Perfectionism and PERMA: The Benefits of Other-Oriented Perfectionism

The two-factor theory of perfectionism differentiates between positive and negative forms, yet some researchers still argue that perfectionism, as a whole, is detrimental to wellbeing. To this end, the present study investigated the relationship between the tripartite model of perfectionism and the PERMA model of wellbeing, with specific attention given to the relationship each form of perfectionism had with each element of wellbeing. Ninety-two participants (M age= 24.99) completed online self-report measures of perfectionism (self-oriented, other-oriented, and socially prescribed) and PERMA (positive emotion, engagement, relationships, meaning and accomplishment). Results showed that perfectionism accounted for a substantial amount of variance in all elements of wellbeing. A series of multiple regressions showed that socially prescribed perfectionism negatively predicted all PERMA elements. Self-oriented perfectionism positively predicted positive emotion, engagement, meaning and accomplishment. Other-oriented perfectionism positively predicted meaning and accomplishment. As for overall wellbeing, socially prescribed perfectionism was a negative predictor whereas self-oriented and other-oriented perfectionism were positive predictors. The findings indicate that self-oriented perfectionism is an adaptive form of perfectionism conducive to flourishing whereas socially prescribed perfectionism is a maladaptive form which undermines it. As for other-oriented perfectionism, the findings indicate it is an adaptive form and challenge the view that this “dark” form of perfectionism cannot enhance wellbeing

Mindfulness in primary school children as a route to enhanced life satisfaction, positive outlook and effective emotion regulation

Background: Mindfulness programmes as a potential avenue of enhancing pupil wellbeing are beginning to show great promise. However, research concerning the effectiveness of mindfulness training for primary aged school children (7-11 years of age) has been neglected. Methods: Building on methodological limitations of prior research, this study employed an active controlled design to assess the longer term wellbeing and emotion regulation outcomes after a 6 week mindfulness programme (Living Mindfully Programme, UK), for a group of school children aged between 9 and 10. The programme was delivered by class teachers as part of their normal curriculum entitlement. One hundred and eight children took part from across three schools in North East of England. Participants formed a treatment group (n=64), active control (n=19) and wait list control (n=25). Self-report measures of wellbeing, mindfulness and emotion regulation were collected at pre and post training as well as at 3 months follow up. Results: Reliable findings, judged by medium to large effect sizes across both post intervention, follow-up and between both controls, demonstrated enhancement in a number of domains. Immediately after training and follow up, when compared with the wait list control, children who received mindfulness training showed significant improvements in mindfulness (d =.76 and.77), Positive Outlook (d =.55 and.64) and Life Satisfaction (d =.65 and 0.72). Even when compared to an active control, the effects remained although diminished reflecting the positive impact of the active control condition. Furthermore, a significant positive relationship was found between changes in mindfulness and changes in cognitive reappraisal. Conclusions: Taken together, this study provides preliminary evidence that the Living Mindfully Primary Programme is feasibly delivered by school staff, enjoyed by the children and may significantly improve particular components of wellbeing. Importantly, higher levels of mindfulness as a result of training may be related to effective emotional regulatory and cognitive reappraisal strategies

The disentanglement of the neural and experiential complexity of self-generated thoughts : A users guide to combining experience sampling with neuroimaging data

Human cognition is not limited to the processing of events in the external environment, and the covert nature of certain aspects of the stream of consciousness (e.g. experiences such as mind-wandering) provides a methodological challenge. Although research has shown that we spend a substantial amount of time focused on thoughts and feelings that are intrinsically generated, evaluating such internal states, purely on psychological grounds can be restrictive. In this review of the different methods used to examine patterns of ongoing thought, we emphasise how the process of triangulation between neuroimaging techniques, with self-reported information, is important for the development of a more empirically grounded account of ongoing thought. Specifically, we show how imaging techniques have provided critical information regarding the presence of covert states and can help in the attempt to identify different aspects of experience

Buruli Ulcer in United Kingdom Tourist Returning from Latin America

We report a case of Buruli ulcer in a tourist from the United Kingdom. The disease was almost certainly acquired in Brazil, where only 1 case had previously been reported. The delay in diagnosis highlights the need for physicians to be aware of the disease and its epidemiology

Daydream Believer: Rumination, Self-Reflection and the Temporal Focus of Mind Wandering Content

Current research into mind-wandering is beginning to acknowledge that this process is one of heterogeneity. Following on from previous findings highlighting the role of self-focus during mind wandering, the present study aimed to examine individual differences in rumination and self-reflection and the impact such styles of self-focus may have on mind-wandering experiences. Thirty-three participants were required to complete the Sustained Attention Response Task (SART), aimed at inducing mind-wandering episodes, whilst also probing the content of thought in terms of temporal focus. Self-report questionnaires were also administered after the SART to measure dispositional differences in style and beliefs regarding mind-wandering and assessments of individual differences in rumination and self-reflection. Those individuals with reflective self-focus showed a strong positive association with positive and constructive thoughts. Critically, ruminative self-focus was positively associated with a tendency for the mind to wander towards anguished fantasies, failures and aggression, but it was also positively associated with positive and constructive thoughts. Furthermore, while dispositional differences in self-focus showed no relationship with the temporal perspective of thoughts when probed during a cognitive task, performance on the task itself was related to whether participants were thinking about the past, present or future during that activity. Such findings are discussed in line with previous research, and provide a further step towards accounting for the heterogeneous nature of mind-wandering

How student academic accomplishment and extra-curricular accomplishment affects positive well-being at university

The proposed project is aiming to investigate how academic accomplishment compared to extra-curricular accomplishment (through Netball) can affect positive well-being in university students. Previous research has tended to focus on the negative influences of well-being rather than aspects that can contribute to improving it. A correlational design using multiple hierarchical regressions would be employed. The predictor variables will be scores on a measure of academic accomplishment and a measure of extra-curricular accomplishment. Whilst controlling for number of hours spent playing netball, and the year of study. The outcome variable will be a measure of subjective wellbeing using a composite score. Participants will be recruited via email and online, and data will be gathered through the online software Qualtrics. Analysis will involve multiple regressions. It is hopeful that this data will give insight into how certain aspects of university life can help students maintain a positive well-being

Information leaflets: an evaluation of an innovative form of assessment

Traditionally, assessment in psychology degrees has relied on essays, practical reports and examinations. However, over recent years, many institutions have begun to explore and develop alternative forms of assessment with a greater emphasis on skills development. This report presents an evaluation of one such form of alternative summative assessment; the development and critique of an information leaflet. The assessment was evaluated using written feedback comments and a focus group. The findings of the evaluation suggest that this form of assessment is a useful and effective method of helping students to attain the learning outcomes required, whilst enhancing and broadening their skills and deepening their knowledge and understanding of a topic area