IMPROVING LAW STUDENT RESILIENCE: AN AUSTRALIAN PERSPECTIVE

Introduction Do university legal clinics, clinical legal educators and health practitioners have a role to play in building the resilience of law students to better equip them to manage their academic studies and their professional lives as they move into legal practice? Given that mental health issues such as depression and anxiety are rife across Australia’s law student and legal professional populations, we wondered if developing a legal clinic model in collaboration with a university-based health service would offer one way to address these concerns. To this end, in June 2017, we piloted a university-based healthjustice legal advice clinic at the University of Canberra. The clinic’s tripartite goals were to offer practical legal experience to law students, to assess and develop law student resilience through a strong orientation and pastoral care program, and to deliver a pro-bono community legal service to clients (primarily) sourced and referred from the university’s medical and counselling service. With the guidance of a


Introduction
Do university legal clinics, clinical legal educators and health practitioners have a role to play in building the resilience of law students to better equip them to manage their academic studies and their professional lives as they move into legal practice? Given that mental health issues such as depression and anxiety are rife across Australia's law student and legal professional populations, we wondered if developing a legal clinic model in collaboration with a university-based health service would offer one way to address these concerns. To this end, in June 2017, we piloted a university-based healthjustice legal advice clinic at the University of Canberra. The clinic's tripartite goals were to offer practical legal experience to law students, to assess and develop law student resilience through a strong orientation and pastoral care program, and to deliver a pro-bono community legal service to clients (primarily) sourced and referred from the university's medical and counselling service. With the guidance of a 1 Doris Bozin is a Clinical Assistant Professor in Law at the University of Canberra, Dr Allison Ballard is a lecturer at the School of Policing Studies at Charles Sturt University and Vicki de Prazer is a Senior Psychologist at the University of Canberra.

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217 better understanding of the factors that contribute to this dysfunction in both populations with a view to identifying possible remedies (or better still, prevention) is a worthwhile exercise.

I. Why Such High Rates of Mental Illness?
A number of possible explanations have been proposed to account for the high levels of mental illness and distress within both the legal profession and in law students.
These explanations canvas and cross the boundaries of individual, psychological, organizational, cultural and societal perspectives. Factors contributing to high levels of psychological distress may, for example, include the individual personality profiles of law students and legal practitioners, 16 the work culture of the legal profession, 17 workplace bullying and harassment, 18 high work caseloads (especially for judges and 16 Penrose, above n4, 58. 17 Chan, above n4, 58. 18 Sophie Schroder, 'Lawyers some of Australia's worst bullies? ' Australasian Lawyer (8 October 2014) online: Australasian Lawyer<https://www.australasianlawyer.com.au/news/lawyers-some-ofaustralias-worst-bullies-192671.aspx>. See also, the International Bar Association report, Us Too?
Bullying and sexual harassment in the Legal Profession (IBA, 2019).

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218 magistrates), under-resourcing, 19 low levels of autonomy and decision latitude, 20 the adversarial nature of the legal practice (particularly in common law countries and jurisdictions), 21 social trends such as neoliberalism, 22 increased levels of (often critical, uninformed, and biased) public scrutiny from the media and politicians, and in the case of judicial officers especially, the solitary and independent nature of their work. 23 Additionally, relentless public criticism for being "soft on crime", "tough" or accusatory language around so-called "errors" in judicial decision-making levelled by superior courts in appeal decisions, and the need for judicial officers to advocate on behalf of unrepresented litigants in the context of reduced legal aid funding can all take their toll and have potentially devastating impacts on the psychological well-

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219 being of practitioners. 24 These possible explanations for high levels of mental illness in the legal profession are further explored below. As Jenaway points out though, compounding all of the above is of course 'the unfavourable public perception of lawyers -supported by a plethora of movies and jokes -as immoral, ruthless mercenaries.' 25

