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

Cover -- Half Title -- Series -- Title -- Copyright -- Contents -- List of contributors -- Preface -- Acknowledgements -- 1 The ethics of well-being: Psychological health as the vanguard for sociological change -- Introduction -- In defence of methodology -- Resilience is about meaning -- Achievements of the well-being movement in legal education and practice -- Change from the bottom up -- Conclusion -- 2 Self-care as a professional virtue for lawyers -- Introduction -- What is self-care? -- Understanding the legal profession and its stressors -- The stressor of the power of the client -- Junior Lawyers Division (JLD) resilience and well-being survey 2017/2018 -- The stressor of changes in public opinion about the profession -- The stressor of technology -- Conclusion -- 3 Values: The flip side of the well-being coin -- Introduction -- Values enactment and well-being -- Which values? -- Values, well-being and professionalism -- Values education and well-being -- Law school values and well-being in a hypercompetitive world -- Ethics and well-being in the workplace: Ethical climate -- Ethics and well-being in the workplace: Hypercompetition -- Conclusion -- 4 Well-being and a positive professional identity in the legal profession: A snapshot of the UK Bar -- Introduction -- Positive professional identities for lawyers -- Survey of UK barristers' perceptions of professional identity and well-being -- Survey methodology -- Survey results -- Discussion -- Future research -- Conclusion -- 5 Determined to be professional, ethical and well -- Introduction -- Well-being in legal education -- Self-determination theory -- Research context -- Initial research results -- Methodology -- Survey participants -- Depression Anxiety Stress Scale (DASS-21) -- Satisfaction With Life Scale (SWLS) -- Basic Psychological Needs Scale (BPNS) -- Valuing Questionnaire (VQ).

Results -- Hypothesis 1 - Psychological distress -- Hypothesis 2 - Subjective well-being -- Hypothesis 3 - Basic psychological needs -- Hypothesis 4 - Values progress and obstruction -- Hypothesis 5 - Basic psychological needs and distress/subjective well-being -- Hypothesis 6 - Basic psychological needs, valuing and distress -- Discussion -- Self-determination theory -- Values -- Impact of results -- Conclusion -- 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 -- Introduction -- The information gap and well-being -- Bourdieu's tools -- Method -- Data analysis and themes -- Dominance -- Grades, very long hours, value of training contracts -- Shock, awe and anxiety -- Toxicity, atrocity and acceptance -- Alterity and the next drop -- 'Quality' and self-reproduction -- Conclusions -- Acknowledgements -- 7 Widening the approach to ethics teaching and positively affecting the ethical professional identity of trainee solicitors in Ireland -- Intervention overview -- Trainees' reflections -- Appreciative inquiry -- Provide 'safe space' for discourse and reflection -- Making room for uncomfortable conversations -- Small group discussion with exemplars -- Conclusion -- 8 Connectivity, socialisation and identity formation: Exploring mental well-being in online distance learning law students -- Online distance learning and law students -- The role of socialisation and identity formation -- Socialisation and identity formation at a distance -- A unique balance? -- 9 Which hat shall I wear today? Exploring the professional and ethical implications of law clinic supervision -- Introduction -- Pedagogy in clinic.

Personalising learning -- Autonomy support -- Mentoring -- Role modelling -- Clinic and well-being -- Well-being awareness in the UK and Australia -- Cause and effect: Well-being and the role of traditional legal education models -- Conclusion -- 10 Clinical legal education and the hidden curriculum in the neoliberal university in England and Wales -- Introduction -- Background -- The gaps -- Clinical legal education (CLE) -- The hidden curriculum and well-being -- Emotions: Emotional intelligence -- Empathy -- Cognition/understanding -- Values -- Teaching developments -- Conclusion -- 11 Resilience, positive motivation and professional identity: The experience of law clinic students working with real clients -- The three clinical options on the BPTC -- FRU (employment) option -- FRU (social security) option -- Domestic violence option -- The research program -- Working with clients -- Working with opponents -- Working with judges -- Resilience -- Interventions -- Developing resilience -- Self-determination theory -- Empathy -- Conclusion -- 12 Meditation in legal education: The value added toward the well-being of law students -- Introduction -- Defining meditation -- The use of meditation in law schools -- Development of student resilience -- The broader context of responsibility for student well-being -- Future research on the efficacy of meditation -- Conclusion -- 13 Identity, well-being and law students -- Introduction -- Methodology -- Well-being and identity -- Student interview findings -- Future lawyer identity -- Academic achievement identity -- Implications -- Recommendations and conclusion -- Index.

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.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.