CHAPTER 8 by Patricia Schuler, Ph.D.

1. Tricia Bower Anna Rader CHAPTER 8by Patricia Schuler, Ph.D. Perfectionism in Gifted Children & Adolescents

2. Perfectionism is… The Striving For Flawlessness Mofield, 2010

3. Gifted Children & Adolescents3 Common Denominators: • perfectionistic characteristics • possible force behind high achievement • appear to be more perfectionistic than average-ability peers Evidence from clinical studies, and related research: Adderholdt, 1984; Ford, 1989; Hollingworth, 1926; Karnes & Oeher-Stinnett, 1986; Lovecky, 1994; Oden, 1968; Roeper, 1982; Silverman, 1990; Whitmore, 1980). (Neihart, 2002) Image: http://4.bp.blogspot.com/_g4Jbow2EMuM/TLf4jSfRxLI/AAAAAAAABPo/qwfv1jW6084/s1600/perfectionism-756242.jpg

4. Perfectionism is not always a bad trait. If channeled positively it may… If channeled negatively it may… • inspire satisfaction. • provide creative contributions. • be a driving force to success. • translate into try again and again until I am successful! • cause intense frustration and anxiety. • become paralyzing or disabling. • encourage academic procrastination and avoidance. (Neihart, 2002) Image: http://www.psychologytoday.com/files/u45/accomplishment-vs-perfectionism.png

5. Perfectionism is: • a combination of thoughts and behaviors. • often linked to high expectations. • related to one’s performance. • reputed to be psychologically unhealthy. • a common counseling focus for gifted children/adolescents. • reflected in a variety of psychological issues. Image: http://www.psychologytoday.com/files/u45/accomplishment-vs-perfectionism.png (Neihart, 2002)

6. Theorists(perfectionism – a constructive part of development) • Adler (1973) • striving to rise above feelings • despair • hopelessness • Dabrowski (1972) • not a maladjustment • driving force • promotes higher levels of individual develpment • Lazarfield (1991) • striving • realistic • useful • becomes neurotic if withdrawal from reality • Maslow (1970) • absence of neurosis • struggle for perfection • toward self-actualization • use of potential, capabilities & talents

7. Theorists(perfectionism – a damaging part of development) • Burns (1980) • compulsive • insistent strain • unfeasible goal-setting • Pacht & Burns • self-worth is measured by accomplishments • distortions in thinking • related to multiple psychological issues • Depression • Eating disorders • Writer’s block • Migraines, • Sexual dysfunction • Obsessive-compulsive personality disorder • Dysmorephophobia • Suicide • Type-A coronary-prone behavior Pacht found that perfectionism is associated with (Neihart, 2002)

8. Personality Theories(perfectionism – manager of behavior and thinking) Hamacheck (1978) Normal Neurotic • receive pleasure from working hard • comfortable with being less exact if the activity allows • healthy consequences • unable to achieve satisfaction • feel undeserving of satisfaction • cause other psychological issues Bransky, Jenkins-Friedman, & Murphy (1987) Enabling Disabling Both groups of researchers discovered six common behaviors present in “normal” and “neurotic” perfectionist. Duration and intensity are the distinguishing factors present (next slide). (Neihart, 2002)

9. 6 Explicit BehaviorsHamachek & Bransky et. al • depression • a nagging “I should” feeling • shame and guilt feelings • face-saving behavior • shyness and procrastination • self-deprecation (Neihart, 2002)

10. Possible Causes: • Dabrowsk (1972), Kerr (1991), & Silverman (1990) • inborn • high standards from within • Rowell (1986) • perfectionistic parents • Ablard & Parker (1997) • parents interested in performance more than learning • Leman (1985) • first born or only child • Brophy (1986) & Crespi (1990) • dysfunctional family • Elkind (1981) • Intensive, early academic training • Barrow & Moore (1983) • media • teachers • peers (Neihart, 2002)

11. - Linda Kreger Silverman – View On Perfectionism • most misunderstood aspect of gifted personality • psychological field • characterizes it in negative ways • counterproductive to development of gifted individual • positive as well as negative • higher consciousness • Dabrowski’s theory • perfectionism becomes catalyst • self-actualization • humanitarian ideas (Silverman, 2007)

12. - Linda Kreger Silverman –Proposes possible factors linking giftedness and perfectionism: • superior goals • more abstract • require conceptual thinking • standards are set according to mental age • may become frustrated • resulting from asynchronous development • older friends • set goals accordingly • tend to be successful • avoid failure and consequence (Dweck, 2000) • work is easy • strive for perfection • place value on reward (grade, stickers, etc.) • perfectionist teachers • competitive peers • 50% of gifted population introverts • this personality type tends to be perfectionistic (Neihart, 2002)

