Implementing the Self-Management Threshold Learning Outcome for Law: Some Intentional Design Strategies from the Current Curriculum Toolbox
This article examines research on improving law students’ levels of psychological literacy in order to reduce prejudicial stigma and to improve students’ propensity to practice mindfulness. It argues that reducing discriminatory prejudice against mental health issues will improve the willingness of...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Bond University
2011-01-01
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| Series: | Legal Education Review |
| Online Access: | https://doi.org/10.53300/001c.6248 |
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| Summary: | This article examines research on improving law students’ levels of psychological literacy in order to reduce prejudicial stigma and to improve students’ propensity to practice mindfulness. It argues that reducing discriminatory prejudice against mental health issues will improve the willingness of students who experience mental health problems such as anxiety and depression to seek help. It also argues that mindfulness will improve cognitive performance and self-awareness, which can be developed further using applied strengths theory and emotional intelligence. Strengths theory can help students to better understand how to apply their own unique mix of capacities and qualities to their legal education and subsequent legal practice. Understanding emotional intelligence can help improve students’ awareness of their own internal states, which contribute to their values, attitudes, motivations and behaviour, and insights into the likely motivations of others. Taken at large, the research indicates that improved self-awareness is related to the survival and wellbeing of students both during law school and in their transition to legal practice. |
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| ISSN: | 1033-2839 1839-3713 |