Teaching Research-Based Practice: Rationale and Method

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Abstract
Increasingly, courses are offered in social treatment that combine research, practice, and fieldwork. These courses appear to be a response to pressures to broaden the conceptual base in treatment and utilize research products. The problems of planning such courses are related to student disinterest, fears about the loss of traditional skills, and uncertainty about the knowledge base. Three structures for making the combinations do exist, though they differ along a continuum of close to loose coordination of the various parts. Evaluation is needed, especially for programs that have been in place for a number of years.

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