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Date of Award

12-10-2004

Degree Type

Dissertation (On-Campus Access Only)

Degree Name

Doctor of Psychology (PsyD)

Committee Chair

Jay C. Thomas

Second Advisor

Paula Truax

Third Advisor

Michel Hersen

Abstract

Historically, the use of homework in psychotherapy has been a commonly used intervention. Several studies have demonstrated that homework is an effective intervention for clinical improvement (Bums & Nolen-Hoeksema, 1991; Neimeyer & Feixas, 1990; Persons, Bums, & Pedoff, 1988). Moreover, researchers have demonstrated that those who comply with the homework assignment are clinically more improved at the end of treatment, than those who non-comply (Bums & Spangler, 2000; Edelman & Chambless, 1993, 1995; Holtzworth-Munroe, Jacobson, DeKlyen, & Whisman, 1989; Leung & Heimberg, 1996). There are a few studies (Addis & Jacobson, 1996; Schmidt &Woolaway-Bickel, 2000) that have measured homework compliance, both quantity and quality; however, a reliable and nomothetic instrument has failed to emerge. Moreover, an instrument, which attempts to ascertain whether or not the patient learned anything from doing the homework concomitant with measuring quantity and quality, appears to be absent in the literature. Given the presented information, thus far, and lack of a quick and reliable measure of homework compliance, the goals of this study are to develop and validate such a measure.

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