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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Serie: Practice Planners
- Sprache: Englisch
- Veröffentlichungsjahr: 2021
Facilitate your client's involvement in change with 98 ready-to-print homework assignments The newly updated Sixth Edition of the Adult Psychotherapy Homework Planner offers practitioners a wide variety of ready-to-use assignments for adult clients in almost every therapeutic mode. Designed to be used with the Complete Adult Psychotherapy Treatment Planner, Sixth Edition, this planner saves time and energy otherwise spent studying, finding, or writing custom assignments for each client. The book is organized as a quick reference, with assignments grouped by behavioral problems like depression, anxiety, eating disorders, and more. It includes expert guidance on hw and when to make the most productive use of the exercises and is extensively cross-referenced to the corresponding treatment planner. This powerful resource includes: * 92 ready-to-copy, customizable homework assignments that facilitate adult therapy * Cross-references for each homework assignment to presenting problems from the Complete Adult Psychotherapy Treatment Planner, Sixth Edition * New downloadable assignments from a supplementary online portal * New homework assignments for opiod-related disorders and clients experiencing loneliness Perfect for psychologists, therapists, counselors, social workers, and psychiatrists, the latest edition of the Adult Psychotherapy Homework Planner is an indispensable resource for any mental health professional who works with adult clients.
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Table of Contents
COVER
TITLE PAGE
COPYRIGHT
DEDICATION
ABOUT THE DOWNLOADABLE ASSIGNMENTS
PRACTICE
PLANNERS
®
SERIES PREFACE
ACKNOWLEDGMENTS
INTRODUCTION
WHY HOMEWORK?
HOW TO USE THIS
HOMEWORK
PLANNER
ABOUT THE ASSIGNMENTS
CARRYING OUT THE ASSIGNMENT
SECTION 1: ANGER CONTROL PROBLEMS
THERAPIST'S OVERVIEW ALTERNATIVES TO DESTRUCTIVE ANGER
EXERCISE 1.A ALTERNATIVES TO DESTRUCTIVE ANGER
THERAPIST'S OVERVIEW ANGER JOURNAL
EXERCISE 1.B ANGER JOURNAL
THERAPIST'S OVERVIEW ASSERTIVE COMMUNICATION OF ANGER
EXERCISE 1.C ASSERTIVE COMMUNICATION OF ANGER
ASSERTIVE COMMUNICATION LOG
SECTION 2: ANTISOCIAL BEHAVIOR
THERAPIST'S OVERVIEW HOW I HAVE HURT OTHERS
EXERCISE 2.A HOW I HAVE HURT OTHERS
THERAPIST'S OVERVIEW LETTER OF APOLOGY
EXERCISE 2.B LETTER OF APOLOGY
THERAPIST'S OVERVIEW THREE ACTS OF KINDNESS
EXERCISE 2.C THREE ACTS OF KINDNESS
SECTION 3: ANXIETY
THERAPIST'S OVERVIEW ANALYZE THE PROBABILITY OF A FEARED EVENT
EXERCISE 3.A ANALYZE THE PROBABILITY OF A FEARED EVENT
THERAPIST'S OVERVIEW PAST SUCCESSFUL ANXIETY COPING
EXERCISE 3.B PAST SUCCESSFUL ANXIETY COPING
THERAPIST'S OVERVIEW WORRY TIME
EXERCISE 3.C WORRY TIME
DAILY “WORRY TIME” LOG
SECTION 4: ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
THERAPIST'S OVERVIEW PROBLEM‐SOLVING: AN ALTERNATIVE TO IMPULSIVE ACTION
EXERCISE 4.A PROBLEM‐SOLVING: AN ALTERNATIVE TO IMPULSIVE ACTION
THERAPIST'S OVERVIEW Self‐Monitoring/Self‐Reward Program
EXERCISE 4.B SELF‐MONITORING/SELF‐REWARD PROGRAM
SELF‐MONITORING/SELF‐REWARD FORM
THERAPIST'S OVERVIEW SYMPTOMS AND FIXES FOR ADHD
EXERCISE 4.C SYMPTOMS AND FIXES FOR ADHD
SECTION 5: BIPOLAR DISORDER—DEPRESSION
THERAPIST'S OVERVIEW EARLY WARNING SIGNS OF DEPRESSION
EXERCISE 5.A EARLY WARNING SIGNS OF DEPRESSION
THERAPIST'S OVERVIEW IDENTIFYING AND HANDLING TRIGGERS
EXERCISE 5.B IDENTIFYING AND HANDLING TRIGGERS
SECTION 6: BIPOLAR DISORDER—MANIA
THERAPIST'S OVERVIEW KEEPING A DAILY RHYTHM
EXERCISE 6.A KEEPING A DAILY RHYTHM
DAILY ACTIVITIES FORM
SELF‐MONITORING OF MOODS
THERAPIST'S OVERVIEW RECOGNIZING THE NEGATIVE CONSEQUENCES OF IMPULSIVE BEHAVIOR
EXERCISE 6.B RECOGNIZING THE NEGATIVE CONSEQUENCES OF IMPULSIVE BEHAVIOR
THERAPIST'S OVERVIEW WHAT ARE MY GOOD QUALITIES?
EXERCISE 6.C WHAT ARE MY GOOD QUALITIES?
