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 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:

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.
<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:

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.

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
Overextension	Tries to take on too many tasks or roles without considering their capacity
Role confusion	Attempts to take responsibility for tasks or situations not under their authority
Burnout	Experiences stress and fatigue due to excessive self-imposed responsibilities
Peer alienation	Might create friction within peer group due to perceived overly controlling behavior

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

Strategy	Description and Efficiency	Implementation Steps	Measures to Monitor and Adjust
Facilitate Boundary Setting	It teaches the student how to determine responsibility limits. It can reduce feelings of being overwhelmed	Discuss with the student the concept of boundaries. Work with the student to delineate what responsibilities are theirs, and what are not.	Monitor stress levels and completion of personal responsibilities
Emphasize Delegation	This strategy helps in distributing responsibilities. It reduces load and helps in building teamwork skills.	Encourage the student to delegate tasks that can be done by others. Provide scenarios for practice.	Observe the student’s interaction with peers and degree of delegation.
Promote Self-Care	It focuses on minimizing burnout. Regular breaks and self-care reduce stress and increase productivity.	Discuss importance of self-care and setting aside time for relaxation. Encourage regular breaks during study.	Monitor self-reported stress levels and signs of burnout. Adjust breaks and self-care activities as necessary.
Teach Assertive Communication	It aids student in expressing needs without overstepping boundaries. It helps build healthy relationships.	Role-play scenarios to practice assertiveness. Encourage student to express their needs.	Monitor peer interactions and feedback, adjust communication techniques as necessary.

3. Do’s and Don'ts

Do’s	Don'ts
Encourage self-reflection	Encourage taking on more than can be handled
Acknowledge their initiative	Ignore signs of role confusion or burnout
Support team/group work	Allow the student to intervene unnecessarily in others' work
Foster open communication	Ignore the student's need for control

4. Further reading and research

Useful resources:

Boundaries: When to Say Yes, How to Say No to Take Control of Your Life by Henry Cloud and John Townsend
Burnout: The Secret to Unlocking the Stress Cycle by Emily Nagoski and Amelia Nagoski
Articles on assertive communication from the American Psychological Association
Articles on the benefits of delegation from the Harvard Business Review

Keywords for further research:

Personal boundaries
Assertive communication
Healthy delegation
Burnout prevention
Student peer relationships in a classroom setting