Participatory Research Practices Research Articles

“A problem shared is a problem solved:” integrating human-centered design and implementation science to optimize lay counselor supervision in Western Kenya

Implementation science and human-centered design (HCD) offer useful frameworks and methods for considering and designing for individuals' needs and preferences when implementing new interventions or technologies in global health. When used in tandem, the two approaches may blend creative and partnered research methods with a focus on the factors necessary to design, implement, and sustain interventions. However, research is needed that describes the process of blending these two approaches and explores the experiences of community partners. This study builds from a stepped-wedge cluster-randomized trial in Western Kenya, wherein teachers and community health volunteers have been trained to provide trauma-focused cognitive behavioral therapy (TF-CBT). Mobile phones emerged as a tool to supervise lay counselors from afar; however, their use was characterized by unique challenges. Informed by human-centered design and implementation science, we first engaged lay counselors (n = 24) and supervisors (n = 3) in individual semi-structured interviews then hosted an in-person participatory workshop to “co-design” solutions to optimize the use of mobile phone supervision. Lay counselors participated in focus group discussions regarding their experiences in the workshop. Focus group transcripts were analyzed using thematic analysis. We describe our approach as well as focus group discussion results. Counselors felt the workshop was a valuable experience to learn new strategies from their colleagues, and they enjoyed the “collaborative spirit” that emerged as they worked together. Counselors felt that varying small and large group discussions fostered participation by creating opportunities for more people to engage and share their thoughts. Counselors suggested the approach be improved by providing more tangible materials (e.g., hand-outs) and more closely following a schedule of activities. It is important to also center stakeholders’ experiences as partners in the research process. Though counselors largely expressed positive sentiments, they also shared valuable suggestions for how to improve participatory research practices in the future.

Participatory and Place-Based Socioeconomic Knowledge Generation: An Experience in Community-Based Research Pedagogy

This article uses fieldnotes along with student and practitioner feedback to recount the challenges, benefits, and broader learnings of engaging master’s students in a participatory research seminar. The students developed research proposals about a real-world socioeconomic challenge with and for local practitioners. Proposals were consistent with the principles and practices of participatory action research (PAR). The planning, implementation, and assessment of this course was informed by feminist scientific philosophies of collaboration, situatedness, partiality, accountability, and a sensitivity to power dynamics. In line with both PAR and SoTL principles, there was an explicit emphasis on partnership, reflexivity, and broad forms of learning in both the classroom and practitioner meetings. The students were challenged by the unfamiliarity of the research approach, the need to navigate a new way of working directly with stakeholders, as well as the responsibility to the community that participatory approaches espouse. Despite the challenges, the students were eager to soak up local knowledges, reflect on their role as researchers, and contribute constructively if they could.

Enhanced or hindered research benefits? A realist review of community engagement and participatory research practices for non-communicable disease prevention in low- and middle-income countries

IntroductionCommunity engagement and participatory research are widely used and considered important for ethical health research and interventions. Based on calls to unpack their complexity and observed biases in their favour,...

Lived Experience as the Basis of Collaborative Knowing. Inclusivity and Resistance to Stigma in Co-Research

Social scientific research has become increasingly aware of power asymmetries and the elitist and exclusive nature of scientific knowledge production. These debates have resulted in more inclusive and participatory research practices. In this article, we focus on co-research, which is a participatory and multi-perspective research strategy that invites the people whom the research concerns to participate as active and influential agents throughout the research process as experts on ‘the studied world.’ Co-research is increasingly being adopted in research involving people who belong to marginalised groups or who face the threat of stigmatisation. Despite its increasing applications, engaging in co-research requires reflection on several methodological and ethical questions that so far have been underexplored in the methodological literature. In this article, we address challenges in practicing inclusion and overcoming power asymmetries in co-research, particularly when it is conducted with people who inhabit societal positions with institutionalised stigma and whose participation in research is usually highly limited. In this article, building on our own experiences from different co-research projects—with care leavers, experts-by-experience with a history of crime and mental health recoverers—we aim to contribute to this literature by specifically focusing on issues of inclusion of co-researchers who face the need to negotiate with institutionally stigmatised positions. We suggest that reflexivity on positionalities and attending to plurality in identity work could provide a fruitful tool for increasing inclusivity in co- (and peer) research. We claim that such reflexivity is crucial from the very beginning of a co-research process (including ways of inviting and recruiting co-researchers) because this stage is crucial, as it forms the basis for the following stages and for the possibility of practising inclusion—even if imperfect—throughout the process.

