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 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:

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:

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.

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.

1. Overview of the challenges associated with this profile

Challenges	How they manifest
Intense emotional reactions	The student may cry, yell, or become physically agitated when faced with even minor setbacks. These reactions may disrupt the class.
Persistent disappointment	Even after the initial frustration or stressor has passed, they might continue to feel disappointed or upset. This could pose a challenge in terms of focus, concentration, and engaging in future tasks.
Disruptive behavior	Their way of expressing disappointment or being upset may affect the classroom environment, causing interruptions and diverting peers' attention.
Impaired social interactions	Their reaction may make it difficult for them to interact and form healthy relationships with their peers.

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

Strategy Title	Brief Description and Why It Is Efficient	Specific Implementation Steps	Parameters to Monitor and Adjust
Emotional Literacy Training	Teaching the student how to identify and express feelings can help manage emotional response.	Use picture cards and role-play to teach different emotions. Regularly practice identifying emotions in different scenarios.	Monitor their ability to identify and express emotions. If no progress, include more practice or involve a school psychotherapist.
Predictable Routines	A structured environment can help the student to anticipate and handle changes without frustration	Keep a visual schedule. Announce changes well in advance.	Pay attention to their reactions to changes. They may need additional support during transitions.
Calm Down Techniques	These techniques can help students self-regulate when they become upset.	Teach deep breathing and counting techniques. Create a quiet, safe space for the student to go to when they need to calm down.	Observe whether they are effectively using these strategies when upset, and offer gentle reminders if needed.
Positive Reinforcement	Reinforcing good behavior can reduce irritability.	Give praise, tokens, or rewards when the student handles frustration appropriately.	Be sure to adjust rewards and identifications of what consists good behaviour over time as student progresses.

3. Do's and Don'ts

Do's	Don'ts
Do validate their feelings and let them know it’s OK to feel angry, disappointed, etc.	Don't dismiss or minimize their feelings.
Do keep calm and composed when they are upset.	Don't respond with anger, which may escalate the situation.
Do provide a safe space for them to calm down.	Don't force them to participate in activities when they are visibly upset.
Do clearly communicate what the expectations are.	Don't impose discipline without explanation, they should understand why certain behaviors are unacceptable.

4. Further reading and research

"The Explosive Child" by Ross W. Greene.
"Self-Regulation Interventions and Strategies" by Teresa Garland.

Keywords for Research:

Emotional regulation in children
Supporting a highly reactive child
Classroom management for disruptive behaviours
Emotional literacy training