THERAPIST'S OVERVIEW WHY I DISLIKE TAKING MY MEDICATION
EXERCISE 6.D WHY I DISLIKE TAKING MY MEDICATION
SECTION 7: BORDERLINE PERSONALITY DISORDER
THERAPIST'S OVERVIEW JOURNAL AND REPLACE SELF‐DEFEATING THOUGHTS
EXERCISE 7.A JOURNAL AND REPLACE SELF‐DEFEATING THOUGHTS
THERAPIST'S OVERVIEW PLAN BEFORE ACTING
EXERCISE 7.B PLAN BEFORE ACTING
SECTION 8: CHILDHOOD TRAUMA
THERAPIST'S OVERVIEW CHANGING FROM VICTIM TO SURVIVOR
EXERCISE 8.A CHANGING FROM VICTIM TO SURVIVOR
THERAPIST'S OVERVIEW DEEP BREATHING EXERCISE
EXERCISE 8.B DEEP BREATHING EXERCISE
THERAPIST'S OVERVIEW FEELINGS AND FORGIVENESS LETTER
EXERCISE 8.C FEELINGS AND FORGIVENESS LETTER
SECTION 9: CHRONIC PAIN
THERAPIST'S OVERVIEW PAIN AND STRESS JOURNAL
EXERCISE 9.A PAIN AND STRESS JOURNAL
SECTION 10: COGNITIVE DEFICITS
THERAPIST'S OVERVIEW MEMORY AID—PERSONAL INFORMATION ORGANIZER
EXERCISE 10.A MEMORY AID—PERSONAL INFORMATION ORGANIZER
THERAPIST'S OVERVIEW MEMORY ENHANCEMENT TECHNIQUES
EXERCISE 10.B MEMORY ENHANCEMENT TECHNIQUES
SECTION 11: DEPENDENCY
THERAPIST'S OVERVIEW MAKING YOUR OWN DECISIONS
EXERCISE 11.A MAKING YOUR OWN DECISIONS
THERAPIST'S OVERVIEW SATISFYING UNMET EMOTIONAL NEEDS
EXERCISE 11.B SATISFYING UNMET EMOTIONAL NEEDS
THERAPIST'S OVERVIEW TAKING STEPS TOWARD INDEPENDENCE
EXERCISE 11.C TAKING STEPS TOWARD INDEPENDENCE
SECTION 12: DEPRESSION—UNIPOLAR
THERAPIST'S OVERVIEW IDENTIFY AND SCHEDULE PLEASANT ACTIVITIES
EXERCISE 12.A IDENTIFY AND SCHEDULE PLEASANT ACTIVITIES
THERAPIST'S OVERVIEW NEGATIVE THOUGHTS TRIGGER NEGATIVE FEELINGS
EXERCISE 12.B NEGATIVE THOUGHTS TRIGGER NEGATIVE FEELINGS
THERAPIST'S OVERVIEW POSITIVE SELF‐TALK
EXERCISE 12.C POSITIVE SELF‐TALK
SECTION 13: DISSOCIATION
THERAPIST'S OVERVIEW DESCRIBE THE TRAUMA
EXERCISE 13.A DESCRIBE THE TRAUMA
THERAPIST'S OVERVIEW STAYING FOCUSED ON THE PRESENT REALITY
EXERCISE 13.B STAYING FOCUSED ON THE PRESENT REALITY
SECTION 14: EATING DISORDERS AND OBESITY
THERAPIST'S OVERVIEW A REALITY JOURNAL: FOOD, WEIGHT, THOUGHTS, AND FEELINGS
EXERCISE 14.A A REALITY JOURNAL: FOOD, WEIGHT, THOUGHTS, AND FEELINGS
THERAPIST'S OVERVIEW HOW FEARS CONTROL MY EATING
EXERCISE 14.B HOW FEARS CONTROL MY EATING
SECTION 15: EDUCATIONAL DEFICITS
THERAPIST'S OVERVIEW MY ACADEMIC AND VOCATIONAL STRENGTHS
EXERCISE 15.A MY ACADEMIC AND VOCATIONAL STRENGTHS
THERAPIST'S OVERVIEW THE ADVANTAGES OF EDUCATION
EXERCISE 15.B THE ADVANTAGES OF EDUCATION
SECTION 16: FAMILY CONFLICT
THERAPIST'S OVERVIEW APPLYING PROBLEM‐SOLVING TO INTERPERSONAL CONFLICT
EXERCISE 16.A APPLYING PROBLEM‐SOLVING TO INTERPERSONAL CONFLICT
THERAPIST'S OVERVIEW A STRUCTURED PARENTING PLAN
EXERCISE 16.B A STRUCTURED PARENTING PLAN
SECTION 17: FEMALE SEXUAL DYSFUNCTION
THERAPIST'S OVERVIEW FACTORS INFLUENCING NEGATIVE SEXUAL ATTITUDES
EXERCISE 17.A FACTORS INFLUENCING NEGATIVE SEXUAL ATTITUDES
THERAPIST'S OVERVIEW STUDY YOUR BODY: CLOTHED AND UNCLOTHED
EXERCISE 17.B STUDY YOUR BODY: CLOTHED AND UNCLOTHED
SECTION 18: FINANCIAL STRESS
THERAPIST'S OVERVIEW PLAN A BUDGET
EXERCISE 18.A PLAN A BUDGET
SECTION 19: GRIEF/LOSS UNRESOLVED
THERAPIST'S OVERVIEW CREATING A MEMORIAL COLLAGE
EXERCISE 19.A CREATING A MEMORIAL COLLAGE
DEAR _________: A LETTER TO A LOST LOVED ONE
EXERCISE 19.B DEAR ________: A LETTER TO A LOST LOVED ONE
SECTION 20: IMPULSE CONTROL DISORDER
THERAPIST'S OVERVIEW IMPULSIVE BEHAVIOR JOURNAL
EXERCISE 20.A IMPULSIVE BEHAVIOR JOURNAL
SECTION 21: INTIMATE RELATIONSHIP CONFLICTS
THERAPIST'S OVERVIEW HOW CAN WE MEET EACH OTHER'S NEEDS AND DESIRES?
EXERCISE 21.A HOW CAN WE MEET EACH OTHER'S NEEDS AND DESIRES?
