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: Plays by Self and with Others - playing alone and with others: Play is a complex set of behaviors, largely for the purpose of enjoyment, but while also providing a tool for experimentation and problem-solving. Play activities include social and imaginary use of objects and relationships, as well as opportunities to practice a full spectrum of social skills, behavioral control, problem solving and more. The complexity and function of play develops in parallel along with development of cognitive and motor function, routines and habits, knowledge and skills, etc. Play takes place in individual and social contexts. It may include games and toys, as well as tools and tasks typically a part of daily work (e.g., pencils, cooking utensils, sports equipment, etc.). While play may seem to have little purpose, it is a serious attempt at mastery and practice that sets the stage for real-life skills and activities. <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: Does not play alone or with others: The inability or failure to engage in social or individual 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.
- Overview of the challenges associated with this profile
| Challenges | How they manifest |
|---|---|
| Lack of social skills | The child avoids social situations in play, may not know how to interact with peers and adults during playtime. |
| Difficulty with independent engagement | The child may struggle to engage in play when alone, they may not know how or lack interest in toys or games. |
| Limited exploration | Limited play means limited opportunity to explore, experiment, and learn new skills. |
| Emotional challenges | The child might lack the ability to express themselves appropriately or may struggle with understanding other's emotions. |
- Efficient, evidence-based strategies to support this child
| Strategy Title | Brief Description and Why it's efficient | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Structured Play | Structured play involves playing games or activities with clear rules and directions that can help your child develop social skills and encourage interaction. | 1. Choose a game with simple rules 2. Explain the rules to the child 3. Show how the game is played 4. Let the child play, initially with you, then slowly involve peers. | Observe the child's interaction with peers, rule following, and willingness to be involved in the game. Adjust the structure according the child's progress. |
| Role Playing | It allows your child to practice and develop social and emotional skills. | 1. Initiate role plays around daily life activities or situations 2. Gradually involve props to make role plays more engaging. | Monitor the child's understanding and reflection of different roles, their emotional responses, and their creativity in using props. |
| Gradual Independence | This strategy is about slowly encouraging the child to engage in independent play. | 1. Start a play activity together 2. Once the child is engaged, slowly withdraw your involvement 3. Provide verbal encouragement as the child continues to play on their own. | Monitor the child's comfort level and duration of independent play. |
- Do and don'ts
| DO | DON'T |
|---|---|
| Encourage explorative and imaginative play | Don't force the child into social situations |
| Invest time in playing with the child | Don't ignore or downplay the child's struggle |
| Be patient and gradual in steps | Don't expect instant results |
- Further reading and research
Useful resources:
- "The Whole-Brain Child" by Daniel J. Siegel and Tina Payne Bryson.
- Autism Speaks - Social Skills and Autism
Keywords for Research:
- Structured Play
- Role Playing
- Developing Independence in Children
- Social Skills Development in Children