Kirk Blankstein

Professor Emeritus

email: kirk.blankstein@utoronto.ca



Kirk R. Blankstein received his Honours B. A. in Psychology from McMaster University and his M. A. and Ph.D. in Clinical Psychology from the University of Waterloo. He completed his internship at Duke University Medical Center in 1970 and has been at the University of Toronto since 1970. In addition to co-authorship of the most widely used textbook on Abnormal Psychology in Canada (Davison, Neale, Blankstein, & Flett, Abnormal Psychology, Canadian Edition, 2002, 2005) and co-editor of several volumes related to Communication and Affect, he has published over 75 peer-reviewed journal articles and book chapters. He is a regular reviewer for numerous journals, including Personality and Individual Differences and Cognitive Therapy and Research. He is principal investigator of the UTM Longitudinal Study of Adjustment and Academic Performance. Professor Blankstein is a recipient of the UTM Teaching Excellence Award and in 2003 was nominated as an “Exceptional Teacher” in celebration of “175 Years of Great Teaching” at the University of Toronto.

The general focus of Professor Blankstein’s research is on the factors associated with the adjustment and well-being of university students and people with psychological disorders, including depression, anxiety (test or evaluation anxiety, worry, and panic disorder), eating disorders, psychophysiological symptoms and somatic distress, and academic performance. He has conducted research in diverse areas, including early work on the applications of biofeedback, and the assessment and treatment of test anxiety. A major focus of current research is on the factors that mediate (mechanisms) and moderate (interactions) the link between evaluative concerns perfectionism/self-critical perfectionism (cognitive-personality vulnerability constructs or risk factors) and negative adaptational outcomes (e.g., psychological distress, physical distress, and poor academic performance) and the link between personal standards perfectionism (a possibly adaptive or protective cognitive-personality construct) and positive adaptational outcomes (e.g., subjective well-being, positive affect, good academic performance). Structural equation modeling, multilevel modeling, and multiple regression are used to test complex models of multiple mediators and moderators (e.g., self-esteem, stress, coping, attachment, social support). For example, in recent research, Professor Blankstein and his colleagues at McGill University used a daily diary methodology and multilevel modeling to determine how self-critical perfectionism in students affects the stressfulness of daily events, appraisals of those events, use of specific coping strategies, perceptions of social support and daily affect. Together with his students, Professor Blankstein recently developed two new measures, referred to as Evaluative Concerns Perfectionism (ECP) and Self-Critical Perfectionism (SCP), to assess specifically the key maladaptive or vulnerability aspects of perfectionism. The ultimate goal of this program of research is to identify factors that can inform clinical assessment and cognitive-behavioural treatments or intervention strategies with perfectionists who are suffering from psychological problems. In 2003, Professor Blankstein became involved in several projects with colleagues and former students at the Anxiety Treatment and Research Centre and the Mood Disorders Clinic at St. Joseph’s Health Care Centre in Hamilton (affiliated with McMaster University). This new initiative extends the work with university students to clinical populations by further examining the key maladaptive components in a series of multi-year studies using the ECP and SCP in groups of individuals suffering from anxiety and mood disorders. The purpose of these clinical studies is to (1) examine the construct and concurrent validity of the ECP and SCP measures by examining the links to theoretically related constructs, including specific measures hypothesized to be predictive of specific disorders (e.g., anxiety sensitivity and panic disorder; interpersonal sensitivity and major depression), and known correlates of the disorders (e.g., the Social Interaction Anxiety Scale for social phobics); (2) examine the incremental validity of the new perfectionism measures above and beyond other risk factors for predicting anxiety and depression symptoms; (3) examine discriminative validity by comparing the levels of evaluative concerns and self-critical perfectionism in specific diagnostic groups (e.g., panic disorder, major depression); and (4) examine predictive validity through pre/post assessment of individuals who receive group cognitive-behavioral treatment for their specific primary disorder in order to determine whether treatment outcome is affected by individual differences in levels of perfectionism at treatment onset and/or whether levels of perfectionism change as a function of treatment along with other indices of treatment outcome.

Professor Blankstein also studies adjustment to one particular developmental transition, namely the transition from high school to university attendance, as well as students’ adjustment and well-being throughout their university years. Of particular interest are the processes that create optimal outcomes or contribute to negative outcomes (e.g., self-esteem, enjoyment, academic success or failure) for adolescents and young adults during university. For example, the UTM Longitudinal Study of Adjustment and Academic Performance tracks “successful” and “troubled” students for as long as six years. Recent findings indicate that troubled students are less likely to (1) set high standards for achievement; (2) take a positive perspective when faced with challenging situations; (3) put studying ahead of socializing; (4) set aside time for test preparation and assignment completion; (5) use the basic cognitive strategy of rehearsal; and (6) plan, regulate, and monitor their activities (metacognition). With troubled males, academic performance is often affected due to substance use. ProfessorBlankstein also uses concurrent verbalization and thought-listing methodologies to assess the thinking patterns and positive and negative affect of students during actual and simulated exam situations. The findings from this research program can contribute to the development of prevention and intervention programs that will maximize the academic potential and well-being of all students.

Professor Blankstein initiated the undergraduate Thesis Research course (PSY 400Y) at UTM (which celebrated its 25th year in 2002), and has served regularly as its Coordinator. Almost 60 of his publications are with undergraduate students, many of whom have gone on to distinguished careers as professional psychologists, physicians, social workers, military and police officers, lawyers, criminologists, a High Commissioner, and an Ontario Court Judge.