Perfectionism
In Perspective

Perfectionism in Perspective
Module 2

Understanding Perfectionism
Introduction

2

How Did I Become a Perfectionist?

2

Rules for Living

3

How Rules & Assumptions Guide Behaviour

5

Unrelenting High Standards

5

Module Summary

8

About This Module

9

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Introduction
In Module 1 we introduced a definition of perfectionism and described the positive and negative aspects ofperfectionism. We asked you to identify specific areas of your life in which perfectionism is problematicand to identify your perfectionism behaviours. You may be wondering: “How did I become aperfectionist?” We are now going to look at the underlying reasons for perfectionism. In later modules
you will learn practical strategies to reduce your perfectionism – these can be helpful whatever theunderlying reasons are.

How Did I Become a Perfectionist?
There is, of course, no simple answer to this question, as everyone is different. The point of view taken inthese modules is that the core reason that people become perfectionistic is related to the way they see
themselves and the world. Our view of ourselves and the world starts to develop very early in life and is
influenced by our early experiences (e.g., our family, society, school, peer group etc.) and by our
temperament. Perfectionists have had experiences that lead them to develop a view of the world thatencourages the pursuit of unrelenting high standards (e.g., “I must never make mistakes”).
It is important that you don’t blame yourself or others for your perfectionism but it may be helpful to think
about some of the most common early experiences that can influence its development.
Direct learning - reward and positive reinforcement
If people praise you when you do well at something, you might learn that setting very high standards foryourself makes you feel good, and is worth pursuing. For example, if you did well on an assignment at
school you were probably praised by your teachers (“Excellent work”) and your parents (“We are so proud ofyou”). Praise for your achievements made you feel good about yourself and you probably started
developing a belief such as: “Mum and Dad like it when I do well at school” which may later have developed
into a more generalised belief such as: “People are proud of me if I succeed”. This belief encouraged you
to continue trying to be successful. Unfortunately, over time, a belief such as this can become rigid andinflexible (e.g., “People will only be proud of me if I am successful”).

Direct learning - punishment and lack of positive reinforcement
Another type of learning that can influence the development of perfectionism occurs when you arepunished for mistakes. For example, a parent might criticise a small child for making a mess while playing(“How many times do I have to tell you not to make a mess?”). Punishment for mistakes makes you feel bad
about yourself and you may develop a belief such as: “I must never make a mess, I must always be neat”.
Sometimes you are not directly punished, but there is just an absence of praise. For example, you might
get a “B” on an exam and notice that your parents did not praise you for this. In this instance you may
develop a belief such as: “Mum and Dad don’t like it when I don’t get As” and this may develop into a belief
such as: “People are not proud of me when my work is less than perfect”.
Indirect learning (modelling)Some perfectionists cannot recall being punished for making mistakes, and say that as they were growing up
people were proud of them no matter how successful they were. Another way that perfectionism candevelop is through indirect learning. We also call this “modelling” as we may learn to act in a particularforCentrelinical
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way based on the way we see people around us (our ‘role models’) behaving. For example, it may be thatyour parents worked very hard in their jobs and often took work home to complete at night or on
weekends, leaving little time for relaxation. You may have developed a belief such as: “Work is more
important than relaxation”. Over time this belief may become more rigid (e.g., “Succeeding at work ismore important than anything else”).
Temperament
You might think that you have been a perfectionist from the day you were born and that it is part of who
you are. Some people say they have always set high standards for themselves (e.g., “If I lost a race when I
was little I would cry for hours, even though Mum told me it wasn’t important”). There is evidence to suggestthat an individual’s temperament may influence the development of perfectionism. Temperament refers to
the characteristic way that you think, react, and behave. It is fairly stable over time and may be partly
genetic. Studies have shown that people who avoid seeking out novelty, who are highly dependent on
rewards from others, and who persist towards goals despite frustration and fatigue, are more likely todevelop perfectionism. But having this sort of temperament does not mean that your perfectionism cannot
be changed.

Perhaps you can relate to these early experiences, or perhaps not. Either way, all the strategies presented
in these modules are designed to work, regardless of how your perfectionism developed.

