What:

A developmentally-informed approach to safety planning for children and adolescents. This cognitive-behavioral youth and family centered intervention for suicide and self-harm is a second generation adaptation of the Specialized Emergency Room Intervention and is included as the first session of the SAFETY Program. The SAFETY-A (formerly known as FISP) includes an in-person crisis session with youth and parents/caregivers plus caring follow-up contacts to support linkage to follow-up care. This approach is designed to address Objective 8.4 of the National Strategy for Suicide Prevention: “Promote continuity of care and the safety and well-being of all patients treated for suicide risk in emergency departments or hospital inpatient units.”

Who:

SAFETY-A is provided to youth and families/caregivers after a youth has attempted suicide, engaged in self-harm behaviors, or expressed strong suicidal urges.

Where:

SAFETY-A has been used in emergency departments, urgent and crisis care, mental health, primary care, school and other settings.

Goals:

The goals of SAFETY-A include reducing risk, ensuring safety, and assisting with linkage to care in the community. Counseling on restricting access to potential lethal means of suicide and self-harm is a major component of the SAFETY-A.

Other Information and Resources:

Designated as “program with effectiveness”, see: http://www.sprc.org/resources-programs/family-intervention-suicide-prevention-fisp.

Featured in SAMHSA guidelines for youth suicide prevention: https://store.samhsa.gov/product/Treatment-for-Suicidal-Ideation-Self-harm-and-Suicide-Attempts-Among-Youth/PEP20-06-01-002.

*Also see evidence related to SAFETY (description below).

To watch a brief video about SAFETY-A, click HERE.

To watch a webcast about the SAFETY-A and how the SAFETY-A approach build’s social connectedness, a key protective factor, click:  http://suicideprevention-icrc-s.org/event/preventing-suicide-promoting-social-connectedness-promoting-treatment-strategies-enhance

To learn more about the development of the SAFETY-A, download additional information HERE.

Evidence*:

Kodish, T., Lau, A. S., Belin, T. R., Berk, M. S., & Asarnow, J. R. (2023). Improving Care Linkage for Racial-Ethnic Minority Youths Receiving Emergency Department Treatment for Suicidality: SAFETY-A. Psychiatric Services, 74(4), 419–422. https://doi.org/10.1176/appi.ps.20220129

Zullo, L., Meza, J. I., Rolon-Arroyo, B., Vargas, S., Venables, C., Miranda, J., & Asarnow, J. R. (2020). Enhancing safety: Acute and short-term treatment strategies for youths presenting with suicidality and self-harm. The Behavior Therapist, 43(8), 300–304.

Hughes, J. L., & Asarnow, J. R. (2013). Enhanced Mental Health Interventions in the Emergency Department: Suicide and Suicide Attempt Prevention. Clinical Pediatric Emergency Medicine, 14(1), 28–34. https://doi.org/10.1016/j.cpem.2013.01.002

Asarnow, J. R., Baraff, L. J., Berk, M., Grob, C. S., Devich-Navarro, M., Suddath, R., … Tang, L. (2011). An Emergency Department Intervention for Linking Pediatric Suicidal Patients to Follow-Up Mental Health Treatment. Psychiatric Services, 62(11), 1303–1309. https://doi.org/10.1176/ps.62.11.pss6211_1303

Clinical Description, Implementation, & Development Articles:

Asarnow, J. R., Hughes, J., Cohen, D., Berk, M., McGrath, E., & Huey, S. J. (2022). The Incubator Treatment Development Model: The SAFETY Treatment for Suicidal/Self-Harming Youth. Cognitive and Behavioral Practice, 29(1), 185–197. https://doi.org/10.1016/j.cbpra.2020.09.012

Hughes, J. L., & Asarnow, J. R. (2022). Implementing and Adapting the SAFETY Treatment for Suicidal Youth: The Incubator Model, Telehealth, and the Covid-19 Pandemic. Cognitive and Behavioral Practice, 29(1), 198–213. https://doi.org/10.1016/j.cbpra.2021.06.009

Hughes J.L., Babeva K., & Asarnow J.R. (2018, in press). The SAFETY Program: A Youth and Family Centered Cognitive-Behavioral Intervention Informed by Dialectical Behavior Therapy. In Berk, M. (Ed.). (2019). Evidence-based treatment approaches for suicidal adolescents: translating science into practice. American Psychiatric Pub.

