A Cognitive-behavioral Intervention of Rumination for Perfectionists

The HMPS includes 45 items assessing the three following subdimensions: Self-Oriented Perfectionism (SOP, reflecting "setting exacting standards for oneself and stringently evaluating and censuring one's own behavior" in the present study), Socially Prescribed Perfectionism (SPP, reflecting "the perceived need to attain standards and expectations prescribed by significant others"), and Other-Oriented Perfectionism (OOP, reflecting "unrealistic standards for significant others, places importance on other people being perfect, and stringently evaluates others' performance"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("totally disagree") to 7 ("totally agree").

The HMPS includes 45 items assessing the three following subdimensions: Self-Oriented Perfectionism (SOP, reflecting "setting exacting standards for oneself and stringently evaluating and censuring one's own behavior" in the present study), Socially Prescribed Perfectionism (SPP, reflecting "the perceived need to attain standards and expectations prescribed by significant others"), and Other-Oriented Perfectionism (OOP, reflecting "unrealistic standards for significant others, places importance on other people being perfect, and stringently evaluates others' performance"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("totally disagree") to 7 ("totally agree").

The HMPS includes 45 items assessing the three following subdimensions: Self-Oriented Perfectionism (SOP, reflecting "setting exacting standards for oneself and stringently evaluating and censuring one's own behavior" in the present study), Socially Prescribed Perfectionism (SPP, reflecting "the perceived need to attain standards and expectations prescribed by significant others"), and Other-Oriented Perfectionism (OOP, reflecting "unrealistic standards for significant others, places importance on other people being perfect, and stringently evaluates others' performance"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("totally disagree") to 7 ("totally agree").

The HMPS includes 45 items assessing the three following subdimensions: Self-Oriented Perfectionism (SOP, reflecting "setting exacting standards for oneself and stringently evaluating and censuring one's own behavior" in the present study), Socially Prescribed Perfectionism (SPP, reflecting "the perceived need to attain standards and expectations prescribed by significant others"), and Other-Oriented Perfectionism (OOP, reflecting "unrealistic standards for significant others, places importance on other people being perfect, and stringently evaluates others' performance"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("totally disagree") to 7 ("totally agree").

The HMPS includes 45 items assessing the three following subdimensions: Self-Oriented Perfectionism (SOP, reflecting "setting exacting standards for oneself and stringently evaluating and censuring one's own behavior" in the present study), Socially Prescribed Perfectionism (SPP, reflecting "the perceived need to attain standards and expectations prescribed by significant others"), and Other-Oriented Perfectionism (OOP, reflecting "unrealistic standards for significant others, places importance on other people being perfect, and stringently evaluates others' performance"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("totally disagree") to 7 ("totally agree").

The FMPS is a 35-item questionnaire assessing six subdimensions: Concern Over Mistakes (CM, reflecting "negative reactions to mistakes, a tendency to interpret mistakes as equivalent to failure, and a tendency to believe that one will lose the respect of others following failure"), Personal Standards (PS, reflecting "the setting of very high standards and the excessive importance placed on these high standards for self-evaluation"), Doubts About Actions (DA, reflecting "the tendency to feel that projects are not completed to satisfaction"), Parental Expectations (PE, reflecting "the tendency to believe that one's parents set very high goals and are overly critical"), Parental Criticism (PC, reflecting "the perception of high parental criticism"), and Organization (O, reflecting "the emphasis on the importance of and preference for order and organization"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("strongly disagree") to 5 ("strongly agree").

The FMPS is a 35-item questionnaire assessing six subdimensions: Concern Over Mistakes (CM, reflecting "negative reactions to mistakes, a tendency to interpret mistakes as equivalent to failure, and a tendency to believe that one will lose the respect of others following failure"), Personal Standards (PS, reflecting "the setting of very high standards and the excessive importance placed on these high standards for self-evaluation"), Doubts About Actions (DA, reflecting "the tendency to feel that projects are not completed to satisfaction"), Parental Expectations (PE, reflecting "the tendency to believe that one's parents set very high goals and are overly critical"), Parental Criticism (PC, reflecting "the perception of high parental criticism"), and Organization (O, reflecting "the emphasis on the importance of and preference for order and organization"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("strongly disagree") to 5 ("strongly agree").

