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Educating for Well-Being in Law: Positive Professional Identities and Practice

Edited by: Rachael Field, Caroline Strevens

ISBN13: 9781138477568
Published: August 2019
Publisher: Routledge
Country of Publication: UK
Format: Hardback
Price: £120.00

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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.

Legal Skills and Method
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 Wellbeing Coin
Vivien Holmes (ANU, Australia)
Chapter 4: Positive 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 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 Wellbeing in 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 Castle (University of Adelaide, Australia) and Carol Boothby (Northumbria University, UK)
Chapter 10: Clinical Legal Education and the Hidden Curriculum
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)