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Uploaded by Aganesh Singh on July 21, 2024

Do You Really Need T5 Lighting and Does It Matter?

Let's take a look at the differences between T8 and T5 fluorescent technology and see how they stack up. This is important because the T5 lighting could cost you 2x more than T8 Lighting. Here's why.

What Is The "T"?

The "T" is just simply a code that is used to identify the size of fluorescent bulbs. As focus on energy saving technologies has grown and become popularized, these codes have come to designate levels of energy efficiency, as well as indicate lamp tube diameter.

Size Of The Bulbs

A T5 bulb is roughly the same diameter as a $.10 dime. A T8 bulb is closer to the size of a $.05 Nickel. The T5 is the smaller of the 2.

Which Bulb Has The Highest Efficiency

T8 = higher efficiency

T5 = highest efficiency

While the chart above is generally true, it is important to evaluate the application and determine the cost benefit of T5 over T8. By doing so, you will be able to determine if the increased efficiency of T5 justifies the increase in initial and long term maintenance costs.

Do T5 and T8 Bulbs Cost The Same?

A standard 4 foot T8 lamp costs between $3.00 and $5.00, and a standard T5 lamp costs between $5.50 and $12.00. That is why you must carefully consider what is the best application so that you aren't spending 2x more than you have to.

The T5 does cost nearly 2x more, but that same margin cannot be applied to performance. The T5 does not outperform the T8 by the same margin. In fact, in many low level interior applications, the performance differences are negligible.

Both the T5 and T8 lamps have a general life expectancy of around 36,000 hrs. at 12 hrs. per day burn time.

Brightness Levels T8 vs. T5

There are several different factors that determine levels of efficiency. The quality of light, often referred to as lumen output(also called "brightness" by the Department of Energy) is an important factor to consider.

Quality of light measured is measured in CRI (Color Rendering Index) , and quantity of light measured in LPW (Lumens per Watt).

Can I Use A T5 Fixture In Area Where The Ceiling Height Is Less Than 12'?

You can use T5 in this situation, but you have to remember the extra cost involved with the T5 fluorescent bulbs. But cost shouldn't be your only factor, so you have to explore the technical aspects to understand why the T5 may not be the best fit.

Here is an average comparison of the T5 and T8.

Comparing Color Rendering Index

T8 = 85CRI T5 = 85CRI

Comparing Lumens Per Watt (LPW)

T8 = 90LPW T5 = 99LPW

As you can see, as far as performance, the T5 in this setting barely beats T8 as far as CRI and LPW values. If you didn't understand the numbers and compare all of the variables, you could get stuck with lighting that costs much more....even though you are not getting any better lighting.

With the numbers being this close, you could never justify the substantial increase in fixture, lamp and ballast costs which is what you would get with the T5 in this case.

Where Is T5 A Better Fit?

In this situation, you couldn't justify the extra expense of using the T5 technolgy . While it obviously isn't a good idea to switch from T8 to T5 in the above scenario, it would be very good if it were a switch from T12 to T5 standard output lighting.

T5 standard output lamps have their place, it's just understanding the applications and the desired results. T5 lighting tubes produce best at an ambient temp of 35C(95F) which would make one think that they don't do well in the cold. That's not completely true, see the ambient temperature rating that manufacturers use is that of the air against the bulb.

The temperature that T5 lighting works in depends greatly on fixture design. Be sure to do your homework before you choose.

If You Don't Have Time To Do The Homework, Hire A Professional

We recommend always using a qualified lighting consultant or designer. Guessing on the wrong kind of fixture can cost you dearly. In this case, it would cost you nearly 2-3 times more just for the t5 fluorescent tubes.

By using a lighting designer versed in energy efficiency, you can get help with lighting layout, application, and finding those pesky incentives and tax deductions your business will qualify for.

Learn More About Energy Efficiency

You can download our : A Business Owners Guide To Energy Efficiency to learn more about the benefits of upgrading to fluorescent lighting technologies.

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Vladimir city, Russia

The capital city of Vladimir oblast .

Vladimir - Overview

Vladimir is one of the oldest cities of Russia located mainly on the left bank of the Klyazma River about 186 km east of Moscow. The administrative center of Vladimir Oblast, it is one of the largest tourist centers in the European part of Russia, included in the tourist route “The Golden Ring of Russia”.

The population of Vladimir is about 348,700 (2022), the area - 137 sq. km.

The phone code - +7 4922, the postal codes - 600000-600903.

Vladimir city flag

Vladimir city coat of arms.

Vladimir city map, Russia

Vladimir city latest news and posts from our blog:.

24 September, 2023 / Color photos of Suzdal in 1912 .

31 May, 2023 / Gorokhovets - a picturesque historical town in Vladimir Oblast .

23 October, 2021 / Suzdal - a unique old Russian town .

26 February, 2021 / Winter in Svyato-Vvedensky Island Convent near Pokrov .

18 December, 2020 / The Holy Protection Convent in Suzdal .

History of Vladimir

Foundation of vladimir.

The first people began to settle in the territory of today’s Vladimir in the Paleolithic era, about 34 thousand years ago. In the 6th-7th centuries, the Volga-Finnish tribe of Merya settled here. In the 8th-10th centuries, on the hill where the Assumption Cathedral was later built, there had been a Meryan settlement. In the 9th-10th centuries, the Slavs began to settle here, in particular, the Krivichi.

There are two alternative years for the founding of Vladimir: 1108 and 990. In the Soviet period, the version was accepted that Vladimir had been founded by Prince Vladimir Monomakh around 1108. Accordingly, the 850th anniversary of the city was celebrated in 1958. In the 1990s, local historians, based on a number of chronicle sources, spoke in favor of another year of the city’s foundation - 990. And another Vladimir was named the founder of the city - Prince Vladimir Svyatoslavich, also known as Vladimir the Great (Christianized the Kievan Rus in 988).

Vladimir grew thanks to the princes Vladimir Monomakh (1053-1125) and Yuri Dolgoruky (1090-1157), who strengthened it as a stronghold for the defense of the Rostov-Suzdal principality. Prince Andrey Bogolyubsky (1111-1174) transferred the capital of the principality to Vladimir in 1157. In this town, as the new capital of North-Eastern Russia, the Assumption Cathedral was erected in 1158-1160. The Golden Gate (built around 1164) became the key point of the town’s defense.

Under the successors of Prince Andrei Bogolyubsky, the town expanded greatly. In Vladimir and neighboring Suzdal, the Vladimir-Suzdal icon-painting school was formed; the town had its own chronicle. The Vladimir principality reached its highest power during the reign of Prince Vsevolod the Big Nest (1176-1212), when the Cathedral of Saint Demetrius (1194-1197) was built.

More Historical Facts…

Vladimir in the 13th-17th centuries

In 1238, during the Mongol invasion of Rus’ (1237-1240), Vladimir was taken after a short siege and plundered. The princes of Vladimir were recognized in the Golden Horde by their status as the chief and oldest in all of Rus’. Vladimir remained the capital of the Russian lands. The status of the town increased in 1299, when it became the residence of the Russian metropolitans.

At the beginning of the 14th century, a struggle for control over the Vladimir principality unfolded between Tver, Suzdal and Moscow. In 1325, under Grand Duke of Moscow Ivan Kalita, Metropolitan Peter moved from Vladimir to Moscow, which strengthened the Moscow principality as a contender for the unifier of the Russian lands.

Subsequently, the Moscow prince Dmitry Donskoy (1350-1389) managed to achieve recognition of his hereditary rights to Vladimir from all neighboring princes and the Golden Horde, which meant his recognition as the Grand Duke of Vladimir and Moscow. This meant the annexation of the Vladimir lands to the Moscow principality.

In 1382, Vladimir, like other towns of North-Eastern Rus’, suffered from the invasion of Khan Tokhtamysh of the Golden Horde. In 1395, during the military campaign of Timur against Tokhtamysh, the miraculous and especially revered icon of the Vladimir Mother of God was brought to Moscow from Vladimir to protect it from the conqueror. The fact that the troops of Timur, for no apparent reason, turned back near Yelets (about 400 km south of Moscow), was regarded as the intercession of the Mother of God and the icon was not returned to Vladimir.

With the growth of Moscow, Vladimir turned into an ordinary provincial town. In 1614, the population of the town was only about 600 people.

Vladimir in the 18th - early 20th centuries

Some economic and cultural upsurge of Vladimir began at the end of the 18th century, when it became the administrative center of the Vladimir Governorate. In 1784, the population of Vladimir was about 2,500 people. In November 1797, the first printing house in Vladimir was opened, in January 1834 - the first provincial public library, in 1847 - a drama theater, in 1862 - a provincial museum of local lore.

In 1838-1840, Alexander Herzen, “the father of Russian socialism”, was in exile in Vladimir. In 1861, Vladimir was connected to Moscow by railway (Moscow-Nizhny Novgorod railway). In 1858, a telegraph began to operate in the town, in 1866, the construction of a water supply was completed, and in 1887, a telephone connection was established. In 1908, the first power plant was put into operation.

According to the first all-Russian census of 1897, 28,479 people lived in Vladimir: Russians - 26,436, Poles - 736, Ukrainians - 488, Jews - 399. At the end of the 19th century, a Lutheran church and a Catholic church were built in Vladimir.

At the turn of the centuries, the Russian Revival style of Russian architecture spread in Vladimir, the most striking examples of which were the Church of the Archangel Michael (1893) and the building of the Vladimir Historical Museum (1903). In 1914, the population of Vladimir was 47,020 people.

In the first years of Soviet power, many streets of Vladimir were renamed, most of the churches were closed and demolished. Two decades before World War II were the time of accelerated industrialization and the transformation of the city into a large industrial center.

On January 14, 1929, during the territorial and administrative reform, Vladimir became part of the newly formed Ivanovo Industrial Oblast. On March 5, 1932, the plant “Khimplastmass” (the Vladimir Chemical Plant) began operation. In 1939, the population of Vladimir was 66,797 people.

Vladimir during and after World War II

During the Second World War, Vladimir was one of the largest evacuation centers in the European part of the USSR. In 1941-1945, there were 18 evacuation hospitals in the city. In the fall of 1941, a lot of refugees came to Vladimir from Moscow and the Moscow region; they were leaving to the east from the German offensive. On August 14, 1944, Vladimir again became the center of a separate region - Vladimir Oblast.

In the first post-war years, there were three camps and a hospital for prisoners of war in Vladimir. The largest of them was Camp #190, which also had branches in the towns and villages of the region. In 1946, there were about 10 thousand people in this camp. By 1949, all prisoners of war returned to Germany.

After the war, large enterprises of machine-building, metal-working, electrical, instrument-making, chemical, and light industries were built in the city. In August 1958, a solemn celebration of the 850th anniversary of Vladimir took place. By the end of the 1950s, the city’s population exceeded 150 thousand people.

In 1960, the construction of an arched reinforced concrete bridge was completed - the first permanent bridge across the Klyazma, which made it possible to start the construction of a residential district (Zagorodny Park) and a regional hospital center on the right bank of the river.

In the early 1970s, Vladimir became one of the centers of the Golden Ring of Russia - a well-known tourist theme-route uniting several old Russian cities. In 1980, the population of Vladimir exceeded 300 thousand people.

Architecture of Vladimir

Cityscape of the old Vladimir

Author: Sergey Ashmarin

In the center of Vladimir on a holiday

Author: Boris Shmelyov

Vladimir Oblast Administration known as the White House

Author: Catherina Zhigunova

Vladimir - Features

In the past, such variants of the name of the city as Vladimir-on-Klyazma and Vladimir-Zalessky were also used in connection with the existence of the town of the same name in South-Western Rus’ (Vladimir-Volynsky in Volyn Oblast of today’s Ukraine).

Today’s coat of arms of Vladimir repeats its historical coat of arms with the following description: “In the red field, a lion standing on its hind legs with an iron crown on its head, holding a long silver cross in its front right paw.”

