The Professional Counselor | Volume 13, Issue 3 234 Also, Bendit was a part of the comprehensive school counseling team and therefore had access to student information, which may have contributed to potential selection bias. However, to adjust for selection bias, Bendit used rigorous criteria to avoid confounding results and matched participants in the study groups as closely as possible. A final limitation surrounded the measures used. The instruments were student self-report and, therefore, are subject to self-report bias. Self-report bias is particularly problematic with high-achieving students, who are more likely to minimize problems (Luthar et al., 2020) and be reluctant to ask for help (Peterson, 2009). Further, the practice effect of taking a pretest may influence the outcome of posttests, which could influence participants to be more responsive to the intervention. Additional research should address other data sources in addition to self-report measures, such as attendance, grades, and parent report. Despite these limitations, the data provides promising preliminary evidence for the effectiveness of the modified CBT-P group intervention for targeting students’ levels of self-oriented perfectionism and negative affectivity. Conclusion Results of this study supported the prediction that students who received the modified CBT-P small group intervention (Shafran et al., 2002) would show significant differences in negative affectivity and self-oriented perfectionism compared to their counterparts who did not receive the intervention. Overall, this study can help to inform comprehensive school counseling programs and demonstrate the importance of implementing more targeted identification interventions for high-achieving student populations that meet their unique needs. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American School Counselor Association. (2020). The school counselor and student mental health. https://www.sch oolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-SchoolCounselor-and-Student-Mental-Health Antony, M. M., Beiling, P. J., Cox, B. J., Enns, M. W., & Swinson, R. P. (1998). Psychometric properties of the 42item and 21-item versions of the Depression Anxiety Stress Scales in clinical groups and a community sample. Psychological Assessment, 10(2), 176–181. https://doi.org/10.1037/1040-3590.10.2.176 Belser, C. T., Shillingford, M. A., & Joe, J. R. (2016). The ASCA model and a multi-tiered system of supports: A framework to support students of color with problem behavior. The Professional Counselor, 6(3), 251–262. https://doi.org/10.15241/cb.6.3.251 Biolcati, R., Palareti, L., & Mameli, C. (2017). What adolescents seeking help teach us about a school-based counseling service. Child and Adolescent Social Work Journal, 35(1), 45–56. https://doi.org/10.1007/S10560-017-0503-7 Bruhn, A. L., Woods-Groves, S., & Huddle, S. (2014). A preliminary investigation of emotional and behavioral screening practices in K–12 schools. Education and Treatment of Children, 37(4), 611–634. https://doi.org/10.1353/etc.2014.0039 Chan, D. W. (2011). Perfectionism among Chinese gifted and nongifted students in Hong Kong: The use of the Revised Almost Perfect Scale. Journal for the Education of the Gifted, 34(1), 68–98. https://doi.org/10.1177/016235321003400104
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