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Attempts to promote compliance of children with preventive health practices are most successful when strategies for motivating self-care behavior change address the physical, cognitive, and affective components of individuals. This study evaluated the effectiveness of using a Self-Care Motivation Model and curriculum to promote oral health and hygiene behavior change among 92 third grade students randomly selected according to homeroom assignments in five Gloucester, Mass., public schools. Student gingival health and oral hygiene measures were obtained two weeks prior to, and two weeks, three months, and one year after educational sessions. Group one, comprised of mid-high socioeconomic status family students, served as an oral examination control. Groups two-five received educational sessions designed to teach students various aspects of oral health. Significant improvements (p less than .001) in gingival health and dental plaque scores were observed in all experimental groups for up to three months. During a period of three months to one year, mean group scores returned to baseline and worsened for all groups except group five, the lowest socioeconomic family status group and the only group receiving the full series of self-care motivation curriculum sessions. Experimental group teachers reported that most children responded favorably to the program, and specific attitude and behavior changes were observed in many children. Further research evaluating the efficacy of using this self-care motivation model in primary preventive health education programs is indicated.

Effective health education and behavior motivation programs are needed to promote the compliance of children and young adults with preventive health care practices. Health promotion and primary prevention programs must consider the entire individual as well as his or her environment if positive behavior changes are to be maintained. This paper introduces an innovative model for self-care motivation curriculum development. The model prescribes the use of value clarification, enhanced physical/cognitive/affective awareness, positive lifestyle choices, and self-reinforcement skills training whereby individuals learn to become self-motivated and reinforcing agents for their own primary preventive health practices. It is theorized that by developing self-care and self-regulation skills, students will achieve and maintain higher levels of wellness, thus improving the quality of their lives and ensuring healthy human development.

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Scientific advances have increasingly credited water and its messaging capacity to explain many mysteries. Physical-chemical phenomena from genetic functions to intercellular communications have been found to rely on water structuring. Homeopathic researchers now advance related theories including quantum electrodynamics to solve the mystery of this profession's efficacy. Sceptics, however, continue to plague this healing profession. This article examines a generally overlooked foundational feature of water, its structuring and frequency electrodynamics that best explains the mysterious efficacy of homeopathy as well as why reproducibility in experimental outcomes are often unreliable. The ‘key’ that unlocks doors of understanding and demystifying this matter is the frequency central to giving life, sustaining health and rejuvenating nature—the oxygenating energy of 528-nm greenish-yellow light and its sonoluminescent predecessor-in-interest, 528-Hz frequency of sound. Quoting Hermes Trismegistus, ‘As above, so below, as within, so without, as the universe, so the soul…’. This article considers the consciousness and intentionality of homeopaths versus sceptics. This author proposes that the foundation of homeopathy and the solution to its mystery may be the ‘MI’ frequency of the original Solfeggio musical scale reputed to produce miracles, that is, 528 Hz.