The oldest central part of Vladimir lies on the high left bank of the Klyazma River, on hills steeply descending to the river, separated by deep ravines. The Klyazma flows through the city for 2.5 km and another 5 km along the city border; the width of the river in Vladimir is about 130 m.

The climate in Vladimir is moderately continental. Winters are moderately cold, with alternating periods of frosts and thaws. Summers are warm, but relatively short, with occasional periods of extreme heat. The average temperature in January is minus 9.8 degrees Celsius, in July - plus 19.8 degrees Celsius.

Vladimir is an important industrial center of Central Russia. Large enterprises of machine-building, metal-working, electrical, instrument-making, chemical, light and food industries, and the construction industry operate in the city.

Public transport is represented by trolleybuses and buses. There are regular buses running from Vladimir to all district centers of Vladimir Oblast, as well as to Moscow, Ivanovo, Kostroma, Nizhny Novgorod, Ryazan, Yaroslavl, and other cities. Vladimir is connected by railway with Moscow and Nizhny Novgorod.

First and foremost Vladimir is a city-museum with unique historical and architectural monuments - three white-stone monuments of pre-Mongol architecture, recognized as a UNESCO World Heritage Site as part of the object “The white-stone monuments of Vladimir and Suzdal”. These are the Assumption Cathedral (1158-1189), Dmitrievsky Cathedral (1194-1197), and the Golden Gate (1158-1164).

In comparison with other cities of the “Golden Ring”, churches of the 17th-18th centuries in Vladimir are not so numerous. In architectural terms, the most interesting are the Church of the Assumption of the Blessed Virgin Mary (1649), Church of St. Nicholas the Wonderworker (1732-1735), and Church of the Beheading of John the Baptist (1762-1765), commonly known as Nikitskaya Church.

The pseudo-Gothic Catholic Church of St. Rosary, built in 1894, is worth mentioning among the monuments of the late 19th century. In total, there are more than 200 state-protected buildings of the 18th-19th centuries in Vladimir. After 1917, the historic city center was almost completely rebuilt.

Walking is the easiest and most comfortable way to explore Vladimir. Its compact historic center can be walked through in about 30-40 minutes. Souvenirs can be bought in one of the shops of the Trading Rows (Bolshaya Moskovskaya Street, 19), as well as from the stalls at the Golden Gate or the Dmitrievsky Cathedral. For authentic gifts, you should visit the shop at the Museum of Crystal and Lacquer Miniatures in the Trinity Church (Dvoryanskaya Street, 2).

You can buy souvenirs with images of Vladimir architectural monuments (plates, boxes, paintings, etc.), Pokrovsky gingerbread, Mstersk lacquer miniature, crystal from Gus-Khrustalny. Such birch bark products as boxes and sandals (lapti) are also popular, as well as all kinds of scarves, towels, patchwork, and stone jewelry.

Main Attractions of Vladimir

The Golden Gate (1158-1164) - one of the main symbols of Vladimir, the only one of the surviving gates in the earthen rampart that encircled old Vladimir. In the 12th century, this gate served as the main entrance for the prince and his retinue to the central part of the town. The Golden Gate got its name because in the past the gates were sheathed with gilded copper sheets. At the top of the structure there is a small chapel.

This unique example of the architecture of Kievan Rus’ is included in the program of sightseeing tours around Vladimir. In the upper part of the building, there is a military-historical exposition with weapons and military equipment from different times. Bolshaya Moskovskaya Street, 1a.

Holy Assumption Cathedral (1158-1189) - the main Orthodox church of Vladimir, an outstanding monument of the white-stone architecture of pre-Mongol Rus’. Historically, before the rise of Moscow, it was the main church of Vladimir-Suzdal Rus’ and served as a model for a number of later cathedrals, including the Assumption Cathedral in the Moscow Kremlin. It is one of the few churches in which the original frescoes by Andrei Rublev have survived. Bolshaya Moskovskaya Street, 56.

Cathedral of Saint Demetrius (1194-1197) - one of the greatest monuments of Russian church architecture of the pre-Mongol period, an excellent example of a white-stone church of the Vladimir-Suzdal architectural school. Consecrated in honor of the Christian martyr Demetrius of Thessaloniki, this cathedral is famous for its white stone carvings. Its walls are decorated with about 600 reliefs depicting saints, mythical and real animals. Outwardly, it resembles the famous Church of the Intercession on the Nerl located near Vladimir. Bolshaya Moskovskaya Street, 60.

Museum complex “Palaty” - a large three-storey building constructed in the classical architectural style in yellow and white colors. The first floor is reserved for exhibitions for children. The second floor is dedicated to the life of the nobility - “Charm of Bygone Days” (antique vases, old furniture, etc.). There is also an art gallery where you can see masterpieces of Russian painting from different times. The third floor is reserved for various exhibitions. Bolshaya Moskovskaya St, 58.

Vladimir Historical Museum - a beautiful two-story mansion built of red brick in the pseudo-Russian style in 1900-1906. The exposition of this museum is devoted to the history of the city and the region, from the prehistoric era to the present day. Here you will see archaeological finds, old jewelry and dishes, documents, church relics, picturesque portraits, and other genuine exhibits. Bolshaya Moskovskaya Street, 64.

Holy Trinity (“Red”) Church (1913-1916) - a former Old Believer church in Vladimir, built of red brick in the neo-Russian style. Today, the building is occupied by the museum “Crystal. Lacquer Miniature. Embroidery”. Its collection, which includes pre-revolutionary masterpieces and outstanding works of contemporary masters, brings together the best examples of traditional arts and crafts. Dvoryanskaya Street, 2.

Museum “Old Vladimir” . This museum occupies the building of a former water tower - a monument of provincial industrial architecture built in the pseudo-Gothic style in 1912. The exposition shows the life of Vladimir at the turn of the 19th-20th centuries - the interiors of the room of a wealthy citizen, a tavern with a traditional samovar, a police station, a church shop. On the top floor of the former water tower there is a great observation deck, from where almost all the main sights of Vladimir are perfectly visible. Kozlov Tupik Street, 14.

Church of the Holy Rosary of the Blessed Virgin Mary (1892-1894) - one of the most beautiful buildings in Vladimir, a majestic Catholic church built in the style of red-brick neo-Gothic. It was built due to the fact that there were quite a lot of exiled Poles and Lithuanians in Vladimir by the end of the 19th century. Divine services in Russian and concerts of organ music are held here, which everyone can enjoy. Gogolya Street, 12.

The Ferris Wheel “Sky 33” - one of the largest Ferris wheels in Russia with a height of 50 meters. From the top point, you can see up to 70% of the territory of Vladimir. The wheel has 32 indoor heated and air-conditioned cabins for up to 6 people and makes one circle in 15 minutes. You can enjoy the views of Vladimir from above in any weather. Mira Street, 36 (Central Park of Culture and Rest).

Church of the Beheading of John the Baptist (also known as the Nikitskaya Church) (1762-1765) - a picturesque tall three-story green-and-white church, an architectural monument of federal significance. The building of this church constructed in the provincial baroque style looks more like a noble residence, rather than a religious building. Knyagininskaya Street, 8.

Observation decks on Georgievskaya Street . Georgievskaya Street is a pedestrian alley in the center of Vladimir, along which a lot of city attractions are located. Locals call it “Vladimir Arbat”. There are two observation decks on this street, from where you can see the banks of the Klyazma River and the magnificent Holy Assumption Cathedral.

Church of the Intercession on the Nerl - one of the most beautiful and interesting Russian Orthodox churches, an outstanding monument of Vladimir-Suzdal architecture built in the middle of the 12th century. It is located about 1.5 km from the village of Bogolyubovo, 12 km north-east from the center of Vladimir.

Vladimir city of Russia photos

Churches of vladimir.

Nikitskaya Church in Vladimir

Author: Natasha Fisher

Trinity (Red) Church in Vladimir

Author: Kostya Markin

Assumption Cathedral of the Holy Assumption Convent in Vladimir

Author: Sergey Bulanov

Pictures of Vladimir

St. Rosary Catholic Church in Vladimir

Author: Sergey Duhanin

Cathedral of the Nativity of the Blessed Virgin Mary in Vladimir

Author: Oleg Lomov

Nativity Monastery in Vladimir

Pre-Mongol white-stone architectural monuments of Vladimir

Holy Assumption Cathedral in Vladimir

Author: Tom Sellek

Cathedral of Saint Demetrius in Vladimir

The Golden Gate in Vladimir

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Currently 3.08/5

Rating: 3.1 /5 (204 votes cast)

NordicTrack T 8.5 S Review – Pros & Cons (2024)

Brian is a regular competitor and national qualifier in the National Physique Committee events of bodybuilding and classic physique. A veteran writer and editor of more than 24 years, he's published numerous articles on fitness, health, and exercise.

The NordicTrack T 8.5 S is among our favorites in the T Series, primarily available on Amazon.com. But don’t think it’s placement in that retailer limits its appeal relative to the rest of its brand-mates. Each season we get to see new upgrades, and we’re excited for the 2024 model we describe here below. Definitely a little smaller than years prior, the good news is the performance you’ve come to expect from the T Series is still here. A solid mid-priced option, I’d see this as a go-to for someone wanting high-quality at the $1,600-and-under level.

Frankly this model reminds me a lot of the NordicTrack 1250 , and if you’re shopping between those two models, give this a solid read. I’ve been competing as a bodybuilder and powerlifter for years and am well accustomed to machines like this. These types of treadmills are for the average user that isn’t planning to run a marathon but still wants solid workout options between hiking, jogging, and hard walking.

Read below to see the complete machine walkthrough and be sure to check out the links to important articles concerning decks , motors , rollers, and belts, if you have any questions about the mechanics. Rest assured, there’s a reason the NordicTrack T 8.8 S continues to dominate the markets.

Why You Should Trust Our Review Of The NordicTrack T 8.5 S

At TreadmillReviews.net, we bring you comprehensive reviews of treadmills so you can decide which one is right for you. Our staff thoroughly test all the treadmills we review. We install them, walk on them, run on them, and try out all of the features. We get to know each and every treadmill we review extremely well. Our reviewers log miles on the deck. We listen and record the sound of the motor, we test and measure the incline/decline, try out all aspects of the console and try the treadmill’s features, such as iFit.

Every treadmill we review undergoes the same rigorous process . That way we can compare and contrast them and give you an honest review of what we think. This particular treadmill has been around for many years, and we’ve done previous reviews of the NordicTrack T 8.5 S.

Our reviewers are treadmill and fitness experts. Brian, the author of this review, is a competitive bodybuilder, and is a 7-time national qualifier in both men’s bodybuilding and classic physique within the NPC competitions. He has coached and been coached on cardiovascular training, HIIT, and nutrition, particularly as it pertains to weight loss for competitions. He is an expert at treadmills, has been on this treadmill, and you can trust his opinion on all of the treadmills he reviews.

Editors Brian and Jessica visit the iFit showroom and corporate headquarters in Logan, Utah for training with their lineup. Photo by: Oleksandr Kosheliev / TreadmilReviews.net

The 2024 NordicTrack T 8.5 S is a solid, mid-priced treadmill at the $1,599 level. Along with the T 6.5 S and T 7.5 S, it’s available on Amazon.com and the first difference you’ll notice is the screen size ranging from 5” to 7” to the T 8.5S with a 10” screen. These treadmills are designed for those users who don’t want to pay for a big splashy high-definition touchscreen which tilts and swivels, rather they want a NordicTrack treadmill which other specs equal. One change made this year is the belt size is now 20” x 55” instead of 60” which makes it a stronger candidate for the walking and jogging crew as opposed to long distance runners. As with all iFit products, including ProForm and Freemotion, the NordicTrack treadmills are built to work with that program and feature Bluetooth-enabling, automatic trainer control, and both live and on-demand programming for any type of workout you can image. Purchase comes with a free 30-day trial to the program, after which it’s $15 per month for an individual or $39 per month for the family.

