Homework in therapy: a case of it ain't what you do, it's the way that you do it?

Harris, Duncan L.; Hiskey, Syd

doi:10.1017/s1754470x15000549

Cited by 3 publications

(6 citation statements)

References 27 publications

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“…Depression and/or anxiety symptoms reduced from moderate to mild or asymptomatic on psychometric scales for all cases except for 'Ray' who scored above clinical cut-off for the duration of therapy (Birdsey, 2020). There were self-rated reductions in helplessness, memoryrelated worry and embarrassment (Richardson and Marshall, 2012), increased confidence and/ or activity (Harris and Hiskey, 2015;Richardson and Marshall, 2012), increased social contact (Walshe and Allen, 2020) and reduction in emergency bed days (Slaughter and Allen, 2020). It is interesting to speculate why Ray, the youngest of the case studies, receiving over three times as many sessions as any of the other case studies, showed the least symptom reduction.…”

Section: Discussionmentioning

confidence: 93%

“…Three of the studies were with octogenarians (Harris and Hiskey, 2015;Richardson and Marshall, 2012;Walshe and Allen, 2020), one with a septuagenarian (Slaughter and Allen 2020) plus one person in their late 60s (Birdsey, 2020). Three of the clients were male, and two female.…”

Section: Clients and Settingsmentioning

confidence: 99%

“…Worry management, sleep hygiene, motivational self-statements and relapse prevention were also used in more than one case. Two of the case studies labelled their approach 'transdiagnostic CBT' (Slaughter and Allen, 2020;Walshe and Allen, 2020) and two combined CBT with compassion-focused therapy (Birdsey, 2020;Harris and Hiskey, 2015). All included between-session tasks.…”

Section: Intervention (I) Duration and Locationmentioning

confidence: 99%

“…The authors cited a range of works providing suggestions for adapting CBT for older adults (Chand and Grossberg, 2013;Cox and D'Oyley, 2011;Evans, 2007;Satre et al, 2006;Secker et al, 2004) and Richardson and Marshall list the user-friendly terminology that they employed in place of CBT jargon, for example 'thinking traps', 'sad glasses', 'rubbishing our successes' in place of 'cognitive biases', 'selective abstraction' and 'discounting the positive'. Harris and Hiskey (2015) describe the importance of adapting materials to ensure that the language and presentation meets needs for self-soothing rather than triggering threat. In contrast to case illustrations from Gallagher-Thompson and Thompson (2010), none of the tCBT studies involved family members.…”

Section: (Iii) Adaptationsmentioning

confidence: 99%

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Embedding the silver thread in all-age psychological services: training and supervising younger therapists to deliver CBT for anxiety or depression to older people with multi-morbidity

Charlesworth

2022

tCBT

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Providers of cognitive behavioural therapy (CBT) in adult mental health services in the UK are expected to deliver therapy suitable for adults of all ages. However, older people commonly present with co-morbidities that challenge delivery of single-diagnosis CBT protocols. Added to this, the difference in age between therapy-provider and service-user can compromise collaboration. In this paper, I consider two key areas of relevance for training and supervising CBT therapists for work with older people, namely multi-morbidities and intergenerational relations. The evolving evidence base for CBT with older people is summarised and a commentary provided on previous ‘old age’ case studies from the Cognitive Behaviour Therapist (tCBT). Strategies for collaborative relationships are discussed, as are strategies for ‘embedding the silver thread’. I conclude with recommendations for future directions for CBT training and supervision. Key learning aims (1) To be aware that any differences in working with older people are not due to age per se, but factors such as cohort differences and multi-morbidity. (2) To reflect on case examples of CBT with older people. (3) To learn strategies for developing collaborative relationships across an intergenerational divide.

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Section: Discussionmentioning

confidence: 93%

Section: Clients and Settingsmentioning

confidence: 99%

Section: Intervention (I) Duration and Locationmentioning

confidence: 99%

Section: (Iii) Adaptationsmentioning

confidence: 99%

See 2 more Smart Citations

Embedding the silver thread in all-age psychological services: training and supervising younger therapists to deliver CBT for anxiety or depression to older people with multi-morbidity

Charlesworth

2022

tCBT

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“…To enhance compliance with homework it is important to ensure that there is sufficient time to plan tasks (and address any potential obstacles), schedule specific times to complete these, practise examples during sessions, address any beliefs or concerns that may impede task completion, and also, provide written instructions clearly and simply (e.g. Helbig and Fehm, 2004;Harris and Hiskey, 2015).…”

Section: Homeworkmentioning

confidence: 99%

Psychological interventions for adults with ASD: clinical approaches

et al. 2016

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Purpose – Empirical research indicates that adults who have autism spectrum disorders (ASD) can derive clinically and statistically meaningful benefits from individual and group-based psychological interventions, specifically those which employ skills-based, behavioural, and cognitive techniques. Given the inherent socio-communication, executive functioning, and theory of mind impairments that individuals with ASD can experience, it is deemed necessary to modify the design and delivery of interventions so as to enhance engagement and outcomes. The paper aims to discuss these issues. Design/methodology/approach – This general review provides a summary of the extant literature and clinical guidelines for the provision of psychological interventions for adults with ASD. Findings – Adaptations to the structure, process, content, and outcome measurement are outlined. It is likely that optimal treatment gains for adults with ASD are contingent on a prolonged assessment phase, pre-therapy interventions including psycho-education and skills-based interventions, thoughtful regard to the formulation of presenting difficulties, and consideration of, and methods to overcome, the difficulties that may arise when seeking to implement change, identify goals, and manage endings. Originality/value – This is one of the first reviews to condense the clinical implications for providing psychological interventions for adults with ASD.

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