Law Teacher最新文献_第7页

Empirical legal studies in the law school curriculum in the Netherlands: what is the state of the art and where do we go from here? 荷兰法学院课程中的实证法学研究:目前的现状是什么?我们的方向是什么?

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Law Teacher Pub Date : 2022-02-07 DOI: 10.1080/03069400.2021.2022391

E. Pannebakker, H. Pluut, S. Voskamp, W.S. de Zanger

引用次数: 1

The Legal Judgment: A Novel Twist on the Classic Law School Problem Question 法律裁判：对经典法学院问题的一种新颖的扭曲

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Law Teacher Pub Date : 2022-01-17 DOI: 10.1080/03069400.2021.2000232

Patrick R. Goold

引用次数: 0

Harnessing the winds of change 驾驭变革之风

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Law Teacher Pub Date : 2022-01-02 DOI: 10.1080/03069400.2021.2005971

Anne Macduff, Vivien Holmes

引用次数: 0

“I was able to ask for help when I became stressed rather than sitting alone and struggling”: psychology and law students’ views of the impact of identity and community on mental wellbeing “当我感到压力时，我可以寻求帮助，而不是独自坐着挣扎”：心理学和法学学生对身份和社区对心理健康影响的看法

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Law Teacher Pub Date : 2022-01-02 DOI: 10.1080/03069400.2021.2020507

M. Fay, Yvonne Skipper

{"title":"“I was able to ask for help when I became stressed rather than sitting alone and struggling”: psychology and law students’ views of the impact of identity and community on mental wellbeing","authors":"M. Fay, Yvonne Skipper","doi":"10.1080/03069400.2021.2020507","DOIUrl":"https://doi.org/10.1080/03069400.2021.2020507","url":null,"abstract":"ABSTRACT People derive a sense of self from membership of social groups. Universities consist of many different groups and provide a significant opportunity to explore how group memberships can affect mental wellbeing. A key university group is students’ school of study, membership of which enables individuals to develop an academic identity. We argue that a strong sense of belonging, and thus academic identity, within the school community can lead to positive mental wellbeing. We focus on belonging within academic schools because the positive impact of group membership is likely to exist to a greater degree in an academic school than in other university communities. We conducted online focus groups with 21 undergraduate students studying either law or psychology at a research-intensive university. Our aim was to explore their academic identity and belonging within their academic school of study, and how these variables affected their mental wellbeing. Our thematic analysis indicates that students with strong identities, who feel a sense of belonging in their school community – particularly among peers – display greater help-seeking behaviours in difficult times. If peers are viewed negatively, students are less forthcoming when in need of support. Promoting peer support is therefore a way of improving student mental wellbeing.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"20 - 36"},"PeriodicalIF":0.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41705120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Is using the term wellbeing with students a mistake? Evaluating a wellbeing intervention in a UK Law School - suggestions for repositioning strategies to address the impact of deficit-discourse 用“幸福”这个词来形容学生是个错误吗?评估英国法学院的福利干预-重新定位策略的建议，以解决赤字话语的影响

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Law Teacher Pub Date : 2022-01-02 DOI: 10.1080/03069400.2022.2030955

D. Meyer, Caroline Strevens

{"title":"Is using the term wellbeing with students a mistake? Evaluating a wellbeing intervention in a UK Law School - suggestions for repositioning strategies to address the impact of deficit-discourse","authors":"D. Meyer, Caroline Strevens","doi":"10.1080/03069400.2022.2030955","DOIUrl":"https://doi.org/10.1080/03069400.2022.2030955","url":null,"abstract":"ABSTRACT This paper evaluates a curriculum-based and student co-created approach to improving student wellbeing and psychological resilience in a law school. The pilot employed an enhanced pedagogic framework informed by an evidence-based psychological literacy model compatible with self-determination theory (SDT). Level 4 students were introduced to a simple psychological model for recognising the role of emotion regulation in successful learning and the relevance to this of developing supportive connections and a sense of belonging within an inclusive learning community. Student “Wellbeing Champions” received further peer support and leadership training referencing this model and were then supported in developing the role primarily through community-building initiatives. Staff were also issued with a bespoke “Student Success” framework, encouraging them to support student motivation and success by incorporating activities for building relationships, creating a sense of community and belonging with safety to make mistakes, and scaffolding understanding of assessment and feedback. Recognising the limiting positions offered within a medicalised or deficit-focused narrative about wellbeing and mental health, the findings evaluate the effectiveness of the repositioning strategies represented within the pilot interventions, including a focus on learning success and leadership.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"54 - 66"},"PeriodicalIF":0.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46744252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Hell is other people”: rethinking the Socratic method for quiet law students “地狱就是别人”：对安静的法学院学生苏格拉底式教学法的反思

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Law Teacher Pub Date : 2022-01-02 DOI: 10.1080/03069400.2021.2005305

