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Mental Health Test Revision
Command Terms
List
Use dot points
If a number of terms is specified, dont provide more examples than this
Identify
Recognise/name/state key points, characteristics, terms or features
Define
State or explain the meaning of the term
Do not use the term in your definition
Outline
Provide a brief summary of the term/topic in sentence format
Consider using examples to show your understanding of
Describe
Provide a general description of to show in-depth understanding of the concepts/terms
Requires a sentence response
Explain
Give a higher level of detail to help the reader gain a greater understanding of the concepts/terms
Requires a sentence response
Compare
Identify the similarities
Identify the differences
Unpack those similarities and differences
Distinguish
Make clear differences between two or more concepts, topics or examples
Justify
Explain why the option you chose is the best option
Provide evidence or data to support
Discuss
Go into detail about the characteristics of a key concept
Use examples to support your answer
Evaluate
Address the positives and negatives or strengths and weaknesses then make a judgement
Question Answering Format - CHUCKA
C | circle | C | command terms |
H | highlight | K | key knowledge |
U | underline | A | allocated points (marks) |
WHO’s Definition of Health
“Health is a state of complete physical, mental and social well-being and not merely the absence of disease of infirmity*”
*infirmity means “physical or mental weakness”
Dimensions of Health
Dimensions of Health | Definition |
Social | Is the ability to form meaningful and satisfying relationships with others and the ability to manage or adapt appropriately to different social situations |
Physical | Relates to the functioning of the body and its systems; it includes the physical capacity to perform daily activities or tasks |
Mental | Relates to the state of a person’s mind or brain and the ability to think and process information |
Spiritual | Relates to ideas, beliefs, values, and ethics that arise in the minds and conscience of human beings. It includes the concepts of hope, peace, a guiding sense of meaning or value, and reflection on your place in the world. |
Emotional | Relates to the ability to express emotions and feelings in a positive way |
Emotions vs Feelings
Emotions are sensations in the body, which can manifest consciously or subconsciously, whereas feelings are generated thoughts about emotions, which are experienced consciously.
Facial Cues
Disgust
Show upper teeth
Crinkle nose
Anger
Two vertical lines between eyebrows
Harden lower eyelids
Tense lips
Sadness
Frown
Puffed out lower lip (quivering)
Eyebrows scrunched (inner corners of eyebrows pinched together)
Teary eyes
Happiness
When upper cheek muscles are engaged while smiling
Giant smile reaching eyes
Fear
Eyelids and eyebrows ‘out of the way’
Wide eyes and high (flat) eyebrows
Surprise
Raise eyebrows high (upside-down Us)
Jaw dropped (mouth wide)
Contempt
One sided mouth raise like a smirk
ABCDE Model
Step | Explanation | |
A | Activating Event (or situation) | The event your client faces that triggers unwanted responses) |
B | Beliefs | The thoughts and beliefs your client holds about A |
C | Consequences | The internal and external behaviours that result from B |
D | Dispute | Challenging the beliefs and thoughts at B Are they rational? |
E | Exchange | Exchange old beliefs and thoughts for new, rational, balanced ones |
Example of ABCDE Model
Scenario: there are no more seats at the table with your friends so you need to sit alone
Model | Relevant information/actions specific to the scenario |
A | No seats = cant sit with friends (“sorry, we’re full”) |
B | Feels rejected, unwanted, like the friends don’t like them or want to be friends |
C | Feels sad, stays seperate from others, sits alone, leaves the group |
D | Is there any other evidence their friends don’t like them? |
E | Catch themselves displaying old mindsets |
Definition of Mindset
“Mindset is a habitual/characteristic mental attitude that determines how you will interpret and respond to situations”
Common Thinking Errors
NAME | DESCRIPTION | EXAMPLE |
Magnification and Minimisation | Refers to exaggerating or minimising the importance of events | Believing your own achievements are unimportant Believing your mistakes are excessively important |
Overgeneralisation | Refers to making broad interpretations from a single or few events | “I felt awkward during that interview. I am always so awkward” |
Magical Thinking | The belief that thoughts, actions or emotions influence unrelated situations | “If I hadn’t hoped something bad would happen to him he wouldn’t have gotten into an accident” |
Personalisation | The belief that you are responsible for events outside of your control | When your basketball team looses a game, you think its entirely your fault |
