NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1412341
Record Type: Journal
Publication Date: 2023
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2164-3989
Available Date: N/A
Supporting Early College High School Students: The Effects of Cognitive Behavioral Therapy for Perfectionism on Perfectionism, Negative Affectivity, and Social-Emotional Well-Being
Arielle Bendit; Melissa Mariani; Paul Peluso; Elisa Calabrese
Professional Counselor, v13 n3 p222-237 2023
Meeting the unique needs of high-achieving students is particularly challenging for professional counselors. Currently, there is a paucity of research that prioritizes the needs and social-emotional development of high-achieving students in accelerated curricula. This study examined the effectiveness of a modified version of the cognitive behavioral therapy for perfectionism (CBT-P) small group intervention on the perfectionism, negative affectivity, and social-emotional well-being of high-achieving students. A series of ANCOVA analyses revealed a statistically significant difference in negative affectivity and self-oriented perfectionism between treatment (n = 20) and comparison (n = 21) groups. No statistically significant difference was found regarding participants' socially prescribed perfectionism or social-emotional well-being. The modified CBT-P yielded large effects ([partial eta-squared] = 0.22) in reducing negative affectivity and medium effects ([partial eta-squared] = 0.11) in reducing self-oriented perfectionism. These findings further support this population's need for specialized school-based interventions and illuminate future research directions.
National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A