Between-session homework assignments refer to activities completed by clients between therapy sessions which serve to meet therapy goals and maximize treatment time. A national sample of doctoral students within clinical and counseling psychology programs were surveyed to gain data regarding trainee perceptions about the amount of training received, self efficacy, outcome expectations, homework use and, client compliance with homework. Driven by the social cognitive model of counselor training, relationships among amount of training, self efficacy, outcome expectations, and client compliance were examined. Descriptive data reveal that overall, trainees reported receiving a moderate amount of training, have a high degree of self efficacy, and have mostly positive outcome expectations for the use of homework in psychotherapy. Similar to previous data obtained from practicing clinicians, most trainees reported frequently using homework in psychotherapy and perceiving it as an important component of their clinical practice. Trainees generally perceived client compliance with homework tasks to be moderate, also similar to survey data of practicing clinicians. Three regression analyses were conducted to examine the relationships among trainee self efficacy for homework use within psychotherapy, trainee outcome expectations about homework in therapy, amount of training received in the use of homework, and degree of client compliance with homework. Formal training in the use of homework was found to be a significant positive predictor of self efficacy for homework, outcome expectations for homework, as well as client compliance with homework tasks. After controlling for amount of training received, trainee outcome expectations regarding homework were found to be a significant positive predictor of client compliance with homework, but trainee self efficacy was not. Discussion of these findings is offered along with implications for theory, research, and training. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Summer Semester, 2012. / April 26, 2012. / Homework, Outcome Expectations, Psychotherapy, Self Efficacy, Training / Includes bibliographical references. / Georgios Lampropoulos, Professor Directing Dissertation; Thomas Joiner, University Representative; Frances Prevatt, Committee Member; James Sampson, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_183021 |
| Contributors | Moore Stodard, Megan C. (Megan Christina) (authoraut), Lampropoulos, Georgios (professor directing dissertation), Joiner, Thomas (university representative), Prevatt, Frances (committee member), Sampson, James (committee member), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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