Author: Meris Bray
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Carol Boothby, “Supervising the Supervisors: What are the Challenges Inherent in Teaching in a Clinic Environment and how can Colleagues be Supported on the Transition from Practitioner to Practice-Informed Teacher and Researcher”
This PhD thesis centres the question of how clinicians understand their roles as lawyers/supervisors/academics, particularly in the transition from one role to another. It is wide-ranging and draws on a variety of research methods. The author tries to capture the unique role of the clinic supervisor, which bridges several roles and identities. “In many respects,…
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Adrian Evans et al, Australian Clinical Legal Education
Of particular interest in this book is the chapter “The Importance of Effective Supervision”. This chapter considers the changing dynamics of supervision in law firms and the key supervision issues facing clinical programs. It focuses on important supervision dimensions, which include: enhancing quality, accuracy, and timeliness of tasks; mentoring junior staff; fostering awareness of ethical…
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YA Vawda, “Learning from experience: the art and science of clinical law”
This article examines the legal clinic system in South Africa. This article sets out a model for clinical supervision which attempts to combine close supervision with a highly interactive and participatory approach. This model requires that students are present at the clinic for an entire day during intake of clients. A typical intake day would…
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Susan L Brooks, “Using Therapeutic Jurisprudence to Build Effective Relationships with Students, Clients and Communities”
This article suggests that clinicians should adopt a therapeutic jurisprudence approach. There are several key principles integral to therapeutic jurisprudence that clinicians in legal clinics should utilize. These principles include: modelling (i.e., how communication impacts students and how supervisors’ interactions may lead students to mirror what they observed); boundaries and limit-setting; transference and counter-transference, the…
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Susan Bryant, Elliott Milstein & Ann Shalleck, Transforming the Education of Lawyers: The Theory and Practice of Clinical Pedagogy
This book examines how students are taught during their clinic experiences. In chapter 9, the authors set out a three-part supervision theory. The three-part supervision theory contains connected developmental processes that: teach students to be lawyers in their representation of clients; provide a structured method for viewing developments in client representation and in learning; and…
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Stephen Billett, Mimetic Learning at Work: Learning in the Circumstances of Practice
This book examines mimesis and mimetic learning. Mimesis comprises the process of observation, imitation, and rehearsal, encompassing the innate and foundational bases for how humans construe and construct what they experience and how they act, particularly in relation to goal-directed behaviour. Mimesis involves the generation of representation of what is being observed and the process…
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S Ronald Ellis, Study of Parkdale (Toronto) Community Legal Services Clinic
This book sets out the particulars of the Parkdale (Toronto) Community Legal Services Clinic. In particular, it examines the supervisory system within the clinic, which included, at that time: S Ronald Ellis, Study of Parkdale (Toronto) Community Legal Services Clinic (Toronto: Osgoode Hall, 1979).
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Ross Hyams, “On Teaching Students to ‘Act like a Lawyer’: What Sort of Lawyer?”
This article argues that generations of law students are not prepared for the practice of law. Clinical legal educators seek to teach practical legal skills to students; however, they also have the ability to teach students professionalism and, ultimately, how to be lawyers. This requires teaching students how to act, not just how to think.…