Check Price on Amazon

10" touchscreen
3.0 CHP motor
iFit-dependent

NordicTrack T 8.5 S Treadmill – Pros & Cons (2024) - Key Specs:

Star Rating:	4.3-stars
Motor:	3.0 HP
Incline:	0-12%
Running Area:	20” x 55”
Folding:	Yes
Top Speed:	12 MPH
Weight Capacity:	300 LBS
Dimensions:	78.9" L x 35.5" W x 59.4" H
Built-In Programs:	iFit

In-Depth Review of the NordicTrack T 8.5 S

Why we like it.

The NordicTrack T 8.5 S is a midsized unit without the bells and whistles, priced at the under-$1,600 range. The refreshed model coming for 2024 features a few changes but nothing particularly striking. Measuring 78.9″ x 35.5″ x 59.4″ it sports up to 300 pounds in user weight and comes with 30 days of the iFit app included. The unit is built with a 10″ interactive display and a 3.0 CHP, SMART-Response motor. This model comes with a 20″ x 55″ tread belt as opposed to the 20″ x 60″ model from years past, true but unless you’re a long-distance runner, this might work out well for you.

It Comes With A Solid 10″ Console

If you’re not into the big rotating screens, this 10″ model will most likely strike you as a perfect size. When I’m on a treadmill myself I’m only a foot or so away from the screen, so even 10″ is more than enough to interact with the programming. In addition to the screen, the treadmill comes with an AutoBreeze fan and two 2″ speakers compatible for Bluetooth headphones. The included 30-day iFit plan gives you a taste of the program. A couple downsides to point out up front, since these are top questions about any NordicTrack or ProForm machine. Yes, you can use the treadmill without continuing the $39 per month iFit package, but, but, but, the screen is then only good for the manual workouts. Without iFit, you’ll lose the automatic trainer control and access to live and on-demand workouts. And no, unfortunately this screen is not compatible with Hulu, just that iFit program.

Take A Look At What iFit Can Do on the NordicTrack T 8.5 S

Video Courtesy of iFit

Heart Rate Training Options

Unlike pricier models, the T 8.5 S does not have built-in handlebar sensors like other units, but it is Bluetooth-enabled and the iFit package is designed to sync with ActivePulse and the SmartBeat armband. I admit I love this system irrespective of the treadmill on which I use it. It works the same with all iFit-enabled treadmills. What I dig about ActivePulse technology is the ability of the program to not just monitor your heart rate, but to adjust, and even override, the automatic trainer control’s resistance. So if I’m on an iFit run and the program has me moving up to an incline of 5% and speed of 5mph, but my heartrate is going too high, the little ActivePulse icon on the screen will alert me and communicate the new plan, which can be adjusted again if my heartrate goes down. Frankly, I’m amazed that two completely separate programs can interact that dynamically and still be right as rain about my pulse. ActivePulse technology comes with the machine and the iFit package, but the SmartBeat armband is sold separately by NordicTrack, or often give for free as a promotion.

The NordicTrack T 8.5S syncs with iFit’s SmartBeat armband monitor for heartrate monitoring.

The NordicTrack treadmills sync with iFit’s SmartBeat armband monitor for heartrate monitoring.

Good Incline Features

The 2024 NordicTrack T 8.5 S has a 12% incline, which in my experience is sufficient for most users. I’ve never had a problem burning my quads with inclines even up to 6% frankly and I very rarely go over 12% in my own training. If you’re looking for a real mountain to climb, read our review of the NordicTrack X22i and X32i , which both sport 40% inclines. The big downside to those models is they cost more than double this unit. Whether using one of iFit’s travel workouts or the iFit’s Google Maps, these incline/decline settings really do mimic the hills and hollers of tracks in Africa, Asia, Australia, Europe, or even Antarctica.

Easily Folded Up and Stored Away

I love folding treadmills and have written extensively about them here . Don’t think folding means flimsy. Quite the opposite. With the patented EasyLift Assist button, you can simply lift up the rear of the unit and watch it slide up into place. It’s also incredibly simple to unfold thanks to the hydraulics, and you can read my step-by-step here with pictures. The whole process times out at about 8 seconds up, and 12 seconds down, per my own stopwatch, on nearly every NordicTrack treadmill I’ve seen. Folding treadmills roll easily about a floor on two front-mounted wheels. But they’re also easier to keep clean, repair, and lubricate the belts . If you do want to roll the unit to the side of the room when not in use, you’ll find the process easier than moving a bookshelf.

What We Like:

· the motor.

The T 8.5 S offers a 3.0 CHP motor and reaches speeds of up to 12 mph without making a ruckus. This makes it ideal for interval training as well as mountain hiking.

· 10″ Touchscreen

These days, it’s a must that fitness equipment comes with a touchscreen panel. With this model comes a 10″ touchscreen which allows you to flip between workout programs, check calories and miles, and use iFit so you can take advantage of on-the-go fitness guidance. You’ll also be able to run through real streets by checking out Google Street Views or using HD video feature that offers exercise paths around the world.

· iFit Treadmill Workouts

This treadmill’s 12% decline/incline feature syncs with the elevations and dips of the landscape you choose to explore through iFit’s Google Maps feature, ensuring that it really does feel like you’re running outside on that terrain. This feature is ideal for those who struggle to stay motivated to keep exercising as it allows you to explore new locations. The incline is fast and quiet, going up and down at a rate of about 1 second each degree.

· iFit Data Tracking

iFit keeps tabs on fitness stats with every session. Whenever a workout is completed, the data is logged into the treadmill and then paired with any other device on iFit. This makes getting exercise, nutrition, and lifestyle recommendations easier.

· Bluetooth Audio

Bluetooth audio capabilities allow you to listen to your favorite workout playlists through Premium Audio Speakers wirelessly, as well as sync with any number of other devices. The ability to connect instructor-led training to your Bluetooth headphones is a nice plus. I’ve never had a problem syncing with my unit and I even have satellite Internet. It usually takes about 5 seconds to connect.

· Cushioning Preferences

Prepping for a road on a cushy deck makes things too easy. This treadmill offers the ability to turn the cushioning on or off according to your preferences so you can save your joints and use the cushioning only when you need it. Keep in mind that by having it off, you’re adding 30% more impact to your joints, so you shouldn’t train this way in the long term.

· Cooling Options

If you want to stay cool while you run or walk, the T 8.5 S’s dual AutoBreeze workout fans will do the trick. While this may seem like a treadmill luxury rather than a necessity, it’s definitely nice to have while you work out.

· Weight Capacity

This is a pretty heavy-duty treadmill and can support users of up to 300 pounds.

What We Don’t Like:

· ifit-dependent.

Yes, the machine will work without the $39 per month iFit program, but you’ll lose all the features which make the treadmill a great buy. The treadmill effectively goes into a manual-only mode as there are no built-in programs.

· Hard to Assemble

NordicTrack is like most treadmill manufacturers these days and they’ll offer you in-home assembly. My advice is to take it. I outline the steps of treadmill right here but go ahead and figure on needing at least three friends and an hour. There’s really no way for you to do this alone. It’s no more complicated than building with Legos, if the Legos are 340 pounds. The deck is just too big at 80″ in length and 38″ in width. I’ve assembled Echelon , NordicTrack , and ProForm units myself and come to the conclusion you’re just better off having it done by the moving team. You can see how to install and assemble this treadmill by following the NordicTrack installation video:

This Treadmill Could Be For You If You Want:

A mid-priced treadmill without the bells and whistles
12% Incline
A quiet treadmill motor that can accommodate long-distance running, interval training, and speeds up to 12 mph
Interactive programming and Bluetooth heartrate monitoring

Our Verdict:

The NordicTrack T 8.5 S is a go-to for those online shoppers who prefer Amazon.com and aren’t interested in big fancy screens. Even if you’re not into iFit, this is a mobile little unit that can folded and rolled over to the television screen for entertainment during runs. At $1,600 it’s a mid-price unit from a top name in fitness and certainly worth a look. Other comparable units I’d recommend would be the NordicTrack EXP 7i and 1250.

Recent Updates

July 13, 2021: Added some FAQs to the page.
October 30, 2023: Updated specs and facts

NordicTrack T 8.5 S FAQs

Can the nordictrack t 8.5 s be used without an ifit subscription.

Yes, you can use the NordicTrack T 8.5 S without an iFit subscription but it works in a manual mode.

Is the NordicTrack T 8.5 S quiet enough to have in an apartment?

This treadmill should be quiet enough to have in an apartment with it’s smooth but powerful 3.0 continuous-duty horsepower motor. If you are worried about noise travelling to your neighbors, you can get a shock absorption mat to place under your treadmill to help lessen any noise from impact when the treadmill is in use.

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Anyone Own the Tormek T-8?

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Having multiple places, I have found some sharpening tools (as well as other tools) migrating from one homestead to the other. It seems all the sharpening tools/stones now live at the farm. Instead of replacing them with similar ones, I am looking at the new Tormek T-8. It's an expensive pill to swallow, but might be worth it depending on what folks think. What do you folks who own one or have used on think? There are very few reviews online.

If nobody replies, contact Dennis Peacock by PM here. IIRC, he has one.

Ken So much to learn, so little time.....

Originally Posted by Ken Fitzgerald If nobody replies, contact Dennis Peacock by PM here. IIRC, he has one. Ken, thank you. Dennis seems to own quite a few tools I would like to own. He must have an enormous shop.

Visit Homepage

I haven't owned one but I used one quite a bit when I was taking woodworking classes at school. I'm not a big fan of Tormek for chisels and plane blades. The first thing is that the Tormek is a wet system and it tends to get water around the tool when you use it - so you really have to have a dedicated space for it. Second, it's very expensive and the jigs that you buy for it are expensive. It's very easy to have more than $1,000 invested in a machine and jigs which is an awful lot of money for sharpening. In fact, this Tormek package on Amazon is $1,700. For chisels and plane blades, I wound up with a WorkSharp 3000. I use the WorkSharp to set the primary bevel at 25 degrees and then go to water stones to put the final bevel on. The final bevel will be greater than 25 degrees so it's a microbevel. I use a diamond plate on the WorkSharp (about $12) instead of sandpaper. Here's a discussion on my web site about how I sharpen. The WorkSharp is not perfect - I find it somewhat underpowered - but it does the job for me. And it's only $200. And if you buy a Tormek, you still need some stones to flatten or hone the back of the chisel or plane blade. Some people will try to tell you that you can flatten the back of a chisel on the side of the Tormek stone but I, and other people I know who have tried that, found that it did not work well. And the Tormek wheel is generally coarse enough that you need to take it to a fine stone to finish sharpening. If the Tormek stone was fine enough for a finish, it would be very slow. They offer a leather wheel for honing but my experience is that there's too much of a jump from the wheel to the leather hone. I needed a stone to go to before going to the honing wheel. Of course, if you plan to use it for something other than chisels and plane blades, none of the above may be useful to you. Mike

Last edited by Mike Henderson; 08-15-2016 at 10:44 AM .

Go into the world and do well. But more importantly, go into the world and do good.

I have a Worksharp 3000, but it's at the farm. As you indicated, it's primarily for plane blades and chisels. It has the "caddy" that Stumpy Nubbs advocated but he didn't indicate anything about diamond disks that you discuss. Where did you purchase such disks? I have no problem getting another Worksharp 3000 and making another caddy.

I am a new owner of the tormek system, don't worry about the wet issue. I have seen zero reason to be concerned about that. Not even a splash of water. I also own the worksharp 3000. They both have there places, however I LOVE the tormek system.. I mean really like using it. I got lucky and won a complete system with all the jigs for cheap, and it's worth every dollar of the asking price. The only thing I do not like is flattening the back of chisels and plane irons. I use a DMT stone or the worksharp for that.

I freaking love mine. I got it for free, but I had to replace all the accessories, jigs, etc. I'm ticked at myself for not getting one sooner.

