Trauma-Informed (As A Matter of) Course

Law students are impacted by trauma and law professors are in a position to help by adopting a trauma-informed approach as a matter of universal precaution. The 2021 Survey of Law Student Well-Being (“SLSWB”) revealed that over twenty percent of responding law students meet criteria that indicate they should be evaluated for post-traumatic stress disorder (“PTSD”). The study also revealed that almost fifty percent of responding students reported an important motivation for attending law school was experiencing a trauma or injustice. Put differently, law schools are full of law students who have experienced trauma, many of whom are actively struggling with trauma. Students are coming to law school not just in spite of their trauma histories but because of their trauma histories. Law schools must respond accordingly. Armed with this new knowledge, legal educators have the opportunity to transgress and transform to provide trauma-informed legal education. It has long been known that legal systems are full of people with trauma histories and that interacting with the legal system can be traumatic. Given the pervasive presence of those with trauma histories in law schools and the legal system, law professors must have a basic understanding of trauma and trauma-informed practices to do their jobs they seek to serve. This Article will explore what law professors need to know about trauma, why law professors need to understand trauma, and how to employ a trauma-informed approach in their doctrinal courses as a matter of universal design. It contributes to existing conversations on trauma-informed better practices and trauma stewardship. Additionally, it provides practical, solution-focused, strengths-based tools for teaching through a trauma-informed lens. It adds to a body of legal scholarship on trauma-informed pedagogy and lawyering and is grounded in scholarship from other disciplines. It also relies on my own learned-experience from my efforts to teach and practice law in a trauma-informed manner

Trauma-Informed (As A Matter of) Course

Law students are impacted by trauma and law professors are in a position to help by adopting a trauma-informed approach as a matter of universal precaution. The 2021 Survey of Law Student Well-Being (“SLSWB”) revealed that over twenty percent of responding law students meet criteria that indicate they should be evaluated for post-traumatic stress disorder (“PTSD”). The study also revealed that almost fifty percent of responding students reported an important motivation for attending law school was experiencing a trauma or injustice. Put differently, law schools are full of law students who have experienced trauma, many of whom are actively struggling with trauma. Students are coming to law school not just in spite of their trauma histories but because of their trauma histories

Trauma-Informed (As A Matter of) Course

Law students are impacted by trauma and law professors are in a position to help by adopting a trauma-informed approach as a matter of universal precaution. The 2021 Survey of Law Student Well-Being (“SLSWB”) revealed that over twenty percent of responding law students meet criteria that indicate they should be evaluated for post-traumatic stress disorder (“PTSD”). The study also revealed that almost fifty percent of responding students reported an important motivation for attending law school was experiencing a trauma or injustice. Put differently, law schools are full of law students who have experienced trauma, many of whom are actively struggling with trauma. Students are coming to law school not just in spite of their trauma histories but because of their trauma histories. Law schools must respond accordingly. Armed with this new knowledge, legal educators have the opportunity to transgress and transform to provide trauma-informed legal education. It has long been known that legal systems are full of people with trauma histories and that interacting with the legal system can be traumatic. Given the pervasive presence of those with trauma histories in law schools and the legal system, law professors must have a basic understanding of trauma and trauma-informed practices to do their jobs they seek to serve. This Article will explore what law professors need to know about trauma, why law professors need to understand trauma, and how to employ a trauma-informed approach in their doctrinal courses as a matter of universal design. It contributes to existing conversations on trauma-informed better practices and trauma stewardship. Additionally, it provides practical, solution-focused, strengths-based tools for teaching through a trauma-informed lens. It adds to a body of legal scholarship on trauma-informed pedagogy and lawyering and is grounded in scholarship from other disciplines. It also relies on my own learned-experience from my efforts to teach and practice law in a trauma-informed manner

Trauma-Informed (As A Matter of) Course

Law students are impacted by trauma and law professors are in a position to help by adopting a trauma-informed approach as a matter of universal precaution. The 2021 Survey of Law Student Well-Being (“SLSWB”) revealed that over twenty percent of responding law students meet criteria that indicate they should be evaluated for post-traumatic stress disorder (“PTSD”). The study also revealed that almost fifty percent of responding students reported an important motivation for attending law school was experiencing a trauma or injustice. Put differently, law schools are full of law students who have experienced trauma, many of whom are actively struggling with trauma. Students are coming to law school not just in spite of their trauma histories but because of their trauma histories

