ÿWPCì@ XM_XåÒ­Qæ/°…V\®¼1uôè/Xí½å‹ º 0JÅ µvˆò´ê¯áwU!{“óepsŸ¿›.™7XDOðáì6ºwSQ¬nv~gãªÅ^nQjo€³þúZ¬Ì×ÝÁÅÃØóñ‡yÝs²šárŠˆä¡Xr i…x‚Œø³qõóÎXp7Í}­`AZU:Bìn®. %Ü Úâ 0‚¼ 0”> 0†Ò 07ŒX 0”ä 0CxK»I 0gÆè 0® 0/ 0=° D+í AQ«i³?Ç'- _B! ¡#ý«$¨%½·&×t)™K,Qä-Ä5/<ù0\53!‘7}²9 0Î/<ý< 0f =#És=(<@Nd@^ f@wr@4v@Š@ mŒ@,£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@£@ BÏ@ô\  `*Times New RomanTT«ô\  `*Times New RomanTTôôCô\  PŽ6QôPô\  `*Times New RomanTTXXPô\  PŽ6QXPô\  `*Times New RomanTTèè†ô\  PŽ6QèPô\  `*Times New RomanTTîîdô\  PŽ6QîPô' Ô Family Law Education Reform Project 2 ,Mary E. O'Connell(0Computer Center .   @! ÿÿ0Level 1Level 1Ó  ÓÔ  ÔÔ  ÔÔ  ÔÔ  ÔÓ  ÓH&&ÿÿ4HypertextHypertextÔ  ÔÔ  ÔÔ ÿ ÔòòóóÔ  ÔÔ  ÔÔ  ÔTÿÿ:Footnote Re1Footnote RefÔ  ÔÔ  ÔòòóóÔ  ÔÔ  Ô`ÿÿ:footnote reffootnote referenceÔ  ÔÔ  ÔÔ  ÔÔ  Ôhÿÿ:Default ParaDefault Paragraph FontÔ  ÔÔ  ÔÔ  ÔÔ  Ô(ÿÿ$òòÚ  ÚÚ  Úóó AÝ ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÔ_ÔÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú1Ú  Úó…óóóÝ‚ÿÿÿiƒ)ÝÔ  ÔÔ  ÔÝ  Ý€Mary€OððConnell€is€Professor€of€Law€at€€Northeastern€University€School€of€Law;€J.€HerbieÐ ° ÐDiFonzo€is€€Professor€of€Law€at€Hofstra€University€School€of€Law.€€This€memorandum€isÐ xÈ Ðintended€as€an€initial€draft€of€what€we€hope€ultimately€to€shape€into€a€final€report€of€the€FLERÐ @ ÐProject.€€Interim€drafts€are€designed€to€mark€the€on„going€status€of€the€project,€and€to€furnish€anÐ X Ðopportunity€for€the€many€stakeholders€and€interested€parties€in€this€process€to€provide€input.€€OurÐ Ð  Ðthanks€to€our€students€and€our€colleaguesð!ðin€various€disciplinesð!ðwho€have€helped€us€thus€far.€Ð ˜è ÐDonððt€abandon€us€now:€weððre€still€far€from€the€goal.€€A€special€word€of€appreciation€to€HofstraÐ ` ° ÐUniversity€Law€Schoolððs€Center€for€Children,€Families,€and€the€Law,€and€its€Director,€Andrew€I.Ð ( x ÐÔ_ÔSchepardÔ_Ô,€and€to€the€Association€of€Family€and€Conciliation€Courts€and€its€Executive€Director,Ð ð @ ÐPeter€Salem. Ö€ Ö ?Ý ƒ˜‰)ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÓÈÓÌ߀WGCz h x p€ €@X@ÿE°xxÈxȰxxÈßâ °±°±°(#°(#â°â °(#°(#°±°±âÓÈÓÌ(Y2˜‰$©©Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ݃ Level 1 Level 2 Level 3 Level 4 Level 5(Y2˜‰$¢¢Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  Ý(Y2˜‰$££Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  Ý(ÿÿ$””Ú  ÚÚ  Ú'dxdCþÿ<< cÿÿ ¡Ý ƒ˜‰"ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÓÓÓ  ÓÔ@  ÔÚ  Ú2Ú  ÚÔA  Ô ©Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÔ_ÔÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú2Ú  Úó…óóóÝ‚ÿÿÿiƒ)ÝÔ  ÔÔ  ÔÝ  Ý€òòSee,€e.g.óó,€Russell€Ô_ÔEnglerÔ_Ô,€òòThe€MacCrate€Report€Turns€10:€Assessing€its€Impact€and€IdentifyingÐ ° ÐGaps€We€Should€Seek€to€Narrowóó,€8€Clinical€L.€Rev.€109,€154€(expressing€the€view€that€ð ðstudentsÐ xÈ Ðare€not€necessarily€any€better€prepared€to€handle€family€law€cases€simply€because€they€have€takenÐ @ Ða€traditional€family€law€course.ðð) 5Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÔ_ÔÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú3Ú  Úó…óóóÝ‚ÿÿÿiƒ)ÝÔ  ÔÔ  ÔÝ  Ý€American€Bar€Association€Section€on€Legal€Education€and€Admissions€to€the€Bar,€LegalÐ ° ÐEducation€and€Professional€Development€„€An€Educational€Continuum,€Report€of€the€Task€ForceÐ xÈ Ðon€Law€Schools€and€the€Profession:€Narrowing€the€Gap€(1992)[hereinafter,€ð ðMacCrate€Reportðð]. Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÔ_ÔÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú4Ú  Úó…óóóÝ‚ÿÿÿiƒ)ÝÔ  ÔÔ  ÔÝ  Ý€òòSeeóó€MacCrate€Report,€138„40.€ Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÔ_ÔÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú5Ú  Úó…óóóÝ‚ÿÿÿiƒ)ÝÔ  ÔÔ  ÔÝ  Ý€òòId.óó€at€140. UÝ ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú6Ú  Úó…óóóÝ‚ÿÿÿYƒ)ÝÔ  ÔÔ  ÔÝ  Ý€The€current€(Dec.€7,€2004)€draft€of€the€ð ðBest€Practices€of€Law€Schools€for€Preparing€StudentsÐ ° Ðto€Practice€Lawðð€is€available€at€Ý‚ÿÿÿÝÔ  ÔÔ  ÔÔÿÔòòÝ  Ýhttp://professionalism.law.sc.eduóóÝ‚ÿƒƒ)ÝÔÿÔÔ  ÔÔ  ÔÝ  Ý€[visited€December€19,€2004]. Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú7Ú  Úó…óóóÝ‚ÿÿÿYƒ)ÝÔ  ÔÔ  ÔÝ  Ý€òòId.óó€at€ðð1(A). óÝ ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú8Ú  Úó…óóóÝ‚ÿÿÿYƒ)ÝÔ  ÔÔ  ÔÝ  Ý€òòId.óó Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú9Ú  Úó…óóóÝ‚ÿÿÿYƒ)ÝÔ  ÔÔ  ÔÝ  Ý€òòId.óó€(citing€sources). ³Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú10Ú  Úó…óóóÝ‚ÿÿÿYƒ)ÝÔ  ÔÔ  ÔÝ  Ý€òòSeeóó€Deborah€Rhode,€òòAccess€to€Justice:€Connecting€Practices€to€Principlesóó,€17€Georgetown€J.Ð ° Ðof€Leg.€Ethics€369,€371€(2004);€John€B.€Attanasio,€òòOut„of„the„Box€Dialogs:€Forewordóó,€52€J.€Leg.Ð xÈ ÐEd.€473,€475€(2002);€Mary€C.€Daly,€òòThe€Structure€of€Legal€Education€and€the€Legal€Profession,Ð @ ÐMultidisciplinary€Practice,€Competition,€and€Globalizationóó,€52€J.€Leg.€Ed.€480,€484€(2002). ÍÝ ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú11Ú  Úó…óóóÝ‚ÿÿÿYƒ)ÝÔ  ÔÔ  ÔÝ  Ý€FLER€Project€co„reporter€J.€Herbie€DiFonzo€and€his€students€examined€the€offerings€ofÐ ° Ðaccredited€law€schools€in€two€states:€€New€York€and€California.€€The€schools€surveyed€offeredÐ xÈ Ðfrom€2€to€13€ð ðfamily€lawðð€courses€and€from€0€to€3€clinics€per€school.€[Data€presented€at€Nov.Ð @ Ð2004€FLER€conference€sponsored€by€the€Association€of€Family€and€Conciliation€Courts€andÐ X ÐHofstra€University€School€of€Law.] Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú12Ú  Úó…óóóÝ‚ÿÿÿYƒ)ÝÔ  ÔÔ  ÔÝ  Ý€Data€presented€at€Nov.€2004€FLER€conference€sponsored€by€the€Association€of€Family€andÐ ° ÐConciliation€Courts€and€Hofstra€University€School€of€Law. GÝ ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÔ_ÔÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú13Ú  Úó…óóóÝ‚ÿÿÿiƒ)ÝÔ  ÔÔ  ÔÝ  Ý€€The€interdisciplinary€nature€of€contemporary€family€law€is€discussed€below. ºÝ ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÔ_ÔÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú14Ú  Úó…óóóÝ‚ÿÿÿiƒ)ÝÔ  ÔÔ  ÔÝ  Ý€ð ðHappy€families€are€all€alike;€every€unhappy€family€is€unhappy€in€its€own€way,ðð€Leo€Tolstoy,Ð ° ÐòòAnna€Ô_ÔKareninaÔ_Ôóó,€Ch.€1,€first€line.