One of the major difficulties in teaching sociology in applied areas is the imparting of clinical information in courses which are not designed for clinical training. In courses focusing on topics such as gerontology, family violence, or other marital problems, sociologists may often want to impart information which is derived from clinical cases. Indeed, it may be impossible to cover these topics adequately without providing information which is obtained largely in clinical settings. Frequently, however, the courses in which these topics are covered do not include a clinical component. Consequently, there is no opportunity for the instructor to suggest a series of clinical characteristics for students to observe. Lacking access to such experiences, what techniques can sociologists employ to enliven the understanding of factors which play important roles in clinically observed problems? This paper suggests techniques for bringing clinical experience into the typical classroom by means of detailed classroom examples and the students' own personal experience, in lieu of a clinical component to the course.
Sengstock, Mary C. (1992). Techniques for imparting clinical knowledge in nonclinical courses. Clinical Sociology Review 10:214-218.