Spotlight: CPA Undergraduate Student Rep Angelisa Hatfield

Angelisa Hatfield Vancouver gardenAngelisa Hatfield has been sitting still for an entire hour. She’s on a Zoom call, and stuck outside on her boyfriend’s porch – the result of having a hole in her own room repaired while she temporarily resides five minutes away. I get the sense that sitting in one place for something like a Zoom call is atypical for Angelisa, who is always on the move.

We’re talking about psychology, and the CPA student rep program. Angelisa is just starting her second year as the undergrad student rep at the University of Guelph-Humber in Toronto. Guelph-Humber does only undergrad programs, so that makes Angelisa one of only two student reps on the campus (the other, Chris Schiafone, is the campus rep).

“It’s a small school, so you get to connect with students a lot more. I’m so involved on campus that everything is kind of intertwined for me now. I did research with the assistant program head in facial recognition, and then working at the front desk at school under the main office’s supervision, working in student services – everything connects so quickly that it kind of blurs the lines between my roles.

For example, I’m now doing CPA events with Career Services, because my career coordinator is so good at planning events, and she has so many ideas, that we thought ‘why not just collaborate – no reason to be doing this separately when we could be doing it together’. So now we’ll do something like a big psychology dinner, bringing the CPA’s connections in with the school’s connections. We’re talking about bringing Addiction Rehab Toronto (more on them later) in for coffee time chats.

Guelph-Humber is one of those communities where there’s a lot of community connection and involvement, and I’ve found myself being the networking tool, especially remotely!”

Before she started her university career in psychology, she considered other fields – she thought about nursing, social work, radiology, cardiology…the list goes on. Basically, she knew she wanted to be in what she calls the ‘helping fields’ – somewhere where she could impact the lives of other people. Psychology seemed like a field where you could learn a LOT of different things, and the inclusion of a co-op program at Guelph-Humber meant she could get hands-on experience helping people. That sealed the deal.

Even now, in the summer months away from school and in the middle of a pandemic, Angelisa is helping people every day. She is a volunteer at Addiction Rehab Toronto (A.R.T.) a private rehab centre in Toronto, and she shows up randomly even when she doesn’t have a volunteer shift. ART is a lot like Angelisa herself, in that it has a wide variety of interests and specialties. It offers a nutrition program, group therapy, CBT and DBT, mindfulness activities, psychotherapists and addiction counselors…the list goes on.

TAKE FIVE with Angelisa Hatfield

What is the psychological concept that blew you away when you first heard it?
For me, it’s the self-fulfilling prophecy. It was a huge realization that our thoughts have more power than we thought they did. And also how when we impose our thoughts on other people sometimes it can influence them too. I’ve thought a lot about how self-fulfilling prophecy interacts with racism. For example if a teacher has an idea about a certain student of a certain race, and thinks they’re going to behave a certain way, then they treat them that way, and that student begins behaving that way. It becomes this cycle that fulfills itself. But you can also use it on the positive side and if you think positively you can bring about positive things in your life and that of others.

Top three websites or apps you could not live without and why
Definitely news apps. I need news. Not knowing what’s going on makes me scared. Also Twitter, that’s the social media I’m on all the time. It’s a place where people can dump their ideas and feelings and people can relate to each other. And it’s funny sometimes to watch people argue while you sit with popcorn. And the last one is Google – I use it all the time, any time I don’t know something we’re Googling it. And it’s something where if you spent two minutes on Google you can spare a lot of time arguing with someone, or saying something ignorant.

Favourite book
It sounds really cliché, but it’s Perks of Being a Wallflower by Stephen Chbosky. It’s a good book and I could really relate to it at the time. It kind of introduced me to mental health in my pre-teen years. And another is It’s Kind of a Funny Story by Ned Vizzini. Both of these were books that were about mental health that were adapted into movies that I didn’t hate. And they were books that needed to become coming-of-age movies.

If you could spend a day in someone else’s shoes who would it be and why?
I’ve always wanted to be an eagle, or a hummingbird. Just having the ability to fly, and go wherever you want whenever you want and make a home wherever it is you land. I also feel like birds have a sense of community – you hear one bird chirp, and then three others come, and they’re never alone. For me it was always birds. My next tattoo is a bird. The hummingbird reminds me of myself, always zooming around from one thing to another, always with others and arguing and moving. And the eagle reminds me of my heritage. I’m from the Azores, an island off Portugal, and there’s an eagle in our flag.

If you could become an expert at something outside psychology, what would it be?
Everything, ideally. But if I had to pick just one thing, it would probably be architecture. Or home design. Or environmentalism, animals, biology, and how the ecosystem works.

“Addiction is a [field] where you don’t have to choose a specialty. You can learn a little bit of everything. There are people who have all sorts of mental health problems, and all sorts of backgrounds. I was struggling with ‘what do I focus on – just schizophrenia, just PTSD, just eating disorders’ but at an addiction centre you deal with everything because everyone has something. It’s a very diverse place, so it’s a great way to get a lot of perspectives and world views from a wide variety of people.”

