A lesson in assigning homework: Therapist, client, and task characteristics in cognitive therapy for depression

The majority of professional psychologists use homework in clinical practice, at least on occasion. Are there ways of assigning and reviewing homework that contribute to better treatment outcomes? If so, are these strategies being incorporated into clinical practice? To help answer these questions, the authors used data from S. D. Hollon et al.'s (1992) Cognitive-Pharmacotherapy Treatment Project. Trained coders rated aspects of discussions between therapists (delivering cognitive therapy) and clients (N = 24) during the assignment and review of homework. The authors found that better treatment outcome was associated with specific therapist behaviors (i.e., setting concrete goals and discussing barriers to completing the homework), characteristics of the homework task (i.e., using written reminders of the homework), and client involvement in the discussion.