Professional Self-Change Projects: Bridging the Clinical-Research and Classroom-Agency Gaps

Abstract

Teaching students to use single-case research techniques is a worthy but difficult enterprise requiring much flexibility. This article describes several strategies to use in teaching such techniques and presents in greater detail the agency-based self-change project. In this approach, students work with supervisors in identifying, changing, and recording cognitions and behaviors salient to social work practice. The contributions of these projects to practice research and to practice-research instruction are discussed.