From “ <i>Their Stigma”</i> to “ <i>My Stigma”</i> : An Examination of the “ <i>Skul Konekt”</i> Project Among Adolescents in North-Central Region of Nigeria
Bibliographic record
Abstract
This article investigates theater techniques employed in addressing self-stigmatization in Skul Konekt project, an “ anti- self- stigma” HIV/AIDS theater intervention in Nasarawa state, Nigeria. The project toured secondary schools in Nasarawa State to create awareness on the negative effect of self-stigmatization in people living with HIV/AIDS (PLHIV). This study answers the research question: What theater techniques were employed in the Skul Konekt project and how did these strategies address the theme of self-stigmatization in PLHIV? My arguments are supported with the play text, titled, Talk to Me, and reflections from the playwright and selected actors. My reflection as a participant–observer in the project; comments from government officials, students, parents, and teachers during talkback session; and evaluation sessions from the project coordinator form part of the analysis of the impact of the theater techniques. Findings show that many intervention campaigns focus on stigmatization rather than self-stigmatization because such campaigns are designed through a top-down participatory approach without much consultation with the people. It concludes by discussing the implications of the findings for participatory strategies that can foster open communication, collaboration, and a people-led participatory approach relevant in achieving UNAIDS 90-90-90 objectives.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".