€ 2Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú15Ú  Úó…óóóÝ‚ÿÿÿYƒ)ÝÔ  ÔÔ  ÔÝ  Ý€Jacobus€Ten€Broek,€òòCaliforniaððs€Dual€System€of€Family€Law:€€Its€Origin,€Development€andÐ ° ÐPresent€Status€(Part€I)óó,€16€Stan.€L.€Rev..257€(1964);€òòCaliforniaððs€Dual€System€of€Family€Law:Ð xÈ  ÐIts€Origins,€Development€and€Present€Status€(Part€II)óó,€17€Stan.€L.€Rev.€614€(1965). RÝ ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú16Ú  Úó…óóóÝ‚ÿÿÿYƒ)ÝÔ  ÔÔ  ÔÝ  Ý€One€example€is€discussion€of€Troxel€v.€Granville,€120€S.Ct.€2054€(2000).€€This€importantÐ ° ÐSupreme€Court€case€provides€an€excellent€framework€to€discuss€variations€in€emerging€familyÐ xÈ Ðunits.€€But€the€legal€issues€as€framed€in€the€half„dozen€Supreme€Court€opinions€in€Troxel€mayÐ @ Ðmislead€students€into€believing€that€a€significant€portion€of€the€family€court€docket€revolvesÐ X Ðaround€cases€in€which€several€worthy€sets€of€adults€compete€for€a€childððs€attention.€€The€realityÐ Ð  Ðthat€family€judges€spend€far€more€of€their€time€on€the€bench€in€an€often€desperate€search€for€aÐ ˜è Ðsingle€competent,€loving€adult€to€care€for€an€often€neglected€or€abused€child€may€be€harder€toÐ ` ° Ðestablish€for€students€unless€the€discussion€is€empirically€grounded. Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú17Ú  Úó…óóóÝ‚ÿÿÿYƒ)ÝÔ  ÔÔ  ÔÝ  Ý€€This€point€was€made€by€several€discussants€at€Hofstra,€but€was€challenged€by€others€whoÐ ° Ðsuggested€that€in€some€legal€fields€interdisciplinary€work€is€valuedð!ðsuch€as€collaborations€betweenÐ xÈ ÿ Ðeconomists€and€law€professors€teaching€business€organizations.€€ sÝ ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ýòòò…òÚ  Ú18Ú  Úó…óóóÝ‚ÿÿÿYƒ)ÝÔ  ÔÔ  ÔÝ  Ý€Not€all€do,€however.€€Prof.€DiFonzo€has€recently€successfully€required€all€85€of€his€family€lawÐ ° Ðstudents€to€attend€three€hours€of€family€court€and€write€a€short€reflection€paper.€€By€discussingÐ xÈ Ðthe€attendance€requirement€with€local€courts€ahead€of€time,€Prof.€DiFonzo€was€able€to€get€fullÐ @ Ðcooperation€and€a€welcome€for€the€students.(2f $¤¤Ý ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÓÓÔ€ó»XXXó»ÔòòÚ  Ú0Ú  Úóó3|x (> ‡$¡¡Ô€X8èXòôÔÔ€X8èXXX8èÔ˜hp deskjet 960cPl,,,,Pl0!êŸ1  a‹É0PagesÿU‹ÿÀÀÀ  FLERMacCrate dÝ ƒ) ‡!ÝÔ€Xó»XòôÔÔ€Xó»XXXó»ÔÝ  ÝÔ_ÔÓ  ÓÔ€èÊ–çXXó»ÔÔ  Ôò òFamily€Law€Education€Reform€ProjectÐ ° ÐInitial€Draft€of€Findings€and€Recommendationsó óÔ€Xó»XçèÊ–ÔÐ üL ÐÔ€îœþîXXó»ÔDecember€2004Ô€Xó»XîîœþÔÐ H˜ ÐÌMary€E.€OððConnell€and€J.€Ô_ÔHerbieÔ_Ô€Ô_ÔDiFonzoÔ_Ô,€Co„ReportersÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  ÝÑÈÑÔ_Ô׃ ×Ý ƒ ÿÿÝòòÚ  Ú1Ú  ÚóóÝ  Ý×  ×Ô_ÔÐ  \ ÐÓ  ÓÌÌÌò òIntroduction:€The€Family€Law€Education€Reform€(FLER)€Projectó óÐ , | ÐÌà  àThe€last€two€decades€have€seen€substantial€ð!ð€even€dramatic€ð!ð€changes€in€the€practice€ofÐ ¼  Ðfamily€law,€most€particularly€the€infusion€of€nonlegal€professionals€into€the€court€system.€€As€thisÐ „Ô  Ðsea€change€has€occurred,€however,€law€school€curricula€and€teaching€have€remained€relativelyÐ Lœ  Ðstatic.€€The€result,€predictablyòò,óó€is€that€young€lawyers€entering€family€law€practice€often€findÐ d  Ðthemselves€unprepared€for€what€they€encounter.€€A€substantial€and€growing€gap€between€familyÐ Ü,  Ðlaw€teaching€and€family€law€practice€undermines€the€best€efforts€of€new€family€lawyers,€and€leavesÐ ¤ô  Ðthem€ill€prepared€to€assist€families€and€children€in€separation,€divorce,€and€dependency€matters.€Ð l¼  ÐTodayððs€family€lawyers€need€a€thorough€understanding€of€the€appropriate€ð!ð€and€inappropriate€ð!ðÐ 4„ Ðuses€of€dispute€resolution€services,€the€emotional€impact€of€family€conflict,€case€managementÐ üL Ðprocesses€in€the€family€courts€and€the€rise€of,€and€critique€of,€unified€family€courts.€€Yet€theÐ Ä Ðmaterials€from€which€most€family€law€professors€teach€contain€nary€a€word€on€any€of€these€topics.òòóóÐ ŒÜ ÐÌÑ€ Ñà  àð ðTraditionalðð€family€law€teaching€materials€emphasize€litigated€cases,€nearly€to€theÐ l Ðexclusion€of€everything€else.€€What€message€does€this€emphasis€convey€to€students?€€One€strongÐ ä4 Ðpossibility€is€that€students€conclude€that€litigation€is€the€norm€in€family€law,€with€the€ð ðgoodððÐ ¬ü Ðlawyer€being€the€one€who€wins€cases€for€her€client.€€The€published€materials€rarely,€if€ever,Ð tÄ Ðdescribe€the€tightrope€family€lawyers€walk€in€an€area€where€the€outcomes€for€all€parties€and€theirÐ <Œ Ðchildren€are€inherently€linked.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  ÝÔ_Ô׃` ×Ý ƒ ÿÿÝòòÚ  Ú2Ú  ÚóóÝ  Ý×  ×Ô_Ô€€Indeed,€a€student€may€study€assiduously€in€most€family€lawÐ T Ðcourses€and€never€once€see€the€literature€documenting€the€harm€children€suffer€from€intractableÐ Ì Ðparental€conflict.€€Discussion€of€the€pervasiveness€of€domestic€violence€is€also€missing€from€manyÐ ”ä Ðtraditional€family€law€materials,€as€is€treatment€of€the€rapidly€expanding€phenomenon€ofÐ \¬ Ðunrepresented€litigants€in€family€court.Ð $t ÐÌà  àIn€reality,€todayððs€family€courts€incorporate€a€wide€variety€of€dispute€resolutionÐ ´! Ðprocedures€and€are€populated€by€professionals€from€multiple€disciplines.€€Many€jurisdictions€haveÐ | Ì" Ðunified€family€courts€that€group€a€range€of€issues€ð!ð€from€divorce€and€custody€to€juvenile€crime€toÐ D!”# ÐÑ Ñâ  âÖ€ ÿÿÖâ  âÑ  ÑÔ_Ôchild€support€ð!ð€under€one€roof,€with€a€single€judge.€€Specialized€courts€for€domestic€violence,Ð ° Ðdrug€abuse,€and€permanency€planning€also€dispense€both€mental€health€and€legal€services,Ð xÈ Ðinvolving€the€courts€in€interventions€in€the€family€that€are€designed€to€meet€therapeutic€goals.€€AsÐ @ Ða€result,€family€court€judges€do€not€serve€only€as€adjudicators.€€They€may€also€oversee€a€multi„Ð X Ðdisciplinary€group€of€service€providers€all€engaged€with€the€children€and€families€whose€€cases€areÐ Ð  Ðbefore€the€court.€€This€complex€mix€of€professions,€skills€and€roles€is€still€evolving.€€In€addition€toÐ ˜è Ðlawyers€and€judges,€mediators,€custody€evaluators,€guardians€ad€litem,€parent€educators€andÐ ` ° Ðparenting€co„ordinators€are€all€powerful€actors€in€todayððs€family€courts.€€Indeed,€todayððs€familyÐ ( x Ðlawyer€works€in€a€world€where€understanding€the€work€of€dispute€resolution€and€mental€healthÐ ð @ Ðprofessionals€may€be€as€essential€as€knowledge€of€governing€statutes€and€constitutional€doctrine.