Exploring barriers and opportunities for pre-eclampsia and eclampsia prevention and management in Ethiopia

The Ending Eclampsia Project is a five-year cooperative agreement between the United States Agency for International Development (USAID) and the Population Council, in partnership with the Federal Ministry of Health Ethiopia, which seeks to expand access to quality underutilized interventions and commodities for the prevention and treatment of pre-eclampsia/eclampsia (PE/E). This report presents qualitative findings from formative research conducted to: 1) assess the policy and health systems environment related to PE/E prevention and management, 2) identify potential bottlenecks in the supply chain, 3) investigate PE/E knowledge, attitudes, and practices at policy, health system, and community levels, 4) describe the barriers for provision/utilization of prevention and management for PE/E (including antenatal care and postnatal care, at the service-delivery and community level), and 5) explore similarities and differences in PE/E knowledge, attitudes, and care-seeking behaviors (practice) across settings and perspectives. The report also presents relevant quantitative findings from an Ethiopia Demographic and Health Survey analysis and elements of a policy desk review

Body dissatisfaction, perceptions of competence and lesson content in physical education

BACKGROUND Significant proportions of young people experience body dissatisfaction, which has implications for psychological and physical well-being. Little is known about how factors within physical education support or hinder the development of body satisfaction. Lesson content and perceived competence may be important variables for the experience of body dissatisfaction, yet these have been underexplored in physical education. The aim of this cross sectional study is to identify the relationships between body dissatisfaction and perceptions of competence, and to explore whether body dissatisfaction depends on lesson content. METHODS A paper and pencil questionnaire was completed by 446 (210 males, 236 females) 13-14-year-old pupils from 37 physical education classes. The questionnaire assessed body dissatisfaction and perceived competence in physical education. Lesson content was also recorded. Twenty-nine of the classes were engaged in team activities, for example, ball games. Eight classes were engaged in individual activities, for example, fitness. RESULTS Multilevel analysis identified a significant negative association between body dissatisfaction and perceptions of competence in physical education. Lesson content did not significantly predict variations in body dissatisfaction scores. CONCLUSIONS Findings suggest that teachers should focus on enhancing pupils’ perceptions of competence in physical education in order to support the development of body satisfaction