Rich, I think it depends on what you intend to use it for. I dont know if it helps, but I wish Id known the following before I bought a Tormek clone a while back. The Tormek clone was good for sharpening, but waaaaaaaay too slow for setting the primary bevel angle; eg, going from 30* to 25*, etc. I thought the problem was because the clone had a cheaper stone. (Its a clone after all, not a real Tormek.) But after reading alot about Tormeks online (Tormek forum and others), I realized my experience was not uncommon when using the "stock" stone. So I bought the wrong machine for my intended use - grinding the bevel. I felt pretty foolish, and if the clone hadnt had other issues that warranted a return, Id have "eaten" the cost and just put it on the shelf as a reminder to do more homework next time. After all, it WAS my mistake. I will say that I REALLY liked the Tormek-like tool holder - I felt completely in control of the tool while sharpening straight blades and got very sharp, every time. Maybe you already knew all this, but I thought Id mention it in case you wanted to use it the way I did. Hope it helps. Fred

Last edited by Frederick Skelly; 08-14-2016 at 8:52 PM .

I was faced with the same dilemma years ago because of the high cost of the Tormek. I could never get satisfactory results free-hand or with the various jigs I wasted money on for honing. My conventional grinder could definitely form the bevel quickly but at the expense of a very blue color on the edge. Sharpening was always something I put off as long as possible because it was such an unpleasant process and unsatisfactory result. Working with anything less than razor sharp tools is a real chore. So I bit the bullet several years ago and bought a Tormek T8 and a bunch of jigs and kicked myself for not buying one sooner. The water bath is simply not a problem for me and eliminates the overheating of the edge. It does take a while to re-establish a bevel but once you've got it all you need to do is touch up the edge periodically. My tools are razor sharp all the time now and there is no hesitancy to take a moment to freshen the edge on the leather stropping wheel. The edges are basically a mirror polish. I've sharpened plane irons, chisels, turning chisels, turning gouges, carving chisels, 12" jointer knives, and 20" planer knives in my woodworking shop. I also do leather work, (shoe-making particularly) and use the Tormek for sharpening 8" splitter blades, skiver blades (which are just an injector razor blade), French edgers, rounding edgers, and needles for an ancient Junker and Ruh sole stitcher. Needles are usually considered throw-away but they are no longer made for the J&R machine and cost around $10 each. It takes less than a minute to touch up the edge of the needles on the leather strop wheel. The key is to not let your tools get dull but to keep them razor sharp at all times. It takes no time at all and you have the pleasure of always working with sharp tools.

Originally Posted by Rich Riddle Having multiple places, I have found some sharpening tools (as well as other tools) migrating from one homestead to the other. It seems all the sharpening tools/stones now live at the farm. Instead of replacing them with similar ones, I am looking at the new Tormek T-8. It's an expensive pill to swallow, but might be worth it depending on what folks think. What do you folks who own one or have used on think? There are very few reviews online. Rich, It must be rough to have two shops. I know another guy who has two shops in different states and although he has a lot of duplication sometimes what he needs is far away. If I had a similar situation I think I would want identical tools at each place, assuming I used both shops about the same. I don't have the T-8 Tormek but I have had the older T-7 for a bunch of years with all the jigs. It looks much the same but with steel instead of zinc casting, same size stone, etc. I use the Tormek mostly for woodturning tools and occasionally for chisels. I like the finish the wheel puts on turning tools but it is very slow to reshape any tool. About 10 years ago I made an adapter to use the Tormek jigs on my 1/2 speed bench grinder. That is MUCH quicker for regrinding a tool to a new angle or profile. Then I move it to the Tormek to sharpen. Once the tool is sharpened the first time, all other times only take a few seconds. The jigs are excellent. I like the leather honing wheel for polishing and edge although I often just use a flat leather strop with a little of the Tormek honing compound. I have used all the jigs except for the one for jointer knives. A year or so ago I replaced the Tormek stone with a 600 grit CBN wheel (from Ken Rizza at Woodturners Wonders). This makes it even easier to use since it never needs flattening and I don't have to mess with the water. (The Tormek turns so slowly heat on the edge is never a problem.) I put CBN wheels on my grinders too for re-profiling and for sharpening certain tools. Having the CBN wheel on it also makes it easier to take places and set up quickly. I like the CBN wheel but the 600 grit doesn't put quite the same edge on the tools as the water wheel. CBN wheels do take a while to "break in" so maybe I'm just impatient. I may eventually get a 1000 grit wheel and try that. I'm still looking for a second Tormek if anyone has one they don't use. JKJ

Originally Posted by Rich Riddle I have a Worksharp 3000, but it's at the farm. As you indicated, it's primarily for plane blades and chisels. It has the "caddy" that Stumpy Nubbs advocated but he didn't indicate anything about diamond disks that you discuss. Where did you purchase such disks? I have no problem getting another Worksharp 3000 and making another caddy. I'll try to find the exact disk I bought but try this link at Amazon to see some options. A number of other people have purchased the diamond disks for the Worksharp and maybe they'll chime in. Mike [Ah, here's the ones I bought . I bought several different grits. This is just one of the grits I purchased. They've held up well in use.]

Last edited by Mike Henderson; 08-15-2016 at 10:39 AM .

I have the T-7 .. I'm sure the T-8 has something better. The T-7 is an amazingly simple sharpener. If you can stomach the cost, you wont regret it . I'm just finishing a new shop and as Cary said, put in a dedicated sharpening center with water.

I've got an older one that I won in an auction. It's well made, performs well, and I get good results. But... I don't think it's a good value. It's a very simple machine and other companies make comparable units at a fraction of the cost. If I had to buy new I would look towards Grizzly or Jet.

Originally Posted by johnny means I've got an older one that I won in an auction. It's well made, performs well, and I get good results. But... I don't think it's a good value. It's a very simple machine and other companies make comparable units at a fraction of the cost. If I had to buy new I would look towards Grizzly or Jet. They are kinda Festoolian in a way. Very nice, very expansive. You pay a lot more, for not much more value. Knowing what I know now, if mine vaporized I'd buy a new one or patiently wait for one to pop up on Craigslist. I got mine for free and I'm not sure I would've pony'd up the cash for one initially. It is stupid how simple it is to get a decent and consistent grind though.

It seems like the Tormek T-4 would be more than adequate for a home shop, but I don't see many discussions about it.

Mark McFarlane

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How to Do Homework: 15 Expert Tips and Tricks

Coursework/GPA

Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

A diagnostic test to help you figure out why you’re struggling with homework
A discussion of the four major homework problems students face, along with expert tips for addressing them
A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you .

So let’s get started!

How to Do Homework: Figure Out Your Struggles

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time.

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling.

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers!

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too. C. Groan out loud. Another essay? You could barely get yourself to write the last one! D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now.

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores:

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start? B. As soon as you get home from your shift at the local grocery store. C. After you give yourself a 15-minute pep talk about how you need to get to work. D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time!

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You:

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter. B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale. C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You:

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home! B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you! C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones. D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say:

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work. B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks. C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home. D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in.

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down:

If your answers were mostly As, then your biggest struggle with doing homework is procrastination.
If your answers were mostly Bs, then your biggest struggle with doing homework is time management.
If your answers were mostly Cs, then your biggest struggle with doing homework is motivation.
If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted.

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it.

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating.

How to Do Homework When You’re a Procrastinator

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination.

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+.

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too!

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework!

3 Tips f or Conquering Procrastination

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time.

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done.

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust.

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful.

#2: Have a Homework Accountability Partner

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals.

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track.

#3: Create Your Own Due Dates

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due.

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead!

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you.

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix.

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them.

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible.

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students.

#1: Make a Prioritized To-Do List

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away.

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A.
B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away.
C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C.

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important.

#2: Use a Planner With Time Labels

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day.

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ).

#3: Set Reminders on Your Phone

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work.

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started.

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute.

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later.

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place.

Here are some common reasons students are unmotivated in doing homework :

Assignments are too easy, too hard, or seemingly pointless
Students aren’t interested in (or passionate about) the subject matter
Students are intimidated by the work and/or feels like they don’t understand the assignment
Homework isn’t fun, and students would rather spend their time on things that they enjoy

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework.

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you!

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !

#2: Form a Homework Group

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments.

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too.

#3: Change Up Your Environment

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done.

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done.

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done!

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done.

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work.

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand!

#2: Limit Your Access to Technology

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework.

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done.

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment!

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch.

#1: Do the Easy Parts First

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer .

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade.

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !)

#2: Pay Attention in Class

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later.

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too.

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!)

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

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Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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Barriers Associated with the Implementation of Homework in Youth Mental Health Treatment and Potential Mobile Health Solutions

Brian e. bunnell.

1 Department of Psychiatry and Behavioral Neurosciences, Morsani College of Medicine, University of South Florida, Tampa, FL, USA

2 Biomedical Informatics Center, College of Medicine, Medical University of South Carolina, Charleston, SC, USA

Lynne S. Nemeth

3 Department of Nursing, College of Nursing, Medical University of South Carolina, Charleston, SC, USA

Leslie A. Lenert

Nikolaos kazantzis.

4 Cognitive Behavior Therapy Research Unit and School of Psychological Sciences, Monash University, Clayton, VIC, Australia

Esther Deblinger

5 Child Abuse Research Education & Service (CARES) Institute, Rowan University School of Osteopathic Medicine, Stratford, New Jersey, USA

Kristen A. Higgins

Kenneth j. ruggiero.

6 Technology Applications Center for Healthful Lifestyles, College of Nursing, Medical University of South Carolina, Charleston, SC, USA

Author Contributions

Associated Data

Background:.

Homework, or between-session practice of skills learned during therapy, is integral to effective youth mental health TREATMENTS. However, homework is often under-utilized by providers and patients due to many barriers, which might be mitigated via m Health solutions.

Semi-structured qualitative interviews were conducted with nationally certified trainers in Trauma Focused Cognitive Behavioral Therapy (TF-CBT; n =21) and youth TF-CBT patients ages 8–17 ( n =15) and their caregivers ( n =12) to examine barriers to the successful implementation of homework in youth mental health treatment and potential m Health solutions to those barriers.

The results indicated that many providers struggle to consistently develop, assign, and assess homework exercises with their patients. Patients are often difficult to engage and either avoid or have difficulty remembering to practice exercises, especially given their busy/chaotic home lives. Trainers and families had positive views and useful suggestions for m Health solutions to these barriers in terms of functionality (e.g., reminders, tracking, pre-made homework exercises, rewards) and user interface (e.g., easy navigation, clear instructions, engaging activities).

Conclusions:

This study adds to the literature on homework barriers and potential m Health solutions to those barriers, which is largely based on recommendations from experts in the field. The results aligned well with this literature, providing additional support for existing recommendations, particularly as they relate to treatment with youth and caregivers.

Introduction

Homework, or between-session practice of skills learned during therapy, is one of the most integral, yet underutilized components of high-quality, evidence-based mental health care ( Kazantzis & Deane, 1999 ). Homework activities (e.g., self-monitoring, relaxation, exposure, parent behavior management) are assigned by providers in-session and completed by patients between sessions with the goal of “practicing” therapeutic skills in the environment where they will be most needed ( Kazantzis, Deane, Ronan, & L’Abate, 2005 ). There are numerous benefits to the implementation of homework during mental health treatment ( Kazantzis et al., 2016 ; Kazantzis, Deane, & Ronan, 2004 ). Homework enables the generalization of skills and behaviors learned during therapy, facilitates treatment processes, provides continuity between sessions, allows providers to better grasp patients’ learning, and strengthens that learning, leading to improved maintenance of treatment gains ( Hudson & Kendall, 2002 ; Scheel, Hanson, & Razzhavaikina, 2004 ). Meta-analytic and systematic reviews have shown that homework use by providers and adherence by patients predict increased treatment engagement, decreased treatment dropout, and medium-to-large effects on improvements in clinical outcomes for use (Cohen’s d =.48–.77) and adherence ( d =.45–.54) ( Hudson & Kendall, 2002 ; Kazantzis, Deane, & Ronan, 2000 ; Kazantzis & Lampropoulos, 2002 ; Kazantzis, Whittington, & Dattilio, 2010 ; Mausbach, Moore, Roesch, Cardenas, & Patterson, 2010 ; Scheel et al., 2004 ; Sukhodolsky, Kassinove, & Gorman, 2004 ). Simply put, 68% vs . 32% of patients can be expected to improve when therapy involves homework ( Kazantzis et al., 2010 ).