A. Mental Health Within the Legal Profession
The nature of the work undertaken by lawyers, including being exposed to vicarious trauma, constant work pressures including hefty caseloads and substantial (and potentially unachievable) 'billable hours' targets, 26 a lack of workplace flexibility and poor workplace cultures can all add to or cause psychological distress among legal practitioners. 27 Where there is a working environment which may necessarily ' [C] In addition, Australia's legal professional culture generally tends to be 'maledominated, money-centred, overly competitive (thus encouraging aggression rather than collaboration)' with unreasonable expectations around working hours. 29 These characteristics are not inherently conducive to achieving good mental health and wellbeing or work-life balance. There is also evidence that the levels of adversarialism inherent in the nature of legal practice in common law jurisdictions: Further complicating a complex and difficult picture -an environment in which overwork and under-resourcing is rife, in which a commitment to social justice is not always translatable into day-to-day basis work practices, and in which practitioners are apparently reluctant to admit to, report, or seek help with their psychological struggles -is the fact that almost a third of legal professional disciplinary matters involve issues of lawyer mental ill-health. 31 In other words, severely impaired professional practice can be a consequence of poor mental health, and may in fact be the issue that first brings the practitioner's mental disorder to light. 32 This is a vicious circle in which compromised mental health leads to poor professional performance, judgement and misconduct, the consequences of which in turn, exacerbate poor mental health and distress.

B. The Mental Health of Australian Law Students
While some students may self-select to study law because of the status associated with having a law degree, 33 research also suggests that certain personality traits such as competitive behaviour, 34 high achievement-orientation, 35 and pessimistic tendencies also predispose law students to a risk of depression when they become lawyers. 36 Additionally, law schools may act as potential breeding grounds for future lawyer demoralization. 37 Legal education is said to promote certain types of behaviours such A number of studies have confirmed that Australian law students experience high to very high levels of psychological distress in comparison to other people in the community. 46 For instance study by Leahy et al found that law student psychological distress levels (58 per cent) were higher than those of mechanical engineering students (50 per cent), medical students (44 per cent) and psychology students (40 per cent). 47 While (South) Australia's tertiary students generally are four times more likely to be psychologically distressed than their age-matched peers from the general population. 48 A further study that compared law and psychology students again found that law students had higher mean anxiety and depressive scores. 49 That said, other research indicates that law students as a group do not necessarily experience more psychological distress than non-law students and that distress is a university student-wide problem. 50 For instance, Larcombe et al found that veterinary science students at the University of Melbourne experienced higher levels of psychological distress than law students, 51 although law students recorded higher levels of stress than disciplines such as engineering and science. 52 The culture of legal education itself has attracted research attention with much of the early work on the mental health of students undertaken in the US. A longitudinal study led by Benjamin found that symptoms of psychological distress in law students increased significantly in the first year of law and persisted throughout their degree studies, to post-graduation, 53 having a negative effect on their overall mental health. 54 Recent Australian research mirrors these findings. For example, O'Brien et al found that prior to entering law school, law students have similar levels of wellbeing to, and in some cases higher levels, than those reported in the general population. 55 However, from the first semester in law school, law students begin to experience stress, anxiety and depression at rates higher than students in other disciplines such as medicine, This then leads to further questions about curriculum design and its potential contribution to the psychological distress of law students. 59 For example, does an emphasis on rational legal reasoning and linear thinking (which may be disconnected from social justice issues and de-emphasise creativity, personal values and reflection), 60 together with teaching practices such as the Socratic method, 61 have a negative impact on law student health and well-being? And does the learning environment within law schools -with its typically highly competitive nature and 56 Ibid.