THERAPIST'S OVERVIEW POSITIVE AND NEGATIVE CONTRIBUTIONS TO THE RELATIONSHIP: MINE AND YOURS
EXERCISE 21.B POSITIVE AND NEGATIVE CONTRIBUTIONS TO THE RELATIONSHIP: MINE AND YOURS
SECTION 22: LEGAL CONFLICTS
THERAPIST'S OVERVIEW ACCEPT RESPONSIBILITY FOR ILLEGAL BEHAVIOR
EXERCISE 22.A ACCEPT RESPONSIBILITY FOR ILLEGAL BEHAVIOR
THERAPIST'S OVERVIEW CROOKED THINKING LEADS TO CROOKED BEHAVIOR
EXERCISE 22.B CROOKED THINKING LEADS TO CROOKED BEHAVIOR
SECTION 23: LONELINESS
THERAPIST'S OVERVIEW IDENTIFYING WHAT I VALUE
EXERCISE 23.A IDENTIFYING WHAT I VALUE
THERAPIST'S OVERVIEW MINDFULNESS EXERCISES
EXERCISE 23.B MINDFULNESS EXERCISES
MINDFUL BREATHING EXERCISE INSTRUCTION
MINDFUL THOUGHTS EXERCISE INSTRUCTION
THERAPIST'S OVERVIEW LETTING GO OF UNHELPFUL THOUGHTS
EXERCISE 23.C LETTING GO OF UNHELPFUL THOUGHTS
SECTION 24: LOW SELF‐ESTEEM
THERAPIST'S OVERVIEW ACKNOWLEDGING MY STRENGTHS
EXERCISE 24.A ACKNOWLEDGING MY STRENGTHS
THERAPIST'S OVERVIEW REPLACING FEARS WITH POSITIVE MESSAGES
EXERCISE 24.B REPLACING FEARS WITH POSITIVE MESSAGES
SECTION 25: MALE SEXUAL DYSFUNCTION
THERAPIST'S OVERVIEW JOURNALING THE RESPONSE TO NONDEMAND SEXUAL PLEASURING (SENSATE FOCUS)
EXERCISE 25.A JOURNALING THE RESPONSE TO NONDEMAND SEXUAL PLEASURING (SENSATE FOCUS)
SECTION 26: MEDICAL ISSUES
THERAPIST'S OVERVIEW HOW I FEEL ABOUT MY MEDICAL TREATMENT
EXERCISE 26.A HOW I FEEL ABOUT MY MEDICAL TREATMENT
THERAPIST'S OVERVIEW THE IMPACT OF MY ILLNESS
EXERCISE 26.B THE IMPACT OF MY ILLNESS
SECTION 27: OBSESSIVE‐COMPULSIVE DISORDER (OCD)
THERAPIST'S OVERVIEW INTERRUPTING YOUR OBSESSIONS/COMPULSIONS
EXERCISE 27.A INTERRUPTING YOUR OBSESSIONS/COMPULSIONS
THERAPIST'S OVERVIEW MAKING USE OF THE THOUGHT‐STOPPING TECHNIQUE
EXERCISE 27.B MAKING USE OF THE THOUGHT‐STOPPING TECHNIQUE
THERAPIST'S OVERVIEW REDUCING THE STRENGTH OF COMPULSIVE BEHAVIORS
EXERCISE 27.C REDUCING THE STRENGTH OF COMPULSIVE BEHAVIORS
SECTION 28: OPIOID USE DISORDER
THERAPIST'S OVERVIEW IDENTIFYING THOUGHTS AND EMOTIONS
EXERCISE 28.A IDENTIFYING THOUGHTS AND EMOTIONS
THERAPIST'S OVERVIEW EXPLORING MY MOTIVATION TO CHANGE
EXERCISE 28.B EXPLORING MY MOTIVATION TO CHANGE
THERAPIST'S OVERVIEW LIVING WELL WITH CHRONIC PAIN
EXERCISE 28.C LIVING WELL WITH CHRONIC PAIN
SECTION 29: PANIC/AGORAPHOBIA
THERAPIST'S OVERVIEW COPING CARD
EXERCISE 29.A COPING CARD
THERAPIST'S OVERVIEW MONITORING MY PANIC ATTACK EXPERIENCES
EXERCISE 29.B MONITORING MY PANIC ATTACK EXPERIENCES
SECTION 30: PARANOID IDEATION
THERAPIST'S OVERVIEW CHECK SUSPICIONS AGAINST REALITY
EXERCISE 30.A CHECK SUSPICIONS AGAINST REALITY
SECTION 31: PARENTING
THERAPIST'S OVERVIEW LEARNING TO PARENT AS A TEAM
EXERCISE 31.A LEARNING TO PARENT AS A TEAM
THERAPIST'S OVERVIEW THE TWO SIDES OF PARENTING (Being Parented and Being a Parent)
EXERCISE 31.B THE TWO SIDES OF PARENTING
THERAPIST'S OVERVIEW USING REINFORCEMENT PRINCIPLES IN PARENTING
EXERCISE 31.C USING REINFORCEMENT PRINCIPLES IN PARENTING
SECTION 32: PHASE OF LIFE PROBLEMS
THERAPIST'S OVERVIEW WHAT NEEDS TO BE CHANGED IN MY LIFE?
EXERCISE 32.A WHAT NEEDS TO BE CHANGED IN MY LIFE?
THERAPIST'S OVERVIEW WHAT'S GOOD ABOUT ME AND MY LIFE?
EXERCISE 32.B WHAT'S GOOD ABOUT ME AND MY LIFE?
SECTION 33: PHOBIA
THERAPIST'S OVERVIEW FOUR WAYS TO REDUCE FEAR
EXERCISE 33.A FOUR WAYS TO REDUCE FEAR
THERAPIST'S OVERVIEW GRADUALLY REDUCING YOUR PHOBIC FEAR
EXERCISE 33.B GRADUALLY REDUCING YOUR PHOBIC FEAR
SECTION 34: POSTTRAUMATIC STRESS DISORDER (PTSD)
THERAPIST'S OVERVIEW HOW THE TRAUMA AFFECTS ME
EXERCISE 34.A HOW THE TRAUMA AFFECTS ME
THERAPIST'S OVERVIEW SHARE THE PAINFUL MEMORY
EXERCISE 34.B SHARE THE PAINFUL MEMORY
SECTION 35: PSYCHOTICISM
THERAPIST'S OVERVIEW WHAT DO YOU HEAR AND SEE?
