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Homework Assignments (homework + assignment)

Distribution by Scientific Domains

Psychology	90%

Selected Abstracts

Homework Assignments in Cognitive and Behavioral Therapy: A Meta-Analysis

CLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 2 2000
Nikolaos Kazantzis
This meta-analysis (27 studies, N= 1702) examined (a) the effects of homework assignments on treatment outcome and (b) the relationship between homework compliance and therapy outcome. Results of the primary meta-analyses indicated a weighted mean effect size (r) of .36 for homework effects and .22 for homework compliance. A moderator analysis (chosen on a priori grounds) was also conducted by partitioning the sample of effect size estimations first according to the sample problem type, according to the type of homework activity administered, and according to the source and time of homework compliance assessment. We hope that the focus of future research will now be diverted from general questions of the benefit of including homework in therapy, to more specific questions regarding the relative effectiveness of different types of homework assignments for different client problems. [source]

Patients' perspective on homework assignments in cognitive,behavioural therapy

CLINICAL PSYCHOLOGY AND PSYCHOTHERAPY (AN INTERNATIONAL JOURNAL OF THEORY & PRACTICE), Issue 5 2008
Lydia Fehm
Homework assignments are an indispensable part of cognitive,behavioural therapy. During the past two decades, a growing number of studies have shed light on its characteristics and effects. However, most studies primarily consider the therapists' view, and little is known about the use of supportive strategies to implement homework assignments in psychotherapy and about patients' attitudes towards regular assignments. To fill this gap, we assessed the attitudes towards homework assignments of 80 outpatients. In addition, those who had received a task during the past session (75%) were asked to report characteristics of their task as well as therapists' behaviour strategies during the assignment of the task. One week later, therapists rated the extent of completion of the task. Results showed that the patients generally had a positive attitude towards homework and that they accomplished most of the tasks. With regard to the therapists' behaviour during the assignment of the task, there seems to be room for improvement.,Copyright © 2008 John Wiley & Sons, Ltd. [source]

A multimodal behavioral approach to performance anxiety

JOURNAL OF CLINICAL PSYCHOLOGY, Issue 8 2004
Arnold A. Lazarus
Cognitive-behavior therapy (CBT) stresses a trimodal assessment framework (affect, behavior, and cognition [ABC]), whereas the multimodal approach assesses seven discrete but interactive components,behavior, affect, sensation, imagery, cognition, interpersonal relationships, and drugs/biological factors (BASIC I.D.). Only complex or recalcitrant cases call for the entire seven-pronged range of multimodal interventions. Various case illustrations are offered as examples of how a clinician might proceed when confronted with problems that fall under the general heading of performance anxiety. The main example is of a violinist in a symphony orchestra whose career was in serious jeopardy because of his extreme fear of performing in public. He responded very well to a focused but elaborate desensitization procedure. The hierarchy that was eventually constructed contained many dimensions and subhierarchies featuring interlocking elements that evoked his anxiety. In addition to imaginal systematic desensitization, sessions were devoted to his actual performance in the clinical setting. As a homework assignment, he found it helpful to listen to a long-playing record of an actual rehearsal and to play along with the world-renowned orchestra and conductor. The subsequent disclosure by the client of an important sexual problem was dealt with concomitantly by using a fairly conventional counseling procedure. Therapy required 20 sessions over a 3-month period. © 2004 Wiley Periodicals, Inc. J Clin Psychol/In Session. [source]

Teaching crystallography to undergraduate physical chemistry students

JOURNAL OF APPLIED CRYSTALLOGRAPHY, Issue 5-2 2010
Virginia B. Pett
Teaching goals, laboratory experiments and homework assignments are described for teaching crystallography as part of two undergraduate physical chemistry courses. A two-week teaching module is suggested for introductory physical chemistry, including six to eight classroom sessions, several laboratory experiences and a 3,h computer-based session, to acquaint undergraduate physical chemistry students with crystals, diffraction patterns, the mathematics of structure determination by X-ray diffraction, data collection, structure solution and the chemical insights available from crystal structure information. Student projects and laboratory work for three to four weeks of an advanced physical chemistry course are presented. Topics such as symmetry operators, space groups, systematic extinctions, methods of solving the phase problem, the Patterson map, anomalous scattering, synchrotron radiation, crystallographic refinement, hydrogen bonding and neutron diffraction all lead to the goal of understanding and evaluating a crystallographic journal article. Many of the ideas presented here could also be adapted for inorganic chemistry courses. [source]

Eye movement desensitization and reprocessing (EMDR) in the treatment of war veterans

JOURNAL OF CLINICAL PSYCHOLOGY, Issue 8 2008
Steven M. Silver
Abstract Recent practice guidelines and meta-analyses have designated eye movement desensitization and reprocessing (EMDR) as a first-line treatment for trauma. Eye movement desensitization and reprocessing is an eight-phase therapeutic approach guided by an information-processing model that addresses the combat veteran's critical incidents, current triggers, and behaviors likely to prove useful in his or her future. Two case examples of combat veterans illustrate the ability of EMDR to achieve symptom reduction in a variety of clinical domains (e.g., anxiety, depression, anger, physical pain) simultaneously without requiring the patient to carry out homework assignments or discuss the details of the event. The treatment of phantom limb pain and other somatic presentations is also reviewed. The ability of EMDR to achieve positive effects without homework indicates that it can be effectively employed on consecutive days, making it especially useful during combat situations. © 2008 Wiley Periodicals, Inc. J Clin Psychol: In Session 64:1,11, 2008. [source]

Patients' perspective on homework assignments in cognitive,behavioural therapy

Attitudes and use of homework assignments in therapy: a survey of German psychotherapists

CLINICAL PSYCHOLOGY AND PSYCHOTHERAPY (AN INTERNATIONAL JOURNAL OF THEORY & PRACTICE), Issue 5 2004
Lydia Fehm
There has been continued empirical research on the role of homework assignments in psychotherapy, but little is known about their use in clinical practice. Although attitudes are an important factor in determining whether practitioners use homework assignments, existing data is limited to the frequency and types of assignments used in therapy. One hundred and forty German psychologists were surveyed regarding their use of and attitudes towards homework assignments. Practitioners reported a variety of attitudes regarding the effects of homework on treatment outcome, the process of integrating homework into therapy and patient compliance with homework. We suggest that consideration should be given to therapist attitudes (or beliefs) in future conceptual or empirical work designed to examine homework effects in psychotherapy.,Copyright © 2004 John Wiley & Sons, Ltd. [source]