homework for phobia

Resource type

Therapy tool.

"Should" Statements

Information handouts

A Guide To Emotions (Psychology Tools For Living Well)

Books & Chapters

Abandonment

Am I Experiencing Death Anxiety?

Am I Experiencing Generalized Anxiety Disorder (GAD)?

Am I Experiencing Health Anxiety?

Am I Experiencing Social Anxiety?

Anxiety - Self-Monitoring Record

Anxiety Self-Monitoring Record (Archived)

Approach Instead Of Avoiding (Psychology Tools For Overcoming Panic)

Arbitrary Inference

Assertive Communication

Assertive Responses

Attention Training Experiment

Attention Training Practice Record

Audio Collection: Psychology Tools For Developing Self-Compassion

Audio Collection: Psychology Tools For Mindfulness

Audio Collection: Psychology Tools For Relaxation

Autonomic Nervous System

Avoidance Hierarchy (Archived)

Behavioral Experiment

Behavioral Experiment (Portrait Format)

Behaviors In Panic (Psychology Tools For Overcoming Panic)

Being With Difficulty (Audio)

Body Scan (Audio)

Body Sensations In Panic (Psychology Tools For Overcoming Panic)

Boundaries - Self-Monitoring Record

Breathing To Calm The Body Sensations Of Panic (Psychology Tools For Overcoming Panic)

Catching Your Thoughts (CYP)

CBT Appraisal Model

Challenging Your Negative Thinking (Archived)

Classical Conditioning

Cognitive Behavioral Model Of Depersonalization (Hunter, Phillips, Chalder, Sierra, David, 2003)

Cognitive Behavioral Model Of Fear Of Body Sensations

Cognitive Behavioral Model Of Generalized Anxiety Disorder (GAD: Dugas, Gagnon, Ladouceur, Freeston, 1998)

Cognitive Behavioral Model Of Health Anxiety (Salkovskis, Warwick, Deale, 2003)

Cognitive Behavioral Model Of Intolerance Of Uncertainty And Generalized Anxiety Disorder Symptoms (Hebert, Dugas, 2019)

Cognitive Behavioral Model Of Panic (Clark, 1986)

Cognitive Behavioral Model Of Persistent Postural-Perceptual Dizziness (PPPD: Whalley, Cane, 2017)

Cognitive Behavioral Model Of Social Phobia (Clark, Wells, 1995)

Cognitive Distortions – Unhelpful Thinking Styles (Common)

Cognitive Distortions – Unhelpful Thinking Styles (Extended)

Combined Relaxation Exercise (Audio)

Compassionate Thought Challenging Record

Coping With Body Sensations (Psychology Tools For Overcoming Panic)

Core Belief Magnet Metaphor

Court Trial Thought Challenging Record (Archived)

Critical Care And PTSD

Decatastrophizing

Developing Psychological Flexibility

Disqualifying The Positive

Embracing Uncertainty

Emotional Reasoning

Emotions In Panic (Psychology Tools For Overcoming Panic)

Emotions Motivate Actions

Evaluating Unhelpful Automatic Thoughts

Exercise For Mental Health

Exposure Practice Form

Exposure Session Record

Exposures For Fear Of Appearing Anxious

Exposures For Fear Of Body Sensations

Exposures For Fear Of Breathlessness

Exposures For Fear Of Death

Exposures For Fear Of Flying

Exposures For Fear Of Heights

Exposures For Fear Of Illness

Exposures For Fear Of Losing Control Of Your Mind

Exposures For Fear Of Uncertainty

Exposures For Fear Of Vomiting

Externalizing

Facing Your Fears (CYP)

Facing Your Fears And Phobias

Fear Ladder

Fight or Flight (CYP)

Fight Or Flight Response

Grounding Statements (Audio)

Grounding Techniques

Grounding Techniques Menu

Habituation

Health Anxiety - Self-Monitoring Record

Health Anxiety Formulation

Health Anxiety Self-Monitoring Record (Archived)

Health Anxiety Thought Record

How Breathing Affects Feelings

How Does This All Add Up To A Panic Attack? (Psychology Tools For Overcoming Panic)

How Is Panic Disorder Different From A Panic Attack? (Psychology Tools For Overcoming Panic)

How Much Do You Know About Panic? (Psychology Tools For Overcoming Panic)

How Your Body Responds To Stress

Identifying The Meaning Of Body Sensations

Interoceptive Exposure

Interpersonal Beliefs And Styles

Intolerance Of Uncertainty

Introduction To CBT (Psychology Tools For Overcoming Panic)

Intrusive Memory Record

Jumping To Conclusions

Learning To Relax (CYP)

Living With Worry And Anxiety Amidst Global Uncertainty

Magnification And Minimization

Links to external resources.

Psychology Tools makes every effort to check external links and review their content. However, we are not responsible for the quality or content of external links and cannot guarantee that these links will work all of the time.

• Scale Download Primary Link Archived Link
• Reference Lambe, S., Bird, J. C., Loe, B. S., Rosebrock, L., Kabir, T., Petit, A., ... & Freeman, D. (2023). The Oxford agoraphobic avoidance scale. Psychological Medicine, 53(4), 1233-1243.
• Scale – Adult Download Primary Link Archived Link
• Scale – Child Age 11-17 Download Primary Link Archived Link
• Spence, S. H. (1998). A measure of anxiety symptoms among children. Behaviour Research and Therapy, 36 (5), 545-566.
• Scale website link Download Primary Link Archived Link
• Meyer, T. J., Miller, M. L., Metzger, R. L., & Borkovec, T. D. (1990). Development and validation of the penn state worry questionnaire. Behaviour Research and Therapy, 28(6), 487-495.
• Scale archive.org Download Primary Link
• Shear, M. K., Brown, T. A., Barlow, D. H., Money, R., Sholomskas, D. E., Woods, S. W., … & Papp, L. A. (1997). Multicenter collaborative panic disorder severity scale. American Journal of Psychiatry, 154(11), 1571-1575.
• Scale Download Archived Link
• Chambless, D. L., Caputo, G. C., Jasin, S. E., Gracely, E. J., & Williams, C. (1985). The mobility inventory for agoraphobia. Behaviour research and therapy, 23(1), 35-44.
• Scale Download Primary Link
• Reference Salkovskis, P. M., Rimes, K. A., Warwick, H. M. C., & Clark, D. M. (2002). The Health Anxiety Inventory: development and validation of scales for the measurement of health anxiety and hypochondriasis. Psychological Medicine, 32(05), 843-853.
• Hamilton, M. (1959).The assessment of anxiety states by rating. British Journal of Medical Psychology 32, 50-55.
• Spitzer RL, Kroenke K, Williams JBW, Lowe B. A brief measure for assessing generalized anxiety disorder. Arch Inern Med. 2006;166:1092-1097.
• Marks, I. M., & Mathews, A. M. (1979). Brief standard self-rating for phobic patients. Behaviour Research and Therapy, 17(3), 263-267.
• Brief Fear Of Negative Evaluation Scale | Leary | 1983 Download Primary Link Archived Link

Guides and workbooks

• Specific phobia: patient treatment manual | Clinical Research Unit for Anxiety and Depression (CRUfAD) Download Primary Link Archived Link
• Working To Overcome Anxiety (Workbook) | Lucock, Noble, Pallister, Horsefield, Padgett, Westley, Atha, Khan | 2015 Download Primary Link Archived Link
• Anxiety And Substance Use | NDARC: Mills, Marel, Baker, Teesson, Dore, Kay-Lambkin, Manns, Triningham | 2011 Download Primary Link Archived Link
• Social Anxiety (An NHS Self-Help Guide) | Lesley Maunder, Lorna Cameron | 2020 Download Primary Link Archived Link
• Phobia Self-Help Booklet | Anne Joice, Jim White | 2006 Download Archived Link
• Panic attacks: what they are and how to stop the next one | Glasgow STEPS Download Archived Link
• Coping with panic | Charles Young, Alison Hunte, Jessica Newell, Pat Valian | 2011 Download Archived Link
• Health Anxiety – A Self-Help Guide | Maunder, Cameron, Young, Leyland | 2015 Download Archived Link

Information Handouts

• What Is Panic? Download Primary Link Archived Link
• Biology and Psychology of Panic Download Primary Link Archived Link
• The Vicious Cycle of Anxiety Download Primary Link Archived Link
• Breathing Retraining Download Primary Link Archived Link
• Behavioural Experiments (Negative Predictions) Download Primary Link Archived Link
• Situational Exposure Download Primary Link Archived Link
• Physical Sensations and Panic Download Primary Link Archived Link
• What Are Safety Behaviours? Download Primary Link Archived Link
• What is health anxiety? Download Primary Link
• What are safety behaviors? Download Primary Link
• Dealing with health information Download Primary Link
• What is social anxiety? Download Primary Link
• What can be done about social anxiety? Download Primary Link
• Breathing retraining Download Primary Link
• Progressive muscle relaxation Download Primary Link
• Improving how you feel Download Primary Link
• Thinking and feeling Download Primary Link
• Analysing your thinking Download Primary Link
• Changing your thinking Download Primary Link
• Unhelpful thinking styles Download Primary Link
• What are core beliefs? Download Primary Link
• Situational exposure Download Primary Link
• Staying healthy Download Primary Link
• What is anxiety? Download Primary Link
• The vicious cycle of anxiety Download Primary Link
• Behavioral experiments Download Primary Link
• What are safety behaviours? Download Primary Link
• Stress and anxiety Download Primary Link
• Coping with stress Download Primary Link
• Anxiety and exercise Download Primary Link
• What is needle phobia? Download Primary Link
• Overcoming needle phobia Download Primary Link
• CBT for anxiety Download Primary Link

