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Educating for Well-Being in Law: Positive Professional Identities and Practice [Kõva köide]

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  • Formaat: Hardback, 216 pages, kõrgus x laius: 234x156 mm, kaal: 460 g, 3 Tables, black and white
  • Sari: Emerging Legal Education
  • Ilmumisaeg: 23-Jul-2019
  • Kirjastus: Routledge
  • ISBN-10: 1138477567
  • ISBN-13: 9781138477568
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Educating for Well-Being in Law: Positive Professional Identities and PracticeSuurem pilt
  • Formaat: Hardback, 216 pages, kõrgus x laius: 234x156 mm, kaal: 460 g, 3 Tables, black and white
  • Sari: Emerging Legal Education
  • Ilmumisaeg: 23-Jul-2019
  • Kirjastus: Routledge
  • ISBN-10: 1138477567
  • ISBN-13: 9781138477568
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Bringing together the current international body of knowledge on key issues for educating for well-being in law, this book offers comparative perspectives across jurisdictions, and utilises a range of theoretical lenses (including socio-legal, psychological and ethical theories) in analysing well-being and legal education in law. The chapters include innovative and tested research methodologies and strategies for educating for well-being. Asking and answering the question as to whether law is special in terms of producing psychological distress in law students, law teachers and the profession, and bringing together common and opposing perspectives this book also seeks to highlight excellent practice in promoting a positive professional identity at law school and beyond resulting in an original contribution to knowledge, and new discourses of analysis.

