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A Commentary on the Science and Practice of Homework in Cognitive Behavioral Therapy

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Abstract

Background

This article discusses the concept of homework in cognitive-behavioral therapy (CBT), and reviews the articles in this special issue of Cognitive Therapy and Research. The article underscores the pivotal role of between- session activities and demonstrates that this role has been recognized for many years.

Methods

This article reviews the articles from this special issue and uses them as a springboard to review other research and then discuss potential directions for future theory and research.

Results

The initial research in this area focused on documenting the magnitude of the relationship between homework adherence and outcome in CBT. Research has now advanced to incorporate studies that examine issues such as homework competence, the complicated relationship between homework and other aspects of CBT such as the therapeutic relationship, and the use of technology to try to enhance homework completion and clinical outcomes.

Conclusions

The use of homework assignments in CBT remains a critical issue for development. Limitations of the literature are addressed, and directions for future research in the field are provided.

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Authors and Affiliations

  1. Department of Psychology, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada

    Keith S. Dobson

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  1. Keith S. Dobson
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Correspondence to Keith S. Dobson.

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Further to the signed Conflict-of-Interest Disclosure Forms submitted by the author on this manuscript, the author reports he is President of the World Confederation of Cognitive and Behavioural Therapies, and a Senior Consultant to the Mental Health Commission of Canada. He receives royalties from the American Psychological Association Press and Guilford Press.

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Dobson, K.S. A Commentary on the Science and Practice of Homework in Cognitive Behavioral Therapy. Cogn Ther Res 45, 303–309 (2021). https://doi.org/10.1007/s10608-021-10217-5

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