Clinical Description of SAFETY-A (FISP) & SAFETY-A (FISP) Implementation:

Zullo, L., Kodish, T., & Asarnow, J.R. (2022). After screening: A developmentally informed approach to safety planning and stabilization. In: Ackerman, J.P., Horowitz, L.M. (eds) Youth Suicide Prevention and Intervention. SpringerBriefs in Psychology. Springer, Cham. https://doi.org/10.1007/978-3-031-06127-1_8

Carlson C., Asarnow J.R. (Webcast August 2, 2021). Protecting Our Kids: Keeping our Suicidal Youth Safe With a Mental Health Seatbelt. American Academy of Child & Adolescent Psychiatry (AACAP), Screenside Chats with Gabrielle A Carlson, Episode 32. https://www.aacap.org/screensidechats

Esposito-Smythers, C., Defayette, A. B., Whitmyre, E., Steinberg, P., Goldston, D. B., & Asarnow, J. R. (2021). A Community Call to Action: Use of Quality Improvement Strategies to Address Youth Suicides. Evidence-Based Practice in Child and Adolescent Mental Health, 6(3), 328–342. https://doi.org/10.1080/23794925.2021.1917020

Giles, L., Shepard, L., Asarnow, J., & Keeshin, B. R. (2021). Implementation of a Trauma-Informed Suicide Prevention Intervention for Youth Presenting to the Emergency Department in Crisis. Evidence-Based Practice in Child and Adolescent Mental Health, 6(3), 343–353. https://doi.org/10.1080/23794925.2021.1961643

Asarnow, J. R., Goldston, D. B., Tunno, A. M., Inscoe, A. B., & Pynoos, R. (2020). Suicide, Self-Harm, & Traumatic Stress Exposure: A Trauma-Informed Approach to the Evaluation and Management of Suicide Risk. Evidence-based practice in child and adolescent mental health, 5(4), 483–500. https://doi.org/10.1080/23794925.2020.1796547

Asarnow, J. R., Berk, M. S., & Baraff, L. J. (2009). Family Intervention for Suicide Prevention: A specialized emergency department intervention for suicidal youths. Professional Psychology: Research and Practice, 40(2), 118–125. https://doi.org/10.1037/a0012599

Evidence Related to Initial Specialized Emergency Room Intervention:

Rotheram-Borus, M. J., Piacentini, J., Cantwell, C., Belin, T. R., & Song, J. (2000). The 18-month impact of an emergency room intervention for adolescent female suicide attempters. Journal of Consulting and Clinical Psychology, 68(6), 1081–1093.

Rotheram-Borus, M. J., & Bradley, J. (1991). Triage model for suicidal runaways. The American Journal of Orthopsychiatry, 61(1), 122–127.

Rotheram-Borus, M. J., Piacentini, J., Van Rossem, R., Graae, F., Cantwell, C., Castro-Blanco, D., … Feldman, J. (1996). Enhancing treatment adherence with a specialized emergency room program for adolescent suicide attempters. Journal of the American Academy of Child and Adolescent Psychiatry, 35(5), 654–663. https://doi.org/10.1097/00004583-199605000-00021

Rotheram-Borus, M. J., Piacentini, J., Van Rossem, R., Graae, F., Cantwell, C., Castro-Blanco, D., & Feldman, J. (1999). Treatment adherence among Latina female adolescent suicide attempters. Suicide & Life-Threatening Behavior, 29(4), 319–331.

General Articles on Emergency Care: 

Asarnow, J.R., Babeva, K., & Horstmann, E. (2017). The Emergency Department: Challenges and Opportunities for Suicide Prevention. Child Adolesc Psychiatr Clin N Am, 26(4). https://doi.org/10.1016/j.chc.2017.05.002

Babeva, K., Hughes, J. L., & Asarnow, J. (2016). Emergency Department Screening for Suicide and Mental Health Risk. Current Psychiatry Reports, 18(11). https://doi.org/10.1007/s11920-016-0738-6

SAFETY-A (FISP) in Emergency Care:

Asarnow J.R. (Webcast, April 13, 2023).  ED-based Interventions SAFETY-Acute: Therapeutic Assessment and Safety Planning. ED STOP Suicide QI Collaborative, EMSC Innovation & Improvement Center, https://media.emscimprovement.center/documents/Fireside_Chat_4.13.23_Asarnow_Final.pdf

