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Background: Juvenile justice-involved African American girls are considered uniformly high-risk for adverse sexual health outcomes such as sexually transmitted infections (STIs) and pregnancy; however, their sexual health statuses may be more complex. Objective: The present study assessed whether diverse subgroups of sexual risk exist and explored variations by socio-contextual indicators and sexual health outcomes. Method: The sample consisted of 188 detained African American adolescent girls. Six key sexual risk model indicators were selected for latent class analysis: early sex initiation, unprotected sex, high number of sex partners, sex while intoxicated, having sex with a recently incarcerated partner, and trading sex. Results: Results revealed a four-class solution: "Lowest Risk" (40.3%), with relatively low endorsement of sexual risk items; "Precocious Debut" (19.5%), with early sexual initiation and highest number of sex partners; "Delayed Risk" (30.3%), with later sexual debut but elevated unprotected sex and number of sex partners; and "Highest Risk" (9.9%), with the highest proportions on most indicators, but lower numbers of sex partners compared to Precocious Debut. Classes differed significantly on sexual health outcomes and demographic, neighborhood, peer, family, and individual factors. High Risk, Precocious Debut, and Delayed Risk were associated with greater prevalence of STIs. Lowest Risk and Precocious Debut classes had fewer prior pregnancies. Lowest Risk girls were significantly lower on a range of risk outcomes. Conclusions: Heterogeneous profiles of sexual risk may inform future prevention and interventions for at-risk or detained African American girls.

Restorative practices (RPs) are promising nonpunitive approaches to discipline in schools, yet researchers often overlook students' perspectives. The current study used a mixed-methods approach to explore RP Circle experiences of urban, low-income, and predominantly Black middle school students with attention to the diversity of their experiences by grade level, race, and gender. Quantitative results indicated that younger students reported learning about their behavior by participating in RP Circles. In general, boys felt that Circles supported their nonviolent problem-solving skills more than girls did. Black girls were significantly less likely to endorse the effectiveness of RP Circles to help them solve problems without violence and help them learn about their behavior in comparison with girls of other racial or ethnic backgrounds. Qualitative findings highlighted the benefits of RP Circles in promoting communication, expressing thoughts and feelings, perspective taking, and opportunity for learning. The study highlights the importance of approaching RP from an intersectional lens and integrating youths' perspectives into programming.

This study investigated a regional foundation's Co-Creating Well-Being initiative, a multi-year effort to increase human service agencies' capacity in trauma-informed care, human-centered design, and diversity, equity, and inclusion. This research examined the change promotion process inspired by an innovative grantmaking model and the barriers and facilitators for organizational change. A stratified sampling approach was applied to recruit representatives from N = 33 agencies. Thematic analysis was used to develop a change promotion model featuring four main themes: pre-existing conditions, receptivity to opportunities for change, adoption to change, and early outcomes. Macro-level influences of COVID-19 and calls for racial justice accountability are discussed. [ABSTRACT FROM AUTHOR]