Mitchell Hamline School of Law Summer 2020 Covid-19 Legal Response Clinic

This essay is a reflection on lawyering in a time of crisis. It details the Mitchell Hamline School of Law Clinical Faculty’s response to the community needs resulting from the COVID-19 pandemic by creating the COVID-19 Legal Response Clinic. It also recounts the impact of the murder of George Floyd and the long overdue national reckoning with systemic racism, sparked in our city. Additionally, against this backdrop, it examines the trauma-informed approach taken in clinical work and the classroom to help students process their own trauma and apply this approach in their work with clients. Amid these concurrent crises in our city and country, five clinicians and eleven law students came together through the COVID-19 Legal Response Clinic to serve the community, working on a variety of issues including domestic violence, unemployment, workplace safety, and conditional medical release from prison. With the passage of time, this essay reflects, one year later, on the experience of renewed purpose and optimism through caring for our community, our students, and each other in an otherwise dark and challenging time

Mitchell Hamline School of Law Summer 2020 Covid-19 Legal Response Clinic

This essay is a reflection on lawyering in a time of crisis. It details the Mitchell Hamline School of Law Clinical Faculty’s response to the community needs resulting from the COVID-19 pandemic by creating the COVID-19 Legal Response Clinic. It also recounts the impact of the murder of George Floyd and the long overdue national reckoning with systemic racism, sparked in our city. Additionally, against this backdrop, it examines the trauma-informed approach taken in clinical work and the classroom to help students process their own trauma and apply this approach in their work with clients. Amid these concurrent crises in our city and country, five clinicians and eleven law students came together through the COVID-19 Legal Response Clinic to serve the community, working on a variety of issues including domestic violence, unemployment, workplace safety, and conditional medical release from prison. With the passage of time, this essay reflects, one year later, on the experience of renewed purpose and optimism through caring for our community, our students, and each other in an otherwise dark and challenging time

Beschreibende Statistik mit Fathom

Unser besonderer Dank gilt Sonja Ittner (www.its-art.com) für das gelungene Layout dieses Bandes

A Quantitative Comparison of Human HT-1080 Fibrosarcoma Cells and Primary Human Dermal Fibroblasts Identifies a 3D Migration Mechanism with Properties Unique to the Transformed Phenotype

<div><p>Here, we describe an engineering approach to quantitatively compare migration, morphologies, and adhesion for tumorigenic human fibrosarcoma cells (HT-1080s) and primary human dermal fibroblasts (hDFs) with the aim of identifying distinguishing properties of the transformed phenotype. Relative adhesiveness was quantified using self-assembled monolayer (SAM) arrays and proteolytic 3-dimensional (3D) migration was investigated using matrix metalloproteinase (MMP)-degradable poly(ethylene glycol) (PEG) hydrogels (“synthetic extracellular matrix” or “synthetic ECM”). In synthetic ECM, hDFs were characterized by vinculin-containing features on the tips of protrusions, multipolar morphologies, and organized actomyosin filaments. In contrast, HT-1080s were characterized by diffuse vinculin expression, pronounced β1-integrin on the tips of protrusions, a cortically-organized F-actin cytoskeleton, and quantitatively more rounded morphologies, decreased adhesiveness, and increased directional motility compared to hDFs. Further, HT-1080s were characterized by contractility-dependent motility, pronounced blebbing, and cortical contraction waves or constriction rings, while quantified 3D motility was similar in matrices with a wide range of biochemical and biophysical properties (including collagen) despite substantial morphological changes. While HT-1080s were distinct from hDFs for each of the 2D and 3D properties investigated, several features were similar to WM239a melanoma cells, including rounded, proteolytic migration modes, cortical F-actin organization, and prominent uropod-like structures enriched with β1-integrin, F-actin, and melanoma cell adhesion molecule (MCAM/CD146/MUC18). Importantly, many of the features observed for HT-1080s were analogous to cellular changes induced by transformation, including cell rounding, a disorganized F-actin cytoskeleton, altered organization of focal adhesion proteins, and a weakly adherent phenotype. Based on our results, we propose that HT-1080s migrate in synthetic ECM with functional properties that are a direct consequence of their transformed phenotype. </p> </div