Class 12 Education Chapter 6 – Mental Health and Hygiene (English Medium)
Welcome to HSLC Guru. Here are the complete English-medium question answers for ASSEB (Assam State Board) Class 12 Education Chapter 6 – Mental Health and Hygiene. This chapter explains the meaning and aims of mental health and mental hygiene, the characteristics of a mentally healthy person, the causes of maladjustment such as conflict, frustration and anxiety, the common defence mechanisms, and the role of school and teacher in promoting good mental health among students.
About the Chapter
The chapter “Mental Health and Hygiene” deals with one of the most important branches of educational psychology. Just as we look after our physical health, we also need to take care of our mental health. Mental health refers to the state of emotional and psychological well-being in which an individual is able to use his cognitive and emotional capabilities, function in society and meet the ordinary demands of everyday life. Mental hygiene, on the other hand, is the science that deals with the preservation and improvement of mental health and the prevention of mental illness. The chapter discusses how poor adjustment, unresolved conflicts, frustrations and anxieties affect mental health, how individuals use defence mechanisms to protect themselves, and how the school and the teacher can play a vital role in nurturing a mentally healthy generation.
Summary
Meaning of Mental Health: Mental health is a state of well-being in which an individual realizes his own abilities, can cope with the normal stresses of life, can work productively, and is able to make a contribution to his community. According to the World Health Organization (WHO), “Mental health is a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community.” A mentally healthy person is well adjusted with himself, with others and with his environment.
Meaning of Mental Hygiene: The term “mental hygiene” is derived from two words – “mental” meaning related to the mind, and “hygiene” meaning the science of health. So mental hygiene is the science of preserving and promoting mental health. According to Crow and Crow, “Mental hygiene is a science that deals with human welfare and pervades all fields of human relationship.” It studies the causes of mental illness and suggests ways to prevent and cure it.
Aims of Mental Hygiene: (1) To preserve mental health, (2) to prevent mental illness and maladjustment, (3) to cure mental illness, (4) to develop a balanced and integrated personality, (5) to help the individual achieve emotional maturity, (6) to help the individual adjust himself with his environment and society, and (7) to ensure all-round development of the individual.
Signs / Characteristics of Good Mental Health: A mentally healthy person possesses a balanced personality, is emotionally mature, has self-confidence and self-respect, is able to face the realities of life, has a sense of responsibility, maintains good interpersonal relationships, has a sense of humour, is free from worry, anxiety and tension, and is well adjusted with his environment.
Maladjustment: Maladjustment is the inability of an individual to adjust himself with his environment, his family, school and society. It arises when an individual fails to satisfy his needs and desires. Common signs of maladjustment include withdrawal, aggression, day-dreaming, lying, stealing, truancy and emotional instability. The main causes are conflicts, frustration, anxiety, lack of love and affection, faulty upbringing, poor school environment, physical defects and economic problems.
Conflict: Conflict arises when an individual has two or more incompatible motives or desires at the same time. Kurt Lewin classified conflicts into three main types – (1) Approach-Approach Conflict (between two desirable goals), (2) Avoidance-Avoidance Conflict (between two undesirable alternatives), and (3) Approach-Avoidance Conflict (when the same goal has both attractive and unpleasant features). Prolonged conflict creates tension and disturbs mental health.
Frustration: Frustration is an emotional state that arises when an individual is prevented from achieving his goal or satisfying his desire. The obstacles may be physical (poverty, disease), social (family, customs, laws) or personal (lack of ability, inferiority complex). Continuous frustration leads to maladjustment, anger, aggression, depression and even mental illness.
Anxiety: Anxiety is a vague feeling of fear, worry, uneasiness or apprehension about something which may or may not happen. Unlike fear, anxiety has no specific external object. A small amount of anxiety motivates the individual to work hard, but excessive anxiety affects mental health and causes psychosomatic problems like headache, sleeplessness and high blood pressure.
Defence Mechanisms: Defence mechanisms are unconscious mental processes by which an individual protects himself from anxiety, conflict and frustration. The concept was first developed by Sigmund Freud. The major defence mechanisms are:
- Repression: Pushing painful, anxiety-producing thoughts and memories out of conscious awareness into the unconscious mind.
- Rationalization: Giving socially acceptable but false reasons to justify one’s behaviour or failure (the “sour grapes” and “sweet lemon” attitude).
- Projection: Attributing one’s own undesirable traits, faults or feelings to other people.
- Sublimation: Channelling socially unacceptable impulses into socially acceptable and constructive activities such as art, music, sports or service.
