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

Insensitive to others
Some individuals are not able or are unwilling to perceive the emotions and emotional states of others, as a result, they appear insensitive and unresponsive in most social situations.
Adaptively, flexibly sensitive to feelings and needs of others
Successful social adaptation requires sensitivity to the considerable variations in the ability and need to understand the emotions and emotional states of others. This level of emotional sensitivity varies based on the capacity and desire of one person to adaptively perceive and flexibly respond to the emotional state of another. It also depends on the willingness and ability of one person to share their emotions with others.
Hypersensitive to feelings or needs of others
Erroneous perceptions or over-reaction to the emotions or emotional state of others interferes with social relationships and often leads to conflicts or behavioral disruptions that interfere with functional adaptation in many aspects of daily life, including home, school, work, and community interactions.

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:

Empathy - having sensitivity to the feelings and needs of others: having sensitivity to the feelings and needs of others
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His/her profile is as follows:

Insensitive to others: Some individuals are not able or are unwilling to perceive the emotions and emotional states of others, as a result, they appear insensitive and unresponsive in most social situations.

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
Difficulty Understanding Others' Emotions	The student may not react or respond to the emotional states of their peers and teachers, possibly leading to misunderstandings or conflicts.
Impaired Social Interactions	Inability to empathize may impede the development of meaningful social relationships with classmates, limiting social learning.
Impacts on Learning Environment	Individual's insensitivity can lead to unintended confrontations or disruptions in the classroom.

2. Efficient, Evidence-Based Strategies to Support this Student

Strategy Title	Brief Description	Implementation Steps	Parameters to Monitor and Adjust
Emotional Literacy Training	This involves teaching the student how to recognize and label their feelings, and the feelings of others.	1. Use picture cards of faces showing different emotions. 2. Introduce one emotion at a time. 3. Discuss scenarios where those emotions might be felt.4. Validate their emotions when they express them	Monitor: Emotional recognition, responses to scenarios, and self-expression of emotions
Role-Play Activities	This practice encourages the student to put themselves in other people's shoes.	1. Pick a scenario or a story with differing viewpoints and emotions. 2. Have the student act out the story or scenario from different perspectives.	Monitor: The student's understanding of the character's feelings and motivations
Building Perspective-taking	This strategy enhances the student's ability to think from different perspectives.	1. Use stories or situations in class to discuss different perspectives. 2. Ask open-ended questions to explore thoughts and feelings.	Monitor: The student's responses to open-ended questions, flexibility in perspectives
Developing Listening Skills	Teaching active listening can help the student become more aware of others' feelings.	1. Practice active listening during class discussions and 1-on-1 conversations. 2. Teach the student to use prompts like "I hear you saying…"	Monitor: The student's ability to repeat back or paraphrase what they heard, their attentiveness during discussions

3. Do's and Don'ts

Do's	Don'ts
Validate all student's feelings and emotions	Don't invalidate or ignore the feelings of the student or their classmates
Explain clearly how certain behaviors might make others feel	Don't assume the student knows how their actions affect others
Encourage cooperative play and group activities	Don't isolate the student or make them feel singled out because of their challenges

4. Further Reading and Research

"Promoting Emotional Literacy in Young Children: Policy and Practice." - Murray, J. (Ed.). (2018). Open University Press.
"Understanding and Teaching Emotionally Disconnected Children & Adolescents" - William Steele & Caelan Kuban

Keywords for research: Child Emotional Literacy, Emotion Recognition, Social Interaction Challenges, Perspective-Taking, Role-Play Lessons, Emotional Empathy.