Development and empirical evaluation of a dietary intervention programme for individuals with prediabetes based on the health action process approach: A randomised controlled trial.

This study explored how the professional identity of psychologists was shaped during the crisis period characterised by the COVID-19 pandemic, accelerated digitalisation, and the war in Ukraine. Drawing on an existential-dialectical framework, the research examined how psychologists navigated practical contradictions and existential tensions involving meaning, purpose, and professional significance during widespread disruption. The qualitative study included 45 experienced Latvian psychologists (M=47.13years, 87% women) who began practising before the pandemic. Data were collected through semi-structured interviews conducted in October-November 2022. Reflexive thematic analysis was employed to identify patterns of professional identity transformation, with particular attention to dialectical tensions and existential challenges. Five themes emerged: (1) reconciling traditional practices with crisis-driven changes, where remote work created boundary challenges while proving effective; (2) balancing emotional vulnerability and professional responsibility, as rising demand intensified both strain and professional value; (3) navigating isolation and collaboration through enhanced supervision and peer support; (4) evolving professional practices through creativity and functional adaptations; and (5) experiencing professional growth through strengthened commitment despite initial uncertainty. The findings demonstrate that professional identity transformation during the crisis period involves navigating universal dialectical tensions while addressing existential challenges of meaning and purpose. Psychologists adaptively integrated reflective practices, digital competencies, and self-care strategies. The study contributes to professional identity literature by demonstrating that the crisis period serve as catalysts for comprehensive identity transformation, fostering more adaptive, reflective, and resilient professional identities through resolving both practical contradictions and existential uncertainties.

Anxiety and depression are highly comorbid mental health disorders with heterogeneous symptom patterns and poorly understood transdiagnostic mechanisms. This study aims to characterize latent subgroups, risk factors, and symptom-level interactions underlying depression-anxiety comorbidity across adolescents and adults in multi-ethnic Southwest China. The study included a total of 41,394 adolescents (aged 9-19) and 17,345 adults (aged 18-80). Adolescents were recruited using multistage stratified cluster sampling, whereas adults were recruited by convenience sampling. All participants completed a self-designed sociodemographic questionnaire, the Patient Health Questionnaire-9 (PHQ-9), and the Generalized Anxiety Disorder-7 (GAD-7). Latent profile analysis identified subgroups, logistic regression analyzed risk/protective factors, and network analysis mapped symptom interactions and bridge nodes. This study found that three adolescent profiles emerged: high (11.66%), moderate (31.95%), and low/no depression-anxiety (56.39%). Adults were classified into low/no comorbidity (90.63%) and comorbid depression-anxiety (9.37%). Risk factors for adolescents included female gender (OR=2.77, 95%CI: 2.55-3.00; OR=1.59, 95%CI: 1.52-1.67), higher grade levels (OR=3.45, 95%CI: 3.10-3.84; OR=3.56, 95%CI: 3.33-3.80), smoking (OR=1.72, 95%CI: 1.51-1.96; OR=1.28, 95%CI: 1.17-1.41),drinking (OR=2.45, 95%CI: 2.23-2.70; OR=1.66, 95%CI: 1.55-1.77), family instability (OR=1.16, 95%CI: 1.02-1.31; OR=1.33, 95%CI: 1.14-1.56) and "other" ethnic minority (OR=1.15, 95%CI: 1.04-1.26). For adults, female gender(OR=1.68; 95%CI: 1.44-1.97), living alone(OR=1.37; 95%CI: 1.14-1.65), poor self-rated health (OR=0.13, 95%CI: 0.11-0.15), and Dai ethnicity (OR=0.70, 95%CI: 0.49-0.96) predicted comorbidity. Network analysis revealed distinct bridge symptoms: adolescents in the high depression-anxiety group had five symptoms: depressed or sad mood (phq2), psychomotor agitation/retardation (phq8), nervousness or anxiety (gad1), restlessness (gad5), and irritable (gad6); however, adults with comorbidity had one symptom: afraid something will happen (gad7). This study identified three patterns of depression-anxiety comorbidity in adolescents and two in adults. Efforts should prioritize adolescents from "other" ethnic minorities, strengthening family and peer support, as well as smoking and drinking interventions for adolescents, and addressing social isolation, physical health, and catastrophizing cognition in adults may mitigate the comorbidity burden.