Information (Professional)

• Task Concentration Training Definition | Bögels Download Primary Link Archived Link
• Interoceptive Exposure Definition | White, Basden, Barlow Download Archived Link
• Assertive defense of the self (A more effective treatment focus for social phobia?) | Padesky | 1985 Download Primary Link Archived Link

Presentations

• Why worry? Key cognitive processes that maintain worry and Generalised Anxiety Disorder | Colette Hirsch Download Primary Link Archived Link
• New developments in exposure therapy for anxiety and related disorders: the inhibitory learning approach | Blakey, Abramowitz | 2018 Download Primary Link Archived Link
• Bringing Specificity to Generalized Anxiety Disorder: Conceptualization and Treatment of GAD using Intolerance of Uncertainty as the Theme of Threat | Robichaud | 2013 Download Primary Link Archived Link
• GAD – a cognitive model and treatment Download Primary Link Archived Link
• Desirable difficulties: optimizing exposure therapy for anxiety through inhibitory learning | Abramowitz, Jacoby, Blakey | 2018 Download Primary Link Archived Link

Self-Help Programmes

• Module 1: Overview Of Generalized Anxiety Download Primary Link
• Module 2: Overview Of Worrying Download Primary Link
• Module 3: Challenging Uncontrollability Beliefs Download Primary Link
• Module 4: Attention Training Download Primary Link
• Module 5: Challenging Danger Beliefs Download Primary Link
• Module 6: Challenging Positive Beliefs Download Primary Link
• Module 7: Problem-Solving Download Primary Link
• Module 8: Helpful Thinking Download Primary Link
• Module 9: Accepting Uncertainty Download Primary Link
• Module 10: Self Management Plan Download Primary Link
• Module 1: Understanding Social Anxiety Download Primary Link Archived Link
• Module 2: Overcoming Negative Thinking Download Primary Link Archived Link
• Module 3: Overcoming Avoidance Download Primary Link Archived Link
• Module 4: Behavioral Experiment Stepladders Download Primary Link Archived Link
• Module 5: Safety Behaviors Download Primary Link
• Module 6: The Role Of Attention Download Primary Link Archived Link
• Module 7: How I Think I Appear To Others Download Primary Link Archived Link
• Module 8: Challenging Core Beliefs Download Primary Link
• Module 9: Strengthening New Core Beliefs Download Primary Link
• Module 10: Maintaining Your Gains And Dealing With Setbacks Download Primary Link
• Module 1: Overview Of Panic Download Primary Link
• Module 2: What Keeps Panic Disorder Going Download Primary Link
• Module 3: Overcoming Thoughts About Panic Download Primary Link
• Module 4: Coping With Physical Alarms Download Primary Link
• Module 5: Facing Feared Situations Download Primary Link
• Module 6: Dropping Safety Behaviors Download Primary Link
• Module 7: Maintaining Your Gains Download Primary Link

Treatment Guide

• Cognitive behavioral therapy for anxiety: an application of the F.E.A.R. model for adults | Stephen Lenz Download Primary Link Archived Link
• The CARS cognitive behavioral treatment for anxiety manual | Center for Adolescent Research in Schools | 2014 Download Primary Link Archived Link
• Comprehensive cognitive behavior therapy for social phobia: a treatment manual | Deborah Roth Ledley, Edna B. Foa, Jonathan D. Huppert (in consultation with David M. Clark) | 2005 Download Primary Link Archived Link
• Canadian clinical practice guidelines for the management of anxiety, posttraumatic stress and obsessive-compulsive disorders (2014) | Katzman et al | 2014 Download Primary Link Archived Link
• Panic disorder: Manual for Improving Access to Psychological Therapy (IAPT) High intensity CBT therapists. | David Clark, Paul Salkovskis | 2009 Download Primary Link Archived Link
• Comprehensive cognitive behavior therapy for social phobia: a treatment manual | Ledley, Foa, Huppert, Clark | 2006 Download Primary Link
• NICE Guidelines For Social Anxiety Disorder | NICE | 2013 Download Primary Link
• NICE Guidelines For GAD And Panic | NICE | 2011 Download Primary Link
• A brief cognitive-behavioural treatment for social anxiety disorder | Eric P. Morris, David Mensink, and Sherry H. Stewart Download Archived Link
• Breathing Rate Record Download Primary Link Archived Link
• Anxiety Symptoms Download Primary Link Archived Link
• Monitoring Relaxation Download Primary Link Archived Link
• Situational Exposure Diary Download Primary Link Archived Link
• Internal Exposure Record Download Primary Link Archived Link
• Anxiety symptoms record Download Primary Link
• Breathing rate record Download Primary Link
• Monitoring your relaxation level Download Primary Link
• Weekly activity schedule Download Primary Link
• Weekly goals record Download Primary Link
• Making the connection Download Primary Link
• Thought diary 1 Download Primary Link
• Thought diary 2 Download Primary Link
• Thought diary 3 Download Primary Link
• Thought diary (tri-fold) Download Primary Link
• Core beliefs worksheet Download Primary Link
• Situational exposure: building steps Download Primary Link
• Healthy me Download Primary Link
• Goal setting: end of therapy Download Primary Link
• Anxiety Symptoms Record Download Primary Link
• Breathing Rate Record Download Primary Link
• Monitoring Relaxation Download Primary Link
• Situational Exposure Diary Download Primary Link
• Making The Connection Download Primary Link
• Thought Diary 1 Download Primary Link
• Thought Diary 2 Download Primary Link
• Thought Diary 3 Download Primary Link
• Thought Diary (Tri-Fold) Download Primary Link
• Behavioral Experiment Worksheet Download Primary Link

Recommended Reading

Health anxiety.

• Salkovskis, P. M., Warwick, H. M. C., Deale, A. C. (2003). Cognitive-Behavioral Treatment for Severe and Persistent Health Anxiety (Hypochondriasis). Brief Treatment and Crisis Intervention, 3, 353-367 btci.edina.clockss.org Download Archived Link

Social Anxiety Disorder

• Warnock-Parkes, E., Wild, J., Stott, R., Grey, N., Ehlers, A., & Clark, D. M. (2017). Seeing is believing: Using video feedback in cognitive therapy for social anxiety disorder. Cognitive and behavioral practice, 24(2), 245-255. view Download Primary Link Archived Link
• Veale, D. (2003). Treatment of social phobia. Advances in Psychiatric Treatment, 9, 258-264 Download Primary Link Archived Link
• Wild, Hackmann, Clark (2008). Rescripting early memories linked to negative images in social phobia: a pilot study. Behaviour Therapy, 39(1), 47-56. Download Primary Link
• Moscovitch, D. A. (2009). What is the core fear in social phobia? A new model to facilitate individualized case conceptualization and treatment. Cognitive and Behavioural Practice, 16. 123-134 Download Archived Link
• Clark, D. M. (2001). A cognitive perspective on social phobia Download Archived Link

Panic disorder

• Wells, A. (1997). Cognitive Therapy of Anxiety Disorders. Chichester: Wiley.
• Schmidt, N. B., Woolaway-Bickel, K., Trakowski, J. et al. (2000). Dismantling cognitive-behavioural treatment for panic disorder: Questioning the utility of breathing retraining. Journal of Consulting and Clinical Psychology, 68(3), 417-424 Download Archived Link
• Huppert, J. D., & Baker-Morissette, S. L. (2003). Beyond the manual: The insider’s guide to panic control treatment.Cognitive and Behavioral Practice,10(1), 2-13.
• Clark, D. A. (1999). Anxiety disorders: Why they persist and how to treat them. Behaviour Research and Therapy, 37, S5-S27 Download Primary Link Archived Link
• Walker, J. R., Furer, P. (2008). Interoceptive exposure in the treatment of health anxiety and hypochondirasis. Journal of Cognitive Psychotherapy, 22(4), 366-378 Download Primary Link
• Warnock-Parkes, E., Wild, J., Thew, G., Kerr, A., Grey, N., & Clark, D. (2022). ‘I’m unlikeable, boring, weird, foolish, inferior, inadequate’: How to address the persistent negative self-evaluations that are central to social anxiety disorder with cognitive therapy. The Cognitive Behaviour Therapist, 15, E56. doi:10.1017/S1754470X22000496 view Download Primary Link Archived Link
• Furer, P., Walker, J. R. (2008). Death anxiety: A cognitive behavioural approach. Journal of Cognitive Psychotherapy, 22(2), 167-182 Download Primary Link
• Asmundson, G. J. G., Abramowitz, J. S., Richter, A. A., Whedon, M. (2010). Health anxiety: current perspectives and future directions. Current Psychiatry Reports, 12, 306-312 Download Primary Link