The FMPS is a 35-item questionnaire assessing six subdimensions: Concern Over Mistakes (CM, reflecting "negative reactions to mistakes, a tendency to interpret mistakes as equivalent to failure, and a tendency to believe that one will lose the respect of others following failure"), Personal Standards (PS, reflecting "the setting of very high standards and the excessive importance placed on these high standards for self-evaluation"), Doubts About Actions (DA, reflecting "the tendency to feel that projects are not completed to satisfaction"), Parental Expectations (PE, reflecting "the tendency to believe that one's parents set very high goals and are overly critical"), Parental Criticism (PC, reflecting "the perception of high parental criticism"), and Organization (O, reflecting "the emphasis on the importance of and preference for order and organization"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("strongly disagree") to 5 ("strongly agree").

The FMPS is a 35-item questionnaire assessing six subdimensions: Concern Over Mistakes (CM, reflecting "negative reactions to mistakes, a tendency to interpret mistakes as equivalent to failure, and a tendency to believe that one will lose the respect of others following failure"), Personal Standards (PS, reflecting "the setting of very high standards and the excessive importance placed on these high standards for self-evaluation"), Doubts About Actions (DA, reflecting "the tendency to feel that projects are not completed to satisfaction"), Parental Expectations (PE, reflecting "the tendency to believe that one's parents set very high goals and are overly critical"), Parental Criticism (PC, reflecting "the perception of high parental criticism"), and Organization (O, reflecting "the emphasis on the importance of and preference for order and organization"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("strongly disagree") to 5 ("strongly agree").

The FMPS is a 35-item questionnaire assessing six subdimensions: Concern Over Mistakes (CM, reflecting "negative reactions to mistakes, a tendency to interpret mistakes as equivalent to failure, and a tendency to believe that one will lose the respect of others following failure"), Personal Standards (PS, reflecting "the setting of very high standards and the excessive importance placed on these high standards for self-evaluation"), Doubts About Actions (DA, reflecting "the tendency to feel that projects are not completed to satisfaction"), Parental Expectations (PE, reflecting "the tendency to believe that one's parents set very high goals and are overly critical"), Parental Criticism (PC, reflecting "the perception of high parental criticism"), and Organization (O, reflecting "the emphasis on the importance of and preference for order and organization"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("strongly disagree") to 5 ("strongly agree").

The CES-D is a 20-item questionnaire with a Likert type scale ranging to 0 ["rarely or none of the time (less than 1 day)"] to 3 ["most or all of the time (5-7 days)"]. It assesses the frequency of the main symptoms of depression over the past week. Those symptoms are categorized into four subscales: depressed affect (DA), positive affect (PA), somatic complaints (SC), and disturbed interpersonal relationships (IR).

The CES-D is a 20-item questionnaire with a Likert type scale ranging to 0 ["rarely or none of the time (less than 1 day)"] to 3 ["most or all of the time (5-7 days)"]. It assesses the frequency of the main symptoms of depression over the past week. Those symptoms are categorized into four subscales: depressed affect (DA), positive affect (PA), somatic complaints (SC), and disturbed interpersonal relationships (IR).

The CES-D is a 20-item questionnaire with a Likert type scale ranging to 0 ["rarely or none of the time (less than 1 day)"] to 3 ["most or all of the time (5-7 days)"]. It assesses the frequency of the main symptoms of depression over the past week. Those symptoms are categorized into four subscales: depressed affect (DA), positive affect (PA), somatic complaints (SC), and disturbed interpersonal relationships (IR).

The CES-D is a 20-item questionnaire with a Likert type scale ranging to 0 ["rarely or none of the time (less than 1 day)"] to 3 ["most or all of the time (5-7 days)"]. It assesses the frequency of the main symptoms of depression over the past week. Those symptoms are categorized into four subscales: depressed affect (DA), positive affect (PA), somatic complaints (SC), and disturbed interpersonal relationships (IR).

