Category: Format – Article
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Neil Hamilton & Lisa Montpetit Brabbit, “Fostering Professionalism through Mentoring”
This article mentor relationships as fostering professionalism. Notably, literature often defines the two as distinct principles. The authors note that “a mentor in the legal profession is a person who helps a lawyer (or law student) develop professionally both in internalizing the principles of professionalism and in achieving the protege’s personal professional goals” (106). The…
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Neil Hamilton, “Mentor/Coach: The Most Effective Curriculum to Foster Each Student’s Professional Development and Formation”
This article sets out principles of effective mentoring/ coaching, a model that includes the functions of both mentor and coach. Although this paper is directed toward mandated mentoring/ coaching of 1L students, there is value in considering these principles in the legal clinic context. Mentors must have proven legal skills and ownership over continuous professional…
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Neil Gold, “Clinic Is the Basis for a Complete Legal Education: Quality Assurance, Learning Outcomes and the Clinical Method”
Neil Gold describes the role of the clinical supervisor as: “The supervisor, as guide and role model, should seek to be: thoughtful; insightful; measured-to-person, need and context; learned; holistic; and above all, constructively helpful. The importance of the role of the clinic supervisor in explicating and supporting student learning cannot be understated. This interpretive and…
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Michael Meltsner, James V Rowan & Daniel J Givelber, “The Bike Tour Leader’s Dilemma: Talking about Supervision”
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in Annotated Bibliography, Assessment, Evaluation, Feedback, Field of Supervision – Legal, Format – Article, Mentorship – Formal, Mentorship – Informal, Mentorship – Versus Supervision, Professional Development, Reflective Practice, Supervision – Empirical Research, Supervision – Quality of Supervision – Good, Supervision – Quality of Supervision -Effective, Supervision – Stages, Supervisor – RolesThis article examines supervision in private firms through a survey of both supervisors and supervisees. In private practice, supervision is defined as: (1) overseeing the production of discrete work products, and (2) the instruction that necessarily accompanies task completion. Effective supervision was defined as good human relations and clear communication. Both formal and informal mentoring…
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Jennifer A Gundlach, “This is a Courtroom, Not a Classroom: So What is the Role of the Clinical Supervisor?”
This article contains helpful advice on supporting clinic law students in courtroom settings. It includes several suggestions for exercises and supervisory discussions with the student to enrich the experience, most of which occur at the post-court appearance stage. The author argues that supervisors should facilitate the development of students’ professional autonomy through theory development, collaborative…
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Michael Ellis, “Harmful Supervision, a Cause for Alarm: Comment on Gray et al (2001) and Nelson and Friedlander”
Ellis comments on the supervision literature as of 2001, noting that “bad” supervision (e.g., not meeting with the supervisee) was lumped in with “harmful” supervision (e.g., sexual harassment). Ellis tries to differentiate between the two, noting that “bad” supervision “does not result in any psychological or emotional trauma or harm to the supervisees or to…
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Liz Beddoe, “Harmful Supervision: A Commentary”
This article explores harmful clinical supervision in mental health professions. Harmful supervision is, by definition, inadequate supervision. Minimally adequate supervision may consist of the following elements: the supervisor provides a minimum of one hour of face-to-face individual supervision per week, has the appropriate knowledge and skills for clinical supervision, promotes and is invested in supervisee…
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K Michele Kacmar, Marilyn V Whitman & Kenneth J Harris, “The Lingering Impact of Abusive Supervision”
This article examines abusive supervision and its lingering effect on positive behaviours. “Abusive supervision refers to ‘subordinates’ perceptions of the extent to which supervisors engage in the sustained display of hostile verbal and nonverbal behaviors, excluding physical contact’ (Tepper, 2000, p. 178). Verbal behaviors often consist of public ridicule (Tepper, 2000; Tepper, Duffy, Henle, &…
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Heidi Hutman, Michael Ellis & Shangyun Zhou, “Supervisees’ Perspectives of Inadequate, Harmful, and Exceptional Clinical Supervision: Are We Listening?”
This article defines elements of “harmful”, “inadequate” and “exceptional” supervision based on qualitative research. This expanded on the work of Ellis, noted above. Supervisees who reported harmful experiences described supervisors as neglectful and callous, etc. Harmful supervision reflected “supervisory practices that result in psychological, emotional, and/or physical harm or trauma to the supervisee… The two…