Angelisa collects diverse perspectives and world views, and has about as open a mind as anyone I’ve ever met. She recognizes in herself the desire to learn everything she can about every subject she can, and she will move on quickly after learning something to whatever is next. She can’t listen to the same artist twice in a row on her phone’s playlist, and will skip and move on. She identifies with hummingbirds, who aren’t content with sampling just one flower, but who flit from one to the other so they can take in the absolute most that the field has to offer. The only thing consistent in this constant movement is that the learning she does is geared toward just one thing – helping others.

She says that one thing learning psychology has meant for her is that she can no longer get annoyed with other people. Even if they’re behaving in a way that’s injurious to her, or doing something she knows to be wrong, she understands at a base level why they’re behaving that way, and for that reason interpersonal anger is not an option.

In fact, she has a tattoo of a bee – because, she says, ‘even though life stings, bees are necessary’. With that logic, you can’t even be mad at a bee that stings you!

Even COVID is not making Angelisa angry, it’s something that gives her an opportunity to maintain her connections and forge new ones remotely as she plans for the upcoming school year. Where she will continue to volunteer with ART, work in student services, be involved in every aspect of campus life, and get on with being a CPA undergrad student rep. Much like everything else she does, Angelisa thinks of her nomination to be a student rep as a sort of happenstance.

“I got really close with my program head and with Chris (Schiafone, the Campus Rep), and they said I’d be a good fit. [Being an undergrad CPA rep] was something that I just fell into randomly, but I’m glad that I did. It opened up a lot of doors and it let me use my background and skills the way I wanted to. Chris has given me a lot of freedom with it, and let me take it where I want it to go. So it’s been nice.”

For this, her last year at Guelph-Humber, Angelisa will serve as CPA undergraduate rep and complete her bachelor’s degree. After that it’s on to more learning and more schooling. And then? Maybe she’ll continue working in the addiction field, where the variety of the job is appealing. Maybe as a researcher, or a clinician, or something else entirely. Maybe all of it at once.

Along the way she will find time, every now and then, to sit in one place and do one thing for an hour. Even if it’s to get a hummingbird tattoo that matches the bee.

“Psychology Works” Fact Sheet: Schizophrenia

What is schizophrenia?

Schizophrenia is a serious disorder that is related to a range of behavioural and thinking problems. Despite common myths, schizophrenia does not refer to ‘multiple personalities’, but rather a loss of contact with reality. The symptoms of schizophrenia are different from person to person, and symptoms, at least in a milder form, tend to last for a long time and long-term treatment is usually necessary. However, there is hope for improvement and a return to normal life for many people. With a combination of medication, psychological therapy, and family/social support, people with schizophrenia can function well in their community.

What are some of the problems faced by people with schizophrenia?

  • Difficulties with perception of reality, such as hallucinations (for example, seeing or hearing things that are not real), delusions (for example, believing an organization is plotting to harm you; thinking that special messages are contained in advertisements), and bizarre behaviours (for example, peculiar speech). These are the kinds of symptoms that people often think of when they say someone is suffering from a “psychotic episode”. These symptoms are also sometimes called “positive” symptoms, referring to the presence of the unusual sensory experiences that are in excess of typical human experience.
  • Difficulties with behaviours and emotions, such as reduced experience and expression of emotions, avoiding other people, lack of motivation, and a decrease in amount of speech. These symptoms are sometimes called “negative” symptoms, referring to the reduction or absence of usual social and emotional experiences.
  • Difficulties with thought processes (called cognitive abilities), such as attention, memory, speed of processing information, planning, and problem solving. This means that many daily activities like grocery shopping, learning new skills at work, or following a conversation might be very difficult for people who have schizophrenia.
  • Difficulties with social functioning, such as forming and maintaining relationships, or doing well at school or work.

Schizophrenia is not the only disorder associated with psychosis. For example, some people may have symptoms of both a mood disorder (like depression or bipolar disorder) and schizophrenia, or others may have just some psychotic symptoms (e.g., hallucinations). Those experiencing psychosis might be at risk for a more severe form of their disorder and should be encouraged to seek mental health treatment.

How common is schizophrenia?

  • Approximately 1% of the world’s population meet the criteria for a diagnosis of schizophrenia
  • Men are more likely to be diagnosed with schizophrenia – the ratio of men to women is 1.4 to 1
  • Symptoms often start in late adolescence or young adulthood, and may occur for many years before diagnosis; on average, men are usually diagnosed at a younger age – 22 years old for men versus 27 years for women

What are the risk factors for schizophrenia?

