Details

Autor(en) / Beteiligte

• Bieling, Peter

Titel

Handbook of Homework Assignments in Psychotherapy: Research, Practice, and Prevention

Ist Teil von

• Canadian Psychology, 2008, Vol.49 (2), p.172

Ort / Verlag

Ottawa: Canadian Psychological Association

Erscheinungsjahr

2008

Link zum Volltext

Quelle

EBSCOhost APA PsycARTICLES

Beschreibungen/Notizen

• Part 1 reviews the concept and implementation of homework across nine well-known modalities (behavioural, client-centered, cognitive, emotion-focussed, interpersonal, psychodynamic, acceptance and commitment, brief strategic family, and personal construct therapies). The chapters in this section are highly useful on their own-it's easy to imagine assigning particular chapters to graduate students taking a course in one type of therapy for example. However, this material is even more fascinating when the various chapters are contrasted with one another. It might be expected that chapters from the behaviour therapy and cognitive therapy perspective are carefully structured, laying out evidence, a rationale, and design principles for homework, grappling directly with noncompliance and providing case examples. This turns out to be the case; the description of homework from these perspectives mirrors the overall theory of treatment and change; directive, problem focussed, action oriented, and learning based. Chapters from other perspectives differ considerably from this in form and function, but also echo in myriad ways the theories in which they are grounded. For example, in one perspective homework is only indicated when requested by the client but is otherwise not consistent with the theory of change, in another approach the term homework itself is questioned, and more empowering terms are substituted, in another homework is considered on a case-by-case basis, and imbued with powerful symbolic meaning. Thus these chapters about homework are a "window to the soul" of each of the therapies and make for a wonderful comparative analysis of what different approaches to treatment value and see as the critical ingredients of change. Certainly this book offers a unique opportunity for each of these forms of therapy to ponder and then lay out what role homework plays, whether it is a "must" or optional, whether it is written or experienced, and a host of other pragmatic questions. This is a really unique contribution.