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 useful habits/routines present
The lack of habits/routines makes it appear that each environmental event is experienced as being novel, leaving the individual to ineffectively and inefficiently struggle, and often fail, to complete common, routine tasks.
Habits/routines useful and adaptive
Individuals use habits adaptively to facilitate the effective preparation for and efficient problem-solving, while avoiding the need to repeatedly derive novel solutions or plans for recurring activities.
Compulsive, rigid habits/routines that interfere with daily functioning
Overwhelmingly preoccupied with the details and execution of habits/routines causing excessive consumption of time and energy, and interfering with flexibility necessary to address common and novel challenges of daily life.

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:

Habits/compulsions - managing recurring habits: Habits are well-practiced routines that are essential for managing daily function by creating efficiency and effectiveness processes for managing recurring tasks and addressing familiar problems. Habits are automatic behaviors, but, when necessary for successful adaptation, can be modified to accommodate changing circumstances.
<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:

Habits/routines useful and adaptive: Individuals use habits adaptively to facilitate the effective preparation for and efficient problem-solving, while avoiding the need to repeatedly derive novel solutions or plans for recurring activities.

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

Challenges	How They Manifest
Rigid adherence to routines	The student may become distressed or unable to function if a usual routine is disrupted.
Difficulty adapting to new situations	This could occur due to the student's reliance on habitual behaviors. Changes in circumstance might be overwhelming or disorienting.
Over-reliance on the familiar	The students may resist trying new approaches to problem-solving, new activities, or entering unfamiliar environments.

2. Efficient, Evidence-based Strategies

Strategy Title	Description/Why it's efficient	Implementation Steps	Parameters to monitor and adjust
Habit Rehearsal	Rehearsing revised habits in a safe, controlled environment can make applying them in real-world scenarios less overwhelming.	Regularly stage scenarios in which the student can practice flexible behavior. Adjusting small things in a familiar routine can be a good start.	Monitor for signs of distress in the student. Gradually increase the complexity of adaptations.
Incremental change	Introducing changes in small, manageable increments reduces the likelihood of causing distress.	Begin with only minor changes to routines and gradually increase the level of change.	Monitor the student's comfort levels and adjust the speed of change accordingly.
"What if?" games	These games encourage flexible thinking and the ability to adapt to unexpected situations.	Regularly play games where the student has to imagine different outcomes or changes in routine.	Watch to see how many different options the student can generate. If they struggle, reduce the complexity of the changes.

3. Do and Don'ts

Do's	Don'ts
Do introduce changes gradually.	Don't change multiple elements of a routine at once.
Do provide plenty of opportunities to explore flexible behavior in a safe, supportive environment.	Don't punish or criticize the student if they struggle to adapt initially.
Do provide explicit cues when a routine is going to change.	Don't make spontaneous changes without warning the student.

4. Further Reading and Research

"Habits and Children: The Formation and Flexibility of Response" by A.J. Angulo
"Flexible Thinking in Learning: An Individual Differences Approach to Ability, Interest, and Strategies" by P.P.L. Pun
"Building Resilient Students: Integrating Resiliency Into What You Already Know and Do" by K.P. Henderson.

Keywords for further research: cognitive flexibility, resilience in students, habit-forming behaviors, adaptability in children.