is isolated to petty theft, able to function in relationships, work, academics.) traditionally, the mse included the use of standard hypothetical questions such as "what would you do if you found a stamped, addressed envelope lying in the street?"; however contemporary practice is to inquire about how the patient has responded or would respond to real-life challenges and contingencies. assessment would take into account the individual's executive system capacity in terms of impulsiveness, social cognition, self-awareness and planning ability. impaired judgment is not specific to any diagnosis but may be a prominent feature of disorders affecting the frontal lobe of the brain. if a person's judgment is impaired due to mental illness, there might be implications for the person's safety or the safety of others. cultural considerations there are potential problems when the mse is applied in a cross-cultural context, when the clinician and patient are from different cultural backgrounds. for example, the patient's culture might have different norms for appearance, behavior and display of emotions. culturally normative spiritual and religious beliefs need to be distinguished from delusions and hallucinations - these may seem similar to one who does not understand that they have different roots. cognitive assessment must also take the patient's language and educational background into account. clinician's racial bias is another potential confounder. consultation with cultural leaders in community or clinicians when working with aboriginal people can help guide if any cultural phenomena has been considered when completing an mse with aboriginal patients and things to consider from a cross-cultural context ; working together: aboriginal and torres strait islander mental health and wellbeing principles and practice children there are particular challenges in carrying out an mse with young children and others with limited language such as people with intellectual impairment. the examiner would explore and clarify the individual's use of words to describe mood, thought content or perceptions, as words may be used idiosyncratically with a different meaning from that assumed by the examiner. in this group, tools such as play materials, puppets, art materials or diagrams (for instance with multiple choices of facial expressions depicting emotions) may be used to facilitate recall and explanation of experiences.