Meta-analysis of the relationship between self-critical perfectionism and depressive symptoms: Comparison between Asian American and Asian international college students.

A body of research has been dedicated to demonstrating the relationship of perfectionism with a range of mental health indicators. Self-critical perfectionism, a component of perfectionism, has been framed primarily in a negative light within the mental health context. Given that research informs educational and clinical practices, it is important to explore the degree to which such findings generalize across cultures and subcultures. The current meta-analytic research systemically collated studies conducted with Asian college students with a particular attention to exploring whether orientation to Asian culture and cultural values correspondingly moderates the relationship between self-critical perfectionism and depressive symptoms. The degree of upholding Asian cultural values was represented by group identity (i.e., Asian American and Asian international). Eleven studies (N = 3,239) were identified through the literature search. Findings from the random-effects meta-analysis indicated a significant relationship between self-critical perfectionism and depressive symptoms in the overall sample. The group identity significantly moderated the relationship; among Asian international college students, self-critical perfectionism appeared to have a less harmful effect on mental distress compared to Asian American college students. Self-cultivation-one of the salient and virtuous Asian cultural values that aligns with self-critical perfectionism-may have motivated continuous striving for self-improvement to fulfill the honorable duty for their family for Asian international students. Additional findings and implications of the study are further discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Forgiveness Working: Forgiveness, Health, and Productivity in the Workplace.

PURPOSE: Associations between forgiveness and health promotion in the workplace were examined as mediating effects of workplace interpersonal stress. DESIGN: Cross-sectional. SETTING: Multiple Washington, DC, office-based and Midwestern manufacturing workplaces. PARTICIPANTS: Study 1: 108 employees (40 males and 68 females); mean age was 32.4 years. Study 2: 154 employees (14 males and 140 females); mean age was 43.9 years. MEASURES: Questionnaires measured forgiveness, unproductivity, absenteeism, stress, and health problems. ANALYSIS: Bivariate and multiple correlation/regression and structural equation models were used. Indirect effects were estimated with bootstrapping methods. RESULTS: In study 1, forgiveness of a specific workplace offense was inversely associated with unproductivity ( r = -.35, P < .001) and mental ( r = -.32, P = .001) and physical ( r = -.19, P = .044) health problems. In study 2, trait forgiveness was inversely associated with unproductivity (ß = -.20, P = .016) and mental (ß = -.31, P < .001) and physical health problems (ß = -.28, P = .001), and workplace interpersonal stress partially mediated these associations (indirect effects = -.03, -.04, -.05, respectively). CONCLUSION: The association of forgiveness and occupational outcomes is robust. Forgiveness may be associated with outcomes by (at least partially) reducing stress related to workplace offenses. Forgiveness may be an effective means of coping following being emotionally hurt on the job that may promote good health, well-being, and productivity.

Cultural Humility in Psychotherapy Supervision.

As a core component of multicultural orientation, cultural humility can be considered an important attitude for clinical supervisees to adopt and practically implement. How can cultural humility be most meaningfully incorporated in supervision? In what ways can supervisors stimulate the development of a culturally humble attitude in our supervisees? We consider those questions in this paper and present a model for addressing cultural humility in clinical supervision. The primary focus is given to two areas: (a) modeling and teaching of cultural humility through interpersonal interactions in supervision, and (b) teaching cultural humility through outside activities and experiences. Two case studies illustrating the model are presented, and a research agenda for work in this area is outlined.