Law Commons^™

Legal Education And The Threat Response, Jane Mitchell

The Journal of Law Teaching and Learning

Law students struggle with disproportionately high rates of depression, anxiety, addiction, and disconnection. This paper offers a novel explanation for these negative outcomes that thus far has been absent from conversations on the subject: Law schools fuel students’ sense of threat. According to psychology’s well-established cognitive appraisal model, students “appraise” stressful situations as either challenging or threatening. Educational environments appraised as threatening consistently lead to negative outcomes—lower student performance, decreased student engagement, and increased anxiety. Situations appraised as challenging lead to positive outcomes—improved academic performance, increased participation, and better overall health.

Law schools facilitate students’ threat response rather than a …

Review Of The 360 Librarian: Integrating Mindfulness, Emotional Intelligence, And Critical Reflection In The Workplace, Geraldine R. Kalim

Articles, Chapters and Online Publications

Review of Owens, T.M. and Daul-Elhindi, C.A. (2020).The 360 librarian: A framework for integrating mindfulness, emotional intelligence, and critical reflection in the workplace. Chicago: Association of College and Research Libraries. 164pp.

Collaborating For Transformation, Marjorie A. Silver

Journal of Experiential Learning

No abstract provided.

Mindfulness, Emotions, And Mental Models: Theory That Leads To More Effective Dispute Resolution, Peter Reilly

Peter R. Reilly

At the core of nearly all great negotiators, mediators, lawyers, and leaders is a person who has learned to connect with other people, that is, to build relationships of trust, cooperation, and collaboration. This Article argues that when people learn a sense of "self" and "other" through both theoretical and practical knowledge and understanding of mindfulness and human emotion, connections with others are more likely to be made, and important relationships are more likely to be built.

My goal, then, is to begin thinking about how one might bring mindfulness and emotions from the “mind level” to what human relations …

The Emotionally Attentive Lawyer: Balancing The Rule Of Law With The Realities Of Human Behavior, Randall Kiser

Nevada Law Journal

No abstract provided.

Teaching Emotional Intelligence To Law Students: Three Keys To Mastery, William S. Blatt

Nevada Law Journal

No abstract provided.

Teaching Emotional Intelligence To Law Students: Three Keys To Mastery, William S. Blatt

Articles

No abstract provided.

Think Like A (Mindful) Lawyer: Incorporating Mindfulness, Professional Identity, And Emotional Intelligence Into The First Year Law Curriculum, Nathalie Martin

University of Arkansas at Little Rock Law Review

No abstract provided.

Can They Work Well On A Team? Assessing Students' Collaborative Skills, Sophie M. Sparrow

Law Faculty Scholarship

[Excerpt] "Among the many critiques of legal education are criticisms that law students do not graduate with effective emotional intelligence skills-in particular, they have not learned to work well with others. Working with others is an important legal skill; and as law practice increasingly relies on collaboration among lawyers, legal staff, clients, and other individuals, so have legal employers raised the demand for effective collaborative skills among law students and recent graduates.

This essay will focus on ways to engage students in collaborating and assessing that collaboration effectively. Students' interpersonal collaborative skills can be effectively taught and assessed in large …

Mindfulness, Emotions, And Mental Models: Theory That Leads To More Effective Dispute Resolution, Peter Reilly

Faculty Scholarship

At the core of nearly all great negotiators, mediators, lawyers, and leaders is a person who has learned to connect with other people, that is, to build relationships of trust, cooperation, and collaboration. This Article argues that when people learn a sense of "self" and "other" through both theoretical and practical knowledge and understanding of mindfulness and human emotion, connections with others are more likely to be made, and important relationships are more likely to be built.

My goal, then, is to begin thinking about how one might bring mindfulness and emotions from the “mind level” to what human relations …

Practicing Civility In The Legal Writing Course: Helping Law Students Learn Professionalism, Sophie M. Sparrow

Law Faculty Scholarship

This Article suggests some concrete ways to teach civility— one component of professionalism—to law students. Professionalism certainly includes much more than civility, incorporating the concepts of ethics, morals, public service, life-long learning, personal integrity, professional identity, and a commitment to selfdevelopment. This Article begins with a brief overview of civility in Part I. Part II provides a few of the many arguments for why we should teach law students to be civil. Part III explores some concrete ways in which we can teach civility within individual classes, using the dynamics of student engagement in the classroom as an opportunity to …

Practicing What We Teach: The Importance Of Emotion And Community Connection In Law Work And Law Teaching, Ann Juergens

Faculty Scholarship

Personal satisfaction and fine lawyering go hand in hand. Legal education and the legal system, however, do damage to that coupling. The author suggests that lawyers and law students can thwart personal dysfunction and professional dissatisfaction if we allow ourselves to express joy and sadness. To avoid being depleted by grief and rage, which cannot nourish satisfying law work over time, the article suggests that we attend to connections with others (all others). Lawyers who connect with their own communities may have more tools for crafting solutions for clients whose problems often implicate community. As teachers, the best way to …