scholarly journals A Client-Focused Practice: Developing and Testing Emotional Competency in Clinical Legal Interviews

2014 ◽  
Vol 20 (2) ◽  
pp. 633
Author(s):  
Felicity Wardhaugh ◽  
Colin James
Keyword(s):  
Emotional Intelligence ◽  
Training Program ◽  
Emotional Competence ◽  
Legal Education ◽  
Relevant Information ◽  
Law Students ◽  
Emotional Competencies ◽  
Research Project ◽  
Emotional Competency ◽  
The University

<p>Law students learn interviewing skills as part of their clinical legal education. Teaching this skill to students involves helping students relate to clients. Recent suggestions for teaching students have included adopting a client centred approach to legal interviewing. Similarly, in the face of growing concerns about the adversarial culture of lawyers there have been calls for lawyers to develop relationship-centred competencies.</p><p>Typically, law students attending law schools are in their early twenties and, in terms of experience and developmental capacities, many may not be at a stage where thinking about the client comes naturally. Students interviewing clients tend to ignore visual or spoken clues from the client. A law student, observed by one of the authors, recently demonstrated this tendency whilst interviewing a client at the University of Newcastle Legal Centre (UNLC). The client’s gaunt physical appearance made it clear that the client was unwell. The student took instructions for a Will without asking any questions about the client’s motivation for seeking legal help. It later transpired that the client needed advice about a terminal illness claim.</p><p>If law students can learn how to improve their emotional competency whilst interviewing a client, they may relate better to clients in a clinical legal setting and be able to obtain more relevant information. We have found no recent research in the discourse on clinical legal education as to whether training in emotional intelligence can improve law students’ performance in a client interview. At the University of Newcastle we have designed a research project to test whether training students in emotional competence (applied Emotional Intelligence) can produce a measurable change in the client’s experience of a legal interview.</p><p>One of the major challenges in researching this question is the lack of guidance in the literature as to how best to train law students for emotional competence. Many publications have focused on the validity or measurement of emotional intelligence and less on the functional aspect of how to increase emotional competencies. Part of the research project therefore involves designing a training program to assist clinical law students to develop emotional competencies.</p><p>This paper is in two parts. The first part discusses the background to the research and some preliminary findings from stage one of the research. The second part discusses a proposed outline for the training program.</p>

scholarly journals Enhancing emotional competencies with law students

2016 ◽  
Vol 23 (4) ◽  
pp. 53
Author(s):  
Colin James ◽  
Felicity Wardhaugh
Keyword(s):  
Professional Development ◽  
Emotional Intelligence ◽  
Statistical Analysis ◽  
Intervention Group ◽  
Law Students ◽  
Control Group ◽  
Training Module ◽  
Emotional Competencies ◽  
Emotional Intelligence Training ◽  
The University

<p>Research was conducted at the University of Newcastle Legal Centre (Australia) over 2013 and 2014 involving an emotional intelligence training module designed to improve the emotional competencies of law students on placement in a legal centre working with real clients. An earlier paper (Wardhaugh &amp; James, IJCLE 2014) described the project and preliminary findings of Stage One. This paper provides the findings and ultimate conclusions of Stage Two. Overall the statistical analysis of variance between Stage One (control group in 2013) and Stage Two (intervention group in 2014) was not significant, the qualitative results from Stage Two produced valuable insights into enhancing professional development by leveraging the student experience of interviewing real clients in a clinic setting. Overall learnings from the project are discussed, including suggestions for further research.</p>

scholarly journals Emotional Intelligence, Socio -Emotional Competence andHuman Capital

2021 ◽  
Vol 07 (04) ◽  
Author(s):  
Dr. Jyotirmayee Choudhury ◽  
Keyword(s):  
Human Capital ◽  
Emotional Intelligence ◽  
Organizational Level ◽  
Emotional Competencies ◽  
Emotional Competency ◽  
The People ◽  
Intelligent Behavior ◽  
Personal Competencies ◽  
Emotionally Intelligent ◽  
Significant Bearing

