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Reflecting on homework in psychotherapy: What can we conclude from research and experience?
Author(s) -
Kazantzis Nikolaos,
Lampropoulos Georgios K.
Publication year - 2002
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/jclp.10034
Subject(s) - psychology , psychotherapist , context (archaeology) , session (web analytics) , assertion , outcome (game theory) , compliance (psychology) , clinical psychology , social psychology , world wide web , paleontology , mathematics , mathematical economics , computer science , biology , programming language
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. © 2002 Wiley Periodicals, Inc. J Clin Psychol/In Session 58: 577–585, 2002.