When resuscitation fails-Nurses' emotions and coping mechanisms after unsuccessful cardiopulmonary resuscitation: An integrative review.

Principles of trauma-informed care evident in person centered care for persons living with dementia in low resource settings.

Suicidal ideation trajectories among adults following psychiatric hospitalization.

This scoping review aimed to systematically map and synthesize existing evidence on strategies designed to enhance mental health and resilience among nurses, spanning individual, organizational, educational, and policy-level interventions. Following Arksey and O'Malley's framework, refined by Levac et al., and guided by PRISMA-ScR standards, a comprehensive search was conducted across five electronic databases and gray literature sources. Eligible studies included empirical research and policy documents published in English between 2015 and 2025. Data were extracted using an Excel-based template, and methodological quality was appraised with the Mixed Methods Appraisal Tool (MMAT). Narrative and thematic synthesis were employed to categorize strategies into key domains. The synthesis identified four overarching themes: (1) individual-focused strategies such as mindfulness, cognitive-behavioral approaches, and resilience training; (2) organizational strategies including supportive leadership, workload adjustments, and structured peer support; (3) educational and training interventions such as resilience curricula, simulation-based training, and mentorship; and (4) policy and system-level strategies encompassing occupational health protections, welfare programs, and regulatory frameworks. These multilevel approaches demonstrated varying degrees of effectiveness, but sustainability and integration into routine practice remained inconsistent. Building a resilient nursing workforce requires integrated, multilevel strategies. Resilience should be reframed as a shared responsibility across individuals, organizations, and systems to safeguard nurse well-being, improve patient outcomes, and ensure the sustainability of healthcare services.

Children with temporary feeding tubes are discharged home with increasing frequency, yet little is known about how families adapt and manage in their home environment. Whereas the physical side effects of temporary feeding tubes are well documented, the psychosocial impact on families remains underresearched. Understanding families' evolving needs is critical to improving care and reducing caregiver burden. To explore parents' experiences of caring for children with temporary feeding tubes, from insertion to removal and to identify their challenges and evolving needs. A longitudinal qualitative descriptive design was used. Parent participants completed diaries and semistructured interviews across three key time points in their child's tube feeding journey (initial, maintenance, final) over a 4-month period. Inductive content analysis was used to analyze data. Thirty-six parent participants completed 81 interviews and 223 diary entries, documenting their experiences over time. An integrative theme identified was families' critical need for ongoing support. Parents were unprepared for tube feeding and faced persistent challenges managing the feeding tube. Their journey transformed from initial uncertainty to self-taught expertise, as theyadapted to changing demands. Their need for professional and peer support remained constant throughout. These findings underscore the need for systematic improvements, including structured education, consistent follow-up, accessible clinical expertise, and support across the tube feeding journey. Addressing these gaps could improve family well-being, reduce healthcare inequities, and enhance clinical outcomes.