13. How can we measure perfectionism? • Burn (1980) • Burns Perfectionism Scale • personal standards • concern over mistakes • Hewitt & Flett (1989) • Multidimensional Perfectionism Scale • interpersonal aspects • Frost, Marten, Lahart, & Rosenblate (1990) • Multidimensional Perfectionism Scale • intrapersonal nature • based on Hamachek’s construct • concern over making mistakes • high personal standards • perception of parental criticism, • doubting quality of actions • high preference for order and organization (Neihart, 2002)

14. Should Perfectionism be a Characteristic of Giftedness? • University of Calgary, Canada • Sal Mendaglio, PhD argues that it should not be because: • current measurements are not enough • perfectionism should not be included as a characteristic • lack of research • nonempirical literature (Mendaglio, 2007)

15. Gifted Children & AdolescentsWhere is the research? • Baker (1996) & Robers & Lovet (1994) • found statistically higher levels of perfectionism among gifted adolescents than nongifted students • studied grades 7-9 • discovered that gifted girls report higher levels than nongifted girls • Kramer (1988) proposes • girls show more perfectionistic tendencies than boys • levels increase from elementary to high school • Data • case studies • anecdotal records • few empirical studies • evidence collected for adults and college students • Schuler & Siegle (2000) found tendencies • in all socioeconomic • racial/ethnic statuses • studied gifted grades 6, 7, and 8 • Schuler noted that gifted adolescents perceive perfectionism as both helpful and harmful. (Neihart, 2002)

16. Question: If during the first 5 or 6 years of school, a child earns good grades and high praise without having to make much effort, what are all the things he doesn’t learn that most children learn by 3rd grade? Roberts, 2008

17. Answer: HOW TO FAIL Roberts, 2008

18. Quality learning involves risk taking! Mofield, 2010

19. Parents & Teacher Recommendations • High goals are okay. ★ • Encourage high accomplishments. ★ • Set appropriate expectations for gifted children. • Regardless of cause, negative manifestations need to be addressed. ★ • Be cautious about viewing perfectionism as unhealthy. ★ • Emphasize that setbacks are learning opportunities.★ • Praise effort and determination rather than being smart/ talented. ★ • Encourage children to focus their efforts into what they care about most as opposed to doing “everything” well. ★ • Help them develop passion, progress, creative achievement, and celebration of attainment. ★ (Neihart, 2002)

20. Parents & Teacher Recommendationscontinued… • Create atmosphere where students can appreciate the value of mistakes and failure. • Mistakes should be informative. • Emphasize process and growth versus final product. • Teachers should readily share mistakes. • model coping strategies • Be mindful of your own perfectionistic tendencies. • Demonstrate unconditional love and acceptance. (Neumeister, 2007)

21. Parents & Teacher Recommendationscontinued… • Learn how perfectionism effects the social and emotional traits of gifted students. • Recognize stressful perfectionism. • Expect excellence, not perfection. • Discuss how high standards motivate good work. • Encourage the flexible and creative principle “dare to dream”. Reward creativity. • Offer choices. (Davis, 2004)

22. …meets emotional needs such as the need for appreciation and acceptance. Activities should focus on emotional needs by… Affective Curriculum is one that… Grouping gifted students together Bibliotherapy: reading for self- understanding in solving personal problems Group discussions Mofield, 2010

23. Examine how the role of parents as perceived contributors to the development of perfectionism may change across development. • Examine the developmental trajectory of perfectionism typologies in gifted students. • Develop scales for measuring perfectionism in the elementary population. • Clarify the current mixed research findings on whether or not the incidence of perfectionism is greater within the gifted population. • Conduct cross-cultural studies. • Examine level of challenge in relationship to perfectionism. • Examine the effects of interventions on reducing maladaptive forms of perfectionism in the gifted. (Neumeister, 2007) Where do we go from here? There is a need for more research and future studies on perfectionism in gifted students.

24. The Life of a Perfectionist On the following slides, you will be exposed to feelings and thought processes inspired by perfectionism.

