The C linical Approach to Successful Program Development

To more adequately meet the needs for the decade ahead, it is essential that sociology departments evaluate their existing curricula and plan new programs or concentrations that will interest and attract students. Using the example of clinical sociology, this article focuses on general guidelines for developing a variety of program models in sociological practice. The guidelines are divided into the three parts of assessment, planning, and implementation, and an inventory of ideas and suggestions are given for each phase. Relevant issues of the importance of labels, leadership and independence, and rationales for program development are discussed. There are over 90 graduate programs in sociological practice in this country (American Sociological Association, 1985) and a growing number of undergraduate ones. Over the last five years, we have served as consultants to many departments and conducted study visits to other colleges and universities to learn about their sociological practice programs, their plans, and their problems. We also have been involved with a variety of experiential education and adult learning program models. On the basis of this work, we have developed some guidelines for departments interested in starting a new program or concentration in sociological practice or improving an existing one. One of the first concerns of these departments is understanding the similarities and differences between clinical sociology and applied sociology. Reprinted with permission from the Clinical Sociology Review, Volume 4, 1986, pp. 173–181. Copyright Sociological Practice Association.