Syftet med föreliggande randomiserade kontrollerade studie var att undersöka om vägledd internetförmedlad kognitiv beteendeterapi (iKBT) kan ge symptomreduktion på klinisk perfektionism och relaterade kliniska tillstånd, samt ge ökad livskvalitet. 150 deltagare randomiserades till två grupper, en behandlingsgrupp (n = 73) som fick en åtta veckors lång KBT- behandling mot klinisk perfektionism, och en kontrollgrupp (n = 77) som stod på väntelista. Utfallsmåtten var självskattningsformulär som avser mäta perfektionism (CPQ, FMPS & DAS-SC), ångest (GAD-7), depression (PHQ-9) och livskvalitet (BBQ). ANCOVA användes i de statistiska analyserna med förmätningen som kovariat. Resultaten visade att behandlingsgruppen förbättrades signifikant jämfört med kontrollgruppen på samtliga utfallsmått (p < .001) och att effektstorlekarna var måttliga till stora (d = 0.71-1.33). Därmed drogs slutsatsen att vägledd iKBT mot klinisk perfektionism kan vara en effektiv transdiagnostisk behandling mot perfektionism och relaterade kliniska tillstånd.

Objective: To broaden the understanding of Swedish psychology student’s psychological health. Issue: Is there psychological illness in terms of self rated anxiety, among the psychology student at Linnaeus University? Are there correlations between self rated anxiety, perfectionistic personality traits and/or educational elements?  Method: A cross-sectional study of  psychology students (N = 65). The participants were recruited via the social media Facebook, and answered an anonymous web survey consisting of Depression Anxiety Stress Scales (DASS-21) and Clinical Perfectionism Questionnaire (CPQ). The participants were divided into two groups based on whether they had clinical (N=19) or theoretical (N=46) elements in their current education. Correlation analysis and ancova were executed in order to answer the issue. Results: Anxiety and perfectionism correlated positively (p=.000). Anxiety correlated positively with theoretical elements (p=.000) but not with clinical educational elements. Perfectionism and anxiety correlated positively during theoretical educational elements p=.007). Conclusion: The results indicate that higher perfectionism can correlate with higher levels of anxiety. It indicates that the perfectionism might have clinical properties. The students' results in relation to educational elements indicate that the participants had rated lower levels of anxiety during the clinical elements of the education. The study was limited in that it did not look into gender identification or underlying causes of non-response, and a small sample with large non-response bias (57%). The limitations mean that the results were not generalisable.