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

Eating - maintaining dietary intake and nutrition
Eating is a complex behavior that has both nutritional and social components. The nutritional component is the appropriate consumption of both calories (for energy) and the elements of the diet (protein, vitamins, minerals, fats, carbohydrates, etc.) necessary for maintaining healthy function. There are two main social components of eating: the social interactions associated with the preparation and consumption of food, and the cultural elements associated with menus, dining schedules, and food consumption (e.g., Kosher, Hallal, vegan/vegetarian, etc.) Food preparation and dining are often social experiences that reflect culture and other expectations for cooperation and sharing of both food and conversation, as well as engagement in a variety of behaviors directly associated with eating, such as use of specific utensils (chopsticks, fork, spoon, hands, etc.), cleanliness, order, and the nature of physical presence (e.g., sitting in a chair, standing, walking, sitting cross-legged on the floor, use of a particular hand, etc.) Appropriate participation in all elements of eating are important for health and happiness.
Sexual/Gender Identity and Behavior - expressing age-appropriate sexual/gender identity and behavior
Sexual behavior includes behaviors that are related to an individual's particular individual "sexual identity." While there are generally male and female biological differences amongst humans, there exists a broad spectrum of gender-related behaviors that are "assigned" or "learned," based on cultural and social expectations in a community, not infrequently independent of "sex assigned at birth." Some behaviors appear to be "assigned," and are often considered "conventional." When there are variations that don't meet social expectations, it can cause discomfort - for children, peers, and/or adults - and can lead to adverse outcomes like bullying, discrimination and social isolation. Examples of these are so-called "effeminate" males or "masculine" females. Most "unconventional" gender behaviors are not abnormal but simply represent the broad variation in expressions of identity.
Sensory reactivity - Response to sensory input (touch, taste, smell, sight, hearing, and somatic)
There is enormous individual variability in the perception and ability to interpret and respond to sensory input. Sensations typically includes the five senses (e.g., touch, taste, smell, sight, and hearing), however, somatic perceptions (e.g., pain, heart rate, respiratory rate, kinesthetics, etc.) are often sensed quite acutely, and can modulate emotions, cognitions, and behavior. Precision in the identification of sensory inputs and the reaction to them is essential for safe interactions with the environment as well as appropriate social function.

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

Insufficient diet interferes with nutrition
Inability or unwillingness to participate in the nutritional and/or social elements of eating behavior to the extent that it disrupts nutrition and/or social function.
Maintains an appropriate diet
Inability or unwillingness to participate in the nutritional and/or social elements of eating behavior to the extent that it disrupts nutrition and/or social function.
Excessive food intake, and/or unbalanced diet interfering with nutrition
Overeating generally involves excess food volume and/or caloric intake, but can also be associated with excess consumption of specific foods (e.g., "junk food"). Excessive eating can also refer to inappropriate eating behaviors, such as too much talking while dining, or messy management of large quantities of food as well as preoccupations with food preparation, or specific foods and eating practices.

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:

Eating - maintaining dietary intake and nutrition: Eating is a complex behavior that has both nutritional and social components. The nutritional component is the appropriate consumption of both calories (for energy) and the elements of the diet (protein, vitamins, minerals, fats, carbohydrates, etc.) necessary for maintaining healthy function. There are two main social components of eating: the social interactions associated with the preparation and consumption of food, and the cultural elements associated with menus, dining schedules, and food consumption (e.g., Kosher, Hallal, vegan/vegetarian, etc.)  Food preparation and dining are often social experiences that reflect culture and other expectations for cooperation and sharing of both food and conversation, as well as engagement in a variety of behaviors directly associated with eating, such as use of specific utensils (chopsticks, fork, spoon, hands, etc.), cleanliness, order, and the nature of physical presence (e.g., sitting in a chair, standing, walking, sitting cross-legged on the floor, use of a particular hand, etc.)  Appropriate participation in all elements of eating are important for health and happiness.
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His/her profile is as follows:

Maintains an appropriate diet: Inability or unwillingness to participate in the nutritional and/or social elements of eating behavior to the extent that it disrupts nutrition and/or social function.

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
Poor Nutritional Intake	This can result in low energy levels, compromised immune system, and difficulty in concentrating during lessons.
Social Isolation	Inability to participate in social dining situations may result in feelings of isolation and withdrawals from peer interaction.
Emotional Stressors	Issues with eating may lead to increased emotional and psychological strain, which can impact educational attainment

Efficient, evidence-based strategies to support this student

Strategy	Description	Implementation	Parameters
Nutritional Education	Teach about the importance of balanced diet, impact it has on body and mood	Incorporate lessons about nutrition into your teaching, use practical examples	Observe any changes in student's eating behavior and their engagement in the discussions
Encourage Social Eating	Spaces where students can safely participate in group food activities	Plan social activities centered around food preparation and sharing of meals. For instance, a food fair or food tasting event	Measure the student's participation and comfort level in social eating situations
Mindfulness Techniques	Helps induce a state of relaxation, making food consumption more enjoyable	Meditative techniques can be introduced during moments of collective rest or just before lunch breaks	Monitor the student's relaxation during meals and willingness to experiment with different kinds of foods
Access to a Counselor	Speaking with a mental health professional can provide the student with the proper support	School should provide an easily accessible counselor for students	Track the student’s engagement with counseling sessions and any noticeable behavioral changes

Do's and Don'ts

Do's	Don'ts
Smile and encourage the student, reminding them of the importance of good nutrition	Don't force or rush the student into changing eating habits immediately
Seek professional help if necessary or if things don't improve	Avoid making them feel different or isolated because of their eating behaviors
Encourage them to join group activities involving food	Don't neglect any signs of eating disorders, contact the student's parents and mental health professional immediately

Further Reading and Research

Books: "Eating Disorders: The Facts" by Suzanne Abraham and "Intuitive Eating: A Revolutionary Program That Works" By Evelyn Tribole
Websites: National Eating Disorders Association's website (www.nationaleatingdisorders.org)
Keywords to use in own research: Eating disorders in adolescence, nutritional education for high school students, importance of social eating, mindfulness techniques and eating