EXERCISE 35.A WHAT DO YOU HEAR AND SEE?
SECTION 36: SEXUAL ABUSE VICTIM
THERAPIST'S OVERVIEW A BLAMING LETTER AND A FORGIVING LETTER TO PERPETRATOR
EXERCISE 36.A A BLAMING LETTER AND A FORGIVING LETTER TO PERPETRATOR
THERAPIST'S OVERVIEW PICTURING THE PLACE OF THE ABUSE
EXERCISE 36.B PICTURING THE PLACE OF THE ABUSE
SECTION 37: SEXUAL ORIENTATION CONFUSION
THERAPIST'S OVERVIEW JOURNAL OF SEXUAL THOUGHTS, FANTASIES, CONFLICTS
EXERCISE 37.A JOURNAL OF SEXUAL THOUGHTS, FANTASIES, CONFLICTS
THERAPIST'S OVERVIEW TO WHOM AND HOW TO REVEAL MY SEXUAL ORIENTATION
EXERCISE 37.B TO WHOM AND HOW TO REVEAL MY SEXUAL ORIENTATION
SECTION 38: SLEEP DISTURBANCE
THERAPIST'S OVERVIEW SLEEP PATTERN RECORD
EXERCISE 38.A SLEEP PATTERN RECORD
SECTION 39: SOCIAL ANXIETY
THERAPIST'S OVERVIEW BECOMING ASSERTIVE
EXERCISE 39.A BECOMING ASSERTIVE
RESTORING SOCIALIZATION COMFORT
EXERCISE 39.B RESTORING SOCIALIZATION COMFORT
SECTION 40: SOMATIZATION
THERAPIST'S OVERVIEW CONTROLLING THE FOCUS ON PHYSICAL PROBLEMS
EXERCISE 40.A CONTROLLING THE FOCUS ON PHYSICAL PROBLEMS
SECTION 41: SPIRITUAL CONFUSION
THERAPIST'S OVERVIEW MY HISTORY OF SPIRITUALITY
EXERCISE 41.A MY HISTORY OF SPIRITUALITY
THERAPIST'S OVERVIEW YOUR SPIRITUAL INHERITANCE INVENTORY
EXERCISE 41.B YOUR SPIRITUAL INHERITANCE INVENTORY
SECTION 42: SUBSTANCE USE
THERAPIST'S OVERVIEW AFTERCARE PLAN COMPONENTS
EXERCISE 42.A AFTERCARE PLAN COMPONENTS
THERAPIST'S OVERVIEW IDENTIFYING RELAPSE TRIGGERS AND CUES*
EXERCISE 42.B IDENTIFYING RELAPSE TRIGGERS AND CUES
THERAPIST'S OVERVIEW RELAPSE PREVENTION PLANNING*
EXERCISE 42.C RELAPSE PREVENTION PLANNING
THERAPIST'S OVERVIEW RELAPSE TRIGGERS
EXERCISE 42.D RELAPSE TRIGGERS
THERAPIST'S OVERVIEW SUBSTANCE ABUSE'S NEGATIVE IMPACT VERSUS SOBRIETY'S POSITIVE IMPACT
EXERCISE 42.E SUBSTANCE ABUSE'S NEGATIVE IMPACT VERSUS SOBRIETY'S POSITIVE IMPACT
NOTES
SECTION 43: SUICIDAL IDEATION
THERAPIST'S OVERVIEW JOURNAL OF DISTORTED, NEGATIVE THOUGHTS
EXERCISE 43.A JOURNAL OF DISTORTED, NEGATIVE THOUGHTS
THERAPIST'S OVERVIEW NO SELF‐HARM CONTRACT
EXERCISE 43.B NO SELF‐HARM CONTRACT
NO SELF‐HARM CONTRACT
THERAPIST'S OVERVIEW STRATEGIES TO RESIST SUICIDAL THOUGHTS AND FEELINGS
EXERCISE 43.C STRATEGIES TO RESIST SUICIDAL THOUGHTS AND FEELINGS
THERAPIST'S OVERVIEW THE AFTERMATH OF SUICIDE
EXERCISE 43.D THE AFTERMATH OF SUICIDE
SECTION 44: TYPE A BEHAVIOR
THERAPIST'S OVERVIEW DEVELOPING NONCOMPETITIVE VALUES
EXERCISE 44.A DEVELOPING NONCOMPETITIVE VALUES
SECTION 45: VOCATIONAL STRESS
THERAPIST'S OVERVIEW A VOCATIONAL ACTION PLAN
EXERCISE 45.A A VOCATIONAL ACTION PLAN
APPENDIX A: ALTERNATE ASSIGNMENTS FOR PRESENTING PROBLEMS
APPENDIX B: ALPHABETICAL INDEX OF EXERCISES
END USER LICENSE AGREEMENT
Guide
Cover Page
Table of Contents
Title Page
Copyright
Dedication
About the Downloadable Assignments
PracticePlanners
®
Series Preface
Acknowledgments
Begin Reading
Appendix A: Alternate Assignments for Presenting Problems
Appendix B: Alphabetical Index of Exercises
End User License Agreement
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PracticePlanners® Series
Treatment Planners
The Complete Adult Psychotherapy Treatment Planner, Sixth Edition
The Child Psychotherapy Treatment Planner, Sixth Edition
The Adolescent Psychotherapy Treatment Planner, Sixth Edition
The Addiction Treatment Planner, Sixth Edition
The Continuum of Care Treatment Planner
The Couples Psychotherapy Treatment Planner, Second Edition
The Employee Assistance Treatment Planner
The Pastoral Counseling Treatment Planner
The Older Adult Psychotherapy Treatment Planner, Second Edition
The Behavioral Medicine Treatment Planner
The Group Therapy Treatment Planner
The Gay and Lesbian Psychotherapy Treatment Planner
The Family Therapy Treatment Planner, Second Edition
The Severe and Persistent Mental Illness Treatment Planner, Second Edition
The Intellectual and Developmental Disabilities Treatment Planner
The Social Work and Human Services Treatment Planner
The Crisis Counseling and Traumatic Events Treatments Planner, Second Edition
The Personality Disorders Treatment Planner
The Rehabilitation Psychology Treatment Planner
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The School Counseling and School Social Work Treatment Planner, Second Edition
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The Speech‐Language Pathology Treatment Planner
The Suicide and Homicide Treatment Planner
The College Student Counseling Treatment Planner
The Parenting Skills Treatment Planner
The Early Childhood Education Intervention Treatment Planner
The Co‐Occurring Disorders Treatment Planner
The Complete Women's Psychotherapy Treatment Planner
The Veterans and Active Duty Military Psychotherapy Treatment Planner
