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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.
The importance of simulation in education, specifically in legal
subjects, is here discussed and explored within this innovative
collection. Demonstrating how simulation can be constructed and
developed for learning, teaching and assessment, the text argues
that simulation is a pedagogically valuable and practical tool in
teaching the modern law curriculum. With contributions from law
teachers within the UK, Australia, Hong Kong, South Africa and the
USA, the authors draw on their experiences in teaching law in the
areas of clinical legal education, legal process, evidence,
criminal law, family law and employment law as well as teaching law
to non-law students. They claim that simulation, as a form of
experiential and problem-based learning, enables students to
integrate the 'classroom' experience with the real world
experiences they will encounter in their professional lives. This
book will be of relevance not only to law teachers but university
teachers generally, as well as those interested in legal education
and the theory of law.
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.
The importance of simulation in education, specifically in legal
subjects, is here discussed and explored within this innovative
collection. Demonstrating how simulation can be constructed and
developed for learning, teaching and assessment, the text argues
that simulation is a pedagogically valuable and practical tool in
teaching the modern law curriculum. With contributions from law
teachers within the UK, Australia, Hong Kong, South Africa and the
USA, the authors draw on their experiences in teaching law in the
areas of clinical legal education, legal process, evidence,
criminal law, family law and employment law as well as teaching law
to non-law students. They claim that simulation, as a form of
experiential and problem-based learning, enables students to
integrate the 'classroom' experience with the real world
experiences they will encounter in their professional lives. This
book will be of relevance not only to law teachers but university
teachers generally, as well as those interested in legal education
and the theory of law.
This book provides a novel contribution to the wider bodies of
literature on student and academic wellbeing by including a series
of rich and nuanced discussions of specific aspects of the
wellbeing of legal academics. It contains original research
contributions on this topic drawing on insights from law, education
and psychology and throws a spotlight on an emerging field of
interest. In particular, it focuses attention on the need to
understand the implications of workload, communication, competence,
and community for academic wellbeing with the collection providing
insight as to the amelioration of stress linked to these themes.
Reference will be made to the key factors which influence each of
these themes, such as the neo-liberal academy, the contours and
staffing of the law school, the impact of COVID-19 and the role of
values and ethics. Relevant theoretical perspectives relating to
these themes, including self-determination theory and the notion of
an ethic of care, will also be discussed.
This book examines transitions from law school to the legal
profession, and their impact on wellbeing. There is a significant
body of evidence that suggests law student wellbeing is
particularly problematic, partially due to the distinctive nature
of law as a discipline. Similarly, there is a growing body of
international evidence demonstrating poor levels of wellbeing
within the legal profession, with lawyers suffering higher levels
of stress, anxiety and depression than the general population. To
date there has been no detailed consideration of the impact of
these transitions on wellbeing, or discussion of the best ways to
ameliorate any negative effects. This edited collection will
explore a range of transitions, from entry into law school through
to progression to managerial roles within the legal profession.
Rather than focusing on discrete areas or chunks of time, this book
focuses on the process of transitioning holistically.Â
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