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

Never follows rules/instructions
Persistently fails to recognize or follow rules and directions.
Adaptively follows rules/instructions
Readily and flexibly takes responsibility to follow rules and directions appropriately, in all settings, public and private, to achieve goals and objectives.
Excessively rigid in following rules/instructions
Inflexibly follows all rules specifically and in detail with no capacity to be flexible and adaptive in response to the environment or situation.

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:

Compliance - following rules and instructions adaptively: Compliance is adherence to rules or directions, consistent with the setting or environment (e.g., school, work, home, etc.) in order to achieve goals and objectives.
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His/her profile is as follows:

Adaptively follows rules/instructions: Readily and flexibly takes responsibility to follow rules and directions appropriately, in all settings, public and private, to achieve goals and objectives.

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
Adapting to change	This student may struggle to adjust to a new way of doing things or a new set of rules due to their tendency to adapt to rules and instructions actively.
Over-compliance	In extreme cases, this might lead to the student not asking questions or clarifying doubts for the fear of breaking any rule or instruction.

Efficient, evidence-based strategies to support this student

Title	Description and Why It’s Efficient	Implementation Steps	Parameters to Monitor and Adjust
Strategy 1: Encourage Independent Thinking	Encourage the student to think independently and question the rules and instructions not clear. This will help the student break away from excessive dependence on rules and instructions and nurture their problem-solving capabilities.	Encourage the students to ask more questions during class. Rephrase your instructions to make them questions rather than direct statements.	Monitor the number of questions the student asks in class. Adjust your method if you notice the student is still not engaged.
Strategy 2: Create Controlled Variability	Introduce small, controlled changes in the classroom routine or teaching methods. This can help the student become more resilient and adaptive to changes	Modify the classroom seating arrangement or intermix teaching methods randomly.	Observe how the student reacts to changes. Ensure the changes are not overly distressing for them
Strategy 3: Role-play Activities	Engaging the student in role-play activities where they act as a reviewer or critic can help them understand the rules better and their purposes.	Encourage students to participate in role-plays and give their peers instructions.	Observe the student's engagement with the activity and his/her understanding of the purpose of rules.

Dos and Don'ts

Do's	Don'ts
Do encourage the student to voice their opinions freely	Don’t fail to appreciate their questions or ideas
Do take gradual steps while introducing changes	Don’t make significant changes in routine abruptly
Do encourage the student to think independently	Don’t admonish the student for not adhering strictly to rules

Further Reading and Research

Here are some resources and keywords you can use to learn more:

'Building Student Resilience in the Classroom' by Lisa Henderson ()
'The Power of Independent Thinking in Schools' by John Mighton
'The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life' by Parker J. Palmer

Keywords for research: 'Compliant students,' 'Promoting independent thinking,' 'Classroom adaptability,' 'Resilience in students.'