Rules for living
So, different kinds of experiences can influence how we view ourselves and the world. We all have rules
and assumptions by which we live our lives. For example, someone might have the rule: “It is important tobe kind to others whenever possible” or the assumption: “If I commit a crime, then I will be punished”.
These rules and assumptions seem pretty helpful in the sense that they are fairly accurate in reflecting how
things really are (i.e., punishment typically follows a crime), and they are also flexible (i.e., it is not possible
to be kind to others 100% of the time, but doing so whenever possible is reasonable). We also continue tolearn rules throughout life! For example, someone on probation at a new job might adopt the rule: “I must
learn quickly” and have the assumption: “If I don’t show that I am skilled I’ll be let go”.
However, we can also have unhelpful rules and assumptions by which we lead our lives. A rule orassumption tends to be unhelpful when it is inaccurate and inflexible in some way. Let’s turn briefly to theunhelpful rules and assumptions that Peter and Polly have:Peter has the rule: “The job is not done unless it is perfect” and theassumption: “If I make a mistake then the business will fail”.
Polly has the rule: “Winning is the most important thing” and theassumption: “If we lose one game then there’s no chance we will beat the top at the end of the season”.
Are these rules flexible? How accurate are the assumptions that are being made? Clearly Peter and Polly
both have rules that are rigid and assumptions that are inaccurate, and this is unhelpful because it makes
them single-mindedly focussed on doing things ‘perfectly’.
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Below are some of the most common unhelpful rules and assumptions related to perfectionism. This
exercise is designed to help you work out which unhelpful rules and assumptions you live by. Tick thestatements you most identify with.
Unhelpful Rules & Assumptions
Setting Even More Demanding Standards Doing well isn’t good enough, I have to do
better If I don’t strive to achieve higher standards, I ama lazy and useless person
 Losing those 5 kg. wasn’t enough. I need to get
down to a smaller size
Fear Of Failure I must do things perfectly I must not fail
 I can’t have others think poorly of me If I try, then I will only fail
 If I make a mistake then I will be rejected If I put my work out there, then others will
think badly of me

All or-Nothing Thinking
 If I don’t get a High Distinction in this topic thenI don’t deserve to be doing this degree My work is never good enough There is a right way and a wrong way to do
things If I eat any chocolate at all then I’ve blown mydiet and I might as well binge
Shoulds, Musts,
 I must be perfect or others will realise what I
am really like
 I should never eat before noon When I clean my house I should always clean
every room thoroughlyConstant Checking
 I have to go over any work I do, several times,
before I can show it to anyone else
 I have to weigh myself several times a day tomake sure I’m not gaining weightSelf-control
 I must work all the time or I will become a lazyslob
 I have to work extremely hard in order todeserve a treat

Simplicity, Structure, Control
 I must know what is going to happen
 I must be prepared for possible outcomes I can’t let anyone else do a task in case it goeswrong

 Other

Being a perfectionist doesn’t mean you have all of the unhelpful rules and assumptions listed above. You
may only have one of these, some combination of them, or a less common one. Different unhelpful rules
and assumptions may be relevant for different areas of your life. Don’t worry if you are finding it hard towork out what your unhelpful rules and assumptions are. Just have a go. And remember that you don’t
always need to know the exact underlying reason for your perfectionism in order to overcome it.
So, what are your unhelpful rules that lead you to be perfectionistic?
I must…________________________________________________________________________
I should…_______________________________________________________________________
I can’t…________________________________________________________________________
And, what are your unhelpful assumptions that lead you to be perfectionistic? That is, what do you expect
will happen if you don’t follow these rules?
If I… _________________________________________________________________________
then…________________________________________________________________________
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How Rules & Assumptions Guide Behaviour
You have now identified some of your perfectionistic rules and assumptions. They are likely to be thedriving force behind the perfectionism behaviours you identified in Module 1. So if you have rules related tobeing ‘perfect’ you will try very hard to do everything ‘perfectly’ and as a result will avoid accepting anythingthat might be less than ‘perfect’. We will be learning more about how to adjust perfectionistic rules andassumptions in Module 7.
Let’s look at the example of Peter:
Peter has the rule: “The job is not done unless it is perfect” and thisrule guides his behaviour. Peter checks his work three times tomake sure he has not made a mistake. The consequence of this isthat it takes him a long time to complete his work and his businessis doing poorly as a result of this.
Can you picture Peter’s leisure time? What might he do to relax? What quality of relationships might hehave? What would he be like to work with?
Have a look over the rules and assumptions that you wrote down on the previous page. How do yourresults and assumptions guide your behaviour on a day-to-day basis? What do you do as a result of having
these particular rules and assumptions?

