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.

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

No responses when provoked/frustrated
Irrespective of the level of frustration or displeasure, the individual never verbally or physically expresses feelings of anger.
Appropriate response when provoked/frustrated
Anger is an experience that can be manifested by eruptions of verbal and motor behaviors that are controlled so as not to cause harm to objects or others. This may include moderated expressions of anger, such as yelling or banging, however, an individual must quickly regulate these behaviors in order to provide more productive ways of managing annoyance, frustration, or displeasure.
Rage, temper tantrums, violent behavior when provoked/frustrated
In the absence of provocation, or in the face of the mildest experience of annoyance or frustration, the individual "explodes" with expressions of anger, including verbal abuse, physically harming themselves or others, damaging objects in the environment, or causing emotional distress for themselves or others.

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:

Anger management - managing responses when provoked/frustrated: Anger is a typical experience that reflects the strong expression of annoyance, frustration, or displeasure. While anger is a typical emotion, reactions can vary from well-regulated and appropriate, to poorly modulated, disruptive, and even violent.
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His/her profile is as follows:

No responses when provoked/frustrated: Irrespective of the level of frustration or displeasure, the individual never verbally or physically expresses feelings of anger.

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
Inability to express anger or frustration	The student consistently internalizes feelings of anger or frustration. They do not respond or react in any noticeable way.
Emotional confinement	By not expressing their anger, they might build up a significant amount of emotional tension and stress.
Possible social isolation	Other students might perceive this student as aloof or disinterested, which can affect their social relationships.
Struggles with self-assertion	The student might have difficulty asserting their needs or boundaries due to their inability to express frustration or anger.

Efficient, evidence-based strategies to support this student

Strategy Title	Brief description and why it is efficient	Implementation steps	Parameters to monitor and adjust
Emotional Vocabulary	Identifying and labelling emotions can help students express themselves properly.	Teach the student to identify their emotions and express them verbally. Start with simple emotions and then progress to more complex ones.	Track how comfortably the student starts to express their frustrations verbally. Adjust the complexity of emotions as necessary.
Creative Expressions	Artwork or drama allows students to express their thoughts, feelings, fears, and dreams.	Encourage the student to show their feelings through different forms of art like painting or storytelling.	Observe if the student is more expressive during these activities. Customize the type of creative activities based on individual's interest.
Body Language Understanding	Non-verbal signs often tell more about individuals' feelings. It will assist them in understanding their feelings and expressing them non-verbally.	Teach about basic body language signs and encourage them to use them.	Monitor the student's use and understanding of body language. Gradually introduce more complex facial expressions and gestures.
Problem-Solving Framework	Being proactive in dealing with challenges or conflicts can reduce frustrated feelings.	Introduce a structured problem-solving framework, such as identifying problems, brainstorming solutions, making plans, and reflecting on the outcome.	Notice how they're implementing the framework. Adjust the complexity and the number of problems to be solved.

Do's and Don'ts

Do's	Don'ts
Do allow them to express their feelings through creative means.	Don't force them to express their anger verbally if they aren't comfortable.
Do create a safe and trusting environment for them to express their feelings.	Don't ignore signs of built-up frustration or stress.
Do validate their feelings, even if they are not visibly expressed.	Don't express frustration or anger towards them in an unhealthy way as they may mimic this behavior.

Further reading and research

For more information on understanding and supporting students who struggle with expressing anger, consider the following resources:

"Dealing with Feelings: An Emotional Development Programme for Young Children" by Tina Rae
"Conquering Your Child’s Chronic Pain" by Lonnie K. Zeltzer and Christina Blackett Schlank
"The Explosive Child" by Ross W. Greene

Search for the following keywords and phrases for further research:

"Psychology and handling anger in students"
"Helping children express emotions"
"Emotional intelligence in the classroom"
"Creative therapy for emotional expression"