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.

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

Inactive or sedentary
Inactive individuals are unable or unwilling to apply appropriate levels of motor and cognitive activity to address the demands of a task, need or the environment.
Maintains appropriate activity level
Activity level management is regulating one's motor and cognitive activity levels flexibly and adaptively by increasing activity levels when the environment permits and/or requires it and, similarly, decreasing activity levels when required. Appropriate activity regulation conserves resources (e.g., time and energy) necessary for adapting to the demands of the environment.
Hyperactivity disrupting adaptive functioning
Hyperactivity refers to persistent high levels of motor and/or cognitive activity, irrespective of the demands of the task or the environment.

I am:

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:

Activity Level - maintaining physical and cognitive activity: For successful adaptation, it is critical that individuals apply activity levels consistent with the tasks and the environment. Activity consists of all manner of functions, including gross and fine motor activity as well as cognition, emotions, and other aspects of biological and social functioning.
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His/her profile is as follows:

Inactive or sedentary: Inactive individuals are unable or unwilling to apply appropriate levels of motor and cognitive activity to address the demands of a task, need or the 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.

Guide to Support a Sedentary or Inactive Child

Overview of the challenges associated with this profile

Challenges	How they manifest
Lack of Physical Activity	The child avoids tasks that require physical actions.
Lack of Cognitive Activity	The child might struggle with tasks requiring mental efforts, such as puzzles, logical problems, etc.
Difficulty with Engagement	The child may have difficulty engaging with peers, school tasks or even daily life activities.

Efficient, evidence-based strategies to support this child

Title	Description & Efficiency	Implementation Steps	Parameters to Monitor & Adjust
Active Fun	Incorporating activities the child enjoys can motivate them to increase their activity levels.	Ask your child about activities he/she enjoys. Schedule these activities throughout the week.	Monitor the child's participation levels. If they are not interested, try different activities.
Incremental Increase in Activity	Gradually increasing the levels of activity helps the child get used to it.	Start with low-impact activity (like walking) and gradually increase its intensity and frequency.	Monitor the child's comfort level and health responses to ensure they are not overwhelmed.
Cognitive Stimulation through Games	Games that provoke thinking can incite mental activity.	Introduce games like puzzles or strategy-based games. Encourage your child to participate.	Monitor how well the child responds to these activities. If they struggle, adjust the level of complexity.

Do's and Don'ts

Do's	Don'ts
Consistently encourage minor achievements.	Don't force them into too much activity all at once.
Make activities fun and enjoyable.	Don't become frustrated if progress is slow. Remember, every small step is a victory.
Keep varying the activities.	Don't compare your child's activity levels to others. Every child has his/her own pace.

Further Reading and Research

Here are some resources and keywords you may find useful:

Keywords for your own research: Child Physical and Mental Activity, Strategies to engage inactive children, Importance of cognitive stimulation in children.