UROP Project
Large Language Model (LLM)-powered skills coach (GLOW) for substance use and sexual risk behaviors among men with high risk for HIV
LLM, intervention, substance use, Dialectical Behavior Therapy (DBT)
Research Mentor: Dr. Wang Liying Wang, she/her
Department, College, Affiliation: college of nursing, Nursing
Contact Email: lw24y@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: college of nursing, Nursing
Contact Email: lw24y@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 3
Relevant Majors: CS, informations, UI/UX design, health related (e.g., ,public health)
Project Location: work is done mostly remote online
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Fully Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable
Number of Research Assistants: 3
Relevant Majors: CS, informations, UI/UX design, health related (e.g., ,public health)
Project Location: work is done mostly remote online
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Fully Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable
Project Description
HIV and substance use are highly co-occurring epidemics in the US. Syndemic theory posits that epidemics with shared drivers interact synergistically and produce multiplying effects on the morbidity and mortality of the communities affected. Impulsivity, defined as a tendency to react to internal or external stimuli without considering the negative consequences to individuals or others, is a key driver of risky behaviors related to HIV and substance use, including heavy alcohol use, illicit drug use, and risk sexual behavior. Adaptive coping, defined as intentionally engaging in cognitive or behavioral effort to manage perceived stress, is consistently associated with less frequent alcohol and drug use, lower rates of sexual risk behavior (can use intervention research evidence), and better engagement in HIV prevention and treatment.Dialectical behavioral therapy (DBT) is a gold standard treatment to reduce behavioral impulsivity and increase adaptive coping behaviors among individuals with Borderline Personality Disorder (BPD). DBT, with its unique/customizable modules of behavioral coping skills training centered around two core psychological constructs (behavioral impulsivity and emotional dysregulation), demonstrated versatile applications across a range of interventions on psychopathologies and health behavior promotion. DBT-based interventions are effective in reducing craving for substance and increased rates of marijuana cessation through reducing impulsivity, cognitive disinhibition, and improving emotion regulation, and tolerance of distress. Similarly, DBT coping skills training were found to reduce emotion dysregulation, sexual risk behavior, depression, and anxiety, and improve life satisfaction among people living with HIV. Our own feasibility pilot RCT found a 4-week long DBT skills training reduced depressive symptoms, emotion dysregulation, and improved HIV mastery, life satisfaction, coping efficacy around emotions, and seeking social support among people living with HIV (Wang et al., under review).
Context plays a crucial role in understanding environmental contingencies of HIV and substance use risky behaviors.() Effective and lasting behavior change requires highly customizable, context-sensitive approaches that address the unique psychological, social, and environmental circumstances of each individual. Large language models (LLMs)-powered tools offer a scalable solution to augment the customized DBT skills training in varied intensity tailored to needs, selective skills content tailored to context, and on-demand support unrestricted by business hours/human resources. LLM-powered conversation agents have demonstrated preliminary capabilities in screening for substance use,15 assessment of mental disorder, psychoeducation, skill coaching, alcohol use counseling with empathy and adaptive conversation skills 16 in user native languages, addressing linguistic barriers and fostering trust. Personalization can be realized through contextual alignment of LLMs.
This proposal seeks to develop an LLM-powered DBT coach to address substance use, HIV risk behaviors, and improve engagement with HIV prevention services among individuals with high HIV risk. We will partner with Access to Prevention Advocacy Intervention and Treatment (APAIT) in Los Angeles, California. APAIT has served the community at risk for HIV/STI in the broader LA area, providing behavioral health and HIV-related services. Partnership with APAIT will align our intervention with existing workflows and support sustainable implementation.
Research Tasks: Developer tasks: front-end, back-end programming.
Designer tasks: user interface design using figma, and user experience research (e.g., usability testing)
Research tasks: literature review, reference search, participant recruitment
Skills that research assistant(s) may need: We have written documents on the specific expectations. Please follow the links to see details for each role.
1. Research assistant: https://docs.google.com/document/d/1fYnE4zDil3Cm5BMIry4Yy52LqJMr0FyKDziDJhUX9WU/edit?usp=sharing
2. Developer focused assistant: https://docs.google.com/document/d/1nkVfBBCpFewzkeJO0r7KzvIBQzCu1KMh/edit?usp=sharing&ouid=104341887369091777051&rtpof=true&sd=true
3. Designer focused assistant: https://docs.google.com/document/d/13P6Rn7FDwVPpqAdMkwM5vGQ4SB0Y0cK9/edit?usp=sharing&ouid=104341887369091777051&rtpof=true&sd=true
Mentoring Philosophy
Effective mentoring thrives on the principle of mutual benefit, where both mentor and mentee contribute to a dynamic learning partnership. I believe that mentoring is a collaborative exchange where I learn as much from my mentees as they learn from me. This reciprocal relationship enriches both perspectives and creates a foundation for genuine professional growth.At the heart of my approach is a student-centered philosophy that prioritizes each mentee's unique needs, aspirations, and learning style. I recognize that effective mentoring requires adapting my guidance to align with individual goals rather than imposing a standardized approach. Every mentee brings distinct experiences and objectives that deserve personalized attention and support.
Open, honest communication forms the cornerstone of successful mentoring relationships. I foster an environment where questions are welcomed, feedback flows freely in both directions, and difficult conversations are approached with empathy and respect. Regular check-ins and transparent dialogue ensure that expectations remain clear and relationships stay productive.
Growth and goal orientation drive every mentoring interaction. Together, we establish concrete, measurable objectives that align with both immediate needs and long-term career aspirations. I help mentees develop actionable plans while celebrating milestones along their journey toward professional development.
Finally, I emphasize teamwork and collaboration, recognizing that success rarely occurs in isolation. I encourage mentees to build networks, seek diverse perspectives, and contribute meaningfully to their professional communities. Through this collaborative mindset, mentees develop not only individual competencies but also the interpersonal skills essential for leadership and sustained career success.