- Compensation: Making up for a real or imagined weakness in one area by excelling in another area.
- Identification: Increasing one’s self-esteem by associating oneself with a successful person, group or institution.
- Regression: Returning to an earlier, more childish stage of behaviour to escape the demands of the present.
- Displacement: Redirecting one’s emotions (anger, hostility) from the original source to a less threatening substitute target.
Role of School in Mental Hygiene: Next to the family, the school is the most important agency for promoting mental health. The school should provide a healthy physical and emotional environment, a balanced curriculum, co-curricular activities, guidance and counselling services, opportunities for self-expression, recognition and reward for good work, healthy teacher-pupil relationship, freedom from fear and undue punishment, and proper provision for play and recreation. The discipline should be based on love and understanding rather than on fear.
Role of the Teacher: The teacher must himself be mentally healthy, sympathetic and understanding. He should know each student’s interests, abilities and problems, treat all students with love and equality, avoid harsh punishment, sarcasm and ridicule, encourage self-expression and creativity, build self-confidence in students, identify maladjusted children early and refer them for guidance, maintain proper discipline through example, and create a friendly atmosphere in the classroom.
সাৰাংশ (Summary in Assamese)
মানসিক স্বাস্থ্য মানে এজন ব্যক্তিৰ মানসিক, আৱেগিক আৰু সামাজিক সুস্থতাৰ অৱস্থা — য’ত ব্যক্তিজনে নিজৰ ক্ষমতা উপলব্ধি কৰিব পাৰে, জীৱনৰ সাধাৰণ চাপসমূহৰ সৈতে খাপ খুৱাই চলিব পাৰে আৰু সমাজত উৎপাদনশীল ভূমিকা পালন কৰিব পাৰে। মানসিক স্বাস্থ্যবিজ্ঞান (Mental Hygiene) হৈছে মানসিক স্বাস্থ্য সংৰক্ষণ আৰু উন্নয়নৰ বিজ্ঞান, যাৰ লক্ষ্য হৈছে মানসিক ৰোগ প্ৰতিৰোধ কৰা, সুস্থ ব্যক্তিত্ব গঢ়া আৰু পৰিৱেশৰ সৈতে অভিযোজন সাধন কৰা। সুস্থ মানসিকতা সম্পন্ন ব্যক্তি আৱেগিকভাৱে পৰিপক্ব, আত্মবিশ্বাসী, দায়িত্বশীল আৰু সামাজিকভাৱে সুসামঞ্জস্যপূৰ্ণ হয়। অভিযোজনহীনতা (Maladjustment) দ্বন্দ্ব, কুণ্ঠা আৰু উদ্বেগৰ পৰা উৎপন্ন হয়। ব্যক্তিয়ে এই উদ্বেগৰ পৰা আত্মৰক্ষাৰ বাবে দমন, যুক্তিকৰণ, প্ৰক্ষেপণ, ৰূপান্তৰীকৰণ, ক্ষতিপূৰণ, একাত্মীভৱন, প্ৰত্যাৱৰ্তন আৰু স্থানান্তৰ আদি প্ৰতিৰক্ষা কৌশল ব্যৱহাৰ কৰে। বিদ্যালয় আৰু শিক্ষকে শিশুৰ মানসিক স্বাস্থ্য সুৰক্ষাৰ ক্ষেত্ৰত গুৰুত্বপূৰ্ণ ভূমিকা পালন কৰে — সুস্থ পৰিৱেশ, সঠিক পাঠ্যক্ৰম, সহ-পাঠ্যক্ৰমিক কাৰ্যসূচী, পথ-প্ৰদৰ্শন আৰু স্নেহপূৰ্ণ আচৰণৰ জৰিয়তে।
Textbook Question Answers
1. What is mental health?
Answer: Mental health is a state of well-being in which an individual realizes his own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his community. A mentally healthy person is well adjusted with himself, with others and with his environment, and possesses a balanced and integrated personality.
2. Define mental hygiene.
Answer: Mental hygiene is the science that deals with the preservation, promotion and improvement of mental health and the prevention of mental illness. According to Crow and Crow, “Mental hygiene is a science that deals with human welfare and pervades all fields of human relationships.” It studies the causes of maladjustment and suggests ways to develop a balanced personality.
