Quality of systematic therapeutic homework administration procedures facilitates homework completion in patients with severe and persistent mental disorders
Most clinicians who work with individuals diagnosed with psychotic disorders requiring long term treatment indicate that they use therapeutic homework regularly in treatment. However, research indicates that only 15% of clinicians consistently use a systematic approach to homework administration that involves specifying details such as where, when, how long and how often the assignment should be completed. It has been theorised that systematic implementation of homework leads to improved homework performance. Systematic homework administration procedures were part of a study evaluating the effects of the Collaborative Recovery training program. Clinicians who completed the training implemented the methods they had learned within their clinical practice. Ninety-seven clients provided 850 written homework assignments that were completed collaboratively with their clinicians as part of treatment. The assignments were rated for quality of systematic implementation procedures and these quality ratings were then correlated with homework performance ratings provided by both clinicians and clients. Quality of systematic homework implementation was significantly related to measures of the quantity of homework completed. These findings suggest that even when systematic administration procedures are used by clinicians, the quality of that implementation can further influence the successful homework completion.