{"id":45672,"date":"2024-06-04T11:14:52","date_gmt":"2024-06-04T11:14:52","guid":{"rendered":"https:\/\/essays.homeworkacetutors.com\/2024\/06\/athlete-perfectionism-and-help-seeking\/"},"modified":"2024-06-04T11:14:52","modified_gmt":"2024-06-04T11:14:52","slug":"athlete-perfectionism-and-help-seeking","status":"publish","type":"post","link":"https:\/\/www.colapapers.com\/us\/athlete-perfectionism-and-help-seeking\/","title":{"rendered":"Athlete Perfectionism and Help Seeking"},"content":{"rendered":"
\n

Do athletes with perfectionism seek help when they develop emotional problems? Longitudinal investigation of dimensions of perfectionism and help seeking in college athletes<\/strong><\/p>\n

Abstract<\/h2>\n

Objectives<\/strong><\/p>\n

Young people are generally
\nreluctant to
\nseek mental health care, and perfectionism is one
\nof the factors that prevents help seeking. The purpose of this article is to
\ninvestigate whether perfectionistic athletes seek help when they develop
\nemotional and performance problems, and what types of help and support they
\nlook for, if they do seek help.<\/p>\n

Design and Method<\/strong><\/p>\n

Study 1 employed a
\nlongitudinal design to test if perfectionistic athletes sought help, and 132
\ncollege athletes were asked to complete a questionnaire that included two forms
\nof perfectionism (self-oriented perfectionism and socially prescribed
\nperfectionism), help seeking, depression, stigma, and attitude toward seeking
\nhelp. Study 2 asked 109 college athletes what types of help and support they
\nwould seek.<\/p>\n

Results<\/strong><\/p>\n

The results of Study 1 suggest
\nthat, even after controlling for other factors that may affect help seeking,
\nself-oriented perfectionism was positively associated with help seeking for
\nboth emotional and performance problems, while socially prescribed
\nperfectionism was negatively associated with help seeking only for emotional
\nproblems. The results of Study 2 suggest that college athletes with self-oriented
\nperfectionism would ask their coach and teammates for emotional support and
\nproblem solving support. Moreover, they think that seeking help may contribute
\nto a better relationship within the team. However, college athletes with
\nsocially prescribed perfectionism would only ask friends and family for
\ninformation about mental health. <\/p>\n

Conclusions<\/strong><\/p>\n

The present findings suggest
\nthat some perfectionistic athletes seek help in order to cope with emotional
\nand performance problems.<\/p>\n

Keywords: Perfectionism; help seeking; athletes; stigma; longitudinal study.<\/p>\n

Introduction<\/h2>\n

Barriers to help seeking in youth and athletes<\/h3>\n

A wide range of studies attests to young people\u2019s reluctance to seek professional mental health care. For example, a school-based survey of 11,154 Norwegian youth aged 15\u201316 years reported that, even at the highest symptom levels for anxiety and depression, only a third had sought professional help. Similarly, the most recent national survey data for Australia show that only 29% of children and adolescents with a mental health problem had been in contact with a professional service of any type in a 12-month period (Andrews, Teesson, & Henderson, 1999). Gulliver, Griffiths, and Christensen (2010) reviewed perceived barriers to mental health help seeking in young people. The barriers firstly include poor mental health literacy, such as feeling unsure about where to seek help, not being able to distinguish between \u2018real distress\u2019<\/a> and \u2018normal distress,\u2019 and being uninformed about available services. Secondly, they identified attitudes and personal characteristics that may prevent them from seeking help, such as male gender, ethnicity, low emotional competence, negative attitudes to professional help-seeking, the belief that the problem would go away or could be solved without help, lack of confidence in the professional opinion of the specialist or doctor, a culture of self-reliance especially in rural areas, not wishing to admit to having a disorder<\/a>, accessing help making it \u2018real\u2019, and not selecting GPs as a source of help. Following that, stigma including embarrassment, privacy and confidentiality concerns particularly amongst those living in a small town, and negative self-perceptions may discourage young people from seeking help. Finally, practical barriers such as lack of transport to access help, difficulty obtaining help, inadequate time, and financial cost could also be barriers to help seeking.<\/p>\n

As elite athletes tend to fall within this high-risk age group, Gulliver,
\nGriffiths, and Christensen (2012) qualitatively investigated what young elite athletes
\nperceive as the barriers and facilitators to help seeking for common mental
\nhealth problems. Participants\u2019 written and verbal data suggested that stigma
\nwas the most important perceived barrier to seeking help for young elite
\nathletes. Other notable barriers were a lack of mental health literacy and
\nnegative past experiences of help seeking. Facilitators to help seeking were
\nencouragement from others, having an established relationship with a provider,
\npleasant previous interactions with providers, the positive attitudes of
\nothers, especially their coach, and access to the Internet (Gulliver et al.,
\n2012).<\/p>\n

