The present thesis focuses on an important issue in the psychology of health promotion, whether `message framing' is an effective method of persuading people to adopt behaviours beneficial to their physical health. The first study (chapter 2) was a metaanalysis including forty-seven published experiments that investigated differences in persuasiveness between gain and loss messages promoting detection or prevention behaviours (N=27,796 participants). Results showed that the gain-loss difference was small but statistically significant across motivational, psychosocial and affective variables as well as on behavioural outcome. The absolute effect size corresponding to the gain-loss difference was d =. 13 for behaviour, d =. 14 for overall attitudes and d =. 15 for intention. The difference between the two framing types was moderate as far as concerns people's immediate thoughts (d =. 41). Overall, there was stronger support for gain frame advantage in relation to behavioural outcome, outcome efficacy and thoughts for the promotion of prevention behaviours, and some support for loss frame advantage with regard to overall attitudes and perceived risk for the promotion of detection behaviours. Important moderators of the gain-loss difference that emerged from the meta-analysis were perceived risk, regulatory focus of the message (message content) and type of behavioural goal (detection/prevention of disease). In study 2 (chapter 3) and study 3 (chapter 4) there was some support for the moderating role of type of behavioural outcomes embedded within loss or gain messages. Promotion of detection behaviours, such as Type 2 diabetes blood testing maybe enhanced via loss messages with health outcomes, while sex-related prevention behaviours, condom use may be best promoted using gain messages referring to health outcomes. Study 4 (chapter 5) assessed another type of message framing, `temporal framing' incorporated within gain messages promoting sunscreen use. It was shown that by matching the temporal frame of the message with the CFC motivational orientation of the message recipient (Strathman et al., 1994), persuasion is maximised.

Die doel van hierdie ondersoek was om vas te stel of Opvoedkundige Kinesiologie deur die Opvoedkundige Sielkundige gebruik sou kan word as 'n psigoterapeutiese benadering ten einde emosionele welsyn te verhoog. Volgens Edu-K is die brein-liggaam sisteem onlosmaak:lik verbind en emosionele blokkerings is nie slegs in die denke en intellek van die mens gelee nie, maar ook op sellulere vlak vasgele. Navorsing aan die hand van die idiografiese benadering is gedoen. Vyf proe:tpersone, wat aangemeld is met emosionele probleme, het elkeen 'n reeks Edu-K balanserings ontvang volgens individuele behoeftes. Die doel daarvan was om te bepaal ofEdu-K balanserings sou lei tot verhoogde welsyn. Na die reeks balanserings is daar beduidende positiewe veranderinge waargeneem ten opsigte van emosionele probleme, sowel as verbeteringe in ak.ademiese prestasie. Daar is ook algemene prak.tiese riglyne gegee vir ouers, onderwysers en Opvoedkundige Sielkundiges. / The aim of this investigation was to ascertain whether Educational Kinesiology could be applied by the Educational Psychologist as a psychotherapeutic tool in order to enhance emotional wellbeing. According to Edu-K the mind-body system is inseperably one: emotional blocks are not only situated in the mind and intellect of a person, but are recorded on cellular level as well. Research was done by way of an idiographic approach. Five subjects with emotional problems received a series of balances according to their individual needs. The aim was to ascertain whether Edu-K balances could enhance emotional wellbeing. A significant positive improvement in emotional problems as well as in academic performance were noted. General guidelines for parents, teachers and Educational psychologists are also given. / Psychology of Education / M. Ed. (Voorligting)

Die doel van hierdie ondersoek was om vas te stel of Opvoedkundige Kinesiologie deur die Opvoedkundige Sielkundige gebruik sou kan word as 'n psigoterapeutiese benadering ten einde emosionele welsyn te verhoog. Volgens Edu-K is die brein-liggaam sisteem onlosmaak:lik verbind en emosionele blokkerings is nie slegs in die denke en intellek van die mens gelee nie, maar ook op sellulere vlak vasgele. Navorsing aan die hand van die idiografiese benadering is gedoen. Vyf proe:tpersone, wat aangemeld is met emosionele probleme, het elkeen 'n reeks Edu-K balanserings ontvang volgens individuele behoeftes. Die doel daarvan was om te bepaal ofEdu-K balanserings sou lei tot verhoogde welsyn. Na die reeks balanserings is daar beduidende positiewe veranderinge waargeneem ten opsigte van emosionele probleme, sowel as verbeteringe in ak.ademiese prestasie. Daar is ook algemene prak.tiese riglyne gegee vir ouers, onderwysers en Opvoedkundige Sielkundiges. / The aim of this investigation was to ascertain whether Educational Kinesiology could be applied by the Educational Psychologist as a psychotherapeutic tool in order to enhance emotional wellbeing. According to Edu-K the mind-body system is inseperably one: emotional blocks are not only situated in the mind and intellect of a person, but are recorded on cellular level as well. Research was done by way of an idiographic approach. Five subjects with emotional problems received a series of balances according to their individual needs. The aim was to ascertain whether Edu-K balances could enhance emotional wellbeing. A significant positive improvement in emotional problems as well as in academic performance were noted. General guidelines for parents, teachers and Educational psychologists are also given. / Psychology of Education / M. Ed. (Voorligting)