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226 heavy workloads also contribute to reduced levels of law student well-being? 62 Do they, in turn, reduce student peer support, 63 as well as opportunities for it to occur?
Other contributing factors may include inadequate feedback, a lack of competence and autonomy, 64 a lack of social connectedness, 65 and inadequate support of services for students. 66 Extrinsic factors such as why students wanted to study law in the first place, 67 and the rewards for doing so, as well as a preoccupation with academic results and ranking, 68 may also have a part to play.
Researchers have also considered the socio-economic context of law students to assess whether these factors are also contribute to psychological distress. Those studies highlight that factors such as age, 69 gender, 70 employment (including the number of 62 Ibid. Soh et al found that law students had not acquired a foundational level of mental literacy to ensure their own wellbeing. Further, this study found that while many law students suffered from high to very high levels of stress, they also lacked a proactive approach to seek out medical and health services, 73 raising questions about why this would be so in an otherwise intelligent and (at least initially, pre-law school) welladjusted cohort of students.
It seems then that the high levels of psychological distress among law students is a multi-factorial problem -and actually going to law school is (or becomes) part of that problem. But it is also important to consider the broader socio-economic context 74 as 74 Larcombe et al, above n72. More importantly the study shows that you need to take care before making broad assumptions in relation to the reasons behind law students' high psychological distress levels.
well as students' own personality traits, characteristics, expectations and motivations. 75 Some researchers have criticised the conclusions drawn from empirical research and argued that looking at the law school experience (including the "legal thinking" taught there) misses the "wider picture". Parker, for example, claims that mental distress is a society-wide problem which cannot be treated at an individual level. 76 However, as Thornton points out, the growing body of Australian literature around law student well-being which emerged in the 21 st century offers no explanation for the sudden 'eruption of psychological distresses among law students'. 77 Leahy et al did not attempt to explain why tertiary student distress rates are significantly higher than age-matched peers who were not tertiary students but did suggest that changing university cultures may well be a factor. 78 Additionally, the many competing demands faced by students including part-time work, intensive discipline-based academic commitments (common to disciplines such as medicine, law and mechanical engineering) and family obligations are likely to play a role. 79  since these multi-factorial demands minimize time for social activities and relaxation, they could contribute to the high rates of reported psychological distress. 80 In Thornton's view though, the focus on law student well-being individualises and depoliticises the problem, shifting focus from the significant role played by the neoliberalism of Australia's higher education and transforming it from a public to a private good. In her view, the ways in which law students are taught -the "how" and the "what" of legal education -could be altered to ensure they are better equipped to deal with the pressures of the "age". 81 Specifically she argues that law schools should be more transparent about labour market problems and the curriculum 'diversified to prepare students for a range of employment destinations other than traditional legal practice'. 82 This does not deflect from the fact that law students are suffering distress, that many of them will enter legal practice after their studies, and that their future selves are likely to experience the same levels of psychological distress as contemporary lawyers do. Unless of course, some action is taken to change either their capacity to cope or the legal culture in which they find themselves.
Australia's tertiary sector has long been concerned with the high prevalence of mental health problems in all university students, not just law students, as this cohort has 80 Ibid. 81 Thornton, above n12, 42.
82 Ibid. been identified as being an at-risk population. 83 Stallman argues that this highlights the need for universal "early interventions" to prevent the development of severe mental illness in university students and that it is an issue that should be of concern for all educators. 84

II. Law: Australian mental health Initiatives
Over the last decade, in line with an increased community awareness of the high levels of mental health issues and distress experienced by the legal profession and law students, 85 a number of mental health and wellbeing initiatives have been implemented by the legal profession and the academy. 86 There has also been broader support for initiatives that look at cultural, organisational and societal issues to support the legal profession and law students. In 2012, Fisher meaningful, confidential and accessible pastoral care systems in place), and examining ways to increase individual and team resilience in the face of work stress. 87

