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

Social Engagement - engaging in social behavior
Social engagement is the combination of intent to form and maintain social interactions combined with the appropriate and flexible application of social speech, cues, gestures, and behaviors (e.g., smiling, visual regard, hand shaking/bowing, etc.). Social engagement directs these behaviors toward individuals or groups, with the goal of establishing and maintaining reciprocal, social transactions and relationships.
Social Communication - communication enabling social interactions
Social functioning is the ability to share thoughts, needs, ideas, and behaviors. Social communication includes words and gestures in conjunction with an "invitation" to respond, as well as the willingness to receive and accept social responses. This leads to reciprocity, or "turn-taking," the repeated exchanges of thoughts, needs, ideas, and behaviors that form the basis of conversation, discussion, collaborative work, and play.
Social Cooperation - cooperating in social interactions, including play
Cooperation is working together with other individuals, or in groups, to achieve a common goal or objective. This requires effective communication for sharing of thoughts, ideas, and plans, as well as a willingness to be flexible and context sensitive when sharing behaviors and communications.
Tolerance - ability to appropriately respond to different people, cultures, values, and belief systems
Tolerance is the willingness and ability to thoughtfully and fairly judge values and belief systems. This includes treating those from different cultures, values and beliefs fairly, and with respect and courtesy.

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

Denies or fails to recognize differences in cultures and belief systems
Uncritically assumes that all values, ideas, and beliefs are equal and should be adopted, even in the face of substantial evidence that it is, or will be, harmful to the believer, or others.
Appreciates and/or responds appropriately and adaptively to individuals and/or ideas from other cultures or belief systems
Express curiosity and willingness to understand other cultures, values, and belief systems, as well as to fairly treat and respect individuals, even if they don't share common values or cultural practices.
Hostile and refuses to acknowledge or accept individuals and/or ideas from any different culture or belief system
Is unwilling to consider the possibility that different values, beliefs, or cultural systems are worthy of tolerance or acceptance, leading to insulting, exclusionary, isolating, or overtly hostile and discriminatory behavior. Often rigidly adheres to extreme, discriminatory, or hostile beliefs and rejects the possibility of discourse or reconsideration.

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:

Tolerance - ability to appropriately respond to different people, cultures, values, and belief systems: Tolerance is the willingness and ability to thoughtfully and fairly judge values and belief systems.  This includes treating those from different cultures, values and beliefs fairly, and with respect and courtesy.
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His/her profile is as follows:

Denies or fails to recognize differences in cultures and belief systems: Uncritically assumes that all values, ideas, and beliefs are equal and should be adopted, even in the face of substantial evidence that it is, or will be, harmful to the believer, or others.

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
Lack of understanding	The student has trouble understanding the complexity and diversity of different cultures and belief systems.
Primitive thinking	The student assumes all values, ideas, and beliefs are equal without considering the possible negative impacts.
Lack of empathy	The student may seem indifferent or disrespectful toward beliefs and cultures different from their own.

Efficient, evidence-based strategies to support this student

Title	Description	Implementation Steps	Parameters to Monitor
Cultural Sensitivity Education	The instruction aims to provide students with knowledge and understanding of different cultural beliefs and values.	1. Incorporate lessons on different cultures into the curriculum 2. Involve students in activities that promote understanding and appreciation for diversity	Monitor the student's acceptance and understanding of different cultures
Critical Thinking Development	The activity encourages students to think in-depth about value systems, assessing their different aspects, and considering their impact.	1. Create discussions on various topics where students can practice critical thinking. 2. Assign tasks that encourage the exploration of different perspectives	Evaluate the student's ability to analyze, criticize, and reflect on different scenarios
Empathy Building Exercise	Practice empathizing with people from different cultures and belief systems.	1. Share stories from different cultures. 2. Encourage students to "step in someone else's shoes" and imagine how they feel	Monitor the student's ability to empathize with others and understand different perspectives

Do's and Don'ts

Do	Don't
Encourage questions about different cultures and values	Overwhelm the student with information without proper context
Use real-world examples to illustrate different beliefs and traditions	Assume that the student will instantly absorb and adapt all they have learned
Facilitate open-minded conversations in class	Tolerate any form of disrespect or offensive behavior toward different cultures

Further reading and research

"Teaching Tolerance in the Classroom" by R. Kraft,
"Cross-Cultural Understanding: A Guide for Teachers" by E. C. Garcia.
Keywords for further research: Cultural Sensitivity Education, Development of Critical Thinking in Children, Teaching Empathy in the Classroom.