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.

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

Excessively restricted/inhibited behavior
Fearful and unable to engage in activities. Withdrawn and will not try to achieve goals or meet needs.
Adaptively balances impulses and self-regulation
Regulates behavior to appropriately engage in activities, generally following the rules, as well as being flexible in response to situational demands while inhibiting unnecessary or non-adaptive behavior.
Excessively uninhibited behavior
In the face of significant needs, social demands or goals, behavior is maladaptive, impulsive, and/or unpredictable, interfering with successful goal attainment and adaptation.

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-control - managing impulses and self-regulating behavior: Effective social adaptations and goal seeking requires the ability to resist non-productive impulses and distractions that may interfere with achieving a goal. Self-control is the ability to manage the full spectrum of one's behaviors in order to quickly, flexibly, and effectively adapt as one attempts to meet one's personal and social needs. This means maintaining control over language, social, and motor behavior, while being sensitive and responsive to other environmental factors such as the behaviors of others who are sharing time and space. Self-control includes the ability to both behave proactively and reactively, as well as to inhibit unnecessary or inappropriate behavior.

His/her profile is as follows:

Excessively restricted/inhibited behavior: Fearful and unable to engage in activities. Withdrawn and will not try to achieve goals or meet needs.

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
Fear and anxiety	Child avoids engaging in activities
Restricted behavior	Child is excessively inhibited and drawn back
Lack of assertiveness	Difficulty in expressing needs and achieving goals

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

Strategy Title	Brief Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Encourage Safe Risk Taking	A gentle push towards new experiences can bolster their confidence and adaptability.	Start small and gradually increase the risks. Comfort and reassure them along the way.	Monitor their reactions, increase gradually and pace as per child's comfort.
Strength-based Approach	Focusing on the child's strengths can foster self-esteem and resilience.	Identify and encourage your child's strengths on a daily basis. Positive reinforcement is key here.	Look for improvement in child's confidence, self-esteem and engagement. Adjust according to comfort level and progress.
Therapeutic Play	Helps children express themselves and manage anxiety.	Engage in play activities your child enjoys. Try to incorporate scenarios for the child to safely experiment with self-expression.	Monitor changes in expressive and social behaviors. If anxiety increases, reduce intensity of scenarios.

3. Do and don'ts

Do's	Don'ts
Encourage expression	Don't push the child too hard
Be supportive and patient	Don't neglect the child's genuine fears and concerns
Reward brave behaviors	Don't criticize setbacks but see it as part of the process

4. Further reading and research

Books/Articles

"The Whole-Brain Child" by Daniel J. Siegel and Tina Payne Bryson
"Helping Your Anxious Child: A Step-by-Step Guide for Parents" by Ronald M. Rapee and Ann Wignall
"The Opposite of Worry: The Playful Parenting Approach to Childhood Anxieties and Fears" by Lawrence J. Cohen

Keywords for further research

Child anxiety
Encouraging child autonomy
Strength-based parenting
Childhood inhibition
Therapeutic play for children
Cognitive behavioral therapy for children