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Purpose: Intimate partner violence (IPV) involves any form of emotional, physical, and sexual abuse including controlling behaviors by an intimate partner. Front line service workers such as social workers, nurses, lawyers, and physicians are often the first professionals to come into contact with individuals experiencing IPV but are often inadequately prepared to respond appropriately as IPV education is highly variable. Experiential learning (EL), also known as learning by doing, has gained much attention from educators; however, the extent and type of EL strategies used to teach IPV competencies has not yet been explored. Our aim was to extract what is known from the literature about the use of EL strategies to teach IPV competencies to front line service providers. Methods: We conducted a search from May 2021 through November 2021. Reviewers independently screened citations in duplicate using pre-determined eligibility criteria. Data collected included study demographics (publication year, country, etc.), study participants, and information about the IPV EL. Results: Of 5216 identified studies, 61 were included. Medicine and nursing represented the majority of learners in the included literature. Graduate students were the targeted learners in 48% of articles. Low fidelity EL was used most frequently in 48% of the articles; and role play was the EL mode most frequently utilized (39%) overall. Conclusions: This scoping review provides a comprehensive overview of the limited literature on how EL is used to teach IPV competencies and identifies significant gaps related to the lack of intersectional analysis within educational interventions. [ABSTRACT FROM AUTHOR]

Teaching students to build resilience is necessary to keep imagining and fighting for a path towards social justice. To do so, clinicians can draw from the communities facing oppression and examine how they remain resilient despite oppression. [ABSTRACT FROM AUTHOR]

Balancing on a tightrope twenty feet above the ground is outside the comfort zones of many health law professors. Being there forces you to consider in new ways yourself, your skills, and your surroundings. Fears arise, and yet you must still act. And you must trust that the person who offered you this opportunity cared about you and your well-being, and that they would ensure there was a way to get from where you began to the other side. [ABSTRACT FROM AUTHOR]

Social workers play a critical role in modern public defender offices, whether performing mitigation work for pretrial negotiations and sentencing hearings or helping clients to secure access to basic human needs. Although social workers have held in-house positions in public defender offices since at least the 1970s, their service is largely limited to mitigation practice and traditional social work. This article raises an opportunity for social workers to broaden their capacity within public defense by pursuing investigator positions. A case is made for interested social workers to draw upon their education, training, and experience to showcase the alignment between their talents and the requisite skills and performance required of investigative work. Evidence is offered to support the notion that social workers bring skills and a social justice orientation to investigative work that can provide for fresh insight and innovation in investigation and defense strategy. The value brought to investigation by social workers throughout a legal defense is specified, as are considerations for applying and interviewing for investigator positions as social workers. [ABSTRACT FROM AUTHOR]

Expert testimony on "Intimate Partner Battering and its Effects" (IPBE) and "Battered Woman Syndrome" (BWS) is offered in courtrooms to assist the factfinder in making more informed decisions in cases involving battered women defendants. Such testimony situates a battered woman's behavior in the context, thereby making sense of behavior that might appear dysfunctional, inappropriate, culpable, or otherwise impossible to understand from an objective frame of reference. Expert participation in battered women's criminal cases can be influential at many junctures in the case. This paper explores potential roles for expert consultation. such as educating prosecutors and defense attorneys, potentially influencing charging/plea decisions. Forensic evaluation reports document a battered woman's history and responses to IPV that can be relied upon by defense attorneys to develop more effective legal defense strategies pertinent to IPV history. Experts may assist in jury selection and provide general or case-specific testimony that may provide an alternative framework within which a defendant's thoughts, actions, and behaviors can be more appropriately understood within the context of intimate partner battering. At the post-trial stage, experts may assist in sentencing, state and federal post-conviction proceedings, clemency, probation, and parole proceedings. Post-conviction and habeas corpus claims often relate to expert testimony that was either not offered at trial in a battered woman's first trial, or excluded by a judge. In those cases, an expert may assist by preparing a declaration in support of a habeas corpus petition and/or testifying at any subsequent hearing to explain the myriad ways in which expert participation might have led to a more lenient outcome in the original trial. [ABSTRACT FROM AUTHOR]