The Multidimensional Nature of Perfectionism<\/h3>\n

Perfectionism is a personality trait characterized by striving for
\nflawlessness and setting exceedingly high standards of performance accompanied
\nby overly critical evaluations of one\u2019s behaviour (Hewitt & Flett, 1991;
\nFrost, Marten, Lahart, & Rosenblate, 1990). Over the past 20 years,
\nresearch has produced converging evidence that perfectionism has different
\naspects and is best conceptualized as a multidimensional characteristic (Enns
\n& Cox, 2002; Lo & Abbott, 2013). In particular, two main dimensions
\nhave been differentiated: perfectionistic strivings,\u00a0 i.e. setting high standards and a
\nself-oriented striving for perfection, and perfectionistic concerns, i.e. concerns
\nabout making mistakes, feelings of discrepancy between one\u2019s standards and
\nperformance, and fears of negative evaluation and rejection by others if one
\nfails to be perfect (see Stoeber & Otto, 2006, for a review).<\/p>\n

The multidimensional nature of perfectionism and its linkages to both
\nmaladaptive traits and negative outcomes, and less frequently, adaptive traits
\nand positive outcomes has generated much research during the past two decades.
\nHewitt and Flett (1991) proposed three dimensions of perfectionism and
\ndeveloped a self-report measure of the different components. Self-oriented
\nperfectionism characterizes those individuals who are assumed to create
\nexcessively high standards for themselves and engage in intense self-criticism.
\nSocially prescribed perfectionism characterizes those individuals who perceive
\nthat significant others are imposing excessively high standards on them and
\nthat they must meet these standards in order to please others. Other-oriented
\nperfectionism characterizes those individuals who impose excessively high
\nstandards on other individuals in their lives. A number of publications have
\ndemonstrated a link between components of perfectionism and maladjustment. For
\nexample, socially prescribed perfectionism has been linked to submissive
\nbehaviour and shame-proneness, depression, diminished self-esteem, irrational
\nfears, maladaptive thinking patterns and coping, and other indices of
\nmaladaptive symptomatology or maladjustment including suicide ideation (e.g.
\nDunkley & Blankstein, 2000; Blankstein, Flett, Hewitt & Eng, 1993;
\nFlett, Hewitt, Blankstein & O\u2019Brien, 1991; Hewitt & Flett, 1991; Wyatt
\n& Gilbert, 1998).<\/p>\n

The Impact of Perfectionism
\non The Treatment Process<\/h3>\n

There is also some
\nevidence that perfectionism may have an impact on outcome, being associated
\nwith poorer prognosis and treatment drop-out (Bizeul, Sadowsky & Rigaud,
\n2001; Sutandar\u2010Pinnock,
\nWoodside, Carter, Olmsted & Kaplan, 2003), with OCPD traits including
\nperfectionism and rigidity found to be potential mediators of treatment outcome
\n(Crane, Roberts & Treasure, 2007). Although the means by which
\nperfectionism impacts outcome are not clear, it has been suggested that the all
\nor nothing thinking style and perceived failures associated with perfectionism
\nmay make the setting of appropriate treatment goals difficult and that
\nperfectionistic traits may prevent the self-disclosure needed to establish a
\nstrong therapeutic alliance (Goldner, Cockell & Srikameswaran, 2002). Some
\nsupport for this theory comes from a study conducted by Zuroff et al. (2000) regarding
\nthe outcome of depression following treatment, where it was found that the
\nrelationship between perfectionism and poorer treatment response was mediated
\nby the impact of perfectionism upon the therapeutic alliance.
\nFinally, Blatt and Zuroff (2005) found that higher levels of perfectionism at
\nboth pre- and post-treatment predicted poorer ability to cope with life stress
\n18 months after treatment.<\/p>\n

Moreover, perfectionism may affect individuals\u2019 willingness to seek
\ntreatment. Hewitt et al. (2003) maintain that perfectionists differ in terms of
\ntheir need to appear perfect to other people and not display or disclose
\nimperfections in public. Several studies support the notion that
\nperfectionistic individuals conceal negative personal information to maintain a
\nflawless appearance and avoid negative evaluation by others. For example, Frost
\net al. (1995, 1997) found that perfectionistic individuals feared that others
\nwould think negatively of them because of their mistakes, and therefore,
\npreferred to keep them secret. For perfectionists, the short-term benefit of
\nself-concealment appears to be the avoidance of evaluative threat, but
\nunfortunately, the long-term consequence of self-concealment may be higher
\nlevels of psychological distress. <\/p>\n

This unwillingness of
\nperfectionistic individuals to admit to others when they are having personal
\ndifficulties may affect help seeking in
\nyouth and athletes, because help seeking may be perceived, particularly
\nby athletes, as a powerful indication of weakness. Attitudes about seeking help from others are related to both perfectionism (Kelly & Achter,
\n1995) and self-concealment (Cepeda-Benito & Short, 1998; Hinson & Swanson, 1993). Mills
\nand Blankstein (2000) found that perfectionists exhibited a fear that others
\nwould evaluate them negatively for poor academic performance and feared asking
\nfor academic assistance. Regarding self-concealment and help-seeking attitudes,
\nCepeda-Benito and Short (1998) found that high self-concealers were most likely
\nto avoid seeking needed psychological services. Finally, Hewitt, Flett, and Wekerle (2012) found that self-oriented
\nperfectionism is associated with internalized emotion-oriented coping responses
\nand self-reliant problem-solving, suggesting that perfectionists would keep the
\nproblem to themselves rather than disclosing it to other people. <\/p>\n

