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

Reading - cognitive and mechanical elements of reading comprehension
Reading is the ability to decode written symbols for purposes of communication and learning. While reading most commonly focuses on symbols referred to as "letters" or "characters" from alphabets, in fact, decoding any symbols is a form of reading, including symbols such as logos, flags, and other devices. Reading most languages requires understanding of components of writing including grammar, syntax, punctuation, sentences, paragraphs etc.
Writing - cognitive and mechanical elements of written expression
Writing is the graphical representation of ideas that consists of two separate and distinct actions. The first is the cognitive process of changing an idea into the symbols (letters, characters, or other) in preparation for writing. The second is the motor process of producing the "written" symbols that present an idea in whatever medium is chosen (paper, computer screen, etc.), in a fashion that is potentially comprehensible by others. While letters and complex symbols form the basis of developmentally sophisticated writing, the simple graphic productions (e.g., scribbles) of young children and others with limited skills, can be very effective communication tools.
Mathematics - cognitively and mechanically performing mathematical operations
Math, or arithmetic, is the ability to manage numerical and/or quantitative ideas, both conceptually and in graphical representations. Mathematical skills evolve over time, beginning using numbers for the concrete counting of objects, evolving into the appreciation that numbers can represent various constructs such as quantity, time, space, etc., that can be manipulated through mathematical operations. Success with math can be confounded by writing difficulty as "imprecise" presentation of numbers leads to errors.
Learning Strategies - adopting and developing strategies for learning new material
Learning strategies are the full spectrum of creative, flexible approaches and tools for the acquisition of new knowledge. It includes all facets of learning in school and extra-curricular settings, as well as how one approaches learning life skills at home and in the community (e.g., music, dance, sports, game playing, cooking, cleaning, community social functions, riding bicycles, magic tricks, etc.) For skillful adaptation, effective and efficient learning strategies must vary with development, experience, and the nature of the learning task. Examples of learning strategies include changing oral tasks into written tasks, breaking large problems into a sequence of small problems, etc.
Academic Motivation - willingness to apply skills and abilities to achieve academic goals
Academic motivation is an individual's general commitment to scholarly/learning activities. It includes not only the determination to acquire knowledge and skills in school, but also the development of the tools necessary to successfully perform in the academic context. While often reduced to "grades," this method fails to capture the commitment necessary to establish and maintain appropriate subject level knowledge and skills (e.g., mathematics, science, language, history, etc.), as well as the willingness to flexibly and adaptively use general and specific resources (e.g., mentors, libraries, collaboration, etc.) needed to succeed.
Gross Motor Skills - strength and coordination of motor skills, e.g., walking, running and jumping
Gross motor skills are generally large amplitude motor movements, most commonly the product of the larger muscle groups of the limbs and trunk. Since there are many muscle groups involved in gross motor activity, they must be coordinated to be effective. Coordination requires input from the kinesthetic, visual, and somatosensory systems, as well as practice for complex tasks, including walking. Skilled gross motor activity sets the stage for success for many activities of daily living, as well as athletics, dance, cycling, driving etc.
Fine Motor Skills - strength and coordination of fine motor skills, e.g., writing, buttoning, use of scissors
Expressive Language includes words and sounds, powerfully augmented by non-verbal communication, including gestures, body posture, facial expression etc. There are many subtle elements that enhance the breadth, depth and nuance of expressive language. These include rate, rhythm, volume, prosody, and tone of speech, as well as vocabulary and word choice. Effective expressive communication requires the flexible, skillful combination of gestures and spoken words. It takes considerable effort to communicate functionally, yet remarkably, even from early life, typically developing individuals are able to express to others their ideas, feelings, wants, and needs. These skills grow in complexity over the course of the lifespan, however, there is considerable variability amongst individuals that depends on biological make-up, cognitive ability, environmental factors, and cultural/social experiences.

