Perfectionism, Coping, Social Support, and Depression in Maltreated Adolescents

Abstract

The current study examined the associations among dimensions of perfectionism, coping, social support, and depression in 58 adolescents with a history of maltreatment. Participants completed the Child-Adolescent Perfectionism, multidimensional measures of coping and social support, and the CES-D Depression Scale. Correlational analyses showed that depression was associated with socially prescribed perfectionism, internalized emotion-oriented coping, avoidant-oriented distancing, and low family support and peer support. Analyses of coping responses and perfectionism established links between self-oriented perfectionism and internalized emotion-oriented coping responses and self-reliant problem-solving. Socially prescribed perfectionism was associated with avoidance-oriented coping (i.e., distancing). While self-oriented perfectionism and social support were unrelated, socially prescribed perfectionism was associated with reduced levels of family support. Collectively, the findings highlight the roles of poor coping and social support as contributors to the emotional distress experienced by maltreated adolescents. Moreover, it is suggested that the distress experienced by perfectionistic youth with a history of maltreatment reflects, in part, the role of maladaptive coping styles and coping resource deficits. Our findings support further consideration of personality dimensions such as perfectionism as contributors to poor functioning among maltreated youth.

Psychological maltreatment, coping strategies, and mental health problems: A brief and effective measure of psychological maltreatment in adolescents

“…In addition to research supporting the effects of maltreatment experiences, particularly sexual abuse, on the use of coping strategies (Bal et al, 2003;Hager & Runtz, 2012;Runtz & Schallow, 1997;Sabina & Tindale, 2008), these results indicated that psychologically maltreated adolescents use more maladaptive coping and less adaptive coping. This is consistent with previous studies (Bal et al, 2003;Flett et al, 2012;Hager & Runtz, 2012;Kraaij et al, 2003;Runtz & Schallow, 1997;Sabina & Tindale, 2008;Tremblay et al, 1999). Parent-child relationships play a significant role in the development of coping skills (Lerner et al, 2002), and children learn how to cope with stressful events from a young age (Compas et al, 1991).…”

“…Moreover, consistent with the present study, previous evidence supports the notion that active coping strategies are associated with better mental health and wellbeing, whereas avoidant coping strategies are related to various undesirable outcomes (Flett et al, 2012;Kraaij et al, 2003;Runtz & Schallow, 1997;Tremblay et al, 1999). The ability to cope and adapt to stressors is a central facet of individual development (Compas, Connor-Smith, Saltzman, Thomsen, & Wadsworth, 2001), and individuals use a variety of coping strategies in order to reduce or manage the physical, psychological, or social effects of stressful life events (Lazarus & Folkman, 1984).…”

“…The literature demonstrates the effects of coping strategies on youths' mental health and wellbeing, and it has revealed that active coping strategies are associated with better mental health and wellbeing, whereas the use of avoidant coping is related to various undesirable outcomes (Flett, Druckman, Hewitt, & Wekerle, 2012;Kraaij et al, 2003;Runtz & Schallow, 1997;Tremblay, Hébert, & Piché, 1999). Individuals use a variety of coping strategies in order to reduce or manage the physical, psychological, or social harm of stressors (Lazarus & Folkman, 1984), and adaptive coping strategies-active or problem-focused-are considered a significant component of resilience in the face of negative life events (Carroll, 2013).…”

Multidimensional Perfectionism and Internalizing Problems: Do Teacher and Classmate Support Matter?

“…Social support is a likely moderator in the relation between perfectionism and internalizing problems, but investigating which specific sources of social support (e.g., peers vs. teachers) buffer the association is an important next step. In one study of 58 adolescents with a history of abuse, Flett et al (2012) found maladaptive perfectionism to be significantly and negatively correlated to family support, but not peer or classmate support. This is the only known study to examine social support and perfectionism in a sample of adolescents.…”

“…limitations and find appropriate coping methods (Flett, Druckman, Hewitt, & Wekerle, 2012), while maladaptive perfectionists are more likely to think dichotomously and are often driven by a fear of failure and disappointing others . Furthermore, the perceptions and cognitive styles of maladaptive perfectionists may differ from adaptive perfectionists.…”