The proposed study will comprehensively document the injection initiation experiences and early injection careers of young injectors (age 16-25) in New York City, with an emphasis on the impact of pedagogy on the development of injection skills and the acquisition of these skills over time. A large sample (n=600) of cross-sectional interviews, as well as bimonthly interviews with a cohort (n=150) of new injectors will be supplemented with direct ethnographic observations (n=200) of injection events involving young injectors. Data from these interviews and observations will be used to characterize the injection initiation experiences of young injectors, describe the process by which new injectors learn the behavioral practices necessary to prepare and inject drugs, and determine predictors of safer injection behaviors that may prevent the transmission of HIV, HBV, and HCV. A focus on help-seeking skills will inform the development of recommendations for competencies-based interventions aimed at preventing seroconversion among new injectors.
| Goldsamt, Lloyd A; Harocopos, Alex; Kobrak, Paul et al. (2010) Circumstances, pedagogy and rationales for injection initiation among new drug injectors. J Community Health 35:258-67 |
| Harocopos, Alex; Goldsamt, Lloyd A; Kobrak, Paul et al. (2009) New injectors and the social context of injection initiation. Int J Drug Policy 20:317-23 |
| Clatts, Michael C; Goldsamt, Lloyd; Neaigus, Alan et al. (2003) The social course of drug injection and sexual activity among YMSM and other high-risk youth: an agenda for future research. J Urban Health 80:iii26-39 |
