Author: Meris Bray
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Jeff Giddings & Michael McNamara, “Preparing Future Generations of Lawyers for Legal Practice: What’s Supervision Got to Do with It?”
This article considers the important role of supervision in legal practice in Australia and argues for a more structured approach to supervision. This article sets out the historical roots of clinical legal education and examines supervision in the legal context as a means of developing knowledge and abilities. Without adequate training, supervisors are ill-equipped to…
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James H Stark, Jon Bauer & James Papillo, “Directiveness in Clinical Supervision”
This article explores clinician’s attitudes about directiveness and client service and compares the characteristics and beliefs of directive and nondirective supervisors through an analysis of survey responses. Directiveness has three dimensions: decision-making, information-sharing, and task allocation and performance. Directive supervisors were more committed to providing clients with the highest quality of service in a manner…
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Harriet N Katz, “Reconsidering Collaboration and Modeling: Enriching Clinical Pedagogy”
This article suggests that non-directive supervision, collaboration and modelling enhance students’ experience and understanding of the lawyer’s role within clinical education. Collaboration and modelling are highly intertwined, the former reinforcing the latter. Non-directive supervision facilitates the advancement of two primary educational goal: fully understanding the role of lawyers and developing a mode of continued growth…
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Elizabeth Curran, “Social Justice – Making It Come Alive and a Reality for Student and Enabling Them to become Engaged Future Ethical Practitioners”
This article discusses the benefit of exposing law students to access to justice in the context of clinical legal education, better situates them for the uncertainties and realities of legal practice, within the Australian context. This paper further discusses the drawbacks of teaching students merely through the case method in individual legal silos, an impediment…
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Douglas D Ferguson, “Supervision in the Clinic Setting: What We Really Want Students to Learn”
This article discusses the key elements of student supervision in Community Legal Services at University of Western, Ontario. The paper begins by examining the clinics compliance with the supervision requirements of the profession’s governing body. The Law Society of Ontario set out supervision requirements for legal clinics in Rule 6.1 and by-law 7.1 of the…
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Colleen F Shanahan & Emily A Benfer, “Adaptive Clinical Teaching”
This article suggests adaptive clinical teaching (ACT) as a clinical teaching model. This article offers a systematic framework to apply ACT and provides an example of how the method encourages replacing instinct with deliberate strategies for teaching and supervising. It allows clinical teachers to use an adaptive approach to address various challenging situations. ACT asks…
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Colin James, “Seeing Things as We Are. Emotional Intelligence and Clinical Legal Education”
This article considers how clinical legal education provides the best opportunities to engage with students at a level that will impact their inner well-being. It examines sets out an understanding of emotional intelligence and its relevance in clinical legal education. Emotional intelligence is defined as a partnership between our rational brain and the limbic brain;…
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Carolyn Grose, “Flies on the Wall or in the Ointment – Some Thoughts on the Role of Clinic Supervisors at Initial Client Interviews”
This article uses the question of whether or not supervisors attend initial client interviews with their students as a lens through which to examine other questions about supervision theory, clinical pedagogy, and professional responsibility. Ultimately, the article concludes that the decision whether to attend client interviews can be one that the supervisor makes on a…
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Brook K Baker, “Learning to Fish, Fishing to Learn: Guided Participation in the Interpersonal Ecology of Practice”
This article argues that an ecological learning theory should be applied to legal clinics. Ecological learning theory emphasizes the value of meaningful co-participation in tasks, mutual respect from supervisors and peers, and responsiveness from the larger social environment. Ecological learning theory suggests that students can be relatively independent and self-directed learners. Supervisors do not have…
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Brigid Proctor, Group Supervision: A guide to Creative Practice
This book explores group supervision, a method of supervision that enhances supervisee skills including, courage and self-discipline, by way of the supervision alliance model (Inskipp and Proctor, 1995, 2001). Brigid Proctor characterises the supervisor as: “the person responsible for facilitating the counsellor, in role of supervisee, to use supervision well, in the interests of the…