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.
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: Obsessive thoughts - managing recurring and/or persistent thoughts, ideas, and/or interests: Sustained, recurring, goal-directed thoughts or ideas assist in focussing attention and activity in support of completing a task or achieving short- and long-term goals. In addition to helping sustain attention or focus, revisiting the thought or idea supports problem-solving or re-working the options necessary to achieve a goal. When these thoughts are persistent and intrusive, they interfere with social, behavioral, and/or cognitive function. Persistent thoughts may include perseveration on specific or irrelevant topics, numbers, words, sounds, tasks, concerns, and fears. <h3><slot data-nx-ref="value-0"></slot></h3> <slot data-nx-ref="value-0-desc"></slot> <h3><slot data-nx-ref="value-50"></slot></h3> <slot data-nx-ref="value-50-desc"></slot> <h3><slot data-nx-ref="value-100"></slot></h3> <slot data-nx-ref="value-100-desc"></slot> His/her profile is as follows: Unable to use recurring and/or persistent thoughts, ideas, and/or interests to achieve goals: Unable to develop and support the recurrent thoughts or ideas necessary to sustain efforts required to achieve a goal or an objective. 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 |
|---|---|
| Lack of focus | Difficulty in maintaining thought patterns to focus on tasks or goals. |
| Inflexible thought process | Inability to vary or adapt recurring thoughts, potentially impeding creativity or problem-solving abilities. |
| Lack of purposeful action | Persistent thoughts do not translate into actions that lead towards achievement of goals. |
- Efficient, evidence-based strategies to support this child
| Strategy Title | Description and Efficiency | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Structured Routine | Structure provides predictability, which can help keep a child's attention focused and can lower anxiety. | Implement structured daily routines. Changes should be introduced gradually and clearly communicated. | Monitor child’s ability to follow the routine, make necessary adjustments to suit child's needs. |
| Goal setting | Setting small, achievable goals can nurture a sense of achievement. | Define clear, concise, short-term and long-term goals. Use visual aids to help your child understand and remember these goals. | Monitor the progress towards the goal, make it more or less challenging based on your child’s improvement. |
| Mindfulness Practices | Mindfulness helps in the management of thoughts and focus. | Introduce mindfulness techniques suitable to your child's age, such as breathing exercises or guided meditations. | Monitor your child’s ability to engage with the exercises and adjust the complexity and duration as needed. |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Give positive reinforcement when your child makes progress. | Don't expect change overnight, progress may be slow. |
| Maintain open communication with your child. Discuss their feelings and thoughts openly. | Don't become upset or frustrated with your child if they struggle to understand something. |
| Patience is key. This process requires time and effort. | Don't ignore or dismiss your child's concerns or feelings. Validate their feelings and provide comfort. |
- Further reading and research
Resources:
- Child Mind Institute: https://childmind.org/
- American Academy of Child & Adolescent Psychiatry: https://www.aacap.org/
- National Alliance on Mental Illness (NAMI): https://nami.org/Home
Keywords to use for research: "Obsessive Thoughts in Children", "Cognitive Behavioral Therapy for Children", "Focus Skills in Children", "Goal Setting for Children"