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Abstract:
Longitudinal studies suggest that law school has a corrosive effect upon the well-being (Benjamin, et al. 1986; Sheldon & Krieger, 2004) and values and motivation (Sheldon & Krieger, 2004) of students, ostensibly because of its problematic institutional culture (McKinney, 2002; Schuwerk, 2004). In a three year study of two different law schools, we applied self-determination theory's dynamic process model of thriving (SDT; Deci & Ryan, 2000) to explain such findings. Students at both schools declined in psychological need satisfaction and well-being over the three years. However, student reports of greater perceived autonomy support by faculty predicted less radical declines in need satisfaction, which in turn predicted better well-being in the third year, and also a higher GPA, better bar exam results, and more self-determined motivation for the first job after graduation. Institution-level analyses showed that although students at both schools suffered, one school was more controlling than the other, predicting greater difficulties for its students in terms of well-being, job motivation and bar passage. Implications for SDT and for legal education are discussed.

Abstract:
This paper addresses the failure of legal education to relate failing professionalism to the problems of depression, addiction, and career dissatisfaction among lawyers. I describe a classroom approach that teaches students about the psychological foundations of well-being, identifies common attorney practices and attitudes that undermine well-being, and further guides students toward meaning and satisfaction in their careers by helping them identify core values. The paper summarizes recent empirical research on law students and general populations as a foundation for the discussion.

Addiction, satisfaction, depression, professionalism

Abstract:
As we seek in this conference to erase artificial or counterproductive divisions from our programs and institutions, I propose that the health and happiness of our students and graduates be placed squarely on the agenda. There are serious and well-documented problems of depression and emotional distress among both law students and lawyers, but while more overt professionalism problems are commonly discussed today, most teachers never address the questions of well-being or career satisfaction. My purpose here is to present a number of recent psychological findings which clarify the components of a satisfying, emotionally healthy life. I do so with the hope that these findings will provide individual teachers, and ultimately law faculties as a whole, with a framework to address constructively the problems of law student and lawyer distress.

emotional distress, depression, law students, lawyers, psychological insights, professionalism

Abstract:
In the day-to-day business of legal education there is remarkably little evidence that we are aware of the unhealthy-unhappy lawyer and law student problems now commonly reported. In this article I briefly review empirical and anecdotal evidence of the "dark side" of law school and the profession. I then discuss the process of denial within law school faculties, and identify various failing paradigms at the heart of legal education. As counterpoint, I describe recent psychological research on the components of happiness and life satisfaction in general populations, focusing particularly on questions of personal goals, values, and motivation. I suggest that this research provides an objective framework for understanding the reported problems in legal settings, and thus can lead to constructive discussion and intervention within law schools. I also summarize a recent study of new law students that supports the thesis that paradigms within legal education and the profession promote dissatisfaction by encouraging unhealthy goals and values. I conclude by suggesting individual and collective faculty approaches to the stated problems and to our tendency to avoid their discussion.

Abstract:
The legal profession is reportedly facing significant problems, manifested both in decreasing overall professionalism in the field, and in decreased health and well-being among individual lawyers. Research on law students echoes the findings among practicing lawyers, documenting similar problems of elevated emotional distress and substance abuse. While commentators often propose that legal education may be the common source of some of these problems, there is little empirical research that directly or causally links factors within legal education to the observed symptoms, nor has there been theory-guided research into these questions. In a previous paper Professor Krieger proposed, based largely on the theories of Maslow, that the dominant beliefs and practices in legal education thwart natural human needs for growth, personality integration, and internally-based motivation and values, potentially explaining many of the negatives noted among law students and lawyers. In this study of new law students, we sought to begin identifying possible root causes of the many problems in the legal profession, by investigating whether changes in values or motivation occur during the first three semesters of law school and, if so, whether such changes correlate directly with changes in well-being and life satisfaction. We also examined the relative emotional health and life satisfaction of pre-entry law students, to determine whether law student selection is biased towards those with predispositions to distress and unhappiness.

Results generally confirmed the hypotheses concerning negative changes in values, motivation, and well-being. Students began the first year with levels of subjective well-being (SWB) higher than a comparison sample of undergraduates and equal to a sample of new professional nursing students, but by the end of the first year their SWB had plummeted. These changes were correlated with sample-wide increases in external motivation and decreases in intrinsic motivation over the first year, and were also correlated with increases in appearance values and decreases in community service values. Based on previous research, each of these changes would in fact predict decreased happiness and life satisfaction. In addition, students with the most optimal ("intrinsic") motivations attained the highest grades, but ironically, high grades in turn were correlated with shifts in career preferences - towards lucrative and higher-stress law careers, and away from "service-oriented" careers which research would predict to produce greater satisfaction. Limitations and suggestions for future research are noted, and implications for legal education and the profession are discussed.