Progress Notes Planners
The Child Psychotherapy Progress Notes Planner, Fifth Edition
The Adolescent Psychotherapy Progress Notes Planner, Fifth Edition
The Adult Psychotherapy Progress Notes Planner, Fifth Edition
The Addiction Progress Notes Planner, Fifth Edition
The Severe and Persistent Mental Illness Progress Notes Planner, Second Edition
The Couples Psychotherapy Progress Notes Planner, Second Edition
The Family Therapy Progress Notes Planner, Second Edition
The Veterans and Active Duty Military Psychotherapy Progress Notes Planner
Homework Planners
Couples Therapy Homework Planner, Second Edition
Family Therapy Homework Planner, Second Edition
Grief Counseling Homework Planner
Group Therapy Homework Planner
Divorce Counseling Homework Planner
School Counseling and School Social Work Homework Planner, Second Edition
Child Therapy Activity and Homework Planner
Addiction Treatment Homework Planner, Fifth Edition
Adolescent Psychotherapy Homework Planner, Fifth Edition
Adult Psychotherapy Homework Planner, Sixth Edition
Child Psychotherapy Homework Planner, Fifth Edition
Parenting Skills Homework Planner
Veterans and Active Duty Military Psychotherapy Homework Planner
Client Education Handout Planners
Adult Client Education Handout Planner
Child and Adolescent Client Education Handout Planner
Couples and Family Client Education Handout Planner
Complete Planners
The Complete Depression Treatment and Homework Planner
The Complete Anxiety Treatment and Homework Planner
Adult Psychotherapy Homework Planner
Sixth Edition
Arthur E. Jongsma, Jr.
Timothy J. Bruce
This edition first published 2022
© 2022 John Wiley & Sons, Inc.
Edition History
John Wiley & Sons, Inc. (1e, 2001); John Wiley & Sons, Inc. (2e, 2003); John Wiley & Sons, Inc. (3e, 2006); John Wiley & Sons, Inc. (5e, 2014)
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The contents of this work are intended to further general scientific research, understanding, and discussion only and are not intended and should not be relied upon as recommending or promoting scientific method, diagnosis, or treatment by physicians for any particular patient. In view of ongoing research, equipment modifications, changes in governmental regulations, and the constant flow of information relating to the use of medicines, equipment, and devices, the reader is urged to review and evaluate the information provided in the package insert or instructions for each medicine, equipment, or device for, among other things, any changes in the instructions or indication of usage and for added warnings and precautions. While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
Library of Congress Cataloging‐in‐Publication Data
Names: Jongsma, Arthur E., Jr., 1943‐ author. | Bruce, Timothy J., author.
Title: Adult psychotherapy homework planner / Arthur E. Jongsma, Jr., Timothy J. Bruce.
Description: Sixth edition. | Hoboken, NJ : Wiley, [2022] | Series: Practiceplanners
Identifiers: LCCN 2021022332 (print) | LCCN 2021022333 (ebook) | ISBN 9781119840848 (paperback) | ISBN 9781119841067 (adobe pdf) | ISBN 9781119841050 (epub)
Subjects: LCSH: Psychotherapy—Planning—Handbooks, manuals, etc. | Psychotherapy—Problems, exercises, etc.
Classification: LCC RC480.5 .J664 2022 (print) | LCC RC480.5 (ebook) | DDC 616.89/14—dc23
LC record available at https://lccn.loc.gov/2021022332
LC ebook record available at https://lccn.loc.gov/2021022333
Cover Design: Wiley
Cover Image: © Ryan McVay/Getty Images
To Dave and Lorrie Vander Ark, whose friendship has enriched our lives and whose support is more reliable than a fine timepieceAEJ
To my colleagues and residents at the University of Illinois.It has been an honor and pleasure working with you.TJB
ABOUT THE DOWNLOADABLE ASSIGNMENTS
Thank you for choosing the Wiley PracticePlanners® series. Adult Psychotherapy Homework Planner, Sixth Edition's website includes all the book's exercises in Word format for your convenience.
To access the assignments, please follow these steps:
Step 1
Go to
www.wiley.com/go/hwpassignments
.
Step 2
Enter the password provided, and click “submit.”
Password: adult2021
Step 3
Select and download the listed exercises.
If you need any assistance, please visit
www.support.wiley.com
.
PRACTICEPLANNERS® SERIES PREFACE
Accountability is an important dimension of the practice of psychotherapy. Treatment programs, public agencies, clinics, and practitioners must justify and document their treatment plans to outside review entities in order to be reimbursed for services. The books and software in the PracticePlanners® series are designed to help practitioners fulfill these documentation requirements efficiently and professionally.
