batagol learning lunchbox 25 june 2014

Addressing the mental health needs of students: Lessons

from teaching law

Dr Becky Batagol, Senior Lecturer,

Faculty of Law

The Problem in Law

• A 2009 survey of Australian law students and lawyers showed that more than one third reported levels of depression.

• Amongst the law students surveyed, 40% reported symptoms severe enough to warrant a mental health medical assessment.

• Norm Kelk et al, Courting the Blues: Attitudes Towards Depression in Australian Law Students and Legal Practitioners, BMRI Monograph 2009–1, 10–13

The Problem in Other Disciplines

• 2010 study of 974 students at University of Adelaide in disciplines of Medicine, Psychology, Law and Mechanical Engineering

• 48% of students overall were psychologically distressed (compared w 11% of age-matched peers)

• C Leahy et al, ‘Distress Levels and Self-Reported Treatment Rates for Medicine, Law, Psychology and Mechanical Engineering Tertiary Students: Cross-Sectional Study’ (2010) 44 Australian and New Zealand Journal of Psychiatry 608, 610.

Discipline and Psychological Distress

Discipline Psychologically distressed

Law 58%

Mechanical engineering 52%

Medicine 44%

Psychology 40%

Leahy et al, 2010.

Why the difference between disciplines?

• Three traits, which have been described as factors contributing to depression, made law students stand out from their tertiary peers

• lack of autonomy,

•High levels of competitiveness and a

• lack of social connectedness

M Tani and P Vines, ‘Law Students' Attitudes to Education: Pointers to Depression in the Legal Academy and the Profession' (2009) 19 Legal Education Review 3.

What have we been doing in law?

• Contributions to student learning to assist law students to develop the resilience necessary to successfully and healthily complete their studies and transition into a career in legal practice. 1. inclusion of student mental health in the formal

curriculum

2. encourage interpersonal engagement and create support networks amongst first year students

3. explicitly incorporate emotion and morality in the legal curriculum