Despite its many benefits, homework is implemented with variable effectiveness in mental health treatment. Only 68% of general mental health providers and ~55% of family providers report using homework “often” to “almost always” ( Dattilio, Kazantzis, Shinkfield, & Carr, 2011 ; Kazantzis, Lampropoulos, & Deane, 2005 ). Further, providers report using homework in an average of 57% of sessions, although this rate is higher for CBT practitioners (66%) vs . non-CBT practitioners (48%). Moreover, only 25% of providers report using expert recommended systematic procedures for recommending homework (i.e., specifying frequency, duration, and location; writing down homework assignments for patients) ( Kazantzis & Deane, 1999 ). A national survey revealed that 93% or general mental health providers estimate rates of patient adherence to homework to be low to moderate ( Kazantzis, Lampropoulos, et al., 2005 ), and research studies report low to moderate rates of youth/caregiver adherence during treatment (i.e., ~39–63%; ( Berkovits, O’Brien, Carter, & Eyberg, 2010 ; Clarke et al., 1992 ; Danko, Brown, Van Schoick, & Budd, 2016 ; Dattilio et al., 2011 ; Gaynor, Lawrence, & Nelson-Gray, 2006 ; Helbig & Fehm, 2004 ; Lyon & Budd, 2010 ; Simons et al., 2012 ).

Numerous barriers to the successful implementation of homework during mental health treatment have largely been suggested by experts in the field, rather than specifically measured ( Dattilio et al., 2011 ), and have generally been classified as occurring on the provider-, patient-, task-, and environmental-level ( Kazantzis & Shinkfield, 2007 ). Provider-level barriers can relate to the therapeutic relationship and the degree to which a collaborative approach is used, provider beliefs about homework and the patient’s adherence, and providers’ ability to effectively design homework tasks ( Callan et al., 2012 ; Coon, Rabinowitz, Thompson, & Gallagher-Thompson, 2005 ; Friedberg & Mcclure, 2005 ; Garland & Scott, 2002 ; Kazantzis & Shinkfield, 2007 ). Patient-level barriers can include patient avoidance and symptomatology, negative beliefs toward the task, not understanding the rationale or how to do the task, forgetting, and beliefs about their ability to complete homework tasks. ( Bru, Solholm, & Idsoe, 2013 ; Callan et al., 2012 ; Dattilio et al., 2011 ; Friedberg & Mcclure, 2005 ; Garland & Scott, 2002 ; Hudson & Kendall, 2005 ; Kazantzis & Shinkfield, 2007 ; Leahy, 2002 ). Relatedly, core beliefs central to the patients’ psychopathology can be activated during homework–thereby triggering withdrawal and avoidance patterns ( Kazantzis & Shinkfield, 2007 ). Task-level barriers include poor match between tasks and therapy goals, tasks that are perceived as vague or unclear, tasks that are perceived as too difficult or demanding in terms of time or effort, tasks being viewed as boring, and general aversiveness of the idea of completing homework ( Bru et al., 2013 ; Callan et al., 2012 ; Dattilio et al., 2011 ; Friedberg & Mcclure, 2005 ; Garland & Scott, 2002 ; Hudson & Kendall, 2005 ). Environmental factors have been noted to include practical obstacles, lack of family/caregiver support, dysfunctional home environments, lack of time due to busy schedules, and lack of reward or reinforcement ( Callan et al., 2012 ; Dattilio et al., 2011 ; Hudson & Kendall, 2005 ).

The advancement and ubiquitousness of technologies such as m Health resources (e.g., mobile- and web-based apps) provide a tremendous opportunity to overcome barriers to homework use and adherence and resultantly, improve the quality of mental health treatment. m Health solutions to improve access and quality of care, have been widely investigated, are effective in facilitating behavior change, practical, desired by patients and providers, and available at low cost ( Amstadter, Broman-Fulks, Zinzow, Ruggiero, & Cercone, 2009 ; Boschen & Casey, 2008 ; Donker et al., 2013 ; Ehrenreich, Righter, Rocke, Dixon, & Himelhoch, 2011 ; Hanson et al., 2014 ; Heron & Smyth, 2010 ; Krebs & Duncan, 2015 ; Luxton, McCann, Bush, Mishkind, & Reger, 2011 ; Ruggiero, Saunders, Davidson, Cook, & Hanson, 2017 ). Existing m Health resources include features that can support homework implementation (e.g., voice and SMS reminders and feedback, self-monitoring and assessment, and modules and activities that can be used to facilitate between-session practice; Bakker, Kazantzis, Rickwood, & Rickard, 2016 ; Tang & Kreindler, 2017 ), but these resources were not designed with the express intention of addressing barriers to homework implementation, particularly for youth and family patient populations.

The extant literature on barriers to homework implementation is limited in that it is largely based on expert recommendations. Therefore, the first aim of this study was to explore provider, youth, and caregiver patient perspectives on barriers to the successful implementation of homework during youth mental health treatment. Further, m Health solutions to those barriers have not been explored, especially for youth and family patients. Thus, the second and third aims of this study were to obtain suggestions for m Health solutions to homework barriers and explore perceptions on the benefits and challenges associated with those m Health solutions.

Institutional Review Board approval was obtained prior to enrolling any participants in the study. The approach for this study was based on the constructivist grounded theory, which acknowledges the researcher’s prior knowledge and influence in the process and supports and guides conceptual framework development to understand interrelations between constructs ( Charmaz, 2006 ). This qualitative study used a thematic analysis of semi-structured interviews in a sample of nationally certified trainers in Trauma-Focused Cognitive Behavioral Therapy (TFCBT; Cohen, Mannarino, & Deblinger, 2017 ), youth who had engaged in TF-CBT, and their caregivers. The initial goal was to conduct interviews with 15–20 interviewees in each group to achieve theoretical saturation (i.e., no new information was derived), consistent with a prior study by members of the research team which used similar semi-structured interviews with national TF-CBT trainers ( Hanson et al., 2014 ), and recommendations by Morse (2000) given the relatively narrow scope and clear nature of the study. Interviews were conducted until interviewers and the study lead determined that no new pertinent information was being obtained.

Participants

National trainers..

Twenty-one national trainers in TF-CBT were interviewed. National trainers are mental health providers who completed a 15-month TF-CBT Train-the-Trainer program led by the TF-CBT developers. Trainers work extensively with numerous community mental health providers to problem-solve common barriers to clinical practice and thus, provide a unique perspective on the barriers to successful homework implementation and possible m Health solutions to those barriers. An e-mail invitation was sent to a list of approved TF-CBT trainers. Twenty-four trainers responded to this e-mail, 22 of whom agreed to participate in an interview, one of whom was unreachable after initial scheduling. Interviews were completed with a total of 21 trainers, who received a $25 gift card in compensation for their time.

Trainers had been treating children for an average of 23.29 years ( SD =8.80) and had been training providers for an average of 14.95 years ( SD =8.98). In the year prior to the interview, they led an average of 17 provider trainings ( SD =21.67) and trained roughly 345 providers ( SD =339.90). All trainers were licensed, and the majority were Clinical Psychologists (47.6%) and Social Workers (33.3%). The average age of trainers was 47.48 years ( SD =13.63) and the majority were female (71.4%), white (95.2%), and non-Hispanic/Latino (85.7%; see Table 1 ).

Trainer Demographics

Variable	M	SD

Age	47.48	13.63
Years Treating Children	23.29	8.80
Years Training Providers	14.95	8.98
Workshops in Past Year	17.00	21.67
Providers Trained in Past Year	345.52	339.90
Estimated % of Providers Experiencing Difficulty with Homework	76.40%	17.10%



Sex
Female	15	71.4
Male	6	28.6
Race
White	20	95.2
Asian	1	4.8
Ethnicity
Non-Hispanic/Latino	18	85.7
Hispanic/Latino	3	14.3
Discipline
Physician (MD)	1	4.8
Clinical Psychologist (PhD, PsyD)	10	47.6
Counselor (LPC)	1	4.8
Social Worker (LCSW, MSW)	7	33.3
Other	2	9.5
Currently Licensed	21	100.0

Twelve families were interviewed for this study. Families were included if they had one or more youth between the ages of 8 and 17 years-of-age and a caregiver who had engaged in at least four sessions for TF-CBT. These criteria were chosen because TF-CBT is typically recommended for youth between the ages of 8 and 17 years-of-age and it was estimated that four sessions would have likely allowed for adequate time for patients to have received homework assignments, consistent with the authors’ experience and prior TF-CBT literature ( Deblinger, Pollio, & Dorsey, 2016 ; Scheeringa, Weems, Cohen, Amaya-Jackson, & Guthrie, 2011 ). Families were recruited via advertisements online and at local community mental health clinics, and from a participant pool from a prior study ( Davidson et al., 2019 ). Twenty-nine families initially expressed interest in participating in the study. Six families were ineligible because they had not received TF-CBT and contact was lost with six families after their initial contact. Seventeen families were scheduled for an interview, five of which were unreachable after initially being scheduled, and interviews were completed with 12 families. Written informed consent from caregivers and assent from youth above the age of 15 were obtained in-person for four families and via a telemedicine-based teleconsent platform (i.e., https://musc.doxy.me ) for eight families. Families received a $30 gift card in compensation for their time.

A total of 15 youth who had engaged in TF-CBT, and their caregivers ( n =12; three families had two youth who had received treatment) were interviewed. Six youth were still in treatment at the time of their interview and nine had finished treatment an average of 49 weeks ( SD =42.32) prior to the interview. The average age of youth was 13.20 years ( SD =3.19), roughly half were female (53.3%), the majority were white (80%), and all were non-Hispanic/Latino. The average age of caregivers was 44.83 years ( SD =7.90), 66.7% were female, and all were White and non-Hispanic/Latino. Youth and caregivers rated their comfort with technology, in general, on a 10-point Likert scale (i.e., 1–10) with higher scores representing higher levels of comfort. Youth reported being very comfortable with technology (M=9.62, SD =1.12), as did their caregivers (M=7.83, SD =2.63; see Table 2 ).

Family Demographics

Variable	Youth =15		Caregivers =12



Age	13.20	3.19	44.3	7.90
Time Since Ending Treatment in Weeks	49.00	42.32	-	-
Comfort with Technology	9.62	1.12	7.83	2.63



Sex
Female	8	53.3	8	66.7
Male	7	46.7	4	33.3
Race
White	12	80.0	12	100
Black/African American	2	13.3	0	0.0
Native American/American Indian	1	6.7	0	0.0
Ethnicity
Non-Hispanic/Latino	15	100	12	100
Hispanic/Latino	0	0.0	0	0.0
Education
High School	-	-	1	8.3
High School	-	-	4	33.3
Some College	-	-	5	41.7
College Degree	-	-	3	25.0

Trauma-Focused Cognitive Behavioral Therapy

TF-CBT is a well-established and widely disseminated mental health treatment ( Cohen et al., 2017 ; Deblinger, Mannarino, Cohen, Runyon, & Steer, 2011 ; Silverman et al., 2008 ; Wethington et al., 2008 ). It is a conjoint youth-caregiver mental health treatment typically conducted over ~12, 90-minute sessions that address nine major treatment components (i.e., P sychoeducation; P arenting Skills; R elaxation Skills; A ffective Expression and Modulation Skills; C ognitive Coping and Processing Skills; T rauma Narration and Processing; I n Vivo Exposure; C onjoint Child Parent Activities; and E nhancing Future Safety and Development). TF-CBT also addresses a broad range of symptom domains including trauma- and stress-related disorders, disruptive behavior disorders/behaviors, depression/depressive symptoms, and anxiety disorders ( Cohen et al., 2017 ). TF-CBT was chosen as a model treatment for this study because of its broad symptom focus, inclusion of treatment components used in a variety of youth mental health treatments, and involvement of youth and their caregivers, offering potential to improve the applicability of the study’s results to a range of youth mental health treatment approaches.

