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.
This is the generated guide:
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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: Irritability - reacting to frustration or annoyance: Irritability is a feeling of agitation and annoyance in response to a stimulus or stress. Irritability can be an appropriate response to an offensive social or physical stimulus that becomes problematic. The appropriateness varies based on the intensity and persistence of the stimulus, as well as the social context. Irritability can range from a mild facial expression or gesture to a massive outpouring of emotions. <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: Adaptively reacts when disappointed or annoyed: Irritability is a typical emotion that is represented by psychological, behavioral, and/or physiologic responses to annoying, disruptive, frustrating, or toxic events or environmental exposures. Irritability is usually brief and mild, however, appropriate irritable responses are proportional to exposure intensity and duration, as well as the social and environmental context in which the exposure takes place. 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 |
---|---|
Stress Management | Your child may struggle with dealing with stresses, including minor daily disruptions. This may lead to disproportionate reactions to small stressors. |
Emotional Control | He/She may experience difficulties in controlling emotional responses, especially when feeling annoyed or disappointed. |
Social Understanding | Disproportionate reactions can lead to misunderstandings and conflicts in social situations, as others may not understand or appreciate his/her reactions. |
- Efficient, Evidence-Based Strategies to Support this Child
Title | Description | Implementation Steps | Parameters To Monitor and Adjust |
---|---|---|---|
Emotion Coaching | It provides your child with tools to manage their emotional response effectively. It's efficient as it builds emotional intelligence and resilience. | - Validate your child's emotions. - Help your child name and understand their feelings. - Guide your child to appropriate responses. | Monitor your child's emotional recognition and regulation. Adjust approach based on improvement or if additional support is needed. |
The STAR Strategy (Stop, Think, Act, Review) | It's a cognitive-behavioral technique that develops problem-solving skills and decreases impulsivity. | - Teach your child to stop and think before they act. - Encourage them to consider possible actions and outcomes. - Review the outcomes and learn from them. | Gauge how well your child is adopting the STAR strategy in different situations and refine where necessary. |
Mindfulness Practices | They can help decrease stress and promote emotional regulation. | - Cultivate daily practices such as deep breathing, yoga, or mindfulness walks to help your child relax and focus. | You can monitor your child's level of relaxation and ability to manage anger. Adjust the type of mindfulness activity for best results. |
- Do and Don'ts
Do | Don't |
---|---|
Do validate and acknowledge your child's feelings. Ignoring or discounting feelings can lead to a buildup of frustration. | Don't punish your child for feeling irritable. This can increase their distress and make the situation worse. |
Do provide consistent and clear expectations. This stability can help your child manage their reactions better. | Don't downplay the situation that triggered your child's irritability. This may feel dismissive and can exacerbate their feelings. |
- Further Reading and Research
For more information, you may research the following terms: "Children and irritability", "Parenting strategies for managing irritability", "Emotion coaching", "STAR strategy for emotional regulation", "Mindfulness practices in children"
You may also find these resources helpful:
- "Raising an Emotionally Intelligent Child" by John Gottman
- "Mindful Games: Sharing Mindfulness and Meditation with Children, Teens, and Families" by Susan Kaiser Greenland