A. Initiatives within the legal/judicial profession
By 2014 Australia's legal professional associations had generally accepted that lawyer mental wellbeing was an industry and profession-wide issue requiring action. 88 Prior to this though the profession had already been quietly taking steps to address these concerns. 89 The peak representative body of the Australian legal profession, the Law Council of Australia, provides a national support mechanism through its mental health and wellbeing portal. 90 Further, the law societies/institutes of each Australian State and Territory seek to raise awareness of and to remove the stigma of mental illness in the 87 Penrose, above n6, 9. 88 Helm, above n2, 6. https://www.beyondblue.org.au/media/media-releases/media-releases/professionals-unsure-of-how-to-managedepression-and-anxiety-disorders-in-the-workplace. Overall the survey found that professionals and students experience more symptoms of depression than the rest of the population, and that the symptoms of depression amongst lawyers and law students, when compared to other professions were high.
90 Law Council of Australia, online: https://www.lawcouncil.asn.au/policy-agenda/advancing-theprofession/mental-health-and-wellbeing-in-the-legal-profession. legal profession and in law students. They also provide a range of services to support mental health and wellbeing of their member lawyers. 91 Along with raising awareness of the mental health issues impacting on members of the legal profession, it has become easier for members of the profession to access mental health services. 92 Together, these factors have all contributed to a growing national conversation about the mental health and wellbeing of the legal profession, 93 much of which has focused on the structural factors leading to poor mental health within the profession. 94 A recent inquiry by Victoria's workplace health and safety regulator, Worksafe, into employee fatigue at one of Australia's "top-tier" law firm, for example, highlighted mental health issues and safety risks in legal workplaces. 95 Worksafe's inquiry arose in the context of a complaint to the Royal Commission into 91 Each Law Society has a range of services that includes access to counselling services for their members and families and continuing legal education to improve mental health and wellbeing of the legal profession.
92 For example, the Victorian Bar has a 24-hour counselling service; many large firms and government agencies have employee assistance programs (EAP) _ which provide confidential counselling services.
93 Those forums include, but aren't limited to: the National Wellness for Law which explores issues of mental health and wellbeing in the legal profession and law students through the exchange from the profession, academia and its supporters and the Australian Wellness Network for Law that provides hub for sharing of information and resources -a community of legal academics, practitioners and students who are committed to: first, addressing the high levels of psychological distress experienced in law; and second, promoting wellness at law school, in the legal academy, and in the profession. Law schools have also focused on a range of initiatives to deal with mental health and well-being of students. 115 Those initiatives essentially fall into three categories: a whole of law school approach; a focus on law school culture; and a focus on these issues within a specific course/unit of law degree studies. Some approaches combine all three initiatives.
As will be seen below, within this framework the pilot health-justice project at the University of Canberra sought to utilise the latter: raising awareness about the importance of self-awareness and resilience as a skill, providing resilience-building strategies and providing support mechanisms through pastoral care, in the context of an academic unit which involved working in a health-justice legal clinic within the university environment.
Field argues that a whole of law school approach that looks structural systemic issues such as curriculum design, assessment and school culture is necessary. 116 Both Field and Kift consider the strategic change needed in Australian legal education to properly address high level of 'psychological distress' of law students is particularly significant. 117 They argue that intentionally designing the first-year curriculum design 115 For a comprehensive list of the initiatives see Rachel Field and James Duffy above n 101. to address and prevent psychological distress in law students is critical. Firstly, they consider the problem of psychological distress in law students. Secondly, they explore a range of theoretical and practical strategies to assist the implementation of good assessment and feedback practice in the first year of legal education. 118 They also consider that academic assessment and feedback practice during first year can be harnessed to assist students to successfully transition to studying law at university. 119 Most law schools though tend to focus only on the first-year law student experience.
They typically also develop transitional pedagogies with an integrated approach to student pastoral care to assist students to navigate their degrees, including through promoting student social connectedness. 120 James Cook University (JCU) in Queensland adopted an approach directed towards alleviating psychological distress in first year law student program. JCU's approach incorporated a variety of student support strategies to scaffold student capacity for dealing with their academic and personal development. Strategies such as interactive teaching and learning settings, peer-assisted learning, regular email contact from first-year coordinators, an integrated approach to ancillary support services, and an effective mentor program 118 Field et al, above n105, 65, 67. Academics' own commitment to caring for students as individuals is also an essential ingredient in effective pastoral care. 121 The approach effectively embeds pastoral care into the law curriculum. 122 Developing (student) support programs that work alongside the law degree are also seen as a way to (positively) influence school culture. For instance, at the University Other examples of significant initiatives include offering specific units or a course of study within the law degree to assist law students. For example, within the administrative law unit at the Queensland University of Technology (QUT) law school, the content and assessment of the unit were modified to include an interdisciplinary approach. This approach included a psychologist providing psychological support to law students through raising awareness of mental wellbeing; coping mechanisms for studying law; improving student connections with peers, academics and psychological support services. As part of the psychological support provided, students were required to complete a resilience plan which emphasised stress and time management techniques. 125 Yet despite these many initiatives there are still high levels of mental health issues amongst legal practitioners and law students. 126 Larcombe et al found that even a "good" law school experience -small classes, strong class connectedness with first year lectures -may not correlate with lower stress. 127 Larcombe's study indicated that overall satisfaction with a course designed to improve the students' experience of law neuroplasticity -positive implications for learning, attention focus, attention density, resilience and graduate attributes are highlighted.