The concept of emotional intelligence and emotional competency is contemporary issue in the management literature. Therefore, it has become imperative to study, understand and leverage it for the sake of enhancing the capacity of human capital at the level of individual as well as organizations. As the pace of change is fast and uncertain in the world of work, it is making more and more demands on a person’s cognitive, emotional and physical resources. These set of capabilities are becoming progressively significant. It is because majority of the concerns in organization involve people in different roles. Hence, emotional intelligence must become a determining factor for their effective management. Emotional and personal competencies are inevitable to identify measure, predict and manage performance at workplace resulting in its effectiveness. Thereby, it boosts the worth of the human capital. That is the reason why, the competencies possessed by the people have a significant bearing on the extent to which they can actualize their emotional intelligence. The current paper sets out to examine the concept and correlation between the emotional intelligence, socio emotional competencies, emotionally intelligent behavior and human capital. The study recommends that emotional intelligence is significantly related with the socio-emotional competencies which ultimately strengthen emotionally intelligent behavior to leverage human capital at individual and organizational level.

scholarly journals Disability Human Rights Clinics as a model for teaching Participatory International Human Rights Lawyering

2018 ◽  
Vol 25 (3) ◽  
pp. 23-52
Author(s):  
Yvette Maker ◽  
Jana Offergeld ◽  
Anna Arstein-Kerslake
Keyword(s):  
Human Rights ◽  
Legal Education ◽  
Law School ◽  
Law Students ◽  
Legal Analysis ◽  
Human Rights Law ◽  
Community Based ◽  
Scholarly Output ◽  
The University ◽  
New Generation

The Disability Human Rights Clinic (DHRC) was established at Melbourne Law School, the University of Melbourne, in 2015.  Its supervisors and students conduct legislative and policy reform projects as well as strategic litigation. The DHRC was created by Anna Arstein-Kerslake to address a significant lack of resources in community-based organisations to undertake in-depth legal analysis. It uses an innovative model of clinical legal education to harness the skills of law students to fill that gap and to expose a new generation of lawyers to the emerging field of disability human rights law. In this article, we draw on our experiences running the DHRC to argue that the model it establishes can create significant scholarly output in the human rights field, direct engagement with the community, and rich doctrinal and experiential learning for students.

scholarly journals CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS

2021 ◽  
Author(s):  
Veneta Ivanova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Conflict Management ◽  
Emotional Competence ◽  
Preschool Education ◽  
Management Skills ◽  
Emotional Competencies ◽  
The Difference ◽  
The Moment ◽  
Educational Methodology

This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.

Co-creating with BAME students in legal education

2021 ◽  
Vol 23 (3) ◽  
pp. 80-91
Author(s):  
Fatmata Daramy ◽  
Morag Duffin ◽  
Ibrahim Ilyas ◽  
David Taylor
Keyword(s):  
Sense Of Belonging ◽  
Educational Institution ◽  
Legal Education ◽  
Law Students ◽  
Institutional Racism ◽  
Student Body ◽  
Raising Awareness ◽  
Employer Engagement ◽  
The University

This article explores the challenges of addressing inequitable outcomes and experiences for BAME Law students. It considers the specific challenges BAME students face in entering a profession that is highly competitive, and which has traditionally lacked diversity. It details the approach that The University of Law, as a specialist legal educational institution, has taken to work and co-create with its student body to reduce these inequitable outcomes and experiences, as well as to improve a wider sense of belonging between students, their educational institution and the legal sector. It takes, as a case study, The University of Law's BAME Student Advocate scheme, which was established in the spring of 2020, and spotlights a few key projects delivered by the BAME Advocates: an employer engagement project, a Ramadan project and a project on raising awareness of institutional racism through the Stephen Lawrence case.

The Disastrous First Fund-Raising Campaign in Legal Education: The Harvard Law School Centennial, 1914–1920

2013 ◽  
Vol 12 (4) ◽  
pp. 535-578
Author(s):  
Bruce A. Kimball
Keyword(s):  
World War I ◽  
Legal Education ◽  
The United States ◽  
Fund Raising ◽  
Law School ◽  
Law Students ◽  
New Venture ◽  
Law Schools ◽  
The Law ◽  
The University

Between 1915 and 1925, Harvard University conducted the first national public fund-raising campaign in higher education in the United States. At the same time, Harvard Law School attempted the first such effort in legal education. The law school organized its effort independently, in conjunction with its centennial in 1917. The university campaign succeeded magnificently by all accounts; the law school failed miserably. Though perfectly positioned for this new venture, Harvard Law School raised scarcely a quarter of its goal from merely 2 percent of its alumni. This essay presents the first account of this campaign and argues that its failure was rooted in longstanding cultural and professional objections that many of the school's alumni shared: law students and law schools neither need nor deserve benefactions, and such gifts worsen the overcrowding of the bar. Due to these objections, lethargy, apathy, and pessimism suffused the campaign. These factors weakened the leadership of the alumni association, the dean, and the president, leading to inept management, wasted time, and an unlikely strategy that was pursued ineffectively. All this doomed the campaign, particularly given the tragic interruptions of the dean's suicide and World War I, along with competition from the well-run campaigns for the University and for disaster relief due to the war.

