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:

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.

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
Social Isolation	Peer groups may have difficulty accepting uncommon gender roles, leading to social isolation of the child.
Bullying/Discrimination	Children displaying "non-conforming" behavior could face discrimination or bullying from peers or even adults.
Personal confusion or distress	Children can feel confused or distressed about their own gender identities or behavior.
Lack of role models	They might not have enough representation or role models to identify with.

Efficient, Evidence-based Strategies to Support This Child

Strategy Title	Description and Efficiency	Implementation Steps	Parameters to Monitor & Adjust
Encouraging Self-Expression	Encouraging your child to express themselves freely in terms of gender roles can help them feel acknowledged, accepted, and loved.	Encourage diverse toys, dress-up options and activities regardless of traditional gender norms. Look out for preferences and encourage the child to freely express them.	Monitor their comfort levels with such activities and adjust as needed.
Open Dialogues	Having open and sensitive discussions about sexuality and gender identity can help the child make sense of his own feelings. This understanding builds resilience and self-acceptance.	Regularly engage in discussions about these topics. Use clear and age-appropriate language. Correct misconceptions if any.	The frequency and depth of these discussions should depend on the child's age and response. Feedback should be monitor to adjust the approach.
Role Models & Representation	Representation and role models can help alleviate feelings of isolation.	Introduce them to diverse books, movies, and pop culture that portray gender identities and behavior along the spectrum.	Monitor child's response and comfort level. Adjust the type and degree of exposure over time depending on their reaction.
Professional Guidance	Professional counselors or therapists can provide effective support when needed.	If signs of distress continue, consider engaging a professional counselor or a therapist.	Monitor the child's emotional health, mood swings, and social interactions. If issues persist or escalate, consider this option.

Do and Don'ts

Do's	Do Not's
Maintaining open, non-judgmental communication.	Don't impose societal gender norms on them.
Encouraging them to explore their interests, regardless of traditional gender roles.	Don't ridicule or dismiss the child's feelings or experiences.
Being understanding and supportive if they seem different from their peers.	Don't ignore signs of emotional distress or social isolation.

Further reading and research

Here are a few resources that might help you learn more:

"The Gender Creative Child" by Diane Ehrensaft PhD
"Raising the Transgender Child" by Michele Angello

Consider researching more on the following keywords: "raising gender non-conforming children", "supporting transgender youth", "children and gender identity", "gender diversity and children".