Purpose
\nof this study<\/h3>\n

Flett and Hewitt (2014) point out that, if perfectionistic athletes are
\nindeed particularly susceptible to distress and tend to have difficulties
\ncoping with stress, it is essential to study their willingness to seek help.
\nThose athletes who are high in perfectionistic self-presentation should be especially
\nunlikely to seek help if they are prone to self-stigma and endorse beliefs that
\nseeking help is an admission of being weak and imperfect. This issue is vitally
\nimportant to evaluate and the lack of help seeking points to the need for
\nproactive, preventive interventions. On the other hand, some perfectionists, at
\nleast individuals with perfectionistic strivings, might seek help. A number of
\nstudies have examined links between perfectionism and coping-strategy
\nutilization in sport and non-sport settings. In general, these studies have
\nfound significant positive relationships between active, task-oriented, and
\nproblem-oriented coping styles and subscales that measure sub-dimensions of
\nperfectionistic strivings (Dunkley, Blankstein, Halsall, Williams, &
\nWinkworth, 2000; Gaudreau & Antl, 2008), self-oriented perfectionism (Hill,
\nHall, & Appleton, 2010; Kobori, Yoshie, Kudo, & Otsuki, 2011), and striving
\nfor perfection (Stoeber & Childs, 2010; Stoeber & Rennert, 2008).
\nMoreover, self-oriented perfectionism is associated with adaptive social skills
\n(Flett, Hewitt, & DeRosa, 1996). These results suggest that individuals
\nwith positive\/adaptive forms of perfectionism can be good at seeking the help
\nand support of other people. However, it remains unknown as to what support perfectionistic
\nathletes seek and the way they want other people to help them. For example,
\nthey may look for practical advice from their coach, want close friends to
\nlisten to, or only want someone to do something with them for distraction,
\nwithout disclosing the detail of their problems.<\/p>\n

So far, no studies have investigated the relationship between dimensions of
\nperfectionism and help seeking. The purpose of Study 1 was to investigate whether
\nperfectionism prevents athletes from seeking help. Regarding the problems they
\nseek help for, we included both emotional problems, and problems about athletic
\nperformance. We hypothesized that only the facets of perfectionistic concerns,
\nnot perfectionistic strivings, would prevent athletes from seeking help, even
\nafter controlling for the stigma about mental health, attitudes toward
\nprofessional psychological help (e.g. how effective one thinks psychological
\nhelp is), and current level of depression, because these variables may affect
\nthe motivations to seek help. Moreover, Study 1 employed a longitudinal design in
\norder that participants indicate whether they actually sought help over a
\nspecific period of time (help seeking behaviour), as well as how likely they
\nwould be to seek help (help seeking intention).<\/p>\n

As athletes with perfectionistic strivings might seek help as an active
\ncoping strategy, Study 2 explored further the way athletes utilize help and
\nsupport from other people, and its relationship to both perfectionistic
\nstrivings and perfectionistic concerns. In other words, we examined what type
\nof help perfectionistic athletes may want from the other person. We also asked
\nathletes whether they see any secondary benefits of help seeking (i.e. benefits
\nother than resolving their problems). For example, perfectionistic athletes may
\nsee seeking help as an opportunity to establish a trustful relationship with
\nother people, which can eventually enhance their performance. These
\ninvestigations will inform us of the person who can be the first contact when
\nathletes with perfectionism seek help, but also shed light on how we respond to
\nathletes with perfectionism when they seek help. <\/p>\n

Study 1<\/strong><\/h2>\n

Method<\/h2>\n

Design<\/h3>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A longitudinal design was employed
\nto measure both help seeking intentions and help seeking behaviours. All the
\nmeasures except for Actual Help Seeking Questionnaire were administered to 132
\nparticipants. In 12 weeks, 96 participants completed the Actual Help Seeking
\nQuestionnaire.<\/p>\n

Participants<\/h3>\n

At the end of a psychology lecture, college athletes
\nwere asked to complete the questionnaire. A total of 132 college athletes were
\nrecruited to participate in this study. The participants consisted of 48 men
\nand 84 women with a mean age of 18.22 years (SD=0.584), and 91% identified their
\nethnicity as Japanese; the remaining 9% were Asian or Mixed. Their average practice
\nhours per week was 13.09 hours (SD=7.589), and average career history as an
\nathlete was 11.34 years (SD=3.684). They competed in different sports including
\nfootball, tennis, dancing, swimming, basketball, badminton, volleyball,
\nhandball, lacross, gymnastics, kendo, aikido, table tennis, judo, softball,
\nbaseball, rugby, and track and field. <\/p>\n