List of contributors
xi
Preface xix
Acknowledgements xxi
1 The ethics of well-being: Psychological health as the vanguard for sociological change
1(13)
Colin James
Introduction
1(2)
In defence of methodology
3(3)
Resilience is about meaning
6(2)
Achievements of the well-being movement in legal education and practice
8(3)
Change from the bottom up
11(1)
Conclusion
12(2)
2 Self-care as a professional virtue for lawyers
14(13)
Caroline Strevens
Rachael Field
Nigel Duncan
Introduction
14(1)
What is self-care?
15(4)
Understanding the legal profession and its stressors
19(6)
The stressor of the power of the client
22(1)
Junior Lawyers Division (JLD) resilience and well-being survey 2017/2018
23(1)
The stressor of changes in public opinion about the profession
24(1)
The stressor of technology
25(1)
Conclusion
25(2)
3 Values: The flip side of the well-being coin
27(15)
Vivikn Holmks
Introduction
27(1)
Values enactment and well-being
28(2)
Which values?
30(1)
Values, well-being and professionalism
31(1)
Values education and well-being
32(3)
Law school values and well-being in a hypercompetitive world
35(2)
Ethics and well-being in the workplace: Ethical climate
37(2)
Ethics and well-being in the workplace: Hypercompetition
39(1)
Conclusion
40(2)
4 Well-being and a positive professional identity in the legal profession: A snapshot of the UK Bar
42(16)
Rachel Spearing
Rachael Field
Introduction
42(3)
Positive professional identities for lawyers
45(6)
Survey of UK barristers' perceptions of professional identity and well-being
51(1)
Survey methodology
52(1)
Survey results
53(1)
Discussion
54(1)
Future research
55(1)
Conclusion
56(2)
5 Determined to be professional, ethical and well
58(16)
Anneka Ferguson
Stephen Tang
Introduction
58(1)
Well-being in legal education
59(1)
Self-determination theory
60(2)
Research context
62(1)
Initial research results
62(1)
Methodology
63(2)
Survey participants
63(2)
Depression Anxiety Stress Scale (DASS-21)
65(1)
Satisfaction With Life Scale (SWLS)
65(1)
Basic Psychological Needs Scale (BPNS)
66(1)
Valuing Questionnaire (VQ)
66(1)
Results
66(4)
Hypothesis 1 Psychological distress
66(1)
Hypothesis 2 Subjective well-being
67(1)
Hypothesis 3 Basic psychological needs
68(1)
Hypothesis 4 Values progress and obstruction
68(1)
Hypothesis 5 Basic psychological needs and distress/subjective well-being
68(1)
Hypothesis 6 Basic psychological needs, valuing and distress
69(1)
Discussion
70(3)
Self-determination theory
70(1)
Values
71(1)
Impact of results
71(2)
Conclusion
73(1)
6 The information gap: A comparative study of the paradigms shaping perceptions of career success for law undergraduates and professional legal training students in Australia and the latent implications of non-professional legal career opportunities for law graduates in England
74(15)
Barry Yau
David Catanzariti
Joanne Atkinson
Introduction
74(1)
The information gap and well-being
75(1)
Bourdieu's tools
76(3)
Method
79(1)
Data analysis and themes
80(7)
Dominance
80(2)
Grades, very long hours, value of training contracts
82(1)
Shock, awe and anxiety
83(1)
Toxicity, atrocity and acceptance
83(1)
Alterity and the next drop
84(1)
`Quality' and self-reproduction
85(2)
Conclusions
87(2)
Acknowledgements
88(1)
7 Widening the approach to ethics teaching and positively affecting the ethical professional identity of trainee solicitors in Ireland
89(14)
Freda Grealy
Intervention overview
91(2)
Trainees' reflections
93(1)
Appreciative inquiry
94(2)
Provide `safe space' for discourse and reflection
96(2)
Making room for uncomfortable conversations
98(2)
Small group discussion with exemplars
100(2)
Conclusion
102(1)
8 Connectivity, socialisation and identity formation: Exploring mental well-being in online distance learning law students
103(14)
Kmma Jonks
Online distance learning and law students
103(5)
The role of socialisation and identity formation
108(3)
Socialisation and identity formation at a distance
111(4)
A unique balance?
115(2)
9 Which hat shall I wear today? Exploring the professional and ethical implications of law clinic supervision
117(14)
Margaret Castles
Carol Booth
Introduction
118(3)
Pedagogy in clinic
121(2)
Personalising learning
122(1)
Autonomy support
122(1)
Mentoring
123(1)
Role modelling
124(1)
Clinic and well-being
125(1)
Well-being awareness in the UK and Australia
126(1)
Cause and effect: Well-being and the role of traditional legal education models
127(2)
Conclusion
129(2)
10 Clinical legal education and the hidden curriculum in the neoliberal university in England and Wales
131(12)
Caroline Gibby
Introduction
131(1)
Background
131(2)
Thegaps
133(2)
Clinical legal education (CLE)
135(2)
The hidden curriculum and well-being
137(4)
Emotions: Emotional intelligence
137(1)
Empathy
138(1)
Cognition/understanding
139(1)
Values
140(1)
Teaching developments
141(1)
Conclusion
141(2)
11 Resilience, positive motivation and professional identity: The experience of law clinic students working with real clients
143(15)
Nigel Duncan
The three clinical options on the BFTC
143(2)
FRU (employment) option
143(1)
FRU (social security) option
144(1)
Domestic violence option
144(1)
The research program
145(4)
Working with clients
146(1)
Working with opponents
147(1)
Working with judges
148(1)
Resilience
149(3)
Interventions
150(1)
Developing resilience
151(1)
Self-determination theory
152(3)
Empathy
155(2)
Conclusion
157(1)
12 Meditation in legal education: The value added toward the well-being of law students
158(14)
Anthony Cullen
Lughaidh Kerin
Introduction
158(1)
Defining meditation
158(1)
The use of meditation in law schools
159(3)
Development of student resilience
162(3)
The broader context of responsibility for student well-being
165(3)
Future research on the efficacy of meditation
168(2)
Conclusion
170(2)
13 Identity, well-being and law students
172(17)
Lydia Bleasdale
Sarah Humphreys
Introduction
172(2)
Methodology
174(2)
Well-being and identity
176(2)
Student interview findings
178(4)
Future lawyer identity
178(2)
Academic achievement identity
180(2)
Implications
182(4)
Recommendations and conclusion
186(3)
Index 189
Caroline Strevens is Reader in Legal Education and Head of the Law Department at the University of Portsmouth and Chair of the Association of Law Teachers. Carolines academic career was preceded by a career in legal practice as a Solicitor. She established the suite of qualifying law degrees and was appointed the first Head when the Department was formed in 2008. Carolines primary research area is legal education. Recently, she has been investigating links between motivation, well-being and ethical decision-making. Her most recent publication entitled Perceptions of Wellbeing in Law Teachers has been published in the Law Teacher. Caroline continues to work with international collaborators to promote well-being in legal academics and junior lawyers.

Rachael Field is a Professor in the Law School at Bond University, co-director of the Bond Dispute Resolution Centre, a member of the Executive of Bonds Centre for Professional Legal Education and co-founder of the Australian Dispute Resolution Research Network. She is an Australian Learning and Teaching Fellow and a Senior Fellow of the Higher Education Academy. In 2010 Rachael established the Australian Wellness Network for Law, which holds annual Forums on well-being issues in legal education and legal practice. Rachael volunteers at the Womens Legal Service in Brisbane and has been president of the Service since 2004. In 2013 Rachael was named Queensland Woman Lawyer of the Year.