks	Do not provide vague instructions or open-ended tasks
Show patience and understanding	Don't rush the student or get frustrated

Further Reading and Research

"Teaching Students with OCD" by Amori Yee Mikami
"How to Reach and Teach Children and Teens with ADD/ADHD" by Sandra Rief
"Obsessive Compulsive Disorder in Children and Adolescents" by John S. March

Keywords for further research: "Education adaptive strategies for OCD", "Teaching students with obsessive thoughts", "Classroom strategies for obsessive-compulsive disorder", "Evidence-based interventions for OCD in children"