Generalized Anxiety Disorder

• Roemer, L., Salters, K., Raffa, S. D., & Orsillo, S. M. (2005). Fear and avoidance of internal experiences in GAD: Preliminary tests of a conceptual model.Cognitive Therapy and Research,29(1), 71-88.
• Roemer, L., & Orsillo, S. M. (2002). Expanding our conceptualization of and treatment for generalized anxiety disorder: Integrating mindfulness/acceptance‐based approaches with existing cognitive‐behavioral models.Clinical Psychology: Science and Practice,9(1), 54-68 Download Primary Link Archived Link
• Mennin, D. S., Heimberg, R. G., Turk, C. L., & Fresco, D. M. (2002). Applying an emotion regulation framework to integrative approaches to generalized anxiety disorder.Clinical Psychology: Science and Practice,9(1), 85-90 Download Primary Link Archived Link
• Fresco, D. M., Mennin, D. S., Heimberg, R. G., & Ritter, M. (2013). Emotion regulation therapy for generalized anxiety disorder.Cognitive and Behavioral Practice,20(3), 282-300 nih.gov Download Primary Link
• Wells, A. (1995). Meta-cognition and worry: A cognitive model of generalized anxiety disorder.Behavioural and cognitive psychotherapy,23(3), 301-320 Download Archived Link
• Hjemdal, O., Hagen, R., Nordahl, H. M., & Wells, A. (2013). Metacognitive therapy for generalized anxiety disorder: Nature, evidence and an individual case illustration.Cognitive and Behavioral Practice,20(3), 301-313.
• Hjemdal, O., Hagen, R., Nordahl, H. M., & Wells, A. (2013). Metacognitive therapy for generalized anxiety disorder: Nature, evidence and an individual case illustration.Cognitive and Behavioral Practice,20(3), 301-313 Download Primary Link Archived Link
• Borkovec, T. D., Alcaine, O., & Behar, E. (2004). Avoidance theory of worry and generalized anxiety disorder.Generalized anxiety disorder: Advances in research and practice,2004.
• Dugas, M. J., Gagnon, F., Ladouceur, R., & Freeston, M. H. (1998). Generalized anxiety disorder: A preliminary test of a conceptual model.Behaviour research and therapy,36(2), 215-226.
• Milne, S., Lomax, C., & Freeston, M. H. (2019). A review of the relationship between intolerance of uncertainty and threat appraisal in anxiety. the Cognitive Behaviour Therapist, 12. Download Primary Link
• Hirsch, C. R., Beale, S., Grey, N., & Liness, S. (2019). Approaching cognitive behavior therapy for generalized anxiety disorder from a cognitive process perspective. Frontiers in psychiatry, 10, 796. Download Primary Link Archived Link
• Bottesi, G., Ghisi, M., Carraro, E., Barclay, N., Payne, R., & Freeston, M. H. (2016). Revising the Intolerance of Uncertainty Model of Generalized Anxiety Disorder: Evidence from UK and Italian Undergraduate Samples.Frontiers in psychology,7, 1723 Download Primary Link Archived Link
• Behar, E., DiMarco, I. D., Hekler, E. B., Mohlman, J., Staples, A. M. (2009). Current theoretical models of generalized anxiety disorder (GAD): Conceptual review and treatment implications. Journal of Anxiety Disorders, 23, 1011-1023 Download Primary Link Archived Link
• Clark, D. M. (1999). Anxiety disorders: why they persist and how to treat them. Behaviour Research and Therapy, 37, S5-S27 Download Primary Link Archived Link
• Task concentration training and fear of blushing | Bögels, Mulkens, De Jong | 1997 Download Archived Link

What Is Anxiety?

Signs and symptoms of anxiety disorders.

Different anxiety disorders are characterized by various foci of concern.

• Generalized anxiety disorder (GAD) is characterized by excessive worry about hypothetical future events .
• Health anxiety is characterized by concern about one’s health or illness.
• Panic attacks are characterized by an abrupt surge or intense fear .
• Specific phobia is characterized by the ability for a specific object or situation to provoke marked fear or anxiety .
• Social anxiety disorder is characterized by a fear of social situations in which the individual may be exposed to possible scrutiny .

In addition to disorder-specific cognitive content, individuals experiencing anxiety disorders are likely to experience physical symptoms of anxiety including:

• palpitations or accelerated heart rate
• trembling or shaking
• difficulty breathing
• a feeling of choking
• nausea or abdominal discomfort
• derealization or depersonalization
• fear of losing control or passing out
• fear of dying
• hot flushes or cold chills
• numbness or tingling
• fear of vomiting
• urgency or fear of urination or defecation

Psychological Models and Theories of Anxiety

One broad conceptualization of anxiety can be summarized by an ‘anxiety equation’ (Beck, Emery, & Greenberg, 1985; Salkovskis, Forrester, & Richards, 1998):

Anxiety = (perceived probability of therapy × perceived cost or awfulness of danger) ÷ (perceived ability to cope + perceived ‘rescue factors’)

Disorder-specific ‘CBT for anxiety’ cognitive models  have been developed for all of the anxiety disorders. These are helpful in that they direct the therapist’s attention toward key interpretations and behaviors that act to perpetuate the anxiety disorders . For example, the critical mechanism that Clark identified in the cognitive model of panic (1986) is that body sensations are misinterpreted catastrophically as signs of danger , with concomitant effects upon emotions, behavior, and secondary cognitions.

Evidence-Based Psychological Approaches for Working with Anxiety

Cognitive behavior therapy has a strong evidence base for treating all of the anxiety disorders. Key components of CBT for anxiety interventions include exposure to the feared situations or stimulus, and an experimental approach to test the accuracy of beliefs .

Resources for Working with Anxiety

Psychology Tools resources available for working therapeutically with anxiety may include:

• psychological models of anxiety
• information handouts for anxious patients
• exercises for anxiety
• CBT worksheets for anxiety
• self-help programs for anxiety including a guide to overcoming panic attacks and panic disorder
• Beck, A. T., Emery, G., & Greenberg, R. L. (1985). Anxiety disorders and phobias: A cognitive perspective . New York: Basic Books.
• Clark, D. M. (1986). A cognitive approach to panic. Behaviour  Research and Therapy , 24 (4), 461–470.
• Salkovskis, P. M., Forrester, E., & Richards, C. (1998). Cognitive–behavioral approach to understanding obsessional thinking. The British Journal of Psychiatry , 173 (S35), 53–63.
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Top 10 Practical CBT Exercises For Anxiety Relief (+FREE Worksheets PDF)

Today, you’re going to learn all about living with generalized anxiety disorder and how to use Cognitive Behavioral Therapy CBT exercises for anxiety relief.

Generalized anxiety disorder (or GAD) is characterized by  excessive, exaggerated anxiety and worry about almost everything for no particular reason .

People with symptoms of generalized anxiety disorder tend to engage in unhelpful thinking styles , such as catastrophizing and always expecting the worst.

This is where CBT comes into play.

The guiding principle behind Cognitive-Behavioral Therapy (CBT) is that our thoughts determine our feelings and behaviors. By gaining better control over your thoughts, you’ll be able to change your feelings and behavior.

What Is Anxiety?

Functional vs. dysfunctional anxiety, generalized anxiety disorder relief: cognitive-behavioral therapy cbt, free cbt worksheets for anxiety pdf, top 10 practical cbt exercises for anxiety relief, before you start, 1. regulating your automatic nervous system, 2. reframing your negative thoughts, 3. gradual exposure, bonus tip. natural remedies for generalized anxiety disorder.

Anxiety is the feeling of uneasiness a person feels about a certain person, place, object or situation. It can be experienced in the form of fear or worry.

It’s a common feeling everyone experiences at a certain point in his life. However, some people develop certain kinds of anxiety disorders that cause negative feelings, and extreme and irrational behavioral responses.

Related: Anxiety Free Resources

There are six major forms of anxiety disorders:

• Generalized Anxiety Disorder (GAD)
• Social Anxiety
• Specific phobias
• Panic Disorder
• Obsessive-Compulsive Disorder
• Post-Traumatic Stress Disorder

Each of these forms of anxiety is triggered and addressed differently. ( * )

Cognitive-Behavioral Therapy (CBT) is the preferred psychosocial intervention for most of them.

Related: Anxiety Relief: How to Treat Anxious Symptoms and Thoughts Effectively?

Anxiety is a normal human emotion.

There are many times when it is perfectly natural that we feel anxious, such as giving a presentation at work, learning how to drive a car, talking to someone we’re attracted to, etc.

This kind of anxiety isn’t just normal, it’s also functional. Feeling anxious as the exams draw close can motivate you to study harder.

The question here is and when does anxiety stop serving its purpose and become a disorder?

Function anxiety is generally connected to a specific situation. For example, you may feel anxious about an upcoming exam, but once it’s over, the anxiety dissipates.

Dysfunctional anxiety, on the other hand:

* Is not connected to a specific trigger or situation

* Is not time limited.

* Can be much more intense than a typical anxiety response, and may even lead to a panic attack.

