Category: Annotated Bibliography
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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).
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Margaret Castles & Carol Boothby, “What Hat Shall I Wear Today? Exploring the Professional and Ethical Implications of Law Clinic Supervision”
This chapter proposes that it is valuable for clinical supervisors to identify and understand their various roles with respect to their associated professional expectations to ensure that they adopt a mindful and balanced approach to supervision. Clinical supervisors hold many roles: legal practice manager, senior lawyer, risk manager, assessor of written work and performance, counsellor,…
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Liz Omand, “What makes for good supervision and whose responsibility is it anyway?”
Liz Omand suggests that within the counseling and psychotherapy, the supervisory relationship is complicated and may lead to experiences of anxiety, frustration, conflict and misunderstanding while also fostering excitement and satisfaction. Thus, to be a good supervisor, there are several qualities that supervisors must espouse. Supervisors must be prepared to learn by way of elaboration…
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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…
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George Critchlow, “Professional Responsibility, Student Practice, and the Clinical Teacher’s Duty to Intervene”
Similar to other American clinical legal education research on supervision, this article addresses when intervention is required in the student-client relationship. It is difficult for supervisors to know when they should intervene as they balance the student-teacher and the student-client relationship. Clinical teachers must consider client expectations, student competency, teacher competency, and the interests of…