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

:	Nikolaos Kazantzis, Luciano L'Abate
:	Nikolaos Kazantzis, Luciano L'Abate
:	Handbook of Homework Assignments in Psychotherapy Research, Practice, and Prevention
:	Springer-Verlag
:	9780387296814
:	1
:	CHF 95.00
:

:	Angewandte Psychologie
:	English

:	462
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

This handbook is the first resource for the practicing clinician that addresses the role of homework - patients' between-session activities - across major therapeutic paradigms and complex clinical problems. The book opens with a series of practice-orientated chapters on the role of homework in different psychotherapies. A wide range of psychotherapy approaches are covered, each illustrated with clinical examples. The book includes valuable coverage of complex and chronic disorders. Novice and seasoned psychotherapists from all training backgrounds will find useful ideas in this volume.

Nikolaos Kazantzis, Ph.D., is faculty member at the School of Psychology, Massey University, Auckland, New Zealand. He has published widely on the topic of homework assignments in psychotherapy, including serving as a Guest Editor for special issues on this topic in the journals IN SESSION: Journal of Clinical Psychology (2002), Journal of Psychotherapy Integration (2006), and Cognitive and Behavioral Practice (2006). He has co-authored more than 40 articles and book chapters and has participated in national and international conferences related to his research interests. He is also a recipient of the Royal Society of New Zealand Science and Technology Award for Beginning Scientists, The Australian Association for Cognitive Behavior Therapy's (AACBT) Tracy Goodall Early Career Award, and Massey University's Research Medal - Early Career. Dr. Kazantzis is a licensed (registered) clinical psychologist and maintains a part-time practice in Auckland, New Zealand.

Luciano L'Abate, Ph.D., is Professor Emeritus of Psychology, Georgia State University, Georgia, Atlanta, USA where he was Director of the Family Psychology Training Program and the Family Study Center. He completed his Ph.D., at Duke University, with post-doctoral specialization at Michael Reese Hospital in Chicago. He worked in the Psychiatry Departments of Washington (St. Louis) and Emory (Atlanta) Universities Schools of Medicine before moving to Georgia State University, where he spent his entire academic career. He was in part-time private and consulting and clinical practice for 42 years. He has published (author, co-author, edited, and co-edited) 37 books, 3 are in press, as well as over 250 papers in scientific and professional journals.

Chapter 15 CHRONIC PAIN (p. 263-264)

Malcolm H. Johnson

The primary purposes of acute pain and the reason it is noxious are to interrupt ongoing activity in order to warn the sufferer of tissue damage, to discourage movement that might exacerbate injury or prevent healing, and to teach the organism to avoid the pain-producing circumstances. Therefore, it is no wonder that when pain persists to become chronic, many sufferers tend to continue to reduce activities to avoid pain and to look to others for physical treatments such as medications or procedures to resolve the physical injury they assume still exists, rather than expecting their own efforts to provide resolution. Furthermore, chronic pain sufferers that do attempt to self-manage their pain tend to use passive strategies such as resting, taking medication and using hot/cold packs that are associated with higher levels of pain-related disability (Blyth, March, Nicholas, and Cousins, 2005).

In fact, the evidence increasingly shows that self-management approaches based on components of cognitive-behavior therapy, including those that are incorporated into multidisciplinary pain management programs, offer the best prospect of return to satisfactory functioning for the chronic pain sufferer (Morley, Eccleston,&,Williams., 1999), and that maintained or increased activity is often part of the rehabilitation process (Von Korff et al., 2005).

However, in spite of this evidence for treatment success in the short term, the treatment of chronic pain patients is plagued by relatively high relapse rates (Turk&, Rudy, 1991), with a major contribution to relapse being failure to generalize behaviors learned during treatment to the environment outside the treatment setting or to maintain behaviors following treatment. The potential for the effective use of homework to improve generalization and maintenance is clear in spite of the dearth of direct evidence for the ef.cacy of homework in chronic pain treatment. The few studies that have assessed the usefulness of homework for chronic pain treatment have mostly looked at single modes of treatment, such as relaxation training for treating chronic headache (e.g., Blanchard et al., 1991). For the most part the .ndings of these studies have been equivocal, although several have shown a trend for homework to make a useful contribution.

Although there is not much .rm evidence for the ef.cacy of homework for psychological treatment of chronic pain, formanyof the most signi.cant components such as relaxation and exercise/reactivation, home practice, following initial in-session instruction and coaching, is the treatment. Thus, for chronic pain treatment, whether one considers the encouragement to complete treatment activities outside the treatment setting as homework or the treatment itself, the encouragement and awareness of strategies to maximize the prospect of patients maintaining treatment activities is an essential part of effective treatment.