* Is interfering with your life in some way (e.g. your ability to perform at work, your ability to engage in social activities, etc.)

Living With Generalized Anxiety Disorder: What’s Generalized Anxiety Disorder (GAD)?

Generalized Anxiety Disorder (GAD) is one of the most common anxiety disorders.

The individual who has GAD, usually, sufferers from excessive worry about almost everything for no particular reason or cause – be it their health, family, friends, professional life, financial status. ( * )

How Do You Know You Have Generalized Anxiety Disorder?

Some of the most common symptoms of GAD include:

• Excessive worry or tension,
• Restlessness,
• Sleeping difficulties,
• Mood swings,
• Concentrating difficulties, and

How Generalized Anxiety Disorder Affects Life?

People who suffer from GAD are constantly worried that something bad will happen, they see things from a negative point of view, and they expect the worst case scenario about almost everything.

This makes it difficult for someone to lead a happy and fulfilling life.

Anxiety medication for generalized anxiety disorder is not the only option.

CBT is one of the most popular kinds of therapy available to us right now. This is mostly due to its easy application and simple techniques.

It targets our negative ways of thinking which are distorting our attitudes towards ourselves and the world around us, and corrects them to help us become emotionally and mentally balanced.

Even though it won’t rid you of depression or cure your mental illness completely and permanently, it can do a lot to make it more manageable and improve your overall life quality. ( * )

1. Embrace change and the discomfort that comes with it

CBT is about creating positive change in your life through reframing your mindset. Sometimes change can be hard, uncomfortable and even painful but it’s a crucial part of healing. Trust in the process and keep in mind that sometimes, things get worse before they get better.

2. Set a deadline for yourself

Setting deadlines for your goals makes you more committed to getting better through CBT.

3. Allow yourself to be emotionally vulnerable

It can be scary to admit that you have a problem or even think about it. But unless you allow yourself to be emotionally vulnerable and completely honest, CBT won’t offer you much.

Take the time to ponder on what your problems are which of your thoughts, feelings, and behaviors are dysfunctional.

Yoga help individuals who have GAD relieve their muscle tension.

Studies show that yoga helps lower a person’s stress and relax their muscles. Sign up for a yoga class or do it at home.

If you choose to do it at home, do it in the afternoon or at the end of the day to help you decompress. Play some relaxing music and breathe deeply. Choose which poses you want to perform and take your time through all the movements.

Most importantly, keep your mind clear and enjoy yourself.

#2. Breathing exercises

Breathing exercises is a good practice when you start to feel yourself getting anxious.

• Breathe as deep down into your belly as is comfortable.
• Breathing in through your nose and out through your mouth.
• Some people find it helpful to count steadily from 1 to 5.
• Then, without holding your breath, breathe out gently, counting from 1 to 5 again.
• Keep doing this for 3 to 5 minutes.

Apps like Prana Breath , MindShift CBT , Breath Ball , and Health through Breath can help make breathing exercises easier.

#3. Progressive Muscle Relaxation (PMR)

This technique could be done along with deep breathing exercises to help you release the built-up tension within your muscles and help you relax. ( * )

* Choose a quiet room.

* Remove tight clothing or items that may cause you uneasiness.

* Sit in a comfortable position.

* Take deep, slow breaths.

* Pay attention to all your muscles. Start with your face muscles. Clench your muscles as you inhale and feel your face muscles as you exhale.

* Repeat twice before moving on to other areas like arms, shoulders, chest, stomach, back, legs, feet.

#4. Meditation for Anxiety

Meditation help individuals who have GAD stop over-thinking and emotional turmoil.

Here’s how you can do it:

1. Choose some guided meditation videos from YouTube or an app .

2. Choose which time of the day is best for you, and do it on a regular basis, preferably every day.

3. Find a quiet place where you can be alone and away from distractions.

4. Devote all your attention to these mediations and forget about everything else going on in your life.

#5. Mindfulness Meditation

Mindfulness meditation allows individuals to calm their minds while also focusing on the present moment.

This can be done by following these steps:

1. Sit in a comfortable position and breathe deeply.

2. Notice how your body feels as you breathe in and out. Pay attention to everything that is happening to your body in this moment.

3. Start redirecting your attention toward what’s happening around you (like the sounds around you or even the thoughts running through your mind) without assessing if it’s positive or negative.

This helps you remain calm while reflecting on your thoughts and understanding what’s going on inside your body.

#6. Positive Affirmations

Repeat positive affirmations in your mind. The following are some example:

• I am strong and powerful.
• I am growing stronger and healthier.
• I believe in myself. I can overcome this.
• This will pass and I’ll be okay again.

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How Your Thinking May Be Contributing to Your Anxiety?

There is always a trigger for our emotions.

Most of the time, the situation itself is not the trigger. Rather it is the way we interpret or think about the situation that triggers our emotions.

#7. Become Aware of Your Anxious Thoughts

1. Stop for a moment, and mindfully, assess the current situation you’re faced with and describe it to yourself – how it make you feel and identify those feelings.

2. Become aware of your “negative automatic thoughts”. Go through a certain interaction and identify the first few thoughts that pop into your head. These are your “automatic thoughts”.

3. Write down your anxious thoughts for closer examination.

#8. Tackling Your Thoughts

Thoughts profoundly affect emotions and feelings in addition to behavior. By changing unhelpful, inaccurate thoughts, you can alleviate your anxiety and emotional distress.

Begin tackling these thoughts by doing to the following:

1. Search for evidence

Examine your thoughts objectively and go through the facts.

Use the following questions to search for evidence:

Have I had thoughts like these at other times in my life? Have my dire predictions come true?

1. Do I have experiences that would contradict my thoughts in any way?

2. What evidence do I have that what I believe is actually true?

3. Am I falling into a thinking trap (e.g., catastrophizing or all-or-nothing treatment)?

4. What would I tell a friend if he/she had the same thought?

5. Am I confusing a thought with a fact?

6. Am I basing my conclusion mostly on my feelings or on the true evidence?

While feelings are valid, they’re not evidence for supporting anxious thoughts. If, for example, you feel extremely anxious about doing a job interview, the anxiety is not evidence of how you will perform.

2. Rethink the risk

When you feel anxious, it’s easy to overestimate the odds of unwanted consequences actually occurring. Because disasters grab attention, we tend to focus on negative events, rather than positive ones.

That’s why you need to do a reality test and try to think about the real, objective odds of your predicted disaster.

Use the following questions to reassess the risk:

1. How many times have I predicted this outcome, and how many times has it actually happened?

2. How often does this happen to other people?

3. If a dear friend made this prediction, would I agree?

4. Am I assuming this will happen just because I’m feeling anxious, or is there a reasonable chance that it will really happen?

3. Imagine the worst-case scenarios

Even after searching for evidence and reassessing the risk, you might still believe that the events you fear might happen.

People who worry a lot, often, underestimate their own ability to cope and deal with consequences.

If you’re worried you might spill something at a party, consider the worst-case scenario.

Would people point and laugh at you? Not likely.

You might blush and feel embarrassed, but the party and your life would go on.

Some rude people may laugh, but most would forget the incident and certainly wouldn’t view you any differently.

Answering these questions will further help ease your worries:

1. Have I ever dealt with anything like this or worse in the past?

2. How much will this affect my life a year from now?

3. Do I know people who’ve dealt with something like this?

4. Do I know anyone I could turn to for help or support?

Related: How to Challenge and Change Your Negative Core Beliefs?

How Avoidance Intensifies Your Anxiety?

While escaping an anxiety-provoking situation can provide some relief in the short term, it also sends the message to your mind that you can’t tolerate the situation.

This will in turn intensify your anxiety and may cause you to avoid similar situations in the future. This limits your world as you have to avoid more and more situations.

Stop avoiding and start facing these situations. In other words, act opposite to the urge triggered by your anxiety.

#9. Make An Exposure List

Construct a list of exposure goals by doing the following:

1. Make a list of every single thing you’d have to do if you were to face your fear.

2. Arrange the items beginning with the least feared item at the bottom and ending with the most feared item on the top.

This constitutes your exposure hierarchy. If making this list is causing you some anxiety, remind yourself that you just need to think about facing the least feared item and that you don’t have to worry about the rest.

Besides, the goal is to actually want to invite anxiety into your life, and allow it to stay a while. As you face your fears may discover it’s not as terrifying as you thought.

#10. Face your fears

Start with the first item on your exposure list. Consider adding a few steps if the fear seems too difficult, such as looking at pictures of what you fear, imagining yourself in the feared situation, or talking about your fear with other people .

For example, if you fear flying, your list might look like this:

• Visiting an airport without flying
• Reading about airplane safety
• Talking to people about travel plans
• Going on a short flight with a friend
• Going on a longer flight by myself

When going through exposure process, consider the following:

* Don’t let lots of time go by without taking on another exposure item. Consider taking a step every day if you have the time and it feels okay to you.

* Stay with each step until your anxiety drops a little.

* Allow yourself to feel anxious, knowing that it’ll pass and that you need and want it. Don’t make a complete retreat unless you feel absolutely out of control.

* Try to avoid using crutches, such as alcohol, tranquilizers, distracting yourself with song lyrics, asking someone to reassure you, etc.