Measures<\/h3>\n

Multidimensional Perfectionism Scale (MPS: Hewitt & Flett, 1991).<\/em> In
\norder to measure the different facets of perfectionism traits, the Japanese version
\nof the MPS (Ohtani & Sakurai, 1995) was employed. This scale is a Japanese
\ntranslation of the MPS (Hewitt & Flett, 1991) that also consists of 3
\ndimensions (i.e. self-oriented perfectionism, other-oriented perfectionism, and
\nsocially prescribed perfectionism). The psychometric properties of the Japanese
\nversion of the MPS have been confirmed by Ohtani and Sakurai (1995), who
\nreported good construct validity, internal consistency (alpha = .65\u2013.83), and
\ntest-retest reliability (r = .61\u2013.73). Items related to self-oriented
\nperfectionism and socially prescribed perfectionism from the Japanese version
\nof the MPS were administered. Participants rated these questions on a 7-point
\nLikert scale ranging from \u2018disagree\u2019 to \u2018agree\u2019.<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0
\nPatient Health Questionnaire (PHQ-9) (Kroenke et al., 2001). <\/em>The PHQ-9 was employed to
\nassess participant\u2019s general wellbeing; it is a 9-item self-report
\nquestionnaire originally measuring depressive symptoms. Items are scored on a
\n4-point scale from 0 (not at all) to 3 (nearly every day) with total scores
\nranging from 0 to 27. The questions are based on the DSM-IV diagnostic
\ncriteria, and thus, can provide both a diagnosis as well as a measurement of
\ndepression severity (Kroenke & Spitzer, 2002). A cut off score of 10 or
\ngreater has a sensitivity and specificity of 88% and a drop of at least 5
\npoints is considered a clinically significant response (Kroenke & Spitzer,
\n2002). The internal consistency of the scale ranges from .86 to .89 (Kroenke et
\nal., 2001). The Japanese version (Inagaki et al.,
\n2013) was employed for this study.<\/p>\n

Discrimination-Devaluation Scale (Link,
\n1987; Link, Cullen, Struening, Shrout, & Dohrenwend, 1989). <\/em>The Japanese version of the D-D scale (Shimotsu et al.,
\n2006) was employed to measure public stigma. The D-D scale asks people how much
\nthey agree with each of 12 statements that begin with \u2018Most people believe . .
\n.\u2019, \u2018Most people think . . . \u2019, or \u2018Most people would . . .\u2019 followed by a
\nstereotype, example of discrimination, or the opposite (an accepting view or behaviour).
\nThe original D-D scale refers to a \u2018patient with mental health problems\u2019, a \u2018former
\npatient with mental health problem\u2019, or a person \u2018who has been hospitalized for
\nmental illness\u2019. We adapted the wording to refer instead to \u2018a person who has
\nreceived mental health treatment\u2019 because our objective was to measure
\nperceived stigma regarding a broader concept of mental health treatment (rather
\nthan institutional treatment for severe mental illness per se). As in the
\noriginal D-D scale, the answer choices were on a 6-point Likert scale from
\nstrongly agree to strongly disagree. As in the original use of the scale, we
\nconstructed an index of perceived stigma by coding each response as 0, 1, 2, 3,
\n4, or 5 (with higher numbers referring to answers indicating higher perceived
\nstigma) and calculating the average across the 12 items for each individual. <\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Attitude
\ntoward Seeking Professional Psychological Help-Short Scale (ATSPPH-S: <\/em>Fischer & Farina, 1995). <\/em>The Attitude Towards Seeking Professional Psychological
\nHelp-Short Scale (ATSPPH-S) (Fischer & Farina, 1995) measures willingness
\nto seek help from mental health professionals when psychological problems are
\nencountered in general. It is a 10-item short scale based on the original
\n29-item version developed by Fischer and Turner (1970). Items on the scale
\ninclude \u2018I would want to get psychological help if I were worried or upset for
\na long period of time\u2019. Responses are on a 5-point scale ranging from \u2018strongly
\ndisagree (1)\u2019 to \u2018strongly agree (5)\u2019. High scores indicate more positive
\nattitude towards seeking professional psychological help. Fischer and Farina
\n(1995) report an internal coefficient alpha of .84 and a test-retest
\nreliability of .80 over one month. They also report significant point biserial
\ncorrelations between individuals\u2019 scores on the ATSPPH-S and psychological
\nhelp-seeking behaviour, an indication of a good construct validity. Elhai,
\nSchweinle, and Anderson (2008) also reported an internal consistency of .87 for
\nthe scale, and a moderate correlation with the mental health care utilization
\nscale. The Japanese version of the ATSPPH-S was employed for this study
\n(Takamura, Oshima, Yoshida & Motonaga, 2008).<\/p>\n

General Help-Seeking Questionnaire<\/em> (GHSQ; Wilson, Deane, Ciarroch & Rickwood,
\n2005).<\/em> GHSQ
\nassesses future help-seeking intentions. The athlete\u2019s intentions to seek help were measured by listing a number of potential help
\nsources and asking participants to indicate how likely it is that they would
\nseek help from that source for (1) emotional and personal
\nproblems, and (2) problems with athletic performance, on a 7-point
\nscale ranging from (1) extremely unlikely to seek help to (7) extremely likely
\nto seek help. In this study, the potential
\nhelp sources included the coach, teammates or supporting staff, partner,
\nfriends, family, college counsellor, physicians, and mental health
\nprofessionals. These sources were grouped into three higher categories: \u2018Athletic
\nNetworks\u2019 (average of coach and teammates or supporting staff), \u2018Social Networks\u2019
\n(average of partner, friends, and family), and \u2018Professionals\u2019 (average of college
\ncounsellor, physicians, and mental health professionals).<\/p>\n