Adolescent depression has emerged as a critical global health challenge, with prevalence rates of 10%-20% showing marked increases following the coronavirus disease 2019 pandemic. Unlike adult depression, adolescent presentations feature distinctive patterns including emotional irritability, behavioral dysregulation, and progressive social withdrawal that significantly compromise developmental trajectories. Understanding this condition requires an integrated bio-psycho-social framework that captures the complex interactions across multiple domains. At the neurobiological level, depressed adolescents demonstrate substantial brain circuit alterations, particularly a 49.3% reduction in functional connectivity between the dorsolateral prefrontal cortex and right amygdala, reflecting impaired emotional regulation capacity. Psychological investigations reveal systematic cognitive and emotional processing abnormalities in depressed adolescents. Social and environmental factors play equally crucial roles in adolescent depression etiology. Family system functioning demonstrates dramatic effects, with depression prevalence reaching 34.7% in dysfunctional families vs only 12.1% in healthy family environments. Peer relationships similarly show powerful protective or risk effects. Additionally, electronic device use within 2 hours of bedtime delays sleep onset by 37 minutes and increases depression severity by 22.5%, highlighting circadian disruption as a modifiable risk pathway. This integrated evidence demonstrates that adolescent depression emerges from dynamic, reciprocal interactions across biological vulnerabilities, psychological processing patterns, and social-environmental contexts. Neurobiological alterations in brain circuits, stress systems, and neurotransmitter balance interact with cognitive biases, maladaptive emotion regulation, and identity difficulties, all occurring within social contexts shaped by family dynamics, peer relationships, and digital media environments. Effective intervention therefore requires comprehensive, multi-level approaches that simultaneously target neurobiological factors through pharmacological or neuromodulatory treatments, address psychological patterns through cognitive-behavioral and emotion regulation therapies, and modify social-environmental systems through family interventions, peer support programs, and healthy lifestyle promotion. This bio-psycho-social framework provides the scientific foundation for developing personalized, developmentally appropriate prevention and treatment strategies to address this critical adolescent health challenge.

Clinical practice plays a crucial role in nursing education. Numerous studies have highlighted the positive impact of peer support during clinical placements. However, to date, no study has provided a comprehensive overview of the specific role of peer support within the context of clinical learning. We aimed to map literature describing the role of peer support among nursing students during hospital-based clinical placements. A scoping review was conducted. Five databases (CINAHL, PsycINFO, PubMed, ERIC, and ScienceDirect) were searched, yielding 550 articles. Two authors assessed eligibility using predefined criteria, extracted data from the selected studies, and performed a thematic analysis. The review is reported in accordance with the PRISMA-ScR guidelines. Thirty-six articles were included. Peer support during hospital-based clinical placements emerged through 6 key roles: (1) reduces anxiety, (2) contributes to the feeling of not being alone, (3) facilitates adaptation to challenges, (4) contributes to the development of a sense of belonging, (5) promotes knowledge sharing, and (6) enriches the learning experience. The findings underscore the significant role of peer interactions in clinical learning, positioning peer support as a key component of nursing education. They highlight opportunities for educators to design and support collaborative learning environments, while also emphasizing the need for further research to inform the implementation and evaluation of structured peer support strategies in nursing education.

ABSTRACT As early childhood classrooms become more diverse, equipping teachers with the skills to foster culturally inclusive and responsive environments is becoming more essential. This study investigates the perspectives of Generation Z pre-service early childhood education (ECE) teachers in Türkiye regarding culturally responsive pedagogy. Using qualitative analysis of 15 student-created short movie scenarios, the research explores how these future ECE teachers address the challenges and opportunities of teaching in multicultural classrooms shaped by migration, globalization, and diverse cultural influences. Key findings highlight the creative strategies employed by Gen Z teachers to foster inclusivity, such as leveraging non-verbal communication, peer support, and culturally relevant activities. Notably, the scenarios emphasize Asian cultural elements over Middle Eastern ones, reflecting the pervasive influence of globalized media on Turkish youth. The study also sheds light on emerging attitudes toward family diversity and gender roles, with narratives depicting inclusive approaches to non-traditional family structures and biases. Their approaches to participants in culturally responsive pedagogy reveal both significant strengths and areas for growth. By integrating these insights into teacher education programs, institutions can better prepare future educators to address the complexities of diverse classrooms, leveraging Gen Z’s adaptability and cultural awareness to create inclusive and dynamic learning environments.

