A BETTER BEGINNING: FAMILY LAW IN THE FIRST YEAR OF LAW SCHOOL

The American Bar Association's Section of Legal Education and Admission to the Bar's Standards Review Committee has focused law schools' efforts to modify their curriculum with an appeal to focus on outcomes and assessments. A cornerstone of the outcomes and assessments discussion is skills training. The committee's call for more skills training has prompted family law faculty to consider innovative methods to bring that training into substantive courses or to bring the substantive curriculum into a skills course. This essay discusses how law faculty are incorporating family law doctrines into first‐year legal research and writing courses.     

NO MORE CASEBOOKS: USING SIMULATION‐BASED LEARNING TO EDUCATE FUTURE FAMILY LAW PRACTITIONERS

Teaching family law using the traditional casebook method provides students with marginal knowledge and skills. To practice family law, one needs to know how to interview and counsel clients, negotiate with opposing counsel, file pleadings and supporting documents, draft agreements, and understand tax consequences. Moreover, ethical issues abound in the practice of family law, such as confidentiality, conflict of interest, and fee arrangements. Critics of traditional pedagogies in legal academia have included the MacCrate Report, the Carnegie Report, and Best Practices for Legal Education. The Family Law Education Reform Project has focused its attention on the failure of law schools to keep pace with the ever‐evolving nature and requirements of family law practice. This article offers one answer to those who seek to educate law students in a manner that will better prepare them for the practice of family law. The author, who is the director of Vermont Law School's General Practice Program, describes a family law course she has developed and taught for many years. The course is taught in an integrative fashion, and includes substantive law, practice skills, and ethical and professionalism issues. She offers the course as a response and antidote to the ongoing criticisms of tradition a methods of teaching law.     

FAMILY LAW EDUCATION REFORM PROJECT: A FACULTY PERSPECTIVE

The Family Law Education Reform Project Report calls for shifting the family law teaching paradigm from a focus on case‐based analysis toward a problem‐solving, interdisciplinary approach. This essay encourages law professors to take seriously this shifting teaching and learning paradigm. Aligning family law curriculum with the realities of practicing family law is a critical step in this process. This essay discusses the numerous intellectual challenges family law professors will face as they reflect on the proposed FLER Project curriculum.     

THE FAMILY LAW EDUCATION REFORM PROJECT FINAL REPORT

The Family Law Education Reform Project (the FLER Project) is co‐sponsored by the Association of Family and Conciliation Courts and the Center for Children, Families and the Law at Hofstra Law School. This Final Report is based on a series of dialogues between family law academics and practitioners from many disciplines, a FLER Project survey, and research conducted by law students at Hofstra University and Northeastern University. 2     

FAMILY LAW IS DIFFERENT

Family law and adjudication are conceptually different from most other areas of law. This difference, and the sensitive needs of members of all families in dispute, including children and people from differing ethnic cultures, demand particular awareness and skills from family lawyers and judges. These special features of family law and disputes imply that mediation is more benign than lawyer-controlled dispute resolution.     

LAW SCHOOLS AND FAMILY COURT REFORM

Family courts are underfunded and overwhelmed, and the quality of representation provided by counsel in family court cases is problematic. This article discusses what role law schools can play in promoting family court reform. It argues that law school involvement in family court is consistent with the law school's core missions of education, research, and public service. The article illustrates how law schools can be involved in family court reform by discussing interdisciplinary projects of the Center for Children, Families and the Law of Hofstra University and North Shore–Long Island Jewish Health Systems. Finally, the article identifies some lessons to be learned if law schools want to be involved in family court reform.     

THE POTENTIAL OF THE FAMILY LAW EDUCATION REFORM PROJECT FOR FAMILY LAWYERS1

Family lawyers are major beneficiaries of the reforms set out in the Family Law Education Reform Project (FLER) Report. This commentary from a veteran family law practitioner explores the needs of the family law bar for the training of law students in practical, interdisciplinary, client‐centered lawyering that goes beyond the traditional case method. I trace many of the current innovations evolving in family law practice and how FLER reforms will not only benefit law schools but also have a major impact in the courts and private practice sector.     

Learning to be A Peacemaking Lawyer: Law Student Perspectives on Building Peacemaking into Law School Curricula,Building Paths to Practice for New Lawyers,and Interdisciplinary Training

From our perspectives as students, we reflect on the teachings of Lawyer as Peacemaker, a Winter 2015 course taught at UCLA School of Law — the school's course devoted to peacemaking lawyering. Utilizing our newfound peacemaking worldview, we share our collective reactions to the Lawyer as Peacemaker course and the ten articles in the Family Court Review Special Issue on Peacemaking for Divorcing Families. We then advocate for integrating peacemaking into law school curricula and experiential learning offerings and make recommendations on how law schools today can prepare students to practice peace.

