Introduction; Valuing persons and communities in doing wellness for law well, Stephen Tang; Towards an integrated, whole-school approach to promoting law student wellbeing, Wendy Larcombe; The persistence of distress, Paula Baron; Law student lifestyle pressures, Alex Steel and Anna Huggins; The relationship between class participation and law students’ learning, engagement and stress: do demographics matter?, Anna Huggins and Alex Steele; Vitality for life and law: fostering student resilience, empowerment and well-being at law school, Judith Marychurch; Resilience and wellbeing programs - the practical legal training experience, Judy Bourke and Maxine Evers; Resilient lawyers: maximising well-being in legal education and practice, Colin James; Using peer assisted learning to develop resilient and resourceful learners, Penelope Watson; On being, not just thinking like, a lawyer: connections between uncertainty, ignorance and wellbeing, Tony Foley and Stephen Tang; Balance and context - law student well-being and lessons from positive psychology, James Duffy; Connecting law students to health and wellbeing, Molly Townes-O’Brien; Contemplative practice in the law school: breaking barriers to learning and resilience, Prue Vines and Patricia Morgan; Harnessing the law curriculum to promote law student well-being, particularly in the first year of legal education, Rachael Field; Beyond the curriculum: the wellbeing of law students within their broader environment, Helen Stallman and James Duffy; Dealing with resistance to change by legal academics, Nick James; Index.
Rachael Field is an Associate Professor in the Faculty of Law at Queensland University of Technology, Australia. She holds an ALTC Fellowship (2010) for Stimulating Strategic Change in Legal Education to Address High Levels of Psychological Distress in Law Students, focussing on the potential of non-adversarial legal practice to better engage, motivate and support student learning and wellbeing in law. James Duffy is a lecturer in the Faculty of Law, Queensland University of Technology, Australia. He researches in the areas of Alternative Dispute Resolution, Non-Adversarial Justice and the Law/Psychology nexus. His teaching excellence has been recognised at the institutional and national level. Dr Colin James is a solicitor and a senior lecturer with the Australian National University. His areas of practice include family law and domestic violence. He teaches in clinical legal education and professional legal training programs and serves on the management committees of law societies and community legal centres. His research areas include emotional intelligence, coaching psychology, professional development, academic integrity, legal history and domestic violence.
"Overall, this is an insightful and important edited collection
that provides a marker on the long, uneven, challenging but crucial
path towards acknowledging and improving well-being in law. Despite
its Australian focus, the commonalities with other jurisdictions
are clear, giving it global appeal and significance."Dr Emma Jones,
Lecturer in Law, The Open University, UK
‘This authoritative volume demonstrates that legal educators in
Australia are far ahead of their American peers in addressing
perennial problems in legal education. It also provides lots of
good concrete advice on how to promote a more student-centered
learning environment within a law school - in Australia or anywhere
else.’Kennon M. Sheldon, University of Missouri, USA‘Drawing on an
increasingly rich body of multi-disciplinary scholarship, this work
delivers a critical quantum leap in thinking and theorising around
the dual imperatives of promoting future practitioners’ mental
health and proactively addressing the potential for psychological
distress. Arguing that we can no longer leave professional mental
well-being to chance, this book asks and answers hard questions
about our duty in the Academy to do no further harm. The
contribution is timely, astute and strongly commended.’Sally Kift,
James Cook University, Australia
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