Actual Help-Seeking Questionnaire (AHSQ;
\nRickwood & Braithwaite, 1994). <\/em>The
\nAHSQ was derived from an earlier measure used by Rickwood and Braithwaite
\n(1994) and developed to measure recent actual help-seeking behaviour. Listing
\nthe same sources of help as the GHSQ, participants indicate, over the past 12
\nweeks, whether they sought help from that source for (1) emotional and interpersonal problems, and (2)
\nproblems with athletic performance, by choosing either \u2018yes\u2019 or \u2018no\u2019. These
\nsources were grouped into three higher categories: \u2018Athletic Networks\u2019, \u2018Social
\nNetworks\u2019, and \u2018Professionals\u2019. For computing the score, if the participant
\nsought help from one or more sources in the category, the score of the category
\nwas \u20181\u2019, whereas if the participant did not seek help from any sources, the
\nscore of the category was \u20180\u2019. <\/p>\n

Results<\/strong><\/strong><\/h2>\n

Descriptive statistics<\/h3>\n

Table 1
\npresents means and standard deviations of standard
\nmeasures and help seeking intentions from Athletic Networks, Social Networks,
\nand Professionals, for emotional and interpersonal problems, and performance problems. Scores on help seeking intentions suggest that
\nathletes would seek help for emotional problems from social networks more than
\nathletic networks and professionals, and seek help for performance problems
\nfrom athletic networks more than social networks and professionals.<\/p>\n

=======<\/p>\n

Tables 1 and 2<\/p>\n

=======<\/p>\n

Table 2 presents the
\nnumber and percentage of athletes who actually sought help for emotional and personal
\nproblems and performance problems from any source(s) in each category (Athletic
\nNetwork, Social Networks, and Professionals). Scores on help seeking behaviours
\nsuggest that athletes sought help for emotional problems from social networks
\nmore than athletic networks, and sought help for performance problems from
\nathletic networks more than social networks. However, few athletes sought help
\nfrom professionals for both problems.<\/p>\n

Hierarchical and logistic regression analysis<\/h3>\n

Tables 3 and 4 are the result of hierarchical
\nregression analyses that tested whether perfectionism affects help seeking
\nintentions after controlling for the current level of depression, stigma
\nrelated to mental health, and attitude toward seeking professional
\npsychological help. <\/p>\n

The analysis of
\nfactors that predict help seeking intentions for emotional and interpersonal
\nproblems (Table 2) revealed that positive attitude towards seeking professional
\npsychological help predicted help seeking intentions not only from
\nprofessionals but also from athletic and social networks. Self-oriented
\nperfectionism positively predicted help seeking from athletic and social
\nnetworks, but socially prescribed perfectionism negatively predicted help
\nseeking from athletic and social networks. Help seeking from professionals was
\nnot predicted by perfectionism. <\/p>\n

The analysis of factors that predict help seeking intentions
\nfor performance problems (Table 4) revealed that positive attitude towards seeking
\nprofessional psychological help predicted help seeking intentions only from
\nsocial networks. Self-oriented perfectionism positively predicted help seeking
\nfrom athletic and social networks, but social prescribed perfectionism did not
\npredict help seeking from any resources.<\/p>\n

The analysis of
\nfactors that predict help seeking behaviours for emotional and interpersonal
\nproblems (Table 5) revealed that positive attitude towards seeking professional
\npsychological help predicted help seeking behaviours from social networks. The
\nanalysis of factors that predict help seeking behaviours for performance problems
\n(Table 6) revealed that self-oriented perfectionism positively predicted help
\nseeking behaviours from athletic networks. Help seeking behaviours from professionals
\nfor both problems were not analysed due to the small number of participants who
\nsought help.<\/p>\n

=======<\/p>\n

Tables 3-6<\/p>\n

=======<\/p>\n

Study 2<\/h2>\n

Method<\/h2>\n

Participants<\/h3>\n

The sample consisted of 119 Japanese college athletes
\n(women, n=34; men, n=85), majoring in sport and exercise studies at the
\nUniversity of Tsukuba, Japan. The mean age of participants was 18.40 (SD=1.145)
\nyears, the mean hours of training per week was 17.39 hours (SD=7.116), and the mean
\nyears in training was 8.71 years (SD=3.887). <\/p>\n

Measures<\/h3>\n

Multidimensional
\nPerfectionism Scale (MPS: Hewitt & Flett, 1991). <\/em>The
\nsame scale was used as Study 1.<\/p>\n

Help
\nSeeking Utilization Questionnaire<\/em>. This questionnaire was
\ndeveloped specifically for this study. Participants were asked what kind of
\nhelp and support they would look for if they seek help for emotional and
\ninterpersonal problems from athletic networks (coaches and teammates) and from
\nsocial networks (partner, friends, and family). The types of support were categorized
\naccording to the broad classification of coping strategies, which include the individual\u2019s attempts to (a) deal with
\nresultant emotions, (b) approach or alter the task\/problem, and (c) avoid\/disengage
\nfrom the stressor entirely (see Nicholls & Polman, 2007). Participants were
\nasked to rate the following items from strongly disagree (1) to strongly agree
\n(7).<\/p>\n

    \n
  • Emotional Support: \u2018I would
    \nseek emotional support (e.g. being listened to, receiving empathy, listening to
    \nother people\u2019s experiences) by talking my problems in detail\u2019 <\/li>\n
  • Problem-Solving Support: \u2018I
    \nwould seek support for problem solving (e.g. asking for advice about what to
    \ndo, asking the person to resolve interpersonal problems) by talking my problems
    \nin detail\u2019<\/li>\n
  • Information Seeking: \u2018I would
    \nseek information about mental health such as where to find mental health
    \nprofessionals\u2019<\/li>\n
  • Distraction Seeking: \u2018I would
    \nask the person to have a chat or to do something together to freshen up\u2019<\/li>\n<\/ul>\n