These might interfere with the effectiveness of exposure and prevent you from actually facing your fears.

Related: How to Defeat Social Anxiety and Build Confidence?

Natural supplements can be effective in alleviating anxiety.

1. Chamomile

Chamomile used in the form of tea, tablet, or extract can help relieve stress and anxiety.

A 2016 clinical trial  investigated the efficacy and safety of chamomile as a long-term treatment for generalized anxiety disorder (GAD).

Results show that taking chamomile helped reduce the severity of anxiety symptoms.

Note: people who experience allergic reactions to plants like ragweed, chrysanthemums, marigolds, and daisies may also experience allergic reactions to chamomile.

Note: Chamomile may interact with certain drugs like warfarin and cyclosporine. If you are taking any type of medication check with your doctor before consuming chamomile teas or supplements.

2. Lavender

Lavender is often used to help calm the nerves and alleviate anxiety.

You can use lavender in the following ways:

• essential oil in aromatherapy
• mixing the essential oil into a base oil for massage
• adding the oil or flowers to baths

A 2017 review article suggests that chemicals in lavender called linalool and linalyl acetate can have a calming effect on chemical receptors in the brain and constitute an effective short-term treatment for anxiety disorders.

3. Passionflower

Passionflower is shown to be effective in treating restlessness, nervousness, and anxiety.

You can take passionflower in the form of:

• Tea. To make the infusion boil some water with 3 or 4 tablespoons of passion flower and let it simmer for 10 minutes. You can sweeten with a little honey.
• Extract. You can also directly take the liquid (approximately 45 drops of the extract) or, if you prefer, you can dilute it with a little water to lessen the taste.
• Tablets. You can take 1 or 2 times a day.

4. Kava kava

Kava kava, or simply kava, is a shrub that is native to the islands of the Pacific Ocean used to relieve stress and alter mood.

A 2013 placebo-controlled trial  investigated the efficacy of kava as a treatment for Generalized Anxiety Disorder.

Participants taking kava showed a significant reduction in anxiety compared with those who received the placebo. The study also found kava to be safe.

The goal here is not to stop thinking anxious thoughts. We need to keep thinking and feeling.

But the goal is to believe less in your thoughts and realize that feeling a bit anxious doesn’t mean that something is wrong with you. The goal is to relate to thoughts and feelings, even the anxious ones, differently.

If you’re still struggling, try out these 10 Powerful Techniques To Control Your Negative Thoughts

Can Dehydration Cause Anxiety?

Yes, dehydration can cause anxiety.

When our body is dehydrated, it triggers a stress response that can result in feelings of anxiety or tension.

This happens because dehydration leads to a decrease in blood volume and blood pressure, which can activate the sympathetic nervous system responsible for the “fight or flight” response.

Additionally, dehydration affects the balance of electrolytes in our body, which can lead to increased anxiety levels and other symptoms like headaches, dizziness, and fatigue.

It is important to stay hydrated by drinking enough water to prevent such symptoms.

Is Anxiety Neurodivergent?

Anxiety is not necessarily considered a neurodivergent condition. Neurodivergent conditions are typically those that affect the way the brain works and processes information, such as autism, ADHD, dyslexia, and others.

Anxiety, on the other hand, is a natural response to stress and can affect anyone regardless of their neurology.

However, some neurodivergent individuals may be more prone to anxiety due to their specific challenges and experiences.

How Does Stress Contribute To Anxiety?

Stress can significantly contribute to the development and exacerbation of anxiety.

When individuals experience high levels of stress, their bodies release stress hormones such as cortisol, which activates the body’s “fight-or-flight” response.

While this response is adaptive in short-term situations, chronic stress can lead to prolonged activation of this response, causing disruptions in the body’s stress regulation systems.

Prolonged exposure to stress hormones can impair the functioning of the brain’s prefrontal cortex, which is responsible for regulating emotions and decision-making.

This impairment can make individuals more susceptible to experiencing anxiety symptoms.

Additionally, chronic stress can impact the hippocampus, a region of the brain involved in memory formation and regulation of emotions, leading to further anxiety-related difficulties.

Related: +20 Overgeneralization Examples & How to Avoid It

Is Anxiety A Lifelong Condition?

Anxiety is not always a lifelong condition, although some individuals may experience it chronically.

The duration and course of anxiety disorder can vary from person to person.

For some individuals, anxiety may be situational, triggered by specific events or periods of stress, and may resolve on its own or with appropriate treatment.

Others may experience recurrent episodes of anxiety throughout their lives.

It is important to remember that anxiety disorders are treatable, and many individuals find relief and learn effective coping strategies with therapy and/or medication.

Related:  How To Break The Cycle Of Performance Anxiety?

Are There Specific Triggers That Can Worsen Anxiety?

Yes, different triggers can exacerbate anxiety symptoms in individuals.

Triggers can vary depending on the type of anxiety disorder and the individual’s unique circumstances.

Common triggers include:

1. Stressful life events: Major life changes, conflicts, or traumatic experiences can intensify anxiety symptoms. 2. Social situations: Public speaking, social gatherings, or meeting new people can trigger social anxiety. 3. Health concerns: Physical health issues, chronic pain, or illness may increase anxiety levels. 4. Substance use: Certain substances like caffeine, alcohol, or drugs can worsen anxiety symptoms. 5. Time pressures: Excessive workloads, deadlines, or time constraints can contribute to higher anxiety levels. 6. Environmental factors: Loud noises, crowded spaces, or chaotic environments can trigger anxiety. 7. Certain phobias: Specific phobias, such as fear of flying or heights, can cause severe anxiety in relevant situations.

Identifying personal triggers and learning healthy coping strategies to manage anxiety in these situations can be helpful.

Related:  Impulsive vs Intrusive Thoughts (& How to Manage Them)

Can Anxiety Lead To Physical Health Problems?

Yes, prolonged and untreated anxiety can have adverse effects on physical health.

Anxiety activates the body’s stress response system, leading to increased heart rate, elevated blood pressure, and rapid breathing.

Over time, chronic anxiety can contribute to the development or worsening of various physical health problems, including:

1. Cardiovascular issues: Long-term anxiety can strain the cardiovascular system, increasing the risk of heart disease, hypertension, and heart attacks. 2. Gastrointestinal problems: Anxiety can disrupt digestion, leading to conditions like irritable bowel syndrome (IBS), stomach ulcers, or acid reflux. 3. Respiratory disorders: Frequent panic attacks or chronic anxiety may result in respiratory problems, such as asthma or shortness of breath. 4. Weakened immune system: Chronic anxiety can suppress the immune system, making individuals more susceptible to infections and illnesses. 5. Sleep disturbances: Anxiety often interferes with sleep patterns, leading to insomnia or inadequate rest, which can negatively impact overall health. 6. Muscle tension and pain: Anxiety-related muscle tension can contribute to chronic pain, headaches, or temporomandibular joint disorder (TMJ).

It is crucial to address anxiety symptoms promptly to prevent potential physical health complications.

Related:  Future Tripping: Top 9 Ways to Avoid Future-Tripping

Is It Possible To Outgrow Anxiety?

While it is possible for some individuals to experience a decrease in anxiety symptoms over time, anxiety disorders do not simply vanish without intervention.

As children develop into adolescence and adulthood, they may acquire new coping mechanisms, skills, and tools that allow them to better manage their anxiety.

However, without proper treatment, anxiety symptoms may persist or resurface in different forms.

For some individuals, anxiety symptoms may subside as they enter less stress-inducing life stages or experience significant personal growth.

Moreover, with proper therapy or medication, individuals can learn effective strategies to manage their anxiety more successfully and lead fulfilling lives.

Related:  Best 10 Intrusive Thoughts Books

Portions of this article were adapted from the book Cognitive Behavioral Therapy : The 21 Day CBT Workbook for Overcoming Fear, Anxiety And Depression, © 2019 by Jacob Greene. All rights reserved.

Portions of this article were adapted from the book Overcoming Anxiety for Dummies, © 2002 by Charles H. Elliott and Laura L. Smith . All rights reserved.

• Generalized Anxiety Disorder Study | Center for Psychotherapy Research | Perelman School of Medicine at the University of Pennsylvania (upenn.edu)
• Generalized anxiety disorder: Study looks at heart-brain link (medicalnewstoday.com)
• Generalized Anxiety Disorder – StatPearls – NCBI Bookshelf (nih.gov)
• Worry and Generalized Anxiety Disorder: A Review and Theoretical Synthesis of Evidence on Nature, Etiology, Mechanisms, and Treatment – PMC (nih.gov)
• Generalized Anxiety Disorder (GAD) | Anxiety and Depression Association of America, ADAA
• Generalized anxiety disorder – Symptoms and causes – Mayo Clinic
• Learn More About General Anxiety Disorder (webmd.com)
• NIMH » Generalized Anxiety Disorder: When Worry Gets Out of Control (nih.gov)
• Generalized Anxiety Disorder (GAD): Symptoms and More (healthline.com)
• Overview – Generalised anxiety disorder in adults – NHS (www.nhs.uk)
• Generalized Anxiety Disorder (GAD) | Johns Hopkins Medicine
• Generalized anxiety disorder – Wikipedia
• Generalized Anxiety Disorder (GAD) – HelpGuide.org

Hadiah is a counselor who is passionate about supporting individuals on their journey towards mental well-being. Hadiah not only writes insightful articles on various mental health topics but also creates engaging and practical mental health worksheets.