Ð ¸   ÐÌà  àThe€goal€of€the€FLER€Project€is€to€provide€family€law€teachers€with€the€ideas,€tools€andÐ H ˜  Ðmaterials€they€need€to€bring€family€law€teaching€in€line€with€family€law€practice,€and€to€helpÐ `  Ðstudents€become€effective€and€reflective€family€law€practitioners,€leaders€and€policy€makers.€€TheÐ Ø(  Ðcourse€modules€and€model€curricula€that€will€emerge€from€this€project€will€be€designed€to€provideÐ  ð  Ðthe€next€generation€of€family€lawyers€with€an€understanding€of€the€range,€complexity,€andÐ h¸  Ðinterdisciplinary€nature€of€family€law€practice.€€They€will€stress€sensitivity€to€the€legal,€emotional,Ð 0€  Ðand€process€needs€of€family€members.€€More€grandly,€it€is€our€hope€that€future€generations€ofÐ øH  Ðfamily€lawyers€will€not€only€provide€more€informed€and€effective€advocacy€to€the€families€theyÐ À Ðserve,€but€will€also€serve€as€catalysts€for€positive€change€in€their€broader€communities.€€Ð ˆØ ÐÌà  àThe€FLER€Project€also€aims€to€connect€to€the€larger€undertaking€of€ð ðbuilding€theÐ h Ðeducational€continuumðð€forcefully€articulated€in€the€MacCrate€Report€on€legal€education.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃×Ý ƒ ÿÿÝòòÚ  Ú3Ú  ÚóóÝ  Ý×  ×€€ThatÐ à0 Ðreport€presented€an€analysis€of€fundamental€lawyering€skills€and€professional€values€which€allÐ ¨ø Ðlawyers€should€seek€to€acquire.€€The€ten€lawyering€skills€included€the€following:€problem€solving;Ð pÀ Ðlegal€analysis€and€reasoning;€legal€research;€factual€investigation;€communications;€counseling;Ð 8ˆ Ðnegotiation;€litigation€and€alternative€dispute€resolution€procedures;€organization€and€managementÐ P Ðof€legal€work;€and€recognizing€and€resolving€ethical€dilemmas.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃è×Ý ƒ ÿÿÝòòÚ  Ú4Ú  ÚóóÝ  Ý×  ×€€The€four€basic€professionalÐ È Ðvalues€were€listed€as€provision€of€competent€representation;€striving€to€promote€justice,€fairness,Ð à Ðand€morality;€striving€to€improve€the€profession;€and€professional€self„development.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃°×Ý ƒ ÿÿÝòòÚ  Ú5Ú  ÚóóÝ  Ý×  ×€€TheseÐ X¨ Ðprofessional€skills€and€values€particularly€resonate€within€the€mission€of€teaching€law€students€inÐ  p Ðorder€to€enhance€the€performance€of€family€lawyers.€€Attorneys€who€focus€on€the€resolution€ofÐ è8 Ðfamily€problems€must€be€prepared€to€handle€an€especially€wide€array€of€ethical€and€emotionalÐ °  Ðdilemmas,€are€called€upon€in€their€daily€practice€to€exercise€a€broad€range€of€skills,€and€mustÐ xÈ! Ðknow€how€effectively€to€interact€with€professionals€from€other€disciplines.Ð @" ÐÌà  àThe€FLER€Project€also€shares€many€of€the€aims€of€the€ð ðBest€Practicesðð€Project€of€theÐ Ð $ ÐClinical€Legal€Education€Association€(CLEA).€€CLEAððs€endeavor€is€a€long€term€effort€to€examineÐ ˜!è% Ðand€describe€the€best€practices€for€law€schools€to€prepare€students€to€practice€law.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃x×Ý ƒ ÿÿÝòòÚ  Ú6Ú  ÚóóÝ  Ý×  ×€€RecognizingÐ `"°& Ðthat€ð ð[m]ost€new€lawyers€are€not€as€prepared€as€they€could€be€to€discharge€the€responsibilities€ofÐ (#x' Ðlaw€practice,ððÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃×Ý ƒ ÿÿÝòòÚ  Ú7Ú  ÚóóÝ  Ý×  ×€the€CLEA€project€Ð ° Ðà8  àseeks€to€provide€a€framework€within€which€law€schools€and€licensing€authoritiesÐ xÈ Ðcan€establish€minimum€qualifications€for€law€graduates€that€promote€publicÐ @ Ðprotection,€competence,€and€accountability€in€the€delivery€of€legal€services.€€OurÐ X Ðprimary€concern€is€the€potential€harm€from€incompetently€rendered€legal€services.€Ð Ð  ÐA€law€schoolððs€educational€program€should€guarantee€that€each€graduate€will€haveÐ ˜è Ðthe€knowledge,€skills,€and€values€necessary€to€meet€a€new€lawyerððs€legal€and€moralÐ ` ° Ðobligations€to€clients.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃X×Ý ƒ ÿÿÝòòÚ  Ú8Ú  ÚóóÝ  Ý×  ×Ð( xÐ Ð  ÐStudies€of€legal€education€in€the€past€generation€have€generally€concluded€that€ð ðmost€graduates€ofÐ ð @ Ðlaw€schools€lack€the€minimum€competencies€to€provide€effective€and€responsible€legal€services,ððÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃ ×Ý ƒ ÿÿÝòòÚ  Ú9Ú  ÚóóÝ  Ý×  ×Ð ¸   Ðand€that€the€profession€is€failing€to€meet€its€obligation€to€provide€access€to€justice,€one€of€the€coreÐ € Ð  Ðvalues€identified€in€the€MacCrate€Report.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃è×Ý ƒ ÿÿÝòòÚ  Ú10Ú  ÚóóÝ  Ý×  ×Ð H ˜  ÐÌÌÌò òI.€€Teaching€Family€Law:€€What€Are€the€Goals?ó óÐ h¸  ÐÌà  àEvery€accredited€law€school€in€the€United€States€offers€its€students€one€or€more€courses€ofÐ øH  Ðstudy€in€areas€variously€denominated€€ð ðFamily€Law,ðð€ð ðJuvenile€Law,ðð€ð ðChildren€and€the€Law,ððÐ À Ðetc.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃×Ý ƒ ÿÿÝòòÚ  Ú11Ú  ÚóóÝ  Ý×  ×€€Why€are€these€courses€offered?€€What€goals€do€curriculum€planners€and€the€teachers€ofÐ ˆØ Ðthese€courses€have€in€mind€as€they€offer€them?€€The€FLER€Project€has€tentatively€identified€fiveÐ P  Ðgoals€that€family€law€courses,€broadly€defined,€try€to€achieve:Ð h ÐÌà0  àà0` (#(#àà0¸ ` (#` (#àà0¸ (#¸ (#àà0h(#(#àà  àà ¸ àà ` àà  àà ° à1)€ò òòòLEGAL€ARCHITECTUREó óóó:€à h àIntroducing€students€to€a€body€of€law€consisting€of€seminalÐ ¨ø Ðcases€and€sample€statutes€and€regulations.€€Taken€together,Ð pÀ Ðthese€cases,€statutes€and€regulations€form€a€basicÐ 8ˆ Ðarchitecture€within€which€the€practice€of€family€law€takesÐ P Ðplace.ÐÈh(#h(# ÐÌà0  àà0` (#(#àà0¸ ` (#` (#àà0¸ (#¸ (#àà0h(#(#àà  àà ¸ àà ` àà  àà ° à2)€ò òòòLARGER€CONTEXTó óóó:à  àà h àPlacing€family€law€in€a€larger€context.€€Family€law€has€a€richÐ X¨ Ðhistory€to€which€many€disciplines€have€contributed,€and€it€isÐ  p Ðstrongly€affected€by€a€range€of€forcesð!ðeconomic,€religious,Ð è8 Ðpsychological€and€demographic,€among€others.а h(#h(# ÐÌ3)€ò òòòINTERDISCIPLINARY€óóÐ @" Ðà0  àà0` (#(#àà0¸ ` (#` (#àà0¸ (#¸ (#àà0h(#(#àà  àà ¸ àà ` àòòNATUREó óóó:à  àà h àGiving€law€students€an€accurate€picture€of€the€many€ways€inÐ ° Ðwhich€family€law€is€practiced,€and€introducing€the€multipleÐ xÈ Ðactors,€from€many€disciplines,€who€play€important€rolesÐ @ Ðboth€within€and€as€adjuncts€to€the€family€courts.ÐXh(#h(# ÐÌà0  àà0` (#(#àà0¸ ` (#` (#àà0¸ (#¸ (#àà0h(#(#àà  àà ¸ àà ` àà  àà ° à4)€ò òòòNECESSARY€SKILLSó óóó:à  àà h àProviding€students€with€the€skills€needed€to€be€excellentÐ ˜è Ðfamily€law€practitioners.