Reviewing the outcome of homework is rarely a good idea because it gives the client the feeling of being too closely supervised.

Reviewing the outcome of homework is rarely a good idea because it gives the client the feeling of being too closely supervised.

• A. May lead to modification of the action plan to correct oversights in the previous assignment.
• B. May be embarrassing to the client if the outcomes of the experiment were negative.
• C. Provides an opportunity for the client to develop pride in his or her successes.
• D. Is rarely a good idea because it gives the client the feeling of being too closely supervised.

Answer: (D)

The practice in question hinges on how clients perceive ongoing monitoring of their homework. When a therapist reviews outcomes, it can feel like the client is being watched or controlled, which can undermine autonomy and dampen intrinsic motivation to practice on their own. This sense of being closely supervised can create defensiveness or reduce openness, making the homework process feel punitive rather than collaborative. Because the goal of homework is to build skills and reinforce independence between sessions, viewing or treating review as surveillance runs counter to fostering self-efficacy and intrinsic commitment to change. A more effective approach is to discuss what was attempted, what was learned, and how to apply it next time in a collaborative, nonjudgmental way. That keeps the focus on growth and ownership rather than on oversight. The other options describe potential positive effects or neutral outcomes, which don’t capture the core risk that makes this practice generally undesirable.

The practice in question hinges on how clients perceive ongoing monitoring of their homework. When a therapist reviews outcomes, it can feel like the client is being watched or controlled, which can undermine autonomy and dampen intrinsic motivation to practice on their own. This sense of being closely supervised can create defensiveness or reduce openness, making the homework process feel punitive rather than collaborative. Because the goal of homework is to build skills and reinforce independence between sessions, viewing or treating review as surveillance runs counter to fostering self-efficacy and intrinsic commitment to change.

A more effective approach is to discuss what was attempted, what was learned, and how to apply it next time in a collaborative, nonjudgmental way. That keeps the focus on growth and ownership rather than on oversight. The other options describe potential positive effects or neutral outcomes, which don’t capture the core risk that makes this practice generally undesirable.