Through the first half of the 20th century, the fields of clinical psychology and psychiatry were focused primarily on the treatment of illness, and the language used reflected that orientation — terms such as "mental hygiene" and "mental health care" were predominant. In the latter half of the 20th century, however, the concept broadened significantly, coming to encompass not only the treatment of disorder but the active promotion of social participation and wellbeing. Among the various definitions that have emerged, the most widely adopted remains the following statement from the WHO.

• Mental health is not merely the absence of mental disorder. It is a state of well-being in which every individual realizes their own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to their community. (WHO, 2007) [1]

This assessment takes the WHO definition as its foundational framework. At the same time, the WHO has not itself developed a scale for measuring mental health status. This assessment therefore drew on a range of related scales and theoretical frameworks, reviewing prior research including the MHC-SF [2][3], the General Health Questionnaire (GHQ) [4], and the five dimensions of Positive Psychology [5].

A team of certified psychologists, clinical psychologists, and graduates of psychology master's programs conducted brainstorming sessions to generate candidate items. These were then grouped using the KJ method, resulting in eight clusters. The items were subsequently reviewed and refined, with three questions selected per dimension to allow the assessment to be completed in a relatively short time while still providing clear and meaningful results.

• ① Depression
• 1. I feel my life is fulfilling.
• 2. I am generally in a positive and upbeat mood.
• 3. I feel I am sleeping well.
• ＊Higher scores indicate lower levels of depression.
• ② Anxiety
• 4. I tend to think optimistically.
• 5. I feel confident that I will be living a stable and secure life in the future.
• 6. I tend to feel at ease in most situations.
• ＊Higher scores indicate lower levels of anxiety.
• ③ Loneliness
• 7. I feel my relationships with others are fulfilling.
• 8. I have people in my life who genuinely understand me.
• 9. I have plenty of opportunities for conversation with others.
• ＊Higher scores indicate lower levels of loneliness.
• ④ Cognitive Health
• 10. I am able to think about things in a balanced way.
• 11. I tend to think logically rather than getting caught up in emotions.
• 12. I try to think realistically rather than jumping to conclusions.
• ⑤ Social Support
• 13. I have people who will help me when I am in difficulty.
• 14. I have people I can talk to when I have worries or concerns.
• 15. I have an environment where I can have enjoyable conversations.
• ⑥ Social Skills
• 16. I am able to engage in sociable conversation.
• 17. I am able to interact with others with a smile.
• 18. I am able to speak up when something bothers me.
• ⑦ Self-Actualization
• 19. I have a clear sense of what I want to do with my life.
• 20. I feel I am making full use of my abilities.
• 21. I am working toward my goals with a sense of purpose and engagement.
• ⑧ Social Role
• 22. I feel I am contributing to society.
• 23. I feel I am needed by society.
• 24. I feel recognized and valued by those around me.

● Number of Questions

8 factors × 3 questions each

● 5-Point Scale

Strongly Disagree　　0

Disagree　　　　　　1

Neutral　　　　　　　2

Agree　　　　　　　　3

Strongly Agree　　　4

● High / Moderate / Low Threshold per Factor

9 to 12　　Good　　6 to 8　　Fair　　0 to 5　　Poor

● Overall Score Thresholds

78 to 96　　Excellent

58 to 77　　Good

44 to 57　　Fair

0 to 43　　　Poor

For each dimension, we provided an evaluation of approximately 1,000 characters covering key characteristics and points to be aware of. The content was developed based on prior research and the clinical experience of the authors.

This assessment has not been subjected to factor analysis or checks for reliability and validity. It reflects the professional judgment of specialists, but please note that it lacks sufficient statistical grounding and is not intended for use in academic research.

[1] WHO. Mental health: strengthening our response. Fact sheet, updated April 2016. http://www.who.int/mediacentre/factsheets/fs220/en/

[2] Okata, H., Sawada, Y., Ogata, A., Yajima, Y., & Sakano, Y. (2021). Validity and reliability of the Japanese version of the Mental Health Continuum Short Form (MHC-SF-J) in older adults.

[3] Joshanloo, M., & Lamers, S. M. A. (2016). Reinvestigation of the factor structure of the MHC-SF in the Netherlands: Contributions of exploratory structural equation modeling. Personality and Individual Differences, 97, 8–12. doi:10.1016/j.paid.2016.02.089

[4] Nakagawa, Y., & Daibo, I. (1985). Japanese GHQ Mental Health Questionnaire Manual. Nihon Bunka Kagakusha, Tokyo.

[5] Seligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive Psychology. Oxford University Press.

* Additional References

Matsubara, T., Miyazaki, K., & Miyake, T. (2006). Development of a mental health scale for university students and factors predicting school refusal tendencies. Bulletin of the Rissho University Institute of Psychology, 4, 1–12.

Suzuki, M. (2010). An attempt to construct a mental health scale for middle school students: As part of school counselor activities. Toho Gakushi, 39(2), 113–120.

Kessler Psychological Distress Scale (K10). Retrieved from https://www.aci.health.nsw.gov.au/__data/assets/pdf_file/0015/212901/Kessler_10_and_scoring.pdf

Japanese version of the Quick Inventory of Depressive Symptomatology Self-Report (QIDS-SR).