There are several different causes of schizophrenia, which often act in combination:

  • Heredity– Having a parent, sister, or brother with schizophrenia is a risk factor for developing the disorder. However, this does not mean that one is guaranteed to have schizophrenia, it just increases the likelihood  to a higher degree than people who do not have a family member with this diagnosis.
  • Environment – Many factors unrelated to family history can affect brain development and the risk for schizophrenia. Examples include a mother having a serious illness or a long period of malnutrition while pregnant, low birth weight, oxygen deprivation during birth, and serious illness during early infancy. Additionally, there are experiences in a person’s environment that may increase their likelihood of developing psychotic symptoms (especially if they are already at a higher risk because of hereditary or developmental factors). Examples of this include childhood abuse, war zone exposure, and poverty.

What psychological treatments are available to help manage schizophrenia?

Historically, treatment took place in large hospitals where patients were completely removed from society. With the use of medications since the 1950’s, many people with schizophrenia are able to live in the community and do not need to be in hospital settings for long periods. While antipsychotic medications can be effective at targeting “positive” symptoms (i.e., hallucinations and delusions), they often have limited effects on “negative” symptoms (i.e., emotional experiences and motivation), and cognitive difficulties. As well, many people have trouble staying on their medication, due to multiple negative side effects. As a result, they are likely to start experiencing symptoms again if they stop their medication.

Research suggests that the most effective treatment plan is a combination of antipsychotic medication and psychological therapies that help people make changes in real-world behaviour. As we develop more effective treatments, people with schizophrenia are better able than ever before to function in society, even though some may continue to have symptoms.

  • Cognitive Behavioural Therapy (CBT)– An active, collaborative type of therapy that focuses on a person’s thoughts and core beliefs, and the behaviours that are related to these thoughts. In CBT-P (a form of CBT for psychosis), a person learns to question and re-evaluate the source and meaning of their hallucinations and delusions.
  • Cognitive Remediation – Focuses on training people to improve their thinking abilities such as attention, memory, reasoning, and information processing. New problem solving strategies are learned and there is a focus on helping the person be more engaged with cognitively challenging and stimulating tasks in daily life. Therapists play a large role in supporting the development of new skills and strategies as well as addressing negative core beliefs about cognitive abilities.
  • Family Support– Provides information, support, and new interaction skills to people affected by schizophrenia and their family members, so that the whole family can learn to best manage the disorder.
  • Social Skills Training– Focuses on teaching people more adaptive skills to use in interpersonal relationships, and allows practice of these skills in a group, and in one’s daily life.

An important note on stigma

Schizophrenia is often misunderstood by the public. The disorder often receives media attention, but, as with many news stories related to mental illness, many facts are taken out of context for entertainment or shock value. In particular, popular stories and media reports about people with schizophrenia sometimes make it seem like these individuals are dangerous or violent. In fact, people with schizophrenia are generally not dangerous, and usually pose a higher risk of harm to themselves (due to suicide) than to other people. As well, people with a psychotic disorder are more likely to be victims of violent crime than to be violent.

Where can I get more information?

  • Surviving Schizophrenia: A Manual for Families, Patients, and Providers– by Torrey
  • The Family Intervention Guide to Mental Illness: Recognizing Symptoms and Getting Treatment– by Mueser & Morey
  • Schizophrenia Society of Canada:  schizophrenia.ca
  • Canadian Mental Health Association: cmha.ca

You can consult with a registered psychologist to find out if psychological interventions might be of help to you. Provincial, territorial and some municipal associations of psychology often maintain referral services. For the names and coordinates of provincial and territorial associations of psychology, go to https://cpa.ca/public/whatisapsychologist/PTassociations/.

This fact sheet has been prepared for the Canadian Psychological Association by Dr.. Katherine Holshausen, St. Joseph’s Healthcare Hamilton, & Department of Psychiatry and Behavioural Neuroscience, McMaster University and Dr. Christopher R. Bowie, Head’s Up Early Psychosis Intervention Program – Kingston, & Department of Psychology, Queen’s University. 

Revised: May 2020

Your opinion matters! Please contact us with any questions or comments about any of the Psychology Works Fact Sheets:  factsheets@cpa.ca

Canadian Psychological Association

Tel: 613-237-2144
Toll free (in Canada): 1-888-472-0657

“Psychology Works” Fact Sheet: Suicide

What Every Canadian Needs to Know about Suicide

Some Facts.  Although death by suicide is relatively uncommon, on average there are more than 10 deaths by suicide daily in Canada.  Thinking about suicide and engaging in self-harm and in suicidal behaviour are much more common.  When feeling overwhelmed or in psychological pain, people might contemplate suicide to varying degrees.  Sometimes people have passive suicidal thoughts such as wishing they wouldn’t wake up in the morning or wishing something fatal would happen.  Sometimes suicidal thoughts are more active, and people think about how to actively end their lives.  Although having suicidal thoughts does not necessarily mean that someone is on the verge of killing themselves, both active and passive thoughts need to be taken seriously because they suggest that something is not right at that moment in the person’s life.  Approximately 4,000 people die by suicide in Canada each year[i].  This figure may be an underestimation since death by suicide may be misclassified[ii] as an unintentional injury or as the result of a chronic health condition. In addition, this figure does not include the deaths of people who are terminally ill and obtain medical assistance in dying (MAiD).

