Effects of Homework in Therapy Sessions

Effects of Homework in Therapy Sessions Activities given to clients to complete in between therapeutic sessions have become a commonly used component of psychological therapies, especially cognitive approaches (Beck et al., 1979). What is sometimes called homework has been used to help address a wide variety of clinical problems including depressive disorders, schizophrenia and social phobia. This essay critically examines the empirical studies on homework and its influence on treatment outcomes. The term homework can include a wide variety of different activities given to clients. Scheel et al. (1999) provide some typical examples of those most often used by cognitive therapists: those involving reframing meanings, validation of internal experiences, social interactions and decision making. It has been hypothesised that homework is effective by encouraging the client to practice new skills learned in therapy outside of those therapeutic sessions (Burns, Adams Anastopoulos, 1985). While the term homework has been criticised for its unpleasant connotations with schoolwork (Coon et al., 2005), the real, practical question is whether the process itself actually improves patient outcomes. Despite its broad use within cognitive therapy, there has been relatively little research into its effectiveness until recently (Kazantzis, Deane Ronan, 2000). Broadly two types of studies have been carried out to examine the effect of homework on treatment outcomes: correlational and those with a control group. Correlational studies have generally found a positive association between adherence to homework and a more positive outcome. For example Burns and Spangler (2000) found that compliance to homework was significantly associated with reduced depression. These authors also report that their effect sizes were large, translating to an average reduction of 16.6 points on the Beck Depression Inventory for those who completed their homework compared with a reduction of only 2.4 points for those who did little (or no) homework. Other studies have also reached similar conclusions (e.g. Burns Nolen-Hoeksema, 1991; Leung Heimberg, 1996). Despite these positive results these types of st udies are always open to the criticism that they are weak evidence because of their correlational design. It may be, for example, that homework compliance is simply a result of improvement rather than a cause. Better designs incorporating a control group which can, therefore, impute causality have not produced such definitive results, are far fewer, and older. Some have shown positive effects for homework (e.g. Kazdin Mascitelli, 1982), while others have failed to show a positive effect (e.g. Blanchard et al., 1991). This uncertainty was underlined by a meta-analysis of both the correlational and control group studies carried out by Kazantzis et al. (2000) which reported a weighted average effect size for 27 such studies as 0.36 only a small to moderate effect far smaller than that reported by Burns and Spangler (2000). This meta-analysis has also been criticised for including studies that were not controlled and some which had poor designs (Lambert, Harmon, Slade, 2007). The majority of studies since Kazantzis et al.s (2000) meta-analysis have also been correlational. Coon and Thompson (2003), for example, examined the use of homework in older adults with mild to moderate depression. Using a regression analysis they found homework was associated with better outcomes but this is still effectively only correlational data. Rees, McEvoy and Nathan (2005) recruited participants with both anxiety and depression and found homework was associated with better outcomes. But, again this study was correlational in design. For anxiety disorders, however, even correlational studies have proved less conclusive than for depression. Some studies of anxiety have found positive correlations (e.g. Wetherell et al., 2005), while others have not (e.g. Woody Adessky, 2002). For more serious mental disorders such as schizophrenia, empirical work is only just emerging and the results of two studies have found no relationship between improved schizophrenia symptoms and home work compliance (Dunn, Morrison Bentall, 2006; Granholm et al., 2006). In conclusion, the picture emerging from the empirical literature is positive for the effect of homework compliance on outcome only when the correlational data is examined. This work suggests mild to moderate depression is responsive to homework, while anxiety disorders and psychosis is less so. Unfortunately these types of studies find it difficult to counter the argument that homework compliance is simply a result of a better outcome, rather than a cause. Controlled experimental designs, which can make this causal distinction, have been few and are generally much less conclusive. Consequently, while the use of homework in cognitive therapy seems likely to do little harm (although the term may have some stigma attached), the extant research is yet to definitively demonstrate it has more than a marginal benefit. References Beck, A. T., Rush, A. J., Shaw, B. F., Emery, G. (1979). Cognitive