Key Points for the Family Court Community:
• This article is a collaborative work product of three students who come from an array of work experience, backgrounds and interests and from their newly founded peacemaking worldview, the three students collaboratively analyzed ideas presented in the Lawyer as Peacemaker course and the articles from this issue.
• The peacemaking mediation allows the parties more control over their legal disputes and allows the control of the costs that come with litigation.
• Peacemaking involves a holistic and collaborative method, involving mental health professionals to financial advisors as well as legal professionals.
• However, peacemaking skill courses are not readily available to many law students while studying in law school.
• This valuable asset should be made available more extensively to law students interested in family law.

     

How to Push an Elephant Through a Straw: Using Wireless Technology in a Web-enhanced Skills Program

The title of this article derives from the expression used by programmers and developers to explain problems of limited network bandwidth connection speeds. The ever-increasing demand by growing numbers of web users for bandwidth-intensive media is outstripping the Internet's capacity to deliver information. In this case, the 'Elephant' is the massive online information system, including text, graphics, audio, and video, and the 'Straw' is the low bandwidth through which only a fixed volume can move. Generally, compression of data is the way to push that elephant through the straw. Included among those users competing for bandwidth are law schools. In the last decade, technology has begun to occupy a more pivotal role in American legal education. As law firms increase their use of technology in response to client demand, they must hire associates who graduate from law school prepared for high-technology law practice. The resulting pressure on law schools to incorporate technology into class materials and instruction has arisen contemporaneously with pressure to increase the teaching of lawyering skills. A tension arises, however, between the obligation of legal educators to expose students to emerging technologies and the additional burdens thereby imposed upon law schools to add lawyering skills to the the existing curriculum without displacing needed doctrinal and analytical instruction. The authors are faculty members and administrators at Nova Southeastern University (NSU) Shepard Broad Law Center, which was named "Most Wired Law School" by National Jurist in 1998 and 2001. The centrepiece of legal education at NSU is a high technology Lawyering Skills and Values Program that employs wireless classrooms and web-enhanced education. Delivering a lawyering skills course through technology is not unlike pushing an elephant through a straw. The challenge is to accomplish pedagogical goals without compressing either the curriculum or the social processes of teaching and learning. This article describes and evaluates the authors' practical experiences planning, implementing, and teaching a Lawyering Skills course to first-year students in a wireless classroom environment.     

NEW ZEALAND FAMILY LAW REPORT

The New Zealand family law system underwent an extensive review of the whole process in 1992. This report contains the recommendations resulting from that review. Among the recommendations is the establishment of a Family Conciliation Service attached to the court but separate in function to mediate the family law dispute. Judges need to take a much stronger hand in managing the cases when they come before the court.     

SKEPTICISM BORDERING ON DISTRUST: FAMILY LAW IN THE HOLLYWOOD CINEMA

This article critiques Hollywood films from the last last 20–30 years that relate to family law. More specifically, this article considers films involving marriage, divorce, child custody, and adoption and focuses on the portrayal of law in those films. While the films are not tightly connected to one another and surely do not share a unified theme, the films do share a surprising skepticism bordering on distrust regarding law, legal procedures, and legal institutions. Hollywood appears to have picked up a general sentiment that family should be a private, intimate sanctuary and is better off without state intrusion through law. The films incorporate this sentiment and also reinforce it by teaching viewers to be leery of law in family matters. Key Points for the Family Court Community:

• 1 Recent Hollywood films include not only abundant portrayals of family life but also numerous examples of family law.
• 2 As a result, these Hollywood films have the potential to educate viewers about family law and to prompt certain normative attitudes about family law.
• 3 In general, Hollywood films invite viewers to be skeptical and even disdainful of family law.

     

THROUGH A DIFFERENT LENS: USING FILM TO TEACH FAMILY LAW

This article discusses the aspects of narrative and character development that make films a useful tool to supplement classroom legal education. Moreover, utilizing film is particularly effective for learning and exploring the dynamics of human relationships at the center of family law cases. When designing a film and family law course instructors should seek to promote creative thinking, cultural competence, student exploration of bias and assumptions and best practices for attorneys based on the examples provided in the film. Films make the learning process more fun, but still provide substantial opportunities to broaden students' concept of the impact of law on family members.     

MEDIATION AND THE PROCESS OF FAMILY LAW REFORM

The family law system needs fixing. The real question is how to go about fixing it. The concept of mediation and its process should be vital in the rethinking and restructuring of the system. This article discusses how mediation can be used in policy-making to get all the stakeholders in the family law system to creatively and non-judgmentally work toward reform. The author contends that increased legal access and speedy low-cost dispute resolution should be at the top of the reform agenda. Courts and professional offices are valued for their consumer-friendliness, stressing nonadversarial settings and cleint education. Unbundling is urged to be not only accepted but also promoted as a practice to meet the legal needs of families. The article concludes with the argument that effective reform should incorporate the principles of mediation, and the reform process should take advantage of models of consumer friendliness from both the public and private sectors .     