3. State the aims and objectives of mental hygiene.
Answer: The main aims and objectives of mental hygiene are: (i) to preserve and promote mental health, (ii) to prevent mental illness and maladjustment, (iii) to cure mental illness when it occurs, (iv) to develop a well-balanced and integrated personality, (v) to help individuals achieve emotional maturity, (vi) to help individuals adjust with their environment, and (vii) to ensure the all-round development of the individual.
4. Mention the characteristics of a mentally healthy person.
Answer: A mentally healthy person possesses the following characteristics: (i) a balanced and integrated personality, (ii) emotional maturity and stability, (iii) self-confidence and self-respect, (iv) ability to face the realities of life, (v) good interpersonal relationships, (vi) a sense of humour, (vii) sense of responsibility, (viii) freedom from excessive worry, fear and tension, (ix) ability to control emotions, and (x) good adjustment with his environment.
5. What is maladjustment? Mention its causes.
Answer: Maladjustment is the inability of an individual to adjust himself with his environment, family, school and society. It arises when an individual repeatedly fails to satisfy his needs and desires. The main causes of maladjustment are: (i) unresolved conflicts, (ii) prolonged frustration, (iii) excessive anxiety, (iv) lack of love and affection, (v) faulty upbringing, (vi) poor school environment, (vii) harsh discipline, (viii) physical defects, (ix) inferiority complex, and (x) economic and social problems.
6. What is conflict? Mention the different types of conflict.
Answer: Conflict is a mental state that arises when an individual has two or more incompatible desires, motives or goals at the same time, and the satisfaction of one prevents the satisfaction of the other. According to Kurt Lewin, there are three main types of conflict: (i) Approach-Approach Conflict – conflict between two equally attractive goals; (ii) Avoidance-Avoidance Conflict – conflict between two equally unpleasant alternatives; (iii) Approach-Avoidance Conflict – when the same goal has both pleasant and unpleasant features. A fourth type, Double Approach-Avoidance, is sometimes added.
7. What is frustration? What are the causes of frustration?
Answer: Frustration is the emotional state that arises when an individual is prevented or blocked from achieving a goal or satisfying a desire. The causes of frustration are of three kinds: (i) Physical / Environmental causes – natural calamities, poverty, disease, lack of resources; (ii) Social causes – family restrictions, social customs, laws, discrimination; (iii) Personal causes – lack of ability, inferiority complex, physical defects, conflicting motives.
8. What is anxiety? How does it affect mental health?
Answer: Anxiety is a vague feeling of fear, worry, apprehension or uneasiness about something which may or may not happen. Unlike fear, anxiety has no specific external object. A small amount of anxiety is normal and even useful as it motivates effort, but excessive and prolonged anxiety disturbs mental health, lowers efficiency, causes maladjustment and may lead to psychosomatic problems such as insomnia, headache, hypertension and ulcers.
9. What are defence mechanisms? Why do people use them?
Answer: Defence mechanisms are unconscious mental processes by which an individual protects himself from anxiety, conflict, frustration and threats to self-esteem. The concept was first introduced by Sigmund Freud. People use defence mechanisms to reduce mental tension, to maintain self-respect, to escape from painful realities and to keep the personality in balance. They are useful in moderation, but excessive use leads to maladjustment.
10. Discuss the role of school in promoting mental health.
Answer: Next to the family, the school is the most important agency for promoting mental health. The role of school includes: (i) providing a healthy physical environment with proper light, ventilation and sanitation; (ii) providing a balanced and child-centred curriculum; (iii) organizing co-curricular and recreational activities; (iv) maintaining a healthy teacher-pupil relationship; (v) providing guidance and counselling services; (vi) avoiding harsh discipline and corporal punishment; (vii) recognizing and rewarding good work; (viii) giving freedom of self-expression; (ix) identifying maladjusted children early; and (x) co-operating with the home and community.
11. What is the role of a teacher in mental hygiene?
Answer: The teacher plays a key role in maintaining the mental health of students. He should: (i) himself be mentally healthy, calm and emotionally stable; (ii) understand the interests, abilities and problems of each child; (iii) treat all students with love, sympathy and equality; (iv) avoid sarcasm, ridicule and harsh punishment; (v) encourage creativity and self-expression; (vi) build self-confidence in pupils; (vii) identify maladjusted children and refer them for guidance; (viii) maintain discipline based on love rather than fear; and (ix) act as a friend, philosopher and guide.
Short Answer Type Questions
1. What is repression?
Answer: Repression is a defence mechanism in which painful, anxiety-producing thoughts, memories and impulses are unconsciously pushed out of conscious awareness into the unconscious mind. Freud considered it the most basic of all defence mechanisms.
