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

Morning Routine - performing routines for starting the day at school
Most people have a set of behaviors or actions for the beginning of each day that generally follow in a usual order and are designed to complete necessary tasks in preparation for the day's activities. They begin with arising with sufficient time to avoid being late for the start of school, work or other daytime obligations; routines may include activities such as toileting, hygiene, dressing appropriately, eating, gathering one's necessary belongings, and departing in a timely fashion so as to arrive at the first appointment of the day. Typically these routines are well-established so that they occur relatively automatically, obviating the need for detailed thinking about each task. In some cases, the individual does some preparation the evening before, in order to assure prompt completion of morning routines.
Transitions - transitioning between activities or places
Leaving home or other sites (e.g., school) requires preparation that is often captured in routines so that all the elements of the departure are well-coordinated, with little emotional or behavioral disruption, and no necessary items are left behind. It is important to anticipate pending transitions and plan for what comes next. The departure requires the timely gathering of objects necessary for the transition, so that the departure can take place in an orderly and timely fashion. Transitions routines often use appropriate social elements (e.g., "Good-bye," "See you tomorrow," "Thank you," waving or hugs, etc.), as well as addressing of safety concerns (e.g., "hold my hand", "put on your seat belt", etc.)
Screen Time - managing screen-based activities (education, games, entertainment, social media)
"Screens" refers to devices such as computers, television, tablets, e-readers, smartphones, and hand-held video games. Regulation of screen time requires careful planning and coordination as the use of "screens" may play crucial roles in both academic and social life. Screen time has two components: duration and content. While some materials and exposures may be safe and appropriate, other can be quite dangerous.

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

Unwilling or unable to participate in screen-based activities
Individuals are rigidly and completely prohibited from participating in or are unwilling to join screen-based activities. While this appears to protect them from exposure to inappropriate materials and "waste of time," this creates anger and frustration while isolating the individual from appropriate social participation and exposure to valuable content that can enhance learning and pro-social behaviors.
Age-appropriate use of screen-based activities
While most individuals prefer to avoid regulation of screen time and content, they understand and accept rules that are helpful in maintaining developmentally and socially appropriate online activities in terms of time and content, leading to regulation that minimizes disruption and allows for a balanced use of screen time.
Social and/or academic functioning disrupted by screen-based activities
Individuals who are unwilling, or unable, to regulate access to electronic devices and online media, causing exposure to inappropriate content and/or spending inappropriate amounts of screen time, at the expense of appropriate school, work, and social activities. These individuals appear to be "addicted," with attempts to interrupt access leading to significant behavioral disruption.

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:

Screen Time - managing screen-based activities (education, games, entertainment, social media): "Screens" refers to devices such as computers, television, tablets, e-readers, smartphones, and hand-held video games. Regulation of screen time requires careful planning and coordination as the use of "screens" may play crucial roles in both academic and social life. Screen time has two components: duration and content. While some materials and exposures may be safe and appropriate, other can be quite dangerous.
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His/her profile is as follows:

Unwilling or unable to participate in screen-based activities: Individuals are rigidly and completely prohibited from participating in or are unwilling to join screen-based activities. While this appears to protect them from exposure to inappropriate materials and "waste of time," this creates anger and frustration while isolating the individual from appropriate social participation and exposure to valuable content that can enhance learning and pro-social behaviors.

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	Avoidance of screen-based activities leading to social isolation
Frustration and Anger	Rigidity against screen time can lead to frustration and anger
Hindrance in Academic Performance	Lack of exposure to educational content leading to potential setbacks in academic performance
Lack of Exposure to Pro-social Behaviors	Inability to learn and imitate important social behaviors seen in age-appropriate and safe content

Efficient, evidence-based strategies to support this child

Strategy Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Guided Introduction	Slowly introducing screen time under guidance may reduce resistance. It is efficient as it eases the child into it and still gives you control.	1. Start with educational content for short periods. 2. Gradually introduce entertainment content.	Monitor for signs of screen addiction or withdrawal issues. Adjust time and content accordingly.
Structured Screen Time	Structuring screen time can make it part of the routine and not viewed as something negative.	1. Set specific hours for screen time. 2. Make clear what activities are allowed during this time.	Monitor for complaints or attempts to exceed allotted time. Adjust time as needed.
Positive Reinforcement	Positive reinforcement can encourage good behavior.	1. Reward the child for adhering to the screen time rules. 2. This can be additional screen time or other rewards.	Monitor if the rewards are effective or if the child becomes reliant on them. Adjust the reward system as needed.
Family Screen Time	Family screen time can make it seem more normal and less isolating.	1. Set aside time where the entire family uses screens together. 2. Discuss the content and make it a bonding experience.	Monitor if the family screen time is effective or if it's causing more issues. Adjust the family screen time accordingly.

Do's and Don'ts

Do's	Don'ts
Do establish a firm but adaptable schedule	Don't completely ban screens as it could lead to rebellion
Do maintain open lines of communication with the child	Don't ignore signs of screen addiction
Do involve the child in decision making	Don't use screen time as a primary source of rewards or punishments

Further reading and research

"The tech-wise family: Everyday steps for putting technology in its proper place" by Andy Crouch

"Screen-Smart Parenting: How to Find Balance and Benefit in Your Child's Use of Social Media, Apps, and Digital Devices" by Dr. Jodi Gold

Keywords for your own research could include 'screen time management', 'digital detox for children', 'balanced use of technology for kids'.