Risk for death by suicide differs by as age (older), sex (male) and cultural group.  Three-quarters of those who die by suicide are men.  Most men and women who die by suicide are middle-aged.  Middle-aged and older men have Canada’s highest rates of suicide.  Suicide is the second leading cause of death for people between the ages of 15 and 34[iii].     Suicide rates do not take into account non-fatal suicidal behaviour; statistics estimate that suicide attempts outnumber deaths by suicide by somewhere between 10 and 20:1[iv].

Who is at risk for suicide?  There are many factors that contribute to suicide.  Commonly, people who think about or die by suicide may feel overwhelmed with psychological pain[v], which can be experienced as hopelessness, helplessness, loneliness sadness, anger, guilt or shame, or meaninglessness[vi].  Past behaviour tends to predict future behaviour; one of the strongest risk factors for death by suicide is having tried to end one’s life in the past. Studies show that suicide tends to be more common among people with one or more mental disorders, primarily mood disorders (like Major Depressive Disorder or Bipolar Disorder), psychotic disorders (like Schizophrenia), a substance use disorder, and personality disorders[vii]. Suicide risk may be elevated among people in pain and whose chronic illnesses restrict their daily functioning[viii], although this typically occurs when a mood or other mental disorder is also present.  It has been estimated that about 90% of those who die by suicide have a mental disorder, but most people with mental disorders do not die by suicide.[ix]  Additionally, although depression and suicide risk often go hand in hand, not everyone who dies by suicide is depressed, and not everyone who is depressed thinks about suicide. Nevertheless, when someone is depressed, it is important to find out if they are having suicidal thoughts. To find out more about mental disorders go to https://cpa.ca/psychologyfactsheets/.

What are some of the signs to look for if you are concerned that someone is considering suicide?  Specific signs of suicide risk include talking about suicide and death, talking about or collecting implements for self-harm or for suicide, preparing for death by writing a will or giving away prized personal possessions, previous suicide attempts, and recent experience or anticipation of serious personal losses. Some of the other signs that someone might be considering suicide are similar to signs of depression.  These include changes in eating or sleeping habits, withdrawal from others, extreme emotional changes, a blunting of emotional expression or loss of interest in usual activities particularly those usually enjoyed, and neglect of personal appearance.  There can also be increased use of alcohol or other drugs and increase in strange or risky behaviours.  As mentioned, although depression is a risk factor for suicide, the majority of people with depression do not die by suicide. Sometimes people are most at-risk for suicide when their depression lessens, and they appear to be doing better.  Suicide risk can be extremely high when someone is initially emerging from an episode of depression, especially if their energy returns but their thoughts of suicide remain strong. Some people are quite good at presenting themselves as being well put together even when they are not; support and the opportunity to explore their thoughts and feelings about life can be critical.

How do talk to someone about suicide?  Asking a person about suicide will not make them suicidal.  It is best to come right out and say that you have noticed some changes or signs that they may be hurting or in need of help, that you are worried or concerned and that you want to help.  If the person admits to feeling sad or hopeless, ask directly if they have thought about hurting or killing themselves.  Listen, don’t judge, and don’t try to solve their problems.  You may not understand how or why someone feels the way they do but accept that they are in pain and in need of help.  Don’t try to convince them that their way of seeing the world, or the actions they are considering, are bad or wrong.  If someone is thinking about suicide and discloses it to you, never promise to keep this information confidential.  A person feeling suicidal is a person who needs help and you may need to talk to others to help them get it[x].

How do I get help if I or a loved one is thinking about suicide?  There are supports and services that are effective in helping people deal with their psychological distress and recover from mental disorders.  Helping someone in need get help can be very important since less than half of people who have psychological problems actually get the help they need. Sometimes it is the stigma of mental disorders that gets in the way of people asking for and receiving help.  Mental healthcare services are not always funded by public health insurance, which can also make it harder for people to get the help that they need.  Keep in mind that helping loved ones doesn’t mean you can or should solve their problems, treat their illness or take away their pain.  Helping doesn’t mean that you should assume personal responsibility for someone else’s safety or for stopping their suicidal thoughts or actions.  It means listening, caring, supporting, and helping the person get the professional mental health help they need, when and where they need it.  It may also mean advocating for them. Navigating a complex health system can be daunting, especially when someone is in distress.  Helping to make calls and appointments, and acting as their advocate, can be very important to getting someone help in a timely manner.

