Category: Feedback
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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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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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Linden Thomas & Nick Johnson, The Clinical Legal Education Handbook
This handbook is a practical guide for clinicians written by a group of clinicians, clinic professors, and lawyers in the United Kingdom. The handbook consists of seven parts: information regarding legal clinics, regulatory frameworks, assessments, and research on clinical legal education, including the emotional well-beingof clinic members, skill development, and other topics, including supervision. The…
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Anne D Gordon, “Cleaning up Our Own Houses: Creating Anti-Racist Clinical Programs”
This article seeks to guide legal clinics to self-evaluate regarding how clinics perpetuate racism unconsciously. This article offers concrete suggestions for implementing change. Law schools are homes to white supremacist culture. Beliefs, values, norms, and standards support the widespread ideology that whiteness holds value. Characteristics of this culture include: perfectionism, either/or thinking, quantity over quality,…
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Nancy M Maurer & Robert F Seibel, “Addressing Problems of Power and Supervision in Field Placements”
This article examines the power dynamics that exist in the supervision of law students in legal clinics. The authors explore the potential consequences of failing to address the issues arising from those dynamics, including ethical ramifications, termination of the program, or possible worksite sexual harassment. This paper suggests that supervision is the primary vehicle for…
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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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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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Leah Wortham et al, Learning from Practice: A Text for Experiential Legal Education
This book examines learning from lawyering experience, whether that be through externships, clinics, or simulation courses. Chapter 3: Learning from Supervision outlines the framework for an effective supervisory relationship. The effective supervisory relationship is threefold; it involves macro planning/ goal setting, micro-planning/ assignment clarification, and effective feedback. Macro planning requires establishing long-term goals in relation…