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Abstract
A research seminar is presented as a model for matching research teaching to practice needs and maximizing the relevance of research for practitioners. Assuming the behavioral principle of “successive approximation,” skills are taught in a stepwise fashion that allows for gradually building competency in evaluating therapy research. In addition, experiential methods are used to allow for practice and cognitive/ emotional changes to occur. It is proposed that changes in attitudes toward research and about what constitutes research are important and valid goals of the research seminar.