Handbook of Homework Assignments in Psychotherapy Research, Practice
The process of psychotherapy is essentially a means of helping patients to help themselves. As such, psychotherapy is not limited to the relatively brief in-session consultation time with the practitioner. Rather, patients' engagement in therapeutic activ
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Handbook of Homework Assignments in Psychotherapy Research, Practice, and Prevention
Edited by
Nikolaos Kazantzis Massey University Auckland, New Zealand
Luciano L’Abate Georgia State University Atlanta, Georgia
Luciano L’Abate Professor Emeritus of Psychology Georgia State University Atlanta, Georgia USA
Nikolaos Kazantzis, Ph.D. P. O. Box 3578 Shortland Street 1140 Auckland, New Zealand
Library of Congress Control Number: 2005936390 ISBN-10: 0-387-29680-8 (Hardbound) ISBN-13: 978-0387-29680-7
e-ISBN 0-387-29681-6 (eBook)
Printed on acid-free paper. C 2007 Springer Science+Business Media, LLC. All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights.
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ACKNOWLEDGMENTS
We extend a warm acknowledgment to our contributors. It goes without saying that this Handbook would not exist without their contributions. We are fortunate to present their insights and teachings on homework in psychotherapy. The field’s understanding regarding the role of homework in research, practice, and prevention will benefit from their work. In many instances, the chapters in this Handbook represent the first time that homework has been discussed within particular formulations or applications of psychotherapy. Special acknowledgements are extended to those colleagues who took on the difficult task of reading and commenting on the entire contents of this Handbook, we thank Larry Beutler, Louis Castonguay, Mark Harwood, Mike Lambert, and their graduate students for their fine concluding chapters. We have had the opportunity to talk and work with many individuals who have contributed to the growing understanding of how homework can enable clients to achieve their therapeutic goals. Special thanks are extended to Judith Beck, Louis Castonguay, Frank Dattilio, Frank Deane, Keith Dobson, Anne Garland, Jennifer Hudson, Ian Evans, Lydia Fehm, Arthur Freeman, Guillem Fexias, Beverly Haarhoff, Pam Jezard-Clarke, Malcolm Johnson, Philip Kendall, Georgios Lampropoulos, Robert Leahy, Jay Lebow, Janet Leathem, Paul Merrick, Kathleen Mooney, Rona Moss-Morris, Frederick Newman, Robert Neimeyer, Christine Padesky, Kevin Ronan, Jan Scott, Gregoris Simos, George Stricker, and Michael Tompkins. We also thank our students, their enthusiasm, intelligence, and interest is always appreciated and valued. We look forward to our continuing collaboration on this importan
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