Unrelenting High Standards
Standards for evaluation
A standard is a guideline or principle that we use to measure success, comparison or approval. Standards
provide us with a way of judging ourselves and how we are going. A standard usually illustrates what we
find acceptable and unacceptable. It might relate to a particular area of our lives (e.g., “I like to do things tothe best of my ability at work”) or it might be a more global standard (e.g., “I like to do things to the bestof my ability in everything I do”). It is important to remember that it is normal to set standards forourselves and others, and the degree to which we meet these standards contributes, in part, to how
worthwhile we feel.

What are unrelenting high standards?
The problem arises when the standards we set for ourselves or for others are unrealistically high andinflexible. Either we are unlikely to be able to meet the standard, or we will only be able to meet thestandard at considerable cost. As we mentioned in Module 1, we will be referring to unrealistically highforCentrelinical
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and inflexible standards as unrelenting high standards. Unrelenting high standards are perhaps the mostimportant factor in maintaining perfectionism and are a major problem for perfectionists. Let’s use an
example to illustrate this. Mary had a standard: “It’s best not to break the law”. She received a fine forspeeding one afternoon and although she regretted the incident she did not feel bad about herself as aperson. Polly had an unrelenting high standard: “It is completely unacceptable to break the law”. She got afine for speeding one day going down a hill. She told herself that she deserved to be punished, she felt
angry that she had made this mistake, and she made a pact never to drive again.
What are your standards for evaluation?
We are often not conscious of the standards we set for ourselves or for others; they just operate in the
background. In fact, we usually only notice our standards when they are not being met. For example, you
might notice that you feel frustrated when your daughter doesn’t clear away her breakfast bowl and thismay be an indication of the standards for yourself and others in relation in relation to cleanliness: e.g., “Thehouse must be clean at all times”. Let’s think about the standards you set for yourself. In the table below,
list one standard you set for yourself in relation to each of the areas listed. Then ask yourself, is thisstandard flexible and achievable? If the answer is “yes” then the standard is probably a healthy one thathelps you in your life. If the answer is “no” then it may be an unrelenting high standard.
Standard I set for myself

Is this standard flexible& achievable (Yes / No)?

Performance at work/school
Grooming & personal hygiene
Organisation & ordering
Close relationships
Sport
Eating/shape/weight
Housework/cleaning
Health & fitness
Are your standards flexible and achievable? If the answer is “no”, then it may be time to consider whether
or not you want to change this. Do you have an unrelenting high standard in just one area of your life or
do you notice this across different areas of your life? While you are working through these perfectionism
modules, try to notice if your unrelenting high standards are operating in the background currently (e.g., “I
must do these modules perfectly” or “I must not make mistakes”).
The individual nature of high standards
It is important to remember that the standards we set are highly individual. What is challenging or difficultfor one person may be easy for another person, so it is unhelpful to compare the standards you set for
yourself with the standards set by others. For example, it would be unrealistic for me to set myself thestandard of being able to play Rachmaninoff’s “Prelude in C Minor” on the piano by next week.