THE FIFTH WORLD CONGRESS ON FAMILY LAW AND THE RIGHTS OF CHILDREN AND YOUTH

Editor's note on the 5^th World Congress on Family Law and Children's Rights held in Halifax Nova Scotia, August 23–26, 2009     

Redesigning the Family Law System to Promote Healthy Families

Family law professionals should be proactive in seeking and implementing constructive reforms. We identify some successful cutting‐edge reforms: (1) family resource centers, where all kinds of needs can be met; (2) informal family law trials, which streamline clogged calendars and provide an empowering and efficient forum; (3) licensed legal technicians, who increase public access to legal services; and (4) unbundled family law services. Second, we outline a protocol for implementation of reform developed by the Oregon Task Force on Family Law which is effective and replicable. Thoughtful reform of dispute resolution processes will serve family health and promote peace.

Key Points for the Family Court Community:
• Evolving family constellations, private ordering through pre‐ and postmarital agreements, an increase in self‐represented litigants, and shrinking judicial resources are changing family law dramatically.
• Thoughtful, practical process reforms are needed in order to accommodate these changes.
• Practitioners should be proactive about seeking out and implementing such reforms.
• Some reforms already finding success include family relationship resource centers, informal domestic relations trials, licensed legal technicians, and unbundled legal services.
• We outline a protocol with a proven track record of success for implementing cutting‐edge family law reform.

     

USING EXTERNSHIPS TO INTRODUCE FAMILY LAW STUDENTS TO NEW PROFESSIONAL ROLES

Law schools are seeking ways to familiarize family law students with exciting new professional roles arising in connection with family court reform. This article describes the family law externship program at William Mitchell College of Law which includes a classroom component allowing students placed in different practice settings to compare and contrast their experiences. The program assists students in making career choices and enhances their ability to counsel future clients.     

GENDER ISSUES IN FAMILY LAW

Family mediation has been the target of criticism from feminists, the legal profession, and mental health professionals. Although this article will primarily address the concerns of feminists, it will, to a limited extent, address some of the concerns put forth by the other groups because of the similarities in their perspectives. Many of the concerns and issues expressed by feminists are valid on one hand, yet contradictory on the other. By exploring the gains made by women and how these gains were incorporated in the Ontario Family Law Act, the contradictions inherent in their arguments will be revisited and discussed in relation to a feminist-informed mediation process. This article will explore seven aspects of the feminist critique of family mediation: protection of women and children's rights, spousal and child support, equal distribution of marital property, negotiations, empowerment, custody, and spousal abuse. Many of these issues are intertwined and therefore will occasionally be discussed in relation to other issues.     

The performance of law students at a London college

This article examines the value of jurisprudence in legal education. It argues that jurisprudence should be mandated at an early stage of the students' law curriculum as the legal ideals that may be imparted through a jurisprudence course cannot be adequately taught in a professional ethics course or through teaching jurisprudential perspectives in doctrinal subjects. Law schools have a special responsibility to get students thinking about what law is, what makes law legitimate, and how law is related to justice, morality, politics and rationality. A mandatory jurisprudence course should be intentionally structured along these themes.     

A Paradigm Shift in the Practice of Family Law: A Response to Mosten and Traum

In their article, Interdisciplinary Teamwork in Family Law Practice, Mosten and Traum promote the use of an interdisciplinary, team‐based approach to family law practice. This commentary focuses on the two pronged shift in the current zeitgeist of family law practice. First, Mosten and Traum guide us away from an historically adversarial approach to family law practice, in which attorneys advocate for the legal rights of a single client, to a more holistic approach in which the focus is on the Family Global Case. Furthermore, the push toward Family Global Case shifts the focus away from discrete legal issues associated with reorganization to empowering families to self‐determine through their reorganization. This shift follows the movement in both medicine and mental health away from direct intervention for people with disorders to promoting wellness for at‐risk yet healthy individuals. The second prong of Mosten and Traum's approach is a movement toward more collaborative interdisciplinary functioning. However, the shift in the practice of family law from the sole practitioner working alone to being one member of a broader multidisciplinary team focusing on the future well‐being of the family brings with it not only issues of professional role definitions but also the development of a new combined set of ethics and models for training. These are discussed in detail.     

Alf Ross on the Nature of Law

In his work, On Law and Justice, Alf Ross sought to explain law in scientific/empirical terms, in terms that would require no recourse to what he called “metaphysics” or “idealism.” The result is a sort of translation of legal rules and official actions into propositions of behavior, predictions of behavior, and shared ideology. The present work raises questions about the tensions within Ross's work(s), and discusses the places where Ross's analysis seems to fall short of its ambitions. In the course of the discussion, the article considers issues relating to legal mistake, explanations of judicial behavior, and different types of normativity.