Proven, evidence-based programs

People count on LivingWorks training to save and change lives. That's why we're committed to offering programs that are tested, proven, and evidence-based. With over 50 peer-reviewed studies and government reports validating the impact of our programs, we have the most robust evidence base in the suicide prevention training field.

Start evidene based

Evidence for LivingWorks Start

  • Improves participant skills and knowledge
  • Improves participant readiness and confidence
  • Safe and effective for participants as young as 13 years old
  • Meets SAMHSA's Tier III evidence-based training criteria
  • Based on best practices in online curriculum development
Learn more about LivingWorks Start
Evidence safe TALK

Summary of evidence for LivingWorks safeTALK

  • Improves participant skills and readiness
  • Safe for participants, with no adverse effects from training
  • Effective for participants as young as 15 years old
  • Helps break down suicide stigma in the community
  • Better skill retention compared to other connector programs
Learn more about LivingWorks safeTALK

Key studies supporting LivingWorks safeTALK

A Formative Evaluation of the safeTALK Training in Manitoba. Kaplan, G. (2018).

This study assessed the impact of safeTALK training across nine Manitoba schools, with participants including teachers, students, parents, and support staff. Findings indicated that safeTALK improved participants' self-assessed abilities to recognize when someone had thoughts of suicide and take appropriate steps in connecting them to safety. The study looked for iatrogenic safety effects as a result of training and found none, indicating that safeTALK posed no danger to any participants. A smaller follow-up study also looked at interventions, finding that a plurality of safeTALK participants reported carrying out an intervention based on their training.

Universal Suicide Prevention in Young People: An Evaluation of the safeTALK Program in Alice Springs High Schools. Robinson J, Bailey E, Spittal M, Pirkis J, Gould M (2016).

This study was conducted by researchers from Orygen, Australia’s National Centre of Excellence in Youth Mental Health, in collaboration with the University of Melbourne and New York’s Columbia University. It examined the impact of safeTALK training for high school students in Australia, finding increases in knowledge about suicide, confidence in talking about issues related to suicide, willingness to talk about suicide, and likelihood of offering and seeking help. The study also found that safeTALK was safe for the school students and that it had no ill effects on their mental health. Study link.

Evaluation of safeTALK Training in a Convenience Sample of 500 Niagara Region Residents, Health Professionals and Volunteers. Niagara Region (2015).

Conducted by the Niagara Suicide Prevention Coalition and Distress Centre Niagara, this study discovered that over 90% of participants felt “mostly prepared” or “well prepared” to ask someone about suicide after attending safeTALK, whereas less than 50% felt this way beforehand. In summary, the researchers wrote: “The resounding feedback was that those undertaking the training found it extremely useful if not for themselves, then for others (especially young people and general lay groups).”

A Review of Operation Life Suicide Awareness Workshops: Report to the Department of Veterans' Affairs. McKay, K, Hawgood J, Kavalidou K, Kolves K, O'Gorman J, De Leo D (2012).

Conducted by the Australian Institute for Suicide Research and Prevention, among others, this study found “…real and substantial improvements following safeTALK in (participants’) perceptions of their capabilities in dealing with a person who may be considering suicide and that these improvements did not deteriorate over a three-month period” (p. 43). Participants included veterans, veteran family members and veteran support providers.

Preventing Suicides in the Toronto Subway System: A Program Evaluation. Eynan R (2011).

From the University of Toronto, this dissertation examined the impact of safeTALK and one other training program among transit workers, including constables, train operators, supervisors and others. The author found increased “knowledge of suicide and suicidal behavior, enhanced positive attitudes toward the suicidal individual, suicide intervention, and improved intervention skills” (p. ii) through the use of both quantitative and qualitative methods.

Evaluation of Suicide Awareness Programmes Delivered to Veterinary Undergraduates and Academic Staff. Mellanby RJ, Hudson NP, Allister R, Bell CE, Else RW, Gunn-Moore DA, Byrne C, Straiton S, Rhind SM (2010).

Published in the journal Veterinary Record, this study found that safeTALK increased the likelihood that veterinary students would recognize signs of suicide risk, ask about suicide, and connect someone at risk with help.

Evaluation of the Scottish safeTALK Pilot. McLean J, Schinkel M, Woodhouse A, Pynnonen A, McBryde L (2007).

Conducted by researchers from the Scottish Development Centre for Mental Health, this study focused on the use of safeTALK among a variety of audiences including mental health, physical health, education, law enforcement and corrections. The study found high levels of satisfaction and increased skills and confidence to intervene with someone at risk for suicide.