Asarnow J.R., Claudius I. (Podcast, August 18, 2021). After a Positive Suicide Screen. Emergency Medical Services for Children (EMSC) Innovation & Improvement Center. https://soundcloud.com/emsc_iic/joan-asarnow/s-auMCDg0rOKX

Hutcherson, K., Kennard, B. D., Michaels, M., & Miles, J. (2021). Adapting the SAFETY-Acute Intervention to Improve Quality of Care for Suicidal Youth in Emergency Rooms and Medical Floors. Evidence-Based Practice in Child and Adolescent Mental Health, 6(3), 369-378. https://doi.org/10.1080/23794925.2021.1975516

Giles, L., Shepard, L., Asarnow, J., & Keeshin, B. R. (2021). Implementation of a Trauma-Informed Suicide Prevention Intervention for Youth Presenting to the Emergency Department in Crisis. Evidence-Based Practice in Child and Adolescent Mental Health, 6(3), 343-353. https://doi.org/10.1080/23794925.2021.1961643

General Articles on Emergency Care:

Asarnow, J. R., Babeva, K., & Horstmann, E. (2017). The Emergency Department: Challenges and Opportunities for Suicide Prevention. Child and adolescent psychiatric clinics of North America, 26(4), 771–783. https://doi.org/10.1016/j.chc.2017.05.002

Babeva, K., Hughes, J. L., & Asarnow, J. (2016). Emergency Department Screening for Suicide and Mental Health Risk. Current psychiatry reports, 18(11), 100. https://doi.org/10.1007/s11920-016-0738-6

SAFETY-A (FISP) in Pediatric Care:

Zullo L., Keesin B., Asarnow J.R. (2022). Suicide Prevention Care in the Pediatric Setting: A Trauma-Informed Approach. In Feldman, H. M., Elias, E. R., Blum, N. J., Jimenez, M., & Stancin, T. (Eds.). Developmental-Behavioral Pediatrics. Elsevier Health Sciences.

Asarnow J.R. (Webcast, Available July 2, 2020). Pediatric Mental Health Minute Series Topic: Suicide. American Academy of Pediatrics. https://www.aap.org/en/patient-care/mental-health-minute/suicide/

SAFETY-A (FISP) in School Settings:

Yu, S. H., Kodish, T., Bear, L., O’Neill, J. C., Asarnow, J. R., Goldston, D. B., Cheng, K. K., Wang, X., Vargas, S. M., & Lau, A. S. (2023). Leader and Provider Perspectives on Implementing Safe Alternatives for Teens and Youth—Acute (SAFETY-A) in Public School Districts Serving Racial/Ethnic Minoritized Youth. School Mental Health, 15(2), 583–599. https://doi.org/10.1007/s12310-023-09572-3

O’Neill, J. C., Goldston, D. B., Kodish, T., Yu, S. H., Lau, A. S., & Asarnow, J. R. (2021). Implementing Trauma Informed Suicide Prevention Care in Schools: Responding to Acute Suicide Risk. Evidence-Based Practice in Child and Adolescent Mental Health, 6(3), 379-392). https://doi.org/10.1080/23794925.2021.1917019

Chapter Link

What:

SAFETY is a youth and family centered cognitive-behavioral treatment that is informed by dialectical-behavior therapy (DBT).

Who:

SAFETY is provided to youth and families after a youth has made a suicide attempt or engaged in repeated deliberate self-harm (e.g. cutting or burning self, serious banging of head).

Duration:

SAFETY is a 12-week treatment.

Goals:

The goals of SAFETY include increasing safety, helping youth build lives that they want to live, and assisting parents and caregivers in supporting and protecting youth. SAFETY includes counseling and support aimed at decreasing access to potentially lethal/dangerous methods of suicide/self-harm (e.g. firearms, poisons, medicines, ropes, ligatures, etc.).

Evidence:

Asarnow, J. R., Berk, M., Hughes, J. L., & Anderson, N. L. (2015). The SAFETY Program: A Treatment-Development Trial of a Cognitive-Behavioral Family Treatment for Adolescent Suicide Attempters. Journal of Clinical Child & Adolescent Psychology, 44(1), 194–203. https://doi.org/10.1080/15374416.2014.940624

Asarnow, J. R., Hughes, J. L., Babeva, K. N., & Sugar, C. A. (2017). Cognitive-Behavioral Family Treatment for Suicide Attempt Prevention: A Randomized Controlled Trial. Journal of the American Academy of Child & Adolescent Psychiatry, 56(6), 506–514. https://doi.org/10.1016/j.jaac.2017.03.015

Hughes JL, Babeva K, & Asarnow JR. (2018, in press). The SAFETY Program: A Youth and Family Centered Cognitive-Behavioral Intervention Informed by Dialectical Behavior Therapy. In MS Berk (Ed), Evidence-Based Treatment Approaches for Suicidal Adolescents: Translating Science into Practice.  Washington DC: American Psychiatric Association Press.