The CES-D is a 20-item questionnaire with a Likert type scale ranging to 0 ["rarely or none of the time (less than 1 day)"] to 3 ["most or all of the time (5-7 days)"]. It assesses the frequency of the main symptoms of depression over the past week. Those symptoms are categorized into four subscales: depressed affect (DA), positive affect (PA), somatic complaints (SC), and disturbed interpersonal relationships (IR).

The GAD-7 is a seven-items questionnaire with a Likert type scale ranging from 0 ("not at all") to 3 ("nearly every day"). It assesses the presence and the severity of the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition) symptom criteria for Generalized Anxiety Disorder over the past week.

The GAD-7 is a seven-items questionnaire with a Likert type scale ranging from 0 ("not at all") to 3 ("nearly every day"). It assesses the presence and the severity of the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition) symptom criteria for Generalized Anxiety Disorder over the past week.

The GAD-7 is a seven-items questionnaire with a Likert type scale ranging from 0 ("not at all") to 3 ("nearly every day"). It assesses the presence and the severity of the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition) symptom criteria for Generalized Anxiety Disorder over the past week.

The GAD-7 is a seven-items questionnaire with a Likert type scale ranging from 0 ("not at all") to 3 ("nearly every day"). It assesses the presence and the severity of the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition) symptom criteria for Generalized Anxiety Disorder over the past week.

The GAD-7 is a seven-items questionnaire with a Likert type scale ranging from 0 ("not at all") to 3 ("nearly every day"). It assesses the presence and the severity of the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition) symptom criteria for Generalized Anxiety Disorder over the past week.

The RTMQ is a 18-item questionnaire, with a Likert type scale ranging from 1 ("almost never") to 4 ("almost always"). It assesses three dimensions of repetitive thinking processes : (a) abstract evaluative mode of repetitive thinking (AERT; " thoughts at an abstract, overgeneral level that address the causes and consequence of one's mood or condition, oriented toward the past and future rather than toward the present moment"), (b) concrete experiential mode of repetitive thinking (CERT; " mode of thinking centered on how one is presently feeling and experiencing the ongoing situation, and how a present experience unfolds"), and (c) creative dendritic mode of repetitive thinking (CDRT; "extremely fluent and flexible thinking, with creative content [new and original ideas], not necessarily centered on here and now experience".

The RTMQ is a 18-item questionnaire, with a Likert type scale ranging from 1 ("almost never") to 4 ("almost always"). It assesses three dimensions of repetitive thinking processes : (a) abstract evaluative mode of repetitive thinking (AERT; " thoughts at an abstract, overgeneral level that address the causes and consequence of one's mood or condition, oriented toward the past and future rather than toward the present moment"), (b) concrete experiential mode of repetitive thinking (CERT; " mode of thinking centered on how one is presently feeling and experiencing the ongoing situation, and how a present experience unfolds"), and (c) creative dendritic mode of repetitive thinking (CDRT; "extremely fluent and flexible thinking, with creative content [new and original ideas], not necessarily centered on here and now experience".

The RTMQ is a 18-item questionnaire, with a Likert type scale ranging from 1 ("almost never") to 4 ("almost always"). It assesses three dimensions of repetitive thinking processes : (a) abstract evaluative mode of repetitive thinking (AERT; " thoughts at an abstract, overgeneral level that address the causes and consequence of one's mood or condition, oriented toward the past and future rather than toward the present moment"), (b) concrete experiential mode of repetitive thinking (CERT; " mode of thinking centered on how one is presently feeling and experiencing the ongoing situation, and how a present experience unfolds"), and (c) creative dendritic mode of repetitive thinking (CDRT; "extremely fluent and flexible thinking, with creative content [new and original ideas], not necessarily centered on here and now experience".

