Educating for Well-Being in Law

Caroline Strevens is Reader in Legal Education and Head of the Law Department at the University of Portsmouth and Chair of the Association of Law Teachers. Caroline’s academic career was preceded by a career in legal practice as a Solicitor. She established the suite of qualifying law degrees and was appointed the first Head when the Department was formed in 2008. Caroline’s primary research area is legal education. Recently, she has been investigating links between motivation, well-being and ethical decision-making. Her most recent publication entitled ‘Perceptions of Wellbeing in Law Teachers’ has been published in the Law Teacher. Caroline continues to work with international collaborators to promote well-being in legal academics and junior lawyers.Rachael Field is a Professor in the Law School at Bond University, co-director of the Bond Dispute Resolution Centre, a member of the Executive of Bond’s Centre for Professional Legal Education and co-founder of the Australian Dispute Resolution Research Network. She is an Australian Learning and Teaching Fellow and a Senior Fellow of the Higher Education Academy. In 2010 Rachael established the Australian Wellness Network for Law, which holds annual Forums on well-being issues in legal education and legal practice. Rachael volunteers at the Women’s Legal Service in Brisbane and has been president of the Service since 2004. In 2013 Rachael was named Queensland Woman Lawyer of the Year.

• Preface; Acknowledgements; Chapter 1: The Ethics of Well-being: Psychological Health as the Vanguard for Sociological Change; Chapter 2: Self-Care as a professional virtue for lawyers; Chapter 3: Values: The Flip Side of the Well-being Coin; Chapter 4: Well-Being and a Positive Professional Identity in the Legal Profession: A Snapshot of the UK Bar; Chapter 5: Determined to be Professional, Ethical and Well; Chapter 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; Chapter 7: Widening the Approach to Ethics Teaching and Positively Affecting Ethical Professional Identity of Trainee Solicitors in Ireland; Chapter 8: Connectivity, Socialisation and Identity Formation: Exploring Mental Well-being in Online Distance Learning Law Students; Chapter 9: Which Hat Shall I Wear Today? Exploring the Professional and Ethical Implications of Law Clinic Supervision; Chapter 10: Clinical Legal Education and the Hidden Curriculum in the Neoliberal University in England and Wales; Chapter 11: Resilience, Positive Motivation and Professional Identity: The Experience of Law Clinic Students Working with Real Clients; Chapter 12: Meditation in Legal Education: The Value Added Toward the Well-Being of Law Students; Chapter 13: Identity, Well-being and Law Students; Index