Evidence ASIST

Evidence for LivingWorks ASIST

  • Improves participant skills and readiness
  • Safe for participants, with no adverse effects from training
  • Interventions shown to increase hope and reduce suicidality
  • Training shown to increase general counseling and listening skills
  • Saving lives and costs, yielding return on investment of up to 50:1
Learn more about LivingWorks ASIST

Key studies supporting LivingWorks ASIST

Suicide intervention training for college staff: Program evaluation and intervention skill measurement. Shannonhouse L, Lin Y-W D, Shaw K, Wanna R, Porter M (2017).

Published in the Journal of American College Health, this study examined the impact of ASIST training for college staff including faculty, counselors, administrators, and other support personnel. The results showed improvement in both self-assessed competencies and objective measures using the SIRI-2 scale compared to a control group. Areas of improvement included suicide intervention skills, attitudes toward suicide, knowledge of suicide, and comfort, competence, and confidence in responding to individuals at risk. The authors wrote: “these results agree with others that show ASIST increases SI- [suicide intervention] skills.”

Suicide Intervention Training for K-12 Schools: A Quasi-Experimental Study on ASIST. Shannonhouse L, Lin Y-W D, Shaw K, Porter M (2017).

Published in the Journal of Counseling and Development, this study found that ASIST-trained school staff, including teachers and counsellors, saw improved knowledge and competencies on an objective scale (SIRI-2) compared to a control group. The areas of improvement included suicide intervention skills, attitudes toward suicide, knowledge of suicide, and comfort, competence, and confidence in responding to individuals at risk. The authors wrote that their findings provide “support for the use of ASIST in schools, particularly those in rural areas with limited access to mental health services.”

Analysis of the Benefits and Costs of CalMHSA's Investment in Applied Suicide Intervention Skills Training (ASIST). Ashwood JS, Briscombe B, Ramchand R, May L, Burnam MA (2015).

Conducted by researchers from the RAND Corporation, this cost-benefit analysis found that California’s implementation of ASIST will significantly reduce suicide attempts, deaths, and associated costs for years to come. Drawing on a wide cross-section of data, the research illustrates how ASIST training is a cost-effective way to save lives on a large scale.

Impact of Applied Suicide Intervention Skills Training on the National Suicide Prevention Lifeline. Gould MS, Cross W, Pisani AR, Munfakh JL, Kleinman M (2013).

Published in Suicide and Life-Threatening Behavior, this Randomized Controlled Study found that callers who talked to a crisis line counselor trained in ASIST were statistically less suicidal, less depressed, less overwhelmed, and more hopeful than callers who talked to a crisis line counselor trained in a method other than ASIST. On the basis of this study, ASIST was listed on the United States NREPP (National Registry of Evidence-based Programs and Practices) under the new, stricter guidelines.

Applied Suicide Intervention Skills Training: Trainee Experiences, Recommendations, and Post-Training Behavior. SAMHSA and ICF/MACRO (2010).

This qualitative study of ASIST training participants found increased self-efficacy, heightened awareness, improved communication skills, increased information sharing and increased interventions due to ASIST training.

The Use and Impact of Applied Suicide Intervention Skills Training (ASIST) in Scotland: An Evaluation. Griesbach D, Russel P, Dolev R, Lardner C (2008).

This Scottish study of ASIST found increased knowledge, helping attitudes, skills and interventions in ASIST-trained caregivers in addition to broad reductions stigma and increased suicide prevention awareness within communities and organizations.

Making it Safer: A Health Center's Strategy for Suicide Prevention. McAuliffe N and Perry L (2007).

Published in Psychiatric Quarterly, this study demonstrated that ASIST training in a large community hospital contributed to improved clinical outcomes for consumers. Outcomes associated with ASIST training included increased identification of those at risk for suicide and a corresponding reduction in hospital admissions as hospital staff were better able to assess risk and provide appropriate alternatives to hospitalization.

LivingWorks Program Evaluations

Read about LivingWorks program evaluations as recent as 2022.

LivingWorks Program Evaluations PDF

Have questions? Want to evaluate one of our programs?

If you have questions about the evidence supporting our training, or if you’re a researcher looking to evaluate a LivingWorks program, we’d love to hear from you. We encourage rigorous evaluation of our programs and are happy to work with researchers on their methodologies and approaches.

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