African American young adults continue to be disproportionately affected by HIV/AIDS. The Southern United States has been particularly affected by HIV/AIDS, accounting for 52% of the new HIV diagnoses. Efforts to reduce the burden of HIV among young African Americans are still needed. Project HAPPY (HIV/AIDS Prevention Project for Youth) was developed and implemented using a community-based participatory research (CBPR) model. There were several challenges that arose during implementation of Project HAPPY that included recruitment, partner engagement, and retention. The realities of implementing an HIV prevention project with urban adolescents is discussed in detail and strategies to overcome these challenges, using a CBPR approach are described. The lessons learned from CBPR implementation of Project HAPPY include: (1) Create a feedback loop to receive community input and guidance throughout the life of the project; (2) Periodic community inventory to determine who is providing similar services to avoid saturation; (3) Prepare for Alternative Partner Engagement; (4) Consult (formally and informally) with the Institutional Review Board prior to submitting proposed changes to avoid unnecessary delays in implementation; (5) Select meaningful incentives for your priority population; and (6) Maintain multiple points of contact with community partners to mitigate the effects of staff turnover.

This paper details U.S. Research Centers in Minority Institutions (RCMI) Community Engagement Cores (CECs): (1) unique and cross-cutting components, focus areas, specific aims, and target populations; and (2) approaches utilized to build or sustain trust towards community participation in research. A mixed-method data collection approach was employed for this cross-sectional study of current or previously funded RCMIs. A total of 18 of the 25 institutions spanning 13 U.S. states and territories participated. CEC specific aims were to support community engaged research (94%); to translate and disseminate research findings (88%); to develop partnerships (82%); and to build capacity around community research (71%). Four open-ended questions, qualitative analysis, and comparison of the categories led to the emergence of two supporting themes: (1) establishing trust between the community-academic collaborators and within the community and (2) building collaborative relationships. An overarching theme, building community together through trust and meaningful collaborations, emerged from the supporting themes and subthemes. The RCMI institutions and their CECs serve as models to circumvent the historical and current challenges to research in communities disproportionately affected by health disparities. Lessons learned from these cores may help other institutions who want to build community trust in and capacities for research that addresses community-related health concerns.

While social computing technologies are increasingly being used to counter misinformation, more work is needed to understand how they can support the crucial work of community-based trusted messengers, especially in marginalized communities where distrust in health authorities is rooted in historical inequities. We describe an early exploration of these opportunities in our collaboration with Black and Latinx young adult "Peer Champions" addressing COVID-19 vaccine hesitancy the U.S. state of Georgia. We conducted interviews engaging them with a social media monitoring and outreach dashboard we designed, to probe their understanding of their roles and current and potential use of digital platforms. With the concept of cultural code-switching as a framing, we found that the Peer Champions leveraged their particular combination of cultural, health, and digital literacy skills to understand their communities' concerns surrounding misinformation and to communicate health information in a culturally appropriate manner. While being positioned between their communities and public health research and practice motivated and enabled their work, it also introduced challenges in finding (mis)information online and navigating tensions around authenticity and respect when engaging those close to them. Our research contributes towards characterizing the valuable and difficult work trusted messengers do, and (re)imagining collaboratively designed interpretive digital tools to support them.

Substance use correlates of depressive symptoms among incarcerated adult male African American substance users were examined in the current study. Frequency of drug use was assessed with 12 items specific to an individual’s substance use. The Patient Depression Questionnaire (PHQ-9) was used to assess symptoms of depression. Approximately 90% of the sample displayed symptoms of depression ranging from minimal to severe. Regression models revealed that three substance use variables demonstrated a significant predictor of depression, including alcohol ( β = .16, p = .03), hallucinogens ( β =–.17, p =.021), and ecstasy ( β =–.14, p = .05). The study findings indicate a need to consider the role of specific substances with regard to symptoms of depression. The results are discussed in the context of transition planning for jail inmates.

Black Americans and the Southern United States are disproportionately represented in the HIV epidemic. Historically Black Colleges and Universities (HBCUs) and Predominantly Black Institutions (PBIs), often located in communities that have been historically underserved, are uniquely positioned to implement HIV prevention interventions focused on Black young adults. The purpose of the current study was to conduct a qualitative study, using the Consolidated Framework for Implementation Research (CFIR) model as a guide, to identify the barriers and facilitators to implementing an HIV intervention pre- and post-implementation. Pre-implementation key informant interviews with administrators, faculty, and staff, alongside focus groups with students, highlighted several themes as potential influencers on intervention rollout. These included perceived need, campus health resources, cost, personnel availability, student priorities, HIV-related stigma, and institutional culture. Post-implementation interviews with campus liaisons further revealed themes including institutional culture, external partnerships, internal communication, student health resource accessibility, and peer educator recruitment and retention. These findings underscore the complexities of implementing public health interventions in academic settings and may guide future efforts at HBCUs and PBIs to effectively address HIV prevention.

The purpose of this study was to examine self-reported thoughts of suicide, HIV risk behaviors and history of sexually transmitted infections (STIs) in a sample of adolescent juvenile offenders in Georgia. Participants were 2260 juvenile offenders housed at selected youth development campuses (YDCs) in the state of Georgia. Self-reported measures of suicide ideation, HIV risk, and past occurrence of STIs were collected. Significance tests were conducted using univariate logistic regressions to examine the independent associations of lifetime self-reported thoughts of suicide and dichotomized HIV risk behaviour correlates prior to incarceration. Adjusted odds ratios (ORs) with 95% confidence intervals (CIs) were presented. Significant differences were observed between juveniles in several factors for increased risk, including having been previously incarcerated (p<0.04), having had more than five alcoholic drinks in the same day (p<0.007), and having performed oral sex (p<0.028). We suggest that interventions for juvenile offenders that report thoughts of suicide, and that focus on HIV risk reduction should be developed based on the consideration of targeting factors that increase risk to specific STIs.