therapy for depression. New York: Guildford Press. Blanchard, E. B., Nicholson, N. L., Radnitz, C., Steffek, B. D., Appelbaum, K. A., Dentinger, M. P. (1991). The role of home practice in thermal biofeedback. Journal of Consulting Clinical Psychology, 59, 507-512. Burns, D. D., Adams, R. L. Anastopoulos, A. D. (1985). The role of self-help assignments in the treatment of depression. In: E. E. Beckham W. R. Leber (Eds.), Handbook of depression treatment, assessment, and research (pp. 634-668). Homewood, IL: Dorsey Press. Burns, D. D., Nolenn-Hoeksema, S. (1991). Coping styles, homework compliance, and the effectiveness of cognitive-behavioral therapy. Journal of Consulting Clinical Psychology, 59, 305-311. Burns, D. D., Spangler, D. L. (2000). Does psychotherapy homework lead to improvements in depression in cognitive-behavioral therapy or does improvement lead to increased homework compliance? Journal of Consulting Clinical Psychology, 68, 46-56. Coon, D. W., Thompson, L. W. (2003). The relationship between homework compliance and treatment outcomes among older adult outpatients with mild-to-moderate depression. American Journal of Geriatric Psychiatry, 11, 53-61. Coon, D. W., Rabinowitz, Y. G., Thompson, L. W., Gallacher-Thompson, D. (2005). Older Adults. In: N. Kazantzis, F. P. Deane, K. R. Ronan L. LAbate (Eds.). Using Homework Assignments in Cognitive-behavioral Therapy (pp. 117-152). New York: Routledge. Dunn, H., Morrison, A. P., Bentall, R. P. (2006). The relationship between patient suitability, therapeutic alliance, homework compliance and outcome in cognitive therapy for psychosis. Clinical Psychology and Psychotherapy, 13, 145-152. Granholm, E., Auslander, L. A., Gottlieb, J. D., McQuaid, J. R., McClure, F. S. (2006). Therapeutic factors contributing to change in cognitive-behavioral group therapy for older persons with schizophrenia. Journal of Contemporary Psychotherapy, 36, 31-41. Kazantzis, N., Deane, F., Ronan, K. R. (2000). Homework assignments in cognitive behavioral therapy: A Meta-Analysis. Clinical Psychology: Science and Practice, 7, 189-202. Kazdin, A. E., Mascitelli, S. (1982). Covert and overt rehearsal and homework practice in developing assertiveness. Journal of Consulting and Clinical Psychology, 50, 250-258. Lambert, M. J., Harmon, S. C., Slade, K. (2007). Directions for future research on homework. In: N. Kazantzis L. lAbate (Eds.). Handbook of homework assignments in psychotherapy (pp. 407-423). New York: Springer. Leung, A. W., Heimberg, R. G. (1996). Homework compliance, perceptions of control, and outcome of cognitive-behavioral treatment of social phobia. Behaviour Research Therapy, 34, 423-432. Rees, C. S., McEvoy, P., Nathan, P. R. (2005). Relationship between homework completion and outcome in cognitive behaviour therapy. Cognitive Behaviour Therapy, 34, 242-247. Scheel, M. J., Seaman, S., Roach, K., Mullin, T., Mahoney, K. B. (1999). Client implementation of therapist recommendations predicted by client perception of fit, difficulty of implementation, and therapist influence. Journal of Counseling Psychology, 46, 308-316. Wetherell, J. L., Hopko, D. R., Diefenbach, G. J., Averill, P. M., Beck, J. G., Craske, M. G., et al. (2005). Cognitive-behavioral therapy for late-life generalized anxiety disorder: Who gets better? Behavior Therapy, 36, 147-156. Woody, S. R., Adessky, R. S. (2002). Therapeutic alliance, group cohesion, and homework compliance during cognitive-behavioral group treatment of social phobia. Behavior Therapy, 3, 5-27.

Nespresso Essay

Nespresso was not in a very good situation. It was time to change to do something new and they realized for that reason that it was necessary to search an entrepreneur. Somebody ambitious , strong head , and creative who was able to take radically decisions and begin a new era of succeed of Nespreso. This person was Mr Lang. How could we sell Nespresso in supermarkets ? was the initial question. Question that was answered with a great strategic decision which was developed by Nespresso in order to penetrate in a new market and be more productive. â€Å" A small operation in a separate company with separate product† Lang said. At the beginning it was no clear what he wants to do , and if this strategy will be effective but he doesn’t care about it and he continued developing this risked strategy. Lang realized that Nespresso prospect in the office sector was limited but they was potential in the household market. At the time it did not exist a big market research of the households market , so it was a very good opportunity for them. â€Å"Positioning Nespresso away from the more utilitarian office coffee and targeting consumers at the top of the household market† was his main objective Land got â€Å"green light† from the Nestle? general management in order to develop this strategy but only in Switzerland to be proven during a period of time. If the sales increase the management agreed and the business could continue. When something is new there will be always a lot of ifs and buts , but it must to risk and dare to do something innovative and original to got succeed.