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What Is Homework Phobia (Devwahrphobia)? 5 Ways To Overcome it !!

The phobia of doing homework is called  Devwahrphobia.  Such fear is common among kids in school. Children with this fear/Phobia tend to get anxious when the teachers inform them that they will have to do the homework.

Homework phobia is a real thing. It’s when children fear doing homework because they think that they will fail at school. They also feel anxious about being tested on their knowledge.

Table of Contents

Why Does Homework Phobia Exist?

There are several reasons why people develop homework phobias. One reason is that they were never taught how to do the homework properly. Another reason is that they didn’t receive enough practice with homework.

The fear of homework can also be related to fear of a teacher or the outcome of not doing the home assignment. These psychological factors create a fear of homework in students, leading to Phobia.

How Can I Overcome This Condition?

You might have a phobia if you feel overwhelmed by the thought of doing homework. However, there are things you can do to help yourself. First, make sure you understand what homework is. Then, set aside some time each night to complete your assignments. Finally, ask for help when you need it.

What Are Some Common Causes Of Homework Phobia?

There are several reasons why people struggle with homework phobia. One reason is that they don’t enjoy schoolwork. Another reason is that they have trouble focusing on the tasks at hand. Still, another reason is that they lack the skills to complete homework successfully.

Fear of teachers can also be a cause. Parents must try to find out the root cause of this fear. Once you know the cause, the solution will become easier.

What Should I Do When My Child Has Homework Phobia?

If you suspect your child has a homework phobia, start by talking to them about it. Ask them what’s going on. Explain that you understand how difficult it can be to do homework when you don’t feel well. Remind them that doing homework helps them succeed in life. Tell them that you love them no matter what.

The most significant change is understanding the fact that this fear is normal and then finding solutions on how to overcome it.

Why Does Homework Stress Me Out?

There are several reasons why kids might have homework stress. One reason is that they don’t enjoy schoolwork. Another reason is that they don’t see the point of doing homework. They think that learning should come naturally. A third reason is that they don’t understand the material.

5 Ways to Overcome Homework Phobia

Homework can be an intimidating task for many students. It can also cause stress and anxiety in those who struggle with it. Here are some helpful strategies that will help you tackle this challenge.

1. Set up a study area with a timer

If you find yourself procrastinating when it comes to studying, try setting aside a designated space where you won’t be interrupted.

You might even consider getting a timer to set a time limit for each assignment. This will help you focus on what you need to do without being distracted by other things.

2. Create an environment where you feel comfortable studying

Another tip is to make sure you have everything you need before starting. Ensure you have enough pencils, paper, books, and other supplies. Also, make sure you have a quiet place where you can study.

You can set up a designated place with a table chair and other settings to ensure a perfect environment to concentrate on studying without getting disturbed or distracted.

3. Find out what works best for you

If you find yourself struggling with homework, there are things you can do to help. First, try to relax. Take deep breaths and focus on your breathing.

Next, think about why you are doing the work. What will happen if you fail? How will you feel if you succeed? Finally, ask yourself whether you need to do the work. You might not need to do it at all.

4. Don’t procrastinate.

Procrastination is one of the biggest obstacles to completing assignments. It’s also one of the easiest ones to avoid.

Instead of waiting until the last minute to start an assignment, take some time to plan out what you’re going to do. This will make it easier to complete the task and give you more time to review and revise as needed.

5. Take breaks when needed

If you procrastinate on assignments, try taking a break every hour. You’ll feel better after a short walk or stretch, and you’ll be able to return to work with a clear mind.

What are the symptoms of Homework Phobia?

Symptoms of homework phobia include avoidance of homework, panic attacks when faced with homework, physical symptoms such as sweating and shaking, and difficulty sleeping.

How is Homework Phobia treated?

Homework phobia can be treated with therapy, medication, and lifestyle changes. Cognitive behavioral therapy (CBT) is often used to help individuals learn coping strategies for managing their fear and anxiety. Medication may also be prescribed to help manage symptoms.

Can Homework Phobia be prevented?

There is no sure way to prevent homework phobia, but reducing stress, building resilience, and seeking help early on can reduce the risk of developing this disorder.

What is the impact of Homework Phobia on a person’s life?

Homework phobia can significantly impact a person’s life, affecting academic performance, relationships, and overall well-being. Individuals with this disorder may struggle to complete their homework, leading to lower grades and decreased confidence. They may also avoid social situations that could trigger their anxiety, causing them to feel isolated and alone.

Can Homework Phobia be cured?

Homework phobia can be effectively managed and treated, but it may not be completely cured. However, with proper therapy and treatment, individuals can learn to manage their fear and anxiety, significantly improving their quality of life.

Can Homework Phobia be treated without medication?

Yes, homework phobia can be treated without medication. Cognitive behavioral therapy (CBT) and other forms of therapy, such as exposure therapy and relaxation techniques, can effectively manage the symptoms of homework phobia. However, medication may be prescribed in conjunction with therapy to help manage symptoms.

What can I do if I think I have a Homework Phobia?

If you think you have a homework phobia, it is essential to seek help from a mental health professional. They can diagnose and treat the condition, helping you to manage your fear and anxiety and improve your quality of life.

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August 16, 2021

Is it time to get rid of homework? Mental health experts weigh in

by Sara M Moniuszko

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide-range of mental health impacts, is it time schools start listening to their pleas over workloads?

Some teachers are turning to social media to take a stand against homework .

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy work loads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold, says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace, says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.

And for all the distress homework causes, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says homework benefits plateau at about two hours per night.

"Most students, especially at these high-achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no homework policy while working with students abroad.

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school ," she says.

The answer may not be to eliminate homework completely, but to be more mindful of the type of work students go home with, suggests Kang, who was a high-school teacher for 10 years.

"I don't think (we) should scrap homework, I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial

Mindfulness surrounding homework is especially important in the context of the last two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic, making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized... sitting down and planning out their study schedules can really help manage their time," she says.

Breaking assignments up can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

©2021 USA Today Distributed by Tribune Content Agency, LLC.

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Homework Struggles May Not Be a Behavior Problem

Exploring some options to understand and help..

Posted August 2, 2022 | Reviewed by Abigail Fagan

• Mental health challenges and neurodevelopmental differences directly affect children's ability to do homework.
• Understanding what difficulties are getting in the way—beyond the usual explanation of a behavior problem—is key.
• Sleep and mental health needs can take priority over homework completion.

Chelsea was in 10th grade the first time I told her directly to stop doing her homework and get some sleep. I had been working with her since she was in middle school, treating her anxiety disorder. She deeply feared disappointing anyone—especially her teachers—and spent hours trying to finish homework perfectly. The more tired and anxious she got, the harder it got for her to finish the assignments.

One night Chelsea called me in despair, feeling hopeless. She was exhausted and couldn’t think straight. She felt like a failure and that she was a burden to everyone because she couldn’t finish her homework.

She was shocked when I told her that my prescription for her was to go to sleep now—not to figure out how to finish her work. I told her to leave her homework incomplete and go to sleep. We briefly discussed how we would figure it out the next day, with her mom and her teachers. At that moment, it clicked for her that it was futile to keep working—because nothing was getting done.

This was an inflection point for her awareness of when she was emotionally over-cooked and when she needed to stop and take a break or get some sleep. We repeated versions of this phone call several times over the course of her high school and college years, but she got much better at being able to do this for herself most of the time.

When Mental Health Symptoms Interfere with Homework

Kids with mental health or neurodevelopmental challenges often struggle mightily with homework. Challenges can come up in every step of the homework process, including, but not limited to:

• Remembering and tracking assignments and materials
• Getting the mental energy/organization to start homework
• Filtering distractions enough to persist with assignments
• Understanding unspoken or implied parts of the homework
• Remembering to bring finished homework to class
• Being in class long enough to know the material
• Tolerating the fear of not knowing or failing
• Not giving up the assignment because of a panic attack
• Tolerating frustration—such as not understanding—without emotional dysregulation
• Being able to ask for help—from a peer or a teacher and not being afraid to reach out

This list is hardly comprehensive. ADHD , autism spectrum disorder, social anxiety , generalized anxiety, panic disorder, depression , dysregulation, and a range of other neurodevelopmental and mental health challenges cause numerous learning differences and symptoms that can specifically and frequently interfere with getting homework done.

The Usual Diagnosis for Homework Problems is "Not Trying Hard Enough"

Unfortunately, when kids frequently struggle to meet homework demands, teachers and parents typically default to one explanation of the problem: The child is making a choice not to do their homework. That is the default “diagnosis” in classrooms and living rooms. And once this framework is drawn, the student is often seen as not trying hard enough, disrespectful, manipulative, or just plain lazy.

