Susannah Sage-Jacobson & Tania Leiman, “Identifying Teaching and Learning Opportunities within Professional Relationships between Clinic Supervisors”

This paper examines the Flinders Legal Advice Clinic through an appreciative inquiry research approach, allowing for reflection on past experiences, insights into positive events, identification of peak performance and the exploration of possibilities for future successful practice. “Appreciative inquiry” is a strengths-based approach that affirms individuals and brings greater focus on positives and strengths to evaluate the effectiveness of organizations and people. In this article, appreciative inquiry is a form of action research focusing on the supervisors’ relationship. Appreciative Inquiry:

“involves systematic discovery of what gives “life” to a living system when it is most alive, most effective, and most constructively capable in economic, ecological, and human terms. [It] involves … the art and practice of asking questions that strengthen … capacity to apprehend, anticipate, and heighten positive potential” (166).

Through the appreciative inquiry analysis, participants determined there were distinctive learning opportunities emerging in the relationships between supervising solicitors. The FLAC team’s close work in a physically small office space produced an enforced sense of intimacy for all involved that did not require active attention by supervisors. The interactions between supervisors were transparent and explicit; thus, students could acknowledge the deficiencies in individual supervisors’ expertise, vulnerabilities, and professional strengths. Supervisees were also able to observe varied styles of legal problem-solving. As such, supervisees were able to see first-hand how a team approach can have beneficial impacts on the client.

These rewarding and respectful relationships between supervisors are opportunities to teach students about professionalism through modelling behaviour, which includes collaboration, teamwork, self-reflective practice, self-management, and professional courtesy. This creates a safe, diverse and complementary environment which produces learning opportunities for staff and students.

Furthermore, with multiple supervisors with differing backgrounds, ages, and personalities, students can learn the value of differences, ultimately benefiting the client.

Susannah Sage-Jacobson & Tania Leiman, “Identifying Teaching and Learning Opportunities within Professional Relationships between Clinic Supervisors” (2014) 24:1 Leg Educ Rev 159.