Created for international lawyers seeking American credentials, LL.M. programs have proliferated, filling a need in an increasingly global market. Yet the American Bar Association (ABA) offers no guidance as to how programs specifically designed for international lawyers should be structured. The road to a more ethical LL.M. degree necessarily begins with the ABA and the need for it to establish guidelines for such programs, at least for those programs which qualify international lawyers to sit for the bar exam. Nor do law schools do enough to ensure that LL.M. students seeking to become licensed attorneys in the United States develop the skills necessary to do so. In the typical one-year LL.M. program, students must conquer a host of challenges that include mastering legal English, adapting to an American law school, and learning how to navigate a new legal system. There is simply not enough time afforded to these students to successfully acclimate and, for those who wish to, prepare for the bar exam. LL.M. students have a right to expect that their expensive degrees have value. However, the ABA, charged with accreditation and oversight of American law schools, provides no standards or oversight of LL.M. programs. The authors argue that the ABA, as gatekeeper to the legal profession, has an ethical obligation to all law students. LL.M. students, like their J.D. peers, should meet some minimal standards of competence. This necessarily requires establishing experiential requirements, learning objectives, and learning outcomes for LL.M. programs. Consistent with those standards, the authors also propose that law schools adopt a more rigorous curriculum to ensure that students succeed. Initiatives like summer sessions and English as a second language (ESL) instruction for those who need it would go a long way towards achieving that goal. Lastly, the authors propose a dual-track curriculum for those seeking an American degree: One track would offer a required two-year "Bar-Track" curriculum for international lawyers seeking to sit for the bar exam. Such a program would give students more time to develop and enrich their understanding of the American legal system, better equipping them with the tools they need to pass the bar exam. The other track would offer a one-year "No-Bar" curriculum for students who wish to return to their home jurisdictions with an American credential or who simply wish to burnish their resumes. At the very least, these proposals will provide some measure of quality and assurance to international lawyers seeking an American degree. [ABSTRACT FROM AUTHOR]

The article focuses on the link between the discipline of law and the field of business. The distinction between the business manager and the lawyer is discussed, and the similarities between the skill sets employed by each are compared. Aspects of each profession that demonstrate the commonality of problem solving in law and management are considered. Details regarding the lawyer's education of rule construction and manipulation and the business manager's insights into modern managerial practice are also provided.

Clinical negligence claims are on the rise, with lawyers often playing a leading part in ascertaining what went wrong, why it went wrong and what lessons can be learned. I present a schema which may help lawyers better understand what goes wrong in clinical negligence cases. [ABSTRACT FROM AUTHOR]

Purpose Of the Study: To examine the use of alcohol and other substances among medical and law students at a UK university.Study Design: Anonymous cross-sectional questionnaire survey of first, second and final year medical and law students at a single UK university.Results: 1242 of 1577 (78.8%) eligible students completed the questionnaire. Over half of first and second year medical students (first year 53.1%, second year 59.7%, final year 35.9%) had an Alcohol Use Disorders Identification Test (AUDIT) score suggestive of an alcohol use disorder (AUDIT≥8), compared with over two-thirds of first and second year law students (first year 67.2%, second year 69.5%, final year 47.3%). Approximately one-quarter of medical students (first year 26.4%, second year 28.4%, final year 23.7%) and over one-third of first and second year law students (first year 39.1%, second year 42.4%, final year 18.9%) reported other substance use within the past year. Over one-third of medical students (first year 34.4%, second year 35.6%, final year 46.3%) and approximately half or more of law students (first year 47.2%, second year 52.7%, final year 59.5%) had a Hospital Anxiety and Depression Scale anxiety score suggestive of a possible anxiety disorder.Conclusions: Study participants had high levels of substance misuse and anxiety. Some students' fitness to practice may be impaired as a result of their substance misuse or symptoms of psychological distress. Further efforts are needed to reduce substance misuse and to improve the mental well-being of students. [ABSTRACT FROM AUTHOR]

The article offers information about the 25th Annual National Health LawMoot Court Competition hosted by the Southern Illinois University School of Law (SIU). It report the event address the specific question would Miranda warnings have been required had the questioner instead been a state-employed mental health practitioner in a prison setting?.

The author presents a biography of U.S. Supreme Court Justice Abe Fortas, focusing on his life through law school. He mentions the influences of growing up in Memphis, Tennessee, his college education at Southwestern College of Memphis, and several of the people who shaped his life, including Memphis civic leader Hardwig Peres and Southwestern's president Charles E. Diehl.

The article focuses on the ways in which Arizona Forensics Workgroup identify the most urgent and relevant educational needs and responses they've received from judicial officers. Topics discussed include Workgroups efforts in educating and lawyers on forensic science topics for increasing their knowledge and confidence in the courtroom; training of judges on the same; and delivering relevant information.

The article focuses on the history of the medical antitrust field in the U.S. Topics discussed include enactment of Sherman Act and the Clayton Act for the same; developments made in the field of suits against medical firms and medical practitioners; and use of improved education and effective use of legal malpractice claims for preventing health system clients and patients.

