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.
Chapter 1: The Ethics of Wellbeing: Psychological Health as the Vanguard for Sociological Change
Colin James (ANU Australia and University of Newcastle, Australia)
Chapter 2: Self-Care as a professional virtue for lawyers
Caroline Strevens (University of Portsmouth, UK), Rachael Field (Bond University, Australia), and Nigel Duncan (The City Law School, City University, London)
Chapter 3: Values: The Flip Side of the Well-being Coin
Vivien Holmes (ANU, Australia)
Chapter 4: Well-Being and a Positive Professional Identity in the Legal Profession: A Snapshot of the UK Bar
Rachel Spearing (UK Bar) and Rachael Field (Bond University Australia)
Chapter 5: Determined to be Professional, Ethical and Well
Anneka Ferguson (ANU, Australia) and Stephen Tang (ANU, Australia)
Chapter 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
Barry Yau, David Catanzariti (ANU, Australia) and Joanne Atkinson (University of Portsmouth, UK)
Chapter 7: Widening the Approach to Ethics Teaching and Positively Affecting the Ethical Professional Identity of Trainee Solicitors in Ireland
Freda Grealy (Head of Diploma Centre, Law Society of Ireland)
Chapter 8: Connectivity, Socialisation and Identity Formation: Exploring Mental Well-being in Online Distance Learning Law Students
Emma Jones (Open University, UK)
Chapter 9: Which Hat Shall I Wear Today? Exploring the Professional and Ethical Implications of Law Clinic Supervision
Margaret Castles (University of Adelaide, Australia) and Carol Boothby (Northumbria University, UK)
Chapter 10: Clinical Legal Education and the Hidden Curriculum in the Neoliberal University in England and Wales
Caroline Gibby (University of Sunderland, UK)
Chapter 11: Resilience, positive motivation and professional identity: the experience of law clinic students working with real clients.
Nigel Duncan (The City Law School, City University, London)
Chapter 12: Meditation in Legal Education: The Value Added Toward the Well-Being of Law Students
Anthony Cullen and Lughaidh Kerin (Middlesex University, London)
Chapter 13: Identity, Well-being and Law Students
Lydia Bleasdale and Sarah Humphreys (University of Leeds, UK)
Emerging Legal Educationis a forum for analysing the discourse of legal education and creating innovative ways of learning the law. The series focuses on research, theory and practice within legal education, drawing attention to historical, interdisciplinary and international characteristics, and is based upon imaginative and sophisticated educational thinking. The series takes a broad view of theory and practice. Series books are written for an international audience and are sensitive to the diversity of contexts in which law is taught, learned and practised.
Meera E. Deois Associate Professor of Law at Thomas Jefferson School of Law in San Diego, California. She has held visiting positions at Berkeley Law and UCLA School of Law. She holds a Ph.D. in Sociology from UCLA and a J.D. from the University of Michigan Law School. Her nationally recognized, mixed-method empirical research is focused on institutional diversity, affirmative action, and solutions to intersectional (race/gender) bias.
Paul Maharg is Distinguished Professor of Practice - Legal Education at Osgoode Hall Law School, York University, Toronto. Prior to that he was Professor of Law in the Australian National University College of Law, Canberra, and is now an Honorary Professor there. He is a Fellow of the RSA (2009), was awarded a National Teaching Fellowship (2011), and is a Principal Fellow of the Higher Education Academy (2015). He holds the positions of part-time Professor of Law at Nottingham Trent University Law School, and Visiting Professorships in the Faculties of Law at Hong Kong University and Chinese University of Hong Kong.
Elizabeth Mertzis John and Rylla Bosshard Professor at the University of Wisconsin Law School and Senior Research Faculty at the American Bar Foundation; in addition to her JD, she holds a PhD in Anthropology, and specializes in linguistic as well as legal anthropology. In recent years she has spent time as a Visiting Fellow in the Law and Public Affairs Program and a Visiting Professor in the Anthropology Department at Princeton University.