2. What is rationalization? Give an example.
Answer: Rationalization is the defence mechanism in which a person gives socially acceptable but false or invented reasons to justify his unacceptable behaviour or failure. Example: A student who fails the examination says, “The question paper was very tough” or “The teacher dislikes me.” This includes the “sour grapes” and “sweet lemon” attitudes.
3. What is projection?
Answer: Projection is the defence mechanism in which an individual attributes his own undesirable traits, faults or feelings to other people. Example: A dishonest person believes that all others are dishonest.
4. What is sublimation?
Answer: Sublimation is the defence mechanism in which socially unacceptable impulses are channelled into socially acceptable and constructive activities such as art, music, sports, social service or scientific research. It is considered the most healthy defence mechanism.
5. What is compensation? Give an example.
Answer: Compensation is the defence mechanism in which an individual makes up for a real or imagined weakness in one area by excelling in another. Example: A physically weak boy who cannot play sports may concentrate on academic excellence to gain recognition.
6. What is identification?
Answer: Identification is the defence mechanism in which an individual increases his self-esteem by associating himself with a successful person, group or institution. Example: A child imitates a film star or sports hero.
7. What is regression?
Answer: Regression is the defence mechanism in which a person, when faced with stress, returns to an earlier and more childish form of behaviour. Example: An adult bursting into tears or thumb-sucking when frustrated.
8. What is displacement?
Answer: Displacement is the defence mechanism in which emotions (such as anger or hostility) felt towards one person or object are redirected to a less threatening substitute. Example: A man scolded by his boss comes home and shouts at his wife or child.
9. Distinguish between fear and anxiety.
Answer: Fear is an emotional reaction to a known and definite external danger, while anxiety is a vague feeling of apprehension without any specific external object. Fear disappears when the danger is removed, but anxiety often persists even when there is no real threat.
10. Mention any four signs of maladjustment in school children.
Answer: Four signs of maladjustment in school children are: (i) truancy and absenteeism, (ii) lying and stealing, (iii) day-dreaming and withdrawal, and (iv) aggressive or quarrelsome behaviour. Other signs include nail-biting, bed-wetting, stammering and lack of concentration.
Long Answer Type Questions
1. Define mental health and discuss the characteristics of a mentally healthy person.
Answer: Mental health is the state of psychological well-being in which an individual realizes his own potential, can cope with the normal stresses of life, can work productively, and is able to contribute to his community. According to the WHO, “Mental health is a state of well-being in which the individual realizes his abilities, can cope with the normal stresses of life, work productively and fruitfully, and is able to make a contribution to his community.”
The main characteristics of a mentally healthy person are: (i) Balanced personality – well-integrated cognitive, emotional and social behaviour; (ii) Emotional maturity – ability to control emotions and react appropriately; (iii) Self-confidence – belief in one’s abilities and self-worth; (iv) Sense of reality – ability to perceive the world objectively; (v) Good interpersonal relations – ability to live and work harmoniously with others; (vi) Sense of responsibility – willingness to accept duties; (vii) Sense of humour – ability to laugh and enjoy life; (viii) Freedom from worry and tension; (ix) Adjustment – proper adjustment with self, others and environment; and (x) Social efficiency – capacity to perform useful work for the community.
2. Explain the meaning, nature and aims of mental hygiene.
Answer: Mental hygiene is derived from “mental” (relating to mind) and “hygiene” (science of health). So mental hygiene is the science of preserving and improving mental health and preventing mental disorders. According to Crow and Crow, “Mental hygiene is a science that deals with human welfare and pervades all fields of human relationship.”
Nature: (i) It is both a science and an art; (ii) it is preventive as well as curative; (iii) it is concerned with all human beings, not only the mentally ill; (iv) it is closely related to psychology, education and medicine; (v) it deals with the entire personality of the individual.
Aims: (i) To preserve and promote mental health; (ii) to prevent mental illness; (iii) to cure mental disorders; (iv) to develop a balanced and integrated personality; (v) to help in proper adjustment; (vi) to help achieve emotional maturity; (vii) to develop social efficiency; (viii) to ensure the all-round development of the child.
3. What is conflict? Discuss the various types of conflict with examples.
Answer: Conflict is a mental state arising when two or more incompatible motives, desires or goals exist at the same time. Kurt Lewin classified conflicts into three main types:
- Approach-Approach Conflict: Conflict between two equally attractive but incompatible goals. Example: A student has to choose between two equally good colleges.