The fundamental disconnect here is that the diagnosis of homework struggles as a behavioral choice is, in fact, only one explanation, while there are so many other diagnoses and differences that impair children's ability to consistently do their homework. If we are trying to create solutions based on only one understanding of the problem, the solutions will not work. More devastatingly, the wrong solutions can worsen the child’s mental health and their long-term engagement with school and learning.

To be clear, we aren’t talking about children who sometimes struggle with or skip homework—kids who can change and adapt their behaviors and patterns in response to the outcomes of that struggle. For this discussion, we are talking about children with mental health and/or neurodevelopmental symptoms and challenges that create chronic difficulties with meeting homework demands.

How Can You Help a Child Who Struggles with Homework?

How can you help your child who is struggling to meet homework demands because of their ADHD, depression, anxiety, OCD , school avoidance, or any other neurodevelopmental or mental health differences? Let’s break this down into two broad areas—things you can do at home, and things you can do in communication with the school.

Helping at Home

The following suggestions for managing school demands at home can feel counterintuitive to parents—because we usually focus on helping our kids to complete their tasks. But mental health needs jump the line ahead of task completion. And starting at home will be key to developing an idea of what needs to change at school.

• Set an end time in the evening after which no more homework will be attempted. Kids need time to decompress and they need sleep—and pushing homework too close to or past bedtime doesn’t serve their educational needs. Even if your child hasn’t been able to approach the homework at all, even if they have avoided and argued the whole evening, it is still important for everyone to have a predictable time to shut down the whole process.
• If there are arguments almost every night about homework, if your child isn’t starting homework or finishing it, reframe it from failure into information. It’s data to put into problem-solving. We need to consider other possible explanations besides “behavioral choice” when trying to understand the problem and create effective solutions. What problems are getting in the way of our child’s meeting homework demands that their peers are meeting most of the time?
• Try not to argue about homework. If you can check your own anxiety and frustration, it can be more productive to ally with your child and be curious with them. Kids usually can’t tell you a clear “why” but maybe they can tell you how they are feeling and what they are thinking. And if your child can’t talk about it or just keeps saying “I don't know,” try not to push. Come back another time. Rushing, forcing, yelling, and threatening will predictably not help kids do homework.

Helping at School

The second area to explore when your neurodiverse child struggles frequently with homework is building communication and connections with school and teachers. Some places to focus on include the following.

• Label your child’s diagnoses and break down specific symptoms for the teachers and school team. Nonjudgmental, but specific language is essential for teachers to understand your child’s struggles. Breaking their challenges down into the problems specific to homework can help with building solutions. As your child gets older, help them identify their difficulties and communicate them to teachers.
• Let teachers and the school team know that your child’s mental health needs—including sleep—take priority over finishing homework. If your child is always struggling to complete homework and get enough sleep, or if completing homework is leading to emotional meltdowns every night, adjusting their homework demands will be more successful than continuing to push them into sleep deprivation or meltdowns.
• Request a child study team evaluation to determine if your child qualifies for services under special education law such as an IEP, or accommodations through section 504—and be sure that homework adjustments are included in any plan. Or if such a plan is already in place, be clear that modification of homework expectations needs to be part of it.

The Long-Term Story

I still work with Chelsea and she recently mentioned how those conversations so many years ago are still part of how she approaches work tasks or other demands that are spiking her anxiety when she finds herself in a vortex of distress. She stops what she is doing and prioritizes reducing her anxiety—whether it’s a break during her day or an ending to the task for the evening. She sees that this is crucial to managing her anxiety in her life and still succeeding at what she is doing.

Task completion at all costs is not a solution for kids with emotional needs. Her story (and the story of many of my patients) make this crystal clear.

Candida Fink, M.D. , is board certified in child/adolescent and general psychiatry. She practices in New York and has co-authored two books— The Ups and Downs of Raising a Bipolar Child and Bipolar Disorder for Dummies.

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End Homework Anxiety: Stress-Busting Techniques for Your Child

Sometimes kids dread homework because they'd rather be outside playing when they're not at school. But, sometimes a child's resistance to homework is more intense than a typical desire to be having fun, and it can be actually be labeled as homework anxiety: a legitimate condition suffered by some students who feel intense feelings of fear and dread when it comes to doing homework. Read on to learn about what homework anxiety is and whether your child may be suffering from it.

What is Homework Anxiety?

Homework anxiety is a condition in which students stress about and fear homework, often causing them to put homework off until later . It is a self-exacerbating condition because the longer the student puts off the homework, the more anxiety they feel about it, and the more pressure they experience to finish the work with less time. Homework anxiety can cripple some kids who are perfectly capable of doing the work, causing unfinished assignments and grades that slip.

What Causes Homework Anxiety?

There are many causes of homework anxiety, and there can be multiple factors spurring feelings of fear and stress. Some common causes of homework anxiety include:

• Other anxiety issues: Students who tend to suffer anxiety and worry, in general, can begin to associate anxiety with their homework, as well.
• Fear of testing: Often, homework is associated with upcoming tests and quizzes, which affect grades. Students can feel pressure related to being "graded" and avoid homework since it feels weighty and important.
• General school struggle: When students are struggling in school or with grades, they may feel a sense of anxiety about learning and school in general.
• Lack of support: Without a parent, sibling, tutor, or other help at home, students may feel that they won't have the necessary support to complete an assignment.
• Perfectionism: Students who want to perform perfectly in school may get anxious about completing a homework assignment perfectly and, in turn, procrastinate.

Basic Tips for Helping with Homework Anxiety

To help your child with homework anxiety, there are a few basic tips to try. Set time limits for homework, so that students know there is a certain time of the day when they must start and finish assignments. This helps them avoid putting off homework until it feels too rushed and pressured. Make sure your student has support available when doing their work, so they know they'll be able to ask for help if needed. Teaching your child general tips to deal with anxiety can also help, like deep breathing, getting out to take a short walk, or quieting racing thoughts in their mind to help them focus.

How can the Brain Balance Program Help with Homework Anxiety?

Extensive scientific research demonstrates that the brain is malleable, allowing for brain connectivity change and development and creating an opportunity for improvement at any age. Brain Balance has applied this research to develop a program that focuses on building brain connectivity and improving the foundation of development, rather than masking or coping with symptoms.

If you have a child or a teenager who struggles with homework anxiety, an assessment can help to identify key areas for improvement and create an action plan for you and your child. To get started, take our quick, free online assessment by clicking the link below. 

Get started with a plan for your child today.

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Sending Homework to Clients in Therapy: The Easy Way

Successful therapy relies on using assignments outside of sessions to reinforce learning and practice newly acquired skills in real-world settings (Mausbach et al., 2010).

Up to 50% of clients don’t adhere to homework compliance, often leading to failure in CBT and other therapies (Tang & Kreindler, 2017).

In this article, we explore how to use technology to create homework, send it out, and track its completion to ensure compliance.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises will explore fundamental aspects of positive psychology including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

Is homework in therapy important, how to send homework to clients easily, homework in quenza: 5 examples of assignments, 5 counseling homework ideas and worksheets, using care pathways & quenza’s pathway builder, a take-home message.

Cognitive-Behavioral Therapy has “been shown to be as effective as medications in the treatment of a number of psychiatric illnesses” (Tang & Kreindler, 2017, p. 1).

Homework is a vital component of CBT, typically involving completing a structured and focused activity between sessions.

Practicing what was learned in therapy helps clients deal with specific symptoms and learn how to generalize them in real-life settings (Mausbach et al., 2010).

CBT practitioners use homework to help their clients, and it might include symptom logs, self-reflective journals , and specific tools for working on obsessions and compulsions. Such tasks, performed outside therapy sessions, can be divided into three types (Tang & Kreindler, 2017):

• Psychoeducation Reading materials are incredibly important early on in therapy to educate clients regarding their symptoms, possible causes, and potential treatments.
• Self-assessment Monitoring their moods and completing thought records can help clients recognize associations between their feelings, thoughts, and behaviors.
• Modality specific Therapists may assign homework that is specific and appropriate to the problem the client is presenting. For example, a practitioner may use images of spiders for someone with arachnophobia.

Therapists strategically create homework to lessen patients’ psychopathology and encourage clients to practice skills learned during therapy sessions, but non-adherence (between 20% and 50%) remains one of the most cited reasons for CBT failure (Tang & Kreindler, 2017).

Reasons why clients might fail to complete homework include (Tang & Kreindler, 2017):

Internal factors

• Lack of motivation to change what is happening when experiencing negative feelings
• Being unable to identify automatic thoughts
• Failing to see the importance or relevance of homework
• Impatience and the wish to see immediate results

External factors

• Effort required to complete pen-and-paper exercises
• Inconvenience and amount of time to complete
• Failing to understand the purpose of the homework, possibly due to lack of or weak instruction
• Difficulties encountered during completion

Homework compliance is associated with short-term and long-term improvement of many disorders and unhealthy behaviors, including anxiety, depression, pathological behaviors, smoking, and drug dependence (Tang & Kreindler, 2017).

Greater homework adherence increases the likelihood of beneficial therapy outcomes (Mausbach et al., 2010).

With that in mind, therapy must find ways to encourage the completion of tasks set for the client. Technology may provide the answer.

The increased availability of internet-connected devices, improved software, and widespread internet access enable portable, practical tools to enhance homework compliance (Tang & Kreindler, 2017).