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

No interest or desire to try and engage in academic activities
Students who are unwilling, or unable, to work with parents and teachers in an attempt to learn even the most basic subject matter and are unable to access the social and academic skills necessary to support learning in a school setting.
Self-starter who adaptively uses skills and abilities to achieve academic goals
Eager learners effectively work with teachers, parents, and peers to develop successful, flexible, and necessary social and academic tools needed to support learning, adaptation, and goal achievement.
Excessive preoccupation with academic achievement leading to stress and disrupted performance and learning
Students who are insistent that they must make only the best "grades" and fully achieve all skills are often unable to move forward until they have meticulously completed every step of the learning process, as they deem it to be correct. These students are resistant to accepting the guidance and support of teachers to help modify their academic performance.

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:

Academic Motivation - willingness to apply skills and abilities to achieve academic goals: Academic motivation is an individual's general commitment to scholarly/learning activities. It includes not only the determination to acquire knowledge and skills in school, but also the development of the tools necessary to successfully perform in the academic context. While often reduced to "grades," this method fails to capture the commitment necessary to establish and maintain appropriate subject level knowledge and skills (e.g., mathematics, science, language, history, etc.), as well as the willingness to flexibly and adaptively use general and specific resources (e.g., mentors, libraries, collaboration, etc.) needed to succeed.
<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:

Self-starter who adaptively uses skills and abilities to achieve academic goals: Eager learners effectively work with teachers, parents, and peers to develop successful, flexible, and necessary social and academic tools needed to support learning, adaptation, and goal achievement.

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.

1. Overview of the challenges associated with this profile

Challenges	How They Manifest
Overwhelm	This child may routinely dive deep into their interests, but this enthusiasm could overflow into feeling overwhelmed by information or tasks.
Isolation	As this child enjoys learning, they may unwittingly isolate themselves from peers who do not share their intensity or focus.
High expectations	They may develop exceedingly high academic expectations for themselves, which, if not met, can lead to dissatisfaction or dejection.
Balancing social life	As this child is academically focused, they might lose balance between their academic life and social life.

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

Strategy Title	Brief Description and Efficiency	Implementation Steps	Parameters To Monitor and Adjust
SMART Goals	Setting Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goals help children break their work into manageable tasks. This reduces the chance of feeling overwhelmed.	Teach your child to break their assignments into smaller tasks, each with a due date.	Check progress with these tasks, reassess as necessary and readjust deadlines or the scope of tasks.
Encourage Diverse Interests	Encouraging your child to develop a wide range of interests will help them relate with peers.	Encourage participation in various clubs, societies, or activities outside of school.	Monitor their engagement level in these activities and how well they're balancing these new commitments with their academic ones.
Stress Management	Balance between academics and leisure is important to manage stress.	Introduce your child to stress management activities, like relaxation exercises or free play.	Observe any changes in stress level or general wellbeing post introducing these stress-busting activities.
Guided Self-Evaluation	Helping a child understand their progress without harsh self-criticism.	Rather than focusing only on scores, discuss the efforts and strategies behind their work. Provide constructive feedback.	Monitor their reaction to feedback. Do they understand, accept, and use it to improve?

3. Do and don'ts

Do	Don't
Encourage balance between study and play	Don't ignore signs of excessive stress or overwhelm
Reinforce process and effort rather than solely outcomes	Don't neglect their social skills development
Acknowledge their achievements and efforts	Don't compare them to other children
Foster self-esteem by offering constructive criticism	Don't burden them with unrealistic expectations

4. Further reading and research

Here are some resources that can help:

The EKU SMART guide: A detailed look at SMART goals.
"The Optimistic Child" by Martin Seligman: Helps in bolstering resilience in children.
"Reclaiming Our Children" by Peter Breggin: Discusses how to avoid pressure and stress with academic motivation.

Keywords for your own research: 'Academically focused children', 'SMART goals for children', 'social skills in studious children', 'balancing academics and leisure for children'.