A S A P

 Applying Science. 

Advancing Practice.

Putting Knowledge into Action 

to Prevent Violence 

Research to identify what works to prevent violence has 

been growing for many years. While the evidence of 

effective strategies is steadily increasing, there is a gap 

between knowledge that has been generated through 

studies and evaluations and application of these findings to improve violence prevention practice. Efforts to 

address this gap are commonly referred to as translation, 

turning knowledge into action, knowledge transfer, or 

creating actionable knowledge. Actionable knowledge 

is the creative intersection between “what” we know and 

“how” to use what we know in everyday practice (Tenkasi 

and Hay, 2004). Actionable knowledge can also help build 

research-based evidence on program effectiveness by 

strengthening violence prevention programs and increasing their readiness for rigorous evaluation and research.

The Enhanced Evaluation and Actionable Knowledge project is part of an intra-agency agreement between CDC and the Substance Abuse 

and Mental Health Services Administration (SAMHSA). The purpose of this project was to engage three Garrett Lee Smith Memorial Act

grantees* in a process to create products that apply evaluation findings to strengthen suicide prevention practice. 

TM

National Center for Injury Prevention and Control

Division of Violence Prevention

Enhanced Evaluation and Actionable Knowledge for Suicide Prevention Series

Key Principles. Creating actionable knowledge is a 

process with one primary goal in mind: to bring findings 

from research and evaluation to the practice-experts 

within communities who are implementing evidencebased prevention strategies. Research has identified key 

principles for evidence-based knowledge transfer and 

exchange. These principles are also important for developing actionable knowledge. 

•	 What? Actionable knowledge offers clear, compelling 

ideas for action backed by a body of rigorous research 

which points to a best practice or proven strategy. 

Begin with the simple question: “What do we (the 

authors, the researchers, the people who have the 

knowledge?) want our audience (parents, youth, decision makers, etc.?) to do with this information?” 

•	 Who? This refers to the audience mentioned above. 

Who do you want to take the action? 

•	 How? Actionable knowledge should be interactive 

and connect the information to practice in some way. 

How should the message be delivered so your audience is likely to act on the information?

•	 With What Effect? How will you know the actionable 

knowledge worked? How can you measure this?

“To be actionable, knowledge 

must go beyond knowledge 

for its own sake, and it must 

lead to behavior change 

in the form of choice (guiding 

decisions) or implementation 

(guiding actions).”

 —(Blood, 2006)

* The three Enhanced Evaluation Actionable Knowledge grantees were 1) Tennessee Lives Count 2) Maine Youth Suicide Prevention 

Program and 3) the Native American Rehabilitation Association of the Northwest (NARA-NW).
Applying Science. Advancing Practice.

Connecting the “What” to the “How.” Sound research 

or evaluation findings are critical to inform the “action” 

of actionable knowledge. The most important thing for 

the creation of actionable knowledge itself is connecting 

these research/evaluation findings (or the what) to the 

actions that will impact community change (or the how). 

This is achieved with simple, basic facts, derived from 

research or evaluation findings, combined with practical 

action steps for applying this new knowledge (see table 

on page 2).

What does this look like?

The Centerstone Research Institute (CRI) conducted 

an evaluation of gatekeeper training (the Tennessee 

Lives Count project) for suicide prevention and 

developed a detailed report outlining the evaluation 

design and findings. In order to make these findings 

more actionable, CRI gathered feedback from people 

who would be impacted by changes to gatekeeper 

training and developed an action-oriented toolkit 

(including checklists, worksheets, surveys, wallet 

cards, etc.) to help practitioners select, implement 

and evaluate gatekeeper training programs that fit 

best in their setting. 