The RTMQ is a 18-item questionnaire, with a Likert type scale ranging from 1 ("almost never") to 4 ("almost always"). It assesses three dimensions of repetitive thinking processes : (a) abstract evaluative mode of repetitive thinking (AERT; " thoughts at an abstract, overgeneral level that address the causes and consequence of one's mood or condition, oriented toward the past and future rather than toward the present moment"), (b) concrete experiential mode of repetitive thinking (CERT; " mode of thinking centered on how one is presently feeling and experiencing the ongoing situation, and how a present experience unfolds"), and (c) creative dendritic mode of repetitive thinking (CDRT; "extremely fluent and flexible thinking, with creative content [new and original ideas], not necessarily centered on here and now experience".

The RTMQ is a 18-item questionnaire, with a Likert type scale ranging from 1 ("almost never") to 4 ("almost always"). It assesses three dimensions of repetitive thinking processes : (a) abstract evaluative mode of repetitive thinking (AERT; " thoughts at an abstract, overgeneral level that address the causes and consequence of one's mood or condition, oriented toward the past and future rather than toward the present moment"), (b) concrete experiential mode of repetitive thinking (CERT; " mode of thinking centered on how one is presently feeling and experiencing the ongoing situation, and how a present experience unfolds"), and (c) creative dendritic mode of repetitive thinking (CDRT; "extremely fluent and flexible thinking, with creative content [new and original ideas], not necessarily centered on here and now experience".

This task focuses on retrieving past memories of personal events. A cue word appear on the computer screen. Participants have to click on a button as soon as they had retrieved a specific and autobiographical memory triggered by the cue word, in the time-limit of 1 minute after the cue onset. A window then appears to write the memory with as much specific and contextual details as possible. Before starting this task, participants are specified that the memory must have happened once and lasted less than 24 hours.After describing the memory, participants also have to judge (on a Likert type scale ranging from 0 to 10) the emotional intensity of the reported event. Moreover, they have to assess whether their memory was (1) pleasant, (2) unpleasant or (3) neutral. Finally, participants estimate the year during which this memory occurred.

This AMT contains 6 French common nouns per time-measurement (3 success-relevant words, and 3 failure-relevant words) presented in a random order.

This task focuses on retrieving past memories of personal events. A cue word appear on the computer screen. Participants have to click on a button as soon as they had retrieved a specific and autobiographical memory triggered by the cue word, in the time-limit of 1 minute after the cue onset. A window then appears to write the memory with as much specific and contextual details as possible. Before starting this task, participants are specified that the memory must have happened once and lasted less than 24 hours.After describing the memory, participants also have to judge (on a Likert type scale ranging from 0 to 10) the emotional intensity of the reported event. Moreover, they have to assess whether their memory was (1) pleasant, (2) unpleasant or (3) neutral. Finally, participants estimate the year during which this memory occurred.

This AMT contains 6 French common nouns per time-measurement (3 success-relevant words, and 3 failure-relevant words) presented in a random order.

This task focuses on retrieving past memories of personal events. A cue word appear on the computer screen. Participants have to click on a button as soon as they had retrieved a specific and autobiographical memory triggered by the cue word, in the time-limit of 1 minute after the cue onset. A window then appears to write the memory with as much specific and contextual details as possible. Before starting this task, participants are specified that the memory must have happened once and lasted less than 24 hours.After describing the memory, participants also have to judge (on a Likert type scale ranging from 0 to 10) the emotional intensity of the reported event. Moreover, they have to assess whether their memory was (1) pleasant, (2) unpleasant or (3) neutral. Finally, participants estimate the year during which this memory occurred.

This AMT contains 6 French common nouns per time-measurement (3 success-relevant words, and 3 failure-relevant words) presented in a random order.