The PracticePlanners® series includes a wide array of treatment planning books including not only the original Complete Adult Psychotherapy Treatment Planner, Child Psychotherapy Treatment Planner, and Adolescent Psychotherapy Treatment Planner, all now in their sixth editions, but also Treatment Planners targeted to specialty areas of practice, including:
Addictions
Behavioral medicine
College students
Co‐occurring disorders
Couples therapy
Crisis counseling
Early childhood education
Employee assistance
Family therapy
Gays and lesbians
Group therapy
Juvenile justice and residential care
Intellectual and developmental disabilities
Older adults
Parenting skills
Pastoral counseling
Personality disorders
Probation and parole
Psychopharmacology
Rehabilitation psychology
School counseling and school social work
Severe and persistent mental illness
Sexual abuse victims and offenders
Social work and human services
Special education
Speech‐language pathology
Suicide and homicide risk assessment
Veterans and active duty military
Women's issues
In addition, there are four companion products that can be used in conjunction with the Treatment Planners, or on their own:
Progress Notes Planners
provide a menu of progress statements that elaborate on the client's symptom presentation and the provider's therapeutic intervention. Each
Progress Notes Planner
statement is directly integrated with the Behavioral Definitions and Therapeutic Interventions from its companion
Treatment Planner
.
Homework Planners
include homework assignments designed around each presenting problem (such as anxiety, depression, substance use, anger control problems, eating disorders, or panic disorder) that is the focus of a chapter in its corresponding
Treatment Planner
.
Evidence‐Based Psychotherapy Treatment Planning Video Series
offers 12 sixty‐minute programs that provide step‐by‐step guidance on how to use empirically supported treatments to inform the entire treatment planning process. In a viewer‐friendly manner, Drs. Art Jongsma and Tim Bruce discuss the steps involved in integrating evidence‐based treatment (EBT) Objectives and Interventions into a treatment plan. The research support for the EBTs is summarized, and selected aspects of the EBTs are demonstrated in role‐played counseling scenarios.
TheraScribe
®
i
s
the #1 selling treatment planning and clinical record‐keeping software system for mental health professionals. TheraScribe
®
allows the user to import the data from any of the Treatment Planner, Progress Notes Planner, or Homework Planner books into the software's expandable database to simply point and click to create a detailed, organized, individualized, and customizable treatment plan along with optional integrated progress notes and homework assignments.
TheraScribe is available by calling 616‐776‐1745. Also, see TheraScribe.com for more information.
The goal of our series is to provide practitioners with the resources they need in order to provide high‐quality care in the era of accountability. To put it simply: We seek to help you spend more time on clients and less time on paperwork.
Arthur E. Jongsma, Jr.Series EditorGrand Rapids, Michigan
Acknowledgments
The book is the result of the combined efforts of many people. First, I acknowledge the contribution of my coauthors on several other books, William McInnis and Mark Peterson. They also both previously gave permission for me to borrow and adapt some of the homework exercises we had collaborated on in writing the Adolescent Psychotherapy Homework Planner. Several of the assignments in this book have been adapted to the adult focus group from their original creation for the adolescent client. Thank you, Bill and Mark.
I also thank Jim Finley and Brenda Lenz for giving their permission to me to adapt two of their assignments from their Addiction Treatment Homework Planner for placement in the Substance Use section of this book.
I am grateful to Tim Bruce, my invaluable coauthor on several Treatment Planner books, who has accepted my invitation to contribute some additional exercises for this sixth edition of the Adult Psychotherapy Homework Planner.
My support staff at John Wiley & Sons, including Darren LaLonde and Monica Rogers, continues to move the PracticePlanners® project forward with enthusiasm and professional dedication. Thank you, all.
Finally, my personal support system is grounded in my wife, Judy, who makes me feel important even when I am not, and my children and grandchildren, who consistently show interest in my work. Thank you, family.
A. E. J.
In many models of therapy, therapeutic change arguably occurs more between sessions than within them, as clients act on what has been discussed. In this Planner, Art Jongsma and I have created a library of convenient exercises that allow therapists an array of homework options to help facilitate targeted therapeutic change. It's an honor to be invited by Art to contribute to this work, and I thank him for that generosity.
I read once that we shouldn't call it homework, because of the negative connotations associated with it. But clients know it's homework. And in recognition of that, I also acknowledge all of the clients that we ask to do these exercises. We ask a lot of our clients: to commit, trust, disclose, explore, challenge, change, and more. And we thank them for their willingness to try.
Lastly, and as always, I thank my wife, Lori, and children, Logan and Madeline. They have made home no work at all.
T. J. B.
INTRODUCTION
More and more therapists are assigning homework to their clients. Not only have short‐term therapy models endorsed this practice, but the benefits are being recognized by many traditional therapists as well.
WHY HOMEWORK?
Assigning homework to psychotherapy clients is beneficial for several reasons. With the advent of managed care, which often requires shorter and fewer treatment sessions, therapists assign between‐session homework to help maximize the effectiveness of briefer treatment. Homework is an extension of the treatment process, provides continuity, and allows the client to work between sessions on issues that are the focus of therapy. Homework is also a tool for more fully engaging the client in the treatment process. Assignments place more responsibility on the client to resolve presenting problems, counteracting the expectations that some clients may experience—that it is the therapist alone who can cure the client. For some, it even may bring a sense of self‐empowerment.
Another added benefit of homework is that these assignments give the client the opportunity to implement and evaluate insights or coping behaviors that have been discussed in therapy sessions. Practice often heightens awareness of various issues. Furthermore, homework increases the expectation for the client to follow through with making changes rather than just talking about change. Exercises require participation, which creates a sense that the client is taking active steps toward change. Homework allows the client to try new behaviors, bringing these experiences back to the next session for processing. Modifications can then be made to the client's thoughts, feelings, or behaviors as the homework is processed in the therapy session.
Occasionally treatment processes can become vague and abstract. By adding focus and structure, homework assignments can reenergize treatment. Moreover, homework can increase the client's motivation to change as it provides something specific to work on. Additionally, homework increases the involvement of family members and significant others in the client's treatment by using assignments that call for their participation. It promotes more efficient treatment by encouraging the client to actively develop insights, positive self‐talk, and coping behaviors between therapy sessions. Consequently, many clients express increased satisfaction with the treatment process when homework is given. They are empowered by doing something active that facilitates the change process, and it reinforces their sense of control over the problem. All of these advantages have made the assignment of therapeutic homework increasingly prevalent.