Where do I turn if the situation is urgent? Thinking about suicide can be a health emergency and needs to be treated the same way as any other crisis.  Don’t assume that people who think about or talk about suicide are not serious, are being dramatic, or that their suicidal thoughts will simply go away on their own – they often don’t.  This is no time for “cautious waiting.” If you or someone you know is thinking about suicide, cannot make the thoughts go away, feels like acting on the thoughts, have a plan for how to die by suicide, or have access to the means with which to end life, you need to get help immediately!  Call 911, go to the nearest hospital emergency room or urgent care clinic, or call a crisis line or distress centre.  Crisis Services Canada can be reached at 1-833-456-4566.  The Canadian Association for Suicide Prevention has a directory of crisis lines across Canada http://suicideprevention.ca/thinking-about-suicide/find-a-crisis-centre.

Where can I get mental health help? If the situation isn’t urgent but you or the person you are concerned about is distressed, help is available.  Research shows that psychological treatments are effective for mental disorders and can reduce or resolve thoughts of suicide, or prevent suicide behaviour.  Provincial and territorial associations of psychology maintain referral services so that you can find a psychologist in your area https://cpa.ca/public/findingapsychologist/.   To find out what to expect when seeing a psychologist, see https://cpa.ca/public/.

Other avenues to get help include bringing your concerns to your family physician, primary health care team or community health centre. Some primary health providers like family physicians may be able to offer help directly or refer you to a health care provider or program that specializes in mental health treatment.  If the person in crisis is a student, the school or university may have mental health providers on staff.  The Canadian Mental Health Association can also be a helpful source of information and support. When choosing mental health help, it is always a good idea to seek the services of a regulated and specialized mental health care provider (like a psychologist or psychiatrist) to make sure that mental health problems are accurately assessed and diagnosed.  Not all mental health issues, disorders or treatments are the same.  Not all healthcare providers have expertise in assessing and treating mental disorders.  An accurate assessment and diagnosis is critical to making sure that you receive the right care.

Additional resources include:

CANADIAN RESOURCES:

Mental Health Commission of Canada
https://www.mentalhealthcommission.ca/English/what-we-do/suicide-prevention

Indigenous Services Canada
https://www.sac-isc.gc.ca/eng/1576089278958/1576089333975

Veterans Affairs Canada
https://www.veterans.gc.ca/eng/health-support/mental-health-and-wellness

Mood Disorders Society of Canada (MDSC)
http://www.mooddisorderscanada.ca/

The Canadian Association for Suicide Prevention (CASP) http://www.mentalhealthcommission.ca/English/issues/suicide-prevention
Video: Let’s Talk about Suicide — http://vimeo.com/98177990

The Canadian Coalition for Seniors’ Mental Health (CCSMH)
http://www.ccsmh.ca/en/projects/suicideAssessment.cfm
http://www.ccsmh.ca/en/booklet/index.cfm

The Canadian Mental Health Association (CMHA)
http://www.cmha.ca/mental-health/understanding-mental-illness/suicide/

The Centre for Suicide Prevention
http://suicideinfo.ca/

AMERICAN RESOURCES:

Suicide Prevention Resource Center
http://www.sprc.org/

The American Association of Suicidology (AAS)
http://www.suicidology.org/home

The American Foundation for Suicide Prevention (AFSP) http://afsp.org

The American Psychological Association (APA)
http://www.apa.org/topics/suicide/index.aspx

U.S. Substance Abuse and Mental Health Services Administration (SAMHSA)
http://www.samhsa.gov/prevention/suicide.aspx

INTERNATIONAL RESOURCES:

The International Association for Suicide Prevention (IASP)
http://www.iasp.info/

The World Health Organization (WHO)
http://www.who.int/mental_health/prevention/suicide/suicideprevent/en/

 

Where can I get more information?

Provincial associations of psychology:  https://cpa.ca/public/whatisapsychologist/PTassociations/

Psychology Foundation of Canada: http://www.psychologyfoundation.org

American Psychological Association (APA): http://www.apa.org/helpcenter

You can consult with a registered psychologist to find out if psychological interventions might be of help to you. Provincial, territorial, and some municipal associations of psychology often maintain referral services. For the names and coordinates of provincial and territorial associations of psychology, please visit:  https://cpa.ca/public/whatisapsychologist/PTassociations/

This fact sheet has been prepared for the Canadian Psychological Association by Dr. Karen R. Cohen (Canadian Psychological Association) and Dr. Marnin J. Heisel (Western University)

March 2020

Your opinion matters! Please contact us with any questions or comments about any of the Psychology Works Fact Sheets:  factsheets@cpa.ca

Canadian Psychological Association

Tel: 613-237-2144
Toll free (in Canada): 1-888-472-0657


[i] http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/hlth66a-eng.htm

[ii] http://www.med.uottawa.ca/sim/data/Suicide_e.htm, http://www.apa.org/monitor/2012/12/suicide.aspx

[iii] http://www.phac-aspc.gc.ca/publicat/lcd-pcd97/table1-eng.php

[v] Shneidman, E.S. (1993).  Suicide as psychache (commentary). The Journal of Nervous and Mental Disease, 181 (3), 145-147.

