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17 St. Thomas L. Rev. 407 (2004-2005)
Heart and Soul: A New Rhythm for Clinical Externships

handle is hein.journals/stlr17 and id is 417 raw text is: HEART AND SOUL: A NEW RHYTHM FOR
CLINICAL EXTERNSHIPS
LESLIE LARKIN COONEY
INTRODUCTION
The message of Therapeutic Jurisprudence is simple - focus on emo-
tional life and psychological well-being and practice law as a healing pro-
fession - but the application of Therapeutic Jurisprudence to clinical teach-
ing can have far ranging results. Lawyers trained to be professionals have
not been trained in how to respond to the anxiety, hurt feelings, and other
emotions ... ,  Law students arriving today in our clinical education set-
tings require extra attention to the development of interpersonal skills for a
variety of reasons.
This article explores the concepts and development of Therapeutic Ju-
risprudence and outlines the benefits derived from incorporating it in a di-
rect and thoughtful manner into the teaching of an extern law school clini-
cal setting.' Therapeutic Jurisprudence can provide structure to the extem
class requirement and the clinical professor can approach teaching skills
using it as the framework to unify the overall methodology of an extern
clinic. Specifically, Therapeutic Jurisprudence can add value to the self-
reflective journal assignments of clinical extern students, and the technique
of rewinding will enhance the educational significance of the clinical ex-
perience.
1. Robert Eli Rosen, And Tell Tchaikovsky the News: The Wedding of Therapeutic Juris-
prudence and Preventive Lawyering, 5 PSYCHOL. PUB. POL'Y. & L. 944, 946 (1999).
2. The models of extern clinics vary from law school to law school but most share the fol-
lowing components: students practice in a setting outside the law school in the capacity of a jun-
ior associate, usually under the supervision of any attorney who is not a member of the faculty;
the student receives law school credit, not pay; students usually must attend a classroom compo-
nent which is taught by a faculty member and covers lawyering, substantive law, ethics, or other
topics related to the externship work; and, students generally keep a journal reflecting their work
and what they are learning. Mary Jo Eyster, Pedagogy: Designing and Teaching the Large Ex-
ternship Clinic, 5 CLINICAL L. REV. 347, 349 (1999) (citing Robert F. Seibel & Linda H. Morton,
Field Placement Programs: Practices, Problems and Possibilities, 2 CLINICAL L. REV. 413
(1996)); see generally Marc Stickgold, Symposium, Exploring the Invisible Curriculum: Clinical
Field Work in American Law Schools, 19 N.M. L. REV. 287 (1989); Janet Motley, Symposium,
Self-Directed Learning and the Out-of-House Placement; 19 N.M. L. REV. 211 (1989); J.P.
Ogilvy, The Use of Journals in Legal Education: A Tool for Reflection, 3 CLINICAL L. REV. 55
(1996).

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