Pregnant and birthing people with untreated substance use disorders (SUDs) face multiple risks of mortality and morbidity. Acute care settings (i.e., hospital inpatient, labor/delivery and emergency departments) are one opportunity to provide substance use services, but have had limited implementation. This scoping review synthesized studies that used an implementation science or quality improvement (QI) strategy to implement substance use services into acute care settings for pregnant or birthing people. Our aim was to 1) characterize the implemented strategies; 2) assess the inclusion of racial equity in study design and implementation; 3) summarize measures and outcomes used to evaluate implementation; and 4) identify reported barriers and facilitators to implementation. We searched MEDLINE (PubMed), CINAHL Complete (EBSCO), Scopus (Elsevier), and APA PsycINFO (Ovid) for published studies using keywords and structured vocabulary, and supplemented database searches with a grey literature search of conference proceedings. Two authors independently screened then extracted studies that met eligibility criteria. After removing 661 duplicates, we screened 1101 studies by title and abstract and excluded 1037. Thirty-six were excluded after full text review yielding 28 studies for extraction. Studies were observational (n = 20, 71%), QI (n = 7, 25%), and experimental (n = 1, 4%). Twenty (71%) focused on SUDs broadly; 8 (29%) targeted OUD. Five strategy types were identified: 1) education and learning collaboratives (n = 11, 39%); 2) clinical workflows and pathways (n = 7, 25%); 3) brief interventions (n = 2, 7%); 4) peer support (n = 4, 14%); and 5) structural changes (n = 4, 14%). Five studies (18%) considered racial and ethnic equity in design or implementation. Overall, studies highlight promising strategies to implement substance use services for pregnant and birthing people in acute care settings. However, many strategies were not rigorously evaluated and few considered racial and ethnic equity in design or implementation. Future research should focus on more rigorous evaluations of implementation strategies, measure downstream outcomes such as adoption and sustained use of substance use services, and apply a racial equity lens more explicitly.

This study investigated how autistic pupils' psychological, social and educational outcomes differed in contrasting mainstream provisions. Using a three-year longitudinal quasi-experimental design, outcomes were compared across three placements: placement in a specialist resource centre, mainstream placement in specialist resource centre host schools, and placement in mainstream schools without a specialist resource centre. Autistic pupils (N = 119, aged 11-14) and matched non-autistic peers (N = 119) completed surveys and schools provided attainment, attendance, and exclusion data. Placement type showed no main effects on psychosocial outcomes in mixed analyses of variance, indicating limited evidence for differential change by placement alone, but hierarchical regressions indicated that specialist resource centre placement was statistically associated with higher academic attainment and stronger school belonging than mainstream schools without a specialist resource centre, and greater perceived teacher support than mainstream placement in specialist resource centre host schools. Attendance disparities for specialist resource centre pupils were smaller than national averages for autistic pupils, though attendance remained below whole-school averages. Perceived peer and teacher support were most strongly associated with positive outcomes across models, highlighting relational inclusion as a potential mechanism. Findings underscore the value of positive relationships in fostering belonging, reducing disparities, and promoting well-being for autistic pupils. Overall, specialist resource centre approaches may be associated with academic and belonging advantages, while relational inclusion appears central to positive outcomes.Lay abstractThis study explored how support through specialist resource centres can help autistic pupils in mainstream secondary schools. Specialist resource centres are supportive spaces within regular schools that offer extra help, trained staff who understand autism, and a calm environment, while also keeping pupils included in the wider school community. Although national policies aim to make schools more inclusive, many autistic pupils still face challenges such as anxiety, social challenges and school absence. This study followed 119 autistic pupils aged 11-14 across seven schools for three years. It compared three groups: pupils in specialist resource centres, autistic pupils in the same schools but not placed in the Centres and autistic pupils in mainstream schools without a Centre. Comparisons were also made with non-autistic pupils from the same schools. The study found that specialist resource centre placement was linked to better academic progress for pupils in this sample and a stronger sense of belonging than other placements. Even so, placement on its own did not lead to clear differences in most areas of well-being, and some results were based on smaller samples, so they should be treated carefully. Specialist resource centre pupils also felt more supported by teachers, and they reported higher levels of happiness and fewer peer problems than non-autistic peers. However, because this information was gathered at one point in time, the findings do not prove that placement caused these differences, though they leave open the possibility that placement may have had an impact. Pupils in specialist resource centre placements appeared to have better attendance than autistic pupils nationally, although attendance was still not as high as whole-school averages. The most important factor linked to positive outcomes was feeling supported by teachers and classmates. These results suggest specialist resource centres may offer the greatest benefits within mainstream schools, when they help pupils build supportive peer and teacher relationships.