[vi] http://suicideprevention.ca/understanding/why-do-people-suicide/

[vii] Bertolote JM, Fleischmann A, De Leo D, Wasserman D. Psychiatric diagnoses and suicide: revisiting the evidence. Crisis. 2004; (25(4): 147-155.

[viii] Kaplan, M.S., McFarland, B. H., Huguet, M.S., & Newsom, J.T. (2007).  Physical Illness, Functional Limitations, and Suicide Risk:  A Population-Based Study.  American Journal of Orthopsychiatry.  77(1), 56-60.

[ix] http://depts.washington.edu/mhreport/facts_suicide.php

[x] More information about suicide prevention and about talking about suicide can be found at https://www.helpguide.org/home-pages/suicide-prevention.htm

 

“Psychology Works” Fact Sheet: Perfectionism

What is perfectionism?

Perfectionism is a multidimensional personality style that is associated with a large number of psychological, interpersonal, and achievement-related difficulties.

It is not a disorder but a vulnerability factor that produces problems for children, adolescents, and adults. People often confuse perfectionism with achievement striving or conscientiousness.

Perfectionism is distinct from these attitudes. It is a maladaptive pattern of behaviours that can result in a large number of problems. Achievement striving and conscientiousness involve appropriate and tangible expectations (often very difficult but attainable goals) and produce a sense of satisfaction and rewards.

Perfectionism, on the other hand, involves inappropriate levels of expectations and intangible goals (i.e. perfection) and a constant lack of satisfaction, irrespective of performance.

Perfectionism is a chronic source of stress, often leaving people feeling like failures even when other people see them as successful. Perfectionistic individuals require themselves to be perfect. This constant expectation is a source of stress and pressure and contributes to maladaptive ways of coping.

Dimensions of Perfectionism

Perfectionism involves three major components: perfectionism traits, perfectionistic interpersonal behaviours and perfectionistic thoughts concerning mistakes, expectations, failures, and self-criticism.

Perfectionism traits are enduring personality characteristics that reflect the need to be perfect:

  • Self-oriented perfectionism is the requirement for the self to be perfect.
  • Other-oriented perfectionism is the requirement that others (e.g., spouse, children, and other people in general) should be perfect.
  • Socially prescribed perfectionism is the perception that others (e.g., parents, boss, and other people in general) require oneself to be perfect.

Perfectionistic behaviours involve the need to appear or seem perfect to others:

  • Perfectionistic self-promotion involves the presentation of a perfect self-image to others.
  • Nondisplay of imperfection involves the avoidance or concealment of any behaviour that could be judged by others as imperfect.
  • Nondisclosure of imperfection involves the avoidance of verbally disclosing imperfections to others.

Finally, individuals with perfectionism will often engage in negative thoughts centered around the need to be or appear perfect and with harsh self-criticism, worry over errors, and self-blame.

Problems associated with Perfectionism

Individuals with these perfectionistic traits, behaviours and thoughts can experience a variety of negative outcomes. These problems can be found with perfectionistic children, adolescents, and adults. Here are some problems that have been found to be associated with perfectionism:

Psychological/Psychiatric Problems

  • Anorexia nervosa, anxiety, binge eating and bulimic disorders, depression, suicide thoughts and attempts.

Relationship Problems

  • Low self-compassion and the tendency to feel responsible for fulfilling others’ needs at the expense of one’s own, poor marital satisfaction, sexual dissatisfaction, and excessive anger towards others, social disconnection, difficulties with intimacy, loneliness, and social hopelessness (i.e. having negative expectations concerning future relationships).

Physical Health Problems

  • Prolonged elevations in stress responses, sleep problems, chronic headaches, cardio-vascular responses, and early death.

Achievement Problems

  • Workaholism, burnout, fear of failure, procrastination and self-handicapping (i.e. where individuals spend time finding excuses for poor performance rather than preparing for a performance).

Treatment Problems

  • Negative attitudes toward seeking help with professionals, difficulties in self-disclosing personal information which negatively impacts treatment, not being able to engage in treatment.

How can psychology help?

Because perfectionism is an ingrained personality style, psychotherapy is very appropriate and often tends to be fairly intensive and longer term (often more than a year).

Recent research has demonstrated the effectiveness of both group and individual therapy for treating perfectionism and its associated complications. There has been promising evidence for dynamic-relational group therapy, psychodynamic/interpersonal group therapy and cognitive-behavioural group and individual therapy in reducing perfectionism and its attendant difficulties.

Several Canadian studies are currently underway that focus on both fine-tuning current treatment approaches and evaluating the effectiveness of these treatments in children, adolescents and adults.

Where do I go for more information on Perfectionism?