HOW TO USE THIS HOMEWORK PLANNER
Creating homework assignments and developing the printed forms for recording responses is a time‐consuming process. This Adult Psychotherapy Homework Planner, Sixth Edition, follows the lead of psychotherapeutic interventions suggested in The Complete Adult Psychotherapy Treatment Planner, Sixth Edition (Jongsma, Peterson, & Bruce, 2021) and provides a menu of homework assignments that can easily be photocopied. In addition to the printed format, the assignments in this Planner are provided online and accessible via a password for download after which they can be opened in WORD and customized to suit the client's individual needs or the therapist's approach or printed without change.
The assignments are grouped under presenting problems that are typical of those found in an adult population. These presenting problems are cross‐referenced to every presenting problem found in The Complete Adult Psychotherapy Treatment Planner. Although these assignments were created with a specific presenting problem in mind, don't feel locked in by a single problem‐oriented chapter when searching for an appropriate assignment. Included with each exercise is a cross‐referenced list of suggested presenting problems for which the assignment may be appropriate and useful called Additional Problems for Which This Exercise May Be Most Useful. This cross‐referenced list can assist you in applying the assignments to other situations that may be relevant to your client's particular presenting problem.
A broader cross‐referenced list of assignments is found in Appendix A, Alternate Assignments for Presenting Problems. Review this appendix to find relevant assignments beyond the one, two, three, or four exercises found in any specific presenting problem chapter. For example, under the heading of Depression—Unipolar in the appendix you will find 27 alternative assignments originally created for other presenting problems but relevant and easily adapted for use with a client struggling with depression issues. In this appendix, with every presenting problem are listed relevant additional assignments from throughout the book.
Remember, each assignment is available online and, therefore, can be quickly downloaded and edited for use with a specific client. This modified assignment can be saved on your computer's hard drive for repeated later use.
ABOUT THE ASSIGNMENTS
Therapists may introduce the homework assignment with varying degrees of detail and client preparation. Recommendations regarding this preparation and postexercise discussion are made on the title page of each assignment under the heading “Suggestions for Processing This Exercise with the Client.”
Clinical judgment must be used to choose the homework assignments that focus on relevant issues for the client. Each assignment contains a section on “Goals of the Exercise” to guide you in your selection of relevant homework for your client.
CARRYING OUT THE ASSIGNMENT
It is recommended that you review the entire book to familiarize yourself with the broad nature of the type and focus of the various homework exercises. Select a specific assignment from a chapter titled with your client's presenting problem or from the alternative list in the appendix and then review the list of homework goals. Assigning therapy homework is just a beginning step in the therapy treatment process. Carrying out the assignment requires a follow‐up exploration of the impact of the assignment on the client's thoughts, feelings, and behavior. What are the results? Was this assignment useful to the client? Can it be redesigned or altered for better results? Examine and search for new and creative ways to actively engage your client in participating in this homework process.
SECTION 1ANGER CONTROL PROBLEMS
Therapist's OverviewALTERNATIVES TO DESTRUCTIVE ANGER
GOALS OF THE EXERCISE
Increase awareness of how anger is expressed destructively.
Decrease the number, intensity, and duration of angry outbursts while increasing the use of new skills for managing anger.
Become capable of handling angry feelings in constructive ways that enhance daily functioning.
ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL
Antisocial Behavior
Attention Deficit Disorder (ADD)—Adult
Borderline Personality Disorder
Family Conflict
Posttraumatic Stress Disorder (PTSD)
SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT
Clients often feel they responded to a frustrating situation in the only way possible. They fail to realize that they have choices and control over their behavior. You may want to review the alternatives to rage listed in the first section of the assignment to help clients understand the alternatives they could apply when dealing with frustration or anger. Review the client's journal material and suggest additional constructive ways to respond to frustrating or hurtful situations that prompt mismanaged anger.
EXERCISE 1.AALTERNATIVES TO DESTRUCTIVE ANGER
Destructive anger can take many forms. Anger can be expressed in rage that is out of control, either verbally or physically. We also can express anger by snapping at someone or being unkindly critical. A third form that anger may take is that of cold, icy withdrawal that punishes others by shutting them out, shunning them, or refusing to acknowledge their attempts to relate to us. All of these reactions and many more can be destructive to the relationship and to our own feelings of self‐esteem. Destructive expressions of anger often generate later feelings of guilt and shame.
This exercise is designed to briefly identify some constructive alternatives to destructive anger by giving a brief description of the positive alternative. The goal is for you to consider these alternatives as you seek to replace destructive anger with more constructive behaviors. You will be asked to keep a journal of situations in your daily life that provoked anger and then note how one or more of these constructive alternatives may have been applied to the situations.
CONSTRUCTIVE ALTERNATIVES
Assertiveness:
Speaking forthrightly in a manner that is very respectful of the other person's needs and rights and does not attack anyone so as to make the person defensive.
Tune Out/Cool Down:
Recognize that the situation has become volatile and nonproductive and suggest withdrawal from the situation to give each party a chance to cool down and collect their thoughts and regain personal control.
Relaxation:
Learn and implement relaxation skills to reduce stress and tension through the use of words that cue relaxation, deep breathing that releases tension, imagining relaxing scenes, or deep muscle relaxation procedures.
Diversion:
When anger is felt to be building, find diversionary activities that stop the buildup and focus the mind on more enjoyable experiences.
Physical Exercise:
When anger and tension levels rise, physical exercise can be a wonderful way to release tension and expel energy as an alternative to losing control or exploding in rage.
Problem‐Solving Skills:
Identify or clarify the problem, brainstorm possible solutions, review the pros and cons of each alternative solution, select the best alternative for implementation, evaluate the outcome as to mutual satisfaction, and finally, adjust the solution if necessary to increase mutual satisfaction.