Ð` °h(#h(# ÐÌà0  àà0` (#(#àà0¸ ` (#` (#àà0¸ (#¸ (#àà0h(#(#àà  àà ¸ àà ` àà  àà ° à5)€ò òòòCULTURAL€WINDOWó óóó:à h àOpening€a€window€on€a€troubled€area€of€American€law€andÐ ð @ Ðculture€and€inviting€intelligent,€energetic€and€idealisticÐ ¸   Ðyoung€people€to€get€involved.Ѐ Ð h(#h(# ÐÌà  àThe€FLER€Project€aims€to€draw€interested€parties€into€a€discussion€which€will,€we€hope,Ð `  Ðproceed€on€at€least€four€levels:€(1)€Are€these€the€right€goals€for€family€law€courses€and€curricula?€Ð Ø(  Ð(2)€If€they€are€not,€or€if€they€are€too€limited,€what€should€be€added€or€changed?€€(3)€€If€these€areÐ  ð  Ðsound€goals,€are€law€schools€achieving€them?€€(4)€If€not,€who€and€what€needs€to€change?Ð h¸  ÐÌà  àTo€date,€two€significant€meetings€have€been€held€at€which€law€professors€and€otherÐ øH  Ðprofessionals€involved€with€family€law€and€the€family€courts€have€exchanged€information€andÐ À Ðideas.€€The€following€is€an€initial€attempt€to€collect€what€we€have€learned€and€shared€so€far.€ThisÐ ˆØ Ðdraft€is€organized€to€reflect€the€five€goals€stated€above.€€Interested€persons€may€also€request€aÐ P  Ðrough€draft€which€tries€to€collect€(but€not€necessarily€organize!)€all€the€good€ideas€shared€at€theÐ h Ðtwo€meetings€(AFCC€Annual€Meeting,€San€Antonio,€Texas,€May€2004;€Hofstra/AFCC€Meeting,Ð à0 ÐHempstead,€New€York,€November€2004)€that€have€been€held€to€date.Ð ¨ø ÐÌÌò òII.€€The€San€Antonio€and€Hofstra€Discussions:€€How€Are€We€Doing?ó óÐ P ÐÌà0  àà ° àGoal€No.€1:€ò òòòLEGAL€ARCHITECTUREó óóó€ð!ð€Are€law€professors€doing€a€good€job€of€introducingÐ à Ðstudents€to€the€seminal€cases,€the€statutes€and€the€regulations€which€constitute€the€body€ofÐ X¨ Ðfamily€law?€€And,€how€do€students€respond?Ð p(#(# ÐÌà0  àà ° àAnswer:€€Mixed.€€In€a€survey€conducted€with€his€Hofstra€students,€co„reporter€J.€Herbie€DiFonzoÐ °  Ðreviewed€a€number€of€the€most€popular€family€law€casebooks.€€Prof.€DiFonzo€found€thatÐ xÈ! Ð79%€of€the€pages€of€eight€illustrative€family€law€texts€were€devoted€to€case€material€andÐ @" Ðstatutes,€with€the€vast€majority€of€that€being€devoted€to€cases.€€None€of€the€participants€inÐ  X# Ðeither€of€our€two€initial€meetings€suggested€that€books€currently€on€the€market€fail€toÐ Ð $ Ðprovide€enough€case€material.€€€However,€many€of€the€law€professors€said€that€the€booksÐ ˜!è% Ðprovide€too€little€help€in€presenting€non„case€legal€material.€€Two€primary€examples€citedÐ `"°& Ðwere€materials€on€the€Employee€Retirement€Income€Security€Act€(ERISA)€and€theÐ (#x' ÐConsolidated€Omnibus€Budget€Reconciliation€Act€(COBRA),€complex€statutes€withÐ ð#@( Ðprofound€effects€on€the€division€of€property€at€divorce,€and€on€access€to€medical€insuranceÐ ¸$ ) Ðafter€divorce.€€Students€who€do€not€understand€ERISA€and€COBRA€may€fail€to€ensureÐ €%Ð * Ðthat€their€clients€claim€the€pension€and€health€insurance€benefits€to€which€they€are€entitledÐ H&˜!+ Ðafter€divorce.€€The€Hofstra€group€also€noted€that€students€often€lack€command€of€basicÐ '`", Ðfinance€concepts€and€terminology,€making€it€difficult€to€teach€matters€like€pensionÐ Ø'(#- Ðdivision.Р(ð#.(#(# ÐÌà  àThe€Hofstra€group€also€pondered€studentsðð€familiarity€(or€lack€thereof)€with€the€legislativeÐ 0*€%0 Ðprocess€and€the€importance€of€legislation€in€family€law.€€One€participant€asked€if€any€of€the€othersÐ ° Ðhad€invited€a€state€legislator€to€speak€in€her€or€his€class.€€No€one€in€attendance€had€done€so.€€TheÐ xÈ Ðgeneral€consensus€was€that€having€legislators€come€to€the€classroom€could€be€quite€beneficial.€Ð @ ÐSome€participants€suggested€that€since€state€legislators€often€have€small€(or€no)€staffs,€law€studentÐ X Ðassistance€might€be€attractive€to€them,€while€providing€an€opportunity€to€increase€studentsððÐ Ð  Ðexposure€to€the€legislative€process€(discussed€further€below).€€One€participant,€noting€theÐ ˜è Ðdifficulty€in€getting€students€interested€in€discussions€of€policy,€suggested€that€having€legislatorsÐ ` ° Ðvisit€the€classroom€would€help€to€ground€matters€of€policy€in€a€real€setting.Ð ( x ÐÌà  àThe€discussion€of€core€legal€principles€and€their€presentation€in€the€casebooks€sparked€aÐ ¸   Ðmore€general€discussion€of€student€responses€to€family€law€courses.€€Family€law€is€tested€on€theÐ € Ð  Ðbar€of€40€states.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃ ×Ý ƒ ÿÿÝòòÚ  Ú12Ú  ÚóóÝ  Ý×  ×€€Some€students€enroll€in€family€law€courses€because€they€are€sincerelyÐ H ˜  Ðinterested€in€learning€about€this€area€of€law.€€Many€others,€however,€enroll€solely€to€prepare€forÐ `  Ðthe€bar€examination.€€This€mixed€motivation€can€significantly€affect€studentsðð€responses€to€theÐ Ø(  Ðmaterial€presented.€€Several€participants€at€Hofstra€noted€that€students€clamor€for€a€focus€onÐ  ð  Ðdoctrine€and€resist€efforts€to€discuss€policy€or€law€reform.€€Having€family€law€questions€on€the€barÐ h¸  Ðexam€also€leads€students€to€press€for€state€specific€material€to€be€covered€in€the€family€law€course.€Ð 0€  ÐOne€participant€in€the€Hofstra€discussions€said€that€2/3€of€the€students€in€her€basic€family€lawÐ øH  Ðcourse€ð ðdonððt€want€to€be€there,ðð€creating€a€poor€atmosphere€for€the€exploration€of€issues.Ð À ÐÌà  àParticipants€in€our€discussions€whose€state€bars€do€not€test€family€law€(or€do€so€in€theory,Ð P  Ðbut€in€fact€rarely€include€family€law€questions€on€the€bar€exam)€had€a€different€experience.€€TheirÐ h Ðcourses€tended€to€enroll€very€interested€and€motivated€students,€but€in€much€smaller€numbers.€Ð à0 ÐOne€San€Antonio€discussant€stated€that€15%€„€20%€of€each€law€school€class€would€pass€throughÐ ¨ø Ðthe€basic€family€law€course,€with€10„15%€in€more€specialized€courses.€€This€discussant,€however,Ð pÀ Ðfelt€this€was€a€better€alternative€than€forcing€uninterested€students€to€take€the€family€law€course.€Ð 8ˆ ÐOthers€argued€for€making€family€law€a€required€course,€perhaps€a€first€year€course.€€They€stressedÐ P Ðthat€there€are€so€many€required€courses€in€the€law€school€curriculum€that€electives€are€squeezed,Ð È Ðand€too€few€people€take€family€law.€€There€was€fairly€sharp€disagreement€on€this€issue,€whichÐ à Ðcame€up€again€at€Hofstra.