Category: Supervision Models – Nondirective
-
Antoinette Sedillo Lopez, “Making and Breaking Habits: Teaching (and Learning) Cultural Context, Self-Awareness, and Intercultural Communication through Case Supervision in a Client-Service Legal Clinic”
This article discusses the teaching and learning of cultural knowledge, awareness, and skills in clinical programs through a variety of methods, including research, reading, roleplay, case rounds, observation, and group discussion. The article offers teaching objectives that can be used to focus supervision and education on effective representation of clients from a variety of cultures.…
-
James H Stark, Jon Bauer & James Papillo, “Directiveness in Clinical Supervision”
This article explores clinician’s attitudes about directiveness and client service and compares the characteristics and beliefs of directive and nondirective supervisors through an analysis of survey responses. Directiveness has three dimensions: decision-making, information-sharing, and task allocation and performance. Directive supervisors were more committed to providing clients with the highest quality of service in a manner…
-
Harriet N Katz, “Reconsidering Collaboration and Modeling: Enriching Clinical Pedagogy”
This article suggests that non-directive supervision, collaboration and modelling enhance students’ experience and understanding of the lawyer’s role within clinical education. Collaboration and modelling are highly intertwined, the former reinforcing the latter. Non-directive supervision facilitates the advancement of two primary educational goal: fully understanding the role of lawyers and developing a mode of continued growth…
-
Carolyn Grose, “Flies on the Wall or in the Ointment – Some Thoughts on the Role of Clinic Supervisors at Initial Client Interviews”
This article uses the question of whether or not supervisors attend initial client interviews with their students as a lens through which to examine other questions about supervision theory, clinical pedagogy, and professional responsibility. Ultimately, the article concludes that the decision whether to attend client interviews can be one that the supervisor makes on a…
-
David F Chavkin, “Am I My Client’s Lawyer: Role Definition and the Clinical Supervisor”
This article is a good example of an early American clinical legal educator’s approach to supervision. The author struggles with the degree to which students should assume autonomy for their work (versus the supervisor), ultimately arguing that students should assume significant autonomy in their work. Two aspects of student learning maximize student autonomy: (1) an…