Conference Agenda

Background:
The Norwegian Directorate of Health commissioned RVTS (Regional Competence center on Violence, Trauma and Suicide Prevention) to strengthen the competence of staff and volunteers operating helplines, aiming to prevent suicide. Telephone and chat-based helplines play a critical role in suicide prevention, yet often lack systematic training for challenging conversations and mental health issues.

At project start, 28 diverse organizations received government support. Some had both staff and volunteers, others only one group, and some included peer supporters. Services ranged from phone-only to chat-only or both.

A prior assessment by Oslo Economics consultants revealed significant variation in knowledge levels and demand for training. Key areas included suicide risk management, self-harm, trauma, sexual abuse, prolonged grief disorder, health anxiety, substance use, general mental health, and helper self-care. The goal was to provide a shared baseline of knowledge across services.

Methods:
We emphasized co-creation with organizations rather than designing on their behalf, ensuring relevance and ownership. A Design Thinking approach guided development, prioritizing user involvement throughout. A methodology rarely applied outside product design in Norway. Initial workshops gathered representatives from all organizations to define module content and design. Their preferences aligned with the assessment: Interactive modules, opportunities for practicing difficult conversations, and adaptability to existing materials.

Results:
Close user involvement ensured all voices were heard, fostering ownership and increasing adoption and dissemination within organizations. Continuous evaluation will allow refinement and customization for future use. By embedding user-driven design principles, the program reflects real needs and offers a scalable model for competence-building in suicide prevention across helpline services.

User involvement was a central principle in the development of a digital training program for telephone and chat-based helplines organizations funded by the Norwegian Directorate of Health. From the outset, collaboration with 36 organizations was prioritized to ensure the program addressed real-world challenges and needs. Co-creation, a key element of the design thinking methodology applied, enabled users to shape and customize the program to make it suitable for their everyday context.

Organizations determined their level of participation based on resources and preferences. Two major workshops were conducted: One to gather input on desired modules and structure, and another to test prototypes. Additional engagement included attending internal training sessions, participating in phone duty, distributing materials for testing, and involving organizations in educational video production. This continuous involvement ensures that organizations remain integral to program maintenance and future updates.

The organizations selected modules that aligned with knowledge gaps previously identified by the Directorate of Health. They emphasized interactivity, repetitive practice, and full digital accessibility, as well as flexibility for integration into existing training frameworks. By embedding user perspectives throughout the process, the program is expected to achieve higher adoption and sustained use. Ongoing evaluation through FORMS surveys will guide iterative improvements, ensuring continued relevance and effectiveness.

Keywords:
User involvement, co-creation, design thinking, digital training, health organizations, participatory design.

Background:
Volunteers and staff in chat and helpline services often encounter people in vulnerable life situations, facing complex challenges such as suicidal thoughts, trauma, violence, and caregiver strain. The need for systematic training in communication techniques and professional understanding is significant. This project has developed a comprehensive digital training tool consisting of several learning modules aimed at strengthening competence and confidence in conversations.

Structure and content:
Each module follows a common structure to ensure coherence and recognition:

• UNDERSTAND: A knowledge-based film providing theoretical insight and professional grounding.

• EXPLORE: An interview film illustrating how the topic is handled in different organizations.

• ACT: A practice-oriented film presenting concrete tools and methods.
  Additionally, conversation cards have been developed to support reflection and application in practice.

The 6 modules cover topics such as the suicide-preventive conversation, basic communication, trauma-informed approaches, conversations about violence and abuse, supporting relatives, and self-care for helpers. All modules include a “Learn More” section for deeper exploration and are developed with principles of cultural sensitivity and diversity, with particular attention to the Sámi perspective. A key component of the training is interactive conversation simulation made possible by using AI. This feature enhances experiential learning and helps bridge the gap between theory and practice.

Implications for suicide prevention: This training tool offers a holistic platform that can have a direct impact on suicide prevention by ensuring that helpline services meet users with empathy and professional confidence.

Conclusion: The modules represent an innovative, practice-oriented training resource that can be widely implemented in volunteer and professional support services. Their coherent structure, use of films and tools, and focus on cultural sensitivity provide significant potential for improving conversation quality and strengthening suicide prevention.

Background
Effective training in crisis communication requires more than theoretical knowledge—it demands practice in realistic scenarios. To meet this need, the project Tryggere samtaler has integrated conversation simulation as a core component of its digital learning platform. The goal is to strengthen the helplines personell, both volunteers’ and professionals’, ability to apply communication strategies in complex and emotionally charged situations.

Development and adaptation
The simulation tool was designed to complement the modular structure of the training program. It allows learners to engage in interactive, branching dialogues that mirror real-life challenges encountered in helpline and chat services. Scenarios were developed in close collaboration with user organizations to ensure relevance and authenticity. Key adaptations include cultural sensitivity and integration of evidence-based communication principles such as active listening, validation, and boundary setting.

Demonstration and functionality
The simulation provides immediate feedback on choices made during the conversation, highlighting alternative approaches and their potential impact. This experiential learning method bridges the gap between theory and practice, enabling participants to build confidence and refine skills in a safe environment. Demonstrations during pilot testing have shown strong engagement and perceived usefulness among participants.

Implications
By offering realistic practice opportunities, conversation simulation enhances preparedness for high-stakes interactions, including suicide-preventive conversations. It supports skill retention, reduces performance anxiety, and promotes reflective learning—factors that can contribute to improved service quality and suicide prevention outcomes.

Conclusion
Conversation simulation represents an innovative and scalable approach to training in crisis communication. Its integration into Tryggere samtaler ensures that learning is not only informative but transformative, equipping helpers with practical competence for real-world challenges.