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

Self-Confidence - assessing one's belief in their ability
Confidence is an individual's belief in their own ability to take on and succeed at a task or challenge.
Creativity - applying novel strategies to problem-solving
Creativity is the ability to see beyond traditional constraints and rules, and to allow imagination as well as novel and unique ideas to help solve new problems, offer alternative solutions to existing tasks or problems, and provide unique perspectives on the many aspects of our daily lives.
Responsibility for self and others - accepting responsibility for actions taken by self or others
Responsibility is the willingness and ability to appropriately manage or control self, situations and/or the actions of other individuals.
Integrity and Honesty - recognizing and sharing the difference between truth and false with others
Integrity is the commitment to being honest and principled in one's approach to problem-solving, as well as in social interactions. There are two major failures in integrity: 1) Errors of commission - specifically being dishonest or misrepresenting the truth; and, 2) Errors of omission - specifically withholding important information required for a fair and balanced approach to a specific circumstance or situation.
Perseverance - persisting when undertaking tasks
Perseverance is the ability to keep working on tasks, even in the face of obstacles such as distractions, difficulties, and delays. Determination and commitment to acquiring knowledge and skills is a powerful force for most youth, however, it requires the ability to stay focused on a task and continue working, even in the face of interference and disruptions.
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.

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

Persistently pessimistic, unrealistically negative future outlook
No matter the circumstances, the individual assumes that there will be a negative outcome for any and all future projects or events. They have no capacity to appreciate positivity.
Appropriately balanced future outlook
Individuals usually have a measured, but generally positive, outlook toward the future. This may vary day-to-day, or even hour-to-hour, based on the individual's experiences, as well as events occuring in the environment. Typically, from time-to-time, events may make someone feel negative, or overly positive, usually for a brief period of time, relatively quickly returning to a more balanced, generally positive state.
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.

I am:

This is the generated guide:

View prompt


I am a 6th 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 6th grade math teacher on how to support student according to their strengths and needs.

My student 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.
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His/her profile is as follows:

Appropriately balanced future outlook: Individuals usually have a measured, but generally positive, outlook toward the future. This may vary day-to-day, or even hour-to-hour, based on the individual's experiences, as well as events occuring in the environment. Typically, from time-to-time, events may make someone feel negative, or overly positive, usually for a brief period of time, relatively quickly returning to a more balanced, generally positive state.

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
Over-optimism	The student may underestimate the effort needed to reach a goal and may not plan adequately.
Mood fluctuations	The student's positive outlook may falter when faced with setbacks, causing temporary discouragement or frustration.
Over-adaptation	The student may continually modify their goals in response to changes, potentially lacking long-term consistency.

Efficient, evidence-based strategies to support this student

Strategy Title	Strategy Description & Efficiency	Implementation Steps	Parameters to Monitor and Adjust
SMART Goals	Helps students to plan realistic and achievable goals. Specific, Measurable, Attainable, Relevant, Time-bound (SMART) goals are proven effective in encouraging a balanced future outlook.	Guide the student to set SMART goals. Discuss and explain each component. Involve the student in monitoring progress.	Check-in regularly on progress. Adjust goals if they are too easy or challenging.
Resilience Building	Techniques such as mindfulness and CBT (Cognitive Behavioural Therapy) can help students develop resilience and maintain a balanced future outlook.	Introduce mindfulness activities in class. Refer the student to counselling services that may provide CBT.	Monitor student's mood changes over time. Adjust activities to best fit student's needs.
Gradual Exposure	Gradually exposing the student to potential challenges can acclimate them to handle adversarial situations.	Discuss potential challenges. Introduce small challenges incrementally. Learn from each experience.	Monitor reaction to challenges. Maintain a supportive environment when introducing challenges.

Do and don'ts

Do	Don't
Do foster a fail-forward mindset.	Don't overlook the importance of realistic goal setting.
Do regularly check-in and discuss progress and goals.	Don't dismiss or oversimplify the student's concerns or fears.
Do maintain a supportive and understanding environment.	Don't put undue pressure on the student to always maintain a positive outlook.

Further reading and research

Resources:

Book "Mindset: The New Psychology of Success" by Carol S. Dweck
"The Role of Mindfulness in Positive Psychology" (2011), by Shauna Shapiro et al.

Research Keywords: Resilience in education, SMART goals, positive psychology, adaptive vs maladaptive outlook, mindfulness in schools.