C. The Role of Students, "Stigma", and Adaptation
While many Australia law schools have invested significant resources in designing curricula and teaching programs that promote mental health in their law students, 129 it is likely that the solution is not to be found entirely with law schools and academics.
Arguably students must also take a degree of personal responsibility and consider what they can do for themselves to alleviate the stress, anxiety and depression that can result from attending law school. 130 One underlying issue here may be that law students are reluctant to seek and obtain professional assistance when they experience negative stressors that impact on their mental health. 131 This could result from the stigma 132 attached to sharing the experiences or symptoms of "not coping", thereby increasing feelings of isolation and loneliness. 133 Further, there may be a fear that in disclosing information the students may be singled-out -that is, that any (potentially adverse) information they disclose 128 Ibid. 133 Although these studies relate to law students, it is not to say that it wouldn't apply to legal professionals; See also Seligman above n5. may be received and/or (mis)used by the university. 134 For instance, they may (reasonably) be concerned about any impact of any such disclosure on their academic legal education, and their future admission to, and acceptance within the legal profession. 135 This stigma surrounding law students (and legal professionals) disclosing mental health issues, along with a lack of clarity surrounding the professional consequences also raises difficult questions for universities, regulatory bodies, future employees and employers. for law students, but also for legal professionals. 136 The recent paradigm shift in understanding mental health in the general population is important here. 137 Scientific work on understanding mental health has moved away from the factors and mechanisms that determine vulnerability to mental health, to factors and mechanisms that stimulate individuals to remain healthy or recover quickly when facing adversities over the course of their lives. 138  successfully adapting to adversity throughout their lives. 139 Defining resilience is difficult, as there are different definitions and variable measurements which can preclude a proper analysis. 140 The concept commonly incorporates the ability of an individual to recover from difficult experiences with minimal long-term adverse effects -in other words, the 'ability to bounce back or cope successfully despite substantial adversity.' 141 In this context, the importance of law students and legal professionals being resilient is important and has been identified as an important legal skill. For example, a recent inquiry into the future of legal work recognised the importance of resilience, not just for the legal profession, but also for law graduates. 142 The inquiry identified seven skills or areas of practice which were essential both for the future practice of law practice-ready graduate. Significantly, those skills included being resilient. 143 It emphasised that resilience is a skill that can be learned, practiced and improved. 144 While the practice of law has always been inherently stressful, changes to the profession and legal service delivery will expose the legal profession to extra layers of change and stress. 145 Additionally, the advances in technology, economic pressures to revisit existing legal business models, and the globalisation of legal services, mean that the practice of law will be significantly different in the future to what it is now. 146 This means that 'resilience' is not only important for the mental health and wellbeing of law students and lawyers, 147 but also that it will also be necessary to cope with ongoing changes to the nature of legal work. 148 In academia, one response to these challenges has been to 'build resilience, namely resources to sustain well-being in the face of adversity.' 149 Many law schools acknowledging the link between mental health, wellness and resilience have students develop "resilience plans" and strategies to assist them in their academic studies and professional lives. 150 Below we explore a health-justice clinic pilot program developed at the University of Canberra. The clinic was designed to improve student well-being and resilience through engaging students in an academic unit of study concurrent with the delivery of a legal service to clients while offering individual awareness-raising and pastoral care strategies. The clinic adopted an integrated approach as previously used by other law schools, 151 but uniquely focused on developing student resilience and well-being by assessing individual characteristics and providing strategies in the context of a strong pastoral care program. It was significant too that the clinic was campus-based and located proximal to its health service partner. This on-site interdisciplinary program was offered within a unit available to LLB and JD students and was designed in collaboration with a general practitioner, psychologist, lawyers and legal academics.