However, it is not unrealistic for concert pianists to set this standard for themselves.
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Let’s look at another example. If I set the standard: “I should be able to run a marathon next week”, this isunrealistic given that I have not been training. However, it is not unrealistic for Olympic long-distancerunners to set this standard for themselves. It is important when thinking about high standards to consider
the individual nature of the standards you set yourself. Is this standard realistic for me?
It is also important to remember that standards need to be adjusted depending on the situation. Look at
the following example:
Polly always set extremely high standards for herself. She liked
jogging but had not been able to do this activity for several weeks
due to a knee injury. When she started running again she set
herself the standard: “I should be able to run 10 kilometres”. She
attempted this on her first day back and struggled due to her lack offitness but, as the standard was so inflexible, she pushed herself tokeep going. She ended up hurting her knee again and this put her
out of action for another few weeks.
Polly was not able to be flexible and adjust her standard to take into consideration her knee injury. This is
a common problem for perfectionists.
To overcome perfectionism, we will be helping you learn how to adjust your unrelenting high standards,
reduce perfectionism behaviours and challenge the unhelpful thoughts, rules and assumptions that guidethese behaviours. But before embarking on change we will introduce you to what keeps the perfectionism
going and help you identify the pros and cons of change. Join us in the next module!

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Module Summary
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•
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There are many ways people become perfectionists, including direct and indirect learning
experiences, and temperament
We all have rules and assumptions for living
Perfectionists tend to have rules and assumptions that are related to the pursuit orachievement of high standards. They tend to be rigid and inaccurate, making them particularly
unhelpful
Rules and assumptions guide our behaviour
Perfectionistic rules and assumptions are the driving force behind perfectionism behaviours
A standard is a guideline or principle that we use as a basis for success, comparison orapproval. Standards provide us with a way of checking how we are going
Everyone has standards for self-evaluation.
Perfectionists tend to have standards that are rigid and inaccurate and we call these
Unrelenting High Standards.

What I Have Learned in this Module
Think about what you have learned in this module and any useful bits of information, tips or strategies thatyou want to remember. Write them down below so you can refer to them later.

Think about how you might use the information you have just learned. Write down some ways in which
you could make use of this information.

Coming Up…
In Module 3 (What keeps perfectionism going?) you will learn
about how your unrelenting high standards are involved in a
vicious cycle that keeps perfectionism going.
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About this Module
CONTRIBUTORS
Dr. Anthea Fursland (Ph.D.1)
Principal Clinical Psychologist
Centre for Clinical Interventions

Dr. Anna Steele (Ph.D.1)
Clinical Psychologist
Centre for Clinical Interventions

Dr. Bronwyn Raykos (MPsych2, Ph.D.1)
Clinical Psychologist
Centre for Clinical Interventions
1

Doctor of Philosophy (Clinical Psychology)2

Master of Psychology (Clinical Psychology)

BACKGROUND
The concepts and strategies in this module have been developed from evidence-based psychologicaltreatment, primarily Cognitive Behaviour Therapy (CBT). CBT for perfectionism is based on the approachthat perfectionism is the result of problematic cognitions (thoughts) and behaviours.
REFERENCES
Antony, M. M. & Swinson, R. P. (1998) When Perfect Isn’t Good Enough. New Harbinger Publications,Oakland, Ca.
Cloninger, C.R., Svrakic, D.M., & Przybeck, T.R. (1993). A psychobiological model of temperament andcharacter. Archives of General Psychiatry, 50, 975-990.
Kearns, H., Forbes, A., & Gardiner, M. (2007). A cognitive behavioural coaching intervention for thetreatment of perfectionism and self-handicapping in a nonclinical population. Behaviour Change, 24, 157-172.
Kobori, O., Yamagata, S., & Kijima, N. (2005). The relationship of temperament to multidimensional
perfectionism trait. Personality and Individual Differences, 38, 203-211.
Shafran, R., Cooper, Z. and Fairburn, C. G. (2002) Clinical perfectionism: A cognitive-behavioural analysis.
Behaviour Research and Therapy, 40, 773-791“PERFECTIONISM IN PERSPECTIVE”
This module forms part of:
Fursland, A., Raykos, B. and Steele, A. (2009). Perfectionism in Perspective. Perth, Western Australia: Centre
for Clinical Interventions.
ISBN: 0-975799576

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Created: March 2009

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