The lifespan of adults with an intellectual/development disability has increased. Caregiving for these adults is often provided by their parents. Few programs address the needs of these older parents, and even fewer have been reviewed for their effectiveness. Our purpose was to answer the question, what are the conditions and features of support programs or interventions that are effective in improving the psychological and social aspects of the lives of parents of adults who have an intellectual/developmental disability? The authors conducted a rapid realist review of interventions for parents of adults with an intellectual/developmental disability. We applied midrange theories of family systems, life course perspective, and caregiving to focus on the participant contexts, program mechanisms, and intervention outcomes that were effective. The interventions in the review were psychoeducation, financial grants, mindfulness, acceptance and commitment therapy, peer support, expressive arts therapy, and institutional placement. All of the interventions reported some success in improving parent wellbeing. We developed five program theories: "Do not add to my burden", "I am in need of self-care", "My needs change as I age" "My life is complex" and "Peer knowledge and support are valuable to me." We also recommended that programs accommodate parents' time constraints, include other family members and caregivers and address the eventual transition of caregiving from parents to others. Program theories and our observations are offered to support the development of new interventions and to improve the effectiveness of existing programs.

Despite advances in antiretroviral therapy (ART), HIV remains a significant public health challenge worldwide, particularly in Latin America, where stigma, mental health needs, and social inequities persist. In Chile, although the national HIV law mandates state responsibility for treatment and prevention, structured peer-led strategies for people living with HIV (PLHIV) have not yet been widely integrated into health services, and local evidence on their impact is limited. This Practice Note reviews recent global research on peer support interventions to identify lessons relevant for designing culturally sensitive and sustainable programs in Chile. International studies demonstrate that peer support can improve ART adherence, mental health, social connectedness, and health-related quality of life (HRQOL). However, effective implementation requires careful cultural adaptation, structured training, sustainable funding, and integration into health care systems. Establishing peer support as a core element of HIV care could align with Chile's legal obligations and be incorporated as a minimum competency within hospital and primary care teams. Moreover, life-history research in Latin America is urgently needed to illuminate local experiences and social dynamics that shape the acceptability and effectiveness of peer-led approaches. Practitioners and policymakers should recognize peer support not merely as an optional adjunct but as an essential strategy to humanize HIV care, promote holistic well-being, and help achieve national and global HIV goals. The time has come to translate global evidence into locally meaningful action to ensure that PLHIV in Chile receive comprehensive, person-centered care.