III. A Health-Justice Clinic Pilot Case Study
Before exploring the UC pilot case study, a brief overview of the origins and history of health-justice partnerships, both internationally and in Australia.

A. Health-Justice Partnerships: A Brief Overview
The first formal health-justice partnership (HJP) 152 was established in the US in 1993 when Dr Barry Zuckerman, head of paediatrics at the Boston University School of Medicine, employed a lawyer to work with him to treat his patients. Zuckerman observed that he was repeatedly treating patients who lived in substandard housing and environments that caused significant and repeated health problems and sought legal assistance to address those poor living conditions and so prevent the ongoing health issues. 153 The HJPs that followed similarly provided a mechanism for health and legal professionals to work together to address the legal and health-related needs of their mutual patients/clients. 154 Such partnerships clearly offer significant benefits for the community, particularly where there is an intersection between the legal and 'social determinants of health' -which often relate to systemic factors outside a patient's control, including poverty, educational levels, unemployment and discrimination. 155 In the context of a HJP, lawyers can often help remedy some of the problems causing health and others problems which may exacerbate health problems.
Importantly, HJPs can also help foster a paradigm shift in which lawyers, academics, 152 They are also referred to as medico-legal partnerships or multi-disciplinary partnerships.

B. UC's 'Health-Justice Clinic' Pilot: An Overview
The University of Canberra (UC) has a small law school which focuses on developing law students' practical skills and offers two law degree programs: a Bachelor of Laws (LLB) and a postgraduate juris doctor (JD) program. Approximately 83% of law students are enrolled in the LLB and 17% in the JD program. The law student demographics are diverse at UC, but not unlike many other law schools. There are approximately 53% of students that are female; 47% that are male; 8% of students identify as indigenous; and 42% of students are 'first generation' university students (that is, the law student is the first member of their family to attend university). 163 The pilot operated within a clinical legal education context -that is, students were enrolled in a 'legal advice clinic' unit of study and worked under the supervision of practising lawyers to provide legal assistance and support services to clients who, in the main, were referred from the medical and counselling service. During orientation and for the duration of the program, students were, as a group, provided with resilience-building strategies and pastoral care with the support and guidance of psychologist. Students were also particularly encouraged to privately consult with the psychologist if any issues raised during client consultations were in any way triggering 2017 201 online: https://cald.asn.au/wp-content/uploads/2017/11/Factsheet-Law_Students_in_Australia.pdf. 164 The selection process for the pilot clinic involved interested students providing an expression of interest which included a brief summary of their reasons for wanting to participate in the program, together with a copy of their resume and academic transcript. Students were then interviewed by the unit convenors who made a decision based on this information as well as their own subjective assessments as to which students would be a 'good fit' for the program. Since the pilot clinic could only accommodate a very small number of students and because the convenors wanted to give the pilot clinic the best possible chance of success as well as providing an opportunity for those students most likely to benefit from participation, the student cohort selected for participation was inevitably biased towards high-achieving law students who were nearing the end of their studies. for them. Students who successfully completed the components of the academic unit (which included completing a reflective journal and making a presentation in addition to attending the clinic and providing client legal services) were awarded 3 credit points towards their degree. After the completion of the unit, feedback was sought from students about their experience of the clinic, and in particular, their exposure to the resilience-building and emotional support provided within the context of the clinic. 165 Their responses were overwhelmingly positive.
In the context of the pilot, law students were offered an opportunity to appreciate the perspectives of other disciplines and therefore better understand how different disciplinary skills and knowledge might assist in creative problem-solving for the benefit of the client. 166 At the same time, we considered that by having students focus on solving the problems of others, this work might ameliorate their own stress, 167 including by offering them the satisfaction of helping others achieve good 165 Ethics approval to survey and interview the students was obtained after students had completed the Legal Advice Clinic unit. Those students who agreed to provide feedback by online survey or through individual interviews with psychologist and unit convenor were required to completed a consent form. Reviewed Article 251 outcomes. 168 Yet the authors also recognised that the students might experience distress when dealing with clients, particularly clients who were likely to have multiple physical and mental health problems on account of being referred from the medical and counselling service. Consequently, we considered that in the context of a clinical legal education setting, incorporating self-awareness raising and resiliencebuilding into the unit design would also be important. The authors also hoped that completing the unit would assist them at university and as future professionals.
Initially, the development of the pilot involved three main steps: health professionals providing information to lawyers and students about recognising mental illness in a patient/client.
The aims of the UCH-JLAC were three-fold and included: • providing legal practice experience to law students in a safe environment; and • assessing student resilience at the outset and to provide students with education, tools and ongoing pastoral care to develop their resilience throughout the course of the semester; and • improving access to justice for vulnerable people through the provision of an independent pro bono community legal service at the university. Client/patients were "warm-referred" from the Medical & Counselling Service (and also to dropin clients and clients referred from other sources).