Focus, Focus, Focus. Actionable knowledge should be 

narrowly focused on a specific action to be taken by 

a specific audience. This specificity often means that 

only some of the research findings are relevant for one 

particular actionable knowledge product. Many distinct 

and unique actionable knowledge products may come 

from a single research/evaluation report. During the 

development of any actionable knowledge, one should 

always check that the information being relayed speaks 

to the desired action. Any information outside of this 

narrow focus only distracts from the ultimate goal. Keep 

the communications and materials brief and simple.

What does this look like? 

The Maine Youth Suicide Prevention Program 

(MYSPP), which implemented and gathered 

evaluation data on a school-based youth suicide 

prevention program, found that schools lacked the 

capacity to keep track of, maintain, and use early 

identification and referral data for students identified 

as being at-risk for suicide. From there, MYSPP 

developed a data entry template for schools to use 

to streamline communication and increase referrals 

of at-risk youth to needed services. In order to make 

their evaluation findings actionable, MYSPP had to 

focus their actionable knowledge product on one 

key piece of those findings.

The Life Is Sacred Native Youth Suicide Prevention 

Program, a collaborative youth suicide prevention 

program that included tribal leaders and community 

members in the program development and evaluation 

processes, was facilitated by the Native American 

Rehabilitation Association of the Northwest, Inc. (NARANW). This project made its program evaluation findings 

actionable by developing culturally-appropriate tools for 

tribal leaders, youth serving professionals, and parents of 

tribal/Native youth. Their example is provided as a guide 

on the next page. In the blank space provided, begin 

thinking about your own actionable knowledge.

References

Blood, M. R. (2006). Only You Can Create Actionable 

Knowledge. Academy of Management Learning 

&Education, 5(2), 209-212

Centers for Disease Control and Prevention(2008) 

Strategic Direction for Suicide Prevention: 

Promoting Individual, Family, and Community 

Connectedness to Prevent Suicide Behavior. http://

www.cdc.gov/violenceprevention/pdf/Suicide_

Strategic_Direction_Full_Version-a.pdf

Tenkasi, R. V., & Hay, G. W. (2004). Actionable 

Knowledge and Scholar-Practitioners: A Process 

Model of Theory-Practice Linkages. Systemic 

Practice and Action Research, 17(3), 177-206.
A S A P

EXAMPLE

Research: As stated in CDC’s Strategic 

Direction for Suicide Prevention, family 

connectedness is associated with lower 

risk in youth for non-suicidal self-harm, 

suicidal ideation, suicide plans, and 

non-fatal suicidal behavior. 

YOUR EXAMPLE

Which finding is most valuable 

to inform the action? 

(Research/Evaluation finding 

informing actionable knowledge.

NOTE: It may be one specific finding from 

a much broader piece of research.)

What?

(Action)

Strengthen connection between 

parents/caregivers and youth by 

increasing opportunities for familyfocused activities. 

What do you want your audience to 

do with the new knowledge?

Who? Parents/caregivers of at-risk youth.

Who has the most opportunity 

to take action?

How?

Through electronic and hard copy 

materials that can be used in 

presentations and interactions with 

parents/caregivers.

What is the best way to communicate 

with the audience?

Effect

Increase in the number of activities 

youth report sharing with their family. 

(Pre and post intervention)

Once action has been taken, 

what do you hope will be the result? 

(An activity, behavior change, etc.)

Result:

Actionable Knowledge Product

Life is Sacred Starter Kit* for 

tribal organizations interested in 

strengthening the connection between 

parents/caregivers and youth through 

increasing the opportunities for familyfocused activities.

What is the product?

* The Life is Sacred Starter Kit includes a Family Brochure with dissemination talking points for family serving professionals, 

and Introduction to Suicide Prevention Electronic Presentation Template Policy Makers and Community Members
Centers for Disease Control and Prevention

National Center for Injury Prevention and Control

Division of Violence Prevention

4770 Buford Highway NE, MS-F64

Atlanta, Georgia 30341-3742

www.cdc.gov/violenceprevention

TM

National Center for Injury Prevention and Control

Division of Violence Prevention