Perfectionism: Recalibrating the Longing to be Perfect

A cooking pot from 19th century Georgia, repaired with the Kintsugi technique for perfectionism blog post

Let me tell you a story about brokenness and repair.

Approximately six centuries ago, Shogun Ashikaga Yoshimasa of Japan broke his favorite tea bowl. The bowl was treasured and irreplaceable. Instead of throwing it away it, he sent the pieces to China for repair. When the bowl was returned stapled together, the Shogun found it non-functional and unaesthetic, and asked his own artisans to make something beautiful from the broken bits, but without disguising the damage. This was the origin of the Japanese art of kintsugi, which consists of using broken pottery fragments to make a new object held together by lacquer mixed with gold dust. The result draws attention to the flaws, transforming the original fractured object into a new and beautiful one.

As a philosophy, kintsugi emerged from the Zen and Mahayana Buddhist traditions which teach us to embrace our fragility and imperfections. Kintsugi reminds us that our wounds do not destroy us but can be a source of meaning, strength, and resilience. As an approach to life, kintsugi is linked to the Japanese idea of wabi-sabi which recognizes the impermanence and imperfection of all things.

In the West, we prioritize other values.  As a culture of strivers, we are encouraged to avoid failure at all costs, which leads us to pursue standards that do not always match our unique needs and desires. This sets us up for the trap of perfectionism.

Nothing in nature is perfect. What is a perfect apple? A perfect rose? A perfect turtle or river or shell? Commercial interests persuade us we have to have a “perfect” body, eat a “perfect” diet, or raise a “perfect” child. We are fed a vision of an ideal reality from which we are doomed to fall short.

The tension between what we imagine and what can truly be accomplished exhausts us. Keeping focused on impossible goals narrows our understanding of all that we are, limits our creative and imaginative capacity, and at times ruptures relationships. Perfectionism traps us into a self-fulfilling prophecy of doomed failure through exertion toward unachievable outcomes. Rather than honoring our limitations and imperfections, we strive harder to outrun a sense of failure and shame. Comparisons to others on social media where the norm is a palatable form of bragging sets us up for an inner sense of unworthiness or “not-good-enoughness.” Most of us know social media is not our friend in this regard, but social media is a symptom not the cause of addiction to perfection.[1]

Our country was founded on principles of rugged individualism and self-determination, the idea that with the good grease of willpower and moxie we can and deserve to achieve anything we desire. As a culture, we elevate status, accomplishment, and financial success over the values of kindness, generosity, and communal good.

Maybe it’s time to reconsider our relationship to perfectionism and how it influences our thoughts and actions. The impossible-to-please boss, the demanding teacher, the picky friend who always notices the lint on our shirt are familiar stereotypes but they do not illuminate the subtler ways perfectionistic tendencies manifest in our lives.

Do we hold to impossible standards for ourselves and others? Are we self-blaming or shaming when we fall short of our goals? How does our self-image suffer? Gender stereotyping also exists around perfectionism. Ambitious or competitive women are often negatively labeled perfectionistic while the same traits in a man are characterized as industrious, hard-working, determined, successful. (The recent movie, Barbie, satirically played with the perfectionistic ideals placed on women and their bodies.)

How we think about perfectionist aspects of ourselves is in part determined by how much shame or pride we experience around the issue. Being called a perfectionist can hit like a gut punch or feel like a compliment, depending on the situation and who is using the word.

Maladaptive perfection can be self-directed (I’m not living up to my own high standards), other-oriented (demanding others are perfect), or socially driven (the perception that others require us to be perfect). [2]These ideals crush our spirit and narrow the scope of who we are. If perfectionism becomes maladaptive and causes distress or harm, we are wise to seek help.

However, recent research has found that “self-oriented perfectionism,” where individuals set standards for themselves, can be associated with positive outcomes.

As Joachim Stoeber, a prominent researcher in perfectionism has written, “Perfectionistic strivings, which involve setting high personal standards and striving for excellence, are associated with positive characteristics such as high levels of motivation, conscientiousness, and achievement. These strivings can lead to greater success and satisfaction when balanced with self-compassion and realistic goal-setting”[3]

After all, the willingness to work at something until it is just right can pay off. Any writer knows the urge to write just one more draft. With one more try, a person may write a better novel or build a more successful business. “A lot of good craftsmen, mechanics, surgeons probably would be considered perfectionistic,” says Stoeber. “If you’re happy and functional, there’s no reason to worry about it.”[4]

The trick is to resist the urge to pathologize ourselves. Can we embrace our quirks, view them with humor and compassion? Can we be the broken bowl whose cracks shimmer?

