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Homework assignments are an integral part of most cognitive therapy treatments for depression. Although investigations of the association between homework adherence and outcome are relatively few in number, recent studies suggest that clients who adhere to homework assignments show greater improvement than those who do not. Following our assessment of the potential impact of homework adherence on outcome, we explore some of the reasons for client nonadherence and attempt to describe characteristics of those individuals who do cany out the assigned work. Given that adherence with homework appears to lead to better outcomes, yet many clients fall to carry out their assignments, we next explore methods for enhancing adherence. Finally, we propose a model of homework adherence and suggest directions for future research.
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Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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