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Homework in therapy: a case of it ain't what you do, it's the way that you do it?

Published online by Cambridge University Press:  26 August 2015

Duncan L. Harris  and
Syd Hiskey
Duncan L. Harris*
Affiliation:
School of Health and Human Sciences, University of Essex, Wivenhoe Park, Colchester, Essex, UK North Essex Partnership NHS Foundation Trust, Trust Headquarters, Stapleford House, Chelmsford, Essex, UK
Syd Hiskey
Affiliation:
North Essex Partnership NHS Foundation Trust, Trust Headquarters, Stapleford House, Chelmsford, Essex, UK
*
*Author for correspondence: Mr D. L. Harris, School of Health and Human Sciences, University of Essex, Wivenhoe Park, Colchester, Essex CO4 3SQ, UK (email: dlharr@essex.ac.uk).
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Abstract

It is argued, illustrated by a case example, that homework quality and end of therapy outcomes can be positively affected when ideas of compassion and attention to individual frames of reference are considered. It is suggested that by exploring the affect experienced when completing tasks and being mindful of client learning (i.e. the zone of proximal development), engagement and emotional connection with homework increase.

Keywords

CBTcognitive appraisalsformulationshomework assignmentstherapy outcometreatment adherence
Type
Practice article
Information
the Cognitive Behaviour Therapist , Volume 8 , 2015 , e20
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2015 

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