    In addition, participants were
    \nasked if they see any secondary benefits of help seeking from athletic networks
    \n(coaches and teammates) and from social networks (partner, friends, and family),
    \napart from solving emotional and interpersonal problems. They were asked to
    \nrate the following items from strongly disagree (1) to strongly agree (7).<\/p>\n

      \n
    • Relationship Building: \u2018I can develop
      \na more trustful relationship with a person by seeking help for emotional and
      \npersonal problems\u2019<\/li>\n
    • Performance Enhancement: \u2018I
      \ncan improve my performance by seeking help for emotional and personal problems\u2019<\/li>\n
    • Participants were also asked
      \nto briefly write down their ideas of any other benefits of seeking help for
      \nemotional and personal problems<\/li>\n<\/ul>\n

      Results<\/h2>\n

      Table 7 presents the means and
      \nstandard deviations of the perfectionism scales and the type of help athletes
      \nseek from both athletic and social networks, and potential benefits of seeking
      \nhelp from these networks. The score for Information Seeking was lower than for other
      \ntypes of help, and participants moderately agreed that seeking help has
      \nsecondary benefits. Self-oriented perfectionism was correlated to two types of
      \nhelp sought from Athletic Networks, while socially prescribed perfectionism was
      \ncorrelated only to Information Seeking from Social Network. Self-oriented
      \nperfectionism was positively correlated with secondary benefits of seeking
      \nhelp, while socially prescribed perfectionism was negatively correlated to one
      \nof the potential benefits of seeking help from Athletic Network. <\/p>\n

      ======<\/p>\n

      Table 7<\/p>\n

      ======<\/p>\n

      Some participants wrote down
      \ntheir comments about other secondary benefits of seeking help. The benefits of
      \nseeking help from Athletic Network include:<\/p>\n

      \u2018It gives you a sense of
      \ncomfort that somebody is on your side\u2019<\/em><\/p>\n

      \u2018The teammate may also
      \ntell you his or her problems\u2019<\/em><\/p>\n

      \u2018The person will swiftly
      \nnotice when I am starting to develop a similar condition again\u2019<\/em><\/p>\n

      \u2018The team can develop
      \nbetter communication between members\u2019<\/em><\/p>\n

      \u00a0\u2018As people understand me more, they may discover
      \na position that suits me more\u2018<\/em><\/p>\n

      The benefits of seeking help
      \nfrom Social Network include:<\/p>\n

      \u2018The person thinks that
      \nI am strong enough to disclose my weaknesses\u2019<\/em><\/p>\n

      \u00a0\u2018You can re-discover the good relationships
      \nyou have outside the team\u2019<\/em><\/p>\n

      \u2018It may help the person to seek help from you so
      \nthat you can support each other\u2019<\/em><\/p>\n

      General Discussion<\/h2>\n

      The purpose of this article was to investigate whether perfectionistic
      \nathletes seek help when they have emotional and performance problems, and what
      \ntypes of help and support they look for, if they do seek help. Study 1
      \nhypothesized that only the facets of perfectionistic concerns, not
      \nperfectionistic strivings, would prevent athletes from seeking help even after
      \ncontrolling for the stigma about mental health, attitudes toward professional
      \npsychological help (e.g. how effective one thinks psychological help is), and
      \ncurrent level of depression. The analyses of help seeking intentions (how
      \nlikely they would seek help if they have problems) showed that self-oriented
      \nperfectionism and socially prescribed perfectionism have different patterns of
      \nrelationships for help seeking intentions. While self-oriented perfectionism is
      \npositively associated with help seeking intentions for both emotional and
      \nperformance problems from both athletic and social networks, socially
      \nprescribed perfectionism is negatively associated with help seeking intentions
      \nonly for emotional problems both from athletic and social networks. Only the attitude
      \ntowards seeking professional psychological help but neither type of perfectionism
      \nwas associated with help seeking from professionals. The analyses of help
      \nseeking behaviour (whether they actually sought help over the past 12 weeks) revealed
      \nthat self-oriented perfectionism was positively associated with help seeking
      \nbehaviours only for performance problems from athletic networks, but socially
      \nprescribed perfectionism was not associated with any help seeking behaviours. Study
      \n2 then explored what kind of help and support athletes with perfectionism would
      \nseek. The results suggest that self-oriented perfectionism is associated with
      \ntwo types of help (emotional support and problem solving support) from athletic
      \nnetworks, while socially prescribed perfectionism is associated only with
      \ninformation seeking from social network. Moreover, self-oriented perfectionism
      \nis positively associated with the secondary benefits of seeking help such as
      \nrelationship building, while socially prescribed perfectionism is negatively
      \nassociated with such secondary benefits. <\/p>\n

