PROBLEMS WITH HOMEWORK IN CBT: RARE EXCEPTION OR RATHER FREQUENT?
Abstract
Homework assignments are an essential part of cognitive-behavioural therapy, and are included in the majority of therapy manuals and frequently used in therapeutic practice. Despite this, little is known about problems with homework completion or possible influences on homework compliance. The aim of the present practitioner survey was to provide data on problems related to homework use and compliance. Furthermore, the relationships between different variables and homework compliance were examined. Data were collected by asking 77 cognitive-behavioural therapists to recall two individual patients. Therapists described homework tasks assigned to these patients and procedures of assignment as well as problems that arose during assignment and completion. The results suggested that problems during the assignation of a task as well as during completion regularly occur. Homework compliance was positively associated both with patients' motivation for therapy, outcome at a later stage of therapy, and the provision of a written note or homework sheets on the task. Regression analyses pointed to patient variables as most crucial for homework compliance. Implications for effective homework use in clinical practice are discussed.
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In the traditional model, clients often struggle to complete homework independently, with less than 40% of homework typically completed as assigned.
“In the traditional model, clients often struggle to complete homework independently, with less than 40% of homework typically completed as assigned [8,9].”
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Bernstein, E. E., LeBlanc, N. J., & McNally, R. J. (2022) · Journal of American College Health · doi:10.1080/07448481.2022.2098036 · Cited by 5 · see citing works
Giráldez, C. A. M., Parga, M. X. F., & Elvira, A. C. (2023) · Behavioral Psychology/Psicología Conductual · doi:10.51668/bp.8323107n · Cited by 3 · see citing works
Limited Motivation, Patient-Therapist Mismatch, and the Therapeutic Alliance
Nadai, A. S. D., & Karver, M. S. (2013) · Springer eBooks · doi:10.1007/978-1-4614-6458-7_17 · Cited by 4 · see citing works
- Authors
- Helbig, S., & Fehm, L.
- Affiliations
- Technische Universität Dresden (DE)
- ORCID
- Fehm, Lydia
- Venue
- Behavioural and Cognitive Psychotherapy
- Publisher
- Cambridge University Press (CUP)
- Published
- 2004-06-14
- Volume
- 32
- Issue
- 3
- Pages
- 291-301
- ISSN
- 1352-4658 (ISSN-L)
- 1469-1833
- OpenAlex
- W2098937729
- Cited by
- 143
- References
- 12
- Citations by year
- 2026: 3 · 2025: 10 · 2024: 9 · 2023: 8 · 2022: 16 · 2021: 5 · 2020: 8 · 2019: 7 · 2018: 2 · 2017: 7 · 2016: 7 · 2015: 6 · 2014: 7 · 2013: 7 · 2012: 8
- FWCI
- 4.80
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Behavioural and Cognitive Psychotherapy (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Psychotherapy Techniques and Applications
- Social Sciences › Psychology › Clinical Psychology › Psychological Treatments and Assessments
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Keywords
- homework, homework compliance, cognitive behavioral therapy, homework completion, patient motivation, treatment outcomes
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