What:

A manualized, flexible treatment program that uses evidence-based individual and/or group cognitive-behavior therapy (CBT) for youth depression, as well as medication treatment when needed.

Who:

DTQI is provided to youth with depression.

Where:

DTQI can be delivered within primary care settings through a collaborative integrated care model.

Goals:

To reduce depression and improve functioning and quality of life among youth.

Evidence:

Asarnow, J. R., Jaycox, L. H., Duan, N., LaBorde, A. P., Rea, M. M., Murray, P., … Wells, K. B. (2005). Effectiveness of a Quality Improvement Intervention for Adolescent Depression in Primary Care Clinics: A Randomized Controlled Trial. JAMA, 293(3), 311. https://doi.org/10.1001/jama.293.3.311

Asarnow, J. R., Jaycox, L. H., Tang, L., Duan, N., LaBorde, A. P., Zeledon, L. R., … Wells, K. B. (2009). Long-Term Benefits of Short-Term Quality Improvement Interventions for Depressed Youths in Primary Care. American Journal of Psychiatry, 166(9), 1002–1010. https://doi.org/10.1176/appi.ajp.2009.08121909

Ngo, V. K., Asarnow, J. R., Lange, J., Jaycox, L. H., Rea, M. M., Landon, C., … Miranda, J. (2009). Outcomes for Youths From Racial-Ethnic Minority Groups in a Quality Improvement Intervention for Depression Treatment. Psychiatric Services, 60(10), 1357–1364. https://doi.org/10.1176/ps.2009.60.10.1357

DTQI (YPIC) is listed on the Substance Abuse and Mental Health Services Administration’s (SAMHSA) National Registry of Evidence-Based Programs and Practices.

What:

To support primary care clinicians and practices in enhancing suicide prevention resources and care, educational materials and trainings are available. Trainings, video demonstrations, instructor guides, and manuals are available to support primary care clinicians in screening, evaluation and risk stratification, and care for patients when suicide and/or self-harm risk are concerns. These materials draw from both the Family Intervention for Suicide Prevention and due to the links between depression and suicide risk, the Depression Treatment Quality Improvement Program which emphasizes collaborative care for depression. See those sections of website for more information.

Who:

Training and materials are appropriate for any practice or clinician working to improve suicide prevention care within their practice or clinic.

Where:

Services are designed to be adapted for diverse primary care service environments, consider available mental health resources. Training emphasizes building capacity within the primary care practice as well as strategies for building and strengthening links with available mental health resources.

Goals:

To improve suicide prevention care and reduce suicide and self-harm risk.

Other Information and Resources*:

Physician Resources

• https://www.asapnctsn.org/
• https://www.sprc.org/
• https://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/self-injurious-thoughts-and-behaviors/
• https://www.thereachinstitute.org/services/for-primary-care-practitioners

Patient/Family Resources

• https://www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/Ten-Things-Parents-Can-Do-to-Prevent-Suicide.aspx
• https://afsp.org/teens-and-suicide-what-parents-should-know
• https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Self-Injury-In-Adolescents-073.aspx
• https://www.accreditedschoolsonline.org/resources/suicide-prevention/

*Links are provided as a convenience. Listing of a link does not constitute an endorsement or an approval of any of the listed products, or associated services or opinions. Dr. Asarnow, UCLA, and the ASAP Center are not responsible for the accuracy, legality or content of the external site or for that of subsequent links.

