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.

I want to help my children/student in the following, more specific area:Help

Eating - maintaining dietary intake and nutrition
Eating is a complex behavior that has both nutritional and social components. The nutritional component is the appropriate consumption of both calories (for energy) and the elements of the diet (protein, vitamins, minerals, fats, carbohydrates, etc.) necessary for maintaining healthy function. There are two main social components of eating: the social interactions associated with the preparation and consumption of food, and the cultural elements associated with menus, dining schedules, and food consumption (e.g., Kosher, Hallal, vegan/vegetarian, etc.) Food preparation and dining are often social experiences that reflect culture and other expectations for cooperation and sharing of both food and conversation, as well as engagement in a variety of behaviors directly associated with eating, such as use of specific utensils (chopsticks, fork, spoon, hands, etc.), cleanliness, order, and the nature of physical presence (e.g., sitting in a chair, standing, walking, sitting cross-legged on the floor, use of a particular hand, etc.) Appropriate participation in all elements of eating are important for health and happiness.
Sexual/Gender Identity and Behavior - expressing age-appropriate sexual/gender identity and behavior
Sexual behavior includes behaviors that are related to an individual's particular individual "sexual identity." While there are generally male and female biological differences amongst humans, there exists a broad spectrum of gender-related behaviors that are "assigned" or "learned," based on cultural and social expectations in a community, not infrequently independent of "sex assigned at birth." Some behaviors appear to be "assigned," and are often considered "conventional." When there are variations that don't meet social expectations, it can cause discomfort - for children, peers, and/or adults - and can lead to adverse outcomes like bullying, discrimination and social isolation. Examples of these are so-called "effeminate" males or "masculine" females. Most "unconventional" gender behaviors are not abnormal but simply represent the broad variation in expressions of identity.
Sensory reactivity - Response to sensory input (touch, taste, smell, sight, hearing, and somatic)
There is enormous individual variability in the perception and ability to interpret and respond to sensory input. Sensations typically includes the five senses (e.g., touch, taste, smell, sight, and hearing), however, somatic perceptions (e.g., pain, heart rate, respiratory rate, kinesthetics, etc.) are often sensed quite acutely, and can modulate emotions, cognitions, and behavior. Precision in the identification of sensory inputs and the reaction to them is essential for safe interactions with the environment as well as appropriate social function.

In this area, my children/student displays the following behavior:Help

Insufficient diet interferes with nutrition
Inability or unwillingness to participate in the nutritional and/or social elements of eating behavior to the extent that it disrupts nutrition and/or social function.
Maintains an appropriate diet
Inability or unwillingness to participate in the nutritional and/or social elements of eating behavior to the extent that it disrupts nutrition and/or social function.
Excessive food intake, and/or unbalanced diet interfering with nutrition
Overeating generally involves excess food volume and/or caloric intake, but can also be associated with excess consumption of specific foods (e.g., "junk food"). Excessive eating can also refer to inappropriate eating behaviors, such as too much talking while dining, or messy management of large quantities of food as well as preoccupations with food preparation, or specific foods and eating practices.

I am:

This is the generated guide:

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I am a 2nd grade teacher. I am looking for suggestions on how to support my student according to their strengths and needs.

You are a child and adolescent psychiatrist. Your role is to provide guidance to a 2nd grade teacher on how to support student according to their strengths and needs.

My student has been assessed for the following dimension:

Eating - maintaining dietary intake and nutrition: Eating is a complex behavior that has both nutritional and social components. The nutritional component is the appropriate consumption of both calories (for energy) and the elements of the diet (protein, vitamins, minerals, fats, carbohydrates, etc.) necessary for maintaining healthy function. There are two main social components of eating: the social interactions associated with the preparation and consumption of food, and the cultural elements associated with menus, dining schedules, and food consumption (e.g., Kosher, Hallal, vegan/vegetarian, etc.)  Food preparation and dining are often social experiences that reflect culture and other expectations for cooperation and sharing of both food and conversation, as well as engagement in a variety of behaviors directly associated with eating, such as use of specific utensils (chopsticks, fork, spoon, hands, etc.), cleanliness, order, and the nature of physical presence (e.g., sitting in a chair, standing, walking, sitting cross-legged on the floor, use of a particular hand, etc.)  Appropriate participation in all elements of eating are important for health and happiness.
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His/her profile is as follows:

Maintains an appropriate diet: Inability or unwillingness to participate in the nutritional and/or social elements of eating behavior to the extent that it disrupts nutrition and/or social function.

Create a guide that I can use and share to best support my student.

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 student

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 in the classroom, and lead to this student nurturing his strengths and building resilience.

3. Do and don'ts

List common mistakes to avoid and best practices to follow when supporting this student.

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
Poor Nutritional intake	The student may be underweight, lack energy, have poor concentration, or exhibit slow development due to malnutrition.
Social Discomfort	The student may demonstrate discomfort or anxiety during meal times, and may isolate from peers or avoid group eating situations.
Rigidity in eating behaviors	The student may display a limited range of preferred foods, eat at odd times or use inappropriate utensils or eating postures.

Efficient, evidence-based strategies to support this student

Strategies	Description and Efficiency	Implementation Steps	Parameters to Monitor
Food and Nutrition Education	Teaching students about healthy foods and their benefits can encourage better dietary habits.	Create charts, infographics, and fun activities centered around food and nutrition. Encourage participation.	Monitor student's involvement in food-based activities and their eating habits at lunch.
Peer Influence Strategy	Kids often get influenced by their peers. Encouraging healthier eating patterns within the class, not just individually can support the student.	Arrange communal meals and encourage sharing of healthy foods. Promote a class conversation about healthy eating.	Observe whether the student starts accepting and eating new food items.
Incorporating Familiar Foods	This reduces the pressure and anxiety around eating unfamiliar foods.	Introduce small changes in the menu maintaining the presence of familiar foods. Gradually, introduce more healthy options.	Watch for student’s reaction to new food, willingness to try them and change in overall dietary pattern.

Do's and Don'ts

Do's	Don'ts
Show understanding and support towards the student's eating struggles	Don't force the student to eat certain foods or create pressure around eating
Foster a friendly, accepting environment during eating/social times	Don't segregate the student or draw unnecessary attention to their eating habits.
Encourage participation in food-related activities	Don't ignore signs of further decline in the student’s nutritional health

Further reading and research

Books: "Eating Disorders in Children and Adolescents" by Daniel Le Grange & James Lock, "Help Your Teenager Beat an Eating Disorder" by James Lock
YouTube TED-Ed series on Nutrition
Websites choosemyplate.gov, kidshealth.org
Keywords for research: "Pediatric eating disorders", "Child Nutrition", "Healthy eating in children"