Abstract
Homework assignments have been studied extensively in psychotherapy research, but there is little data on the way in which homework is transferred to clinical practice. A survey was conducted of 827 practicing psychologists nationwide regarding their use and attitudes toward homework. Overall, 68% of the present sample indicated that they "often" or "almost always" used homework assignments. Factor analysis revealed that practitioners have a range of attitudes that can be classified as reflecting the notion that homework has (a) a negative impact on in-session therapeutic work and (b) a positive effect on therapy outcomes. More positive attitudes were reported among those with a cognitive-behavioral theoretical orientation. Nevertheless, the use of homework among psychodynamic/analytic practitioners reported in the present sample was unexpected and suggests that theoretical and empirical work is required to examine homework's effects in a range of psychotherapy approaches.
| Original language | English |
|---|---|
| Pages (from-to) | 742-748 |
| Number of pages | 7 |
| Journal | Journal of Consulting and Clinical Psychology |
| Volume | 73 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 1 Aug 2005 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
Keywords
- Homework assignments
- Practitioner survey
- Psychotherapy
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