      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 These findings elucidate some important theoretical
      \nimplications for perfectionism and help seeking in athletes. Firstly, our
      \nfindings consistently suggest that college athletes with self-oriented
      \nperfectionism would seek help from informal sources such as their coach, teammates,
      \nfamily, and friends. This is consistent with the finding that \u2018healthy\u2019
      \nperfectionists view teammates as important sources of support and motivation
      \n(Gotwals, Spencer, & Cavaliere, 2014). It is also suggested that these
      \nathletes look for both emotional support and problem solving support when they seek
      \nhelp, and they may think that seeking help can contribute to building a more
      \ntrustful relationship with a person. Flett
      \net al. (1996) found that self-oriented perfectionism was associated with emotional-sensitivity
      \nand social expressiveness as measured by the Social Skills Inventory (Riggio,
      \n1986), suggesting that individuals with such perfectionism have a perceived
      \nability to decode social messages and engage others in conversation. This
      \nperceived skill may help athletes with self-oriented perfectionism to
      \neffectively seek help and support from other people. These results contrast
      \nwith the assumption of Hewitt et al. (2003) that perfectionists try to look
      \nperfect and flawless, and conceal their mistakes and weaknesses. For college
      \nathletes with self-oriented perfectionism, it would be more important to
      \nachieve their goals (e.g. winning the match) with help and support from other
      \npeople, rather than worrying too much about what they think of them if they
      \ndisclose their problems. Alternatively, they may have good interpersonal skills
      \nthat allows them to keep other people on their side, as suggested by Flett et
      \nal. (1996).<\/p>\n

      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 On the other hand, college athletes with socially
      \nprescribed perfectionism may hesitate to seek help from those sources when they
      \ndevelop emotional problems. They may seek relevant information (e.g. where to
      \nfind mental health professionals) when they seek help from family and friends,
      \nand would not think that seeking help can contribute to building more
      \ntrustful relationships with their coach and teammates. These findings are consistent
      \nwith Gotwals et al. (2014), who found that
      \nsome \u2018unhealthy\u2019 perfectionists felt significant pressure to perform to avoid criticism
      \nand angry reactions from the coach. They also felt pressure in not wanting to let
      \nthe teammates down. This may be why some perfectionists try to conceal their
      \nmistakes and weaknesses (Hewitt et al., 2003), which is a possible mediator in
      \nthe relationship between perfectionism and distress (Kawamura and Frost, 2004).
      \nGulliver et al. (2012) discovered that athletes would be worried about others
      \nfinding out if they were seeking help for a mental health problem, because their
      \ncoach and teammates would think they were not coping effectively or were \u2018weak\u2019.
      \nThis may explain the present finding that college athletes with socially
      \nprescribed perfectionism would not seek help when they develop emotional
      \nproblems, and they would not think that seeking help could contribute to
      \nrelationship building with the coach and teammates. <\/p>\n

      Clinical implications, limitations, and future
      \ndirections<\/h2>\n

      Our findings also have
      \npractical or clinical implications for the facilitation of athletes\u2019 help
      \nseeking. Both perfectionistic strivings and concerns do
      \nnot affect athletes\u2019 help seeking from formal sources such as mental health
      \nprofessionals when they develop emotional problems, and only attitudes toward
      \nprofessional psychological help (e.g. how effective one thinks psychological
      \nhelp is) can affect such help seeking. This is consistent with the view that
      \nathletes do not believe that a general practitioner was an appropriate source
      \nfor seeking help for mental health problems (Gulliver et al., 2012; Boyd,
      \nFrancis, Aisbett, Newnham, Sewell, Dawes, & Nurse, 2007; Biddle, Donovan,
      \nGunnell, & Sharp, 2006). Athletes may not view mental health professionals
      \nas a good source of help when they have developed emotional problems as a
      \nresult of performance problems. Alternatively, they may believe such
      \nprofessionals would not understand the nature of interpersonal relationship in
      \nsports (e.g. the coach-athlete relationship), although they suffer because of
      \nsuch relationships. Thus, in order to facilitate help seeking, it would be
      \nimportant to provide relevant psychoeducation to athletes at an early stage in
      \ntheir career, such as how mental health professionals help athletes\u2019 emotional
      \nand interpersonal problems, as well as how effective the psychological therapies
      \nare and where to find the relevant professionals. <\/p>\n

      While few adolescents
      \nseek professional psychological help, most will seek help from a variety of
      \nother sources, such as family members, friends, and teachers (Boldero &
      \nFallon, 1995; Offer, Howard, Schonert, & Ostrov, 1991). Our findings also suggest that college athletes would
      \nseek help from a range of sources such as the coach, teammates, family, and
      \nfriends. However, college athletes with socially prescribed perfectionism may
      \nhesitate to seek help for emotional problems from such sources. The comments that
      \nparticipants provided in Study 2 may help such athletes to understand the
      \npositive aspects of help seeking, such as (1) enhancing relationships with
      \nother people, (2) giving opportunities for other people to tell their problems
      \nto you in order that you support each other, and (3) helping other people to
      \nnotice when you develop similar problems again. This can be surprising as well
      \nas helpful to those with socially prescribed perfectionism, who may fear
      \ncriticism and rejection if they disclose their problems. <\/p>\n

