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 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:

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.
<h3><slot data-nx-ref="value-0"></slot></h3>
<slot data-nx-ref="value-0-desc"></slot>
<h3><slot data-nx-ref="value-50"></slot></h3>
<slot data-nx-ref="value-50-desc"></slot>
<h3><slot data-nx-ref="value-100"></slot></h3>
<slot data-nx-ref="value-100-desc"></slot>

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
Difficulty expressing anger	The student does not demonstrate outward signs of frustration or anger, even in situations that would typically provoke such emotions.
Potential bottling up of emotions	Since the student does not express anger, he may internalize these feelings, leading to higher levels of stress or anxiety.
Difficulty with emotional understanding	This student may not understand his own emotions, and thus may have trouble empathizing with others.

Efficient, evidence-based strategies to support this student

Strategy Title	Description and efficiency	Implementation Steps	Parameters to Monitor and Adjust
Teaching Emotional Literacy	Helps the student recognize and understand their own emotions.	Use visual aids to identify emotions; Conduct regular check-ins.	Monitor student's ability to express emotions with more accuracy over time. Adjust according to the student's pace of learning.
Emotion Regulation Skills	Helps the student to express emotions in a productive, non-disruptive manner.	Teach calming strategies; Role-play anger-inducing scenarios and teach appropriate responses.	Evaluate the student's ability to handle anger-inducing situations. Adjust role-play scenarios according to the student's level of comfort and understanding.
Mindfulness Techniques	Helps the student understand and express their feelings calmly.	Teach deep breathing exercises; Use mindfulness apps or activities.	Check the student's comfort with these techniques. Adjust the frequency and duration according to the student's preference and feedback.

Do and Don'ts

Do	Don't
Do interact with the student in a calm, supportive manner.	Don't force the student to share feelings if they are not comfortable doing so.
Do validate the student's emotions when they do express them.	Don't dismiss or belittle their feelings and concerns.
Do promote open and honest communication with the student.	Don't react dramatically or disproportionately to their expressions of anger.

Further reading and research

Books:
"The Whole-Brain Child" by Daniel J. Siegel and Tina Payne Bryson
"Teaching Kids to Manage Anger" by Tim Murphy
Articles:
"Why Can't I Show My Feelings?" by Psychology Today
"The Hidden Danger of Suppressing Feelings" by the American Psychological Association
Keywords for Your Own Research:
Emotional Regulation
Suppressing Emotions in Children
Teaching Emotional Literacy
Mindfulness Techniques for Emotion Handling