Perfectionism: Its Manifestations and Classroom-Based Interventions

Abstract

Perfectionism, the compulsive striving for unrealistic and unattainable goals, is not limited to gifted individuals. However, research shows that gifted children and adults are at least as susceptible to perfectionistic tendencies as the population at large. Due to their heightened sensitivity, awareness, and abilities, gifted children require affective counseling in order to learn coping skills to help them break the cycle of disabling perfectionism. Teachers of the gifted may use various techniques with which to address these affective needs. Bibliotherapy, group therapeutic discussion, and art activities are all methods through which the negative manifestations of perfectionism—eating disorders, depression, underachievement, substance abuse, obsessive-compulsive personality disorder, and suicide—may be addressed.

Multidimensional perfectionism in a sample of middle school students: An exploratory investigation

“…For example, Hamachek (1978) suggested that psychologists and counselors can aid maladaptive perfectionists by teaching them to: (1) be selective in tasks that require perfectionistic standards; (2) give themselves permission to be imperfect; (3) set reasonable and reachable goals; and (4) choose at least one activity that they can do without self-criticism. Nugent (2000) outlined several ways in which to help maladaptive perfectionistic children accept their limitations including bibliotherapy, group therapy discussion, and art activities. Finally, Chang (2000) suggested that to help the maladaptive perfectionist, illogical and unrealistic thoughts must be replaced by more logical and realistic expectations.…”

“…Nevertheless, no research investigating perfectionism has used general samples of middle-school students. This dearth of research is interesting considering that perfectionism should not be construed as specific only to children with high intellectual ability (Nugent, 2000). Given that parental expectations and pressures for schools to promote academic achievement become more prominent in middle school (Eccles & Midgley, 1989;Roeser, Midgley, & Urdan, 1996;Wentzel, 1997), it is important to understand how perfectionism may differentially interact with various academic and mental health variables among middle-school students in general.…”

Parenting Styles and Adjustment in Gifted Children

“…A predisposition to certain personality traits, such a perfectionism or excitability, can be an explanation. Nugent (2000) suggested that gifted children can be overly perfectionist, which would in turn affect their relationship with their families and friends. Pfeiffer and Stocking (2000) proposed that some gifted children might display high levels of excitability.…”

“…In addition to clinical evidence, some researchers advance theories to explain why gifted children have problems. Based on five studies on gifted adolescents done in the United States, Nugent (2000) reported that some gifted students (up to 87.5% in one study on gifted middle-school students) can have perfectionist tendencies. The author theorized that these perfectionist traits can impact the gifted child's emotional well-being and negatively affect relationships with family and friends.…”

Career Counseling Is Personal Counseling: A Constructivist Approach to Nurturing the Development of Gifted Female Adolescents

“…Bolstering emotional intelligence may prove particularly salient for gifted individuals, who sometimes display deficiencies in affective abilities if they overvalue cognitive capabilities (Kaplan, 1983). Additionally, others name bibliotherapy as an effective tool in combating suicide (Delisle, 1990;Nugent, 2000), handling expectations of others, and reducing maladaptive perfectionism (Adderholdt-Elliott & Eller, 1989)-all issues established as germane to the gifted population. Also dealing with significant concerns of gifted female adolescents, Hebert, Long, and Spiers Neumeister (2001) provided a list of biographies, centered on themes of gender role expectations, relationships, achievement and underachievement concerns, and resilience.…”