      However, such athletes may not know \u2018how to start\u2019 help seeking, even if
      \nthey understand that seeking help does not necessarily result in criticism and
      \nrejection. Our clinical experiences suggest that athletes with negative
      \nperfectionism are likely to keep emotional problems to themselves until they
      \ncan no longer practice and somebody else notices it. Moreover, most of them do
      \nnot know what to do when they can no longer practice. Thus, coaches or other
      \nstaff may need to help them to identify the person who is the easiest to seek
      \nhelp from, and what kind of help and support they would like, in order that
      \nthey can start help seeking before the problems become too difficult to manage.
      \nThe coaches and staff can also stipulate a procedure for athletes who have developed
      \nemotional problems that need support from mental health professionals. For
      \nexample, athletes may want to know who to report to first, the forms to fill in
      \norder that they know what to report, where to find the mental health
      \nprofessionals that other teammates have sought help from, and how often they
      \nneed to give an update on their condition to the relevant staff. This will help
      \nthe athletes to stop worrying about what to do, but also enhance their
      \nawareness of mental health issues and services. <\/p>\n

      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The present study has some limitations. First, the study
      \ninvestigated college athletes. Consequently, future studies need to explore if
      \nthe present findings generalize to professional athletes and youth athletes who
      \nmay have different problems and different people who they seek help from. For
      \nexample, one of our clients (semi-professional athlete) had trouble with her
      \ncoach, and she sought help from her line manager at work, who resolved the
      \ninterpersonal problem. Further, the majority of the participants was Asian, and
      \ncross-cultural differences might have affected the result. A survey by the
      \nNational Institute of Mental Health (Matsuoka, Breaux, & Ryujin, 1997)
      \nreported that for all types of services (e.g. inpatients or outpatients etc.)
      \nacross all types of facilities (e.g. hospitals psychiatric services, mental
      \nclinics, community services, etc.), Asian American\/Pacific Islanders are much
      \nless likely than their Euro-American counterparts to make use of mental health
      \nservices. A variety of research studies have examined the beliefs of Asians
      \ntoward mental illness. Following that, this study employed a longitudinal
      \ndesign, but followed up the participants only for 12 weeks. Hence, future
      \nstudies need to include participants with other ethnic backgrounds, and employ
      \na longer follow-up period. Finally, it remains unknown what kind of intervention
      \ncan effectively facilitate athletes\u2019 help seeking. One study has conducted a
      \nrandomized controlled trial of an Internet-based mental health help seeking
      \nintervention for young elite athletes (Gulliver et al., 2012). Their results
      \nsuggest that brief mental health literacy and destigmatization improves
      \nknowledge and may decrease stigma but does not increase help-seeking. The
      \ninterventions consisted of a mental health literacy and destigmatization
      \ncondition, a feedback condition providing symptom levels, and a minimal content
      \ncondition comprising a list of help-seeking resources, compared with a control
      \ncondition (Gulliver et al., 2012). Thus, future interventions may need to
      \ninclude psychoeducation about how to start help seeking, and how to modify
      \nnegative perfectionism, which can prevent athletes from seeking help.<\/p>\n

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      Tables <\/h2>\n

      Table 1. <\/strong>Means and standard deviations of standard measures, and help seeking intentions for emotional and interpersonal problems, and performance problems<\/p>\n

      \"\"<\/figure>\n

      Table 2.<\/strong> Proportion of athletes who sought help from any sources in each category<\/p>\n

      \"\"<\/figure>\n

      Table 3. <\/strong>Hierarchical regression analysis for help seeking intention for emotional and interpersonal problems <\/p>\n

      \"\"<\/figure>\n

      Table 4.<\/strong> Hierarchical regression analysis for help seeking intention for performance problems <\/p>\n

      \"\"<\/figure>\n

      Table 5.<\/strong> Logistic regression analysis of help seeking behaviours for emotional and interpersonal problems, predicted by demographics, depression, stigma, attitude towards seeking professional psychological help, and perfectionism with the block-entry model.<\/p>\n

      \"\"<\/figure>\n

      Table 6.<\/strong> Logistic regression analysis of help seeking behaviours for performance problems, predicted by demographics, depression, stigma, attitude towards seeking professional psychological help, and perfectionism with the block-entry model.<\/p>\n

      \"\"<\/figure>\n

      Table 7. <\/strong>Means and standard deviations of multidimensional perfectionism scales, help seeking utilization questionnaire, and their interrelationships. <\/p>\n

      \"\"<\/figure>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

      Do athletes with perfectionism seek help when they develop emotional problems? Longitudinal investigation of dimensions of perfectionism and help seeking in college athletes Abstract Objectives Young people are generally reluctant to seek mental health care, and perfectionism is one of the factors that prevents help seeking. The purpose of this article is to investigate whether […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8504,8396,7543],"tags":[5676,5686,5780,5294,5674,5677,5678,6403,4639],"class_list":["post-45672","post","type-post","status-publish","format-standard","hentry","category-do-my-homework-psychology-examples","category-paper-writing-service","category-psychology-examples","tag-1500-words-assessment-task","tag-ace-homework-tutors","tag-assignment-homework-help-answers","tag-bishops-writing-bureau","tag-create-a-2-4-page-resource","tag-create-powerpoint-include-harvard-referencing","tag-i-need-completed-essay-in-300-400-words","tag-write-a-3-5pg-paper","tag-write-a-page-assignment"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/45672","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/comments?post=45672"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/45672\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/media?parent=45672"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/categories?post=45672"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/tags?post=45672"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}