Evidence:

Asarnow, J. R., Baraff, L. J., Berk, M., Grob, C. S., Devich-Navarro, M., Suddath, R., … Tang, L. (2011). An Emergency Department Intervention for Linking Pediatric Suicidal Patients to Follow-Up Mental Health Treatment. Psychiatric Services, 62(11), 1303–1309. HTTPS://DOI.ORG/10.1176/PS.62.11.PSS6211_1303

Asarnow, J. R., Jaycox, L. H., Duan, N., LaBorde, A. P., Rea, M. M., Murray, P., … Wells, K. B. (2005). Effectiveness of a Quality Improvement Intervention for Adolescent Depression in Primary Care Clinics: A Randomized Controlled Trial. JAMA, 293(3), 311.HTTPS://DOI.ORG/10.1001/JAMA.293.3.311 Designated as “program with effectiveness”, see: HTTP://WWW.SPRC.ORG/RESOURCES-PROGRAMS/FAMILY-INTERVENTION-SUICIDE-PREVENTION-FISP

Asarnow, J. R., Jaycox, L. H., Tang, L., Duan, N., LaBorde, A. P., Zeledon, L. R., … Wells, K. B. (2009). Long-Term Benefits of Short-Term Quality Improvement Interventions for Depressed Youths in Primary Care. American Journal of Psychiatry, 166(9), 1002–1010. HTTPS://DOI.ORG/10.1176/APPI.AJP.2009.08121909

DTQI (YPIC) is listed on the Substance Abuse and Mental Health Services Administration’s (SAMHSA) National Registry of Evidence-Based Programs and Practices.

SELECTED REVIEWS OF EVIDENCE HIGHLIGHTING VALUE OF IMPROVING PRIMARY CARE RESOURCES FOR MENTAL HEALTH AND SUICIDE PREVENTION CARE:

Asarnow JR, Kolko DJ, Miranda J, Kazak AE. The Pediatric Patient-Centered
Medical Home: Innovative models for improving behavioral health. Am Psychol. 2017
Jan;72(1):13-27. doi: 10.1037/a0040411. PubMed PMID: 28068135.

Asarnow JR, Rozenman M, Wiblin J, Zeltzer L. Integrated Medical-Behavioral
Care Compared With Usual Primary Care for Child and Adolescent Behavioral Health:
A Meta-analysis. JAMA Pediatr. 2015 Oct;169(10):929-37. doi:
10.1001/jamapediatrics.2015.1141. PubMed PMID: 26259143.

Perrin JM, Asarnow JR, Stancin T, Melek SP, Fritz GK. Mental Health Conditions
and Health Care Payments for Children with Chronic Medical Conditions. Acad
Pediatr. 2019 Jan – Feb;19(1):44-50. doi: 10.1016/j.acap.2018.10.001. Epub 2018
Oct 10. PubMed PMID: 30315948.

WHAT:

A manualized, cognitive-behavioral group and family treatment for children with depressive symptoms and/or disorder. Intended as both a preventive and treatment program. With increasingly severe disorder, “Stressbusters” may be most helpful when used to augment other individual, family, and/or medication treatments.

WHO:

Children ages 8-13 with depressive symptoms and/or disorder..

WHERE:

Stressbusters can be delivered in school and other group settings, as well as in general mental health or health services that include behavioral health care (e.g. integrated medical-behavioral health care, primary care).

GOALS:

To reduce depression and improve functioning and quality of life among children.

Stress Busters Manual

What:

SAM is integrated within SAFETY-A (FISP) or SAFETY and is a brief, cognitive-behavioral treatment for co-occurring suicidality and alcohol or substance use problems.

Who:

SAM is provided to youth who engage in suicidal and substance abusing behaviors.

Where:

SAM is delivered in emergency departments, urgent care, or other settings.

Goals:

The goals of SAM include reducing risk, ensuring safety, and assisting with linkage to care in the community.

What:

MET-CBT is a treatment that focuses on increasing motivation and cognitive-behavioral skills for reducing substance abuse.

Who:

MET-CBT is provided to youth with cannabis and alcohol related problems.

Duration:

MET-CBT consists of 5-12 sessions with a therapist. MET-CBT was originally developed as a group treatment, but we disseminate it as an individual treatment.

Goals:

The main goal of MET-CBT is to motivate youth to change their behaviors surrounding substance abuse.

Evidence:

Hogue, A., Henderson, C. E., Ozechowski, T. J., & Robbins, M. S. (2014). Evidence Base on Outpatient Behavioral Treatments for Adolescent Substance Use: Updates and Recommendations 2007–2013. Journal of Clinical Child & Adolescent Psychology, 43(5), 695–720. https://doi.org/10.1080/15374416.2014.915550

MET-CBT is listed on the Substance Abuse and Mental Health Services Administration’s (SAMHSA) National Registry of Evidence-Based Programs and Practices.