Jumping To Conclusions | Interpreting the meaning of a situation with little or no evidence | “I bet no one will come to my birthday party” |
Emotional Reasoning | The assumption that emotions reflect the way things really are | “I feel like a bad friend, therefore I must be a bad friend” |
Disqualifying The Positive | Recognising only the negative aspects of a situation while ignoring the positive | You might receive many compliments, but only focus on the single piece of negative feedback |
“Should” Statements | The belief that things should be a certain way | “I should always be perfect” |
All-Or-Nothing Thinking | Thinking in absolute ways such as “always”, “never”, or “every” Looking at things in black and white categories | “I never do a good enough job on anything” |
The Fight Flight or Freeze Response
Is a survival mechanism
Is an involuntary response
Triggered by threatening, fearful or other stressful situations
Whether we fight, flight or freeze depends on the situation and the proximity of the threat
Results in psychological changes produced by the sympathetic nervous system (part of the PNS) in readiness for:
Fight- confronting and fighting off the threat
Flight- Escaping by running to safety
Freeze (Parasympathetic)- Keeping absolutely still to avoid detection
What happens in the brain
During periods of intense stress (physical or psychological) the body enters a state of ‘fight flight or freeze’
During the FFF response, feelings and emotions bypass the prefrontal cortex (which rationalises the feelings)
Without the prefrontal cortex, we act reactively and can feel less in control of our feelings
In order to remain in control of emotions, we require a safe processing environment
The reaction begins in your AMYGDALA. Remember that the AMYGDALA is responsible for perceived FEAR.
The AMYGDALA responds by sending signals to the HYPOTHALAMUS, which stimulates the AUTONOMIC nervous system (ANS) and the adrenal cortex.
The AUTONOMIC nervous system can activate either the SYMPATHETIC nervous system (which drives the FLIGHT-OR-FIGHT response) or the PARASYMPATHETIC nervous system (which drives FREEZING*).
Your reaction depends on WHICH SYSTEM DOMINATES THE RESPONSE AT THE TIME
*also thought to be activated by the SNS
The Window of Tolerance
Is a concept to describe the optimal zone of “arousal” for a person to function in every day life
Within this zone or window, a person can effectively manage and cope with their emotions
HYPERarousal
Also known as fight or flight response
Is a heightened state of activation/energy
HYPOarousal
Also known as “shutdown” or “collapse” response or freeze
Like hyperarousal, it can be triggered by feeling threatened, recounting traumatic memories, or feeling emotions associated with past trauma
Grounding Strategies
STRATEGY NAME | DESCRIPTION |
Box Breathing | Draw a box on yourself or visualise and breathe along with it (up/down = breath in/out, left/right = hold) |
Finger Tapping | Slowly tapping the tip of each finger against the tip of the thumb |
5-4-3-2-1 | 5 things you can see 4 things you can touch 3 things your can hear 2 things you can smell 1 thing you can tase |
Reorienting Yourself | Questions: “Where am i?”, “What is the day today?”, etc. |
Mindful Observation | Notice an object in your immediate surroundings and spend at least 10 minutes observing it in detail then find another object |
Finding Your Feet | Place your feet on the floor and think about them |
Body Awareness | Take time to tense and relax each part of your body and focus on them and take 5 breaths at the start |
Imagine Yourself Somewhere Safe | Imagine yourself somewhere safe in great detail and notice how it feels to be completely calm and peaceful |
Categories | Think of a category (e.g. animals) and name one thing for each letter of the alphabet in order (e.g. aardvark, bear, cat, dog) |
Describe An Activity | Describe an everyday activity in great detail (e.g. going outside) |
Mental Exercises | e.g. count backwards from 10 by 7, name all of you family members, name all the objects you can see, etc. |
Emotion Coaching
STEP | DESCRIPTION | EXAMPLE PHRASING |
Be aware of emotions | Tune into the persons feelings as your own and understand that they are natural | “Is everything okay? Tell me whats going through your head” |
Connect with the person | Use emotional moments as opportunities to connect, try not to dismiss or avoid emotions | “I get mad when things don’t work well too” |
Listen with empathy and validate | Respect the person’s feelings by taking time to listen respectfully | “This is a really tough situation” |
Label emotions | Help the person identify and name emotions | |
Find good solutions | Explore solutions to problems together, avoid fixing the problem on the person’s behalf | “What could your next steps be?” |
NoteStudied by 22 peopleNoteStudied by 19 peopleNoteStudied by 7 peopleNoteStudied by 43 peopleNoteStudied by 2 peopleNoteStudied by 127 people