Self‐Talk:
Take time to talk to yourself in calming, reasoned, and constructive sentences that move you toward anger control and away from hurtful expressions of anger.
“I” Messages:
Speak to the target of your anger, describing your feelings and needs rather than attacking, labeling, or describing the other person's behavior, motivations, or goals. Begin your sentences with “I feel . . .” or “I need . . . .”
Other:
Describe your own or your counselor's alternative to rage.
APPLICATION TO DAILY LIFE
In the columns that follow, describe the date and time, the situation that prompted the angry response, the destructive response, and the alternative constructive response that might have been used. In the final row, instead of writing a full description of the alternative, you may simply enter the alphabetical indicator of the constructive alternative, A through I.
Entry 1
Situation
Day/Date
and Time:
__________
__________
Response
Alternative
Response
(NOTE:Please make additional copies of the next page for later entries.)
Entry
Situation
(# of entry)
Day/Date
and Time:
__________
__________
Response
Alternative
Response
Entry
Situation
(# of entry)
Day/Date
and Time:
__________
__________
Response
Alternative
Response
Therapist's OverviewANGER JOURNAL
GOALS OF THE EXERCISE
Develop an awareness of current angry behaviors, clarifying origins of and alternatives to aggressive anger.
Keep a daily journal of persons, situations, and other triggers of anger; record thoughts, feelings, and actions taken.
Decrease the number, intensity, and duration of angry outbursts while increasing the use of new skills for managing anger.
ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL
Antisocial Behavior
Borderline Personality Disorder
Family Conflict
Posttraumatic Stress Disorder (PTSD)
SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT
Some clients deny the degree of anger they feel and express. Other clients may be aware of feelings of anger but need help in understanding the contributing factors and causes for their anger. As you process the journal entries with clients, help them clarify and pinpoint these contributing factors and the causes for their anger. Often the causes for the anger are not those that are initially identified, but lie beneath the surface and can be discovered with some patient processing. Finally, it is helpful to press the client toward describing positive alternative behaviors that could have replaced the maladaptive anger responses that were selected in the heat of the moment. Positive alternatives may include things like assertiveness, timeout, problem‐solving, “I” messages, or self‐talk.
EXERCISE 1.BANGER JOURNAL
To make you more aware of your angry feelings, the circumstances surrounding them, the target of them, the causes for them, and how they were shown, you are being asked to keep an anger journal. This journal will help you record the when, what, who, why, and how of the angry feelings as well as allow you to give some thought to what alternative emotional, behavioral, or cognitive reaction you might have had to the situation. Be as honest as you can be with yourself about your angry feelings, trying not to discount them, excuse them, or deny them. When you conclude that you have experienced anger, that is the time to make an entry into this journal. Your entries do not have to be lengthy; a sentence or two will suffice. You should enter enough information to permit you to discuss each incident with your therapist as you try to process and learn from your anger experiences. Do not forget to include experiences that have generated some anger within you even though you did not express it in words or behavior. The buildup of unexpressed anger can result in an inappropriate outburst at a later time. This journal may help you understand that phenomenon. It is also important for you to give some thought to the last entry; that is, what alternative positive reaction could you have given to the situation instead of burying or blurting out your feelings of anger. Often there is a more constructive response available that you are able to discover when you give the issue some calm consideration and analysis. The heat of the moment leads many of us to make mistakes. Try to make at least one entry per day into your anger journal.
The anger journal that follows asks you to enter the date and time of the experience that generated anger. Second, you are asked to enter a description of the situation, such as where you were and what was happening. Third, you are asked to name the people who were present and specifically the people with whom you were angry. Next, you are asked to enter a sentence or two indicating your reason(s) for being so angry or the cause of your anger. Then you are asked to describe how your anger was or was not revealed. In the final column, enter your thoughts about how you could have responded to the experience more constructively. (NOTE: Please make additional copies of the form for later entries.)
Entry
What
(# of entry)
(Situation)
Day/Date
and Time:
__________
Who
__________
(People)
Why
(Case)
How
(Reaction)
Alternative
Positive
Reaction
Entry
What
(# of entry)
(Situation)
Day/Date
and Time:
__________
Who
__________
(People)
Why
(Case)
How
(Reaction)
Alternative
Positive
Reaction
Therapist's OverviewASSERTIVE COMMUNICATION OF ANGER
GOALS OF THE EXERCISE
Verbalize feelings of anger in a controlled, assertive way.
Decrease overall intensity and frequency of angry feelings, and increase ability to recognize and appropriately express angry feelings as they occur.
Demonstrate respect for others and their feelings.
ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL
Antisocial Behavior
Bipolar Disorder—Mania
Family Conflict
Impulse Control Disorder
SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT
The purpose of this exercise is to improve the client's ability to verbally express anger in an assertive manner. Teach the client effective communication skills and/or coping strategies in the therapy sessions to help the expression of feelings of anger in a direct, calm, controlled, yet nonaggressive manner. The client is encouraged to practice the assertive communication techniques on a regular basis at home, at school, and in the workplace. The first page of the assignment identifies several effective communication skills. Feel free to teach the client other effective communication skills that will help the client to express anger appropriately.
EXERCISE 1.CASSERTIVE COMMUNICATION OF ANGER
In this assignment, you are asked to practice expressing your anger in a calm, controlled, and assertive manner on a regular basis at home, at school, or in the workplace. Assertive communication of anger includes the following characteristics:
Use of “I” statements—“I” statements reflect ownership of thoughts and feelings. Effective “I” statements are present‐focused and free of manipulative ploys. Use of “I” statements are more likely to reflect statements of personal responsibility.
Avoid use of “You” statements that are often blaming, accusatory, or judgmental in nature. “You” statements often focus on the other person's faults and place them on the defensive.
Calmly state your reasons for your anger. Refer to specific behaviors and focus more on the present situation and not on past faults of the other person.