For more information visit the following:

  • The Perfectionism and Psychopathology Lab at Hewitt Lab FAQs – https://hewittlab.psych.ubc.ca/faq-2/.
  • Hewitt, P. L., Flett, G. L., & Mikail, S. F. (2017) Perfectionism: A relational approach to conceptualization, assessment, and treatment. New York: Guilford
  • Greenspon, T. (2002) Freeing our families from perfectionism. Minneapolis: Free Spirit.
  • Egan, Sarah J., Tracey D. Wade, Roz Shafran, and Martin M. Antony. Cognitive-behavioral treatment of perfectionism. Guilford Publications, 2016.

You can consult with a registered psychologist to find out if psychological interventions might be of help to you. Provincial, territorial and some municipal associations of psychology often maintain referral services. For the names and coordinates of provincial and territorial associations of psychology, go to http://cpa.ca/public/whatisapsychologist/PTassociations/.

This fact sheet has been prepared for the Canadian Psychological Association by Dr. Paul L. Hewitt, Ms. Sabrina Ge from the University of British Columbia and Dr. Gordon L. Flett, York University.

Revised: March 2020

Your opinion matters! Please contact us with any questions or comments about any of the Psychology Works Fact Sheets:  factsheets@cpa.ca

Canadian Psychological Association

Tel: 613-237-2144
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Spotlight: CPA Graduate Student Affairs Officer Melissa Mueller

“You’ll never be more than a 70s student.”
Some Grade 12 math teacher in Calgary, one time

Melissa Mueller boxingMelissa Mueller is a fighter. Figuratively speaking, that is, in that she’s determined and focused. In Grade 10, a friend mentioned in passing that she was able to talk to Melissa about her problems without fear of everyone else finding out. She decided at that moment, in Grade TEN, she would become a psychologist. Two years later, her Grade 12 math teacher told her she’d never get better marks than 70s. She determined then and there that her goal would be to obtain a PhD. She’s currently a few steps away from obtaining a PhD in psychology.

Melissa is also a fighter – literally. She is a boxer, and trains at a local gym in Calgary (Rumble) when she’s not at school. “It’s a way to blow off some steam”, she says – and as busy as Melissa is, it’s important to make time for self-care and relieve the pressures of school, practicums, COVID, and everything else.

As it has for almost all of us, COVID has created some stress for Melissa. As she returns to the University of Calgary in the fall, all her classes are now online. But as a TA, she does have to go to the campus to teach a lab. As a school and applied child psychology student, any practicum that she does will likely be in a school setting as schools re-open with a lot of uncertainty. And as the CPA Graduate Student Affairs Officer, the process of recruitment, retention, and communication with Graduate Student Representatives across Canada has changed a good deal as well.

TAKE FIVE with Melissa Mueller

What is the psychological concept that blew you away when you first heard it?
Something I found out while learning about CBT – which is the way we can separate thought from emotion… that you can change the way you think about things which can change the way you feel about them which can in turn change your behaviour.

You can listen to only one musical artist/group for the rest of your life. Who is it?
Noah Schnacky, a country singer I discovered on TikTok. He’s quite young, so he’ll be building a catalogue for many years and I can hear all the new stuff that way!

Favourite book
Anything by Nicholas Sparks. I think my current favourite is Safe Haven.

Favourite word
“Gregarious”. I had to learn it while studying for the GRE, and I think it sounds amazing.

If you could become an expert at something outside psychology, what would it be?
Interior design. Right now I go to Pinterest for all my ideas, but it would be pretty cool to be able to create spaces with the knowledge and intention to facilitate a certain atmosphere or “feel.”

She always struggled with math in high school. Trying to keep numbers in her head while doing a calculation was not her strong suit, and she would get confused and mess up even relatively easy equations. What turned things around for her was a pretty simple accommodation. At some point in math class, as you start to do more advanced things like algebra, calculus, and trigonometry – they let you have a calculator. Now Melissa no longer had to keep all those numbers in her head, and she could focus on the important stuff – the actual math problems.

It was struggles (and solutions) like these in school that led Melissa down her current path. She is in the School and Child Psychology program, because she knows that all children learn things a little differently. She can empathize with them and wants nothing more than to help them overcome similar struggles to those she herself had when she was younger.

Melissa’s last practicum was at a school for kids with severe disabilities. There were many specialists who worked there, in a holistic environment that took into account the idea than few disabilities exist in a vacuum, and there is often correlation between difficulties. For this reason, the school employed psychologists, speech pathologists, occupational therapists, physiotherapists among others.

This is one of two dream scenarios for Melissa post-graduation. She wants to work in a school with an interdisciplinary team – and also run a private practice where she has more direct personal control over direction, treatment, and outcomes. It seems very likely she will end up doing both, and few people are likely to dissuade her. Or maybe somebody will tell her she can’t do both – which will all but guarantee that she will.

Spotlight: CPA Undergraduate Student Affairs Officer Nicole Boles

“If you could walk in someone else’s shoes for just one day, who would it be?”

“It would have to be a famous and brilliant mathematician like Nicolas Copernicus, because my brain seems to shut down whenever I’m given a task involving any sort of math. So I feel like being able to switch brains with a mathematician and seeing what happens in their head would be quite interesting.”

