This article features the Zuni Life Skills Development Program, an effective community‐initiated and high‐school‐based suicide prevention intervention.
Descriptions of the development and evaluation of this intervention are followed by consideration of the challenges associated with stabilizing the program. A more tribally diverse, culturally informed model entitled the American Indian Life Skills Development Curriculum is then profiled to illustrate a hybrid approach to the cultural tailoring of interventions. This curriculum is broad enough to address concerns across diverse American Indian tribal groups yet is respectful of distinctive and heterogeneous cultural beliefs and practices. The article concludes with a discussion of general issues in community‐based research that emerged during this collaboration. (publisher abstract modified)