€€One€professor,€who€had€worked€on€a€project€that€put€ADR€in€the€firstÐ X¨ Ðyear,€described€the€endeavor€as€ð ðnot€workingðð.€€Others€suggested€that€there€would€be€tremendousÐ  p Ðresistance€to€paring€down€current€first€year€courses€to€make€room€for€family€law.€€AnotherÐ è8 Ðalternative,€discussed€below,€is€to€try€to€insert€bits€of€family€law€into€current€first€year€courses.€€AÐ °  Ðthird€suggestion€was€the€ð ðflashy€brochureðð€ð!ð€i.e.,€luring€students€into€family€law€by€presenting€it€inÐ xÈ! Ðan€appealing€manner€in€a€piece€of€promotional€material€circulated€to€incoming€students.Ð @" ЀÌà  àThe€conversation€at€Hofstra€also€noted€the€relatively€low€status€students€attribute€toÐ Ð $ Ðfamily€law.€€Students€perceive€the€field€as€shrinking,€with€limited€job€prospects.€€It€was€unclearÐ ˜!è% Ðwhether€the€discussion€participants€agreed€that€the€field€is€shrinking.€€At€least€one€practitioner€wasÐ `"°& Ðquite€clear€in€arguing€that€there€is€a€good€living€to€be€made€in€family€law€for€skilled€practitioners.€Ð (#x' ÐHowever,€the€professors€seemed€to€agree€that€student€perception€of€poor€career€prospects€isÐ ð#@( Ðwidespread.€€The€question€was€raised€whether€the€family€law€bar€could€be€mobilized€to€provideÐ ¸$ ) Ðopportunities€for€students€that€might€enhance€the€attractiveness€of€family€law€careers.€€TheÐ €%Ð * Ðparticipants€seemed€to€agree€with€the€comment€of€one€professor€at€the€Hofstra€discussion€that€lawÐ H&˜!+ Ðschool€career€services€offices€generally€do€a€poor€job€of€assisting€and€placing€students€who€areÐ '`", Ðhoping€for€careers€in€family€law.Ð ° ÐÌà  àAt€the€closing€roundtable€at€Hofstra,€the€participants€agreed€that€the€FLER€Project€needsÐ @ Ðto€hear€from€students€in€some€systematic€way.€€However,€no€specific€strategies€for€gatheringÐ X Ðstudent€input€were€proposed.Ð Ð  ÐÌÌà0  àà ° àGoal€no.€2:€ò òòòLARGER€CONTEXTó óóó€ð!ð€Do€Family€Law€Courses€as€Currently€Constructed€HelpÐ ( x ÐStudents€to€Understand€the€Historical,€Cultural,€Religious,€Economic,€Demographic€andÐ ð @ ÐOther€Forces€that€Have€Shaped€and€Continue€to€Shape€Family€Law?и  (#(# Ѐ€Ð € Ð  Ðà0  àà ° àAnswer:€€No.€€€In€the€survey€referred€to€above,€Prof.€DiFonzo€and€his€students€made€a€page„by„Ð H ˜  Ðpage€analysis€of€an€ð ðaverageðð€family€law€text.€They€determined€that€its€1,166€pagesÐ `  Ðcontained€only€18€pages€of€social€science€ð ðcontextðð€material.€€This€troubled€many€of€theÐ Ø(  Ðparticipants€at€the€Hofstra€discussion€greatly.Рð (#(# ÐÌà  àThe€law€professors€who€gathered€at€Hofstra€noted€that€mental€health€professionals€areÐ 0€  Ðfrequently€called€upon€to€investigate€family€law€cases,€to€make€reports,€to€testify€as€experts,€or€allÐ øH  Ðthree.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃!×Ý ƒ ÿÿÝòòÚ  Ú13Ú  ÚóóÝ  Ý×  ×€€These€professionals,€who€often€have€great€credibility€in€the€courts,€frequently€rely€on€(orÐ À Ðsimply€assume€the€validity€of)€certain€psychological€theories€such€as€family€systems€theory€orÐ ˆØ Ðparental€alienation.€€Law€students€generally€know€nothing€at€all€about€these€theories,€theirÐ P  Ðsources,€judicial€responses€to€them,€or€challenges€that€have€been€asserted€to€their€validity€or€use.€Ð h ÐLack€of€familiarity€with€dominant€contemporary€psychological€theories€was€identified€as€a€majorÐ à0 Ðcontextual€gap€in€law€studentsðð€educations.Ð ¨ø ÐÌà  àOther€participants€at€Hofstra€noted€that€most€commercial€family€law€materials€treat€theÐ 8ˆ ÐAmerican€family€as€if€each€family€unit€were€the€same,€much€like€Tolstoyððs€famous€dictum€about€Ð P Ðhappy€families.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃"X×Ý ƒ ÿÿÝòòÚ  Ú14Ú  ÚóóÝ  Ý×  ×€€Little€attention€is€paid€to€cultural€differences€among€families,€to€the€specialÐ È Ðstresses€affecting€single€parent€families,€or€to€domestic€violence€and€its€effects€on€family€law.€Ð à ÐMost€family€law€courses€spend€very€little€time€on€the€legal€issues€facing€unmarried€partners€or€onÐ X¨ Ðsame€sex€adoption.€€The€Hofstra€participants€also€generally€agreed€that€too€little€time€is€spentÐ  p Ðreviewing€family€financial€issues.€€Finally,€family€law€as€presented€in€the€casebooks€was€describedÐ è8 Ðas€not€only€America„centric,€but€as€generally€excluding€all€international€comparisons.€€Not€onlyÐ °  Ðare€comparativist€legal€insights€elided,€but€also€skipped€are€perspectives€which€would€reveal,€forÐ xÈ! Ðinstance,€the€extraordinary€levels€of€child€poverty€in€the€United€States.€€And€nothing€in€any€familyÐ @" Ðlaw€sequence€identified€by€the€participants€at€San€Antonio€or€Hofstra€focused€on€law€reform,Ð  X# Ðpolicy€initiatives,€or€lobbying.Ð Ð $ ÐÌà  àAnother€area€of€agreement€and€concern€that€spanned€the€San€Antonio€and€HofstraÐ `"°& Ðmeetings€was€the€effect€of€low€income€or€poverty€on€family€law€practice.€€The€group€at€Hofstra€inÐ (#x' Ðparticular€strongly€echoed€the€profound€insights€of€Prof.€Jacobus€Ten€Broekððs€classic€work€fromÐ ð#@( Ðthe€mid„1960's,€ð ðCaliforniaððs€Dual€System€of€Family€Law,ððÝ‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃#è×Ý ƒ ÿÿÝòòÚ  Ú15Ú  ÚóóÝ  Ý×  ×òò€i.e.óó,€that€one€family€law€governs€theÐ ¸$ ) Ðwell€off,€while€a€quite€distinct€family€law€regulates€the€poor.€€Participants€concurred€with€theÐ ° Ðassessment€that€family€law€casebooks€blur€this€distinction,€leading€students€to€conclude€that€allÐ xÈ Ðfamiliesðð€cases€proceed€in€the€system€that€is€actually€only€available€to€the€well€off.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃$X×Ý ƒ ÿÿÝòòÚ  Ú16Ú  ÚóóÝ  Ý×  ×€€In€the€fourÐ @ Ðdecades€since€Ten€Broek€published€his€seminal€two„part€article,€poorer€families€have€tended€moreÐ X Ðoften€to€have€no€legal€representation€at€all.€€The€Hofstra€group€pointed€out€that€casebooks€oftenÐ Ð  Ðfail€to€mention,€must€less€suggest€strategies€for€coping€with,€the€òòpro€se€óóexplosion€in€family€courts.Ð ˜è ÐÌà  àA€final€major€substantive€hole€in€many€family€law€curricula€is€ethics.€€Some€participantsÐ ( x Ðnoted€that€other€coursesð!ðincluding€the€specific€course€on€legal€ethicsð!ðstress€the€ethicalÐ ð @ Ðrequirement€of€zealous€advocacy.€€But€no€course,€with€the€possible€exception€of€someÐ ¸   Ðextraordinary€ADR€offerings,€helps€law€students€grapple€with€the€task€of€meeting€their€ethicalÐ € Ð  Ðobligations€to€their€clients€in€a€òònonadversary€óómilieu.