Rachel Spencer

{"title":"“Hell is other people”: rethinking the Socratic method for quiet law students","authors":"Rachel Spencer","doi":"10.1080/03069400.2021.2005305","DOIUrl":"https://doi.org/10.1080/03069400.2021.2005305","url":null,"abstract":"ABSTRACT This article is a reflective analysis of my own teaching methodology arising from my experience with teaching quiet law students, and reconciling this experience with a statement in Martin Seligman’s Flourish, his best-selling work about positive psychology. Seligman asserts that Jean Paul Sartre’s famous line “Hell is other people” in his play No Exit seems “wrongheaded” and “almost meaningless” today. This article will argue that Seligman’s comments about Sartre’s existentialist angst are the views of an extrovert. This article argues that much of the teaching in legal education today relies on the assumption that law students are extroverts, when the opposite is in fact often the case. It argues that catering only to extroverts is inappropriate. It explores the idea that pushing an aggressive agenda through the Socratic method of teaching diminishes the development of less aggressive legal techniques to resolve problems and ignores the learning needs of students with personalities that tend towards introversion. It argues that the Socratic method of teaching perpetuates a culture that has no place in modern legal practice. It also suggests that progressive approaches to law and dispute resolution require more contemplation, more active listening and less aggressive advocacy, and draws on the work of Susan Cain to demonstrate that recognising the needs and strengths of introverts is important in this process.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"90 - 104"},"PeriodicalIF":0.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42774989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Legal education for wellbeing: design, delivery and evaluation 福利法律教育:设计、实施和评估

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Law Teacher Pub Date : 2022-01-02 DOI: 10.1080/03069400.2022.2033494

E. Jones, Caroline Strevens

{"title":"Legal education for wellbeing: design, delivery and evaluation","authors":"E. Jones, Caroline Strevens","doi":"10.1080/03069400.2022.2033494","DOIUrl":"https://doi.org/10.1080/03069400.2022.2033494","url":null,"abstract":"Over the past five or so years, it has become almost trite to refer to the significant wellbeing issues which arise within higher education among both the student body generally and law students in particular. In the UK, the increasing acknowledgement of these issues is demonstrated by the publication of the Universities UK Step Change: Mentally Healthy Universities Framework and the University Mental Health Charter. Both of these advocate a “whole university” approach to wellbeing, viewing wellbeing as fundamental to all aspects of university life, not just those traditionally viewed as pastoral in nature. The starting point for this special issue is that it is vital for law schools to adjust to this “whole university” approach in the way they design, deliver and evaluate their teaching, foster learning, interact with their students and facilitate their students’ experience. Whilst mental health, wellbeing and other pastoral services have a crucial role to play in higher education, they are not sufficient on their own. Neither are generic central policies and processes for recognition of wellbeing as a curricular matter. An effective “whole university” approach also requires each individual school and department to consider how to acknowledge the value of wellbeing and integrate it into the curriculum in an evidence-based and sustainable manner appropriate to their discipline. For law schools in particular, there is a rich body of international evidence demonstrating that the culture, norms and approaches common in legal studies can be potentially harmful to student wellbeing. As a result there is a strong ethical imperative upon them to address their role in this as part of implementing such a “whole university” approach. Given the bi-directional relationship between wellbeing and","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"1 - 4"},"PeriodicalIF":0.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45270209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

“Make glorious mistakes!” Fostering growth and wellbeing in HE transition “犯光荣的错误!”促进高等教育转型中的增长和福祉

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Law Teacher Pub Date : 2022-01-02 DOI: 10.1080/03069400.2021.2010406

Stella Coyle, Hannah Gibbons-Jones

引用次数: 1

The role of employer/educator collaboration in improving the wellbeing of lawyers 雇主/教育工作者合作在改善律师福利方面的作用

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Law Teacher Pub Date : 2021-12-15 DOI: 10.1080/03069400.2021.2005348

Nigel Jones

{"title":"The role of employer/educator collaboration in improving the wellbeing of lawyers","authors":"Nigel Jones","doi":"10.1080/03069400.2021.2005348","DOIUrl":"https://doi.org/10.1080/03069400.2021.2005348","url":null,"abstract":"ABSTRACT Well before Covid struck, wellbeing was already being taken seriously by organisations involved in both the education and employment of lawyers. Both groups were looking for ways to help lawyers keep themselves well, build their personal resilience and help them thrive in the profession. The crisis has added further impetus to those endeavours, and made wellbeing an even higher priority. This paper considers whether the chances of achieving those objectives would be increased if the two stakeholder groups collaborated more effectively, and what that collaboration might look like. Its focus is on the UK profession. It is written from the employer perspective, in particular that of large law firms based in the City of London. And it is primarily based on the first-hand experience of the author. It also considers the approach of other employers and the broader stakeholder community (including in the third sector), based on personal communications and published literature. It explains why those employers are taking lawyer wellbeing more seriously, what steps they have taken and which they believe are having a positive impact, and how the training of their future employees might be changed in order to help maintain their health. Its objective is to promote debate between educators and employees about what better collaboration might look like.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"119 - 129"},"PeriodicalIF":0.8,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47345557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Open book examinations: modifying pedagogical practices for effective teaching and learning 开卷考试：修改教学实践以实现有效教学

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Law Teacher Pub Date : 2021-12-02 DOI: 10.1080/03069400.2021.1999151

Daniel Bansal

引用次数: 0