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 play alone or with others
The inability or failure to engage in social or individual play.
Appropriately and flexibly engages in and sustains play alone and with others
Individuals comfortably, frequently, and flexibly engage, by self or with others, in activities that include imagination, practice in artificial settings, games, and other activities in which to share joy and interactions or to practice skills and problem-solving.
Disruptive/disorganized play alone and with others
Engages in disorganized and/or problematic play that lacks enjoyment and/or the achievement of developmentally appropriate goals.

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:

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.
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His/her profile is as follows:

Disruptive/disorganized play alone and with others: Engages in disorganized and/or problematic play that lacks enjoyment and/or the achievement of developmentally appropriate goals.

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 structure in play	The child might struggle with organising their play, leading to a lack of achievement and possible frustration.
Difficulty playing with others	The disorganization during play time could potentially lead to difficulty in connecting and playing with others, leading to social isolation and difficulty in understanding social rules.
Underdeveloped problem-solving skills	Disorganised play often indicates an inability to set and reach goals, which is a critical aspect of problem-solving.

Efficient, evidence-based strategies to support this child

Strategy Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Structured Playtimes	Structured playtimes can help your child understand boundaries and can aid them in organising their play.	Schedule daily play times with specific objectives, like building a tower with blocks or drawing a picture.	Monitor the levels of enjoyment and frustration during these structured play times. If frustration is high, simplify the objectives.
Playdating	By playing with others, children learn crucial social skills.	Arrange for regular playdates with peers of your child’s age. Start with structured play, where activities are pre-determined and then gradually introduce free play.	Observe your child's ability to follow social cues, share and interact meaningfully with peers. Make adjustments depending on the observation.
Routine and Predictability	Predictable routines can provide a feeling of safety and allow children to learn the concept of sequence and organisation.	Create daily routines for your child that incorporate their meals, school work and playtime.	Adjust based on your child's comfort and burnout. Do not overload them with too inflexible routine.

Dos and Don'ts

Do's	Don'ts
Patience and consistent reinforcement of rules.	Do not give in to impulsiveness or disruptive behaviors.
Celebrate small victories and improvements.	Don’t focus on the child 'winning' the games during the playdates.
Gradually introduce new rules and methods in the play.	Do not overload the child with too many changes at once.

Further Reading and Research

Resources:

The Power of Play - How Fun and Games Help Children Thrive from Psychology Today
The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds by The American Academy of Pediatrics

Keywords for further research:

Structured playtimes.
Disorganised play in children.
Improving social skills in children through play.