This chapter will .rst present two cases to highlight some of the issues presented by the chronic pain patient. Some of the components of chronic pain treatment and the homework that might be incorporated into them will then be reviewed. Finally, some of the barriers to homework in chronic pain and strategies to manage them will be discussed.

CASE ONE: JOSEPHINE

Josephine is a 43-year-old woman who has experienced pain for almost three years. She has been referred to a pain treatment center by her employer and the employer’s compensation agency. The problem commenced shortly after she obtained a new job. She applied for this position as her husband was forced to close down the family bricklaying business following an injury. This left the family short of income and struggling to pay the mortgage.

	ACKNOWLEDGMENTS	5
	ABOUT THE EDITORS	7
	CONTRIBUTORS	9
	PREFACE	13
	CONTENTS	17
	INTRODUCTION AND HISTORICAL OVERVIEW	19
	HISTORICAL OVERVIEW	19
	WHAT CONSTITUTES A PSYCHOTHERAPY HOMEWORK ASSIGNMENT?	21
	THEORETICAL CONSIDERATIONS	21
	WHAT ARE THE ISSUES IN USING HOMEWORK IN DIFFERENT PSYCHOTHERAPIES?	24
	THE PRACTITIONERS OF HOMEWORK IN PSYCHOTHERAPY	26
	CONTINUING RESEARCH ON PSYCHOTHERAPY OUTCOMES	26
	CONCLUSION	28
	REFERENCES	28
	Part I PSYCHOTHERAPY APPROACHES	34
	Chapter 1 BEHAVIOR THERAPY	35
	WHY HOMEWORK SHOULD BE ASSIGNED IN BEHAVIOR THERAPY	36
	TYPES OF HOMEWORK ASSIGNMENTS	38
	DESIGNING AND ASSIGNING HOMEWORK	39
	HOMEWORK COMPLIANCE	41
	HOMEWORK ASSIGNMENTS WITH CHILDREN AND TEENAGERS	45
	CASE EXAMPLES	47
	CONCLUSION	50
	REFERENCES	50
	Chapter 2 CLIENT-CENTERED THERAPY	51
	ROGERS’ THEORY OF THERAPY	51
	THE ACTUALIZING TENDENCY	52
	THE CORE CONDITIONS	53
	THE NONDIRECTIVE ATTITUDE	55
	ROGERS’ THEORY OF CHANGE	56
	EXAMPLES OF CLIENT-INITIATED HOMEWORK	57
	MEANS AND ENDS IN THERAPY	60
	CLIENT-INITIATED EXPERIMENTS AND HOMEWORK	61
	SUMMARY	64
	REFERENCES	64
	Chapter 3 COGNITIVE THERAPY	67
	OVERVIEW OF COGNITIVE THERAPY	67
	THE ROLE OF HOMEWORK	69
	CASE EXAMPLE	75
	SUMMARY	77
	REFERENCES	78
	Chapter 4 EMOTION-FOCUSED EXPERIENTIAL THERAPY	80
	EMOTION-FOCUSED THERAPY AND THE EMOTION COACH	80
	PRINCIPLES OF EMOTION COACHING	81
	STAGES OF EMOTION COACHING	82
	FRAMEWORK FOR THE SYSTEMATIC USE OF HOMEWORK IN EFT	83
	CASE EXAMPLES OF THE EFT APPROACH USING HOMEWORK ASSIGNMENTS	96
	CONCLUSION	97
	REFERENCES	97
	Chapter 5 INTERPERSONAL PSYCHOTHERAPY	99
	OVERVIEW OF INTERPERSONAL PSYCHOTHERAPY	99
	EMPIRICAL SUPPORT FOR IPT-A ADOLESCENTS	100
	THE ROLE OF HOMEWORK IN IPT-A	101
	DETAILED CASE EXAMPLE	108
	CONCLUSION	113
	REFERENCES	113
	Chapter 6 PSYCHODYNAMIC THERAPY	115
	THE ROLE OF HOMEWORK IN PSYCHODYNAMIC PSYCHOTHERAPY	116
	SHARON	118
	SAUL	120
	CONCLUSIONS	122
	REFERENCES	124
	Chapter 7 ACCEPTANCE AND COMMITMENT THERAPY	126
	AN OVERVIEW OF ACT	126
	EVIDENCE ON ACT	132
	CLINICAL EXAMPLE	141
	CONCLUSION	143
	REFERENCES	144
	Chapter 8 BRIEF STRATEGIC FAMILY THERAPY	146
	SECTION I: THEORETICAL UNDERPINNINGS AND RESEARCH SUPPORT OF BSFT	146
	SECTION II: RESEARCH SUPPORT FOR BSFT	151
	SECTION III: NATURE OF HOMEWORK IN BSFT	153
	SECTION IV: CASE STUDIES	157