Abstract
There is increasing evidence to demonstrate that clients who complete homework assignments have a better outcome in cognitive therapy ( Kazantzis, Deane, & Ronan, 2000). Most clinicians recognize that enabling clients to effectively utilize homework can be a major task in itself, particularly with disorders such as depression, where individuals find even the simplest daily tasks daunting. This article begins by highlighting the problem of changing any pattern of activity, and then explores the difficulties of engaging clients in homework when they present with persistent depression with secondary anxiety features.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
