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Only 68% of general mental health care providers and approximately 55% of family care providers report using homework “often” to “almost always” [9,10]. Therapists report using homework in an average of 57% of sessions, and only 25% of therapists report using expert-recommended systematic procedures for implementing homework (ie, specifying frequency, duration, and location and writing down homework assignments for patients) [11].
JMIR Hum Factors 2024;11:e56567
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We first created a data set containing 4000 sessions that included homework-related search words and created for each a microdialogue segment, which was a short snippet of the therapist-client conversation, including a few sentences before and after the homework-related words. The 4 abovementioned domain experts rated these 4000 microdialogue candidates, indicating whether the conversation snippet included homework assignments or not and, if so, which type of homework was assigned.
JMIR Form Res 2023;7:e45156
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Increasing patient involvement in homework exercises may be especially valuable, as more consistent homework completion in CBT is associated with greater skill mastery and more improvements in key clinical domains [14-16].
These components can be challenging to implement in conventional treatment contexts. For instance, youth often struggle to complete homework tasks as recommended in CBT [15,17].
JMIR Form Res 2021;5(12):e30268
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The absence of the therapist’s support during the intervals between sessions may jeopardize the conduct of homework assignments.
Consistent with this interpretation, adolescents’ reflections on CBT homework suggest that they experience insufficient support for doing homework. In a CBT program for depression [37], adolescents regarded homework as important, but reported not always completing the assigned exercises because they did not feel motivated or found it too time-consuming.
JMIR Res Protoc 2016;5(4):e209
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