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.

I want to help my children/student in the following, more specific area:Help

Emotional regulation and reactivity - managing threshold and intensity of emotional responses
Emotions are strong feelings derived from internal and external stimuli that are reflected in mood and responsive to environmental factors and relationships with others. These feelings may range broadly and include joy, happiness, love, euphoria, anxiety, sadness, fear, loss, and many more. These emotions play a critical role in social communication, motivation, and protection. However, in order to maintain adaptive functioning, emotions require careful regulation in terms of type, intensity, and duration of emotional expression, each of which must be sensitive to environmental, social, and cultural factors.
Worries/Anxiety - managing worries and anxiety
Worries are the result of fears or anxiety. The stimulus for worries can be internal or external. External worries often come from frightening or forbidden objects or events. Internal worries are often associated with self-doubt or lack of confidence, as well as legitimate concerns about objects or events from the past or anticipated in the future. Worries come in many forms, and while they generally reflect internal feeling states, they are commonly expressed as behaviors including the appearance of being anxious, excess vocalization of the worry, or avoidance.
Attachment - having attachments to family, peers, and adults
Attachment is the strong, bilateral, emotional connection between humans (and other animals). Initially, this connection is with the individual's primary caregivers, but it rapidly expands to include others important to the life of the individual. In humans, attachments usually begin in the first days of life, becoming more socially, emotionally, and behaviorally complex over time.
Empathy - having sensitivity to the feelings and needs of others
having sensitivity to the feelings and needs of others
Irritability - reacting to frustration or annoyance
Irritability is a feeling of agitation and annoyance in response to a stimulus or stress. Irritability can be an appropriate response to an offensive social or physical stimulus that becomes problematic. The appropriateness varies based on the intensity and persistence of the stimulus, as well as the social context. Irritability can range from a mild facial expression or gesture to a massive outpouring of emotions.
Stress Management - managing tension resulting from challenges or demands
Stress is a feeling of emotional or physical tension that is the body's reaction to an internal or external challenge or demand. The internal factors can be thoughts, ideas, emotions, or even cognitive and emotional challenges. External factors may include leisure, work, or social demands. The response to stress can be both cognitive-emotional, as well as physiologic. Stress responses are adaptive when they are developmentally and behaviorally appropriate to the intensity, complexity, and duration of the demand or challenge.

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

Apathetic, no apparent moods or feelings
Apathetic with no detectable evidence of emotional expression or a predominant emotional state.
Adaptively regulates emotions and emotional responses
Individuals must have a broad variety of emotional responses to internal feelings and the environment in order to successfully and adaptively communicate concerns and needs. Individuals must use emotion regulation to carefully monitor and manage emotional responses that accommodate to context and other environmental factors.
Extreme or disruptive moods, feelings, or emotional responses
Emotions are unregulated and vary widely in intensity and reactivity. In general, emotions do not appear to be reflective of environmental factors, resulting in disruption of activities, relationships, and adaptive behavior.

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:

Emotional regulation and reactivity - managing threshold and intensity of emotional responses: Emotions are strong feelings derived from internal and external stimuli that are reflected in mood and responsive to environmental factors and relationships with others. These feelings may range broadly and include joy, happiness, love, euphoria, anxiety, sadness, fear, loss, and many more. These emotions play a critical role in social communication, motivation, and protection. However, in order to maintain adaptive functioning, emotions require careful regulation in terms of type, intensity, and duration of emotional expression, each of which must be sensitive to environmental, social, and cultural factors.

His/her profile is as follows:

Adaptively regulates emotions and emotional responses: Individuals must have a broad variety of emotional responses to internal feelings and the environment in order to successfully and adaptively communicate concerns and needs. Individuals must use emotion regulation to carefully monitor and manage emotional responses that accommodate to context and other environmental factors.

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
Maintaining emotional balance	The student might struggle balancing emotional responses during a challenging problem-solving situation. This might look like intense frustration or upsetting emotional reactions if they encounter a difficult task.
Communication	The student might struggle to express their needs or concerns effectively, which can contribute to a sense of frustration or misunderstanding.
Sensitivity to environment	The student's emotional state might be heavily influenced by external factors like noise, the behavior of other students, or unexpected changes in the schedule which may lead to mood swings, loss of focus, and lowered academic performance.

Efficient, evidence-based strategies to support this student

Strategy Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
'Emotion Coaching' Sessions	These are short sessions where understanding and managing emotions are discussed. This promotes emotional intelligence.	1. Arrange for 5-10 minute sessions once a week. 2. Discuss different emotions and how they can be managed.	Assess its impact on student's emotional control. Adjust the frequency based on the student's progress.
Calm & Ordered Environment	A calm environment can help the student manage their emotional responses. It can lower their levels of stress and increase focus.	1. Reduce clutter. 2. Maintain a predictable daily routine.	Monitor the student's behavior for increased calmness and focus. If distress still appears, reassess elements in the environment that might cause stress.
Communication Skills Training	This strategy can provide students with the tools to express their emotions more clearly.	1. Incorporate communication exercises into class activities. 2. Provide opportunities for student to express their thoughts and feelings.	Gauge the increase in the student's ability to express themselves. Adapt the exercises based on student's progress.

Do's and Don’t's

Do's	Don'ts
Do maintain a calm and predictable classroom environment	Don't disregard the student's feelings or belittle their emotional reactions
Do encourage open communication	Don't force the student into highly stressful situations without emotional support
Do celebrate successes and progress, no matter how small	Don't expect instant improvement and be patient with the process

Further reading and research

"Emotion-Focused School Support" by Les Greenberg
"Growing Up Brave" by Donna B. Pincus
Keywords to research: "Emotional regulation in students", "Classroom strategies for emotional regulation", "Teaching emotional intelligence"