This book aims to assist legal educators and law schools in integrating wellbeing within the design and delivery of the legal curriculum. It also encourages the evaluation of wellbeing-related initiatives, to develop an evidence-based, sustainable approach to its inclusion.
The contributions to this volume each focus upon different aspects of wellbeing and the curriculum, including the applications of vulnerability and social identity theory, the role of transitions and inductions, the implementation and evaluation of law school wellbeing initiatives, reflections on both the Socratic method and assessment, the results of a longitudinal student study and a consideration of the legal profession’s perspective. They contain both theoretical and empirical evidence to support the development of wellbeing-informed teaching and learning and foster positive interactions and experiences for both staff and students. Taken together, and coupled with international perspectives, they provide evidence and examples to support a holistic approach to wellbeing in legal education which moves beyond simply ameliorating damaging impacts and instead identifies meaningful routes to fostering positive wellbeing.
This volume will be of interest to legal academics and others with an interest in legal education, including legal professionals and law students. It will also appeal to those who have an interest in integrating wellbeing into the curriculum within higher education. This book was originally published as a special issue of The Law Teacher.
Edited by:
Emma Jones (University of Sheffield),
Caroline Strevens
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 234mm,
Width: 156mm,
ISBN: 9781032776330
ISBN 10: 1032776331
Pages: 148
Publication Date: 23 August 2024
Audience:
Professional and scholarly
,
Undergraduate
Format: Hardback
Publisher's Status: Forthcoming
Introduction – Legal education for wellbeing: design, delivery and evaluation 1. Law-students wellbeing and vulnerability 2. “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 3. “Make glorious mistakes!” Fostering growth and wellbeing in HE transition 4. 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 5. Influences on students’ interest in a legal career, satisfaction with law school, & psychological distress: trends in New Zealand 6. “Hell is other people”: rethinking the Socratic method for quiet law students 7. Feeling feedback: screencasting assessment feedback for tutor and student well-being 8. The role of employer/educator collaboration in improving the wellbeing of lawyers 9. Harnessing the winds of change
Dr Emma Jones is Senior Lecturer of Law at the University of Sheffield School of Law. Her research focuses on the role of wellbeing and emotions in legal education and the legal profession. She is Chair of the Association of Law Teachers and an International Bar Association Wellbeing Commissioner. Caroline Strevens is Professor of Legal Education at the University of Portsmouth Law School. Her research focuses on the wellbeing of Law staff and students including investigating how principles of positive psychology may influence or promote flourishing.