An essay is presented in which the author argues that law schools should offer the bachelor of law (LL.B) degree. He suggests that the LL.B exist as a four-year undergraduate degree while the Juris Doctor (JD) degree remains the research-based graduate degree. The article discusses this reform as a response to decreased demand for legal education and declining job markets.

The article discusses the legal professionalism in the British Empire, lawyers' knowledge and molding of Canadian's national identity. Topics include law as a tool for the stability of Canada's centrifugal forces, the profession of lawyers to be reformed to satisfy the critical role of governance, and the progressive disintegration of the Canadian civil society.

The amount of legal information, available digitally, has increased gradually in the past three decades. We are now approaching a situation in which practically all legal information a lawyer needs on a daily basis can be obtained from digital sources. At the same time, powerful retrieval systems capable of integrating these sources and performing more effective search operations have become available. In this paper, new possibilities are outlined that have emerged now that such a large proportion of legal resources have been combined in unified collections. Also, the need to incorporate more advanced 'legal information skills' in the legal curriculum will be discussed. It will be argued that these skills are required to ensure that all newly educated lawyers will be able to use digital legal information optimally, now and in the future. [ABSTRACT FROM AUTHOR]

Communicating and interpreting genetic evidence in the administration of justice is currently a matter of great concern, due to the theoretical and technical complexity of the evaluative reporting and large difference in expertise between forensic experts and law professionals. A large number of initiatives have been taken trying to bridge this gap, contributing to the education of both parties. Results however have not been very encouraging, as most of these initiatives try to cope globally with the problem, addressing simultaneously theoretical and technical approaches which are in a quite heterogeneous state of development and validation. In consequence, the extension and complexity of the resulting documents disheartens their study by professionals (both jurists and geneticists) and makes a consensus very hard to reach even among the genetic experts’ community. Here we propose a ‘back-to-basics’, example-driven approach, in which a model report for the two most common situations faced by forensic laboratories is presented. We do hope that this strategy will provide a solid basis for a stepwise generalisation. [ABSTRACT FROM AUTHOR]

Research indicates that, in comparison to other university students, law students are at greater risk of experiencing high levels of psychological distress. There is also a large body of literature supporting a general negative association between exercise and stress, anxiety and depression. However, we are not aware of any studies exploring the impact of exercise on the mental health of law students specifically. This article reports evidence of a negative association between exercise and psychological distress in 206 law and psychology students. Compared to psychology students, the law students not only reported greater psychological distress, but, in addition, there was a stronger association between their levels of distress and their levels of exercise. Based on the results of this study, we suggest a simple yet effective way law schools might support the mental health of their students. [ABSTRACT FROM AUTHOR]

Attorneys suffer from high rates of stress, alcoholism, and mental health problems that are costly for the legal system and impair their abilities to serve their clients. There is some indication that these problems begin in law school. The present study assessed a cohort of law students at an American law school for their reported levels of stress, depression, anxiety, substance use, and overall adjustment/coping. Findings indicate that law students suffer from high levels of stress, anxiety, depression, and alcohol use, and that these problem behaviors fluctuate throughout the course of law school. We discuss the implications for law student/lawyer well-being and legal education. [ABSTRACT FROM AUTHOR]

The field of Professional Responsibility or Legal Ethics, might be one of the most understudied and underexplored topics by colombian legal scholarship. There are very few and very superficial books that address this topic. The course on professional responsibility is usually taught by research assistants or part time professors. The students do not feel attracted by the course and, on the contrary, they express a clear apathy towards it. In addition to this bleak scenario one can add that the Consejo Superior de la Judicatura (the judicial court in charge of controlling lawyers and judges in Colombia) is the least prestigious of all colombian high courts. Why does this happen? How has the legal profession managed to avoid discussion and research on professional responsibility? Why should we talk and write about it? This piece aims to bring back from oblivion some key questions raised by some not very well known lawyers regarding professional responsibility. The piece also argues that pedagogy based on Problem Based Learning has favored the occlusion of this fundamental questions. [ABSTRACT FROM AUTHOR]

This article identifies four proposals for increased engagement between academia, the practising profession and the courts for the furtherance of Australian lawyers' education. These proposals are, in sum: increased involvement between professional regulation bodies and university students; greater emphasis on critical thinking and problem-solving skills through taught law courses and pro bono activities; greater student engagement with the operation of courts and tribunals; and the training of solicitors from law firms by those within community legal centres in relation to their pro bono activities. The philosophical foundations of the law support such steps, which would be of direct advantage to students and broader benefit to the community. [ABSTRACT FROM AUTHOR]

The article offers information on several programs and courses for attorneys Continuing Legal Education (CLE) of in Tennessee including Tennessee Local Government Forum, Online Educational Games and the 13th Annual Bankruptcy Forum.