Are ‘Digital Natives’ Equipped to Conquer the Legal Landscape?

2013 ◽  
Vol 13 (3) ◽  
pp. 172-178 ◽  
Author(s):  
Daniel Bates
Keyword(s):  
Information Literacy ◽  
Legal Education ◽  
Cultural Background ◽  
Digital Natives ◽  
Law Students ◽  
Research Skills ◽  
Precise Nature ◽  
University Of Cambridge ◽  
Teaching Research ◽  
The University

AbstractThere is no doubt that the ‘Google Generation’ or ‘Digital Natives’ are entering legal education with a very different set of skills than those who came before them. In this article Daniel Bates examines the precise nature of the skillset of those beginning their legal careers, and considers his experiences teaching research skills to law students at the University of Cambridge for over a decade. Furthermore, he considers how students' educational and cultural background in the areas of research and information literacy should inform the teaching of legal skills.

scholarly journals Legal clinic gender sensitive method for law students

Temida ◽  
2008 ◽  
Vol 11 (3) ◽  
pp. 5-25
Author(s):  
Nevena Petrusic ◽  
Slobodanka Konstantinovic-Vilic ◽  
Natalija Zunic
Keyword(s):  
Teaching Method ◽  
Legal Education ◽  
Gender Issues ◽  
Law Students ◽  
University Education ◽  
Rights Protection ◽  
Law Faculty ◽  
Gender Education ◽  
Practical Model ◽  
The University

In this paper, the authors discuss models of integrating gender issues, gender perspective and some gender aspects into the university education. In that context, the authors particularly focus on the concept of clinical legal education in legal clinics offering a specific practical model of teaching gender studies. Legal clinics provide for an innovative approach to gender education of prospective legal professional. The teaching method used in these legal clinics is aimed at raising students' awareness of gender issues and common gender-related biases. In the recent period, the Legal Clinic at the Law Faculty in Nis has achieved excellent results in the Clinical legal education program on the women's rights protection, which clearly proves that legal clinics have good prospects in general legal education.

scholarly journals Towards Designing a Validated Framework for Improved Clinical Legal Education: Empirical Research on Student and Alumni Feedback

2020 ◽  
Vol 23 ◽  
pp. 1-31
Author(s):  
Stephan Van der Merwe
Keyword(s):  
Social Justice ◽  
Empirical Research ◽  
Student Evaluation ◽  
Legal Education ◽  
The Body ◽  
Law Students ◽  
Access To Justice ◽  
Online Questionnaire ◽  
Implementation Framework ◽  
The University

The pedagogical advantages of employing a Clinical Legal Education (“CLE”) teaching and learning strategy have been acclaimed in literature for almost a century and it continues to be ideally suited to cater to modern education expectations. As an agent for social change, CLE offers law students an effective gateway to participate in, and be influenced by, fundamental social justice problems while it also improves access to justice for the indigent. Though the clinical literature is replete on expected benefits for clinical law students, very little (if any) verifiable empirical research, independently sourced and evaluated, has been published to assess the veracity of these claims in support of CLE. After receiving a funding grant from the University of Stellenbosch Fund for Innovation and Research into Learning and Teaching, the University of Stellenbosch Law Clinic appointed an independent, external agency to conduct empirical research through an extensive measure and evaluation exercise. The aim of the project was to source, document and analyse robust empirical research data about the Faculty of Law’s CLE module, Practical Legal Training 471. The project involved the sourcing and collation of formal student evaluation feedback reports spanning a period of nine years. Additional alumni and current student data were gathered either by online questionnaire or by telephonic interview. The research was aimed at eliciting quantitative as well as qualitative responses. The purpose of this article is to describe the applicable methodology and aims of the research project, to unpack and discuss the resulting empirical data, and to draw certain conclusions based on the findings of this research about CLE’s impact on law students’ experience specifically relating to their practice-readiness and social justice sensitivities. It is suggested that this research will prove both interesting and useful to law teachers involved in relevant programmes at other higher education institutions. The data and evidence detailed herein will assist them to conduct their research and to make substantiated recommendations for the development of CLE programs on a broader national and international level. This research will also add to the body of knowledge on students and student learning and allow for recommendations regarding the creation of a broader implementation framework for improved CLE.

Sign in / Sign up

Export Citation Format

Share Document