Limited male engagement in HIV prevention and care is a global challenge more pronounced in sub-Saharan Africa (SSA) contributing to ongoing transmission. However, peer network interventions show promise in improving engagement. To map and synthesise evidence on peer network interventions for HIV prevention and care among men in SSA, with a focus on the types of strategies used, populations reached and how these interventions address cultural, social and structural barriers across the HIV care cascade. Scoping review of peer-reviewed literature, conducted and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. Community and facility-based HIV prevention and care settings across multiple countries in SSA. Populations included men having sex with men, men in key occupational groups (fishermen, truck drivers), adolescents and young people, and men living with HIV. Studies not conducted in SSA, not peer-reviewed or not focused on male peer networks were excluded. Peer network interventions included peer education, peer navigation, HIV self-testing (HIVST) distribution, adherence support groups, disclosure and stigma-reduction counselling, technology-enabled peer support (SMS and social media) and community-based antiretroviral therapy (ART) delivery. Intervention duration and intensity varied across studies. Primary outcomes included HIV testing uptake, linkage to care, ART initiation, adherence, retention in care and viral suppression. Secondary outcomes included stigma reduction, disclosure and engagement among hard-to-reach male populations. We conducted a review of literature published between November 2013 and November 2024, searching PubMed, Web of Science, Scopus and Cochrane databases. Studies were included if they examined peer network approaches in HIV prevention and care among men in SSA. A total of 905 records were identified, of which 75 studies met the inclusion criteria. Peer network interventions were implemented across diverse SSA contexts and male populations. Strategies such as peer-led education, social diffusion models, HIVST distribution and technology-enabled peer support consistently improved HIV testing uptake, linkage to care, ART initiation and adherence. Contextually tailored interventions such as community-based outreach addressing occupational risk environments and economic vulnerabilities were particularly effective in engaging men traditionally underserved by facility-based services. However, challenges persisted, including variable linkage to care following HIVST and sensitivity to user costs. Peer-led interventions in HIV care for men in SSA effectively address cultural, social and structural barriers, improving testing, ART adherence and viral suppression. Tailored, technology-enhanced and community-based approaches ensure equitable HIV prevention and treatment outcomes, despite challenges like linkage to care.

Individuals with severe mental health challenges [SMHCs] often have unmet needs that are beyond the scope of traditional mental health services. These needs are typically met by community agencies, charities and peer support groups. Happy Chat [HC] is one such peer-support group whose goal is to address social isolation, and loneliness by creating a safe space to facilitate the development of informal friendships among individuals with SMHCs in the community. Nineteen participants were interviewed as part of a qualitative evaluation of HC. Data were subjected to thematic analysis. Four categories emerged from the data. They were: Difficulties faced by persons with SMHCs (6 codes), Supports provided by HC (15 codes), Outcomes achieved (15 codes) and Continuing challenges (4 codes). Key supports reported by participants included a welcoming and non-judgemental space, that is inclusive and safe, continuing human connections, ongoing social, emotional and general support, as well as support and care during a crisis. Key outcomes reported by participants included improved confidence and motivation to leave the house, having a place of comfort and a sense of belonging, improved self-care, and social life, a new identity, and a renewed sense of hope and purpose. Four supports and one outcome were identified as being more closely aligned to the CHIME framework of personal recovery. Ongoing challenges reported by participants such as limited funding, are common in small, resource-limited peer support groups. Further research is needed to demonstrate any association between meeting basic and psychosocial needs and achieving personal recovery among individuals with SMHCs.

To identify and contextualize the determinants of long-term employment, health, and financial outcomes among individuals affected by Long COVID. Sequential explanatory mixed-methods study design guided by the social-ecological model. Adults with Long COVID who were employed before infection and returned to work during the three-year follow-up were recruited through in-person and virtual outpatient venues: ResearchMatch, a Long COVID clinic, and a peer support group affiliated with a medical center. Participants completed validated surveys assessing factors influencing sustained employment. Stratified semi-structured interviews were then conducted to explore how these factors shaped sustained employment. Quantitative data were analyzed using descriptive and inferential statistical methods, while qualitative data were analyzed through content analysis. Among 79 participants who returned to work, 58% (n = 46) remained employed after a mean follow-up of 1,077days. Those still employed reported reduced capacity and persistent uncertainty. Those no longer employed experienced worse physical health (p < 0.002), greater comorbidity burden (p = 0.01), more environmental barriers (p = 0.02), and increased financial hardship (p = 0.03). Qualitative analyses identified nonlinear return-to-work trajectories shaped by fluctuating and often invisible symptoms, alongside multilevel themes influencing employment sustainability, including misalignment between functional capacity and job demands, challenges obtaining workplace accommodations, stigma, limited policies, and labor market barriers. Employment sustainability among individuals with Long COVID is shaped by complex, multilevel barriers, with job loss further worsening health and financial hardship. Investment in comprehensive Long COVID care, including multidisciplinary clinical services, vocational rehabilitation, clinician education, public awareness initiatives, employer training, and policy reform, is critical to support long-term recovery and employment sustainability.

