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    Non-suicidal self-injury and perfectionism in young adults : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Albany, New Zealand
    (Massey University, 2022) Cory, Emily
    Non-suicidal self-injury (NSSI) and perfectionism have each been foci of psychological research, however, the relationship between them has only recently begun to be examined. Further study is needed to understand if and how these concepts relate and the possible causal mechanisms underpinning this relationship. Discussion of the lived experiences of those who are perfectionistic and engage in NSSI also appears to be underrepresented in the literature. The current research, therefore, aims to examine the relationship between NSSI and perfectionism in young adults in New Zealand. The research also aims to examine the interpersonal theory of suicide (Joiner, 2005; Van Orden et al., 2010) to achieve a deeper understanding of the mechanisms of the relationship between NSSI and perfectionism. Using a two-stage data collection and analysis approach, New Zealand participants aged 18 to 35 years old first completed an online, self-report questionnaire to measure their engagement in NSSI, relative levels of perfectionism, and relative levels of thwarted belongingness and perceived burdensomeness. Secondly, a smaller subset of participants with a history of NSSI and experiences of perfectionism engaged in a semi-structured interview to discuss these experiences. Statistical analyses of the survey data supported overall perfectionism as positively related to NSSI. When perfectionism was broken down into two dimensions, both perfectionistic strivings and perfectionistic concerns were found to be positively related to NSSI. Overall perfectionism and perfectionistic concerns were both positively related to thwarted belongingness and perceived burdensomeness, while perfectionistic strivings was not. Thwarted belongingness and perceived burdensomeness were also positively related to NSSI. Finally, the relationship between both overall perfectionism and NSSI and perfectionistic concerns and NSSI were found to be partially mediated by perceived burdensomeness. The use of thematic analysis abstracted five main themes from the semi-structured interviews. These themes were: functions of NSSI; perfectionism and academic grades; perfectionism affected by others; NSSI scars and perfectionism; and failing to meet perfectionistic standards and engaging in NSSI. Overall, the current study found a positive relationship between perfectionism and NSSI and demonstrated that perceived burdensomeness may partially mediate this relationship. These findings may have important implications for clinicians working with individuals with perfectionism that engage in, or are at risk of engaging in, NSSI. Having an awareness of the above relationship may improve the implementation of targeted prevention, intervention and treatment methods resulting in better client outcomes. The current findings may also contribute to the future development of targeted prevention and intervention methods in this, and related areas.
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    Perfectionism : a group intervention with gifted females : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University
    (Massey University, 2002) Ramsey, Deborah
    This thesis reports on an intervention with a group of 14-year-old gifted girls, designed to address issues of perfectionism that may be affecting them now and which might negatively impact on their future learning. The intervention was designed on the basis of a systems model of perfectionism. This model frames perfectionism as a consequence of a world view that over-emphasises performance at the expense of learning and experience. The intervention exposed participants to the need to balance performance, learning and experience in order to achieve sustainable life-long learning. The intervention involved a mix of Improvisational drama, group conversation, identification of perfectionistic thinking, personal diaries, cost-benefit analysis and challenging of assumptions, conducted during the course of six one-hour workshops. The thesis presents the intervention predominantly in the form of case study descriptions of the six workshops. A major finding of the case study was the value of intervention designed to meet the needs of participants who have not reached a clinically significant level of perfectionism. The term 'fledgling perfectionists' was coined to describe this 'at risk' group, and characteristics of fledgling perfectionists are described. Effective intervention with fledgling perfectionists requires a safe learning environment where they can explore perturbing concepts pertinent to their world view. Improvisational Drama conducted with a group that includes a mix of perfectionistic and non-perfectionistic participants contributes to such an environment. Effective intervention with fledgling perfectionists also requires the facilitator to take a developmental approach and to incorporate individual follow-up processes with fledgling perfectionists.
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    Student procrastination : a clarification and longitudinal analysis of its relationship to perfectionism, locus of control, and stress in university students : a research project presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2000) Towers, Andrew James
    The current study sought to clarify the conflicting relationships between student procrastination and three academically related measures of personality: perfectionism, locus of control, and perceived stress. The study also examined the nature of these relationships in a longitudinal assessment over the course of a university semester. 213 first year undergraduate students (146 females and 67 males) completed the Aitken Procrastination Inventory, the Multidimensional Perfectionism Scale, the Academic Locus of Control Scale, and the Perceived Stress scale within the first four weeks of a university semester, and again one week before the end of semester examination period. High procrastination at both the start and the end of the semester was related to an external academic locus of control and low levels of self-oriented perfectionism. Stress and socially prescribed perfectionism had little relationship to levels of procrastination at both the start and the end of the semester. Only academic locus of control was elevated at the end of semester. Only academic locus of control was elevated at the end of semester as compared with the start of semester. The only significant predictor of end of semester stress levels was a high level of socially prescribed perfectionism at the start of the semester. The results were discussed with regard to the personalizing of academic control, the retraining of maladaptive causal attributions, the procrastinators 'last minute rush' theory, and the implications of these factors for future procrastination intervention strategies.