Striving with Balance: Managing Perfectionism, Procrastination in Gifted Students

「努力保持平衡：管理天才學生的完美主義和拖延症」 

OE25-S02​​

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Closing dates 截止報名日期：05/06/2025 

The admission results will be announced two days before each course batch,
and successful applicants will be notified by email. 
收生結果將於每期課程前兩日公佈，被取錄者將收到個別電郵通知。
 

是次課程由香港大學教育學院研究生教授，並由香港大學教育學院專業導師袁嘉欣女士進行督導。 

 

對象：

• 12至15歲的資優學生：具有完美主義傾向、拖延習慣，或因高期望而感到壓力與焦慮的青少年。

• 渴望成長的學習者：對學業或個人成就充滿動力，但需要在心理健康與目標實現間尋求平衡的學生。

日期： 

本項目一共有三期課程，分別針對於完美主義，拖延症和成長型思維培養。每期課程包含兩節（每節3小時）, 學生可以選擇適合自己時間的課程參加。  

• 第一期-完美主義：6 月 4 日、6 月 11 日（星期三）下午 16:00至19:00。  

• 第二期-拖延症：6 月 7 日、6 月 14 日（星期六）下午 14:00至17:00。  

• 第三期-成長心態：6 月 8 日和 6 月 15 日（星期日）下午 14:00至17:00。  

每期課程後，將為每位學員提供30分鐘的一對一個性化輔導，以解決個人挑戰。 

教學語言：普通話 

費用：全免 

授課模式：線上互動教學  

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課程宗旨 

該課程旨在幫助青少年克服「完美主義」、「拖延症」的困擾，並培養他們的「韌性和成長心態」。處於中學生階段的青少年通常具有強烈的自我意識、巨大的學業壓力和情緒敏感性，這可能導致自我懷疑、逃避任務、害怕失敗，甚至影響心理健康。本課程以心理學原理為基礎，結合實用策略和互動體驗，引導學生辨識內在思維模式，調整非理性信念，並逐步建立正向的自我認知與行動習慣。課程分為三個階段，每階段聚焦一類關鍵挑戰，協助學生獲得具體策略與長期心理素養的提升：

• 完美主義管理（Perfectionism Management）：學生將辨識自己對失敗的高度敏感性，理解完美主義如何導致自我批評與拖延行為。通過“理想 vs. 合理”標準調整、“自我同理”練習等活動，學生將學會識別和調整不合理的高標準，提升自我接納能力，設立可實現的目標，減輕因完美主義帶來的結果論壓力。

• 克服拖延行為（Overcoming Procrastination）：學生將通過診斷問卷識別自己的拖延類型（如逃避型、完美型等），並嘗試時間管理工具（如番茄钟学习法、SMART目標設定、優先順序矩陣）。通過任務拆解實踐，學生將掌握實用的時間管理技巧，增強任務執行力，減少因任務壓力與拖延帶來的焦慮。

• 成長型思維與心理韌性（Growth Mindset & Resilience）：通過系統的認知行為干預方案，包括信念重構訓練、正念冥想和漸進式壓力管理技巧，同時結合反思日誌和案例分享，學生將逐步建立積極的思維模式，提升情緒調節能力，形成良性迴圈的心理韌性發展機制。

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課程大綱 

第一期：管理完美主義​

第一節：理解完美主義並設定可實現的目標

目標：

• 定義完美主義，並探討它如何導致拖延和精神困擾。

• 幫助學生學會在高標準和現實目標之間取得平衡

活動：

• 破冰活動：學生分享完美主義如何幫助他們或阻礙他們的經歷。

• 自我評估：識別完美主義傾向及其相關特徵

• 案例研究：分析現實生活中完美主義的挑戰和益處。

• 思維觸發點分析：學生反思「我為什麼如此在意失敗？」，並找出導致焦慮的思維模式。

• 小組活動：製作“不切實際的高標準 vs. 健康標準”圖表。

要點：學生深入瞭解自己的完美主義傾向，並承諾在本週實現一個現實的目標。

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第二節：自我同理：平衡的工具

目標：

• 介紹自我同情心，將其作為減少自我批評和管理完美主義的策略。

• 幫助學生培養以自我同情的態度應對失敗和挫折。

• 強調進步比完美更重要。

活動：

• 引導式日記：記錄最近的一次失敗，並用自我同理的態度重新構建它。

• 自我同理工作坊：探索自我同理心的三個組成部分（自我善待、人性共通、正念）。

• 角色扮演：練習用同理心取代自我批評。

• 模擬面對失敗時的自我對話，並建立自我同理心

• 旁觀者視角：為同伴提供關於自我同理的建議和支持

要點：學生寫下一句自我同理的肯定話語，用於日常練習。

 

