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:

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.

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.

1. Overview of the challenges associated with this profile

Challenges	How they manifest
Intense anger reactions	Suddenly explodes with uncontrollable anger, even in the face of mild provocation or without provocation at all
Verbal abuse	Uses harsh words, shouts, screams or uses abusive language when angry
Physical aggression	May indulge in physically hurting themselves or others
Destruction of property	Likely to damage objects or belongings in the environment
Emotional distress	May cause emotional distress for themselves as well as others

2. Efficient, evidence-based strategies to support this student

Title	Brief Description and its Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Teaching Emotional Intelligence	Helps students identify and manage emotions.	1. Discuss different emotions and what causes them with the student. 2. Encourage the student to express their feelings verbally. 3. Teach them coping strategies, like deep breathing when angry.	Monitor the student's progress in identifying and expressing emotions. Adjust the teaching methods as per the student's understanding.
Setting Firm Limits	Provides clarity and consistency, reducing the likelihood of outbursts	1. Define classroom rules and consequences for breaking them. 2. Consistently apply the rules and consequences.	Observe the student's behavior for adherence to rules. Adjust the consequences to match the severity of the breach.
Positive Reinforcement	Encourages good behavior and helps the student work towards self-control.	1. Create a reward system for when the student demonstrates good behavior 2. Ensure to praise them immediately after good behavior.	Monitor the impact on behavior. Consider changing rewards to keep the student motivated.
Social Skills Training	Helps the student to interact positively with peers.	1. Teach about tone of voice, facial expressions, and body language. 2. Role play different social scenarios with the student.	Track the student's progress in interactive sessions. Customize the teaching as per the student's needs.

3. Do and Don'ts

Do's	Don'ts
Do maintain a calm demeanor around the student	Don’t react angrily or aggressively
Do provide a safe and secure learning environment	Don’t isolate or sideline the student
Do include activities in curriculum that promote self-control and patience	Don’t punish without explaining the reason and outcome

4. Further Reading and Research

Book: "The Explosive Child" by Ross W. Greene
Online resources:
https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/social-skills-issues/how-social-skills-impact-anger-management
https://www.counseling.org/docs/disaster-and-trauma_v2/anger-management-a-counseling-technique-for-children.pdf
Research keywords: Anger management in children, Dealing with aggressive behavior in classroom, Emotional intelligence and children, Social skills training for children, Positive reinforcement for behavior control.