Resilience and wellbeing programmes the practical legal training experience

Bourke, J; Evers, M

Resilience and wellbeing programmes the practical legal training experience

Bourke, J Evers, M

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Publication Type:: Chapter
Citation:: Promoting Law Student and Lawyer Well-Being in Australia and Beyond, 2016, pp. 93 - 107
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Bourke, J	en_US
dc.contributor.author	Evers, M https://orcid.org/0000-0001-7736-8979	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	Promoting Law Student and Lawyer Well-Being in Australia and Beyond, 2016, pp. 93 - 107	en_US
dc.identifier.isbn	9781472445292	en_US
dc.identifier.uri	http://hdl.handle.net/10453/90555
dc.description.abstract	© 2016 selection and editorial matter, Rachael Field, James Duffy and Colin James; individual chapters, the contributors. This chapter discusses the importance of intentionally designing the law curriculum to promote law student well-being, and argues that the work is particularly important in the context of the first year experience of legal education. The law curriculum offers law teachers an opportunity to strategize for important change in legal education by addressing the currently high levels of psychological distress experienced by law students. Harnessing the curriculum to promote student well-being allows legal academics to go to where the student is. Sally Kift says that a truly integrative approach to law curriculum renewal may deliver a viable way forward in a time of dynamic change for both the legal and higher education sectors. Jill Howieson's research at the University of Western Australia provides evidence that teaching dispute resolution knowledge, skills and attitudes can support student well-being, particularly by creating in students a sense of belonging to their law school.	en_US
dc.relation.ispartof	Promoting Law Student and Lawyer Well-Being in Australia and Beyond	en_US
dc.relation.isbasedon	10.4324/9781315602530	en_US
dc.title	Resilience and wellbeing programmes the practical legal training experience	en_US
dc.type	Chapter
utslib.for	1801 Law	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Law
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© 2016 selection and editorial matter, Rachael Field, James Duffy and Colin James; individual chapters, the contributors. This chapter discusses the importance of intentionally designing the law curriculum to promote law student well-being, and argues that the work is particularly important in the context of the first year experience of legal education. The law curriculum offers law teachers an opportunity to strategize for important change in legal education by addressing the currently high levels of psychological distress experienced by law students. Harnessing the curriculum to promote student well-being allows legal academics to go to where the student is. Sally Kift says that a truly integrative approach to law curriculum renewal may deliver a viable way forward in a time of dynamic change for both the legal and higher education sectors. Jill Howieson's research at the University of Western Australia provides evidence that teaching dispute resolution knowledge, skills and attitudes can support student well-being, particularly by creating in students a sense of belonging to their law school.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/90555