According to Kennerley et al. (2017), completing homework can be a challenging task for clients due to unique reasons that underlie each individual's difficulties. Therefore, therapists must adopt an empathetic approach and be willing to understand their client's perspective when addressing this issue. Similarly, Danko et al. (2016) underscore the need for therapists to acknowledge that clients lead complex lives outside of therapy, which may make it difficult for them to prioritize homework. To overcome this, Wheaton and Chen (2021) suggest that therapists should discuss with clients the positive outcomes associated with completing homework and check in regularly to address any obstacles that arise.

When it comes to making homework feel less burdensome for clients, therapists can explore creative ways to incorporate homework assignments. Strategies involve tailoring assignments to the client's interests or daily routines, breaking down complex tasks into smaller, more manageable steps, or re-framing homework as an opportunity for personal growth rather than a requirement to complete (Danko et al., 2016). Additionally, therapists could collaborate with clients to design homework assignments to foster a sense of ownership and engagement in the process. These approaches have potential to increase clients' motivation and engagement in completing homework, leading to improved outcomes (Danko et al., 2016).

Do you have any thoughts on homework?

References:

Danko, C., Brown, T., Schoick, L., & Budd, K. (2016). Predictors and Correlates of Homework Completion and Treatment Outcomes in Parent-Child Interaction Therapy. Child & Youth Care Forum, 45(3), 467-485. https://doi.org/10.1007/s10566-015-9339-5

Kennerley, H., Kirk, J., & Westbrook, D. (2017).An introduction to cognitive behaviour therapy - Skills and applications(3rd ed.). Sage Publications

Wheaton, M. G., & Chen, S. R. (2021). Homework Completion in Treating Obsessive- Compulsive Disorder with Exposure and Ritual Prevention: A Review of the Empirical Literature. Cognitive Therapy & Research, 45(2), 236-249. https://doi.org/10.1007/s10608-020-10125-0