The power of representation: Statistical analysis of diversity in US Alzheimer's disease genetics data.

Alzheimer's disease (AD) is a complex disease influenced by genetics and environment. More than 75 susceptibility loci have been linked to late-onset AD, but most of these loci were discovered in genome-wide association studies (GWAS) exclusive to non-Hispanic White individuals. There are wide disparities in AD risk across racially stratified groups, and while these disparities are not due to genetic differences, underrepresentation in genetic research can further exacerbate and contribute to their persistence. We investigated the racial/ethnic representation of participants in United States (US)-based AD genetics and the statistical implications of current representation. We compared racial/ethnic data of participants from array and sequencing studies in US AD genetics databases, including National Institute on Aging Genetics of Alzheimer's Disease Data Storage Site (NIAGADS) and NIAGADS Data Sharing Service (dssNIAGADS), to AD and related dementia (ADRD) prevalence and mortality. We then simulated the statistical power of these datasets to identify risk variants from non-White populations. There is insufficient statistical power (probability <80%) to detect single nucleotide polymorphisms (SNPs) with low to moderate effect sizes (odds ratio [OR]<1.5) using array data from Black and Hispanic participants; studies of Asian participants are not powered to detect variants OR <= 2. Using available and projected sequencing data from Black and Hispanic participants, risk variants with OR = 1.2 are detectable at high allele frequencies. Sample sizes remain insufficiently powered to detect these variants in Asian populations. AD genetics datasets are largely representative of USADRDburden. However,there is a wide discrepancy between proportional representation and statistically meaningful representation.Most variation identified in GWAS of non-Hispanic White individuals have low to moderate effects. Comparable risk variants in non-White populations are not detectable given current sample sizes, which could lead to disparities in future studies and drug development. We urge AD genetics researchers and institutions to continue investing in recruiting diverse participants and use community-based participatory research practices.

RHYTHM AND NATURE: APPLYING TRAUMA-INFORMED APPROACHES TO RESEARCH TO PRIORITIZE CHOICE, EXPRESSION, AND JUSTICE

Abstract Trauma-informed approaches are widespread in direct clinical and particularly in social work practice, and have gained momentum in other areas such as research, organizational culture, supervision, and leadership. Given the recent collective global trauma of the pandemic and the cumulative effects of historic and ongoing racial injustice, a trauma-informed approach to research with older adults, especially with those who have disabilities, such as relating to dementia, can contribute to the movement for access, justice, equity, and inclusion for all. Closely aligned with practices of community-based participatory action research, trauma-informed research pays particular attention to the consideration of the design of studies, the analytical and theoretical frameworks, collaboration among researchers and participants, data collection methods, research questions that capture the knowledge and experiences of participants’ resiliency, strengths, and challenges, and the processes of reflexivity. Rhythm &amp; Nature was a 10-week pilot study designed to incorporate trauma-informed research approaches to promote principles of safety, trustworthiness, collaboration, choice, self-expression, and justice. We created a modifiable drumming and nature-based intervention to promote opportunities for self-expression and confidence. Before and after each drumming and nature-based session, we collected data using emojis (e.g., to increase access for people with limited language or literacy) to indicate how participants felt in the moment and used their ongoing feedback to continuously tailor the program to their unique abilities and needs. Both quantitative and qualitative results of this pilot study and implications for future research, policy, practice and education with older adults, particularly with disabilities, will be discussed.

