Perfectionism in gifted clients: Challenge or obstacle?

Perfectionism is often regarded as a characteristic of giftedness, particularly when considering a clinical population—the group that frequently seeks support from healthcare professionals. For psychologists and therapists working with this demographic, it is essential not only to recognize perfectionism but also to understand how it manifests and which interventions are effective. In this article, we explore the two dimensions of perfectionism—adaptive and maladaptive—and how they present in gifted children, adolescents, and adults. Additionally, we provide practical guidelines for supporting gifted clients with perfectionistic tendencies.

The two faces of perfectionism

In the scientific literature, perfectionism is categorized into two dimensions. Adaptive perfectionism, also referred to as perfectionistic striving, is characterized by high personal standards without destructive self-criticism or fear. This type of perfectionism can foster motivation, self-development, and a sense of fulfillment.

In contrast, maladaptive perfectionism, also known as perfectionistic concern, is marked by a persistent fear of failure, a compulsion to meet excessively high expectations—both self-imposed and those of others—and intense self-criticism. This can result in stress, procrastination, feelings of incompetence, low self-esteem, or even depression.

Perfectionism and giftedness: A unique dynamic

Although perfectionism is frequently cited as a characteristic of gifted individuals, there is no scientific evidence that perfectionism is more prevalent among the gifted than in the general population (Stricker et al., 2019; Ogurlu, 2020). However, research does indicate that the way perfectionism manifests differs between gifted individuals and the general population. Studies (Stricker et al., 2019; Ogurlu, 2020) show that maladaptive perfectionism occurs neither more nor less frequently in gifted individuals compared to their non-gifted counterparts. However, gifted adolescents and adults do appear to exhibit adaptive perfectionism slightly more often. This form of perfectionism enables them to manage complex tasks, set high goals, and approach challenges with determination. Adaptive perfectionism is often associated with positive traits such as perseverance, creativity, and strong intrinsic motivation.

However, their tendency toward deep self-reflection and critical thinking can also contribute to maladaptive perfectionistic patterns, particularly among underachievers. In this group, perfectionism can evolve into self-doubt and performance avoidance. According to Mofield & Parker Peters (2019), a fixed mindset strongly correlates with perfectionistic concern, suggesting that a lack of a growth mindset may reinforce perfectionistic tendencies.

Among gifted clients with a fixed mindset (Dweck, 2006), there is often a paralyzing fear of making mistakes. This can lead to avoidance behaviors, where challenges are sidestepped due to fear of not meeting expectations. Additionally, procrastination may occur, with tasks being endlessly delayed because they never seem “good enough.” Ultimately, this can result in emotional exhaustion and a persistent sense of failure, despite objective successes.

Therapeutic interventions for perfectionism

For healthcare professionals, it is crucial to identify perfectionism early and implement targeted interventions. Normalization and psychoeducation play a key role in helping clients understand perfectionism and distinguish between its adaptive and maladaptive forms. Cognitive restructuring can be employed to identify and challenge dysfunctional beliefs, such as the notion that mistakes are unacceptable. Research by Ogurlu (2020) highlights that perfectionistic concerns are significantly associated with anxiety and depressive symptoms, further underscoring the importance of early recognition and reframing.

Additionally, fostering self-compassion is essential, encouraging clients to be kinder to themselves and view mistakes as opportunities for learning. Developing a growth mindset, in which abilities and intelligence are seen as malleable, can help reduce both fear of failure and self-criticism. Behavioral experiments and exposure therapy can support clients in gradually breaking perfectionistic patterns by experiencing controlled “failures.” Through targeted exercises in “good enough” performance, clients can learn to let go and adopt a more flexible approach to mistakes. Helping clients understand that skills are developable and that mistakes are essential for growth (Dweck, 2006) can be a transformative intervention.

Mofield (2019) found that underachievers trapped in a negative cycle of perfectionism benefited from interventions that shifted the focus toward process-oriented thinking, a fundamental aspect of a growth mindset, and strengthened self-regulation.

Finally, maintaining a balance between ambition and well-being is essential. Setting realistic goals and consciously managing external expectations can foster a healthier form of perfectionism. Techniques such as Acceptance and Commitment Therapy (ACT) and Mindfulness-Based Stress Reduction (MBSR) can help clients adopt a more flexible approach to high expectations, facilitating the acceptance of imperfection without overwhelming anxiety.

Whenever possible, involving the client's support system—such as parents of gifted children, schools, partners, family, or employers—can help establish realistic expectations and create supportive dynamics that reinforce sustainable well-being.

Conclusion

Perfectionism can be a valuable trait when applied in a healthy manner. For healthcare professionals, it is important not to view perfectionism in gifted clients solely as a pitfall but also as a potentially powerful asset. By maintaining a balance between adaptive and maladaptive perfectionism and implementing evidence-based interventions, psychologists and therapists can contribute to the well-being and self-development of gifted adolescents and adults.

References

• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Mofield, E. L., & Parker Peters, M. (2018). Perfectionism in gifted students: Reviewing the research and clarifying misconceptions. Gifted Child Quarterly, 62(4), 344–354. https://doi.org/10.1177/0016986218758440 
• Ogurlu, U. (2020). A meta-analytic review of the relationship between perfectionism and academic achievement. Educational Psychology Review, 32(1), 209–229. https://doi.org/10.1007/s10648-019-09494-6
• Stricker, J. L., Bridgeman, B., Rock, D. A., & Burton, N. W. (2019). Predicting college grades and graduation using SAT and high school GPA: New evidence from a diverse national sample. Journal of Educational Psychology, 111(4), 629–647. https://doi.org/10.1037/edu0000290

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