€€How€does€one€advocate€zealously€withoutÐ H ˜  Ðencouraging€antagonism?€€Stated€in€the€reverse,€how€can€a€lawyer€be€sure€that€he€or€she€is€givingÐ `  Ða€client€excellent€representation€in€a€legal€system€that€presses€constantly€for€compromise€andÐ Ø(  Ðconcession?€€Many€participants€at€Hofstra€agreed€that€more€time€spent€on€and€a€much€sharperÐ  ð  Ðfocus€on€legal€ethics€in€the€family€law€context€is€essential.€Ð h¸  ÐÌà  àIdeas€and€Approaches:€€In€discussing€this€cluster€of€issues€ð!ð€which€we€have€roughlyÐ øH  Ðdefined€as€ð ðcontext€issuesððð!ða€few€ideas€came€up€several€times.€€One€was€the€creative€use€of€video,Ð À Ðparticularly€clips€from€mainstream,€popular€culture€movies.€€A€number€of€teachers€noted€that€afterÐ ˆØ Ðstudents€watch€a€clip€from,€say,€òòKramer€v.€Kramer,óó€it€is€far€easier€to€draw€them€into€a€discussionÐ P  Ðof€the€difficult€emotional€terrain€of€family€law€practice,€the€possible€conflict€between€a€familyððsÐ h Ðshort„term€gains€and€long„term€benefits,€rules€vs.€standards,€and€the€fundamentally€practicalÐ à0 Ðnature€of€family€law.Ð ¨ø ÐÌà  àA€second€strong€theme€was€that€family€law€professors€would€benefit€from€conversationsÐ 8ˆ Ðwith€professors€of€the€social€sciences.€€Some€questioned,€however,€whether€problems€ofÐ P Ðð ðterritorialityðð€might€undermine€the€value€of€such€efforts.Ð È ÐÌà  àBoth€the€San€Antonio€and€Hofstra€participants€seemed€to€concur€that€the€materials€inÐ X¨ Ðcurrent€legal€casebooks€present€families€as€white,€middle€class,€and€married,€and€see€theirÐ  p Ðproblems€as€being€resolved€(if€they€are)€in€courts,€with€paid€counsel€for€each€party.€€TheseÐ è8 Ðsupposedly€modal€families€are€nonviolent,€usually€rational,€and€have€no€connection€to€the€worldÐ °  Ðbeyond€the€United€States.€€Family€law,€too,€seems€unaffected€by€political€pressure,€religion,Ð xÈ! Ðeconomics,€immigration€or€demography.€€As€a€group,€the€participants€expressed€deepÐ @" Ðdissatisfaction€with€this€state€of€affairs.Ð  X# ÐÌÐ ˜!è% Ðà0  àà ° àGoal€No.€3:€ò òòòINTERDISCIPLINARY€NATUREó óóó€ð!ð€Introducing€the€ð ðReal€Worldðð€ofÐ ° ÐContemporary€Family€Law:€Do€Family€Law€Courses€Give€Students€an€Accurate€Picture€ofÐ xÈ ÐContemporary€Family€Law€Practice?Ð@(#(# ÐÌà0  àà ° àAnswer:€€Clinics€and€externships€may€(and€should).€€Classroom€courses€do€not.€€ÐÐ (#(# ÐÌà  àNot€only€do€the€available€casebooks€fail€to€present€an€accurate€view€of€the€practice€ofÐ ` ° Ðcontemporary€family€law,€many€fail€to€deal€with€practice€in€any€significant€way.€€Powerful€actorsÐ ( x Ðlike€mediators,€custody€evaluators,€guardians€ad€litem,€parent€educators,€and€parenting€co„Ð ð @ Ðordinators€go€entirely€unmentioned€in€most€family€law€teaching€materials.€€The€participants€inÐ ¸   Ðboth€the€San€Antonio€and€Hofstra€conversations€described€contemporary€family€law€practice€asÐ € Ð  Ðð ðinterdisciplinary,ðð€although€the€ramifications€of€that€term€were€not€fully€explored.Ð H ˜  ÐÌà  àThe€law€professors€at€both€sessions€agreed€that€mediation€has€become€a€crucial€(and€is€aÐ Ø(  Ðgrowing)€part€of€divorce€practice,€and€of€other€aspects€of€family€law€practice€as€well.€€But,€as€oneÐ  ð  ÐHofstra€break„out€group€agreed,€ð ðmediation€means€many€things,ðð€leaving€law€teachers€unsureÐ h¸  Ðwhat€they€should€teach.€€The€discussants€also€noted€that€mediation€has€one€role€with€ð ðregularððÐ 0€  Ðfamilies,€a€different€role€with€high„conflict€families,€and€a€hotly€contested€role€in€the€presence€ofÐ øH  Ðdomestic€violence.€€However,€as€several€groups€of€discussants€noted,€the€media€portrays€familyÐ À Ðlaw€as€a€battlefield€in€which€all€soldiers€litigate.€€Students€absorb€this€false€view,€and€fail€to€realizeÐ ˆØ Ðthat€most€of€those€who€work€in€family€law€increasingly€use€(and€have€always€used)€problemÐ P  Ðsolving€and€collaborative€techniques.€€In€addition,€the€general€public€(òòi.e.óó,€the€legal€consumer)€isÐ h Ðalso€strongly€influenced€by€this€media€portrayal.€€Clients€want€many€things€from€their€lawyers,Ð à0 Ðpredominately€low€prices,€speedy€processing€of€their€cases,€and€ð ðto€win.ðð€€The€ð ðlawyer€as€sharkððÐ ¨ø Ðmodel€was€said€to€dominate€among€consumers.Ð pÀ ÐÌà  àLaw€teachers,€however,€must€stress€an€alternate€reality.€€They€must€also€convince€studentsÐ P Ðthat€lawyers€who€help€clients€to€settle€cases€are€respected€in€the€profession€and€may,€in€fact,€haveÐ È Ðhigher€incomes€than€those€who€litigate€most€issues.€€The€ð ðquality€of€lifeðð€point€was€raised€manyÐ à Ðtimes€in€both€San€Antonio€and€New€York.€€Lawyers€who€collaborate€more€and€save€litigation€forÐ X¨ Ðthe€fraction€of€cases€in€which€it€is€the€right€approach€experience€a€better€quality€of€life€than€thoseÐ  p Ðwho€do€battle€in€every€case.Ð è8 ÐÌà  àSeveral€of€the€Hofstra€conversations€suggested€that€law€professors€should€bring€moreÐ xÈ! Ðpracticing€lawyers€into€the€classroom.€€Some€groups€suggested€that€a€wider€array€of€professionalsÐ @" Ðcould€be€invited€in,€including€mental€health€professionals,€judges,€parent€educators,€andÐ  X# Ðaccountants.€€A€number€of€groups€also€suggested€that€these€professionals€might€have€a€role€asÐ Ð $ Ðadjunct€teachers,€though€hiring€them€might€open€the€Pandoraððs€box€of€requests€for€additionalÐ ˜!è% Ðfunding.€€The€conversations€at€Hofstra€and€in€San€Antonio€also€noted€that€most€teaching€materialsÐ `"°& Ðand€most€family€law€courses€do€not€discuss€unified€family€courts€or€the€fact€that€in€such€courtsÐ (#x' Ðlitigation€is€extremely€rare.€€Ð ð#@( ÐÌà  àIdentified€as€a€barrier€to€increasing€studentsðð€exposure€to€interdisciplinary€family€law€wasÐ €%Ð * Ðthe€perception€shared€by€many€at€the€Hofstra€meeting€that€interdisciplinary€work€may€not€beÐ H&˜!+ Ðvalued€by€the€academy.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃%×Ý ƒ ÿÿÝòòÚ  Ú17Ú  ÚóóÝ  Ý×  ×€€If€this€perception€is€accurate,€it€may€not€be€safe€for€untenured€faculty€toÐ '`", Ðdevote€time€to€interdisciplinary€work.€€This€was€not€the€only€point€at€which€the€law€teachers€ð!ðÐ ° Ðparticularly€those€at€the€Hofstra€meeting€ð!ð€noted€that€tenure€review€drives€a€good€deal€of€whatÐ xÈ Ðlaw€professors€can€do.€€It€stands€as€a€significant€hurdle€to€attempts€to€substantially€re„orient€familyÐ @ Ðlaw€teaching.