Understanding and Treating Perfectionistic College Students

Abstract

In the first part of this article we present several perspectives on maladaptive perfectionism and discuss the origins and characteristics of this cognitive-behavioral pattern. In the second part of the article, we offer some recommendations for treating college students who are troubled by ego-dystonic perfectionism. Richard P. Halgin is an associate professor in the

Emergent themes in the writing of perfectionists: A qualitative study

“…The paucity of published research on treatment is in part explained by the slim likelihood that an individual would come to therapy exclusively to confront her or his perfectionism. Halgin and Leahy (1989) wrote that ''experienced mental health professionals know that college students do not seek treatment for perfectionism'' (p. 223), and results from this and other studies suggest that individuals plainly may not want to address their perfectionism. Conceivably, a lack of willingness to surrender one's perfectionism may derive from its positive concomitants (e.g., praiseworthy achievement in school or work).…”

The Effect of Meditation on Self-Reported Measures of Stress, Anxiety, Depression, and Perfectionism in a College Population

“…Several studies have highlighted that students experiencing anxiety and depression are at risk for academic difficulties and suicide (Deroma, Leach, & Leverett, 2009;Ratanasiripong, Sverduk, Hayashino, & Prince, 2010). Maladaptive perfectionism is a less frequently studied problem, but is highly correlated with these issues (Halgin & Leahy, 1989). Given the significant rise in mental health issues and demands for services in colleges and universities, it is important to offer additional methods to address these concerns aside from traditional counseling and psychotherapy.…”

Anxiety, Depression and the 4.0

“…Becausc they doubt thcir self-worth, it is important for them to continually exhibit to themselves and to others that they are competent-competent in ways that can be measured and recognized by others (Halgin & Leahy, 1989). So, ifthings are not going so well at home, these women redouble their cfforts at school.…”