The article talks about the designing and improving a system of proactive management-based regulation to help lawyers and protect the public. Topics include establishing educational and assistance programs, such as law practice management programs to assist lawyers, to promote ethical law practice by assisting lawyers with practice management, and appropriate management systems allowing lawyers to incorporate their law practices with no restrictions on nonlawyer ownership.

As part of the reforms of the curriculum of law career, that are taught in de Economics and Law School at the La Pampa National University, we approach to an analysis of the curriculum and the opinion that the students have about the career, as well as their requirements stakeholders. We stop briefly at the most relevant models of training lawyers, analyze the current curriculum and the proposed profile for future graduates, and we focus on the opinion of students and the characteristics socialization process that is carried out in the institution. This process of curriculum reform can be considered a tool of legal change. This concept is also encompassing others aspects beyond the strictly educational need, it also require to be aware of social and political contexts that emerge the other one and also involve the university. [ABSTRACT FROM AUTHOR]

The article presents a study which aims to examine the fairness consideration of the cost-effectiveness ratio (CER) approach, compared with other prioritization approaches. The study developed and tested a questionnaire to ask participants about their selected prioritization approaches using a dichotomous choice technique. Results showed that majority of the students prioritized cost-effectiveness second after minimum health.

The article reports on the history of lawyer education in Idaho around World War I. It discusses the founding of the University of Idaho College of Law, changes in requirements for the right to practice law, and the growth of a more regularized process.

Three years ago, we founded at Stanford Law School the nation's only full-time academic program dedicated to teaching future lawyers through religious liberty litigation. Now established, this Article revisits the many questions raised at our founding and describes how our project is proving valuable to both legal education and religious liberty, and for obvious and perhaps surprising reasons. In so doing, it explores the following: (1) why the potentially controversial subject of religious liberty (including its proper limits) suits a teaching clinic; (2) the challenges and opportunities in developing a new clinic in an area of law that is at once foundational and disputed; (3) the benefits of clinical legal education a program like ours can deliver to a diverse group of student lawyers, their clients, and the profession they will soon join; and (4) the nuanced, yet important and uniting "cause" to which our program is oriented. In sum, this Article offers a vision for bridging core clinical methods and goals with a deeply human area of law that demands thoughtful, justice-oriented practitioners. In framing this vision on a docket that prefers helping the marginalized to engaging in "culture wars, " it also urges broad consensus on the abiding value of religious liberty with the understanding such liberty is neither unlimited nor the exclusive domain of ideologues. This unique blend of pedagogy and principle, we hope, will be our enduring legacy. [ABSTRACT FROM AUTHOR]

The article focuses on conditions which will push law professors of law schools for incorporating learning technologies into teaching methodologies in future years. Topics discussed include overview of learning technologies which have gained prominence; conditions behind increase in use of technology in legal education; skills required by 21st century lawyers to be successful; models of distance learning and massive open online courses.

Scholarly and academic commentators have been warning of a “crisis” in American legal education since the beginning of the 2008 recession. This article critically examines what they mean by a “crisis”, whether the evidence supports their claims, and the responses they propose. [ABSTRACT FROM PUBLISHER]

The National Lawyers College of the People's Republic of China was established in Baoding City in 2012. This note examines the professional and governmental context for the college, the courses that have been presented, and the potential for the college as part of post-qualification education for China's lawyers. [ABSTRACT FROM PUBLISHER]

Despite the major recent expansion of law degrees in England and Wales and their accepted place as the ‘academic stage’ of a lawyer's education, important questions remain or are even intensifying over their nature and content. It is said that there is an increasing urgency to develop broader and more liberal degrees, not least to respond to changes in the delivery of legal services and expertise but also societal imperatives. This article argues, through an exploration of historical data, especially from the nineteenth century, that the system of legal education that was developed and embedded during that period inevitably makes liberalising law degrees both problematic and challenging. [ABSTRACT FROM PUBLISHER]

