A PROPOSED FRAMEWORK FOR PREVENTING PERFECTIONISM AND PROMOTING RESILIENCE AND MENTAL HEALTH AMONG VULNERABLE CHILDREN AND ADOLESCENTS
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Recent findings suggest that perfectionism is highly prevalent among children and adolescents, and perfectionism can be quite destructive in terms of its links with anxiety, depression, and suicide. In this article, we provide an overview of recent research illustrating the costs and consequences of perfectionism among children and adolescents. We also highlight the heterogeneity that exists among perfectionists and the need for a complex, nuanced approach to assessment and prevention that reflects the achievement and interpersonal concerns of perfectionists. We then summarize past research on the prevention of perfectionism and show that perfectionism is pernicious and resistant to change. Accordingly, interventions must be tailored to address the cognitive and emotion regulation vulnerabilities of perfectionists and their meta‐cognitive beliefs about ability, the self, and the meaning of failure. We conclude by discussing why it is essential to proactively design and implement preventive programs with specific components designed to enhance resilience and reduce levels of risk among perfectionists. We outline several themes that should be incorporated in preventive and intervention efforts designed to address the needs of vulnerable perfectionists.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it