Learn About the Universal College Application

While the Common Application is still the online application format of choice for the majority of colleges that do not use their own applications exclusively, a few dozen  schools have also begun to accept the Universal College Application. Some use this newer format exclusively or in addition to their own institutional application, but many accept both the Universal College Application and the Common Application, leaving the choice up to the applicant. So what’s the difference? The Common Application is accepted by nearly 700  colleges and universities across the country and internationally as of the 2016-2017 application cycle. About a third of these colleges are Common Application exclusive, meaning that they do not have a separate institutional application or accept applications in any other format. The Common Application actively originally promoted a philosophy of â€Å"equity, access, and integrity,† meaning that member colleges used a holistic approach to their application review process, taking into account letters of recommendation, the personal essay, and any other supplemental information provided by the student in addition to test scores and high school grades. This requirement, however, has eased recently as the Common Application works to bring more schools into the fold. The Universal College Application has never  promoted any specific philosophy or application requirements. Colleges must simply be accredited institutions that adhere to the National Association for College Admissions Counseling Statement of Principles of Good Practice in order to use the Universal College Application. Only 34 colleges and universities currently use this application, and they vary widely in size and prestige, including everything from Ivy League and other highly selective schools to small, private liberal arts colleges. Like the current Common Application, colleges on the Universal College Application do not have to require letters of recommendation or a personal essay. Most members do still require these elements, but some, including the Milwaukee School of Engineering, the University of Tampa, and Nazareth College, have chosen to make the personal essay optional. But even for the majority of schools who do require an essay, the Universal College Application does not have specific prompts. The personal essay can be on any topic the student chooses (an option that was eliminated from the Common Application in 2013) as long as it’s no longer than 650 words. Aside from these differences, these two applications are fairly similar. Both ask the same basic questions on biographical and family information, academic records, and extracurricular activities, and there aren’t many significant differences in the format of the applications—which isn’t too surprising, as they were, in fact, created by the same company, Applications Online. But will using a different application put you ahead of the pack during the application review and admissions process? As far as most colleges are concerned, no. According to the Princeton admissions office, â€Å"We view the two applications as equivalent and treat them equally. Please feel free to submit whichever application you prefer. Cornell, another Ivy that accepts both formats, takes a similar stance. From their admissions website: â€Å"Although there are slight differences in the applications, it is important to recognize that both applications provide us with the critical information that our selection committees will need to make thoughtful admissions decisions, and they will be viewed equally.† At the end of the day, both applications serve the same purpose: to help the admissions office decide if you’re a good fit for their school. But if you’re still unsure of which application to use, here are a few more fast facts that might tip the scales in favor of one or the other: Looking to get a head start on the application process? The Universal College Application launches a month earlier than the Common Application, on July 1 rather than August 1.If you’re applying to a number of schools, keep in mind that the Common Application has more than 650 member colleges compared to the Universal College Application’s 34, so the odds are much better that most, if not all, of the colleges on your list accept it. Make a list of all of your colleges and which applications they accept; if only one or two are on the Universal College Application, it will certainly save you some time to stick to the Common Application.The Universal College Application has a few additional features that may appeal to the technologically savvy applicants out there. It is compatible with most tablets and mobile devices, so you can edit your application on the go. Also, if you have a website or other online content that you’d like to share with the schools you’r e applying to, this application has a section to add those links. (Do yourself a favor, though, and leave the link to