The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials.
Program Web site, http://www.save.org/leads
Suicide Awareness Voices of Education (SAVE). (2007). LEADS: Implementation checklist. Bloomington, MN: Author.
Suicide Awareness Voices of Education (SAVE). (2007). LEADS: Youth follow-up. Bloomington, MN: Author.
Suicide Awareness Voices of Education (SAVE). (2007). LEADS: Youth post test. Bloomington, MN: Author.
Suicide Awareness Voices of Education (SAVE). (2007). LEADS: Youth pre test. Bloomington, MN: Author.
Suicide Awareness Voices of Education (SAVE). (2008). LEADS: For Youth. Linking Education and Awareness of Depression and Suicide. Curriculum and teacher's guide [CD-ROM]. Bloomington, MN: Author.
Suicide Prevention Resource Center & the American Foundation for Suicide Prevention. (2008, July). LEADS for Youth. Linking Education and Awareness of Depression and Suicide. Available from the Best Practices Registry Web site, http://www.sprc.org/sites/sprc.org/files/bpr/LEADSBPRfactsheet.pdf
Additional program materials:
- Teacher Survey
- Welcome letter with sample program schedules for day 1 and 2
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria:
- Availability of implementation materials
- Availability of training and support resources
- Availability of quality assurance procedures
For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
Training and Support
The program materials are of high quality and are well organized and readily usable in a school setting. The curriculum and teacher's guide clearly outline how to prepare for and facilitate program delivery. The program materials include fidelity checklists and a comprehensive discussion on school management plans for suicide awareness and prevention, intervention, and postvention that provides guidance on how LEADS can be incorporated into a school's current plans. The developer is available to provide assistance to implementers by phone and email. Quality assurance materials are available to new implementers and are accompanied by clear guidance for administration.
Limited guidance is included on building the organizational supports necessary for obtaining and maintaining teacher buy-in. It is unclear whether and how new implementers can adapt the program to meet unique implementation needs while maintaining fidelity to the model. The lack of available training on the intervention may present a challenge for some sites that need this level of support to ensure effective and consistent implementation. It is unclear how new implementers are to be supervised and supported to ensure implementation fidelity. Limited guidance is provided on how to interpret the data derived from quality assurance tools to improve program delivery and outcomes.