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

No tension in response to challenges or demands
In the face of typical or extraordinary challenges in the environment, there is a failure or inability to mount a stress response, placing the individual at risk by lacking protection from emotional, behavioral, and environmental challenges.
Adaptively and flexibly manages tension in response to difficulties and demands
Stress is an adaptive behavioral and physiological response that helps individuals prepare for and face challenges in the environment. Typical responses to stress create anticipatory arousal followed by a response that is appropriate in intensity and duration, followed by a return to baseline behavioral and physiological function.
Overreacts with excessive tension in response to major or minor difficulties and demands
In response to typical or extraordinary challenges in the environment, the stress response is disproportionately large in terms of intensity and/or duration, including behavioral, emotional, and physiologic disruptions (e.g., agitation, sadness, psychosis, and medical illness).

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:

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.
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His/her profile is as follows:

Adaptively and flexibly manages tension in response to difficulties and demands: Stress is an adaptive behavioral and physiological response that helps individuals prepare for and face challenges in the environment. Typical responses to stress create anticipatory arousal followed by a response that is appropriate in intensity and duration, followed by a return to baseline behavioral and physiological function.

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
Overcoming initial heightened arousal	During the initial anticipatory response to stress, the student may experience a heightened sense of alertness that can interfere with focusing on the task at hand.
Returning to baseline	Once the stressor has passed, the student may have difficulty returning to their baseline energy level or calm state, which can cause challenges in managing subsequent tasks or demands.
Dealing with high-stakes situations	High-stakes exams or assignments pose unique stressors, and the student may struggle to manage their anxiety in these situations.

Efficient, evidence-based strategies to support this student

Strategy Title	Description and Efficiency	Implementation Steps	Monitoring-Adjusting Parameters
Stress Reduction Techniques	Techniques such as deep breathing or progressive muscle relaxation can lower the physiological response to stress quickly and efficiently.	Train the student in one or more of these techniques, asking them to use them at the outset of a stressful situation.	Monitor the student's initial response to stress; if the techniques seem ineffective, consider teaching additional techniques.
Pacing and Breaks	Ensuring the student has periods of relaxation and de-stressing during intense studying or problem-solving encourages effective stress management.	Incorporate short breaks during long problem sets or projects. Promote physical activity during these breaks.	Observe whether the breaks help alleviate the student's stress responses. Modify the frequency or duration of the breaks as necessary.
Goal-Setting and Expectation Management	Setting achievable goals can reduce feelings of pressure and stress.	Work with the student to set realistic expectations and goals for their academic work.	Check in regularly with the student regarding their progress towards these goals; if they're often falling short, consider adjusting the goals to be more attainable.

Do and don'ts

Do's	Don'ts
Do encourage regular breaks during intensive study or work sessions.	Don't pressurize the student with unattainable high demands.
Do help the student set realistic goals for their academic performance.	Don't neglect to check in with the student regularly about how they're doing and whether they're effectively managing their stress.
Do train the student in stress reduction techniques.	Don't ignore the signs that a student is overly stressed, such as constant worry, trouble focusing, or mood swings.

Further reading and research

Read the following:

"Managing Stress: Principles and Strategies for Health and Well-Being" by Brian Luke Seaward
"Stress Management for Adolescents: A Cognitive-Behavioral Program" by John C. Lefebvre

Useful keywords for your research: "adolescent stress management", "school stress techniques", "classroom stress management".