€€Tenure€places€the€highest€value€of€works€of€high€theory;€thus,€there€may€be€a€needÐ X Ðto€fashion€a€high€theory€of€interdisciplinary€family€law.Ð Ð  ÐÌà  àA€suggestion€from€the€final€roundtable€at€Hofstra€was€that€a€survey€of€recent€law€schoolÐ ` ° Ðgraduates€who€were€practicing€family€law€would€be€extremely€useful.€€The€major€question€to€beÐ ( x Ðasked€would€be€ð ðwhat€didnððt€you€learnðð?€€It€might€also€be€possible€to€survey€judges,€asking€forÐ ð @ Ðtheir€impressions€of€the€weaknesses€of€new€family€law€practitioners.€€It€would€also€be€extremelyÐ ¸   Ðdesirable€to€survey€the€consumers€of€legal€services€to€learn€what€they€felt€they€needed€from€theirÐ € Ð  Ðlawyers€and€whether€they€got€it.Ð H ˜  ÐÌà  àA€strong€consensus€posited€that€family€law€teachers€should€connect€theory€with€practice.€Ð Ø(  ÐThis€pedagogical€marriage€could€be€accomplished€in€part€by€bringing€people€into€the€classroomÐ  ð  Ðwho€can€demonstrate€to€students€the€interdisciplinary€nature€of€contemporary€family€law.€Ð h¸  ÐStudents€also€need€to€be€placed€in€the€field,€if€not€through€clinics,€then€through€externships,€orÐ 0€  Ðð ðservice€learning,ðð€a€growing€area€in€other€fields.€€Law€students€may€also€serve€as€GALs€or€workÐ øH  Ðsupervising€visitation.€€They€would€receive€credit€for€these€activities,€which€they€would€be€askedÐ À Ðto€reflect€on€in€a€structured€setting.€€It€was€noted€that€ð ðguided€reflectionðð€is€very€hot€in€higherÐ ˆØ Ðeducation€today.€€Again€and€again€participants€in€the€Hofstra€discussion€bemoaned€the€rulesÐ P  Ðlimiting€externship€placements€to€nonprofit€organizations.€€They€also€noted€limits€on€credits€forÐ h Ðexternships€and€a€lack€of€administrative€support€in€some€schools.Ð à0 ÐÌà  àCourt€observation€was€also€identified€as€essential€to€grounding€students€in€the€reality€ofÐ pÀ Ðfamily€law.€€Courts€were€portrayed€both€as€key€actors€and€as€very€uncomfortable€spaces.€€In€fact,Ð 8ˆ Ðcourts€are€often€so€emotionally€difficult€that€they€encourage€young€lawyers€to€ð ðput€on€the€mask,ððÐ P Ða€practice€that€forms€a€barrier€between€lawyers€and€clientsð!ðin€€short,€a€behavior€that€isÐ È Ðsimultaneously€adaptive€and€maladaptive.€€Some€participants€noted€that€their€local€courts€stronglyÐ à Ðdiscouraged€bringing€law€students€to€observe€sessions.Ý‚ÿÿÿÝÔ  ÔÔ  ÔÝ  Ý׃&X×Ý ƒ ÿÿÝòòÚ  Ú18Ú  ÚóóÝ  Ý×  ×€€In€addition,€some€states€lack€specializedÐ X¨ Ðfamily€courts,€so€what€students€would€be€observing€would€be€a€general€civil€session.Ð  p ÐÌà  àIdeas€and€Approaches:€€There€was,€as€was€noted€above,€general€agreement€that€studentsÐ °  Ðneed€to€learn€much€more€about€what€actually€happens€in€contemporary€family€courts.€€The€list€ofÐ xÈ! Ðactors€and€concepts€to€whom/which€students€should€be€introduced€includes€the€following:Ð @" Ðà0  àà ° à1.à  àMediationÐ X#(#(# Ðà0  àà ° à2.à  àMarriage€and€family€counseling,€and€how€families€locate€counseling€resourcesÐÐ $(#(# Ðà0  àà ° à3.à  àThe€structure€and€goals€of€unified€family€courtsИ!è%(#(# Ðà0  àà ° à4.à  àThe€emotional€impact€of€family€litigation€on€the€litigantsÐ`"°&(#(# Ðà0  àà ° à5.à  àThe€emotional€difficulties€a€family€law€practitioner€will€face,€techniques€for€dealing€withÐ (#x' Ðthem,€and€frank€discussions€of€the€impact€of€gender€(of€both€attorney€and€client)€on€theÐ ð#@( Ðemotional€loadи$ )(#(# ЇMany€ideas€for€imparting€this€new€knowledge€are€suggested€in€the€discussion€above,€including€theÐ ° Ðfollowing:Ð xÈ ÐÝ‚ÿÿÿÝÓ  ÓÔ  ÔÔ  ÔÝ  Ýà0  àà ° à1.à  àStressing€externships.Ð@(#(# Ðà0  àà ° à2.à  àEmphasizing€the€value€of€clinical€work,€including€the€creation€of€interdisciplinary€clinicsÐ X Ðwhere€law€students€would€work€side€by€side€with€graduate€students€in€psychology€and/orÐ Ð  Ðsocial€work.Иè(#(# Ðà0  àà ° à3.à  àIntroduce€more€people,€perspectives,€and€types€of€expertise€into€the€classroom€in€theÐ ` ° Ðpersons€of€invited€visitors,€particularly€practicing€attorneys.Ð( x(#(# Ðà0  àà ° à4.à  àProvide€out€of€classroom€experiential€opportunities€for€students€that€are€in€addition€to€liveÐ ð @ Ðclient€clinics.и  (#(# Ðà0  àà ° à5.à  àExplore€the€possibility€of€joint€field€studies€with€€social€workers€or€psychologists.Ѐ Ð (#(# Ðà0  àà ° à6.à  àCreate€cross„disciplinary€alliances€with€relevant€departments€on€our€campuses,€òòe.g.óó,Ð H ˜  Ðpsychology,€social€work,€nursing,€family€and€consumer€science.Ð` (#(# Ðà0  àà ° à7.à  àFind€more€time€to€talkð!ðto€each€other€and€with€our€students.ÐØ( (#(# Ðà0  àà ° à8.à  àPlace€much€greater€emphasis€on€the€role€of€attorney€as€counselor€and€guide.Рð (#(# Ðà0  àà ° à9.à  àModel€and€encourage€a€problem„solving€non„competitive€orientation€(though€manyÐ h¸  Ðcommented€that€this€is€difficult€in€the€competitive€milieu€that€is€law€school).Ð0€ (#(# Ðà0  àà ° à10.à  àCreate€programs€of€practical€training€for€any€family€law€professor€who€did€not€practice€inÐ øH  Ðthe€field.ÐÀ(#(# Ðà0  àà ° à11.à  àOr€change€the€credentials€for€becoming€a€family€law€professor,€to€limit€the€slots€to€thoseÐ ˆØ Ðwith€significant€practice€experience.ÐP (#(# ÐÝ‚ÿÿÿð˜tedÐÝÔ  ÔÔ  ÔÓ  ÓÝ  ÝÌÌà0  àà ° àGoal€no.€4:€€€ò òòòNECESSARY€SKILLSó óóó€ð!ð€€When€Students€Have€Completed€the€Family€LawÐ ¨ø ÐCurriculum,€Do€They€Have€Skills€Needed€to€Practice€Family€Law?ÐpÀ(#(# ÐÌAnswer:€€Virtually€always,€no.€€Ð P ÐÌà  àA€great€deal€of€time€at€both€the€Hofstra€and€San€Antonio€meetings€was€spent€discussingÐ à ÐADR€and€its€crucial€role€in€the€practice€of€family€law.€€Several€professors€at€the€Hofstra€meetingÐ X¨ Ðargued€that€ADR€should€be€a€required€part€of€Family€Law,€so€that€no€student€could€get€credit€forÐ  p ÐFamily€Law€without€also€taking€ADR.Ð è8 ÐÌà  àStudents€who€plan€careers€in€family€law€also€need€to€be€taught€techniques€for€effectiveÐ xÈ! Ðclient€counseling.€€Training€good€legal€counselors€begins€with€teaching€listening€skills.€€StudentsÐ @" Ðneed€to€learn€skillfully€to€address€the€emotional€content€of€family€law.€€Indeed,€it€was€suggestedÐ  X# Ðthat€an€ð ðintroduction€to€lawyeringðð€course€was€needed€that€focused€explicitly€on€lawyersðð€roles,Ð Ð $ Ðand€had€a€significant€component€devoted€to€the€role€of€emotion€in€human€behavior.Ð ˜!è% ÐÌà  àSince€the€practice€of€family€law€often€includes€representing€children,€techniques€forÐ (#x' Ðworking€with€and€talking€to€children€should€be€taught.