How participatory are we really? The pitfalls and potentials of participatory research practices

Abstract The development of participatory research practices has been linked to high hopes of creating more relevant, socially robust, and democratic forms of academic knowledge. Researchers have, however, also pointed to a discrepancy between the ideals and realities of participation, in research and elsewhere. This paper uses these critiques of participation to unfold the dilemmas of two participatory projects: RECcORD: Rethinking European Cultural Centers in a European Dimension (2015-17) and Participate: Citizen Participation in Danish Cultural Centers (2019-23). Both projects approached participation as a method that involved co-researching participants from cultural centers, and as a practice to be explored while unfolding in the centers. This paper critically discusses the methodologies of the projects by developing an evaluative framework that highlights both the participatory potentials and pitfalls of the two processes. This transferable framework is based on the concepts of ‘unpredictability’, ‘friction’, ‘autonomy’, ‘inequality’, ‘failure’, and ‘scale’.

Doing youth participatory action research (YPAR) with Bourdieu: An invitation to reflexive (participatory) sociology

Recent years have seen an increased epistemological and methodological interest within sociology in participatory research. Seen as one mode by which to upturn the apparent antagonism between ‘town’ and ‘gown’, and as a pragmatic way to render sociology more ‘public’, participatory research seems to offer resolutions to some of the field’s more pressing recent concerns. It also appears to provide redress to continuing institutional pressure to establish ‘impact’ for our research. This article offers a close and theoretically informed examination of the assumptions and practices of youth participatory action research, or YPAR, in order to contribute to deepened disciplinary understandings of the possibilities and limits of participatory approaches. Framed by the reflexive sociology of Pierre Bourdieu, we draw upon cross-national conversations through which we have intentionally reflected on moments of ambivalence or discomfort in our own participatory research practice(s). We utilise these to engage critically with some recurring problems in YPAR, suggesting these also have relevance to sociological enquiry more broadly. Our collaborative process of mutual reflexivity, developed through walking and talking together, writing individually and then providing feedback and clarifications, has allowed us to deepen our understanding of the power dynamics at play in participatory sociological enquiry.

Designing an infrastructural service to bridging the open science ecosystem and society

Watch VIDEO. The presentation will be centred around lessons learned and experiences from the European project COESO, a double-layer research project providing a framework in support of collaborative engagement on societal issues. COESO supports ten citizen science pilots implementing a participatory approach in several European countries: small scale and high intensity collaborations, starting with  the problem formulation and extending through the common analysis. The pilots include contributions from different disciplines of the social sciences and the humanities (history, philosophy, political science, sociology and anthropology) and involve artists, journalists, associative members, local authorities. The support provided to the pilots includes mutual learning sessions and accompaniment in the use of a research blogging platform: not only to share the projects’ results, but also to enhance the teams’ co-research activity. Furthermore, the COESO project develops a Virtual Ecosystem for Research Activation (the VERA platform), conceived as a "collaboratory", a common digital framework supporting the projects’ teams in finding partners, managing their project and finding funding. VERA is included among the "Research for Society" services of the OPERAS research infrastructure, whose mission is to support scholarly communication in the social sciences and the humanities (SSH) across Europe. In the effort to build a sustainable framework to support participatory research in the SSH through a digital platform, the COESO project journey provided insights on the challenges and opportunities of participatory research with and within the SSH, including how a research infrastructure can effectively design a service to foster community engagement, bridging different research practices and systems of knowledge (ensemble of practices, methodologies, vocabularies, concepts, outputs), supporting innovation in output formats and setting the premise of an enhanced network of research data linking.  Participatory research and citizen science practices are research approaches that challenge the prevailing research processes, and potentially lead to innovative practices that allow for new bridges between knowledge systems and infrastructures. The presentation will highlight two innovative digital formats explored by two COESO pilots to render their research: (1) a multimodal website proposing an interactive map that guides visitors from the broader public to explore the research findings, which were accomplished through a plurality of participatory research approaches. It also includes the "data" behind: the website spatializes a set of materials: interviews, archives, focus groups, and portraits are displayed in a geographical space, and (2) the digital tool, Memorekall, which starts from a video recording to develop a multi-document (including notes, documents, audio, or web links) to record and document the creative process.

