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

Self-Confidence - assessing one's belief in their ability
Confidence is an individual's belief in their own ability to take on and succeed at a task or challenge.
Creativity - applying novel strategies to problem-solving
Creativity is the ability to see beyond traditional constraints and rules, and to allow imagination as well as novel and unique ideas to help solve new problems, offer alternative solutions to existing tasks or problems, and provide unique perspectives on the many aspects of our daily lives.
Responsibility for self and others - accepting responsibility for actions taken by self or others
Responsibility is the willingness and ability to appropriately manage or control self, situations and/or the actions of other individuals.
Integrity and Honesty - recognizing and sharing the difference between truth and false with others
Integrity is the commitment to being honest and principled in one's approach to problem-solving, as well as in social interactions. There are two major failures in integrity: 1) Errors of commission - specifically being dishonest or misrepresenting the truth; and, 2) Errors of omission - specifically withholding important information required for a fair and balanced approach to a specific circumstance or situation.
Perseverance - persisting when undertaking tasks
Perseverance is the ability to keep working on tasks, even in the face of obstacles such as distractions, difficulties, and delays. Determination and commitment to acquiring knowledge and skills is a powerful force for most youth, however, it requires the ability to stay focused on a task and continue working, even in the face of interference and disruptions.
Future Outlook - having thoughts and feelings about the future
Future outlook is the ability and willingness to flexibly think about and imagine the future, and adaptively anticipate what is to come in the near-and-short-term. A perspective on the future is usually accompanied by an attitude about what opportunities, threats, and goals lie ahead, an attitude that can shape actions and preparations related to potential future events.

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

Unable or unwilling to assess the difference between true and false
The inability to recognize the truth, even in the face of evidence, poses problems for participation in social, work, and learning environments. Failure to appreciate the truth can lead to excessive candor which may be unnecessary and possibly harmful.
Knows the difference between true and false, and shares it appropriately with others
Individuals accept responsibility to maintain honesty and integrity when sharing information, playing (e.g., following rules and taking turns), and participating in other cooperative social activities. While individuals can tolerate occasional untruth in the face of stress or defensiveness, persistent lapses in integrity lead to general distrust and social exclusion.
Dishonest; lies or misrepresents the truth
Purposely misrepresenting, distorting, or omitting the truth disrupts the foundation of basic social relationships that are essential for successful functioning in work, school, community, and interpersonal settings.

I am:

This is the generated guide:

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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:

Integrity and Honesty - recognizing and sharing the difference between truth and false with others: Integrity is the commitment to being honest and principled in one's approach to problem-solving, as well as in social interactions. There are two major failures in integrity: 1) Errors of commission - specifically being dishonest or misrepresenting the truth; and, 2) Errors of omission - specifically withholding important information required for a fair and balanced approach to a specific circumstance or situation.
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His/her profile is as follows:

Knows the difference between true and false, and shares it appropriately with others: Individuals accept responsibility to maintain honesty and integrity when sharing information, playing (e.g., following rules and taking turns), and participating in other cooperative social activities. While individuals can tolerate occasional untruth in the face of stress or defensiveness, persistent lapses in integrity lead to general distrust and social exclusion.

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
Inconsistent Honesty	The student may occasionally tell an untruth when feeling stressed or defensive.
Lack of Trust	The student's occasional untruths could lead to others distrusting them.
Social Exclusion	Other students may exclude this student due to perceived lack of honesty or integrity

Efficient, evidence-based strategies to support this student

Title	Brief Description and Why it's Efficient	Implementation Steps	Parameters to Monitor and Adjust
Role-Play Scenario to Foster Honesty	Role-playing helps students understand the impact of honesty in social situations.	Step 1: Pose a scenario with the temptation to be dishonest. Step 2: Have the student role-play different outcomes based on the decision to be honest or dishonest. Step 3: Discuss the potential ramifications of both choices.	Monitor the student's decision-making process during the role plays. If the student struggles, provide guidance on decision-making principles.
Classroom Code of Conduct	Creating a code of conduct helps students understand the importance of honesty and respect for others.	Step 1: Develop the code along with students so that they feel ownership. Step 2: Ensure honesty and integrity are highlighted in the code.	Monitor the student behaviour and adherence to the code. It may need to be refreshed periodically.
Resilience-Building Activities	Resilience is crucial to dealing with stress and preventing dishonesty.	Step 1: Incorporate team-building and problem-solving activities. Step 2: Encourage open conversations about challenges and strategies to overcome them.	Monitor how the student progresses and takes on challenges as a measure of resilience.

Do's and Don'ts

Do's	Don'ts
DO encourage openness and honesty in the classroom.	DON'T punish minor dishonesty severely - instead use it as a teaching moment.
DO model honesty and integrity in your own actions.	DON'T belittle or exclude the student for lapses, it can discourage their progress.
DO offer consistent, fair consequences for dishonesty.	DON'T show favoritism, this can lead to further lapses of integrity.

Further Reading and Research

"Building Resilience in Children – 20 Practical, Powerful Strategies (Backed by Science)" by Karen Young - A guide to building resilience, honesty and integrity in children.

Keywords for further research: Student honesty, teaching integrity, promoting resilience, role-play in education.