Ethical imperatives for legal educators to promote law student wellbeing. (2nd July 2020)

• Record Type: Journal Article
• Authors: Duncan, Nigel; Field, Rachael; Strevens, Caroline
• Is Part Of: Legal ethics. Volume 23:Number 1/2(2020)
• Page Start: 65
• Page End: 88
• Publication Date: 2020-07-02
• Subjects: Resilience -- well-being -- ethical theories -- self-determination theory -- professional responsibility; Legal ethics -- Periodicals; 174.305
• DOI: 10.1080/1460728x.2020.1834070
• Languages: English
• ISSNs: 1460-728X

Abstract

ABSTRACT: There is currently a debate about resilience and wellbeing of law students and legal practitioners. Tension has developed between a movement promoting the wellbeing of students and those who criticise that movement for individualising responsibility and enabling managers to evade their responsibilities. This article seeks a constructive resolution of that tension. It proposes ethical obligations for intentional curriculum design for the promotion of student well-being and the ongoing well-being of practitioners. In order to do this it explores different theoretical perspectives on ethical practice. It then uses self-determination theory, a theory of positive psychology, as a basis for applying the outcome of this analysis to the task of educating lawyers. Finally, it considers the implications of these analyses for the continuing responsibilities of the relevant communities: legal educators; practitioners, their employers and managers; regulators; and for the individual law student and lawyer.