This task focuses on retrieving past memories of personal events. A cue word appear on the computer screen. Participants have to click on a button as soon as they had retrieved a specific and autobiographical memory triggered by the cue word, in the time-limit of 1 minute after the cue onset. A window then appears to write the memory with as much specific and contextual details as possible. Before starting this task, participants are specified that the memory must have happened once and lasted less than 24 hours.After describing the memory, participants also have to judge (on a Likert type scale ranging from 0 to 10) the emotional intensity of the reported event. Moreover, they have to assess whether their memory was (1) pleasant, (2) unpleasant or (3) neutral. Finally, participants estimate the year during which this memory occurred.

This AMT contains 6 French common nouns per time-measurement (3 success-relevant words, and 3 failure-relevant words) presented in a random order.

The SRTQ is a 10-item questionnaire, with a Likert type scale ranging from 1 ("totally disagree") to 5 ("totally agree"). It assesses the three modes of repetitive thinking (i.e., AERT, CERT, and CDRT) in their state form (i.e., subject to continuous changes and under many influences), in contrast with the RTMQ that assesses repetitive thinking as a stable individual characteristic.

The SRTQ is a 10-item questionnaire, with a Likert type scale ranging from 1 ("totally disagree") to 5 ("totally agree"). It assesses the three modes of repetitive thinking (i.e., AERT, CERT, and CDRT) in their state form (i.e., subject to continuous changes and under many influences), in contrast with the RTMQ that assesses repetitive thinking as a stable individual characteristic.

The SRTQ is a 10-item questionnaire, with a Likert type scale ranging from 1 ("totally disagree") to 5 ("totally agree"). It assesses the three modes of repetitive thinking (i.e., AERT, CERT, and CDRT) in their state form (i.e., subject to continuous changes and under many influences), in contrast with the RTMQ that assesses repetitive thinking as a stable individual characteristic.

The VAMS is a seven-item questionnaire, with a Likert type scale ranging from 0 ("not at all") to 100 ("extremely"). It assesses the intensity of emotional states in the last few minutes: happy, sad, anxious, angry, emotionally aroused, in a positive mood, and in a negative mood. This questionnaire is used as a psychological distress measure.

The VAMS is a seven-item questionnaire, with a Likert type scale ranging from 0 ("not at all") to 100 ("extremely"). It assesses the intensity of emotional states in the last few minutes: happy, sad, anxious, angry, emotionally aroused, in a positive mood, and in a negative mood. This questionnaire is used as a psychological distress measure.

The VAMS is a seven-item questionnaire, with a Likert type scale ranging from 0 ("not at all") to 100 ("extremely"). It assesses the intensity of emotional states in the last few minutes: happy, sad, anxious, angry, emotionally aroused, in a positive mood, and in a negative mood. This questionnaire is used as a psychological distress measure.

The MEAQ is a 62-items questionnaire with a Likert type scale ranging from 1 ("Totally disagree") to 6 ("Totally agree"). It assesses experiential avoidance with six different manifestations: Behavioral Avoidance (i.e., "overt, situational avoidance of physical discomfort and distress"), Distress Aversion (i.e., "negative evaluations or attitudes toward distress, nonacceptance of distress"), Procrastination (i.e., "delaying anticipated distress"), Distration/Supression (attempts to ignore or suppress distress"), Repression/Denial (i.e., "distancing and dissociating from distress, lack of distress awareness"), Distress Endurance (i.e., "willingness to behave effectively in the face of distress").

The MEAQ is a 62-items questionnaire with a Likert type scale ranging from 1 ("Totally disagree") to 6 ("Totally agree"). It assesses experiential avoidance with six different manifestations: Behavioral Avoidance (i.e., "overt, situational avoidance of physical discomfort and distress"), Distress Aversion (i.e., "negative evaluations or attitudes toward distress, nonacceptance of distress"), Procrastination (i.e., "delaying anticipated distress"), Distration/Supression (attempts to ignore or suppress distress"), Repression/Denial (i.e., "distancing and dissociating from distress, lack of distress awareness"), Distress Endurance (i.e., "willingness to behave effectively in the face of distress").

