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

Does not take assertive actions
This is the near or complete lack of assertive behaviors characterized by passivity in the face of opportunity to interact and/or acquire. Instead, these individuals yield or defer to others or do not participate actively in their environment and often fail to obtain what they want or need. They avoid and rarely succeed in competitive situations.
Appropriately assertive
Assertiveness is how an individual acts on the environment in pursuit of objects (including money and valuables), developing relationships (including friends, partners), and the acquisition of knowledge and skills. To be successful, it requires the flexible application of assertive behaviors.
Overly assertive, pushy, or aggressive
Inability to modulate needs and determination, often leading to an excessive dependence on inappropriate or hostile expressions of assertiveness in the pursuit of needs and goals. These excessive behaviors may include verbal or physical aggression, along with high degrees of frustration, when unable to acquire objects or meet needs that are perceived to be essential.

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:

Assertiveness - initiating actions to support interests, goals, and desires: Aggression is the full spectrum of assertive behaviors, with assertiveness representing the forceful interaction with the environment to obtain needs or goals. Assertiveness includes a broad range of behaviors that vary widely based on individual differences, culture, and context. These contexts may include school, work, athletics and other competitive activities, and in some cases, it can lead to forms of violence, associated with personal protection, criminal activity, and war. A key to successful adaptation is the flexible and appropriate application of assertiveness in the course of work and play.
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His/her profile is as follows:

Does not take assertive actions: This is the near or complete lack of assertive behaviors characterized by passivity in the face of opportunity to interact and/or acquire. Instead, these individuals yield or defer to others or do not participate actively in their environment and often fail to obtain what they want or need. They avoid and rarely succeed in competitive situations.

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
Non-assertiveness	Child often comes across as unassertive and passive, yielding to others even when they have an opportunity to interact or obtain what they need.
Avoids Competition	Child rarely participates in competitive situations and generally tries to avoid them.
Inactivity in their Environment	Child does not interact actively with their environment, which leads to them not getting what they want or need.

Efficient, evidence-based strategies to support this child

Title	Description	Implementation Steps	Parameters to Monitor
Building Confidence	Enhancing the child’s self-confidence can help to increase assertiveness in a healthy way.	Encourage the child to express their feelings and thoughts. Celebrate their achievements and reinforce positive behaviors.	Monitor their ability to voice their opinions and needs over time. Adjust encouragement whenever necessary.
Role-Playing	Role-playing can help the child practice how to assert themselves.	Create everyday situations where your child can practice being assertive in. Give feedback.	Monitor their ability to express what they need and want appropriately in the practice scenarios.
Competitive Activities	Encouraging participation in competitive activities can help the child recognize they have the ability to succeed and be assertive.	Gradually introduce them to games and activities that involve healthy competition.	Monitor their participation, enjoyment and growth in competitive activities. Adjust accordingly in terms of complexity or intensity of competition.
Social Skills Training	This will help the child learn how to be assertive appropriately.	Consider getting professional help such as from a child psychologist.	Monitor the child’s assertiveness in different social settings. Adjust accordingly based on professional advice.

Do and don'ts

DO	DON'T
Provide a safe environment where the child feels comfortable expressing their feelings and needs.	Avoid forcing your child into situations where they may feel overly uncomfortable or threatened.
Regularly engage the child in conversation about their needs and wants.	Do not ignore or downplay the child's emotions or reactions.
Give positive reinforcement when the child shows signs of assertiveness.	Avoid negative comments or punishments if the child is not assertive enough or fails in a competitive situation.

Further reading and research

Resources: Developing Your Child's Self-Esteem Helping Kids Assert Themselves Building Confidence in Children
Research keywords: Non-assertiveness in children, Social skills training for children, Confidence building in children, Role-play for assertiveness, Assertiveness training for children.