Category: Supervision
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Lack of supervisor training
“How did I learn? I mean when I came to the clinic, there was no training for that, but I think what I brought with me was my history of being a lawyer for 16 years before that, saw me involved in always being a mentor to students… I had that just natural ability that…
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Lack of supervisor training
“Interviewer (I): How did you learn about being a supervisor in a clinic? Clinic Supervisor (CS): By doing it. Both: [Laughs]. CS: Yeah, there was no training. I was just a lawyer… Is there training for supervisors? I’ve never even heard of that.” (1)
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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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Mary Lee Nelson et al, “A Feminist Multicultural Perspective on Supervision”
This article discusses how gender and race interact with each other within the context of supervision. The authors suggest that in order to be open to multicultural supervision and the perspectives therein, supervisors must have the courage to be anxious, grapple with the uncertainty with respect to the silence that occurs in relation to feminism…
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Gerald Corey et al, Clinical Supervision in the Helping Professions
This chapter, entitled “Becoming a Multiculturally Competent Supervisor”, explores the importance of ensuring that supervisors incorporate diversity perspectives into their supervision through a multicultural supervisory practice. This chapter goes on to provide practical suggestions for incorporating multicultural strategies into supervision. Culture, as applicable to supervision, has been described as such: “By defining culture broadly, to…
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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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Law Society of Ontario, Rules of Professional Conduct
Under Rule 6.1-1, a lawyer is responsible for directly supervising non-lawyers assigned tasks and functions. This rule imputes a requirement for the non-lawyer to be competent, though there are no competency requirements for non-lawyers. Non-lawyers are to have their work reviewed by the lawyer frequently. There must be a close contact relationship, and the lawyer…
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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…