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:

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.

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
Overstimulation	The child may become overly excited or agitated during play, which can lead to impulsive or disruptive behavior.
Difficulty With Self-Control	Excessive enthusiasm or competition during play can lead to trouble following rules or taking turns.
Social Difficulty	Struggles with interpreting social cues or understanding others' perspectives during social play.

Efficient, evidence-based strategies to support this child

Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Fostering Team Play	Team games can help your child learn how to work collaboratively with others.	- Encourage participation in team sports, role-playing games or collaborative art projects. - Use board games or card games to practice cooperative play at home.	Monitor: How well your child collaborates, follows rules, and controls their impulses. Adjust: Game choices, team sizes, and the complexity of rules as needed.
Structured Solo Play	Solo play that follows certain rules, like puzzles or crafting, can help enhance focus and self-control.	- Provide toys and games that engage your child’s attention for extended periods. - Help your child set goals with these activities, such as finishing puzzle within a designated time.	Monitor: The length and focus of solo play sessions. Adjust: The complexity and length of the activity to suit their progress.
Social Story Telling	Teaching through stories can help a child understand social dynamics better.	- Create, or find books, with stories that cover social scenarios. - Discuss these scenarios and ask for your child's reactions.	Monitor: Understanding and application of the social lessons. Adjust: The complexity of the stories and the issues they address based on your child's development.

Do's and Don'ts

Do's	Don'ts
Do foster open communication and provide a safe space to express feelings.	Don't force your child into play activities they clearly dislike, but rather guide them towards an activity suited to their interests.
Do reflect on your child's positive actions during play.	Don't compare your child's play skills or abilities to others.
Do involve your child in setting rules and expectations for play.	Don't always take control during play, sometimes it is good to let them lead.

Further Reading and Research

Book: "Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul" by Stuart Brown
Book: "Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life" by Peter Gray
Website: The National Institute for Play (www.nifplay.org)

Keywords for Further Research:

The importance of play in child development
The benefits of team play
The role of structured solo play
Social storytelling in child development