ABSTRACT
As suggested by my discussion of therapeutic structure, goalsetting, and speci®c procedures such as those described under both assessment and psychotherapy, between-session activities are considered a useful adjunct to some, but by no means all, forms of postmodern practice. When they occur, they are as likely to stem from the initiative of the client as from the explicit assignment of the therapist, although a wide range of therapist-suggested assignments that grow organically from the session may also be used. The latter can range in complexity from the pro-symptom position (PSP) note task used in coherence therapy to detailed assignments to draft a ``character sketch'' of oneself as if one were the lead protagonist of a book or ®lm or to enact a hypothetical role in the social world, as in Kelly's (1955/1991) ®xed-role therapy. Although several such tasks have been devised and are used with some frequency by constructivists (see R. A. Neimeyer & Winter, 2006, for a toolbox of such methods with clinical examples), in general constructivist therapy is less prescriptive in this regard than other forms of cognitive therapy, for which various forms of self-monitoring and explicit efforts at behavior modi®cation are considered central mechanisms of change (Kazantzis & L'Abate, 2006). The general skepticism about the heavy use of therapist-assigned homework among postmodern practitioners re¯ects their conviction that change emerges more as a result of client activity than therapist design (Bohart & Tallman, 1999), and hence should not typically be engineered by a high level of therapist prescriptions.