Enriching a randomized controlled treatment trial for anorexia nervosa by lived experience-Chances and effects of a lived experience council in the SUSTAIN study.

The development and advancement of treatment and care options is one priority in the field of eating disorders. The inclusion of persons with lived experience with eating disorders into clinical research could enrich and accelerate this endeavor, as they can add different perspectives on the disease and its treatment. Although lived experience perspectives are increasingly part of eating disorder research, they have not been widely or structurally implemented into clinical trials and there is limited information on the practice of participatory research, its framework and consequences. The present work outlines the participatory collaboration with a lived experience council in the randomized controlled treatment trial SUSTAIN. The manuscript is a participatory publication co-written by individuals with lived experience with anorexia nervosa and eating disorder researchers. We report on motivations for this approach, our collaboration principles, structures and shared experience of working together in the trial, the potential burdens and benefits related to participation for people with lived experience. We outline future directions and perspectives to integrate a participatory framework into clinical eating disorder research. The involvement of people with experiential knowledge is complex, but possible in clinical research on ED and bears huge potential for the development of more effective care. Incorporating perspectives of people with lived experience into a participatory framework of mental health research bears huge potential on a societal level. This includes more relevant research topics and designs, more tailored and effective interventions, and facilitated implementation, as well as dissemination, higher credibility, destigmatization of mental illness, and patient empowerment. Participatory clinical research, however, needs structural anchorage within science and society.

Combating stigma in autism research through centering autistic voices: a co-interview guide for qualitative research.

As autism has gained increased attention in the past few decades, autistic advocates have adopted the phrase "Nothing about us without us," illustrating the idea that autistic people should be centered in all conversations regarding autism. However, in a large portion of autism research, autistic people are still not meaningfully engaged throughout the research process, leading to continued stigma in research through biased methods. Thus, stigma about autism influences not only the content of autism research, but the ways in which neurotypical people conduct research alongside (or without) autistic people, ultimately resulting in less valid conclusions or research that actively harms the autistic community. One way to address this stigma is through involving autistic individuals as equal partners in the research process, such as by including autistic co-interviewers in qualitative studies of autistic people. In this perspectives piece, we will highlight the benefits of participatory research practices within qualitative research. Furthermore, we will outline methods for conducting co-interviews with autistic research partners and share insights from our experiences implementing this practice. We hope this piece provides researchers the practical resources and inspiration to continue working toward decreasing the stigma surrounding autism in research spaces.

Practices of Care in Participatory Design With Older Adults During the COVID-19 Pandemic: Digitally Mediated Study.

Participatory Design (PD), albeit an established approach in User-Centered Design, comes with specific challenges when working with older adults as research participants. Addressing these challenges relates to the reflection and negotiation of the positionalities of the researchers and research participants and includes various acts of giving and receiving help. During the COVID-19 pandemic, facets of positionalities and (mutual) care became particularly evident in qualitative and participatory research settings. The aim of this paper was to systematically analyze care practices of participatory (design) research, which are to different extents practices of the latter. Using a multiyear PD project with older people that had to take place remotely over many months, we specify different practices of care; how they relate to collaborative work in the design project; and represent foundational practices for sustainable, long-term co-design. Our research questions were "How can digitally-mediated PD work during COVID-19 and can we understand such digital PD as 'care'?" Our data comes from the Joint Programming Initiative "More Years, Better Lives" (JPI MYBL), a European Union project that aims to promote digital literacy and technology appropriation among older adults in domestic settings. It targeted the cocreation, by older adults and university researchers, of a mobile demo kit website with cocreated resources, aimed at improving the understanding of use options of digital tools. Through a series of workshops, a range of current IT products was explored by a group of 21 older adults, which served as the basis for joint cocreative work on generating design ideas and prototypes. We reflect on the PD process and examine how the actors enact and manifest care. The use of digital technology allowed the participatory project to continue during the COVID-19 pandemic and accentuated the digital skills of older adults and the improvement of digital literacy as part of "care." We provide empirically based evidence of PD with older adults developing digital literacy and sensitizing concepts, based on the notion of care by Tronto for differentiating aspects and processes of care. The data suggest that it is not enough to focus solely on the technologies and how they are used; it is also necessary to focus on the social structures in which help is available and in which technologies offer opportunities to do care work. We document that the cocreation of different digital media tools can be used to provide a community with mutual care. Our study demonstrates how research participants effectively enact different forms of care and how such "care" is a necessary basis for a genuinely participatory approach, which became especially meaningful as a form of support during COVID-19. We reflect on how notions of "care" and "caring" that were central to the pandemic response are also central to PD.