What:

Contingency management is a therapeutic approach that enables parents and caregivers to use behavioral contingencies, such as incentives, to help adolescents stop or reduce substance abuse.

Who:

Contingency management can be applied by parents or caregivers of youth with substance use problems.

When:

Contingency management can be used as a stand-alone approach or used in conjunction with MET-CBT.

Goals:

The main goal of contingency management is to reduce problematic substance use among youth through enhanced monitoring and use of behavioral consequences by caregivers.

Evidence:

Hogue, A., Henderson, C. E., Ozechowski, T. J., & Robbins, M. S. (2014). Evidence Base on Outpatient Behavioral Treatments for Adolescent Substance Use: Updates and Recommendations 2007–2013. Journal of Clinical Child & Adolescent Psychology, 43(5), 695–720. https://doi.org/10.1080/15374416.2014.915550

Stanger, C., Budney, A. J., Kamon, J. L., & Thostensen, J. (2009). A randomized trial of contingency management for adolescent marijuana abuse and dependence. Drug and Alcohol Dependence, 105(3), 240–247. https://doi.org/10.1016/j.drugalcdep.2009.07.009

What:

Trauma-informed approaches are integrated into all ASAP Center Treatments and are an integral part of helping children who have experienced traumatic stress. Trauma-Informed Care engages youth and their families, identifies the presence and impact of trauma symptoms, and understands the impact that trauma has played in current and past challenges in order to respond and prevent re-traumatization.

Who:

Trauma-Informed Care is used when assessing all youth, and continues throughout treatment for youth who have experienced or witnessed a traumatic or stressful situation.

Where:

Trauma-Informed Care can be applied by providers in all treatment environments.

Goals:

Trauma-Informed Care aims to prevent, recognize, and respond to trauma-related difficulties in ways that promote recovery and adaptive functioning and development.

More Information:

National Child Traumatic Stress Network

LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning) youths suffer from high rates of suicide and self-harm behavior. The UCLA-Duke ASAP Center, a Partner in the NCTSN, has developed a new tip sheet on clinical care strategies for these youths. Click here to see tip sheet and other information.

In response to the COVID-19 pandemic, care providers increasingly offer mental health services via telehealth and other virtual platforms. We offer some trauma-informed recommendations for care providers, who are remotely evaluating and treating youths with suicidal and self-harm thoughts and behaviors. This tip sheet covers a variety of considerations which include navigating a telehealth session, addressing youth safety, and working with the patient’s caregiver to foster a safe environment. Although we tailor tips to the COVID-19 restrictions, these recommendations could be applied outside of the pandemic.

Our Center has developed a primary care tip sheet for evaluating and managing suicide risk among youth patients. This tip sheet covers terminology related to suicidality, psychoeducation on the scope of suicidality in pediatrics, and guidance for suicide risk assessment in pediatrics. Please see additional resources listed at the bottom of the tip sheet.

This fact sheet provides practical information to help guide you, as a military parent/caregiver, navigate asking questions, and providing supportive responses to your child who may be thinking about or actively using substances. In this fact sheet, you will learn about possible warning signs and a script of questions to ask your child if you suspect that your child is using substances.

This Fact Sheet provides practical information to help guide Military Caregivers in asking questions and starting up conversations with their child who may be experiencing suicidal thoughts or behaviors. The fact sheet also presents additional resources for immediate and longer-term assistance.

Lock and Protect™ is a parent-oriented, web-based lethal means decision aid that provides information on restricting access to lethal means, including firearms and medications. Parents of youths at risk for suicide can access this tool by clicking the link below. We also have a general tool for restricting access to lethal means.

*Suicide Prevention: https://ucla.chsprc.com/

*General Tool: https://ucla.asapnctsn.org/

© 2019 The Regents of the University of California. All Rights Reserved.

*URLs subject to change in the future

This fact sheet provides information to support youth talking about suicide with friends and peers. This fact sheet includes what you can do, action words, skills for getting help, as well as myths and facts about how to help as a peer. This resource is most helpful for youth ages 12 and older.

This fact sheet provides information to help youth know what words to use when talking about suicide with friends and peers. This fact sheet includes when you should ask, examples of what to say, when to get help, as well as next steps. This resource is most helpful for youth ages 12 and older.

This fact sheet provides information to help youth practice self-care. This fact sheet includes information on what it means to take care of yourself, as well as recommended hotlines and conversation starters. This resource is most helpful for youth ages 12 and older.