第二期：克服拖延​

第一節：我們為什麼拖延？

目標：

• 探討拖延症的根本原因及其與完美主義的關係。

• 提供實用工具從而有效管理拖延症。

活動：

• 拖延類型識別：完成問卷以識別自己的拖延類型（逃避型、完美型、無聊型）。

• 小組分享：自己拖延最嚴重的一次經歷和感受以及“我為什麼拖延？”（例如，自控力不足、任務困難、害怕失敗等）。

• 自我反思：用「冰山模型」從表面行為 → 底層需求找出個人拖延症的誘因並繪製個人「拖延誘因地圖」

• 互動行為實驗：根據情境模擬「猴子腦」（情緒驅動）vs「理性腦」的對話

• 番茄鐘學習法：25分鐘專注期 + 5分鐘休息的循環模式

• 5分鐘啓動術：應對拖延初期的微步驟清單（如只寫第一段、先整理桌面）

要點：學生們承諾使用一種新策略來解決一個容易拖延的任務

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第二節：SMART目標 & 執行系統

目標：

• 學會設定SMART目標 

• 建立激勵機制並設計抗拖延的執行環境 

活動：

• 目標評分制：用"SMART"五維度對給出的目標打分（如 "S明確性" 5分制）

• SMART目標工作坊：

團隊挑戰：將複雜任務分解為更小、可操作的步驟

個人實踐練習：根據SMART標準制定一個平衡學業和個人目標的周計劃

互動修改和反思

• 優先級矩陣歸類：哪些為緊急和重要

• 目標攻防戰：

寫下一個SMART目標，另附三個可能幹擾該目標的任務

雙方交換列表，並用優先級矩陣進行歸類並討論如何提前規避

要點：將自己設立的SMART目標和規避方案應用於實踐。

 

第三期：培養成長心態與心理韌性

第一節: 重塑失敗增強心理韌性

目標：

• 理解失敗在學習過程中的作用，培養從失敗中學習的能力。

• 掌握情緒調節技巧，增強應對壓力和挫折的能力。

 

活動：

• 破冰活動---失敗名人故事連連看：匹配著名人物（如JK Rowling、Michael Jordan）與其失敗經歷，引導討論：“他們為什麼能堅持下來？”

• 引導日記：寫一份“失敗簡歷”，反思從過去的挫折中吸取的教訓。

• 小組討論：分享克服挑戰的故事以及學到的東西。

• 情緒溫度計繪制：識別面對失敗/壓力時常見情緒並將壓力等級與應對方式配對， 製成個性化“情緒溫度計圖表”

• 失敗情境劇之角色扮演：“負面崩潰反應” vs “心理韌性反應”兩個版本。分享兩個反應對心理狀態和未來行動的影響。

• 正念呼吸練習：專注於眼前，培養情緒復原力

要點：相信失敗是成功的組成部分併發展自己的應對策略

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第二節: 培養成長心態

目標

• 重構“失敗=我不好”或“我做不到”這類限制性信念

• 培養成長型思維框架，提升內在動機

活動：

• 信念識別訓練：自動想法記錄表（ABC模型）

A（Activating event）情境：模擬一次失敗

B（Belief）自動想法：如“我太笨了”

C（Consequence）情緒反應：如“我放棄努力了”

• 小組討論並填寫新信念，分享“舊信念 → 新信念”的轉化過程

固定型思維大掃除：學生將固定型思維句子轉化為成長型語句

成長挑戰任務卡（Growth Bingo）尋寶圖：分發成長挑戰卡，如：鼓起勇氣提一次問/ 接受一次反饋並記錄成長點/完成一項你本來覺得做不到的小任務，每完成一項蓋章，鼓勵完成連線。

• 未來的我：寫一封信給未來的自己，談談他們的成長和目標。

要點：學生將在6個月後收到自己的信件，作為他們鼓勵。

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課程導師 ​​​​​

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潘泉霖女士

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​潘泉霖女士現為香港大學教育碩士生，主修資優教育與人才發展，專注於資優學生的心理困擾與行為挑戰韌性。她擁有豐富的心理輔導經驗，曾參與多項青少年心理成長及情緒支持項目，她認為資優教育不僅關乎智力開發，更關鍵在於培養學生面對高壓力與挫折的內在力量。基於全人發展理念，她積極參與行為的干預課程設計與實踐，致力於協助學生在高成就動機與心理健康之間實現平衡發展。​​

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Striving with Balance: Managing Perfectionism, Procrastination in Gifted Students

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The workshop is facilitated by HKU MEd Gifted Education and Talent Development students, with supervision from HKU Faculty of Education expert staff, Ms. Katherine Yuen.  

