Homework (Studies)

Question 1

Beck, Rush, Shaw and Emery, 1979

Answer 1

• Homework is essential part of CBT

Question 2

Kanzantzis and Lampropoulos, 2002

Answer 2

• Utilized to practice and integrate in lives

Question 3

Kanzantzis et al, 2010 (p1)

Answer 3

o 14 control studies compared outcome for clients with/without homework.
o 70% of clients with homework had better outcomes

Question 4

Kanzantzis et al (2016)

Answer 4

o Quantity (15) and Quality (13) of homework had large effect on outcome, relatively stable at 1-12month follow up
o enhances CBT effectiveness
o quality of homework may matter as much as completion.

Question 5

Kanzantzis et al (2017) (p1)

Answer 5

Not a 1:1 ratio of quantity: quality, needs to be more quality of homework assessed. Quantity does not convey learning.

Question 6

Conklin and Strunk (2015)

Answer 6

-depression.
o Positive relationship between homework compliance and treatment outcome
o Higher engagement =positive symptom change
o Quality of homework = symptom improvements

Question 7

Kanzantzis and Shinkfield, 2007

Answer 7

• Encouraged regular practice

o extent of engagement varies and often falls short of desirable levels

Question 8

Kanzantzis et al 2010 (p2)

Answer 8

• Homework may vary considerably in terms of nature and therapeutic purpose, may depend on session number and which disorder it is aimed at

Question 9

Beck and Broder (2016)

Answer 9

• Perhaps a use of another word e.g. action plan, conveys the proactivity and taking control instead of homework which doesn’t convey the collaborative nature of the task. Action plan conveys the none-optional, collaborative and emphasises that most work is done between sessions that has impact. Once finished creating action plan ask, ‘how likely are you to do this assignment this week?’ -talk through potential barriers.

Question 10

Tompkins, 2002; Kanzantzis et al 2000

Answer 10

Numerous guidelines for implementing homework engagement Among techniques -3 categories

1. review of homework
2. assignment
3. identify and help overcome potential barriers

Question 11

Garland and scott, 2002; Kanzantzis et al 2003

Answer 11

1. review of homework

Question 12

Tompkins et al 2002

Answer 12

3. Some experts have recommended working with patients to identify and overcome the potential barriers that may prevent engagement

Question 13

Sachsenweger et al (2015),

Answer 13

may adhere out of desire of approval or acceptance/fear of failure

Question 14

Helbig and Fehm (2004)

Answer 14

patient variables most decisive of homework compliance

Question 15

Startup and Edmonds (1994)

Answer 15

therapist behaviours in promoting homework (rationale, clear description, anticipating problems and involving the patient in the process) -patient ratings
 homework compliance -therapist ratings
 failed to find evidence that any therapist behaviour was associated with homework compliance
o E-ceiling effect in patients rating may have limited their ability to detect in effects of interest.

Question 16

Bryant et al (1999)

Answer 16

-observer rated, therapist homework promoting behaviours 1. Review of homework 2. Rationale 3. Clarity and tailoring to problems 4. Trouble shooting possible problems
 Non-sig trend suggesting possible relation between homework related therapist behaviours and homework compliance
 Review sig correlated to compliance
 Trouble shooting correlating to compliance

Question 17

Conklin, strunk and Cooper (2018)

Answer 17

– depression.
 Assigning homework behaviours predicted homework engagement (compelling rationale, clear description and client understanding.)
 Homework review did not predict homework engagement

Question 18

Kanzantzis et al (2017) (p 3)

Answer 18

ratings of adherence based on client self-report not completed logs/diaries