Law student psychological distress, ADR and sweet-minded, sweet-eyed hope


Autoria(s): Field, Rachael M.; Duffy, James
Data(s)

01/07/2012

Resumo

Empirical studies conducted by both Australian and American researchers have established law school’s causative role in increasing law student psychological distress. The purpose of this article is to highlight the role that law school curriculum might play in addressing this problem. By utilising lessons from the field of positive psychology (and in particular hope theory) a first-year law subject at the Queensland University of Technology has been specifically designed to promote law student well-being. Traditional legal education and pedagogy do not hold the answers for addressing this social phenomenon. A first-year curriculum that introduces students to alternative dispute resolution, non-adversarial justice, resilience and the positive role of lawyers in society may go some way to addressing the law student well-being challenge.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/52862/

Publicador

Thomson Reuters

Relação

http://eprints.qut.edu.au/52862/2/52862.pdf

http://www.thomsonreuters.com.au/australasian-dispute-resolution-journal-online/productdetail/97142

Field, Rachael M. & Duffy, James (2012) Law student psychological distress, ADR and sweet-minded, sweet-eyed hope. Australasian Dispute Resolution Journal, 23(3), pp. 195-203.

Direitos

Copyright 2012 Thomson Reuters

Fonte

Faculty of Law; School of Law

Palavras-Chave #180100 LAW #Law student well-being #psychological distress #depression #anxiety #resilience #curriculum #hope #optimism #positive professional identity
Tipo

Journal Article