Confusion exists about the construct of perfectionism, considered to consist of perfectionistic strivings (PS) and perfectionistic concerns (PC). Recent theory suggests that pursuit of excellence is related to PS but differentiated by having a more positive impact. To test this hypothesis, we used a meta-analytic analysis to examine the associations between different measures of perfectionism and academic achievement. Correlations between academic measures (performance, academic burnout and stress, test anxiety, procrastination, self-efficacy, engagement, satisfaction, adjustment, hardiness, learning strategies) and subscales of the Frost Multidimensional Perfectionism Scale, Hewitt Multidimensional Perfectionism Scale, Almost Perfect Scale-Revised, and Child and Adolescent Perfectionism Scale were investigated in students (Mage = 19.31, SD = 4.26). A systematic literature search yielded 67 studies (378 effect sizes). Subscales relating to standards (High Standards, Personal Standards, Self-Oriented Perfectionism) were positively related to academic performance and helpful academic outcomes. Only High Standards, which has a focus on striving for excellence, had negative associations with unhelpful academic outcomes. Two of the four subscales that measured PC (Discrepancy, Doubts about Actions) were negatively related to academic performance, and Discrepancy shared a negative association with helpful academic outcomes. All PC subscales were positively associated with unhelpful academic outcomes. As such, PC are maladaptive for successful learning and a distinction between PS and healthy pursuit of excellence is worth further exploration. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Although both social support and cognitive appraisals are strong predictors of children’s posttraumatic adjustment, understanding of the interplay between these factors is limited. We assessed whether cognitive appraisals mediated the relationship between social support and symptom development, as predicted by cognitive models of posttraumatic stress disorder (PTSD). Ninety seven children (Mean age = 12.08 years) were assessed at one month and six months following a single incident trauma. We administered self-report measures of cognitive appraisals, social support, and a diagnostic interview for PTSD. Results indicated that cognitive appraisals at one month post-trauma mediated the relationship between social support at one month post-trauma, and PTSD severity at follow-up. Differences in this relationship were observed between child-reported social support and parent-rated ability to provide support. Firm evidence was provided for the application of cognitive models of PTSD to children.

Arts therapy is a popular intervention used to work through the effects of traumatic experience. We evaluate previous reviews and report a meta‐analysis of the effectiveness of arts therapy following trauma for reducing symptoms of PTSD, enhancing positive outcomes (e.g., quality of life) and decreasing negative outcomes (e.g., depression). Database searches identified 21 (N = 868) randomised controlled trials (RCTs). Outcomes were categorised as PTSD specific, positive non‐PTSD specific and negative non‐PTSD specific. Several moderators were tested: age, diagnosis type, trauma type, intervention instruction, control type, therapy mode and therapy duration. Overall, random‐effects analysis indicated that arts therapy was favoured relative to control for positive non‐PTSD‐specific outcomes (g = 1.53, p < 0.001), but not for negative non‐PTSD‐specific (p = 0.069) or PTSD‐specific outcomes (g = 0.89, p = 0.052). Regression analyses indicated that arts therapy was effective in reducing PTSD‐specific outcomes in children (Z = 2.81, df = 1, p = 0.005), positive non‐PTSD‐specific outcomes in group‐based arts therapy (Z = −2.40, df = 1, p = 0.016, I² = 57.33) and for reducing negative non‐PTSD outcomes following acute traumas (e.g., combat‐related trauma or sexual abuse) (Q = 10.70, df = 3, p = 0.013, I² = 77.09). We highlight the need for additional RCTs and standardised protocols to address heterogeneity. Our review provides an important benchmark for gauging the effectiveness of arts therapy in the treatment of trauma.