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 broad area:
Back to top
I want to help my children/student in the following, more specific area:
Back to top
In this area, my children/student displays the following behavior:
Back to top
I am:
Back to top

This is the generated guide:

View prompt

I am a parent. I am looking for suggestions on how to support my child according to their strengths and needs.

You are a child and adolescent psychiatrist. Your role is to provide guidance to a parent on how to support child according to their strengths and needs.

My child has been assessed for the following dimension:

Future Outlook - having thoughts and feelings about the future: Future outlook is the ability and willingness to flexibly think about and imagine the future, and adaptively anticipate what is to come in the near-and-short-term. A perspective on the future is usually accompanied by an attitude about what opportunities, threats, and goals lie ahead, an attitude that can shape actions and preparations related to potential future events.
<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:

Persistently optimistic, unrealistically positive future outlook: No matter what the circumstances, these individuals always expect a very positive outcome for any and all future projects or events. They have no capacity to appreciate negativity.

Create a guide that I can use and share to best support my child.

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 child

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 at home, and lead to this child nurturing his strengths and building resilience.

3. Do and don'ts

List common mistakes to avoid and best practices to follow when supporting this child.

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

ChallengesHow They Manifest
Unrealistic ExpectationsYour child may set goals or anticipate outcomes that are beyond reasonable expectations, leading to potential disappointments or unmet expectations.
Lack of Preparation for Negative OutcomesSince your child generally expects positive outcomes irrespective of circumstances, they may ignore potential risks or threats, leading to unpreparedness for negative consequences.
Difficulty in Identifying Potential ThreatsDue to a persistent optimistic attitude, your child may overlook potential issues or challenges that could arise in the future, not considering them as important or plausible.

2. Efficient, evidence-based strategies to support this child

TitleDescriptionImplementation StepsParameters to Monitor and Adjust
Balanced ExposureTo promote a more balanced outlook, expose your child to a range of realistic scenarios, both positive and negative.Encourage your child to consider both the best and worst possible outcomes for a given situation and steps they can take in either case.Monitor the balance in their thinking. Adjust by increasing the focus on the side (positive or negative) they are often neglecting.
Introduction to Risk ManagementTeaching your child basic risk management and problem-solving skills can help them anticipate and prepare for potential difficulties in the future.Introduce them to strategies like SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats). Encourage them to use these tools when planning their tasks.Track their ability to identify risks and adjust their plans accordingly.
Celebrating and Learning from DisappointmentIt's important that your child learn to handle disappointments positively and as a learning opportunity.When your child faces a setback, acknowledge their feelings of disappointment, then help them learn from their experiences.Monitor their emotional resilience in the face of disappointment. Adjust according to their reactions.

3. Do's and Don'ts

Do'sDon'ts
Do encourage realistic expectations.Don't criticize their optimism, instead channel it appropriately.
Do provide a balanced perspective on life scenarios.Don't shield them from potential disappointments.
Do teach them to celebrate and learn from failures.Don't create an environment where failures are seen as a catastrophe.

4. Further reading and research

  • "The Optimistic Child: A Proven Program to Safeguard Children Against Depression and Build Lifelong Resilience" by Martin E. P. Seligman.
  • "The Power of Negative Thinking: An Unconventional Approach to Achieving Positive Results" by Bobby Knight.

Keywords for research: child development, optimism, balanced outlook, emotional resilience, risk management in children.

Back to top