Category: Trust
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Donna Erez Navot, “Tools for the Clinic Professor: Applying Group Development Theory to Collaborative Learning in Law School Mediation Clinics”
This article examines the theory of group development and collaborative learning as applied to a small group law school mediation clinic. When clinical instructors understand the framework and theory of typical group development, they can help to normalize and illuminate the group process in clinical education, and the clinical instructor can anticipate and better deal…
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Roni Berger & Laura Quiros, “Supervision for Trauma-Informed Practice
This article sets out a series of principles for the supervision of trauma-informed practice. Trauma-informed supervision combines knowledge about trauma and supervision and focuses on the interrelationship between the trauma, the practitioner, the helping relationship, and the context of the work (Etherington, 2009). Ongoing supervision is a major protective factor against vicarious trauma. Supervision for…
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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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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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Kathleen A Sullivan, “Self-Disclosure, Separation, and Students: Intimacy in the Clinical Relationship”
This article describes the author’s discomfort in sharing personal details about her life with clinic students. The author describes how relationships between supervisors and clinical students can be intimate and the extent to which intimacy is generally a feature of clinical teaching relationships. This relationship is one of the greatest challenges in clinical legal education.…