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

No self-confidence
The lack of confidence, or self-confidence is represented by a fear to engage in familiar and novel activities, events, and/or relationships. It may look like social avoidance and impairment, disinterest, or socially avoidant or anxious behavior.
Appropriately and flexibly assesses own ability
Confidence, or self-confidence, is an adaptive behavior used to address the tasks and challenges of daily life. Confidence develops and expands with knowledge and experience, as individuals become aware of their own skills and abilities, giving them an appropriate perspective on what they can do and what they cannot. Being realistic about one's abilities leads to a proper balance between self-confidence and caution.
Overly confident; so sure of self that leads to mistakes
Excessive self-confidence is a willingness to boldly take on tasks and challenges for which the individual lacks the knowledge or skill to succeed. They often appear to be bold, brash, or grandiose..

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:

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.
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His/her profile is as follows:

No self-confidence: The lack of confidence, or self-confidence is represented by a fear to engage in familiar and novel activities, events, and/or relationships. It may look like social avoidance and impairment, disinterest, or socially avoidant or anxious behavior.

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
Fear of new challenges	The student tends to avoid engaging in anything unfamiliar, be it a new project, topic or group activity.
Social avoidance	The student might isolate themselves, avoids group work or discussions and may seem distant in class.
Disinterest in a classroom setting	The student may seem disengaged or disinterested in learning, showing symptoms like lack of participation or not completing assignments.
Anxiety	Due to lack of self-confidence, the student might display signs of anxiety such as habits of procrastination, reluctance to ask questions, or nervousness during assessments or presentations.

Efficient, evidence-based strategies to support this student

Strategy	Brief Description/Why it is Efficient	Implementation Steps	Parameters to Monitor
Praise Effort, Not Just Achievement	This encourages the student to value hard work over innate ability and can improve self-esteem.	Praise the student when they engage, participate, or even attempt a task. Do not just reserve praise for perfect results.	Monitor to ensure the student begins to understand the value of effort and improvement over time.
Encourage Participation	Regular involvement can help the student build confidence.	Start with small participation tasks within their comfort zone and gradually increase the level of engagement.	Observe if the student becomes more willing to participate and if they seem to be gaining confidence.
Provide Constructive Feedback	Constructive feedback helps students understand their strengths and areas of improvement.	Provide feedback on a regular basis, focusing on what they did well and what they can improve on.	Monitor their receptive to feedback and subsequent improvements.
Encourage Goal-Setting	By setting personal goals, students can measure their own success independent of others.	Guide the student to set both small short-term and larger long-term goals.	Monitor the progress of these goals, and celebrate when they are achieved.
Foster a Safe and Supportive Classroom Environment	A supportive environment is crucial for all students, but even more so for those with low confidence.	Encourage open communication and mutual respect in the classroom.	Monitor the overall classroom atmosphere and students' comfort levels in class.

Do and don'ts

Do's	Don'ts
Do provide opportunities for the student to succeed in small, manageable steps.	Don't compare the student's performance to other students'.
Do give the student time to answer questions or solve problems – some confidence issues can stem from feeling rushed.	Don't expose them to situations where they might feel embarrassment or extreme pressure without adequate preparation.
Do communicate regularly with the student about their progress and areas of improvement.	Don't downplay their fears or anxieties – these are very real to them.
Do make sure praise is specific, so the student knows what they did well.	Don't offer praise without substance – insincere or baseless compliments may lead to further insecurity.

Further reading and research

"Mindset: The New Psychology of Success" by Carol Dweck
"The Power of Self-Esteem: An Inspiring Look At Our Most Important Psychological Resource" by Nathaniel Branden
"The Self-Confidence Workbook: A Guide to Overcoming Self-Doubt and Improving Self-Esteem" by Barbara Markway and Celia Ampel

Keywords for further research: Student Self-confidence, Building Confidence in Classroom, Coping Strategies for Anxiety, encouraging self-efficacy, fostering resilience.