Alternative dispute resolution (ADR) in legal education is an important area of study to ready law students for the rising use of ADR in justice systems around the world. In spite of the move towards ADR in legal practice, law schools internationally continue to debate the merits of including this area of study as a mandatory course in the legal curriculum. In Australia there have been increasing calls for the review of ADR in the legal curriculum and many lobby for the mandatory inclusion of ADR. However, if ADR is made a mandatory part of legal education in Australia it will be important that the way ADR is included ensures that students will experience the full benefits of studying this disciplinary area. The article outlines some of the benefits and challenges of including ADR in the legal curriculum. It draws on qualitative research with ADR teachers in law schools in Australia that analysed the most valuable approaches to including ADR in the legal curriculum. Analysis of the data gathered from twenty-nine ADR teachers shows the importance of skills based and experiential learning in ADR methods, the complexity of the issue of where to place the study of ADR, the difficulties of finding staff with sufficient expertise to teach in this area and the challenges of gaining support for typically costly teaching methods in the current environment of reducing funding for higher education. [ABSTRACT FROM PUBLISHER]

The author argues on the increasing popularity of masters of law (LL.M.) degree among foreign attorneys in the U.S. the author discusses various topics including need of capitalization in undergoing LL.M. degree, impact of ranking of law schools on employment of law students, and the role of admission essays submitted by foreign-lawyer applicants in getting admissions in law schools for LL.M. degree.

Introduction. Among the problems that affect the training of lawyers in the Colombian Caribbean are, on one hand, their articulation with the contextual dynamics and, on the other, the strengthening of the competencies and abilities students and professors must develop in order to ease the integration of the knowledge and the inter and transdisciplinary pedagogical practices. Objective. From this issue, this research work aims to analyze the influence of the pedagogical models on the Law programs and their influence on the professional development of lawyers, in order to give a new significance to the knowledge of such discipline by means of transdisciplinary practices. Materials and methods. This article is the result of a research work developed in Barranquilla, in the seven Law academic programs. Conclusion. There is an urgent necessity of proposing a new significance of the juridical training process, based on a disciplinary, contextual, theoretical, practical and epistemological integration, as a result of the articulation of the training process and the research training. [ABSTRACT FROM AUTHOR]

The article includes the results obtainable from theoretical contribution of a thesis doctoral training in educational sciences. It argues the modeling of dynamic assessment in training professionalizing the jurist. It is part of the problem that prosecutes this research, which limits the socio-professional jurist. There are exposed to in the order concerning teaching methodology and legal bases supporting the proposed model configurational. The relationships that arise in this dynamic training, expressions of new qualities which become dimensions, which hinged together, contribute to the comprehensive training of the lawyer. Consequently builds essential regularity and scope of this modeling-professionalizing training. [ABSTRACT FROM AUTHOR]

The article discusses the Florida Bar's William Reece Smith, Jr., Leadership Academy and the Leadership Academy Committee, and states that the academy planned to graduate its Class IV Fellows during the Florida Bar Annual Convention in June 2017.

Externships are a popular and important component of law school experiential offerings. These experiences provide students with structured learning opportunities that bridge the gap between the classroom and practice. Yet the classes that accompany externships do not demonstrate a fully developed pedagogy that addresses the particular role that externships serve in a student's education. This paper argues that one essential goal of these classes should be to teach students how to learn. Developing the habit of critical self-reflection enables externs to extract profound lessons from the role models and practice experiences they encounter in the field, and continue learning throughout their careers. Drawing from externship and in-house clinical literature, this paper explores how externship educators can effectively use two teaching methods, simulations and rounds, to teach critical self-reflection. These examples are intended to spur the development of externship pedagogy that incorporates habits of self-reflection. The pedagogical methods also speak to the need for greater integration and resourcing of externship programs by law schools. [ABSTRACT FROM AUTHOR]

Although nearly all law schools have adopted academic rules to meet the American Bar Association (ABA) Standards' skills and writing curriculum requirements, relatively few allow writing or skills performances by students at externship field placements to count in fulfilling those mandates, as revealed in a survey conducted by the author. Objections to recognition include concern for fair assessment, faculty supervision, and academic content. In this article, each objection is examined from the perspective of how students learn skills while participating in a practice setting within a law school externship program. While students may learn legal writing and other skills in externship in ways that differ from how students learn in a traditional classroom context, some of these differences represent professional development opportunities. Externship faculty can design ways to comply with their law schools' requirements that acknowledge practice-based professional development based on how students learn from experience. The ABA's newly announced Revised Standards for Accreditation of Law Schools, approved in August 2014, after the completion of the survey, should have a positive impact on these efforts in regard to recognizing professional skills learned in extern-ship; their impact on recognition of writing experience in externship is unclear. Nevertheless, working toward greater academic recognition of writing and other skills in externship is an appropriate goal for externship faculty. Achieving recognition would help inform students of the value of experiential education. [ABSTRACT FROM AUTHOR]