Clients who complete their homework assignments progress better than those who don’t (Beck, 2011).

Having an ideal platform for therapy makes it easy to send and track clients’ progress through assignments. It must be “user-friendly, accessible, reliable and secure from the perspective of both coach and client” (Ribbers & Waringa, 2015, p. 103).

In dedicated online therapy and coaching software, homework management is straightforward. The therapist creates the homework then forwards it to the client. They receive a notification and complete the work when it suits them. All this is achieved in one system, asynchronously; neither party needs to be online at the same time.

For example, in Quenza , the therapist can create a worksheet or tailor an existing one from the library as an activity that asks the client to reflect on the progress they have made or work they have completed.

The activity can either be given directly to the client or group, or included in a pathway containing other activities.

Here is an example of the activity parameters that Quenza makes possible.

A message can be attached to the activity, using either a template or a personally tailored message for the client. Here’s an example.

Once the activity is published and sent, the client receives a notification about a received assignment via their coaching app (mobile or desktop) or email.

The client can then open the Quenza software and find the new homework under their ‘To Do’ list.

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Quenza provides the ability to create your own assignments as well as a wide selection of existing ones that can be assigned to clients for completion as homework.

The following activities can be tailored to meet specific needs or used as-is. Therapists can share them with the client individually or packaged into dedicated pathways.

Such flexibility allows therapists to meet the specific needs of the client using a series of dedicated and trackable homework.

Examples of Quenza’s ready-to-use science-based activities include the following:

Wheel of Life

The Wheel of Life is a valuable tool for identifying and reflecting on a client’s satisfaction with life.

You can find the worksheet in the Positive Psychology Toolkit© , and it is also included in the Quenza library. The client scores themselves between 1 and 10 on specific life domains (the therapist can tailor the domains), including relationships, career development, and leisure time.

This is an active exercise to engage the client early on in therapy to reflect on their current and potential life. What is it like now? How could it look?

The wheel identifies where there are differences between perceived balance and reality .

The deep insights it provides can provide valuable input and prioritization for goal setting.

The Private Garden: A Visualization for Stress Reduction

While stress is a normal part of life, it can become debilitating and interfere with our everyday lives, stopping us from reaching our life goals.

We may notice stress as worry, anxiety, and tension and resort to avoidant or harmful behaviors (e.g., abusing alcohol, smoking, comfort eating) to manage these feelings.

Visualization is simple but a powerful method for reducing physical and mental stress, especially when accompanied by breathing exercises.

The audio included within this assignment helps the listener visualize a place of safety and peace and provides a temporary respite from stressful situations.

20 Guidelines for Developing a Growth Mindset

Research into neuroplasticity has confirmed the ability of the adult brain to continue to change in adulthood and the corresponding capacity for people to develop and transform their mindsets (Dweck, 2017).

The 20 guidelines (included in our Toolkit and part of the Quenza library) and accompanying video explain our ability to change mentally and develop a growth mindset that includes accepting imperfection, leaning into challenges, continuing to learn, and seeing ‘failure’ as an opportunity for growth.

Adopting a growth mindset can help clients understand that our abilities and understanding are not fixed; we can develop them in ways we want with time and effort.

Self-Contract

Committing to change is accepted as an effective way to promote behavioral change – in health and beyond. When a client makes a contract with themselves, they explicitly state their intention to deliver on plans and short- and long-term goals.

Completing and signing such a self-contract (included in our Toolkit and part of the Quenza library) online can help people act on their commitment through recognizing and living by their values.

Not only that, the contract between the client and themselves can be motivational, building momentum and self-efficacy.

The contract can be automatically personalized to include the client’s name but also manually reworded as appropriate.

The client completes the form by restating their name and committing to a defined goal by a particular date, along with their reasons for doing so.

Realizing Long-Lasting Change by Setting Process Goals

We can help clients realize their goals by building supportive habits. Process goals – for example, eating healthily and exercising – require ongoing actions to be performed regularly.

Process goals (unlike end-state goals, such as saving up for a vacation) require long-lasting and continuous change that involves monitoring standards.

This tool (included in our Toolkit and part of the Quenza library) can help clients identify positive actions (rather than things to avoid) that they must carry out repeatedly to realize change.

We have many activities that can be used to help clients attending therapy for a wide variety of issues.

In this section, we consider homework ideas that can be used in couples therapy, family therapy, and supporting clients with depression and anxiety.

Couples therapy homework

Conflict is inevitable in most long-term relationships. Everyone has their idiosyncrasies and individual set of needs. The Marital Conflicts worksheet captures a list of situations in which conflicts arise, when they happen, and how clients feel when they are (un)resolved.

Family therapy homework

Families, like individuals, are susceptible to times of stress and disruptions because of life changes such as illness, caring for others, and job and financial insecurity.

Mind the Gap is a family therapy worksheet where a family makes decisions together to align with goals they aspire to. Mind the gap is a short exercise to align with values and improve engagement.

How holistic therapist Jelisa Glanton uses Quenza

Homework ideas for depression and anxiety: 3 Exercises

The following exercises are all valuable for helping clients with the effects of anxiety and depression.

Activity Schedule is a template assisting a client with scheduling and managing normal daily activities, especially important for those battling with depression.

Activity Menu is a related worksheet, allowing someone with depression to select from a range of normal activities and ideas, and add these to a schedule as goals for improvement.

The Pleasurable Activity Journal focus on activities the client used to find enjoyable. Feelings regarding these activities are journaled, to track recovery progress.

Practicing mindfulness is helpful for those experiencing depression (Shapiro, 2020). A regular gratitude practice can develop new neural pathways and create a more grateful, mindful disposition (Shapiro, 2020).

Each activity can be tailored to the client’s needs; shared as standalone exercises, worksheets, or questionnaires; or included within a care pathway.

A pathway is an automated and scheduled series of activities that can take the client through several stages of growth, including psychoeducation , assessment, and action to produce a behavioral change in a single journey.

How to build pathways

The creator can add two pathway titles. The second title is not necessary, but if entered, it is seen by the client in place of the first.

Once named, a series of steps can be created and reordered at any time, each containing an activity. Activities can be built from scratch, modified from existing ones in the library, or inserted as-is.

New activities can be created and used solely in this pathway or made available for others. They can contain various features, including long- and short-answer boxes, text boxes, multiple choice boxes, pictures, diagrams, and audio and video files.

Quenza can automatically deliver each step or activity in the pathway to the client following the previous one or after a certain number of days. Such timing is beneficial when the client needs to reflect on something before completing the next step.

Practitioners can also designate steps as required or optional before the client continues to the next one.

Practitioners can also add helpful notes not visible to the client. These comments can contain practical reminders of future changes or references to associated literature that the client does not need to see.

It is also possible to choose who can see client responses: the client and you, the client only, or the client decides.

Tags help categorize the pathway (e.g., by function, intended audience, or suggested timing within therapy) and can be used to filter what is displayed on the therapist’s pathway screen.

Once designed, the pathway can be saved as a draft or published and sent to the client. The client receives the notification of the new assignment either via email or the coaching app on their phone, tablet, or desktop.

17 Top-Rated Positive Psychology Exercises for Practitioners

Expand your arsenal and impact with these 17 Positive Psychology Exercises [PDF] , scientifically designed to promote human flourishing, meaning, and wellbeing.

Created by Experts. 100% Science-based.

Success in therapy is heavily reliant on homework completion. The greater the compliance, the more likely the client is to have a better treatment outcome (Mausbach et al., 2010).

To improve the likelihood that clients engage with and complete the assignments provided, homework must be appropriate to their needs, have a sound rationale, and do the job intended (Beck, 2011).

Technology such as Quenza can make homework readily available on any device, anytime, from any location, and ensure it contains clear and concise psychoeducation and instructions for completion.

The therapist can easily create, copy, and tailor homework and, if necessary, combine multiple activities into single pathways. These are then shared with the click of a button. The client is immediately notified but can complete it at a time appropriate to them.

Quenza can also send automatic reminders about incomplete assignments to the client and highlight their status to the therapist. Not only that, but any resulting questions can be delivered securely to the therapist with no risk of getting lost in a busy email inbox.

Why not try the Quenza application? Try using some of the existing science-based activities or create your own. It offers an impressive array of functionality that will not only help you scale your business, but also ensure proactive, regular communication with your existing clients.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

• Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond . Guilford Press.
• Dweck, C. S. (2017).  Mindset: The new psychology of success.  Robinson.
• Mausbach, B. T., Moore, R., Roesch, S., Cardenas, V., & Patterson, T. L. (2010). The relationship between homework compliance and therapy outcomes: An updated meta-analysis. Cognitive Therapy and Research , 34 (5), 429–438.
• Ribbers, A., & Waringa, A. (2015). E-coaching: Theory and practice for a new online approach to coaching . Routledge.
• Shapiro, S. L. (2020).  Rewire your mind: Discover the science and practice of mindfulness. Aster.
• Tang, W., & Kreindler, D. (2017). Supporting homework compliance in cognitive behavioural therapy: Essential features of mobile apps. JMIR Mental Health , 4 (2).

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