Symposium Summary:    

Studies have found that the mental health of law students declines during their studies and that it commences to decline in the first year of legal education. Studies of the legal profession internationally have found that lawyers either suffer or report suffering mental health problems at a rate greater than that of the general population and greater than that of other professions. Research suggests attorneys suffer higher incidences of suicide, depression, and substance abuse than other professions; however, very few studies addressed lawyers’ psychological well-being and what constructive steps we can make to improve lawyer and law student well-being.

The Quinnipiac University School of Law has developed an integrative program to assist law students in improving lawyer and law student well-being, framed as developing personal and professional leadership through creative approaches, including storytelling. The goals are to:

• Raise student awareness about mental health issues in the legal profession
• Provide Positive Psychology research and tools to help students improve resilience
• Use the power of storytelling to open hearts, improve mental health and foster collaboration and connection
• Use pre-assessment, an intervention (the program at Quinnipiac), post assessment and follow up (3 months, 6 months, etc.).

In the Quinnipiac Law School program and in other programs with law students and lawyers, we have found improvements in both attendance and positive engagement by (i) framing these discussions as “leadership” development and/or professional development, which overcomes the resistance to “going to that mental health thing;” and (ii) breaking down the conversation into small moderated group discussions that occur over a continuous period of time. This creates community and a space for psychological safety, increasing the openness of sharing, storytelling and engagement.

We found storytelling in particular to be a powerful tool. The storytelling component can take various approaches, including the sharing of personal stories, challenges and experiences and using media such as film as a tool to engage students with tapping into our shared humanity and experiences.

References:

Jorm, A. F., Korten, A. E., Jacomb, P. A., Christensen, H., Rodgers, B., & Pollitt, P. (1997). “Mental health literacy”: A survey of the public’s ability to recognise mental disorders and their beliefs about the effectiveness of treatment. Medical Journal of Australia, 166, 182–186.

Law Student Well-Being Resource Guide, Institute for Well-Being in Law (Oct. 2022)

Jaffe, Bender, & Organ (2022). ‘It is Okay to Not Be Okay’: The 2021 Survey of Law Student WellBeing. 

Confino (2019). Where Are We on the Path to Law Student Well-Being? Report on the ABA CoLAP Law Student Assistance Committee Law School Wellness Survey

Sheldon & Krieger (2004). Does Legal Education Have Undermining Effects on Law Students? Evaluating Changes in Motivation, Values, and Well-Being

Organ, Jaffe, & Bender (2016). Suffering in Silence: The Survey of Law Student Well-Being and the Reluctance of Law Students to Seek Help for Substance Use and Mental Health Concerns. 

Sheldon & Krieger (2007). Understanding the Negative Effects of Legal Education on Law Students: A Longitudinal Test of Self Determination Theory.

The Report of the National Task Force on Lawyer Well-Being (August 2017).  The Path to Lawyer Well-Being: Practical Recommendations for Positive Change.

Symposium Presentation 1:Title: Using Visual Film to Further Law Student Well-Being 

Presenter:  Pearlette Ramos, PhD, JD

Abstract: Everyone loves a good story. Whether it’s crime thrillers, romantic comedies, or historical dramas, one thing that most people can agree on is that there’s nothing like a good story. Before television, before radio and electricity, at the very beginning of human history, we gathered together to tell one another stories. Family histories, myths, and legends that would be passed down from one generation to the next, orally, before written language or paper itself was created. 

What is it about a really good movie that makes you want to watch it 5 or even 10 times?  We are drawn in through the use of our imagination---and by our emotions!  In particular, movies help promote understanding especially when we see ourselves in the stories we tell. Many of us have a favorite genre of movies we prefer--whether it’s an action film, sci-fi or love story.  We feel what the characters felt. We dig into our own sense of empathy, compassion and trust. 

Creating film narratives is especially powerful because you get to determine the circumstances under which your audience receives the plot, characters, and the stakes; if you’re very good, you can even leave a lasting emotional impact on your audience. We recognize ourselves in characters. Similarly, lawyers are retained to tell their clients’ stories on their behalf.  Legal advocacy in the most basic terms is effective storytelling, making it essential for law students to learn the art of using narrative persuasively, and more importantly, to understand the way narrative informs their own perceptions of their clients. 

To ensure equal protection under the law, it is necessary that law students gain greater depth and understanding of the lived experiences of clients who come from different backgrounds, especially those from BIPOC communities. Using the medium of film, narrative can counter prejudice and highlight unconscious (implicit) bias.

Although it is not widespread in legal education, some law schools are teaching students how to create short films about social justice topics using visual storytelling through documentary to better engage with the material they are learning in class. 

Dr. Ramos will present a synopsis of a social impact documentary film, Three (Extra)Ordinary Women, and explore:

• Storytelling and self-expression as methods for enhancing law student well-being 
• Law students’ personal narrative and perceptions about how lawyers should practice law 
• Whether visual storytelling can counter unconscious bias and stereotypes by bringing awareness to the intersectionality between global gender inequality and systemic racism

Symposium Presentation 2: Leadership Through Storytelling

Presenter: Michael Kasdan, JD

Abstract: One of the critical - but not often discussed issues - both in the workplace and school mental health conversation, is how to engage people in the conversation.  As in many things in life, words and “branding” matters. Oftentimes, events that are labeled as “mental health seminars” that address critical topics such as “self care” and scientifically proven mental health and wellness related techniques grounded in around “mindfulness practice,” “gratitude practice,” and positive psychology, have extremely low attendance numbers.  I have found this to be especially true for men. For those who do attend, engagement with the materials and techniques is not strong.  There are numerous reasons why this may be the case, ranging from the continuing social stigma around discussing and sharing around issues pertaining to mental health and the related fear that others may consider you to be “weak” or “less capable,” particularly in work or school settings, to people (especially in Western cultures) having preconceived notions about so-called “fluffy” or foreign practices and techniques or related “soft skills” to the reality that all of us making our daily way through the modern world are extremely busy and have limited bandwidth and time every day to focus on work and personal obligations and, unless there is a perceived concrete benefit, people may not make actual or mental space for a topic.  

In the Quinnipiac Law School program and in other programs with law students and lawyers, we have found improvements in both attendance and positive engagement by (i) framing these discussions as “leadership” development and/or professional development, which overcomes the resistance to “going to that mental health thing;” and (ii) breaking down the conversation into small moderated group discussions that occur over a continuous period of time, which creates community and a space for psychological safety, which increases openness of sharing, storytelling and engagement

Symposium Presentation 3: Quinnipiac University School of Law's Integrative Law Approach

Presenter:  Kara Perry

Abstract: The Integrative Law Approach to Negotiation course at Quinnipiac University School applies [PP?] research about best practices in legal education and lawyer effectiveness by mixing practical lawyering skills with empowering leadership skills to support being a whole, healthy lawyer.  The integrative law model is a values-based approach to practice that serves to broaden future lawyers’ understanding of the possibilities of law practice through collaborative and creative approaches to legal work, as well as supporting long-term satisfaction in the profession. The experiential course calls for students to apply relevant leadership skills such as agility, resilience, empathy, authenticity, and adaptivity, to their course work.  Among other assignments, students design their own conflict management systems; negotiate using integrative law principles; design their own well-being plans; and learn to be future changemakers in the law. The course also includes mentorship pods that meet weekly with lawyer well-being experts to explore various topics, including autonomy, mindfulness, emotional intelligence, boundaries, and play redefining “professional identity” in a manner that prioritizes long-term well-being. [The course was recently highlighted in the Institute for Well-Being in the Law’s "Law Student Well-Being Resources Guide”.]