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

Social Engagement - engaging in social behavior
Social engagement is the combination of intent to form and maintain social interactions combined with the appropriate and flexible application of social speech, cues, gestures, and behaviors (e.g., smiling, visual regard, hand shaking/bowing, etc.). Social engagement directs these behaviors toward individuals or groups, with the goal of establishing and maintaining reciprocal, social transactions and relationships.
Social Communication - communication enabling social interactions
Social functioning is the ability to share thoughts, needs, ideas, and behaviors. Social communication includes words and gestures in conjunction with an "invitation" to respond, as well as the willingness to receive and accept social responses. This leads to reciprocity, or "turn-taking," the repeated exchanges of thoughts, needs, ideas, and behaviors that form the basis of conversation, discussion, collaborative work, and play.
Social Cooperation - cooperating in social interactions, including play
Cooperation is working together with other individuals, or in groups, to achieve a common goal or objective. This requires effective communication for sharing of thoughts, ideas, and plans, as well as a willingness to be flexible and context sensitive when sharing behaviors and communications.
Tolerance - ability to appropriately respond to different people, cultures, values, and belief systems
Tolerance is the willingness and ability to thoughtfully and fairly judge values and belief systems. This includes treating those from different cultures, values and beliefs fairly, and with respect and courtesy.

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

Uncooperative in work, school, play, and/or other reciprocal social interactions
Unwilling or unable to share in a common goal or objective by communicating, following rules, or being helpful due to lack of understanding, selfishness, fear, worries about performance, or embarrassment.
Cooperates flexibly and appropriately in work, school, play, and/or other reciprocal social interactions
Recognizes the appropriate role in shared activities, and is able to then helpfully follow instructions and social rules in an attempt to work with others to achieve a common goal or objective in work or play.
Overly cooperative, even when disadvantageous, in work, school, play, and/or other reciprocal social interactions
Excessive compliance with rules and instructions, or oversharing, even when it may interfere with shared or personal goals and objectives. Will cooperate with suggestions from others even if it may not be harmful.

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:

Social Cooperation - cooperating in social interactions, including play: Cooperation is working together with other individuals, or in groups, to achieve a common goal or objective. This requires effective communication for sharing of thoughts, ideas, and plans, as well as a willingness to be flexible and context sensitive when sharing behaviors and communications.

His/her profile is as follows:

Cooperates flexibly and appropriately in work, school, play, and/or other reciprocal social interactions: Recognizes the appropriate role in shared activities, and is able to then helpfully follow instructions and social rules in an attempt to work with others to achieve a common goal or objective in work or play.

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
High expectations	Your child may feel pressured to always cooperate and maintain high performance in group activities, which can lead to stress and fatigue.
Difficulty with self-directed tasks	Your child excels at cooperative activities, so they may struggle when required to work or play by themselves.
Over-reliance on instructions	If left without clear rules or instructions, your child might feel unsure or anxious. This could potentially limit their ability to think creatively or independently.

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

Strategy Title	Brief Description and Why it's Efficient	Implementation Steps	Parameters to Monitor and Adjust
Encourage Independence	Fostering self-reliance is vital for a child's growth. By balancing teamwork with solitary activities, they can become confident and versatile.	Set aside daily 'independent play' time. Start with activities your child enjoys and gradually introduce new ones.	Take note of their comfort levels, gradually increasing the complexity and duration of tasks.
Be Gentle with Change	Abrupt change can be challenging. Gradual exposure to new rules and situations can make transitions less daunting.	Introduce changes gently, giving ample time for your child to adapt before implementing the next one. Discuss these changes with your child beforehand to prepare them.	Continually assess your child's reactions. If they are routinely struggling, consider slowing the pace of change.
Set Reasonable Expectations	Acknowledge your child's abilities rather than demanding perfection. This alleviates pressure and promotes a healthy mindset.	Make it clear that you value effort over perfection. Celebrate their progress in both group and individual activities.	Monitor for signs of stress or overexertion. Keep communication lines open, allowing your child to express their feelings.

3. Do's and Don'ts

Do's	Don'ts
Encourage independence and individuality	Force abrupt changes or transitions
Value effort over perfection	Focus solely on performance and results
Be patient and understanding	Overload your child with tasks or expectations

4. Further reading and research

Resources:

"The Whole-Brain Child" by Daniel J. Siegel and Tina Payne Bryson
"Smart but Scattered" by Peg Dawson and Richard Guare

Keywords for Research:

Cooperating in social interactions
Promoting independence in children
Coping with change in children
Setting reasonable expectations for children