 

Target participants:

• Gifted students (aged 12–15) who exhibit perfectionistic tendencies, experience procrastination, or struggle with stress and anxiety related to high expectations.

• Students who are motivated to achieve but need support in balancing their mental health with their goals.

Date and time:  

This programme consists of three batches of courses, focusing on perfectionism, procrastination, and the development of a growth mindset, respectively. Each batch includes two sessions (3 hours per session), and students can choose two or more available course batches. 

• Batch 1: June 4th and June 11th (Wednesday), 4:00 PM to 7:00 PM.   

• Batch 2: June 7th and June 14th (Saturday), 2:00 PM to 5:00 PM.   

• Batch 3: June 8th and June 15th (Sunday), 2:00 PM to 5:00 PM.    

After each batch, a 30-minute one-on-one personalized coaching session will be provided to each participant to address individual challenges. 

Language of instruction: Mandarin 

Fee: Free of charge 

Mode of instruction: This is an online programme which will be conducted via Zoom. 

 

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Programme Objectives

The project aims to help teenagers overcome perfectionism and procrastination, and cultivate their resilience and growth mindset. Middle school students usually have a strong sense of self-awareness, huge academic pressure and emotional sensitivity, which may lead to self-doubt, avoidance of tasks, fear of failure, and even affect mental health. This course is based on psychological principles, combined with practical strategies and interactive experiences, to guide students to identify internal thinking patterns, adjust irrational beliefs, and gradually establish positive self-cognition and action habits. The project is divided into three stages, each focusing on a key challenge to help students acquire specific strategies and improve long-term psychological literacy:

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• Perfectionism Management: Students will identify their high sensitivity to failure and understand how perfectionism leads to self-criticism and procrastination. Through activities such as "ideal vs. reasonable" standard adjustment and "self-empathy" exercises, students will learn to identify and adjust unreasonable high standards, improve self-acceptance, set achievable goals, and reduce the result-oriented pressure caused by perfectionism.

• Overcoming procrastination: Students will identify their procrastination types (such as avoidance, perfectionism, etc.) through diagnostic questionnaires and try time management tools (such as Pomodoro, SMART goal setting, priority matrix). Through task decomposition practice, students will master practical time management skills, enhance task execution, and reduce anxiety caused by task pressure and procrastination.

• Growth Mindset & Resilience: Through a systematic cognitive behavioral intervention program, including belief reconstruction training, mindfulness meditation and progressive stress management techniques, combined with reflection logs and case sharing, students will gradually establish a positive thinking pattern, improve emotional regulation ability, and form a virtuous cycle of psychological resilience development mechanism.

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Programme Description 

Phase 1: Managing Perfectionism

Session 1: Understanding Perfectionism and Set Achievable Goals

Aims:

• Define perfectionism and explore how it can lead to procrastination and mental distress.

• Help students learn to balance high standards with realistic goals.

Activities:

• Icebreaker: Students share a time when perfectionism helped or hindered them.

• Self-assessment: Identifying perfectionist tendencies and related characteristics

• Case study: Analyze the challenges and benefits of perfectionism in real-life scenarios.

• Thought trigger point analysis: Students reflect on “Why do I care so much about failure?” and identify the thought patterns that cause anxiety.

• Group activity: Create a "Unrealistic High Standards vs. Healthy Standards" chart.

Takeaway: Students gain insight into their perfectionistic tendencies and commit to one realistic goal for the week.

 

Session 2: Self-Compassion: A Tool for Balance

Aims:

• Introduce self-compassion as a strategy to reduce self-criticism and manage perfectionism.

• Help students develop self-compassionate responses to failure and setbacks.

• Emphasize the importance of progress over perfection.

Activities:

• Guided journaling: Write about a recent failure and reframe it with self-compassion.

• Self-Compassion workshop: Explore the three components of self-compassion (self-kindness, common humanity, mindfulness).

• Role-playing: Practice replacing self-critical thoughts with compassionate ones.

Simulate self-talk when facing failure and practice self-empathy

• Bystander’s perspective: Give advice to peers

Takeaway: Students write one self-compassionate affirmation to use daily.

 

Phase 2: Overcoming Procrastination

Session 1: Why We Procrastinate

Aims

• Explore the causes of procrastination and its relationship to perfectionism.

