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| Research article summary (published 29 Apr 2002): |
Reflecting on homework in psychotherapy: what can we conclude from research and experience?
Full Abstract
This article examines the empirical basis of using homework in psychotherapy and then offers a synthesis of the research literature with the preceding clinical articles. We provide a practitioner-friendly review of psychotherapy process and outcome research literature, concluding that there is now sufficient evidence to support the assertion that homework assignments enhance psychotherapy outcomes. It is also clear that homework compliance is a consistently significant predictor of treatment outcome. Limitations of existing studies and future research directions are outlined, and we suggest that more specific questions are required regarding the integration of homework into therapy process. Clinical recommendations and issues in homework administration described in preceding articles are also synthesized. The research evidence and contributors to this issue converge in recommending homework within the broad context of psychotherapy and using creative ways of administering homework that is customized to the client.Copyright 2002 Wiley Periodicals, Inc.
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Author information
Author/s: Kazantzis, Nikolaos (N); Lampropoulos, Georgios K (GK);
Affiliation: Massey University, New Zealand. N.Kazantzis@massey.ac.nz
Journal and publication information
Publication Type: Journal Article; Research Support, Non-U.S. Gov't; Review
Journal: Journal of clinical psychology (J Clin Psychol), published in United States. (Language: eng)
Reference: 2002-May; vol 58 (issue 5) : pp 577-85
Dates: Created 2002/05/23; Completed 2002/06/19; Revised 2006/11/15;
PMID: 11967882, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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