Rachael Field: Associate Professor (QUT) and ALTC Fellow James Duffy: Lecturer (QUT)

1. Transition to law school and law student well-being: The importance of professional legal identity Rachael Field: Associate Professor (QUT) and ALTC Fellow James Duffy: Lecturer (QUT)

2. The guts of it • Encouraging first year law students to develop an emergent professional legal identity supports their transition into law school. • A positive professional identity: • Promotes student engagement • Promotes intrinsically motivated learning • Can aid in reducing high levels of law student psychological distress

3. What is professional identity? • Professional identity includes the beliefs, behaviours, values and motives by which a person defines themselves in a professional role (Hall, Townes O’Brien, Tang 2010) • More simply – how an individual see themselves in a professional role • A legal professional identity is underdeveloped, malleable and potentially misinformed on entry to law school

4. Law students and psychological distress • The Brain and Mind Research Institute (Uni of Syd) surveyed 741 law students studying at 13 Australian law schools. • 13.3% of people aged 18-34 in the general population suffer from psychological distress. • 17.8% of medical students suffer from psychological distress. • 35.2% of law students suffer from psychological distress.

5. Longitudinal empirical studies • There are no significant psychological differences between law students and the general population before they begin law school. • Symptoms of psychological distress appear soon after law school begins with negative affect and depression being more prevalent at the end of first year, compared to the beginning of the year. • Worryingly, the more advanced US empirical research suggests that symptomology of psychological distress in law students does not significantly decrease throughout the law degree or into the first few years of legal practice.

6. Many factors contribute to Professional Identity

8. Professional identity and student engagement • Law students will be more inclined to engage with legal education in the present, knowing that they are working towards a future career goal that they value • When first year students perceive the legal role positively, engagement and well-being are supported because their studies are informed and contextualised by a sense of purpose for their future professional life • A student’s affinity with their future legal role creates a sense of belonging and fit, both with the law school promoting that goal and with the legal profession • Engagement + Belonging/fit = Increased [student] wellbeing (Seligman 2011)

9. Professional identity and intrinsically motivated learning • It is important that law students identify (and reflect upon) why they are studying law – what is motivating them? • A positive legal professional identity may lead to more intrinsically motivated learning and behaviour • Intrinsic motivation = engaging in an activity for its inherent satisfaction (intellectual stimulation, personal growth/competence) as opposed to external pressures, reward/punishment. • Extrinsic motivation = doing an activity in order to achieve a particular outcome (money, status, satisfy family, GPA) • People who are intrinsically/autonomously motivated have repeatedly been shown to enjoy higher levels of psychological well-being and life satisfaction (Krieger 2005)

10. How do you promote a positive professional identity • It can’t be a sales pitch • Legal academics need to create the conditions in which law students can forge their own pathways towards a positive professional identity • Curriculum • Focus on ADR and non-adversarial justice • The many different legal roles • Connect law students with legal practitioners – promote realities and dispel myths

11. Thank you!