[1] Khalaf A M, Alubied A A, Khalaf A M, et al. (August 05, 2023) The Impact of Social Media on the Mental Health of Adolescents and Young Adults: A Systematic Review. Cureus 15(8)

[2] Gardenswartz, Cara, “Overcoming Perfectionism,” Psychology Today, August 5, 2024

[3] Stoeber, j., Lalova, A. V., Lumley, E. J., Perfectionism, (self-)compassion, and subjective well-being: A mediation model, Personality and Individual Differences, February, 2020.

[4] Quoted in Laber-Warren, Emily, “Can You Be Too Perfect?” Scientific American, July 1, 2009.

Smith, Martin Multidimensional Perfectionism Turns 30: A Review of Known Knowns and Known Unknowns, Canadian Psychology, 2021.

This post appeared in a slightly different form on Dale’s blog on Psychology Today. You can find all of Dale’s blog posts for Psychology Today at Transcending the Past.

If you found this post interesting, you may also want to read “The Imposter Syndrome and Your Hidden Self,” “Mindfulness for Women: Confronting and Overcoming ‘Othering’,”  and  “What The Shadow Knows: What Part of Yourself Do You Reject?

Keep up with everything Dale is doing by subscribing to her newsletter, Exploring the Unknown in Mind and Heart.



Teen Mental Health: What’s a Parent to Do?

Claustrophobia (2022) by Ruchi Arekar Creative Commons 4.0 for Teen mental health blog post

An interview with Research Psychologist Matt Hirshberg

Part Two of Two

According to Mental Health America’s August 2024 report on the State of Mental Health in America:

“The nation’s youth continue to present cause for concern. One in five young people from ages 12-17 experienced at least one major depressive episode in the past year, yet more than half of them (56.1%) did not receive any mental health treatment. More than 3.4 million youth (13.16%) had serious thoughts of suicide.”[1]

Dr. Matt Hirshberg for Teen Mental Health blog postWhat tools are available to help teens cope?  Matt Hirshberg is a research psychologist with the Center for Healthy Minds. In my second interview with him, we discuss his research into innovative techniques designed to improve teen mental health.

Dale Kushner: As a research psychologist who studies well-being, what models would you suggest parents teach their children for better mental health? Did your research yield any practical advice for parents or teachers of teens?

Matt Hirshberg: Step number one is for parents to take good care of themselves. It is no surprise that adolescent mental health has been declining alongside adult mental health. The best first thing a parent can do is try and be a good model – this means being honest about one’s own wellness and struggles, and modeling adaptive approaches to working with our challenges. A really important point is that we don’t have to be perfect or perfectly happy to be good models for our kids; we just need to be honest and embody useful ways of working with the challenges that life inevitably throws at us.[2]

DK: Why do you think it would be more useful to focus on “teenage flourishing” rather than “teenage mental health”?

MH: I’m not opposed to talking about teenage mental health, but flourishing includes mental health, and more. I like flourishing because it is not defined – mental health flourishing for each person will differ based on their interests and proclivities; it means each person gets to choose what brings them the greater meaning and purpose in life – choice and agency are important for everyone, but particularly so for teens.

DK: One of your important studies investigates mindfulness-based interventions (MBI) in pre-teens.[3]  As a researcher, how do you define mindfulness and mindfulness-based interventions (MBI)?

Matt Hirshberg: The intervention we are studying includes mindfulness, but also many other contemplative techniques that we believe are associated with well-being.

Mindfulness is most commonly defined as paying attention, on purpose, to the present moment, with an attitude of acceptance or non-judgment. In my view, a mindfulness-based intervention (MBI) is an intervention that includes training in contemplative techniques intended to strengthen mindfulness.

There is debate in the field, though, about how to define these interventions. At the moment, the most prevalent view is that MBIs must primarily focus on mindfulness meditation practice. I don’t agree with this view, in part because there is not strong evidence linking the amount of formal meditation practice with positive outcomes.

There is increasing evidence that relatively little practice combined with training in contemplative mindsets can result in robust positive impacts.