Lessons learned in the practice of community-based participatory research with community partner collaboration in study design and implementation: the community scientist model.

Engagement of community participation is an innovative driver of modern research. However, to benefit the communities being studied, it is imperative to continuously evaluate ethical considerations, the relationship dynamic between researchers and community members, and the responsiveness of research teams to the needs and preferences of communities. Northwestern University's Center for Health Equity Transformation founded a community scientist program in 2018 that implemented a study using the Community-Based Participatory Research (CBPR) model. This project is an ongoing study of heavy metal exposure by geographic location in Chicago. Community scientists from various backgrounds, communities, and organizations formed an advisory panel, partnering with the cancer research team. This commentary describes lessons learned in structuring meaningful community involvement and benefit in CBPR, with a focus on three lessons learned that relate to ethics, relationships, and responsiveness. Our findings lay new groundwork for iteratively shaping best practices in CBPR.

168 Community Engagement, One Mile High: Developing a pipeline for training in community-based participatory research for investigators in Colorado

OBJECTIVES/GOALS: Describe the pipeline of training, coaching, and council opportunities through the Partnerships of Academicians and Communities for Translation (PACT) and how it enhances Community-Based Participatory Research (CBPR) practices and increases community participation and capacity. METHODS/STUDY POPULATION: We conceptualized a pipeline for building capacity for community-based participatory research (CBPR). Key components include Colorado Immersion Training in Community Engagement which introduces academic investigators to specific geographic and demographic communities in Colorado, Partnership Development grants that fund time to building relationships between research and community, Joint Pilot Grants to provide subsequent funding for collaborative research, and the PACT, consisting of Community Research Liaisons (CRLs) and Community and Academic Council Members. RESULTS/ANTICIPATED RESULTS: The pilot grants program was created in 2008; to date has awarded 138 partnerships. In response to academic and community needs, our core developed CIT in 2010. 16 CIT Participants received Partnership Development pilot grant funding, six of whom went on to receive Joint Pilot funding, and an additional 8 who started with a Joint Pilot award. There have been 24 Partnership Development awardees who received subsequent Joint Pilot funding. Ten CIT participants have either become a PACT council member, pilot grants reviewer, or PACT trainer or coach. There has been one person to complete the entire pipeline from CIT, pilot grant awardee, to PACT council member. DISCUSSION/SIGNIFICANCE: The pipeline is a strong foundation for engaging with academic and community researchers who aim to improve CBPR in Colorado. Our signature programs, CIT and Pilot Grants, are unique opportunities to increase community engagement across sectors and improve research practices.

More than participatory? From ‘compensatory’ towards ‘expressive’ remote practices using digital technologies

Based on the shift from face-to-face participatory action research (PAR) with groups in situations of vulnerability to digital methods during COVID-19, we reflect on how we can go beyond compensating for the physical absence of the researcher from the field. We argue that instead of simply aiming to replace face-to-face research with a digital equivalent for maintaining ‘participatory’ and ‘inclusive’ research practices, remote practices have the potential of being more-than compensatory. We suggest that when producing multi-method digital approaches, we need to go beyond a concern with participant access to remote practices. By rethinking remote PAR in the light of expressive rather than participatory research practices, we critically reflect on the (sometimes experimental) process of trying out different digital research method(s) with Brazilian youth in situations of digital marginalisation, including the initial ‘failures’ and lessons learned in encouraging diverse forms of participant expression, and ownership using WhatsApp.

