ABSTRACT
Despite the fact that homework assignments are reported as being a major thrust in the armamentarium of therapeutic techniques, very little has appeared in the professional literature regarding its use with families (Dattilio, 2002; Van Noppen, 1999). A recent authoritative compendium that includes major schools of family therapy (Sexton, Weeks, & Robbins, 2003) failed to contain any references about homework assignments or task prescriptions except for one Chapter on cognitive behavioral therapy and written homework assignments. Hence, the often-repeated claim that most family therapists do use homework assignments or task prescriptions does not find any support, at least in this recent publication. However, there have been more frequent references to homework in texts that focus on more cognitive behavioral family therapy approaches (e.g., Falloon, 1988; Falloon, Laporta, Fadden & Graham-Hole, 1993). For example, in describing communication training with families, Falloon et al, state that the way that homework involving “real-life practice” is organized is of vital importance to the success of behavioral family therapy. Cognitive behavioral couples and family therapists have touted homework assignments as being a cornerstone of treatment (Dattilio, 1998, 2001; Dattilio & Padesky, 1990).
