Category: Collaboration
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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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Patrick C Brayer, “A Law Clinic Systems Theory and the Pedagogy of Interaction: Creating a Legal Learning System”
This article explores several techniques to maximize student experience based on professional interactions in the law school clinic. It further sets out a pedagogical approach to clinic design and teaching by advancing a clinical systems theory, explaining how law students develop and grow by interacting with their learning system environment, including teaching students how to…
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Neil Kibble, “Reflection and Supervision in Clinical Legal Education: Do Work Placements Have a Role in Undergraduate Legal Education”
This article sets out a number of theories and criticisms of supervision in clinical legal education. The author suggests that supervision requires encouraging the learner to enter the zone of proximal development. The zone of proximal development (originally developed for childhood learning) refers to the gap between what children can accomplish independently and what they…
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Laurel E Fletcher & Harvey M Weinstein, “When Students Lose Perspective: Clinical Supervision and the Management of Empathy”
This article examines how law students and lawyers manage the emotional content of their work. Clinical supervisors can enhance the supervisory process by helping law students recognize, discuss, and interpret the emotional experiences of working with clients. Skilled supervision regarding emotions is essential in training law students to manage empathy and identification with a client,…
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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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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…
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Jeff Giddings, “The Assumption of Responsibility: Supervision Practices in Experiential Legal Education”
Effective supervision requires responsiveness to students involved, what they have already learned, and what they are affected to learn within their clinical experiences. This paper argues that without an effective supervisor to support and appropriately challenge students, some learning opportunities within the legal workplace will be lost. In the legal context, “supervision can involve a…