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

Eating - maintaining dietary intake and nutrition
Eating is a complex behavior that has both nutritional and social components. The nutritional component is the appropriate consumption of both calories (for energy) and the elements of the diet (protein, vitamins, minerals, fats, carbohydrates, etc.) necessary for maintaining healthy function. There are two main social components of eating: the social interactions associated with the preparation and consumption of food, and the cultural elements associated with menus, dining schedules, and food consumption (e.g., Kosher, Hallal, vegan/vegetarian, etc.) Food preparation and dining are often social experiences that reflect culture and other expectations for cooperation and sharing of both food and conversation, as well as engagement in a variety of behaviors directly associated with eating, such as use of specific utensils (chopsticks, fork, spoon, hands, etc.), cleanliness, order, and the nature of physical presence (e.g., sitting in a chair, standing, walking, sitting cross-legged on the floor, use of a particular hand, etc.) Appropriate participation in all elements of eating are important for health and happiness.
Sexual/Gender Identity and Behavior - expressing age-appropriate sexual/gender identity and behavior
Sexual behavior includes behaviors that are related to an individual's particular individual "sexual identity." While there are generally male and female biological differences amongst humans, there exists a broad spectrum of gender-related behaviors that are "assigned" or "learned," based on cultural and social expectations in a community, not infrequently independent of "sex assigned at birth." Some behaviors appear to be "assigned," and are often considered "conventional." When there are variations that don't meet social expectations, it can cause discomfort - for children, peers, and/or adults - and can lead to adverse outcomes like bullying, discrimination and social isolation. Examples of these are so-called "effeminate" males or "masculine" females. Most "unconventional" gender behaviors are not abnormal but simply represent the broad variation in expressions of identity.
Sensory reactivity - Response to sensory input (touch, taste, smell, sight, hearing, and somatic)
There is enormous individual variability in the perception and ability to interpret and respond to sensory input. Sensations typically includes the five senses (e.g., touch, taste, smell, sight, and hearing), however, somatic perceptions (e.g., pain, heart rate, respiratory rate, kinesthetics, etc.) are often sensed quite acutely, and can modulate emotions, cognitions, and behavior. Precision in the identification of sensory inputs and the reaction to them is essential for safe interactions with the environment as well as appropriate social function.

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

Denies or fails to recognize one's own sexual/gender identity, roles, or urges
Unwilling or unable to recognize or address the gender specific elements of their own behavior and social functioning.
Age-appropriate expression of one's own sexual/gender identity, roles, and urges
Most youth follow gender specific behaviors in terms of grooming, attire, behavior, and sexual objects. Some have "non-conforming" behavior in many categories which, while not pathological, may require adaptations, both personally and in social settings. Most youth are well aware of and manage appropriate sexual behavior, consistent with their identity, culture, and environment.
Overexpression of one's own sexual/gender identity, roles, or urges
When aware of gender identity and gender specific behavior, some individuals are unwilling or unable to regulate sex-specific behaviors in a manner (time and place) that is appropriate and adaptive. This can create social isolation and difficulty with overall 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:

Sexual/Gender Identity and Behavior - expressing age-appropriate sexual/gender identity and behavior: Sexual behavior includes behaviors that are related to an individual's particular individual "sexual identity." While there are generally male and female biological differences amongst humans, there exists a broad spectrum of gender-related behaviors that are "assigned" or "learned," based on cultural and social expectations in a community, not infrequently independent of "sex assigned at birth." Some behaviors appear to be "assigned," and are often considered "conventional." When there are variations that don't meet social expectations, it can cause discomfort - for children, peers, and/or adults - and can lead to adverse outcomes like bullying, discrimination and social isolation. Examples of these are so-called "effeminate" males or "masculine" females. Most "unconventional" gender behaviors are not abnormal but simply represent the broad variation in expressions of identity.
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His/her profile is as follows:

Overexpression of one's own sexual/gender identity, roles, or urges: When aware of gender identity and gender specific behavior, some individuals are unwilling or unable to regulate sex-specific behaviors in a manner (time and place) that is appropriate and adaptive. This can create social isolation and difficulty with overall adaptation.

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
Compliance with gender norms	Since your child is overexpressing their gender identity, they might face difficulty in meeting societal expectations regarding their gender, particularly in school or social situations.
Social isolation	Their uncommon behavior may lead to social isolation as they have difficulty establishing or maintaining friendships.
Bullying or Discrimination	Your child might become a target of bullying or discrimination due to their overexpression of gender identity.
Self-esteem and self-worth	Repeated mistreatment can lead to negative self-perceptions and affect your child's mental health.

Efficient, evidence-based strategies to support this child

Title	Description / Why it's effective	Implementation steps	Parameters to monitor and adjust
Gender Affirming Environment	By creating an environment that affirms your child's identity, they can feel accepted and validated which can positively affect their self-esteem.	Encourage your child to express their feelings and reassure them that it's okay to be who they are.	Observe how your child responds to these affirmations. If they seem uncomfortable, adjust your approach.
Open Communication	Establishing open lines of communication can help your child learn how to articulate feelings and convey their needs.	Keep the lines of communication open and put in effort to understand their perspective.	Monitor their comfort level in speaking about identity-related topics. Adjust conversations as per need.
Professional Help	Seek advice from a child psychologist or psychiatrist to find the best way to support your child.	Find a gender-competent professional who can provide support to your child.	Monitor your child’s mental health and happiness.

Do and don'ts

Do's	Don'ts
Do encourage open conversations about their gender identity.	Don't disregard or trivialize their feelings or experiences.
Do be patient. Finding one's identity is a process.	Don't push them to conform to conventional gender norms.
Do provide consistent support and reassurance.	Don't criticize or blame them for their behavior.

Further Reading and Research

Resources:

"The Transgender Child: A Handbook for Families and Professionals" by Stephanie Brill and Rachel Pepper
American Psychological Association resources on sexuality and gender diversity

Keywords for Research:

Gender Identity
Childhood gender nonconformity
Gender expression
Transgender youth support
Child mental health gender expression