Procedures for Data Collection

Interviews were conducted via telephone for trainers, and either in-person or via telephone for families based on their preference. A postdoctoral fellow and masters-level research assistant conducted the interviews, which were audio-recorded and transcribed using a professional transcription service. Interviews included three major components. The first component included demographic questions. The second included a brief orientation to the goal of the study, which was to develop a new technology-based resource to help providers and patients during the implementation of homework during mental health treatment. The third component included questions that aimed to assess perspectives on barriers to homework implementation, elicit suggestions for m Health solutions to those barriers, and examine perceptions on the benefits and challenges associated with m Health solutions to homework barriers. The average duration of interviews was 41 minutes for trainers and 37 minutes for families. See Supplementary Materials for complete interviews.

Data Analysis

Transcribed interviews were coded using NVivo qualitative analysis software. NVivo was used to identify common themes (nodes) as they related to (1) patient-, provider-, task-, and environmental-barriers to homework implementation, (2) suggestions for m Health solutions to homework barriers, and (3) benefits and challenges associated with m Health homework solutions. Initial and secondary coding passes were conducted to identify and refine theme classifications as they emerged and impose a data-derived hierarchy to the nodes identified. Focused coding was used to refine the coding and ensure that data were coded completely with minimal redundancy ( Miles & Huberman, 1994 ). Themes were initially proposed by the first author and reviewed by an expert in qualitative and mixed methods research (the second author) and an internationally recognized expert in the implementation of homework and related barriers during CBT (the fourth author). Divergent perspectives on theme descriptions ( n =2) and classifications ( n =1) were compared until agreement was reached.

Results are organized by the main topics explored in this study, including: 1) barriers to the successful implementation of homework, coded on provider, patient, task, and environmental levels; 2) potential m Health solutions to those homework barriers; and 3) perceived benefits and challenges of those potential m Health solutions. Results within each of these topics are presented first from the perspectives of trainers and second from the perspectives of families.

Barriers to the Successful Implementation of Homework

Trainer perspectives..

As displayed in Table 3 , trainers identified several barriers to homework implementation on the provider-, patient-, task-, and environmental-level.

Trainer Perspectives on Homework Barriers

Levels	Themes	No. of Trainers Raising Theme	No. of References to Theme
Provider
	Difficulty engaging patients and or discouraged by low engagement	15	23
	Don’t see homework as an integral part of therapy or important	14	17
	Don’t know what to assign	12	14
	Forget	11	13
	Too busy or lack of time	11	18
	Don’t know how to effectively assess and assign homework	11	14
	Don’t effectively assess patient barriers	10	11
	Difficulty individualizing homework to specific patients	10	13
	Difficulty with consistency	9	10
	Assignments are too difficult or overwhelming	6	9
	Don’t want to distress or put too many demands on the patient	6	7
	Difficulty planning ahead for homework	5	6
	Lack resources	4	5
Patient
	Don’t see homework as an integral part of therapy or important	15	19
	Forget	5	6
	Don’t understand the rationale	5	5
	Patient avoidance or symptoms	4	5
	Don’t understand practical implementation (i.e., when, where, and how)	4	4
Task
	Homework is an aversive term	7	7
	Assignment does not align with patient values or treatment goals	7	12
Environment
	Home life is busy and chaotic; no time	15	17
	Lack of caregiver involvement	13	18
	Lack of reward or reinforcement	7	10

Provider-Level Barriers.

Many trainers felt that providers tend to have difficulty engaging patients in assigned tasks, leading some providers to become discouraged by low levels of engagement. As stated by one trainer,

“I think they recognize that [homework assignments] do have value, but in terms of what I feel, a lot of clinicians are not having success with families completing homework, so it’s diminishing the sense of value…something they’ve tried to put into place and they are not feeling there’s any success in it.”

Trainers also noted that many providers do not see homework as an integral part of therapy. One trainer commented,

“I think there are a lot of concrete barriers, but to me probably the biggest barrier will be the–I think that still to this day [providers] like to think that therapy happens in that one hour.”

Other interrelated difficulties faced by providers related to their capacity to effectively and consistently develop, assess, and assign meaningful and patient-centered homework exercises.

As stated by one trainer,

“I see a lot of that just shooting from the hip, kind of off the cuff, ‘let’s do this,’ but yet, it’s not backed by anything concrete or tangible…I think probably one of the biggest pieces again is the failure on the clinician’s part to follow that up and too often review it at the end of the session.”

Another said,

“I think clinicians don’t always appreciate how hard it is to actually do homework that requires you to make some behavioral change.”

Barriers also related to providers’ time and resources for implementing homework, as conveyed by one trainer’s comment,

“I mean, these people…every minute of every day is filled up with doing, billing, writing, charting, going to meetings, getting supervision, and seeing patients, and then they go home exhausted.”

Patient-Level Barriers.

Many trainers stated that, similar to some providers, patients often do not see homework as an important part of therapy. Put by one trainer,

“I think that some [patients] just feel that coming to the session is enough and that should resolve everything, and that you know, doing homework is just kind of an extra thing…I don’t really need to do it to benefit from the therapy.”

Perhaps relatedly, trainers also noted that patients generally forget to do homework assignments, and often forget why, how, when, and where assignments should be done.

Task-Level Barriers.

Task-level barriers noted by trainers included assignments not always aligning with patient values or treatment goals and that the term ‘homework’ being aversive to patients of all ages. One trainer commented,

“I think it has to be something that [patients] see the value in. And again, we go back to that engagement and them trusting you as well as you explaining to them why this could be helpful…If it didn’t help, we need to change it.”

Another trainer laughed while stating,

“when we use the word homework, we might as well just throw a stink bomb in the room.”

Environmental-Level Barriers.

Finally, on the environmental-level, many trainers suggested that patients’ home lives are busy and chaotic, leaving little-to-no time for homework.

Explained by one trainer,

“I think that for parents…they have many other things in their life; work, parenting, partnerships that they are working on, just day to day chores or things that they have to do in terms of their family or other responsibilities. So, [homework] often feels like, I think for families, to add another thing…it just feels like a lot.”

Associated barriers included limited caregiver involvement and reinforcement for completing homework assignments. One trainer commented,

“So, let’s not forget that the parents need to be encouraged and checked on to make sure the kid is doing it. They have to work at it – It’s not going to just happen. So, helping the parents to see that they’re going to need to work to make sure the kids do it, because again, the kids would rather eat ice-cream than do the work. I mean change is hard.”

Another stated,

“I would say, lack of reinforcement for homework, so maybe for getting what you assign for homework and not reviewing it or the kiddo or the family learning pretty quickly, you know, why do it, because there’s not a lot of support around it. You know, if [patients] don’t get reinforced, whether tangibly or verbally, they may not continue that.”

Family Perspectives.

Families identified several barriers to homework implementation on the patient-, task-, and environmental-level which were similar to many of those noted by national trainers (see Table 4 ).

Family Perspectives on Homework Barriers

Levels	Themes	No. of Families Raising Theme	No. of References to Theme
Patient
	Patient avoidance or symptoms	10	23
	Forget	9	14
	Don’t understand practical implementation (i.e., when, where, and how)	8	12
	Don’t understand the rationale	8	13
	Don’t see homework as an integral part of therapy or important	5	5
	Disinterested or don’t care	4	5
Task
	Assignment is viewed as boring	10	12
	Assignment does not align with patient values or treatment goals	3	3
	Paperwork is inconvenient	2	2
Environment
	Home life is busy and chaotic; no time	12	21
	Lack of reward or reinforcement	7	7
	Lack of caregiver involvement	2	2
	Lack of provider enthusiasm	2	2

Families believed that patients often avoid homework as a result of their symptoms. In other words, the patient’s unhelpful coping strategies are being triggered.

One caregiver commented,

“Sometimes people don’t even want to dig into their feelings even to do the assignment either, you know. It stirs up things. You know, when you’re dealing with feelings, sometimes you don’t want to experience that feeling…you shut down. You don’t want to feel that at that time.”

“When you already have a child that has ADHD or behavior problems, it’s hard to get them motivated and to get them to do these exercises at home.”

Families also felt that patients simply forget to complete homework or bring it to their next session. One child stated,

“That’s my problem, she’ll give me homework, we met once a week, basically, and I would forget it because I’ve got a lot going on, and when I come in and she’s like, ‘Did you do your homework,’ I’m like, ‘Oh man’.”

Similar to trainers, families felt that patients often forget why, how, when and where assignments should be done. As stated by one caregiver,

“I think sometimes it can also be just, like maybe not fully understanding what is being asked of them to do. I know the therapist will ask them in the office, ‘do you understand?’ and of course the kids always go, ‘yes I do, can I go home now’?”

With respect to task-level barriers, most families viewed homework assignments as boring. General consensus from families was that patients–particularly youth– would more often than not just rather be doing something more interesting.

On the environmental level, all families noted that the home-life of patients is busy and chaotic, leaving little perceived time for homework. Everyday responsibilities such as schoolwork, employment, household chores, and familial responsibilities often take precedence. One caregiver stated,

“Well I think it sounds good in the office and then you get home and you just get quite busy and it gets pushed aside.”

Another commented,

“But I know what he’s saying…sometimes seven-and-a-half hours at school and then sometimes his therapy would be an hour-and-a-half. And thank goodness, his teacher was so flexible that on days he has therapy he did not have homework [for school], but he was just so emotionally and physically drained. When he got home, all he wanted to do was just rest or play. Because that’s the therapy, it can be just exhausting.”

Families also believed that that there is often a lack of reinforcement for completing homework assignments.

m Health Solutions to Homework Barriers

Trainer suggestions..

Trainers provided several suggestions for m Health solutions to homework barriers ( Table 5 ). Most trainers felt that reminders and schedules to help patients remember to complete homework assignments would be a crucial feature. One trainer suggested, “Maybe some kind of reminder feature, something that would kind of record into their daily calendars that they use, or an alarm, or something like a daily reminder…set to the times they are most likely to do the homework.”

Trainer Suggestions for m Health Solutions to Homework Barriers

Themes	No. of Trainers Raising Theme	No. of References to Theme
Reminders and schedules for patients	16	26
Reports or activity summaries	16	24
Behavior and symptom tracking	13	21
Interactive and fun activities	13	15
Include a variety of homework activities to choose from	12	14
Easy to use and easy navigation to relevant resources	11	19
Resources for caregivers and caregiver engagement	11	20
Patient centered and developmentally appropriate	10	17
Reward system	10	22
Reminders and schedules for providers	7	9
Clear instructions on how to do assignments	4	6
Information on rationale for homework	2	3

Trainers also suggested including reports or activity summaries of homework completion along with behavior and symptom tracking tools. One trainer thoughtfully commented, “If the homework app can somehow help to provide some data on the actual implementation of certain skills during the week that would be very valuable because I think the constructive feedback and the positive feedback that’s offered by therapists about performance of those skills between sessions can be really valuable.”

Trainers suggested including a variety of interactive, fun, and rewarding activities that engage children and caregivers. For example, one trainer stated,

“I think the more interactive you can make it between parent and child and the more of a game you can make it…kids are more likely to do that and to kind of use those skills.” All trainers ( n =21) felt that a text message-based system for reminding patients to complete homework assignments would be beneficial.

Family Suggestions.