Abstract P164: Using Mixed Methods to Assess Community Based Participatory Research Implementation: Assessment of a Walking-Based Health Intervention Program

Introduction: The Border Coalition for Fitness (BCF) is a community-based organization sponsored by Texas Tech University Health Sciences Center El Paso(TTUHSC El Paso) that facilitates walking-based programs. These interventions aim to increase physical activity among a majority Hispanic population in El Paso, TX. To provide programming that effectively meets the community's needs, the BCF aims to operate within a community-based participatory research (CBPR) framework that centers on community engagement and the translation of research into tangible benefits to the community. This mixed methods assessment examines perceptions of the BCF and its impact on the community. Methods: For the quantitative study, depending on the self-selected group (BCF, community leader, or community participant), respondents completed either a leadership (BCF, community leaders) or non-leadership (community participants) questionnaire. Both assess perceptions on a scale from 0 to 10, 10 being the best, across three constructs: leadership(L), resources(R), and ability and commitment to organize(C). For the qualitative study, members of the BCF and former walking intervention participants completed one-on-one interviews consisting of 13 open-ended questions. Qualitative interviews are ongoing. Results: Preliminary results from the quantitative survey (n=103) show high ratings across stakeholder groups and constructs. BCF members consistently represent the highest ratings (L:9.6; R:9.6; C:9.3) across all constructs, followed by the community leaders (L:8.3; R:8.1; C:8.5), and finally, community participants (L:8.0; R:7.7; C:7.6). There is good agreement among BCF members (n=5) and community members (n=2) that the BCF has a strong collaborative relationship with its academic sponsor and the community and provides impactful programming. Areas cited for improvement included a need for more autonomy on the part of the BCF and improved understanding of and interaction with the BCF on the part of community members. Conclusion: In conclusion, early findings from this mixed-methods assessment indicate strong support for the BCF and its programming among leadership and the community. However, insight gained from the qualitative interviews highlights several areas of improvement in terms of community-based participatory research practices, particularly encouraging community engagement with the BCF beyond participation in the walking-based programs.

Improving a Swedish health practice for refugees through participatory action research: potentials and constraints

ABSTRACT This paper reports on a two-year project focusing on health communicators working with refugees in Sweden. By employing participatory action research and the theory of practice architectures, the study examines a health information practice for newly arrived refugees and highlights its potentials and constraints. The joint meetings that occurred between the participating researcher and the health communicators during the project were the primary source for collaboration, development, and data collection. The findings show that perceptions of limitations due to existing power structures initially hindered the group from experimenting with new activities for the groups of refugees. However, as the communicators gained experience, the conversations in the joint meeting practice changed, which facilitated the action research process. By challenging common working methods, which were initially perceived as causes for concern, the communicators recognised that the concretisation of the health information they wanted to convey could also function as a useful pedagogical tool. The analysis shows that, despite constraints during the working process, the participatory action research practice created a democratic work process which empowered all participants. Collective talks in the communicative space nurtured an architecture that generated new ideas and made it possible to leave the classroom-based teaching situation for new ways of learning about health and physical activity. The findings also show that participatory action research made the communicators aware of their capacity to implement change by offering various movement-based activities that benefited the participating refugees and increased their agency and empowerment.

