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

Attention/Concentration - regulating attention and concentration
Attention is the ability to focus interests, cognition, emotions and/or other resources on a particular object, goal, idea, effort, activity, etc. Attention and concentration are cognitive processes that allow for the selection and focus on a particular task or object (including goals, ideas, etc.) for some period of time. It is usually easier to pay attention when there is strong interest, feeling or commitment to a particular topic or goal. Concentration and attention can vary by environment and other concomitant obligations. Attention and concentration often require active avoidance of distraction. Failure to maintain attention often leads to mistakes and interruptions in important tasks.
Planning and Organization - developing plans to complete tasks
Planning and organization, often referred to as "executive functions," make it possible to allocate cognitive and other resources to successfully sequence and complete tasks. Planning and organization are learned skills that require the appropriate application of attention, cognitive ability, and memory in order to create and sustain a plan. This includes both short-term and long-term planning for projects, assignments, and other activities. It also includes the monitoring of these processes and plans in order to assure progress toward the desired goal. While younger children have difficulty with executive functions due to a limited concept of time, with maturity, it is possible to manage more and multiple complex tasks, with intermixed goals and objectives.
Memory/Recall - expending effort and employing strategies for remembering and recalling
Memory is a complex biological function that allows for the brain to store and recall factual information and related emotional and other factors that are linked to the facts. There are multiple forms of memory to account for different uses of the stored information. Short-term memory is for the management of information that is needed temporarily to complete a brief task. For intermediate level activities, information from short-term memory is transferred to working memory for more extended task completion. Long-term memory is information that may be used again and again and/or over extended periods of time. The durability of a particular memory depends a great deal on the importance of that which is being remembered, the linkages of that memory to other important factors (i.e., emotions, location, sensory associations, other memories, etc.), repetition of the memory over the course of time, and distractions or disruptions when the memory is being stored.
Abstract Thinking - understanding and applying abstract concepts, such as analogies and metaphors
Abstraction is the ability to think flexibly about ideas rather than just concrete circumstances, including words and events. The ability to engage in abstract thinking is essential to many forms of human expression, including mathematics, science, literature, play, humor etc. Abstract thinking includes skills such as the ability to think about numbers without having something to count, and to play "make-believe" or to tell an imaginary story (e.g., fairy tales). Without abstract thinking, it is difficult to expand thoughts and ideas beyond the concrete objects, limiting creative problem-solving.
Thinking Speed - adapting thinking speed to meet situational demands
The pace of adaptive thinking varies to meet the demands of the task. Multiple factors contribute to the enormous variation in thinking speed as individuals process information, including attention, intellectual ability, interests, familiarity, and memory, as well as environment and practice. It is important to manage thinking speed in order to allocate flexible amounts of time to appropriately address varying problems and challenges. Thinking faster is not always helpful as it may lead to errors, whereas thinking slowly may lead to missed opportunities. Finding successful balance in regulating thinking speed is essential for successful adaptation.
Self-Image - recognizing one's own strengths and weaknesses
Self-image is the internal sense of identity. It not only includes objective perception of self, along with wishes and aspirations as well as the notion of how one compares to others. The objective components of self-image include perceptions of how one looks, feels, thinks, and acts, placed in a cultural frame, that includes lessons learned from peers, family members, and the community (e.g., role models, social media, etc.).
Task Completion - recognizing beginning, structure, and end of tasks

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

Highly self-critical, excessively negative
A consistent negative self-image, including negative comparisons, leading to feelings of inferiority, and persistent expectations of inadequacy and incompetence.
Appropriately recognizes one's own attributes
Individuals typically maintain a balanced perspective of self as capable, confident, and attractive, while acknowledging flaws and/or weaknesses. Even though self-image can be modestly degraded in the face of environmental events and pressures, it quickly rebounds due to internal resources and external support.
Self-aggrandizing, excessively positive
Consistent, unrealistic levels of self-confidence and positive self-image are undesirable, and offer a false sense of capability, confidence, and pride, often leading to poor judgment and unnecessary and/or dangerous behaviors.

I am:

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:

Self-Image - recognizing one's own strengths and weaknesses: Self-image is the internal sense of identity. It not only includes objective perception of self, along with wishes and aspirations as well as the notion of how one compares to others. The objective components of self-image include perceptions of how one looks, feels, thinks, and acts, placed in a cultural frame, that includes lessons learned from peers, family members, and the community (e.g., role models, social media, etc.).
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His/her profile is as follows:

Appropriately recognizes one's own attributes: Individuals typically maintain a balanced perspective of self as capable, confident, and attractive, while acknowledging flaws and/or weaknesses. Even though self-image can be modestly degraded in the face of environmental events and pressures, it quickly rebounds due to internal resources and external support.

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.

Overview of the challenges associated with this profile

Challenges	How They Manifest
Overconfidence	While having a balanced sense of self is excellent, there can be a risk of tipping towards overconfidence. This might lead to underestimating the difficulty of tasks or under-preparing for challenges.
Difficulty accepting criticism	A strong sense of self-worth makes it hard sometimes for the child to accept criticism, even when it's constructive, impacting their ability to grow and improve.
Possible complacency	With a strong self-image, the child might become complacent, thinking that they always perform well and do not need to put in extra effort.

Efficient, evidence-based strategies to support this child

Strategy Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Balance positive reinforcement with gentle feedback	Too much praise can lead to overconfidence. Providing balanced feedback helps boost the child's self-image while keeping them grounded.	1. Always give positive feedback first. 2. Follow with areas of improvement and suggestions. 3. Always end feedback on a positive note.	Monitor the child's response to feedback. If they seem overly defensive or unresponsive, adapt your approach.
Encourage a growth mindset	This helps the child see challenges as chances to grow and learn, rather than just measures of their innate abilities.	1. Talk about the power of "yet" - they might not be able to do something yet, but they can learn. 2. Praise effort and progress, not just results.	How does the child respond to failure and setbacks? Promote resilience by emphasizing learning and growth.
Introduce peer-oriented activities	Engaging with peers can provide the child a chance to see their strengths and weaknesses in relationship to others, helping them to maintain a more balanced self-image.	1. Arrange for group activities and play-dates.2. Encourage the child to participate in teamwork-based school activities.	Assess the child's behavior and attitude towards peers. Are they receptive, bossy, or withdrawn? Tweak activities as needed.

Do and don'ts

Do's	Don'ts
Commend the child for their efforts and improvements	Don't shield the child from failure or criticism in an attempt to maintain their self-image
Create a supportive yet honest atmosphere for the child	Don't always associate success with attributes, sometimes it's due to hard work
Encourage the child to take on new challenges	Don't allow the child's overconfidence to overshadow the need for effort and persistence

Further reading and research

The book "Mindset: The New Psychology of Success" by Carol S. Dweck is a great resource to understand growth mindset.
"The Whole-Brain Child" by Daniel J. Siegel and Tina Payne Bryson helps understand children's brain development and how to foster healthy growth.

Keywords for research:

Balanced self-image in children
Promoting a growth mindset
Learning from failure and criticism
Overconfidence in children
Peer relationships in child development