your Facebook out of that section.) Ultimately, whether you apply to your dream school via the Common Application, the Universal College Application, or the college’s own institutional application, the most important decision you should be making during the process is not the paper (or website) you put the information on, but how to present yourself in the best possible light to tell the college who you are and why you’d be a great addition to their student body. Also, with the Common Application loosening the restrictions on its membership and with the emergence of the new Coalition Application, the future of the Universal College Application is uncertain. While the other two applications have been gaining members, the Universal College Application lost a dozen members in the past couple of years. As of the 2016-2017 admissions cycle, 34 colleges and universities accept the Universal College Application, ranging from highly selective Ivy League institutions to small, private liberal arts colleges and research universities. Any accredited institution that adheres to the National Association for College Admissions Counseling Statement of Principles of Good Practice is permitted to use the Universal College Application. The following is a list of schools that currently accept the Universal College Application. Click on a school for more information including admissions requirements, SAT and ACT data, costs and financial aid, and more. American University in Bulgaria†¢ Location: Blagoevgrad, Bulgaria†¢ AUBG official website Beloit College†¢Ã‚  Location: Beloit, Wisconsin†¢Ã‚  Beloit College Profile†¢Ã‚  GPA, SAT and ACT Graph for Beloit College Bryant University†¢ Location: Smithfield, Rhode Island†¢ Bryant University Profile†¢ GPA, SAT and ACT Graph for Bryant University University of Charleston†¢ Location: Charleston, West Virginia†¢ Official UC website The University of Chicago†¢ Location: Chicago, Illinois†¢ University of Chicago Profile†¢ GPA, SAT and ACT Graph for the University of Chicago Cornell University†¢ Location: Ithaca, New York†¢ Cornell University Profile†¢ GPA, SAT and ACT Graph for Cornell Fisher College†¢ Location: Boston, Massachusetts†¢ Fisher College Profile Harvard University†¢ Location: Cambridge, Massachusetts†¢ Harvard University Profile†¢ GPA, SAT and ACT Graph for Harvard Johns Hopkins University†¢ Location: Baltimore, Maryland†¢ Johns Hopkins University Profile†¢ GPA, SAT and ACT Graph for JHU Johnson Wales University†¢ Location: Providence, Rhode Island†¢ Johnson Wales University Profile Lake Erie College†¢Ã‚  Location: Painesville, Ohio†¢Ã‚  Erie College Profile Landmark College†¢ Location: Putney, Vermont†¢ Landmark College Profile Lawrence Technological University†¢ Location: Southfield, Michigan†¢ Lawrence Tech Profile Lynn University†¢ Location: Boca Raton, Florida†¢ Lynn University Profile Milwaukee School of Engineering†¢ Location: Milwaukee, Wisconsin†¢ MSOE Profile Nazareth College†¢ Location: Rochester, New York†¢ Nazareth College Profile Newberry College†¢ Location: Newberry, South Carolina†¢ Newberry College Profile Notre Dame of Maryland University†¢ Location: Baltimore, Maryland†¢ NDMU Profile Princeton University†¢ Location: Princeton, New Jersey†¢ Princeton University Profile†¢ GPA, SAT and ACT Graph for Princeton Randolph College†¢Ã‚  Location: Lynchburg, Virginia†¢Ã‚  Randolph College Profile†¢Ã‚  GPA, SAT and ACT Graph for Randolph College Rensselaer Polytechnic Institute†¢ Location: Troy, New York†¢ RPI Profile†¢ GPA, SAT and ACT Graph for RPI Rhodes College†¢Ã‚  Location: Memphis, Teennessee†¢Ã‚  Rhodes College Profile†¢Ã‚  GPA, SAT and ACT Graph for Rhodes College Rice University†¢ Location: Houston, Texas†¢ Rice University Profile†¢ GPA, SAT and ACT Graph for Rice Rochester Institute of Technology†¢Ã‚  Location: Rochester, New York†¢Ã‚  University of Rochester Profile†¢Ã‚  GPA, SAT and ACT Graph for U of R University of Rochester†¢ Location: Rochester, New York†¢ Rochester Institute of Technology Profile†¢ GPA, SAT and ACT Graph for RIT Savannah College of Art and Design (SCAD)†¢Ã‚  Location: Savannah, Georgia†¢Ã‚  Savannah College of Art and Design  Profile†¢Ã‚  GPA, SAT and ACT Graph for SCAD Southern Vermont College†¢ Location: Bennington, Vermont†¢ SVC Profile University of Tampa†¢ Location: Tampa, Florida†¢ University of Tampa Profile†¢ GPA, SAT and ACT Graph for the University of Tampa Thiel College†¢Ã‚  Location: Greenville, Pennsylvania†¢Ã‚  Thiel College Profile Utica College†¢ Location: Utica, New York†¢ Utica College Profile Vanderbilt University†¢ Location: Nashville, Tennessee†¢ Vanderbilt University Profile†¢ GPA, SAT and ACT Graph for Vanderbilt Wentworth Institute of Technology†¢ Location: Boston, Massachusetts†¢ Wentworth Profile Wilson College†¢ Location: Chambersburg, Pennsylvania†¢ Wilson College Profile University of Wyoming†¢ Location: Laramie, Wyoming†¢ University of Wyoming Profile Check out this list for colleges that accept the Common Application.