Families suggested that the main function of the resource should serve to provide reminders (e.g., text messages or push notifications) for patients to complete homework assignments as well as instructions for how and when they should be completed. Another common suggestion was to include a reward system within the resource to reinforce engagement with homework assignments. Some suggestions for this reward system included coins, experience points, levels, and customizable avatar characters. One child thoughtfully related,

“there could be a digital reward system like stars or gems or something. Then it could be redeemed or something in the therapist’s office. Like I remember it was a while ago, I remember my therapist said if I was able to do something that I was having trouble with, we would have like brownies or something the next visit.”

Families also recommended that the resource include interactive and fun activities. The most common suggestion was to “gamify” homework assignments to make them more fun and interesting to patients. For example, a caregiver noted,

“I think that if you are able to play a game or level up after you did your activity…I don’t think you would have a problem with them doing the activity. They would be so excited to be able to play the game.”

Families providers also recommended reports and activity summaries so that progress could be tracked and reported to providers to be reviewed during the next treatment session ( Table 6 ). All families ( n =12) felt that a text message-based system for reminding patients to complete homework assignments would be beneficial.

Family Suggestions for m Health Solutions to Homework Barriers

Themes	No. of Families Raising Theme	No. of References to Theme
Built-in reward system	12	53
Instructions via video, text, audio	12	28
Reminders and schedules	12	24
Interactive and fun activities	10	18
Reports or activity summaries	9	20
Colorful	7	12
Resources for caregivers and caregiver engagement	4	5
Access without internet	4	5

Benefits and Challenges of m Health Solutions to Homework Barriers

The majority of trainers responded that an m Health solution to homework barriers would increase provider use of ( n =20; 95.2%) and family adherence to ( n =21; 100%) homework during mental health treatment. The majority of trainers also responded that such a resource would positively affect the therapeutic relationship ( n =15; 71.4%), increase treatment efficiency ( n =18; 85.7%), and improve treatment effectiveness ( n =18; 85.7%). Neutral responses were provided by all trainers who did not respond affirmatively to these questions (i.e., no negative responses were provided). Trainers also commented on the potential clinical utility of an m Health homework resource in that it would help providers with tracking and assigning homework and patients with skill development while promoting high levels of engagement in youth patients. Access, comfort with technology, and convenience were also noted benefits (See Table 7 ). One trainer commented,

Trainer Perspectives on Benefits and Challenges relating to m Health Solutions to Homework Barriers No. of Trainers

Theme	Sub-themes	No. of Trainers Raising Theme	No. of References to Theme

Clinical utility		13	21
	Youth like technology and would engage with it	9	11
	Would help with keeping track of homework	3	4
	Will help youth develop skills and maintain treatment gains	3	4
	Will help providers with developing and assigning homework	2	2
Access, comfort, convenience		9	14
	Most people have mobile phones providing easy access	6	7
	Some providers are really good with technology	5	5
	Having exercises on the phone would be convenient	2	2

Confidentiality issues		13	15
Access, comfort		12	26
	Some families may not have access to the technology	8	9
	Youth access to device might be restricted	4	6
	Providers might not have access to the technology	3	3
	Some families may not have internet access	3	3
	Some providers are not good with technology	3	3
	Some caregivers might not feel comfortable with it	2	2
Negative impacts on therapy		10	11
	Might promote social isolation	4	4
	It may add to the provider's administrative load	3	3
	Providers will still need to use clinical judgement	3	3
	Exercises might not fit with provider preferences	1	1

“I feel like so many people now enjoy so much more doing things on electronics and so definitely in sessions with kids I’m often recommending having a clinician use apps…sometimes technology is the way to really hook families in and engage them.”

“You know everybody has a phone and if we can have some apps where…I mean it’s so exciting to me what you are talking about. I can’t think of a better idea, I really can’t. I mean people always have their phones on them even if you are really, really poor, people tend to have a phone.”

Challenges identified by trainers centered around confidentiality, access and comfort with technology, and potential negative impacts on the therapeutic process. For example, one trainer stated,

“I do not know if people worry about if somebody else saw the app and wondered, ‘oh you are in therapy, oh what happened to you?’ So, some things around privacy issues and confidentiality, but those will be pretty easy to fix.”

The majority of families believed that the an m Health homework resource would make practicing therapy skills at home more fun or interesting ( n =11; 91.7%), would help families practice skills more often ( n =12; 100%), would positively affect the therapeutic relationship ( n =12; 100%), and would improve treatment effectiveness ( n =11; 91.7%). Neutral responses were provided by all families who did not respond affirmatively to these questions (i.e., no negative responses were provided). Families also suggested that an m Health homework resource would have excellent clinical utility, helping to improve communication between providers and families, make treatment and homework more rewarding, encourage more engagement from youth One caregiver commented,

“I think it would encourage the kids to get [homework] done even before the parents. The kids would want to do it on the phone, they love messing with phones.”

“I think by having the reminders, as well as having something there that’s interactive for the kids and the caregivers both. I think it would be a huge help.”

Similar to trainers, challenges noted by families related to confidentiality and some families not having access to the technology or the internet. Additional family perspectives on benefits and challenges are provided in Table 8 .

Family Perspectives on Benefits and Challenges relating to m Health Solutions to Homework Barriers

Themes	Sub-themes	No. of Families Raising Theme	No. of References to Theme

Clinical utility		11	60

	Will lead to better communication between providers and families	10	21
	Would help make treatment and homework more rewarding	7	9
	Youth like technology and would engage with it	7	7
	Would help families remember to do assignments	5	7
	Would help reinforce skills learned in therapy	4	6
	Could help to bring families together	4	4
	Would help treatment go faster	4	5
	Would help families remember why homework is beneficial	1	1

Confidentiality issues		11	20
Access, comfort		9	15
	Some families may not have access to the technology	6	6
	Some families may not have internet access	4	4
	Some families aren’t good with technology	2	2
	Youth access to device might be restricted	2	2
	Some families might have concerns about data or storage space	1	1

The aims of this study were to assess barriers to the successful implementation of homework during youth mental health treatment, obtain suggestions for m Health solutions to those barriers, and explore perceptions on the benefits and challenges associated with m Health solutions to homework barriers through semi-structured qualitative interviews with relevant stakeholders. National trainers in TF-CBT provided a unique perspective on the common challenges met by mental health providers and their patients as well as potential solutions to those challenges, particularly given their extensive experience problem-solving common clinical challenges with community mental health providers. Interviews with youth TF-CBT patients and their caregivers provided important perspectives from those most affected by homework barriers in mental health treatment.

Perspectives on Barriers to the Successful Implementation of Homework

Trainer and family perspectives on the various barriers to the successful implementation of homework during mental health treatment aligned well with the heuristic proposed by Kazantzis and Shinkfield (2007) , which classifies barriers as occurring on the provider-, patient-, task-, and environmental-levels. Most of the provider-level barriers noted by trainers were consistent with expert recommendations from the research literature, such as providers’ beliefs relating to homework and patient engagement in homework ( Coon et al., 2005 ; Friedberg & Mcclure, 2005 ; Garland & Scott, 2002 ), difficulty designing homework activities and individualizing them to specific patients ( Kazantzis & Shinkfield, 2007 ), forgetting about homework and running out of time during the session ( Friedberg & Mcclure, 2005 ), difficulty with consistency and not wanting to put too many demands on patients ( Coon et al., 2005 ), and difficulty effectively assessing patient barriers ( Kazantzis & Shinkfield, 2007 ). Experts have proposed a model for practice that directly addresses many of these provider-level barriers by proposing an ideal process for facilitating engagement in homework ( Kazantzis, MacEwan, & Dattilio, 2005 ).

Trainer and family perspectives on the most common patient-level homework barriers were similar and were also consistent with the extant literature. These included patients’ avoidance or symptoms ( Coon et al., 2005 ; Dattilio et al., 2011 ; Friedberg & Mcclure, 2005 ; Garland & Scott, 2002 ; Hudson & Kendall, 2005 ; Leahy, 2002 ), forgetting to complete assignments ( Coon et al., 2005 ; Hudson & Kendall, 2005 ), not understanding when, where, or how to do assignments or the rationale ( Dattilio et al., 2011 ; Friedberg & Mcclure, 2005 ; Garland & Scott, 2002 ), and beliefs about homework tasks and their ability to complete them ( Dattilio et al., 2011 ; Kazantzis & Shinkfield, 2007 ). Interestingly, whereas the most commonly endorsed patient-level barrier by trainers was patients not seeing homework as an integral part of therapy or important, the most commonly endorsed barriers by families included avoidance or symptoms, forgetfulness, and lack of understanding about assignments, reflecting differing views on the more significant barriers faced by patients. This discrepancy in the trainers/providers vs . families’ perspectives regarding between session assignments suggests the importance of therapists’ focusing more time on explaining assignments, discussing potential challenges, emphasizing the benefits of completing assignments in overcoming symptoms/difficulties and ultimately inspiring follow through.

Task-level barriers reported by both trainers and families included assignments not aligning with patient values or treatment goals ( Coon et al., 2005 ; Dattilio et al., 2011 ; Hudson & Kendall, 2005 ). Many trainers reported that the word “homework” is an aversive term to patients, particularly to youth patients. Perhaps relatedly, many families reported that children view homework assignments are boring. Negative associations with homework may be addressed by referring to “homework” as practice assignments, experiments, exercises, or action plans, as recommended by a recent Beck Institute blog post by Drs. Judith Beck and Francine Broder ( Beck & Broder, 2016 ).

Finally, environment-level barriers noted by trainers and families included the home lives of patients being busy and chaotic – leaving little time to complete homework assignments; a lack of caregiver involvement in the case of youth; and a lack of reward or reinforcement for completing homework assignments, all of which have been previously noted ( Bru et al., 2013 ; Coon et al., 2005 ; Dattilio et al., 2011 ; Kazantzis & Shinkfield, 2007 ). In sum, trainer and family perspectives on barriers to the successful implementation of homework were largely consistent with those suggested by experts. Further, there was a general agreement between trainers and families with respect to those barriers. It is important to note the interrelatedness of several barriers within various levels. For example, patients not understanding the importance of homework or seeing it as an integral part of therapy could very much reflect a mismatch in alliance, tasks needed to achieve therapy goals, or a poor therapist rationale and opportunity for client feedback and discussion. Further, a patient’s understanding of the rationale for homework might be dependent on the provider’s skill in its explanation.

Trainers and families provided numerous suggestions for m Health solutions to homework barriers. These functionality and content suggestions included: reminders and schedules to overcome barriers to forgetting; behavior and symptom tracking and reports or activity summaries to assist providers in assessing homework completion; a variety of homework activities to choose from to help providers struggling with developing activities; resources for caregivers to improve caregiver support; and an integrated reward system to make completing homework rewarding and reinforcing for patients. Other suggested features related more to user interface and user experience. For example, interviewees felt that the m Health resource should allow easy navigation to relevant resources; include clear instructions via video, text, and audio to help patients understand and remember how to do assignments; include interactive and fun activities to help make the assignments less boring and less like “homework;” and be patient-centered and developmentally appropriate. Trainers and families also felt that a text message-based system for reminding patients to complete homework assignments would be beneficial, indicating that this approach would provide a good alternative to a purely app-based resource.

As outlined in recent reviews, there are several studies on m Health resources that include the functionality and content features suggested in this study and can also be used to facilitate homework implementation ( Bakker et al., 2016 ; Tang & Kreindler, 2017 ). For example, a number of m Health resources can be used for self-monitoring and symptom tracking, and many have engaging activities that can be used to support between-session learning and skill development in the areas of relaxation, cognitive therapy, imaginal exposure, and parent behavioral management ( Bunnell et al., 2019 ; Jungbluth & Shirk, 2013 ; Kristjánsdóttir et al., 2013 ; Newman, Przeworski, Consoli, & Barr Taylor, 2014 ; Reger et al., 2013 ; Shapiro et al., 2010 ; Whiteside, Ale, Vickers Douglas, Tiede, & Dammann, 2014 ). SMS- and app-based reminders and feedback on progress can also be used to encourage continued engagement in skills practice ( Aguilera & Muñoz, 2011 ; Harrison et al., 2011 ; Reger et al., 2013 ; Wiederhold, Boyd, Sulea, Gaggioli, & Riva, 2014 ). However, as stated previously, most of these resources were not designed with the express intention of addressing barriers to homework implementation, particularly for youth and family patient populations, leaving room for future work in this area.