- Avoidance-Avoidance Conflict: Conflict between two equally unpleasant alternatives. Example: A child has to choose between studying a boring lesson or being punished by the teacher.
- Approach-Avoidance Conflict: Conflict in which the same goal has both attractive and repelling features. Example: A person wants to eat sweets but is afraid of gaining weight.
- Double Approach-Avoidance Conflict: Two goals each having both attractive and unpleasant features. Example: Choosing between two jobs, each with its own pros and cons.
Prolonged conflict produces tension, anxiety and frustration, which may lead to maladjustment if not resolved.
4. Discuss the major defence mechanisms with suitable examples.
Answer: Defence mechanisms are unconscious mental devices used by individuals to protect themselves from anxiety, frustration and threats to self-esteem. Sigmund Freud first described them. The major defence mechanisms are:
- Repression: Pushing painful memories into the unconscious. Example: Forgetting a traumatic accident.
- Rationalization: Giving false but acceptable reasons. Example: A student who fails blames the question paper.
- Projection: Attributing one’s own faults to others. Example: A jealous person accuses others of being jealous.
- Sublimation: Channelling unacceptable impulses into constructive activities. Example: An aggressive person becomes a successful boxer.
- Compensation: Making up for weakness in one area by excelling in another. Example: A poor student becomes an excellent sportsman.
- Identification: Increasing self-esteem by associating with a successful person. Example: A boy imitates his favourite cricketer.
- Regression: Returning to childish behaviour. Example: An adult crying loudly when frustrated.
- Displacement: Redirecting emotions to a substitute target. Example: A worker scolded by his boss shouts at his wife.
In moderation these mechanisms help in adjustment, but excessive use indicates poor mental health.
5. Discuss the role of school and teacher in promoting the mental health of students.
Answer: The school is the second most important socializing agency after the family. It can play a crucial role in nurturing mental health.
Role of the school: (i) Providing a healthy physical environment – proper buildings, light, ventilation, playground, sanitation; (ii) offering a balanced and child-centred curriculum; (iii) organizing co-curricular activities like games, drama, music and excursions; (iv) maintaining democratic discipline based on love and understanding; (v) providing guidance and counselling services; (vi) recognizing individual differences and giving every child opportunities to develop; (vii) avoiding examination stress, ridicule and corporal punishment; (viii) co-operating with parents and the community; (ix) identifying and helping maladjusted children.
Role of the teacher: (i) The teacher must himself be mentally healthy and emotionally stable; (ii) he should know each student’s background, ability and interest; (iii) treat all children with love and equality; (iv) avoid sarcasm, ridicule and harsh punishment; (v) encourage creativity and self-expression; (vi) build self-confidence and a sense of security; (vii) identify maladjusted children early; (viii) maintain a friendly classroom atmosphere; (ix) act as friend, philosopher and guide; (x) co-operate with parents.
Through these efforts, the school and the teacher together can help build a mentally healthy young generation.
Defence Mechanisms – Quick Reference Table
| Mechanism | Meaning | Example |
|---|---|---|
| Repression | Pushing painful thoughts into the unconscious | Forgetting a traumatic accident |
| Rationalization | Giving false but acceptable reasons for failure | “The question paper was too hard” after failing |
| Projection | Attributing one’s own faults to others | A dishonest person calling others dishonest |
| Sublimation | Channelling impulses into constructive work | Aggressive energy directed into sports |
| Compensation | Excelling in one area to make up for another | A weak student becoming a great singer |
| Identification | Linking oneself with a successful person/group | Imitating a favourite film star |
| Regression | Returning to childish behaviour | An adult crying or sulking when stressed |
| Displacement | Redirecting emotions to a substitute target | Scolded by boss, shouts at wife at home |
Multiple Choice Questions (MCQs)
1. Mental hygiene is the science of:
(a) Physical fitness (b) Preserving and improving mental health (c) Disease diagnosis (d) Personality testing
Answer: (b) Preserving and improving mental health.
2. Who first introduced the concept of defence mechanism?
(a) B.F. Skinner (b) Jean Piaget (c) Sigmund Freud (d) John Dewey
Answer: (c) Sigmund Freud.
3. The most basic defence mechanism according to Freud is:
(a) Projection (b) Repression (c) Sublimation (d) Regression
Answer: (b) Repression.
4. “Sour grapes” attitude is an example of:
(a) Repression (b) Projection (c) Rationalization (d) Sublimation
Answer: (c) Rationalization.
5. Channelling unacceptable impulses into socially acceptable activities is called:
(a) Compensation (b) Displacement (c) Sublimation (d) Identification
Answer: (c) Sublimation.
