Advisor

Hess, Robyn

Committee Member

Athanasiou, Michelle

Committee Member

Peterson, Eric

Committee Member

Richotte, Jennifer

Department

College of Education and Behavioral Sciences; School Psychology

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

8-2020

Extent

133 pages

Digital Origin

Born digital

Abstract

This study examined the impact of a mindfulness program on 42 middle school students who had been identified as Gifted and Talented. Participants completed a six-week intervention designed to teach mindfulness. Before starting the group, students completed the Child and Adolescent Perfectionism Scale (CAPS; Flett et al., 2016) which provides a measure of self (i.e., setting excessively high goals and standards for self) as well as socially-prescribed (i.e., perception that others are holding individual to unrealistic standards) perfectionism. Additionally, participants’ use of mindfulness was measured. All measures were completed at pre-, post-intervention, and at follow up to determine whether the intervention decreased perfectionism and increased the practice of mindfulness. Three Bonferroni-adjusted, one-way, repeated measures MANOVAs were performed on each of the scales to ascertain whether results were impacted by the intervention. Results included a significant change in Self-Oriented Perfectionism and mindfulness was found at the end of group as well as at follow up. In both cases, there were significant differences between pre- and post-tests and between pre- and follow-up tests. Results indicate that mindfulness may be an appropriate intervention to reduce selfimposed forms of perfectionism on middle school students who are in Gifted and Talented programming.

Degree type

PhD

Degree Name

Doctoral

Local Identifiers

OltonWeber_unco_0161D_10771.pdf

Rights Statement

Copyright is held by the author.

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