Author: Meris Bray
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Sarah Fishel, Kellie Wiltsie & David DeMatteo, “Certainly Uncertain: Facilitating Law Student Professional Growth and Well-Being through Supervision in Light of COVID-19”
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This article sets out a series of strategies that can be implemented in clinical supervision, focusing on well-being as part of professional development. Supervision models frequently contend that students should be active participants in their legal education. Generally speaking, supervision models advance methods that empower students to learn that effective action comes from thought and…
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Jacqueline Weinberg & Jeff Giddings, “Lessons Learned from Remote Delivery: Supervision and the Student Experience”
The authors present survey research indicating that in light of the pandemic and online clinic experience, students benefit and appreciate supervisors who take the time to provide them with guidance and support that are integral in uncertain times. Online engagement forces supervisors to rethink their understanding of the supervisory relationship and the need to alter…
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Tom Cox, George Kuk & Michael Leiter, “Burnout, Health, Work Stress and Organizational Healthiness”
This chapter explores burnout and work stress. Burnout is “an emotionally depleted state experiences by people in the helping professions” (178). Burnout is highly rooted in social context and determination. On the other hand, work stress focuses on the “interaction between the person and the environment”(179). Work stress exists in relation to the processes that…
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Sarah Katz & Deeya Haldar, “The Pedagogy of Trauma-Informed Lawyering”
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This article discusses the pedagogy of teaching law students to recognize and understand trauma and the effect of vicarious trauma on law students who work with clients who have experienced serious trauma. This article seeks to provide tools for teaching trauma-informed practice in all law school clinic settings. Vicarious trauma, or compassion fatigue, is a…
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Roni Berger & Laura Quiros, “Supervision for Trauma-Informed Practice
This article sets out a series of principles for the supervision of trauma-informed practice. Trauma-informed supervision combines knowledge about trauma and supervision and focuses on the interrelationship between the trauma, the practitioner, the helping relationship, and the context of the work (Etherington, 2009). Ongoing supervision is a major protective factor against vicarious trauma. Supervision for…
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Richard Ingram, “Emotionally Sensitive Supervision”
This chapter explores emotion within supervision, and consider how the best supervision elucidate the opportunities, challenges, and contributions of the emotional content of practice. Emotionally sensitive supervision requires willingness within the supervisory relationship to engage in complex and uncertain conversations about practice in a manner that requires a degree of emotional exposure. Simulating emotionally sensitive…
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Morgan D Stosic et al, “Empathy, Friend or Foe? Untangling the Relationship between Empathy and Burnout in Helping Professions”
This article examines the relationship between empathy and burnout by exploring empathy across various samples of helping professions which include practicing clinicians, medical students, and teaching assistants. Empathy can be viewed through a cognitive lens and an affective lens. The former includes perception and understand of another person’s emotional state. These cognitive aspects of empathy…
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L DiAnne Borders et al, “Trauma-informed supervision of trainees: Practices of supervisors trained in both trauma and clinical supervision”
This article examines trauma-informed supervision. Most individuals within the realm of mental health services receive little, if any, trauma-focused training, putting them at risk for burnout and vicarious trauma. This is particularly true for members of racialized communities and/or those with their own trauma histories. Implementation of trauma-informed supervision requires: L DiAnne Borders et al,…