The global rise of K-pop, particularly the influence of BTS-a South Korean boy band with over 90 million international fans known as ARMY-has shaped youth culture and online communities. Music fandoms are increasingly engaging digital platforms like YouTube not only for entertainment but also as spaces for emotional expression and mutual support. Despite growing interest in the mental health potential of music-based coping strategies, limited research has examined how fandom cultures differentially express emotional needs and supportive interactions online. This study investigates specific mental health language patterns and coping mechanisms expressed by BTS fans in online spaces, examining how different linguistic features (including self-referential language and emotional expression patterns) may reflect psychological states and mental health needs. We utilize YouTube comments of fan-curated "sad" playlists of BTS. We further included YouTube comments from a Taylor Swift "sad" playlist as a reference group. The analysis aims to identify linguistic and emotional expression patterns in BTS fan comments and examine the potential mental health implications of music engagement in digital communities. Using Natural Language Processing (NLP) and Linguistic Inquiry and Word Count (LIWC), we analyzed a total of 13,224 YouTube comments-11,772 comments on a BTS "sad playlist" video and 1,452 comments on a Taylor Swift equivalent. Statistical comparisons were conducted to evaluate differences in comment length, word count, pronoun use, and emotional valence. Representative comments were examined to contextualize the emotion classification results. BTS comments were significantly longer (M = 253.38 words) and had higher word counts (M = 38.93) compared to Taylor Swift comments (M = 89.84 words, M = 16.08), p < .001. BTS fans used more first-person singular pronouns (10.24% vs. 7.43%) and expressed greater sadness (19.8% vs. 7.0%). In contrast, Taylor Swift fans exhibited higher admiration (8.0% vs. 5.0%). Among reply comments, BTS fans demonstrated more caring (7.5% vs. 2.0%), gratitude (9.1% vs. 4.2%), and optimism (5.0% vs. 1.7%). Linguistic analysis also revealed a broader international user base for BTS, including higher proportions of Spanish (6.11%) and Portuguese (1.89%) comments. Examination of comment content showed that fans used these spaces to disclose personal struggles, express gratitude for the community, and offer peer support, with many describing the fandom as a safe space for emotional expression they could not access elsewhere. The findings underscore the significant role that music and fan communities-particularly BTS fandom-play in fostering emotional expression, mutual care, and informal mental health support online. These results suggest implications for culturally responsive, community-based, and digitally mediated mental health interventions among youth and global populations.

The number of HIV/AIDS cases in Kebumen Regency increases every year. In general, HIV/AIDS has a significant impact on the economic, social, and psychological conditions of people living with HIV, both before and after infection. Therefore, the Kebumen Regency Government, through the HIV/AIDS Commission (KPA), is implementing HIV/AIDS prevention efforts. In carrying out these efforts, the KPA is divided into four areas: Prevention, Care, Support, and Treatment, Impact Mitigation, and a Conducive Environment. The implementation of HIV/AIDS prevention efforts needs to be evaluated to determine its effectiveness. Therefore, this research is crucial. This is a qualitative study using primary and secondary data. Data were obtained from employees of the KPA, the Kebumen Regency Health Office, and the Kebumen Regency Peer Support Group. The results of the analysis conducted show that in the Prevention Sector, of the 47 planned activities, 34 or 72% of the activities have been implemented, 6 activities or 13% have been implemented but not optimally, and 7 activities or 15% have not been implemented. In the Care, Support and Treatment Sector, there are 7 planned activities, while the achievement of activities in this sector is that there are 6 activities or 90% have been implemented and 1 activity or 10% has not been implemented. In the impact mitigation sector, there are 7 activity programs with the achievement of 6 activities or 90% have been implemented and 1 activity or 10% has not been implemented. Furthermore, in the Conducive Environment Sector, there are 3 activities. and these 3 activities have been implemented. Based on this, it can be said that the majority of activities in each sector have been implemented and their implementation has been effective.