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.
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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: Activity Level - maintaining physical and cognitive activity: For successful adaptation, it is critical that individuals apply activity levels consistent with the tasks and the environment. Activity consists of all manner of functions, including gross and fine motor activity as well as cognition, emotions, and other aspects of biological and social functioning. <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: Maintains appropriate activity level: Activity level management is regulating one's motor and cognitive activity levels flexibly and adaptively by increasing activity levels when the environment permits and/or requires it and, similarly, decreasing activity levels when required. Appropriate activity regulation conserves resources (e.g., time and energy) necessary for adapting to the demands of the environment. 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 |
|---|---|
| Overstimulation | Engages actively in activities and finds it hard to stop or slow down. Consequences may be physical exhaustion, difficulty concentrating, and making mistakes due to rushing. |
| Misinterpretations from others | Others might misinterpret a child's high activity level as hyperactivity or restlessness. This misunderstanding may lead to unjust disciplinary actions or negative labeling of your child. |
| Difficulty in regulating arousal levels | Finding the right balance between too much and too little activity can be a challenge, particularly in different environments such as school or social gatherings. |
- Efficient, evidence-based strategies to support this child
| Strategy title | Description and Efficiency | Implementation steps | Parameters to monitor |
|---|---|---|---|
| Activity scheduling | Planning and dividing activities throughout the day can manage activity levels and prevent exhaustion. It brings structure and predictability. | * Create a daily schedule with a variety of activities. * Allow time for rest and relaxation. * Review and adjust the schedule as needed. | Monitor your child's adaptation to the schedule and their energy levels throughout the day. |
| Teach arousal control techniques | Helps your child increase awareness of their body's responses and manage their arousal level. | * Engage your child in mindfulness activities like deep breathing exercises. * Teach them how to identify signs of increased arousal and how to calm themselves down. | Monitor progress by noticing whether your child starts using these techniques voluntarily. |
| Positive reinforcement | Encourages appropriate activity level management. | * Praise your child when they succeed in maintaining appropriate activity levels. * Use rewards to reinforce positive behavior. | Ensure that your child doesn’t start overcompensating in their activity level to gain rewards. Monitor their response to different types of rewards. |
- Do and don'ts
| Do's | Don'ts |
|---|---|
| Be patient and consistent | Don't expect overnight changes |
| Validate your child's feelings and experiences | Don't criticize or judge too quickly |
| Encourage your child to express their needs | Don't assume or guess what they might be feeling |
- Further reading and research
- Books: "The Explosive Child" by Ross W. Greene, "The Out-of-Sync Child" by Carol Stock Kranowitz
- Websites: The Child Mind Institute (www.childmind.org), The American Academy of Child & Adolescent Psychiatry (www.aacap.org)
- Keywords: activity level, arousal control techniques, child development, emotional regulation, self-regulation