A culturally sustaining and valid Alaska Native Language (Yugtun) assessment for school children

Assessment tool development which includes the learning of Alaska Native languages by school children in Alaska is limited. A situation shared with First Nations internationally. Even rarer is the development of such tools which include the wishes and aspirations of the children’s communities. The Yupiit Piciryaraitnek Qaneryaranek-llu Cuqyun (aka, Yup’ik Culture and Language Measurement) is being developed by expert Yup’ik native language teachers for kindergarten to Grade 6 students in the Lower Kuskokwim School District, Alaska. The assessment is administered in the Yugtun language. After previous attempts at developing assessment tools had excluded key Yup’ik cultural and Yugtun language features, school district officials and a group of Yup’ik expert native language teachers – the Yup’ik Expert Group (YEG) – decided that they needed to develop their own Yugtun language assessment infused with Yup’ik culture. The district officials then sought the assistance of language assessment researchers at the University of Wisconsin-Madison to ensure that the assessment would be regarded as high quality, valued not only by Yup’ik community members, and also met U.S. and State governments’ requirements for funding. Community-based, participatory and collaborative research principles and practices are being used to support co-designed development of a linguistically and culturally sustaining assessment. This paper provides a project overview and focusses on the Yup’ik Cultural Awareness subtest, a foundational component of the assessment. The assessment project is the first of its kind in Alaska and significant for including community aspirations in a recognized, high quality assessment tool, thereby supporting teachers’ efforts and the achievements of school children learning their community language.

Building Equitable Community-Academic Partnerships for Opioid Recovery Research: Lessons Learned from Stakeholder Engagement With Peer and Provider Organizations.

Forming equity-based community-academic partnerships focused on recovery research is a time- consuming and challenging endeavor, but one well worth the care and effort required. Through building trusting relationships, vital research collaborations emerge, which are driven by expressed community needs and supported with university resources. This article describes the stakeholder engagement process utilized by a university-based and opioid-focused initiative entitled Innovations in Recovery through Infrastructure Support (IRIS). IRIS developed a diverse and representative network of clinical providers, peer recovery workers, academics, and other behavioral health leaders. The process was informed by community-based participatory research (CBPR) practices and principles aimed at creating equitable partnerships. Lessons learned include the need to reshape the relationship between research and the community through an acknowledgment of harms committed by academia, as well as the importance of maintaining an approach of humility, accountability, and patience with the partnership process. Concrete benefits that go beyond the long-term promise of change, including compensating partners financially for their time, help ensure equity. A commitment to always asking "Who's missing?" and then filling those gaps builds a broad network inclusive of the various constituencies that make up the recovery support system. As IRIS builds on these lessons learned and plans next steps, we share our experience to support others engaged in forming community-academic partnerships through deep stakeholder engagement and use of participatory approaches within and outside of recovery research.

WITHDRAWN-Administrative Duplicate Publication: Mural Painting to Collect Sensitizing Data and Encourage Research Participation Among U.S. Latinos.

To describe a mural-based intervention that can be implemented in partnership with community members in Latino neighborhoods in order to improve awareness of barriers to recruitment/retention of U.S. Latinos in clinical research, while augmenting researchers' access to sensitizing concepts critical for rigorous study design. Background. Latinos in the United States suffer disproportionately from several chronic illnesses but are under-represented as researchers and participants in the National Institutes of Health-funded research. This lack of representation inhibits a nuanced awareness of the health needs of U.S. Latinos and hampers efforts to address a persistent lack of health equity among U.S. Latinos and other communities of color. Art-based interventions implemented in Latino communities are increasingly being recognized for their ability to bridge this gap and positively affect the quality and quantity of research partnerships between clinical researchers and U.S. Latinos. This article describes a mural-based intervention piloted in two predominantly Latino neighborhoods between 2016 and 2020. The design of this method was guided by community-partnered participatory research practices and involved an Assessment-Diagnosis-Planning-Implementation-Evaluation approach. Mural painting addressed many of the participation challenges often associated with under-representation of Latinos in academic research and allowed for sensitizing interviews with key community members surrounding topics of interest to the research team. Research methods that acknowledge traditional art forms, such as mural painting, create a space for building trust and spark interest in future research participation, while augmenting researchers' access to sensitizing concepts that may improve the cultural competence of future studies, projects, and interventions.