Especially for youth, who are not likely to practice a lot of meditation, I believe it is critical to structure contemplative or meditation interventions around introductions to a variety of contemplative techniques and contemplative mindsets.[4]

DK: Can you explain why you focused on pre-teens?

MH: I am actually focused on teens, and high-school teens, because I think that it is around puberty that we develop the cognitive competencies to engage in a serious way with meditation practice.

There is accumulating evidence that late childhood is a period amenable to mindfulness-based intervention, but the evidence is equivocal about pre-teens in general, and there is strong evidence that if the implementation approach to pre-teen MBIs is not developmentally appropriate (e.g., if classroom teachers have only limited training teaching mindfulness in their classrooms), MBIs may be harmful for some kids (or at least not helpful).

I have chosen to study a broader framework of meditation-based interventions because mindfulness is just a small sliver of contemplative techniques and is focused on cultivating a narrow set of skills. There are other techniques and skills that may be helpful to teens.

In addition, the intervention I am studying includes a roughly equal amount of contemplative mindset training, which we believe is an important component of how these interventions support improved well-being.

Factors that can shape the mental health of young people from The U.S. Surgeon General’s Advisory on Protecting Youth Mental Health (2021) U.S. Department of Health and Human Services DK: What are the critical developmental periods in late childhood? Do these critical periods occur across race, class and gender?

MH: I don’t think that there is much evidence that critical development periods differ by demographic or cultural factors. Adolescence is a second very critical period of brain development, when the brain starts to integrate longer range connections between regions and increases in efficiency.

Part of this process is called pruning, which eliminates connections between neurons in the brain that are not regularly utilized. The high level of plasticity during this time has led many researchers to speculate that if we could engender positive habits of mind and behavior during adolescence, the underlying function and structure of the brain would be shaped to accommodate these positive habits.

DK: What are “social competencies” and “social emotional learning”? How do they differ from cognitive learning?

MH: Social-emotional learning (SEL) is a bit of a misnomer because the competencies included in SEL include cognitive competencies. SEL sort of arose in opposition to an educational agenda that myopically focused on standardized metrics of learning, but what it is pointing to is a whole-child approach – the understanding that for adults to live happy, meaningful, socially productive lives, they need to be socially, emotionally, educationally, and physically well.

DK: What is “executive function” and why is it important in pre-teens?

Technically, executive functions (EFs) include executive attention and inhibitory control (being able to control what we attend to), working memory, being able to hold in mind and manipulate information, and cognitive flexibility, or the ability to adaptively switch between different sorts of tasks or instructions. EFs are important for everyone, but these competencies rapidly develop during the pre-teen/teen stage and reach adult levels. EFs are critically important for school as well.

DK: Can you extrapolate the results you found in pre-teens to adults? In terms of brain plasticity, is it never too late? Is the adage, “You can’t teach an old dog new tricks” untrue?

MH: It is never too late. Studies have shown significant brain plasticity based on changes in the behavior of individuals in their 70s. It is also the case that well-being on average rises and reaches its apex during senescence, which may have something to do with a more informed perspective on life’s challenges and changes. Everyone is capable of positive change!

[1] Mental Health America, The 2024 State of Mental Health in America  (August 2024)

[2] See also “Parents Under Pressure: The U.S. Surgeon General’s Advisory on the Mental health & Well-Being of Parents” August 2024

[3] Flook, L., Hirshberg, M. J., Gustafson, L., McGehee, C., Knoeppel, C., Tello, L. Y., Bolt, D. M., & Davidson, R. J. (2024). Mindfulness training enhances students’ executive functioning and social emotional skills. Applied Developmental Science. 1–20

[4] Hirshberg, M., “Meet Adolescents Where They Are: A Model for Effective, Universal Contemplative Interventions in Schools,” Scispace, May 22, 2023.

This post appeared in a slightly different form on Dale’s blog on Psychology Today. You can find all of Dale’s blog posts for Psychology Today at Transcending the Past.

If you found this post interesting, you may also want to read “What You Need to Know about Personal and Group Forgiveness,” Part One of my interview with Matt Hirshberg, “Mindfulness for Women: Confronting and Overcoming ‘Othering’,” and “Can Mindfulness Bring About Real Change?

Keep up with everything Dale is doing by subscribing to her newsletter, Exploring the Unknown in Mind and Heart.