C. How Did the Programme Work?
Law students enrolled in a subject 169 in their law degree, which allowed them to participate in the UCH-JLAC which operated on one day each week with patients/clients referred by health professionals. 170 The students' clinical education induction and support program involved a series of seminars with a lawyer and a 169 Either the Legal Advice Clinic Unit or a Law Internship Unit. 170 The relevant health professionals were provided with an education session on 'How to Spot a Legal Issue' prior to the commencement of the UCH-JLAC so that they were able to 'warm refer' appropriate patients/clients. psychologist, which were held prior to, and after the operation of the UCH-JLAC, on each clinic day.
The induction and support program consisted of three components: induction, debriefing, and evaluation. The induction component involved meeting with a psychologist as a group and participating in a series of Psychological Resilience related exercises. 171 The development of resilience was aligned to psych-education and reflection on character strengths, emotional challenges and strategies promoting the discovery of professional identity. The psychologist then facilitated a discussion and provided insight into the importance of resilience on a personal and professional level, before giving students an opportunity to discuss their individual Psychological Resilience test results and their reflections. During this initial program, the psychologist focused on resilience as a competency that students should build on at a personal and professional level and provided guidance about what resilience practices and strategies looked like, and how individual resilience could be developed. 172 The second de-briefing session component had two aspects: student-lawyer interaction and student-psychologist interaction. During the student-lawyer interaction, students and lawyers met to discuss the days' cases with an emphasis on the importance of 171 These exercises were made available to students were made available to students on the day of the induction. 172 The psychologist also completed the questionnaires and opened the session by discussing the results of her profile with the group. This was done to make the students feel comfortable about sharing their results with the group.

