| Although the use of between-session activities or homework has traditionally been associated with cognitive-behavioral therapy (CBT), there is growing evidence that therapists of diverse orientations are incorporating it into their practice. However, whereas there is strong evidence to support the use of homework in CBT, there are currently no known studies exploring its use with other types of therapy. In the present study, the author takes an assimilative integration approach to the use of homework in psychodynamic-interpersonal psychotherapy for depression. After reviewing the relevant literature, the author presents two individual case studies of this integrative treatment, considers the effectiveness of the treatment and the effectiveness of the proposed integration, and explores how various aspects of homework use interact with one another and relate to symptom change over the course of treatment. Finally, based on these observations, the author proposes several theoretical statements about the use of homework within the psychodynamic-interpersonal treatment model. |