It’s not random that Nicole Boles chose Nicolas Copernicus, of all the famous mathematicians. Copernicus was the mathematician and astronomer who, in the Renaissance era, proposed a model of the universe that had the sun at the centre of it, rather than the Earth. He had, one can assume, a very interesting head in which a psychologist could spend a day. He was also Polish.

Nicole Boles dancingNicole is very much connected to her Polish heritage. She still speaks Polish, although she says it’s getting a little rusty and she needs to keep it up so as not to lose it. She has deep connections with the Polish community in Calgary, and at the University of Calgary where she studies. And she’s actually been to Poland, traveling there with friends as part of a Polish folk dancing group. She was part of that group until her third year of university, when she found her specific passion, and quit to focus on her studies.

Now a fifth-year student at the University of Calgary, Nicole is going to apply to graduate schools throughout the year, with an eye toward studying speech and language pathology. She is also working as a literacy instructor by following a one on one literacy program aiming at strengthening children’s oral and written language skills. This was the passion she discovered in third year, and she is heading in a straight line toward the ultimate goal – working with children to help them with speech, language, and communication.

Nicole is also the Undergraduate Student Affairs Officer for the Canadian Psychological Association. That means she manages the student representative program. Recruiting members and prospective applicants, ensuring constant communication with those members, applicants, and current representatives. Nicole also collects and distributes reports from each campus.

TAKE FIVE with Nicole Boles

What is the psychological concept that blew you away when you first heard it?
A recent one is the Whorfian hypothesis. This is, basically, the idea that language influences thought in a certain way. People who speak different languages will construe reality in different ways. For example, Russian speakers divide light and dark blues. That is, they have a term for light blue and another term for dark blue. And research has shown that they can distinguish between these two colours at a faster rate than English speakers. The difference is not that English speakers are unable to distinguish between light blue and dark blue, but that Russian speakers are unable to avoid making that distinction.

You can listen to only one musical artist/group for the rest of your life. Who is it?
I grew up listening to Fleetwood Mac, and that would have to be it. And the catalogue would be a lot wider if I can throw in the spinoffs – Steve Nicks solo, the Buckingham-McVie stuff. I actually attended Fleetwood Mac’s final concert, which was very special.

Top three websites or apps you could not live without and why
My camera app. Also Apple Notes, because I always need to write down everything and I need it to be in once place or else I’ll inevitably forget or lose it. And…does the phone app itself count as an app on a phone? Like making phone calls? I need that one too.

Favourite book
My favourite book, hands down, is Kids These Days. It’s a game-changing book by a clinical psychologist named Dr. Jody Carrington. She offers strategies to educators, teachers, bus drivers, etcetera to re-connect with “kids these days”. I work with children, so I could really empathize with certain aspects of this book, and I would highly recommend it to anyone who works with kids or has worked with kids in the past.

Favourite quote
“If you want something done right, ask a busy person.” I feel like there’s nothing truer than that.

“I wasn’t really aware that CPA even existed until [that] third year as a university student. At that point I was now involved in research, and I had found my specialization, and I got a job related to it. At that time I became a little more involved with the psychology association on my campus, and they brought up CPA. It was super-cool to see that there’s this higher-level association working to promote psychology. I knew I was going to want to be more involved.”

Fortunately, the COVID-19 pandemic has not affected her duties as the Undergrad Officer very much – a lot of the job is sending and receiving emails from all over Canada, and very little of the job in the past has been done in person. It’s the school year itself that might be a little more tumultuous, as Nicole will be taking her fifth year entirely online. She realizes that she’ll have to adapt her learning style a little bit, to become more of a self-directed learner than she has been up to this point.

That includes the more difficult assignments and research projects – the ones involving math. Though she may struggle with math, Nicole is driven and ambitious and has a goal in mind. I get the sense that could she actually live for a day in the head of Copernicus, she would emerge a competent, if not a brilliant, mathematician herself.

For the time being though, Nicole is going to struggle through math, adjust to full-time online learning, and complete her fifth year at the University of Calgary. She’s also going to spend the next two years as the Undergraduate Student Affairs Officer at the CPA, helping undergrads navigate this brand new world in which they find themselves.

“I really like working for an organization that allows you to work closely with professionals in the field, and I really want to reach out to undergrads, so I’m looking forward to that. I know that for me personally it was a bit of a struggle transitioning from high school to university, and I’m sure that’s a hurdle that many students face. So I feel pretty proud to be part of CPA, because they strive to make students feel more at ease, more confident, and more supported.”

Nicole is certainly at ease when we speak, and she is confident in her abilities and in her chosen career path. It’s a straight line toward the future, helping children with speech and language difficulties. And it’s also a straight line from the past, a past which Nicole is intentionally bringing along with her. One day, she will be helping with communication in both English and French. And who knows? Perhaps in Polish as well.