25. Perfectionism as a cycle: http://sydney.edu.au/stuserv/images/counsellingService/Learn_To_Manage_Perfectionism_Diagram.jpg

26. Perfectionist Characteristics • Believes that what she can do is more important and valuable than who she is. • Believes that her worth is as a human being depends on being perfect. • Sets impossible goals for herself • Has been praised consistently for her “greatness” and exceptional ability; fears she will lose the regard of others if she can’t continue to demonstrate that exceptionality. • May suffer from the “Imposter Syndrome” the belief that she isn’t really very capable and doesn’t deserve her success. • Resists challenging word for fear that her struggle will be seen by others. • Works very slowly in the hope that her product will be perfect. • Discovers a mistake in her work; erases until there is a hole in the paper, or crumples up the paper and throws it away. (Winebrenner, 2001)

27. Perfectionist Characteristics Continued… • Limits options and avoids taking risks. • Procrastinates to the point at which work never gets done or even started. • May cry easily in frustration when her word at school doesn’t seem to reach a state of being perfect. • Asks for lost of extra time to complete her work. • Asks for lots of help and reassurance from the teacher. • Cant take criticism or suggestions for improvement without being defensive, angry, or tearful. • Expects other people to be perfect- especially classmates, teammates, and teachers. • Is never satisfied with her successes. (Winebrenner, 2001)

28. How a Perfectionist Acts • Over-commits himself • Rarely Delegates work to others • Has a hard time making choices • Always Has to be in control • Competes Fiercely • Arrives late because one more thing had to be done • Always does last-minute cramming • Gets carried away with the details • Constantly busies himself with something or other • Never seems satisfied with His word • Procrastinates • Frequently criticizes others • Refuses to hear criticism of himself • Pays more attention to negative than positive comments • Checks up on other people’s word • Calls himself “stupid” when he does something imperfectly (Delisle, 2002)

29. What a Perfectionist Thinks • “If I can’t do it perfectly, what’s the point?” • “I should excel at everything I do.” • I always have to stay ahead of others.” • “I should finish a job before doing anything else.” • Every detail of a job should be perfect.” • “Things should be done right the first time.” • There is only one right way to do things” • “I’m a wonderful person if I do well; I’m a lousy person if I do poorly.” • “I’m never good enough.” • “I’m stupid.” • “I can’t do anything right.” • “I’m unlikable.” • “I’d better not make a mistake here, or people will think I’m not very (smart, good, capable).” • “If I goof up, something’s wrong with me.” • “People shouldn’t criticize me.” • “Everything should be clearly black or white. Grays are a sign of confused thinking.” (Desile, 2002)

30. How a Perfectionist Feels • Deeply embarrassed about mistakes she makes • Disgusted or angry with herself when she is criticized • Anxious when stating her opinion to others • Extremely worried about details • Angry if her routine is interrupted • Nervous when things around her are messy • Fearful or anxious a lot of the time • Exhausted and unable to relax • Plagued by self-hatred • Afraid of appearing stupid • Afraid of being rejected • Afraid of appearing incompetent • Ashamed of having fears • Discouraged • Guilty about letting others down (Delisle, 2002)

31. The First Honest Book About Lies by JonniKincher is a treasure-trove of remedies of the need to be right. Warm and lighthearted examples cover: ideas thought to be true that turned out to be wrong. It is fun to read and helps our perfectionists give them selves and others a break. Brenneman,2007 On Perfectionism: Reading Suggestion

32. Nurturing Suggestion Remind yourself: Done is better then perfect. Brenneman, 2007

33. Counselors can help… • Recognize strengths and weaknesses, and understand that no one is superior in everything. • Appreciate similarities and differences among people. • Accept mistakes: help them reduce their fear of failure. • Analyze personal problems. • Develop creative and problem-solving skills. • Develop a good attitude toward learning, school, and society. Davis, 2004

34. Resources Delisle, Jim & Galbraith, Judy. (2002). When gifted Kids Don’t Have All the Answers. Minneapolis, MN: Free Spirit Publishing. Davis, Gary A. & Rimm, Sylvia, B. (2004). Education of the Gifted and Talented (5th ed.). Boston, MA: Pearson Education, Inc. Brenneman, Judy F., Kay, Kiesa & Robson, Deborah (2007). High IQ Kids. Minneapolis, MN: Free Spirit Publishing Inc. Neumeister, Kristie S. ( 2007). Perfectionism in Gifted Students: An Ovperview of Current Research. Gifted Education International, 23, 254-263. Mendaglio, Sal (2007). Should Perfectionism be a Characteristic of Giftedness? Gifted Education International, 23, 89-100. Mofield, Emily Lynne (2010). Addressing Multidimensional Perfectionism in Gifted Adolescents With Affective Curriculum. Journal for the Education of the Gifted, 33, 479–513.

35. Resources continued… Roberts, Julia.(2008) Differentiation: The only Route to Continuous Progress. Presented at the Pennsylvania Association for Gifted Education Conference. Silverman, Linda (1993). Counseling the Gifted and Talented. Greeley, CO: Alps Publishing. Silverman, Linda (1999). Perfectionism: The Crucible of Giftedness. Advanced Development, 8, 47-61. Winebrenner, Susan (2001). Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit Press Publishing Inc.