Trainers and families expressed very positive views on m Health solutions to homework barriers. Trainers felt that m Health would increase provider use and family adherence to homework, positively affect the therapeutic relationship, and increase treatment efficiency and effectiveness. Families felt that it would make practicing therapy skills at home more fun or interesting, help families practice skills more often, positively affect the therapeutic relationship, and improve treatment effectiveness. A potential benefit commonly noted by trainers and families was a high likelihood that youth would engage with the resource given their generally strong interest in technology, and that this would help to reinforce the practice of skills learned during therapy. A particular benefit noted was increased access to helpful resources between-sessions. Trainers and families expressed concerns about issues relating to confidentiality. While they did not view this as a fatal flaw of the resource, they suggested implementing appropriate safeguards to protect patient privacy and clearly explaining data protection to encourage use.

Limitations

There are several limitations to this study. Regarding generalizability of results, the selection of trainers and families interviewed was based on experience with TF-CBT, a specific treatment protocol for childhood trauma. Although interview questions were kept general during interviews, referring to mental health treatment rather than solely to TF-CBT, the views expressed by interviewees may relate more to TF-CBT than other child mental health treatments. However, a strength of this research is that TF-CBT has a broad symptom focus (e.g., PTSD, anxiety, depression, anger, disruptive behavior) and includes treatment components used in numerous youth mental health treatments (e.g., psychoeducation, relaxation, cognitive coping, affective modulation, exposure), which suggests that results would be applicable to a range of child mental health treatments. Additionally, national trainers in TF-CBT have consistent exposure to working closely with community mental health providers and regularly help them to problem-solve common barriers in clinical practice. This added insight into difficulties experienced by numerous mental health providers rather than asking individual providers about their experience. This is a strength of this study but also a potential limitation as not directly measured, thus an assumption. The views of trainers may not be completely representative of the every-day challenges to homework implementation experienced by community mental health providers. Given the small samples size and lack of diversity, the results should be interpreted with caution as they may not reflect the experiences or views of therapists and patients who utilize homework across different treatment approaches, therapy settings, and populations.

With respect to interview questions and results, they tended to focus on barriers and challenges and provided less of an opportunity for trainers and family members to share factors that may have led to successes with homework assignments. Such information could also importantly support the development and presentation of m health solutions by therapists. Relatedly, families were asked about barriers faced by youth and caregivers, and not by providers, which would have provided interesting data on family perspectives on providers’ limitations. Although comfort with technology in general was assessed in youth and caregivers, it was not specified as comfort with m Health, and ratings were not collected from trainers. As such, a potential limitation of this study is that participants’ comfort specifically with mHealth was unknown. Furthermore, this study focused specifically on m Health without a comparison to other low-tech solutions, which might have resulted in inflated levels of interest in m health solutions to homework barriers. A final limitation is that interviews were coded by the first author, and there is potential for variability in coding that was not accounted for (i.e., the same themes might have been classified in different ways). Despite this limitation, themes were reviewed and by an internationally recognized expert in the implementation of homework and related barriers during CBT (the fourth author) and compared until agreement was reached, supporting the derived themes.

Conclusions

This study provides important new information on barriers to the successful implementation of homework during youth mental health treatment, based on perspectives of providers, youth, and caregivers with that treatment experience. This study adds to the literature on these barriers, which has been based largely on recommendations from experts in the field. The results of this study aligned well with this literature, providing additional support for these recommendations. Valuable insights on potential m Health solutions to these homework barriers were also provided. These data are being used to inform the development of an m Health resource that aims to address homework barriers in hopes of improving provider use and patient adherence to homework during youth mental health treatment, with the ultimate goal of improving the quality of care received by patients in community mental health settings.

Supplementary Material

10608_2020_10090_moesm1_esm, acknowledgments.

Compliance with Ethical Standards

Funding. Dr. Bunnell was supported by the National Institute of Mental Health (grant numbers F32 MH108250 and K23 MH118482).

Disclosure of Potential Conflicts of Interest

Conflict of Interest. The authors declare that they have no conflict of interest.

Research Involving Human Participants and/or Animals

Statement of Human Rights.

Ethics approval. All procedures performed in studies involving human participants were in accordance with the ethical standards of the Institutional Review Board at the Medical University of South Carolina (Pro00047774) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Statement on the Welfare of Animals

Ethical approval. This article does not contain any studies with animals performed by any of the authors.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Homework 20 t
Read and answer (T8 Homework)
Homework Review
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Review 22 t8 Wizard
As alternativas que completam os espaços em branco são: Hadn't - had already forgiven - has been ignoring - had been claimed. Past perfect. Tempo verbal usado quando desejamos falar sobre algo que aconteceu no passado, antes de outro fato acontecer ou ter acabado de acontecer.
Object Oriented Programming Homework 20
Object Oriented Programming Homework 20. Topics 123 Item Size 5.1M . 123 Addeddate 2024-07-21 14:39:40 Identifier 6.-object-oriented-programming-homework ... comment. Reviews There are no reviews yet. Be the first one to write a review. 6 Views . DOWNLOAD OPTIONS download 1 file . ITEM TILE download. download 1 file . MPEG4 download.
PDF STAAR® Grade 8 Mathematics Answer Key Paper 2022 Release
Title: STAAR® Grade 8 Mathematics Answer Key Paper 2022 Release Author: Cambium Assessment, Inc. Subject: STAAR® Grade 8 Mathematics Answer Key Paper 2022 Release
T5 vs. T8: How Do You Know If You Really Need T5 Lighting?
Comparing Color Rendering Index. T8 = 85CRI. T5 = 85CRI. Comparing Lumens Per Watt (LPW) T8 = 90LPW. T5 = 99LPW. As you can see, as far as performance, the T5 in this setting barely beats T8 as far as CRI and LPW values. If you didn't understand the numbers and compare all of the variables, you could get stuck with lighting that costs much more ...
Review 24 t8 Wizard
3 pessoas acharam útil. profile. anagamaprof. Estas são as frases completas: a) Don't you hate not knowing what's going to happen? I'm so nervous! b )I'm sorry, I couldn't do that, not even if I had the chance. c) You had better try to negotiate the details again. d) Despite all the problems, the company was finally thriving.
Review homework 8 T4 ALGÉM ME AJUDA!?
Clique aqui 👆 para ter uma resposta para sua pergunta ️ Review homework 8 T4 ALGÉM ME AJUDA!?
Mixed 8th grade Math STAAR Homework Review (20 Questions w/ Key)
8th Grade Math Mixed TEK Review 20 practice problems. Problems are not STAAR level challenging, but they can be used as a quick Do Now, Skills Practice, or assign as homework because the worksheet is easy to grade. Answer Key is included! 8.4B Finding Unit Rate. 8.5e/8.5I Writing and Identifying parts of an equation.
Nordictrack T 8.0 is a Good Treadmill But Slightly Overpriced
The T 8.0 is part of NordicTrack's new range for 2011. It's received positive reviews for functionality, sturdiness, workouts diversity and user-friendly console. Still, it's somewhat more expensive than it deserves. Nevertheless, the T 8.0 is an attractive machine, able to keep you running till the end, while maintaining yourself free ...
8th Grade Math Spiral: Daily Warm-up or Homework Review Activity ...
8th Grade Math Spiral Review | 36 Weeks of Daily Practice Activities or Homework This 8th Grade Math Spiral Review includes both print and digital (Google Slides) versions. It is the ideal way to offer short, consistent practice activities to your math class and help students build the confidence they need to be successful on state assessments ...
Vladimir city, Russia travel guide
The administrative center of Vladimir Oblast, it is one of the largest tourist centers in the European part of Russia, included in the tourist route "The Golden Ring of Russia". The population of Vladimir is about 348,700 (2022), the area - 137 sq. km. The phone code - +7 4922, the postal codes - 600000-600903.
NordicTrack T 8.5 S Review
The NordicTrack T 8.5 S is a midsized unit without the bells and whistles, priced at the under-$1,600 range. The refreshed model coming for 2024 features a few changes but nothing particularly striking. Measuring 78.9″ x 35.5″ x 59.4″ it sports up to 300 pounds in user weight and comes with 30 days of the iFit app included.
8th Grade Math Practice Packet
CCSS 8.G.B.7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. Just what you need to help your 8th grade math students. Thirty-four well-done and thorough 8th grade math practice worksheets that cover the topics in the 8th grade math curriculum.
Homework Review Flashcards
Study with Quizlet and memorize flashcards containing terms like You carry a 20-N box 5 m horizontally across a room. The work you do is, If a force on an object is aimed opposite the direction of the object's velocity, the force does, The object's speed is greatest in region(s) and more.
Pokrov, Vladimir Oblast
Pokrov (Russian: Покро́в) is a town in Petushinsky District of Vladimir Oblast, Russia, located 5 kilometers (3.1 mi) to the north of the left bank of the Klyazma River (Oka's tributary), 82 kilometers (51 mi) west of Vladimir, the administrative center of the oblast, and 100 kilometers (62 mi) east of Moscow.Population: 17,747 (2021 Census); [6] 17,756 (2010 Russian census); [7] 15,920 ...
Mathway
Free math problem solver answers your algebra homework questions with step-by-step explanations. Mathway. Visit Mathway on the web. Start 7-day free trial on the app. Start 7-day free trial on the app. Download free on Amazon. Download free in Windows Store. Take a photo of your math problem on the app. get Go. Algebra. Basic Math.
Anyone Own the Tormek T-8?
Second, it's very expensive and the jigs that you buy for it are expensive. It's very easy to have more than $1,000 invested in a machine and jigs which is an awful lot of money for sharpening. In fact, this Tormek package on Amazon is $1,700. For chisels and plane blades, I wound up with a WorkSharp 3000.
How to Do Homework: 15 Expert Tips and Tricks
Here's how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break.
Solved Go Figure 20.3 4 of 9 Review|Constants|Periodic
Question: Go Figure 20.3 4 of 9 Review|Constants|Periodic TableA spontaneous oxidation-reduction reaction involving zinc and copper.Part AWhy does the intensity of the blue solution color lessen as the reaction proceeds?The blue color is due to the solid zinc metal (Zn(s)) placed in the beaker.
8th Grade 20 Days to Math STAAR by Ralynn Ernest Education Products
This is 20 days of homework which has been written to address the newly revised 8th grade TEKS. The homework has been designed to ensure that the students are... 8th Grade 20 Days to Math STAAR. Rated 4.88 out of 5, based on 23 reviews. 23 Ratings. View Preview. Previous Next; View Preview. Ralynn Ernest Education Products. 305 Followers ...
Category:Vladimir Oblast
Pages in category "Vladimir Oblast" The following 6 pages are in this category, out of 6 total.
Barriers Associated with the Implementation of Homework in Youth Mental
Meta-analytic and systematic reviews have shown that homework use by providers and adherence by patients predict increased treatment engagement, ... The average age of youth was 13.20 years (SD=3.19), roughly half were female (53.3%), the majority were white (80%), and all were non-Hispanic/Latino.
Vladimir Oblast
Vladimir Oblast. Flag. Coat of arms. Vladimir Oblast ( Russian: Владимирская область) is a federal subject of Russia (an oblast ). Its administrative center is the city of Vladimir. In 2010, 1,443,693 people lived in the oblast. [1]
Blog
What is homework review. Many students have asked me, what is homework review? I can comfortably answer them by saying homework review is the act of checking for mistakes and correcting them after doing your homework. It can either be before the teacher has marked or after the teacher has checked. Before handing out your homework, try to check ...