Law Student Mental Health Literacy and Distress: Finances, Accommodation and Travel Time
The School of Law at UniSA has been operating a clinical program via its Legal Advice Clinic (which is situated within the Law Building) for just over four years. The benefits of a Clinic within the environs of the Law School are numerous. One of those benefits is the existence of files which can be...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Bond University
2015-01-01
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| Series: | Legal Education Review |
| Online Access: | https://doi.org/10.53300/001c.6297 |
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| _version_ | 1850112965877956608 |
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| author | Nerissa Soh Fiona Burns Rita Shackel Bruce Robinson |
| author_facet | Nerissa Soh Fiona Burns Rita Shackel Bruce Robinson |
| author_sort | Nerissa Soh |
| collection | DOAJ |
| description | The School of Law at UniSA has been operating a clinical program via its Legal Advice Clinic (which is situated within the Law Building) for just over four years. The benefits of a Clinic within the environs of the Law School are numerous. One of those benefits is the existence of files which can be accessed for ‘case scenarios’ for a variety of courses, relieving the Law teacher of the endless quest for creative inspiration in order to develop interesting and plausible fact scenarios for problem-based learning. This article examines the pedagogical model which has been introduced into the Professional Conduct and Civil Procedure tutorial programs at the writers’ law school. The model is an example of the integration of the clinical program within the wider law curriculum. Specifically, real Clinic files are de-identified and used in tutorials as the basis for discussion and problem solving. The article will showcase how this is done, including the maintenance of client confidentiality and the avoidance of conflicts or potential conflicts. It also demonstrates how the use of real legal problems can not only resolve a course co-ordinator’s plight of thinking up endless new fact scenarios, but also their acceptance by students in preference to fictitious dilemmas. Additional benefits of introducing the Legal Advice Clinic into the tutorial program will also be explored. Specifically, the writers examine how a pro bono culture and a consciousness of access to justice issues at a local level can be developed, not just for students in the clinical program, but for all students in their Law School. Finally, the article will highlight how this program actively assists with the sustainability of the Legal Advice Clinic by accessing School funds from students enrolled in the tutorial programs to directly fund the Clinic. |
| format | Article |
| id | doaj-art-c29fa4b0e7844729bf6365c47b2e9be8 |
| institution | OA Journals |
| issn | 1033-2839 1839-3713 |
| language | English |
| publishDate | 2015-01-01 |
| publisher | Bond University |
| record_format | Article |
| series | Legal Education Review |
| spelling | doaj-art-c29fa4b0e7844729bf6365c47b2e9be82025-08-20T02:37:16ZengBond UniversityLegal Education Review1033-28391839-37132015-01-0125110.53300/001c.6297Law Student Mental Health Literacy and Distress: Finances, Accommodation and Travel TimeNerissa SohFiona BurnsRita ShackelBruce RobinsonThe School of Law at UniSA has been operating a clinical program via its Legal Advice Clinic (which is situated within the Law Building) for just over four years. The benefits of a Clinic within the environs of the Law School are numerous. One of those benefits is the existence of files which can be accessed for ‘case scenarios’ for a variety of courses, relieving the Law teacher of the endless quest for creative inspiration in order to develop interesting and plausible fact scenarios for problem-based learning. This article examines the pedagogical model which has been introduced into the Professional Conduct and Civil Procedure tutorial programs at the writers’ law school. The model is an example of the integration of the clinical program within the wider law curriculum. Specifically, real Clinic files are de-identified and used in tutorials as the basis for discussion and problem solving. The article will showcase how this is done, including the maintenance of client confidentiality and the avoidance of conflicts or potential conflicts. It also demonstrates how the use of real legal problems can not only resolve a course co-ordinator’s plight of thinking up endless new fact scenarios, but also their acceptance by students in preference to fictitious dilemmas. Additional benefits of introducing the Legal Advice Clinic into the tutorial program will also be explored. Specifically, the writers examine how a pro bono culture and a consciousness of access to justice issues at a local level can be developed, not just for students in the clinical program, but for all students in their Law School. Finally, the article will highlight how this program actively assists with the sustainability of the Legal Advice Clinic by accessing School funds from students enrolled in the tutorial programs to directly fund the Clinic.https://doi.org/10.53300/001c.6297 |
| spellingShingle | Nerissa Soh Fiona Burns Rita Shackel Bruce Robinson Law Student Mental Health Literacy and Distress: Finances, Accommodation and Travel Time Legal Education Review |
| title | Law Student Mental Health Literacy and Distress: Finances, Accommodation and Travel Time |
| title_full | Law Student Mental Health Literacy and Distress: Finances, Accommodation and Travel Time |
| title_fullStr | Law Student Mental Health Literacy and Distress: Finances, Accommodation and Travel Time |
| title_full_unstemmed | Law Student Mental Health Literacy and Distress: Finances, Accommodation and Travel Time |
| title_short | Law Student Mental Health Literacy and Distress: Finances, Accommodation and Travel Time |
| title_sort | law student mental health literacy and distress finances accommodation and travel time |
| url | https://doi.org/10.53300/001c.6297 |
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