Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

This study outlines the use of a digital archive (a data set of staged HIV stigma photographs which were taken by Grade 8 and 9 learners) with educators in two rural schools in KwaZulu-Natal, exploring their views on using it in their teaching to address HIV and AIDS-related stigma. It responds to the need for creative and participatory methods in addressing HIV and AIDS. A qualitative, interpretive, exploratory and contextual design, using community-based participatory research methodology, was used to explore the digital archive, identify, and try out ways in which it could be used in addressing the pandemic. Data was generated using ICT-based focus group interviews involving fourteen male and female educators from two schools some - who have been participating in HIV research projects. I draw on a psycho-social framework within the ecosystemic approach, the values of community psychology and research as social change. A digital archive has potential for communication and transferring information, especially in a rural area. It also shows potential to get both females and males to work together in addressing HIV-related stigma, hence reducing the gendered skewness of this pandemic. From the educators‟ responses to using the digital archive, themes emerged around working with the content of the archive, using the archive for teaching and learning, using the archive for engaging with stigma in the school and for change in the community. The findings suggest that the use of a digital archive in a rural context can enable educators to access and share digital material, which is locally produced, relevant and realistic, to address HIV-related stigma in the school. The tool in use can facilitate community participation and be used to deepen the understanding about HIV and HIV and AIDS-related stigma to a level that has impact on individual behaviour and ultimately on the community. Despite the potential there are still challenges such as lack of access to infrastructure, literacy, and relevant content. This work is exploratory and encourages further work to explore the implications and the trends on the use of a digital archive in other school settings. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

Thesis (Ph. D.)--University of Western Sydney, 2002. / Includes bibliographical references.

Thesis (Ph. D.)--Carleton University, 1985. / C.2 missing. Also available in electronic format on the Internet.

M.A. / This study emerged from the apparent contradiction posed by the frequent occurrence of stigma and the prevalent concept of ‘living positively with HIV/AIDS’ in South Africa. It was anchored in the need and commitment to resolve this paradox. This study contributes to filling a relative dearth of research which explores this phenomenon. Fieldwork consisted of observation, group interviews and in-depth interviews at two public hospitals in the greater Johannesburg area. People living with HIV/AIDS (PLHAs) experience stigma to differing extents in various contexts. In particular, PLHAs experience stigma in healthcare settings, from family, sexual partners and the community at large. Social identity is used in two significant ways as a defence mechanism against stigma in personal relationships. The first is to attempt to discredit stigmatising stereotypes as applied to the PLHA by emphasising how he/she is moral and valuable to those around HIV/her. By using this approach, termed ‘identity fixes’, the PLHA attempts to reduce the stigma which he/she is likely to experience in her/his social relationships. The second is to refuse to accept the ideology which underpins stigma. This denies that HIV/AIDS is an appropriate basis for stigma. The acceptance of this alternative ideology is marked by public disclosure. The goal of adopting this identity termed the ‘positive resistance identity’ is to challenge and oppose the stigma itself. / Prof. Tina Uys

Thesis (Ph.D.) in Psychology--University of Maine, 2008. / Includes vita. Includes bibliographical references (leaves 87-101).

Thesis (M.S.)--Villanova University, 2008. / Psychology Dept. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 98-105). Available also in a digital version from Dissertation Abstracts.

Thesis (M. Ed.) -- University of Alberta, 2009. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Measurement, Evaluation and Cognition, Educational Psychology, University of Alberta. Title from pdf file main screen (viewed on September 9, 2009). Includes bibliographical references.

Thesis (M.A.) -- Central Connecticut State University, 2005. / Thesis advisor: Carolyn R. Fallahi. "... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 53-59). Also available via the World Wide Web.