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

No useful habits/routines present
The lack of habits/routines makes it appear that each environmental event is experienced as being novel, leaving the individual to ineffectively and inefficiently struggle, and often fail, to complete common, routine tasks.
Habits/routines useful and adaptive
Individuals use habits adaptively to facilitate the effective preparation for and efficient problem-solving, while avoiding the need to repeatedly derive novel solutions or plans for recurring activities.
Compulsive, rigid habits/routines that interfere with daily functioning
Overwhelmingly preoccupied with the details and execution of habits/routines causing excessive consumption of time and energy, and interfering with flexibility necessary to address common and novel challenges of daily life.

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:

Habits/compulsions - managing recurring habits: Habits are well-practiced routines that are essential for managing daily function by creating efficiency and effectiveness processes for managing recurring tasks and addressing familiar problems. Habits are automatic behaviors, but, when necessary for successful adaptation, can be modified to accommodate changing circumstances.
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His/her profile is as follows:

Compulsive, rigid habits/routines that interfere with daily functioning: Overwhelmingly preoccupied with the details and execution of habits/routines causing excessive consumption of time and energy, and interfering with flexibility necessary to address common and novel challenges of daily life.

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.

Supporting Child with Compulsive, Rigid Habits and Routines

1. Overview of the Challenges

Challenges	How They Manifest
Difficulty with transitions	Resistance to change, tantrums during unpredictable events, struggle with switching between tasks.
Restricted Interests	Overemphasis on specific topics, difficulties in engaging in varied activities.
Time Management Issues	Excessive time spent on performing routines, neglecting other important tasks.
Delay in Social Skills Development	Difficulty in relating with peers due to rigid routines, refusal to participate in spontaneous social activities.

2. Evidence-based Strategies to Support the Child

Strategy Title	Brief Description and Efficacy	Implementation Steps	Parameters to Monitor and Adjust
Task Redirection	Helps break the loop of rigid routines by introducing a new, constructive task.	1. Introduce a new task during the child's routine.2. Encourage the child to complete the new task before returning to the routine.3. Gradually make the new task part of regular routine.	Monitor the ease of transition between tasks. Adjust the complexity of new tasks introduced.
Regular Schedule with Flexible Elements	Maintains the routine the child is comfortable with while slowly introducing new, flexible elements.	1. Maintain regular schedule.2. Introduce new, varied tasks in schedule.3. Encourage the child to anticipate these tasks.	Monitor child's receptivity to new tasks and vary accordingly.
Social Stories	Helps the child understand social cues and develop flexibility.	1. Use simple, illustrative stories to demonstrate social behaviors.2. Include varied, unpredictable situations in the stories.3. Repeat these stories regularly.	Monitor the child's understanding and application of social behaviors.
Cognitive Behavior Therapy (CBT)	CBT is effective in reducing compulsive, rigid behaviors.	Seek out a trained therapist to facilitate CBT.	Regularly monitor progress with therapist, adjust the therapy approach as necessary.

3. Do's and Don'ts

Do's	Don'ts
Do provide a structured environment that also encourages spontaneity.	Don't criticize or punish the child for their obsessive habits.
Do introduce new habits and routines gradually.	Don't enforce abrupt changes in routines.
Do discuss with your child about their habits and routines.	Don't trivialize or ignore your child's fears or concerns.

4. Further Reading and Research

Book: "Freeing Your Child from Obsessive-Compulsive Disorder" by Tamar E. Chansky
Book: "What to Do When Your Brain Gets Stuck" by Dawn Huebner
Research Article: "Treatment of obsessive-compulsive disorder in children and adolescents" by March J, Franklin M, Leonard H, Garcia A, Moore P, Freeman J, Foa E.
Keywords: Child OCD, Rigid routines, Habit disorders, Cognitive Behavior Therapy.

Remember, it's essential to give your child lots of love, patient and supportive space. Consult a mental health professional for individual advice if needed.