Keywords
How to Cite
Abstract
The urgency of the research is stipulated by the necessity to critically reflect on functioning of an innovative form of legal education – a legal clinic in order to determine the possibility of clinical education to be a factor in the development of students’ emotional intelligence and professional ethics. The purpose of the article is to systematically cover the possible positive and negative aspects of the widespread introduction of legal clinic as a means of individual students’ qualities development into law education. The study is based on the method of systematic analysis, allowing comprehensively cover legal clinics functions and critically evaluate the impact of legal clinics on emotional intelligence and professional ethics of future lawyers’ development. The article shows that legal clinic, being an innovative form of legal education aimed at developing practical skills of future lawyers, performs both educational and social functions. Legal clinic promotes the development of emotional intelligence (allowing students to better understand and control their emotion, as well as to adequately perceive the client's psychological state, choosing appropriate tactics of behavior) and professional ethics (understanding the importance of the principle of the rule of law, the priority of human rights, awareness of the role of a lawyer in society and the importance of pro bono activities). Article materials can be used for further study of legal clinics impact on the future law practitioners’ individual qualities development, and can also be the benchmarks for improving the legal clinical education.
References
Anokhina OV, Eliseeva GV. (2018). On the role of the legal clinic in the future lawyers’ activities of. Bulletin of the Siberian Institute of Business and Information Technology, 1(25), 89-94.
Barko VI, Ostapovych VP, Oleshko PS. (2019). Ukrainian-language adaptation of questionnaire of level and structure of emotional intelligence for psychological selection of police officers. Psychological Journal, 3(23), 9-25. DOI: 10.31108/1.2019.3.23.1.
Bilozorov IV, Ivanii OM, Perepolkin SM. (2019). International customs law as a means of public and private law specialists training improvement. The Asian International Journal of Life Sciences, 21(2), 433-446.
Blandy S. (2019). Enhancing employability through student engagement in pro bono projects. International Journal of Clinical Legal Education, 26(1), 7-45. DOI: 10.19164/ijcle.v26i1.821.
Brown G. (2016). The Universal Declaration of Human Rights in the 21st century: a living document in a changing world. Cambridge: Open Book Publishers. DOI: 10.11647/OBP.0091.
Burbano VC, Mamer J, Snyder J. (2018). Pro bono as a human capital learning and screening mechanism: Evidence from law firms. Strategic Management, 39(11), 2899-2920. DOI: 10.1002/smj.2947.
Carriere KR. (2019). Threats to human rights: a general review. Journal of Social and Political Psychology, 7(1), 8-32.
Clemence A, Devos T, Doise W. (2001). Social representations of human rights violations: Further evidence. Swiss Journal of Psychology, 60(2), 89-98. DOI: 10.1024//1421-0185.60.2.89.
Dobroboh L, Zavhorodnii V, Orlova O. (2019). Legal education in Ukraine in the context of integration to the European educational space. The Asian International Journal of Life Science, 21(2), 421-432.
Case of Van der Mussele v. Belgium (Application no. 8919/80). (1983). European Court of Human Rights. http://hudoc.echr.coe.int/eng?i=001-57591.
Case of Svetina v. Slovenia (Application no. 54335/14). (2018). Concurring Opinion of Judge Pinto de Albuquerque. European Court of Human Rights. http://hudoc.echr.coe.int/eng?i=001-183124.
Case of X. v. Germany (Application no. 8410/78). (1979). European Court of Human Rights. http://hudoc.echr.coe.int/eng?i=001-74052.
Case of Bucha v. Slovakia (Application no. 43259/07). (2011). European Court of Human Rights. http://hudoc.echr.coe.int/eng?i=001-106599.
Case of Graziani-Weiss v. Austria (Application no. 31950/06). (2011). European Court of Human Rights. http://hudoc.echr.coe.int/eng?i=001-107022.
Kant R. (2019). Emotional intelligence: A study on university students. Journal of Education and Learning, 13(4), 441-446. DOI: 10.11591/edulearn.v13i4.13592.
Khudoykina TV, Lysenko VV. (2014). Legal clinic as an innovative form of law students training. Integration of Education, 1(74), 19-24.
Khudoykina TV, Lysenko VV. (2017). Development of clinical legal studies as an essential component in the modernization of legal education. Integration of Education, 21(1), 124-137. DOI: 10.15507/1991-9468.086.021.201701.124-137.
Koziubra M. (2017). The rule of law, human rights and local self-government: certain interconnecting issues. Scientific notes of the National University “Kyiv-Mohyla Academy”, 200, 67-71.
Mamak K, Kowalska KJ, Milan E, Modrzewski PKAF. (2018). The past, present and future of clinical legal education in Poland. International Journal of Clinical Legal Education, 25(2), 89-121. DOI: 10.19164/ijcle.v25i2.723.
McKeown P. (2015). Law student attitudes towards pro bono and voluntary work: The experience at Northumbria University. International Journal of Clinical Legal Education, 22(1), 6-46. DOI: 10.19164/ijcle.v22i1.407.
Meshcheryakova EI, Petrushin AI. (2013). Training in legal clinic and law students’ communicative competence development. Siberian Psychological Journal, 49, 59-64.
Typical provision for a legal clinic of a higher educational institution of Ukraine. (2006). https://zakon.rada.gov.ua/laws/show/z0956-06.
Universal Declaration of Human Rights. (1948). United Nations. https://www.un.org/en/universal-declaration-human-rights/.
Yanchenko P. (2018). Structural and Functional Model of formation of Future Lawyers’ Legal Culture in the process of professional training. Pedagogical Sciences, 71, 47-53.
Yarosh N, Artiukhova V. (2019). Correlation between the concepts of emotional intelligence and sanogenic thinking of personality. Psychological Journal, 5(6), 122-133. DOI: 10.31108/1.2019.5.6.9