Journal Review Behavioral Study Of Obedience Essay

Journal Review of Behavioral Study of Obedience In 1963, Stanley Milgram conducted research, where the findings were published in the article, ‘Behavioral Study of Obedience.’ Milgram wanted to study the conflict between obedience to authority and personal conscience, by conducting an experiment where participants were ordered by authority to deliver strong electric shocks to another person. From an ad posted in a newspaper, Stanley Milgram choose 40 male participants between the ages of 20 and 50 years old. Subjects were told that they were participating in a study about memory and learning, and were paid $4.50 for their participation. The role of the experimenter who was assigned to give authority was consistent, acted by a 31-year-old high school teacher. The role of the victim was also consistent, played by 47-year-old who was trained for his role. According to Milgram â€Å"The subject read a series of word pairs to the learner, and then read the first word of the pair along with four terms. The learner was to indicate which of the four terms had originally been paired with the first word† and answer by pressing one of 4 switches, that the subject can see. If the learner were to get an answer incorrect, the subject would administer a shock and increase the voltage of the shocks as the test continued. The shock generator had 30 lever switches all ranging from 14 to 450 volts. The experimenter’s response was standardized towards the reactions subjects had if they did notShow MoreRelatedBehavioral Study Of Obedience By Stanley Milgram1053 Words   |  5 Pages â€Å"Behavioral Study of Obedience† by Stanley Milgram (1963) Stanley Milgram Yale University Group 1: Wasis Ali, Christopher Okpala, Michelle Walden, Estefany Majano General Psychology 1010 Ms. Thompson Spring Semester, March 17, 2014 Introduction In 1961, The Journal of Abnormal and Social Psychology published an article by Stanley Milgram, a researcher at Yale University, and his study testing obedience towards political influence vs towards morals and values taught from an early ageRead MoreSocial Influences on Behavior1114 Words   |  5 Pagesscenarios, conformity and obedience play a large role in how people tend to think and behave, especially if they get carried away. Obedience refers to compliance to an authority figure or with others in a group. 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The goal of Milgram’s experiment was to find the desire of the participants to shock a learner in a controlled situation. When the volunteer would be ordered to shock the wrong answers of the victims, Milgram was truly judging and studying how people respond to authority. Milgram discovered something both troubling and awe inspiring about theRead MoreThe Effects Of Corporal Punishment On Children932 Words   |  4 Pageschild in two states here in the United States. Statistics currently show, 90% of American parents agree with the use of corporal punishment on their children. It is more common to see corporal punishment with poor families and minorities show from studies. What most don’t realize is physical punishment is not the only method considered harmful, screaming and using bad language in front of children are as well (S trauss Gelles 95). There are a number of adverse effects caused by corporal punishmentRead MoreEssay Ethics in Social Psychological Research1536 Words   |  7 Pagesanalysis of ethical matters that arise when people are used as subjects in such studies. Research ethics requires the application of necessary ethical convention to a variety of topics involving any scientific study. There are quite a number of experiments brought to what is known as the Internal Review Board. The IRB s sole purpose is to look at any and all experiment that must be taken with considerable amount of ... well, review before they can actually take place. There are commonly three purposes forRead MoreThe Effects Of Time Outs And Spanking On Children1711 Words   |  7 Pageshave led to charges of cruelty abuse. The purpose of this is study was to see how effective the standardize time out procedure and modified time outs to incorporate contingent delay. The study consisted of upper- middle-class mothers of 36 boys aged 4-8. They all attend a large suburban public elementary school and have each demonstrated failure to comply with parental behavioral demands. Fathers and girls were excluded from the study in order to have better control. Session one involved presentingRead MoreEthical Issues in Social Psychological Research6240 Words   |  25 Pagesadhering to these ethical principles as a backbone to social psychological research. As well as not taking humans and societies for granted. In doing so, I will refer to two studies that have generated various ethical issues. The first study was conducted in 1963 by Stanley Milgram on destructive obedience. The second study was conducted in 1976 by Middlemist, Knowles, and Matter on the effects of invasions on personal space. In the beginning I will provide a summary of the ethical principles followedRead MoreEthics in Research Psychology Essay1809 Words   |  8 Pagesimportance of respect and concern for the dignity and welfare of the participants thr oughout the duration of the research study. To facilitate this, institutional review boards have been put into place. The IRB provides safeguards that make certain the research is ethical and does not pose a risk to study participants. The research psychologist submits a detailed description of the study, and the committee members determine the ethical nature of the proposed research. More specifically, the IRB will assess