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Excellencism has been proposed as an alternative motivational construct, but its viability within school-based interventions remains untested. This pilot examined feasibility, acceptability, and preliminary outcomes of a four-session classroom-delivered CBT-informed program augmented with excellencism principles for final-year girls (\n                    <jats:italic>N<\/jats:italic>\n                    \u2009=\u200980 at baseline). Linear mixed models examined self-oriented perfectionism (SOP) and excellencism as co-primary outcomes, with anxiety, depression, and positive affect as secondary outcomes. SOP showed a small pre\u2013post reduction (\n                    <jats:italic>d<\/jats:italic>\n                    \u2009=\u20090.25) not maintained at follow-up, while excellencism remained stable, consistent with the Scenario 4 preservation pattern of the Juxtaposed Effect Framework. Secondary outcomes were stable. Acceptability indicated modest learning and enjoyment. Without a randomised control, findings are interpreted as preliminary signals. They support integrating CBT with excellencism in school delivery and offer preliminary evidence of a Scenario 4 preservation pattern.\n                  <\/jats:p>","DOI":"10.1007\/s10578-026-02044-0","type":"journal-article","created":{"date-parts":[[2026,6,15]],"date-time":"2026-06-15T02:39:08Z","timestamp":1781491148000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Targeting Self-Oriented Perfectionism Through a School-Based CBT-Informed Program Integrating Excellencism: A Pilot Study in Final-Year High School Girls"],"prefix":"10.1007","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8083-423X","authenticated-orcid":false,"given":"Rebecca M.","family":"Bissett","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8556-4360","authenticated-orcid":false,"given":"Bonnie A.","family":"Clough","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2240-030X","authenticated-orcid":false,"given":"Michelle","family":"Hood","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5682-4637","authenticated-orcid":false,"given":"R. 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Given the focus on a high-pressure cohort and the potential for self-critical content to elicit distress, several safeguards were embedded. The program was delivered as part of an existing school\u2013research partnership and integrated with the school\u2019s ongoing pastoral care and wellbeing program [\n                      \n                      ], so that students retained access to their usual school counsellor, year-level coordinator, and pastoral care staff throughout the delivery period. Facilitators were briefed to monitor for signs of acute distress during sessions and to escalate concerns to the supervising clinical psychologists, who liaised with school staff for follow-up where indicated.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent to Participate"}},{"value":"Not applicable.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for Publication"}},{"value":"Ethical approval for this study was granted by Griffith University. All procedures performed were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki Declaration and its later amendments. All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and\/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.","order":5,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics Approval"}}]}}