Author: Meris Bray
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Beryl Blaustone, “Teaching Law Students to Self-Critique and to Develop Critical Clinical Self Awareness in Performance”
This article presents a feedback process that will avert relationship damage before the learning process is irremediably disrupted. The feedback model consists of six stages driven by learning theory. Learning theory suggests that the feedback process should be structured as a source of learning, self-generated observations deepen and expand learning, self-assessment thrives in the face…
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Ann Shalleck, “Clinical Contexts: Theory and Practice in Law and Supervision”
This paper examines the decisions that shape supervision in order to highlight the assumptions embedded in the supervisory dialogue and the vision that emerges from the supervisory process. The supervisory vision is one in which the supervisor constantly identifies the aspects of the law, lawyering, and the legal system that are critical to understanding what…
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Alice Alexander & Jeffrey Smith, “Law Student Supervision – An Organized System”
This article broadly outlines a supervision model for legal employers and law students beyond the legal clinic context. It suggests that an organized system of supervision is essential to the successful employment of law students. It also ensures better work products from students while helping students obtain a significantly improved practical legal education experience. Additionally,…
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Wallace J Mlyniec, “Where to Begin – Training New Teachers in the Art of Clinical Pedagogy”
This article describes the clinical program at the Georgetown Law Centre and sets out a clinical training program for new supervisors. The program and the article suggest six fundamental beliefs, including: Notably, teaching as a clinical teacher or supervisor is exceptionally difficult as it requires an understanding of teaching techniques, students’ prior knowledge, attention to…
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The Advocates Society, “Guide to Mentoring”
This guide sets out the necessary requirements for growing a relationship. It includes building trust, listening, constructive feedback, measuring success, and overcoming obstacles. Trust requires that the relationship involves a safe and comfortable environment where issues can be shared. Success can be measured in preliminary goals set out by the student. Mentors can provide encouragement…
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Peter G Glenn, “The Shared Responsibility for Effective Supervisory Relationships in Law Practice”
In this paper, Peter Glenn discusses effective supervisory relationships within the context of legal practice. He uses Attorney Grievance Commission v Kimmel, 955 A 2d 269 (Md 2008) to demonstrate a relationship where incompetence by partners and their associate resulted in an ineffective supervisory relationship that caused a substantial number of instances of malpractice and…
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Nicholas Ladany, Yoko Mori & Kristen E Mehr, “Effective and Ineffective Supervision”
The authors seek to explore effective and ineffective supervision though qualitative and quantitative inquiries across supervision experiences of supervisees. Effective supervisor skills, techniques and behaviours included: encouraging supervisee autonomy including self-directed decision making and performance; a strengthened supervisory relationship by way of supervisor support, acceptance, encouragement, respect, trust, empathy and open-mindedness; open discussion in which…
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Marijane Fall & John M Sutton Jr, Clinical Supervision: A Handbook for Practitioners
This book suggests that the following characteristics are indicative of effective supervision: Marijane Fall & John M Sutton Jr, Clinical Supervision: A Handbook for Practitioners (USA: Pearson Education, 2004).