• Provide practical tools to manage procrastination effectively.

Activities:

• Procrastination type identification: Complete the questionnaire to identify your own procrastination type (avoidant, perfectionist, boredom type).

• Group sharing: your worst procrastination experience and feelings and "Why do I procrastinate?" (e.g., lack of self-control, difficulty of the task, fear of failure, etc.).

• Self-reflection: Use the "Iceberg Model" to find out the causes of personal procrastination from surface behavior → underlying needs and draw a personal "procrastination inducement map"

• Interactive behavior experiment: simulate the dialogue between "monkey brain" (emotionally driven) and "rational brain" according to the situation

• Pomodoro learning method: a cycle of 25 minutes of focus period + 5 minutes of rest

• 5-minute start-up technique: a list of micro-steps to deal with the initial stage of procrastination (such as only writing the first paragraph, tidying up the desk first)

Takeaway: Students commit to using a new strategy to solve a task that is prone to procrastination

 

Session 2: SMART goals and execution system

Aims:

• Learn to set SMART goals

• Establish incentive mechanisms and design an anti-procrastination execution environment

Activities:

• Goal scoring system: use the "SMART" five dimensions to score the given goals (such as the "S clarity" 5-point system)

• SMART goal workshop:

• Team challenge: break down complex tasks into smaller, actionable steps.

• Personal practice: Make a weekly plan that balances academic and personal goals based on SMART standards.

• Interactive revision and reflection

• Priority matrix classification: What are urgent and important

• Goal attack and defense:

• Write a SMART goal and attach three tasks that may interfere with the goal

• Both parties exchange lists, classify using the priority matrix and discuss how to avoid in advance

Takeaway: Apply the SMART goals and avoidance plans you set yourself to practice.Explore the causes of procrastination and its relationship to perfectionism.

 

Phase 3: Cultivate a growth mindset and resilience

Session 1: Reframing Failure and Building Resilience

Aims:

• Understand the role of failure in the learning process and cultivate the ability to learn from failure.

• Master emotional regulation skills and enhance the ability to cope with stress and frustration.

Activities:

• Icebreaker activity---Failure celebrity stories: Match famous people (such as JK Rowling, Michael Jordan) with their failure experiences, and guide the discussion: "Why can they persist?"

• Journaling: Write a "failure resume" to reflect on lessons learned from past setbacks.

• Group discussion: Share stories of overcoming challenges and what students learned.

• Emotional thermometer drawing: Identify common emotions when facing failure/stress and match stress levels with coping methods to create a personalized "emotional thermometer chart"

• Failure situation drama role-playing: two versions of "negative collapse reaction" vs. "psychological resilience reaction". Share the impact of the two reactions on psychological state and future actions.

• Mindfulness breathing exercises: focus on the present and cultivate emotional resilience

Takeaway: students believe that failure is part of success and develop their own coping strategies

 

Session 2: Cultivate a growth mindset

Aims:

• Reconstruct limiting beliefs such as "failure = I am not good" or "I can't do it"

• Cultivate a growth mindset framework and enhance intrinsic motivation

Activities:

• Belief identification training: automatic thought record sheet (ABC model)

• A (Activating event) situation: simulate a failure

• B (Belief) automatic thoughts: such as "I am too stupid"

• C (Consequence) emotional response: such as "I gave up trying"

• Group discussion and fill in new beliefs, share the transformation process of "old beliefs → new beliefs"

• Fixed mindset cleaning: students transform fixed mindset sentences into growth sentences

• Growth challenge task card (Growth Bingo) treasure map: distribute growth challenge cards, such as: muster up the courage to ask a question/accept feedback and record growth points/complete a small task that you originally thought you could not do, stamp each completed task, and encourage completion of the connection.

• Future Me: Write a letter to your future self, talking about their growth and goals.

Takeaway: Students will receive their own letter in 6 months as encouragement.

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Programme Instructor  ​​​​​​​​​

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Ms. Quanlin Pan

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​​​​​​​Ms. Pan Quanlin is currently a Master of Education student at the University of Hong Kong, specializing in Gifted Education and Talent Development. Her focus lies in the psychological distress and behavioral challenges of gifted students. With extensive experience in psychological counseling, she has participated in various youth mental development and emotional support programs. She believes that gifted education is not only about intellectual development but also about nurturing students' inner strength to cope with high pressure and setbacks. Embracing the philosophy of overall development, she actively engages in the design and implementation of behavioral intervention programs, striving to support students in achieving a balance between high achievement motivation and psychological well-being.​​

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