T O O P E R F E C T T O B E C O A C H E D : I N V E S T I G AT I N G T H E E F F E C T O F C O G N I T I V E B E H AV I O R A L A C H I N G O N R E D U C I N G I R R AT I O N A L C A R E E R B E L I E F S F O R P E R F E C T I O N I S T S By By Yuhsuan Chang, Ph.D. & Yi-Yen Chen, M.B.A Yuan Ze University, Taiwan
Y U H S U A N C H A N G , P H . D . • Graduated from Counseling Psychology program (APA-accredited) Purdue University (2007) • Career management and personality assessment/ scale development • Licensed psychologist and management consultant • Director of the English Bachelor Business Administration Program, College of Management (AACSB-accredited)
About Perfectionism in Asian/Chinese Culture Collectivism (Hofstede’s model, 1980, 2001) # High Expectation from Parents # Wanting Recognition and Approval from others —perfectionism
Observed problems from students • Afraid of making career decision and asking questions • Worry about other’s evaluation • Vulnerable about receiving feedbacks
R E S E A R C H Q U E S T I O N : W I L L I T B E W O R K I N G T O A P P LY S O M E E F F E C T I V E C A R E E R C O A C H I N G M E T H O D S F O R S T U D E N T S W I T H T H I S C O N C E R N ? Purpose of Study • Evaluate the effect of cognitive behavioral coaching intervention for students with perfectionism • Investigate different aspects of perfectionism in relation top reduce their career irrational beliefs • Quasi-experimental design
I N T R O D U C T I O N O F T H E C B C Cognitive Behavioral Coaching (CBC) was originated • from Beck’s cognitive behavioral therapy Cognitive behavioral intervention has been viewed as • one of the most investigated psychological approaches in the past decades (Hofman et.al., 2012) The essence of the CBC is to “educate” individuals to be • aware of effective thought patterns (Beck, 1991) CBC can be a useful practice for professionals to • transform therapy into personal and executive coaching (Auerbach 2001; Sperry, 2004)
P E R F E C T I O N I S M Perfectionism is described as the inclination to set high • standards and be extremely concerned about making mistakes (e.g., Hewitt & Flett, 1991) Perfectionism can consist of aspects including personal • standards, parent expectations, parents’ criticism, concern over mistakes, doubting of action, and organization (Hewitt & Flett, 1991)
P E R F E C T I O N I S M A N D C A R E E R D E C I S I O N Perfectionism can be thought as both positive quality and • an harmful belief; for example, individuals with perfectionism might hold negative thoughts about career development procedure, experiencing worry about career choices, and feel pressure to make a perfect career decision (Osborn, 1998)
P E R F E C T I O N I S M A N D C A R E E R I N T E R V E N T I O N A plenty of researchers have suggested that cognitive • intervention is an effective tool to help cognitive standards of perfectionists (e.g., Halgin & Leahy, 1989) Cognitive behavioral intervention has been applied with • perfectionists with various clinical concerns in clinical populations T H E E F F E C T O F C O G N I T I V E B E H AV I O R A L I N T E R V E N T I O N O N N O N - C L I N I C A L P O P U L AT I O N R E M A I N S U N C L E A R .
A I M O F T H I S S T U D Y Quasi-experimental study of CBC and evolution its • effect on perfectionists: irrational belief scale was administered before and after intervention E X P E R I M E N TA L C O N T R O L G R O U P G R O U P 2.5 hours session*3 • Film watching and • ① Introduction of the CBC discussing career ② Identifying career irrational issues in general beliefs ③ Applying the CBC
PA RT I C I PA N T S CBC Group Control Group Total Demographic Variables (n=36) (n=56) (n=92) n(%) n(%) n(%) Male 7(19.4) 14(25.0) 21(22.8) Gender Female 29(80.6) 42(75.0) 71(77.2) Sophomore 0(0.0) 56(100.0) 56(60.9) Year in curriculum Junior 27(75.0) 0(0.0) 27(29.3) Senior 9(25.0) 0(0.0) 9(9.8) BBA 20(55.6) (0.0) 20(21.7) IB 3(8.3) 4(7.1) 7(7.6) Major EBBA 4(11.1) 52(92.9) 56(60.9) Finance 2(5.6) (0.0) 2(2.2) Accounting 7(19.4) (0.0) 7(7.6) First born 19(52.8) 23(41.1) 42(45.7) Middle child 3(8.3) 6(10.7) 9(9.8) Birth Order Last born 14(38.9) 23(41.1) 37(40.2) Only child 0(0.0) 4(7.1) 4(4.3)
R E S U LT S 1 Non-perfectionist 2 Perfectionist CBC Group Control Group CBC Group Control Group (N=17) (N=35) (N=19) (N=21) AP 42 45 48 48 MP 44 49 59 73 IBS pretest 58.59 59.09 64.63 71.62 IBS posttest 50.53 59.60 62.11 68.9
Intervention Comparison • Compare Non-perfectionist and Perfectionist 64.63 71.62 62.11 68.90 58.59 59.60 50.53 59.09 Non-perfectionist Perfectionist � 13
Intervention Comparison • Compare HMP and LMP LMP 65.08 HMP 62.31 60.33 L O W M A L A D A P T I V E P E R F E C T I O N I S T S S H O W E D T H E M O S T D E C R E A S E I N I R R AT I O N A L B E L I E F S 48.56 � 14
D I S C U S S I O N CBC intervention can help reduce the degree of • irrational beliefs Worked better for non-perfectionist groups as to • perfectionist groups The effect of the particular impact of personality on • decisional conflicts (Laethem, Mestdagh, & Vanderheyden, 2003)
D I S C U S S I O N C O N T I N U E D • Maladaptive perfectionism showed the least improvement after intervention • Maladaptive perfectionism shows unrealistically high expectations, ruminative concerns over mistakes, become aware of pressure from others to be excellent, be conscious large difference between one’s performance and personal standards (Enns & Cox, 2002)
E D U C AT I O N A L I M P L I C AT I O N S • For individuals who are maladaptive perfectionism (MP), in- depth sessions may be needed instead of short-term career coaching programs • Ganske & Ashby (2007) suggested: A. Clarify the concept of inconsistency for MP B. Make a thorough inquiry how this inconsistency might impede their career decision making C. Help lead MP to focus on adaptive aspect of perfectionism
L I M I TAT I O N S A N D F U T U R E S T U D I E S Increase the number of participants for intervention group • For control group design, non-intervention can be added • instead of film analysis For better learning outcomes, students’ perfectionism • tendency can be measured in consideration of educational intervention For research design, a particular career decision scenario • can be offered to identify irrational beliefs instead of general measurement of irrational beliefs
Q U E S T I O N A N D A N S W E R S E C T I O N WA L K I N FA I T H 4 2 9 @ G M A I L . C O M
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