ABSTRACT
The traffic-light lessons were developed by a multiprofessional team that was nurseled. Together we designed, implemented and evaluated the programme to help develop coping strategies in young people. The programme was known as the ‘trafficlight lessons’ in the school where we piloted the approach because it involved getting the young people to stop and think before acting, and we used traffic lights as a symbol to illustrate each phase. The initiative was kick-started by some qualitydevelopment money, which gave us time and space to address the growing concern about suicide and self-harm behaviour in young people. The literature suggested that developing a coping-strategy programme was the best way to do this, and we used this research evidence, along with locally collected information, experiential knowledge and contextual understanding, to plan a new service. The chapter aims to share with you our learning from this process.
