Date Chartered: 5/22/2007
The Section on Balance in Legal Education seeks to investigate, discover, and inspire those practices that support the well-being of law students, lawyers, and judges. The Section encourages research into the conditions that allow students and practitioners to thrive, both personally and professionally, and informs the membership of the Association of American Law Schools about the results of that research. Among other things, Section activities explore the importance of health, compassion, integrity, and ethics to the effective study and practice of law. The Section promotes continual re-examination of pedagogical practices, program content, and institutional priorities to promote the long-term best interests of law students and the constituencies they will serve.
A Discussion with Sociologist-Legal Scholar Kathryne Young, author of “How to Be Sort of Happy in Law School”
Professor Young discusses the research behind her book, How to Be Sort of Happy in Law School (2018). Young’s book offers law students holistic guidance on how to navigate the academic, social, and economic pressures of the law school environment, including (i) maintaining mental wellbeing and tackling impostor syndrome; (ii) selecting courses and extracurricular activities; and (iii) forming relationships with mentors and peers. Young and Lozada (AALS Host) discuss ways in which law students across the country have used this book as a spring board for conversations about well-being, including a book club.
This presentation will discuss key concepts from the speakers’ book: Mindful Lawyering: The Key to Creative Problem Solving. The speakers, Shailini Jandail George, Samantha Alexis Moppett, and Kathleen Elliott Vinson, will discuss the need for mindfulness and creativity to effectively problem solve as a lawyer. They will also offer examples of how to be mindful and maximize creativity when problem solving.
In this recording, Dr. Eran Magen (Scientific Director, Circles of Support, email@example.com) reviews ways to prevent law student burnout by strengthening available support and detecting early signs of distress, using two complementary approaches employed by medical schools: (1) My MD-to-Be: Educating family members and/or significant others about ways to effectively support students, using ongoing educational materials tailored to each school’s curriculum (including an example specific for law schools, My JD-to-Be); (2) Early Alert: Identifying students in early stages of distress and immediately referring them to support resources, using a confidential text messaging system for ongoing proactive check-ins.
The last twenty years have seen an increase in the diagnosis of Attention-Deficit/Hyperactivity (ADHD) and Autism Spectrum Disorders (ASD). In this webinar, the presenter speculates that the increase in ADHD and ASD diagnoses is likely to impact our enrollment in law schools. Because of this postulated change, law professors should know how ADHD and ASD influence our non-neurotypical students and how their unique symptomatology may be exemplified in the classroom. The presenter discusses changes that she has implemented to assist the student with ADHD and or ASD in their challenges with: organization, focus, set shifting and social skills. At the close of the webinar, the presenter opens up the discussion for questions and suggestions from the live participants.