The MEAQ is a 62-items questionnaire with a Likert type scale ranging from 1 ("Totally disagree") to 6 ("Totally agree"). It assesses experiential avoidance with six different manifestations: Behavioral Avoidance (i.e., "overt, situational avoidance of physical discomfort and distress"), Distress Aversion (i.e., "negative evaluations or attitudes toward distress, nonacceptance of distress"), Procrastination (i.e., "delaying anticipated distress"), Distration/Supression (attempts to ignore or suppress distress"), Repression/Denial (i.e., "distancing and dissociating from distress, lack of distress awareness"), Distress Endurance (i.e., "willingness to behave effectively in the face of distress").

The MEAQ is a 62-items questionnaire with a Likert type scale ranging from 1 ("Totally disagree") to 6 ("Totally agree"). It assesses experiential avoidance with six different manifestations: Behavioral Avoidance (i.e., "overt, situational avoidance of physical discomfort and distress"), Distress Aversion (i.e., "negative evaluations or attitudes toward distress, nonacceptance of distress"), Procrastination (i.e., "delaying anticipated distress"), Distration/Supression (attempts to ignore or suppress distress"), Repression/Denial (i.e., "distancing and dissociating from distress, lack of distress awareness"), Distress Endurance (i.e., "willingness to behave effectively in the face of distress").

The MEAQ is a 62-items questionnaire with a Likert type scale ranging from 1 ("Totally disagree") to 6 ("Totally agree"). It assesses experiential avoidance with six different manifestations: Behavioral Avoidance (i.e., "overt, situational avoidance of physical discomfort and distress"), Distress Aversion (i.e., "negative evaluations or attitudes toward distress, nonacceptance of distress"), Procrastination (i.e., "delaying anticipated distress"), Distration/Supression (attempts to ignore or suppress distress"), Repression/Denial (i.e., "distancing and dissociating from distress, lack of distress awareness"), Distress Endurance (i.e., "willingness to behave effectively in the face of distress").

The S-DS assesses the discrepancy between the perceived actual self (i.e., who people believe they are) and (a) the socially prescribe self (i.e., who people believe others would want them to be) or (b) the ideal self (i.e., who people ideally would want to be) (Philippot et al. 2017, p.3). Participants are first asked to write a maximum of 8 characteristics that they ideally wish to have (i.e., desired traits) and not have (i.e., undesired traits). They are provided a non-exhaustive sample of 105 characteristics, representing competence, likability, and physical appearance. Participants are then asked to estimate how much these characteristics currently define them (%). Finally, they are asked to indicate the extent to which the discrepancy between the perceived actual self and (a) the socially prescribe self or (b) the ideal self-generated distress, with a Likert type scale ranging to 0 ["I do not feel distress"] to 7 ["I feel significant distress"].

The S-DS assesses the discrepancy between the perceived actual self (i.e., who people believe they are) and (a) the socially prescribe self (i.e., who people believe others would want them to be) or (b) the ideal self (i.e., who people ideally would want to be) (Philippot et al. 2017, p.3). Participants are first asked to write a maximum of 8 characteristics that they ideally wish to have (i.e., desired traits) and not have (i.e., undesired traits). They are provided a non-exhaustive sample of 105 characteristics, representing competence, likability, and physical appearance. Participants are then asked to estimate how much these characteristics currently define them (%). Finally, they are asked to indicate the extent to which the discrepancy between the perceived actual self and (a) the socially prescribe self or (b) the ideal self-generated distress, with a Likert type scale ranging to 0 ["I do not feel distress"] to 7 ["I feel significant distress"].

The S-DS assesses the discrepancy between the perceived actual self (i.e., who people believe they are) and (a) the socially prescribe self (i.e., who people believe others would want them to be) or (b) the ideal self (i.e., who people ideally would want to be) (Philippot et al. 2017, p.3). Participants are first asked to write a maximum of 8 characteristics that they ideally wish to have (i.e., desired traits) and not have (i.e., undesired traits). They are provided a non-exhaustive sample of 105 characteristics, representing competence, likability, and physical appearance. Participants are then asked to estimate how much these characteristics currently define them (%). Finally, they are asked to indicate the extent to which the discrepancy between the perceived actual self and (a) the socially prescribe self or (b) the ideal self-generated distress, with a Likert type scale ranging to 0 ["I do not feel distress"] to 7 ["I feel significant distress"].