6. A student fails the exam and blames the teacher. This is:
(a) Projection (b) Rationalization (c) Regression (d) Repression
Answer: (b) Rationalization.
7. A man scolded by his boss comes home and shouts at his wife. This is:
(a) Displacement (b) Compensation (c) Projection (d) Identification
Answer: (a) Displacement.
8. Conflict between two equally attractive goals is called:
(a) Avoidance-Avoidance (b) Approach-Avoidance (c) Approach-Approach (d) Double Approach
Answer: (c) Approach-Approach.
9. Conflict between two unpleasant alternatives is:
(a) Approach-Approach (b) Avoidance-Avoidance (c) Approach-Avoidance (d) None
Answer: (b) Avoidance-Avoidance.
10. Frustration arises mainly due to:
(a) Achievement of goals (b) Blocking of goals (c) Good environment (d) Co-operation
Answer: (b) Blocking of goals.
11. Anxiety differs from fear in that anxiety has:
(a) A definite object (b) No specific external object (c) Visible cause (d) None
Answer: (b) No specific external object.
12. Returning to childish behaviour under stress is called:
(a) Regression (b) Repression (c) Projection (d) Displacement
Answer: (a) Regression.
13. A weak student becomes an excellent sportsman. This is:
(a) Sublimation (b) Compensation (c) Identification (d) Repression
Answer: (b) Compensation.
14. Imitating a film hero is an example of:
(a) Identification (b) Compensation (c) Projection (d) Sublimation
Answer: (a) Identification.
15. Inability to adjust with one’s environment is known as:
(a) Adjustment (b) Maladjustment (c) Sublimation (d) Hygiene
Answer: (b) Maladjustment.
16. Mental health is defined by:
(a) UNESCO (b) WHO (c) UNICEF (d) ILO
Answer: (b) WHO.
17. Which is NOT a sign of good mental health?
(a) Self-confidence (b) Emotional maturity (c) Constant worry (d) Sense of humour
Answer: (c) Constant worry.
18. Which is the most healthy defence mechanism?
(a) Repression (b) Sublimation (c) Regression (d) Projection
Answer: (b) Sublimation.
19. A dishonest person believes others are dishonest. This is:
(a) Projection (b) Repression (c) Compensation (d) Identification
Answer: (a) Projection.
20. The classification of conflicts into Approach-Approach, Avoidance-Avoidance and Approach-Avoidance was given by:
(a) Freud (b) Kurt Lewin (c) Skinner (d) Pavlov
Answer: (b) Kurt Lewin.
21. Which of the following is a cause of maladjustment?
(a) Love and care (b) Healthy school environment (c) Faulty upbringing (d) Recreation
Answer: (c) Faulty upbringing.
22. Which is a psychosomatic symptom of prolonged anxiety?
(a) High blood pressure (b) Strong appetite (c) Sound sleep (d) Cheerfulness
Answer: (a) High blood pressure.
23. The school’s role in mental hygiene is mainly:
(a) Curative only (b) Preventive and developmental (c) Punitive (d) None
Answer: (b) Preventive and developmental.
24. Which is NOT an aim of mental hygiene?
(a) Preserving mental health (b) Preventing mental illness (c) Encouraging maladjustment (d) Promoting balanced personality
Answer: (c) Encouraging maladjustment.
25. The “sweet lemon” attitude is a form of:
(a) Projection (b) Sublimation (c) Rationalization (d) Compensation
Answer: (c) Rationalization.
Key Terms
| Term | Meaning |
|---|---|
| Mental Health | State of psychological well-being and good adjustment |
| Mental Hygiene | Science of preserving and improving mental health |
| Adjustment | Harmony between individual and his environment |
| Maladjustment | Failure to adjust with self, others or environment |
| Conflict | Mental state caused by incompatible motives |
| Frustration | Emotional state due to blocked goals |
| Anxiety | Vague feeling of fear without specific object |
| Defence Mechanism | Unconscious process to reduce anxiety |
| Repression | Pushing painful thoughts into the unconscious |
| Rationalization | Giving acceptable but false reasons |
| Projection | Attributing own faults to others |
| Sublimation | Channelling impulses into constructive work |
| Compensation | Excelling in one area to offset weakness in another |
| Identification | Linking self with successful person or group |
| Regression | Reverting to childish behaviour |
| Displacement | Redirecting emotions to a substitute target |
| Psychosomatic | Physical illness caused by mental factors |