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

Refuses or is unable to take any responsibility
Some individuals are unwilling or unable to manage themselves or others. They appear helpless and ineffectual, and can become victims of circumstances that they fail to control.
Appropriately accepts responsibility for self and others
The ability to assume responsibility begins with managing one's own actions, emotions, and cognitions, then gradually expands to being more in control of interactions with others and broader elements of the environment. When faced with new tasks or uncertainty, there may be cautionary over-control followed by fading to a balance between self-control and sharing control with others.
Tries to assume too much responsibility for self and others
Some individuals try to manage or overly control situations or persons for which they have neither the authority nor the capacity to provide management.

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:

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.
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His/her profile is as follows:

Refuses or is unable to take any responsibility: Some individuals are unwilling or unable to manage themselves or others. They appear helpless and ineffectual, and can become victims of circumstances that they fail to control.

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
Low self-regulation	Difficulty in controlling emotions and behavior
Avoidance	Escapes or declines from tasks requiring responsibility
Victim mentality	Perceived self as powerless and belittled
Lack of motivation	Little to no interest in tasks or activities

Efficient, evidence-based strategies to support this student

Title	Brief Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Building Autonomy	Developing a sense of self-reliance and control by setting goals. This helps in building students' responsibility for their learning.	- Set smaller, short-term achievable goals - Guide student to track their progress - Praise them for their effort	Monitor their ability to set and achieve personal goals. Adjust the complexity of goals as per progress
Strength-based Approach	Focusing on student's strengths rather than weaknesses. It builds confidence and motivation.	- Identify student's strengths and interests - Create activities that cater to those strengths - Encourage and praise their positive actions	Monitor their engagement level and performance improvements. Adjust activities based on their evolving strengths
Accountability Partners	Pair the student with a peer to encourage mutual responsibility.	- Pair the student with a classmate for tasks - Provide guidelines for peer support and interaction	Monitor the interaction between the pair and task completion rate. Adjust peer partners if necessary

Do's and Don'ts

Do's	Don'ts
Encourage self-expression and active participation	Don't dismiss their feelings or ideas
Show empathy and compassion	Don't neglect their effort irrespective of the result
Collaborate with them to set achievable tasks	Don't decide everything for them

Further reading and research

Resources
The Power of a Strength-Based Approach in Building Student Resilience
"Teaching responsibility" by Nancy Chick
Key Words: Strength-based Approach, Building Autonomy in children, Fostering responsibility in students.