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254 providing pro bono services to disadvantaged members of the community. The idea that they were doing important, "good" and "real" work was also reinforced. 173 This provided a context for students to think about their role as future lawyers and legal practitioners, as in some instances there was no legal assistance that the UCH-LJA was able to provide to clients. 174 The other part of the session involved students discussing with the psychologist their feelings, values and responses in relation to the client interview work.
The students acknowledged that many of the patients/clients had challenging life circumstances and complex mental and/or physical health issues; this often meant containing the interview very difficult. Students indicated that observing the strategies used by the different UCH-JLAC lawyers, including to build rapport and clarify the client's legal issues, was invaluable.
The psychologist sessions encouraged the law students to be more self-aware and reflect on their experience of the case as a resilience-building habit, supported by debriefing as necessary. These sessions also emphasised the evidence around life-style Bono, Strategic Philanthropy and the Bottom Line, Fordham L Review 1435-1437. A wide range of evidence suggest that selfless action is good for the self; it enhances satisfaction, health and selfesteem. It was important to emphasis in these de-brief sessions to students how important the work they were doing was to the community.

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255 choices as very significant in the building and maintenance of resilience, e.g. good sleep, exercise, healthy diet, low alcohol consumption and close relationships. 175 The third evaluation 176 and reflection component of the program was a discussion between the students, lawyers and psychologist of the legal clinical experience.
Students, with guidance from the psychologist, discussed strategies and practices they might utilize to build competency in resilience on both a personal and professional level.
By evaluating individual competencies in this way, it was considered that personal and professional confidence, good communication skills and reflective practice would be promoted, in turn leading to the further development and maintenance of resilience. While encouraging students and early career lawyers to speak-up about what they don't understand or can't do may be an anathema to the culture of the profession, this and other strategies may be essential in reducing mental health issues and promoting resilience. 176 The evaluation of the program was done as a group-discussion with the students, lawyers and psychologist, in terms of what students resilience-building strategies that they would use in the future.
Feedback provided by students at the conclusion of the program through face-to-face interviews was positive. 177 Many students reported that they enjoyed having a psychologist included in the program; that it provided pastoral care, along with resilience-building strategies. They also reported that their overall confidence improved. The authors can only make general comments as to why this approach increased their confidence. It is difficult to surmise why students' confidence improved, and whether it was from the assistance from a psychologist who provided a strong pastoral care program along with resilience-building strategies, the development of their practical legal skills in a legal clinic setting; assisting in delivering a pro-bono community legal service to clients; or a combination of all these factors.
The authors plan to conduct further research as to why this approach increased students' confidence by developing a base-line at the beginning, during and after the program. Additionally, providing students with specific questions about each of the components within the program, should provide more valuable information about the program.
Furthermore, this pilot was extremely resource intensive. The authors will expand the program to make it available to more students by only including the psychologist in 177 Ideally students should have been interviewed at the beginning and during the program. This information would have provided a base-line as to their expectations, skill and knowledge development.
group-discussions on resilience building; (however, if they request it, students would be able to have individual sessions); students completing instruments at beginning and end of program to develop a base-line in relation to their wellness; and a focus on building confidence through understanding the role of a lawyer.

Conclusion
Improving resilience is an important component of ensuring the mental health and wellbeing of law students, both in the context of their academic studies and as future legal professionals. Building greater resilience is also one way of assisting legal professionals to cope with the significant challenges they face on account of the transformation of legal work. The pilot Health-Justice Clinic at the University of Canberra focused on providing practical legal experience for a small select cohort of law students, while simultaneously offering tools to develop their resilience and understanding of "self", including through a comprehensive orientation program and a strong pastoral care component. The clinic also provided the students with an opportunity to work with, and gain insight into the work of different professions and to develop inter-disciplinary networks. The collaboration between the clinic's psychologist, who focused on providing resilience-building strategies tailored to individual personalities together with a strong pastoral care component, and the clinic's academics/lawyers who provided supervised practical legal experience to allow the students to help deliver a pro-bono community legal service, did assist the students. Offering law students a legal clinical experience with a strong pastoral care Reviewed Article 258 component and a focus on resilience-building strategies is one possible piece of the mental health and wellbeing in the law jigsaw puzzle. Allowing more students, and a greater range of students, the chance to participate in similar interdisciplinary clinical programs offers a novel approach to improving law student resilience during their academic studies as well as preparing them to stay healthy as they move into legal practice.