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

Emotional regulation and reactivity - managing threshold and intensity of emotional responses
Emotions are strong feelings derived from internal and external stimuli that are reflected in mood and responsive to environmental factors and relationships with others. These feelings may range broadly and include joy, happiness, love, euphoria, anxiety, sadness, fear, loss, and many more. These emotions play a critical role in social communication, motivation, and protection. However, in order to maintain adaptive functioning, emotions require careful regulation in terms of type, intensity, and duration of emotional expression, each of which must be sensitive to environmental, social, and cultural factors.
Worries/Anxiety - managing worries and anxiety
Worries are the result of fears or anxiety. The stimulus for worries can be internal or external. External worries often come from frightening or forbidden objects or events. Internal worries are often associated with self-doubt or lack of confidence, as well as legitimate concerns about objects or events from the past or anticipated in the future. Worries come in many forms, and while they generally reflect internal feeling states, they are commonly expressed as behaviors including the appearance of being anxious, excess vocalization of the worry, or avoidance.
Attachment - having attachments to family, peers, and adults
Attachment is the strong, bilateral, emotional connection between humans (and other animals). Initially, this connection is with the individual's primary caregivers, but it rapidly expands to include others important to the life of the individual. In humans, attachments usually begin in the first days of life, becoming more socially, emotionally, and behaviorally complex over time.
Empathy - having sensitivity to the feelings and needs of others
having sensitivity to the feelings and needs of others
Irritability - reacting to frustration or annoyance
Irritability is a feeling of agitation and annoyance in response to a stimulus or stress. Irritability can be an appropriate response to an offensive social or physical stimulus that becomes problematic. The appropriateness varies based on the intensity and persistence of the stimulus, as well as the social context. Irritability can range from a mild facial expression or gesture to a massive outpouring of emotions.
Stress Management - managing tension resulting from challenges or demands
Stress is a feeling of emotional or physical tension that is the body's reaction to an internal or external challenge or demand. The internal factors can be thoughts, ideas, emotions, or even cognitive and emotional challenges. External factors may include leisure, work, or social demands. The response to stress can be both cognitive-emotional, as well as physiologic. Stress responses are adaptive when they are developmentally and behaviorally appropriate to the intensity, complexity, and duration of the demand or challenge.

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

Placid or indifferent; never disappointed/upset
Some individuals appear to not respond to annoying stimuli or stresses (physical and/or psychological). They are never irritable or upset, and generally appear to passively and calmly accept all situations, even those that are problematic or emotionally/physically annoying.
Adaptively reacts when disappointed or annoyed
Irritability is a typical emotion that is represented by psychological, behavioral, and/or physiologic responses to annoying, disruptive, frustrating, or toxic events or environmental exposures. Irritability is usually brief and mild, however, appropriate irritable responses are proportional to exposure intensity and duration, as well as the social and environmental context in which the exposure takes place.
Easily and persistently disappointed or upset
For some individuals, even the slightest adverse stimulus or stress evokes an intense, extended emotional, behavioral, and/or physical reaction that is socially inappropriate, disruptive, and maladaptive.

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:

Irritability - reacting to frustration or annoyance: Irritability is a feeling of agitation and annoyance in response to a stimulus or stress. Irritability can be an appropriate response to an offensive social or physical stimulus that becomes problematic. The appropriateness varies based on the intensity and persistence of the stimulus, as well as the social context. Irritability can range from a mild facial expression or gesture to a massive outpouring of emotions.
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His/her profile is as follows:

Placid or indifferent; never disappointed/upset: Some individuals appear to not respond to annoying stimuli or stresses (physical and/or psychological). They are never irritable or upset, and generally appear to passively and calmly accept all situations, even those that are problematic or emotionally/physically annoying.

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
Emotional unresponsiveness	Student can appear indifferent to challenges.
Difficulty in expressing needs/ wants	Student struggles to voice their personal needs or difficulties. This lack of expression can sometimes lead to a neglect of their needs.
Difficulty in establishing interpersonal relationships	Can appear detached or disconnected from classmates, making it harder to form social bonds.
Lack of resilience towards challenging situations	Can give in to obstacles easily without exploring alternative solutions. This can hinder their academic progress.

Efficient, evidence-based strategies to support this student

Title	Description and efficiency	Implementation steps	Parameters to monitor and adjust
Encourage emotional expression	Students need to learn how to express their emotions appropriately to foster better interpersonal relationships. This improves overall communication and affords a healthier emotional state.	- Evaluate the student's emotional understanding. - Use age-appropriate resources and activities to discuss emotion. - Model descriptive language when expressing your own emotions.	Monitor student’s emotional vocabulary and their effectiveness in expressing emotions. Adjust implementation based on progress.
Teach resilience	Teaching resilience techniques can help them to handle life's ups and downs with grace and ease. It enhances their ability to bounce back from adversity.	- Teach the student about resilience, what it means, and why it's important. - Provide examples of resilience in real-life scenarios or historical events. - Discuss strategies for handling stressful situations.	Continuously monitor and discuss their response to adverse situations. Adjust methods if necessary.
Foster a sense of belonging	Students who feel a sense of belonging in the school environment are more likely to participate actively and take responsibility for their learning.	- Encourage group activities and peer interaction. - Create a supportive, safe, and respectful classroom environment.- Acknowledge each student's contributions and praises their efforts.	Monitor changes in the student’s engagement and interaction levels. Make necessary modifications to the strategies used.

Do's and Don'ts

Do's	Don'ts
Foster an open and accepting environment	Do not ignore signs of extreme emotional suppression
Communicate with the student frequently	Do not push them to express emotions they are not ready for
Be patient and provide positive reinforcement	Do not overlook their struggle because they seem calm or detached

Further reading and research

Resources:

"The Emotionally Unresponsive Student: Identification and Intervention" by James J. Crist
"Building Resilience in School and Classroom: Proven-effective Strategies and Tools for Students Grades K-6" by Sara E. Nance

Keywords for further research:

Emotional suppression in adolescents
Teaching resilience in school
Strategies to foster emotional expression in students
Classroom activities for emotional expression
Strategies for enhancing interpersonal relationships in school.