The S-DS assesses the discrepancy between the perceived actual self (i.e., who people believe they are) and (a) the socially prescribe self (i.e., who people believe others would want them to be) or (b) the ideal self (i.e., who people ideally would want to be) (Philippot et al. 2017, p.3). Participants are first asked to write a maximum of 8 characteristics that they ideally wish to have (i.e., desired traits) and not have (i.e., undesired traits). They are provided a non-exhaustive sample of 105 characteristics, representing competence, likability, and physical appearance. Participants are then asked to estimate how much these characteristics currently define them (%). Finally, they are asked to indicate the extent to which the discrepancy between the perceived actual self and (a) the socially prescribe self or (b) the ideal self-generated distress, with a Likert type scale ranging to 0 ["I do not feel distress"] to 7 ["I feel significant distress"].

The S-DS assesses the discrepancy between the perceived actual self (i.e., who people believe they are) and (a) the socially prescribe self (i.e., who people believe others would want them to be) or (b) the ideal self (i.e., who people ideally would want to be) (Philippot et al. 2017, p.3). Participants are first asked to write a maximum of 8 characteristics that they ideally wish to have (i.e., desired traits) and not have (i.e., undesired traits). They are provided a non-exhaustive sample of 105 characteristics, representing competence, likability, and physical appearance. Participants are then asked to estimate how much these characteristics currently define them (%). Finally, they are asked to indicate the extent to which the discrepancy between the perceived actual self and (a) the socially prescribe self or (b) the ideal self-generated distress, with a Likert type scale ranging to 0 ["I do not feel distress"] to 7 ["I feel significant distress"].

The QSC-8 asseses how well the participant's needs regarding the intervention and its results are being met. It is an 8-item questionnaire with a Likert type scale ranging to 1 to 4, 4 being the maximum level of satisfaction.

The AUDIT is a 10-item screening questionnaire with an interval type scale of 3 or 4 choices. It assesses excessive drinking over the past week by focusing on three components: (a) alcohol intake, (b) alcohol dependence, and (c) alcohol-related problems.

The DUDIT is a 11-item screening questionnaire with an interval type scale of 3 or 4 choices. It assesses drug consumption over the past week to inform on two components: (a) drug intake, (b) symptoms criteria for substance abuse/harmful use and dependance according to the International Classification of Diseases (Tenth edition) and the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition). A list of common illicit drugs as well as sedatives, hypnotics and analgesics is provided.

Participants first indicate whether they have used alcohol, cigarette, and/or drugs the day before and the day of the completion. If they answer "yes" for alcohol, cigarette, and / or cannabis they are then asked to specify quantities per day (i.e., number of alcohol glasses, and number of cigarettes or joints smoked). Participants are not required to quantify drugs due to (a) the lack of standardized assay units, (b) the wide range of purity and potency, as opposed to the percentage concentration requirement for alcohol products.

Participants first indicate whether they have used alcohol, cigarette, and/or drugs the day before and the day of the completion. If they answer "yes" for alcohol, cigarette, and / or cannabis they are then asked to specify quantities per day (i.e., number of alcohol glasses, and number of cigarettes or joints smoked). Participants are not required to quantify drugs due to (a) the lack of standardized assay units, (b) the wide range of purity and potency, as opposed to the percentage concentration requirement for alcohol products.

Participants first indicate whether they have used alcohol, cigarette, and/or drugs the day before and the day of the completion. If they answer "yes" for alcohol, cigarette, and / or cannabis they are then asked to specify quantities per day (i.e., number of alcohol glasses, and number of cigarettes or joints smoked). Participants are not required to quantify drugs due to (a) the lack of standardized assay units, (b) the wide range of purity and potency, as opposed to the percentage concentration requirement for alcohol products.