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
This article suggests that by engaging law students with the concept of a positive professional identity, student engagement and intrinsic motivation will increase because they are working towards a career goal that has meaning and purpose.

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
Internalised expectations and behaviours that arise from a role
Am I a good public speaker and like presenting arguments on behalf of another – barrister
Do I like the idea of creating well researched and written legal advice to a client – solicitor
Do I want to help clients with the emotional side of a conflict, as well as the legal – ADR/community justice groups

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 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.
Longitudinal studies in Australia and the US have focussed on a particular cohort of law students and assessed their levels of psychological well-being at different points in time.
Monash uni
ANU

6. Many factors contribute to Professional Identity
How do I view the role of lawyers
How do I see myself as a lawyer
How do my friends/family/society view lawyers
How does the media portray lawyers

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!