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

Always carefree, never worries
Being carefree represents a complete indifference or lack of awareness of worries.
Adaptive, functional, well-regulated worries and anxiety
Occasional fears, anxiety, or concerns are frequent and generally represent appropriate responses to internal and external stressors. While these worries are common, they must be appropriately and flexibly managed in order to support behaviors that foster successful adaptation.
Always anxious, worries about everything
Some individuals worry all the time and about many things in the environment or their thoughts and feelings. These individuals also worry if there is not something about which they should be worrying.

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:

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.
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His/her profile is as follows:

Adaptive, functional, well-regulated worries and anxiety: Occasional fears, anxiety, or concerns are frequent and generally represent appropriate responses to internal and external stressors. While these worries are common, they must be appropriately and flexibly managed in order to support behaviors that foster successful adaptation.

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 is a simplified, example guide to help you support your student who experiences well-managed worries and anxiety.

Overview of the challenges associated with this profile

Challenges	How they manifest
Navigational Anxiety	Student may feel overwhelmed when presented with new or complex math problems.
Fear of Making Mistakes	May second-guess his/her answers or refrain from participation in fear of giving a wrong answer.
Difficulty with Uncertainty	May feel uncomfortable or frustrated when answers are not clear-cut or when they struggle to solve a problem.

Efficient, evidence-based strategies to support this student

Title	Brief Description & Why It's Efficient	Implementation Steps	Parameters to Monitor & Adjust
Educational Comfort Zone	It involves increasing learner's confidence by giving tasks that are slightly above their present ability level. It is efficient as it gradually builds confidence and lessens the anxiety provoked by unfamiliar tasks.	Give the student problems that slightly stretch their ability. Gradually increase the difficulty level as their confidence grows.	Monitor confidence and anxiety level before introducing more difficult tasks. Be prepared to scale difficulty level back if necessary.
Mindful Learning	Mindful learning practices help students focus more on tasks and helps reduce anxiety. This approach enhances present moment awareness and decreases worry.	Introduce mindfulness exercises. Ask students to focus on breathing pre and post class. Incorporate mindfulness into the classroom habits.	Measure levels of worry and anxiety before mindful practice is introduced. Track progress throughout the year.
Emphasize Process over Results	Emphasizing on the process instead of results can lower fear of mistakes and helps students to focus more on learning.	Cultivate an environment where mistakes are seen as necessary steps in the learning process. Focus more on “what did we learn?” rather than “what did we get wrong?".	Observe changes in student's willingness to try new problems and willingness to make mistakes.

Do's and Don'ts

Do's	Don'ts
Do make the student feel safe about making mistakes and ask questions.	Don't punish or belittle the student for errors or for not understanding something.
Do create a positive and supportive learning environment.	Don't compare the student to others or apply unnecessary pressure.
Do recognize small achievements and improvements.	Don't overlook efforts in favor of only recognizing large achievements or end results.

Further reading and research

Keywords for further research: Growth mindset, mindfulness in the classroom, reducing classroom anxiety, adaptive learning.

Resources:

"Mindsets and Math/Science Achievement." Carol S. Dweck
"Mindfulness for Teachers" by Patricia A. Jennings
"Classroom-Ready Number Talks for Sixth, Seventh, and Eighth Grade Teachers" by Nancy Hughes
"Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom" by Kristin Souers.