Category: Reflective Practice
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Janet Weinstein et al, “Teaching Teamwork to Law Students”
This article sets out the rationale for teaching teamwork. The authors analyzed survey results they collected from their interdisciplinary classes (law and another discipline) that required teamwork in medicine and social work. This paper is helpful for clinicians in inter- or multi-disiplinary settings. It includes suggestions for how to improve teamwork, some teamwork theory, and…
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Richard Ingram, “Emotionally Sensitive Supervision”
This chapter explores emotion within supervision, and consider how the best supervision elucidate the opportunities, challenges, and contributions of the emotional content of practice. Emotionally sensitive supervision requires willingness within the supervisory relationship to engage in complex and uncertain conversations about practice in a manner that requires a degree of emotional exposure. Simulating emotionally sensitive…
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Mary Lynch, “Importance of Experiential Learning for Development of Essential Skills in Cross-Cultural and Intercultural Effectiveness”
This article examines the importance of cross-cultural misunderstandings within the lawyer-client relationship, a relationship which requires trust. Intercultural effectiveness is critical for law students to learn because of the significant consequences that flow from cross-cultural misunderstandings in relationships within law practice. It may result in interference with rapport, problem-solving, and peacemaking. Cross-cultural misunderstandings may unintentionally…
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Sara Chandler, “Can Litigators Let Go? The Role of Practitioner-Supervisors in Clinical Legal Education Programmes”
This book examines affect through connections between legal education and neuroscience. The authors rely on the following definition of affect set out by Price, 1998: “the affective domain involves the study of emotion: how they are expressed, how they are learned, how they arise, how they are experienced consciously and unconsciously how they are influenced…
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Carol Boothby, “Supervising the Supervisors: What are the Challenges Inherent in Teaching in a Clinic Environment and how can Colleagues be Supported on the Transition from Practitioner to Practice-Informed Teacher and Researcher”
This PhD thesis centres the question of how clinicians understand their roles as lawyers/supervisors/academics, particularly in the transition from one role to another. It is wide-ranging and draws on a variety of research methods. The author tries to capture the unique role of the clinic supervisor, which bridges several roles and identities. “In many respects,…
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Susan L Brooks, “Using Therapeutic Jurisprudence to Build Effective Relationships with Students, Clients and Communities”
This article suggests that clinicians should adopt a therapeutic jurisprudence approach. There are several key principles integral to therapeutic jurisprudence that clinicians in legal clinics should utilize. These principles include: modelling (i.e., how communication impacts students and how supervisors’ interactions may lead students to mirror what they observed); boundaries and limit-setting; transference and counter-transference, the…
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Leah Wortham, Catherine F Klein & Beryl Blaustone, “Autonomy-Mastery Purpose: Structuring Clinical Courses to Enhance These Critical Educational Goals”
This article examines how clinical law teachers can use intrinsic motivation and theories to improve the quality of law student’s learning. The underlying theory assumes that people interact constantly and dynamically with their surroundings rather than predictably. However, other theories, including the self-determination continuum, as replicated below, provide insight into how a law student might…
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Kenneth R Kreiling, “Clinical Education and Lawyer Competency: The Process of Learning to Learn from Experience Through Properly Structured Clinical Supervision”
This paper argues that clinical education should teach students a method which includes: how to develop theories of problem-solving by utilizing established lawyering theory and experience, how to apply these theories in practice, and how to analyze oneself to improve performance. The paper examines the nuance associated with the aforementioned teaching method, such as awareness…
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Elizabeth Curran, “Social Justice – Making It Come Alive and a Reality for Student and Enabling Them to become Engaged Future Ethical Practitioners”
This article discusses the benefit of exposing law students to access to justice in the context of clinical legal education, better situates them for the uncertainties and realities of legal practice, within the Australian context. This paper further discusses the drawbacks of teaching students merely through the case method in individual legal silos, an impediment…