€€Though€negotiation€has€entered€theÐ ð#@( Ðcurriculum€in€many€law€schools,€the€participants€at€both€the€Hofstra€and€San€Antonio€meetingsÐ ¸$ ) Ðunderscored€the€enormous€significance€of€negotiation€in€family€law€practice.€€Law€students€wouldÐ €%Ð * Ðalso€benefit€from€exposure€to€specific€problem„solving€techniques,€and€to€any€approaches€orÐ H&˜!+ Ðcontent€that€would€expand€their€cultural€competence.Ð '`", ÐÌà  àMany€of€the€break„out€sessions€at€Hofstra€noted€that€simulations€can€be€an€excellent€toolÐ  (ð#. Ðfor€teaching€skills.€€It€was€suggested€that€actors€drawn€from€the€university€theater€departmentÐ h)¸$/ Ðmight€play€the€parts€of€family€members€in€a€running€simulation.€€Some€participants€noted€thatÐ 0*€%0 Ðmedical€schools€use€simulated€patients€to€train€their€students,€as€a€prologue€to€practice€with€actualÐ ° Ðpatients.€€Law€schools€might€use€these€simulations€as€a€transitional€step€to€student€practice€withinÐ xÈ Ðclinics.Ð @ ÐÌà  àAnother€suggestion€was€adding€an€optional€ð ðlabðð€component€ð!ð€for€extra€credits€ð!ð€to€theÐ Ð  Ðbasic€family€law€course.€€Students€enrolled€in€the€lab€could€make€guided€observations,€forÐ ˜è Ðexample,€of€mental€health€professionals€or€of€parent€educators€working€with€families.€€StudentsÐ ` ° Ðmight€also€work€with€state€legislators,€perhaps€in€researching€or€drafting€legislation.€€Since€barÐ ( x Ðassociations€in€many€states€also€work€on€legislative€proposals,€these€lab€students€might€work€withÐ ð @ Ðthe€local€bar.€€Perhaps€the€most€elaborate€model€for€skill€building€suggested€that€first€yearÐ ¸   Ðstudents€should€observe€sessions€in€family€courts.€Then,€in€their€second€year,€students€wouldÐ € Ð  Ðhandle€a€complex€simulated€case.€€The€third€year€would€involve€placement€in€a€live€client€clinic.€Ð H ˜  ÐSequencing€current€courses€might€also€create€new€opportunities€for€skill€building.Ð `  ÐÌà  àMost€discussants€agreed€that€the€skills€needed€by€family€law€practitioners€are,€in€fact,€veryÐ  ð  Ðuseful€in€many€professional€settings€outside€of€family€law.€€However,€if€family€law€is€to€be€used€asÐ h¸  Ða€major€skill„building€opportunity,€it€will€need€more€resources,€and€it€will€have€to€deal€with€aÐ 0€  Ðgeneral€lack€of€student€interest€in€skills„oriented€courses.€€It€was€suggested€that€even€withoutÐ øH  Ðadditional€resources€and€increased€student€enthusiasm,€family€law€teachers€could€and€should€doÐ À Ðmore€modeling€of€skills€and€behaviors,€which€should€be€possible,€even€in€a€content€drivenÐ ˆØ Ðcurriculum.Ð P  ÐÌà  àThere€was€also€considerable€agreement€with€the€idea€that€family€law€professors€shouldÐ à0 Ðbuild€stronger€alliances€with€their€law€schoolððs€clinical€faculty.€€This€idea€was€suggested€in€aÐ ¨ø Ðbroader€context€by€the€MacCrate€Report€on€legal€education,€but€most€participants€felt€that€littleÐ pÀ Ðprogress€had€been€made€in€this€area.€€In€many€law€schools,€clinicians€are€not€tenured,€and€tooÐ 8ˆ Ðmuch€time€spent€working€with€clinical€faculty€may€not€help€a€family€law€professorððs€tenure€case.Ð P ÐÌà  àA€good€deal€of€discussion€focused€on€the€possibility€of€awarding€students€certificates€ofÐ à Ðspecialization€in€family€law,€either€along€with€their€J.D.€or€as€part€of€an€LL.M.€program.€€TheseÐ X¨ Ðconcentrations€would€be€both€experiential€and€interdisciplinary.€€Skill€building€should€alsoÐ  p Ðcontinue€after€law€school,€and€lawyers€should€be€encouraged€(pressed?)€to€join€and€participate€inÐ è8 Ðmulti„disciplinary€organizations.Ð °  Ѐ€Ð xÈ! Ðà  àThe€FLER€Project€was€also€encouraged€to€create€a€set€of€modules€that€could€be€insertedÐ @" Ðby€family€law€teachers€into€current€courses.€€These€modules€would€lend€themselves€to€skillÐ  X# Ðdevelopment,€to€focusing€on€the€interdisciplinary€nature€of€contemporary€family€law,€and€toÐ Ð $ Ðstudent€reflection€and€self„assessment.€€Perhaps,€it€was€suggested,€the€FLER€Project€could€act€asÐ ˜!è% Ða€clearinghouse€for€simulations€and€supplementary€material,€made€available€electronically,€so€thatÐ `"°& Ðprofessors€could€choose€the€pieces€they€liked.€€(Questions€were€raised€here€about€copyright€issuesÐ (#x' Ðand€shareware€that€will€have€to€be€addressed€if€the€FLER€Project€adopts€recommendations€of€thisÐ ð#@( Ðsort.)€€There€was€a€particularly€positive€response€to€the€idea€of€packaged€simulations.€€If€lawÐ ¸$ ) Ðstudents€could€engage€in€an€on„going€simulation,€they€could€try€a€range€of€approaches€to€ð ðtheirððÐ €%Ð * Ðfamilyððs€problems.Ð H&˜!+ ÐÌà  àThese€materials€would€probably€be€much€more€useful€if€the€FLER€Project€also€wrote€anÐ Ø'(#- Ðaccompanying€ð ðhow€toðð€manual.€€All€ð ðnon„lawðð€materials€would€have€to€be€clearly€relevant€toÐ  (ð#. Ðfamily€law,€but€the€participants€in€our€discussions€felt€strongly€that€more€non„legal€material€wasÐ h)¸$/ Ðbadly€needed€in€family€law.€€The€FLER€Project€might€also€look€for€family€law€cases€that€wouldÐ 0*€%0 Ðwork€well€in€other€courses,€and€package€and€offer€them€to€the€teachers€of€those€courses.€€AÐ ° Ðnumber€of€those€who€spoke€at€Hofstra€stressed€that€to€be€effective,€our€project€will€need€to€offerÐ xÈ Ða€variety€of€products€that€can€be€used€in€many€different€ways.€€It€was€suggested€that€theÐ @ Ðinstitutional€culture€of€law€schools€will€be€a€barrier€to€this€work.Ð X ÐÌà  àDiscussants€also€exhorted€the€FLER€Project€to€create€sample€problems€with€strong€familyÐ ˜è Ðlaw€content€that€can€be€used€by€first€year€teachers.€€One€way€to€go€about€this€would€be€to€identifyÐ ` ° Ðcases€already€in€leading€first€year€casebooks€that€have€family€law€content€and€provideÐ ( x Ðsupplementary€materials€allowing€the€first€year€teacher€to€stress€and€expand€the€family€lawÐ ð @ Ðcontent.€€Family€law€teachers€might€act€as€conduits€for€this€material,€presenting€it€to€theirÐ ¸   Ðcolleagues€and€offering€to€co„teach€a€class€with€them.€€This€could€be€done€not€only€withÐ € Ð  Ðsubstantive€family€law€issues,€but€by€having€family€law€teachers€introduce€ADR€or€other€skills.€Ð H ˜  ÐSome€professors€with€published€casebooks€have€websites€with€links€to€other€material.€€Should€theÐ `  ÐFLER€Project€explore€the€possibility€of€being€linked€to€leading€casebooks?€€It€was€strongly€urgedÐ Ø(  Ðthat€the€FLER€Project€have€its€own€website.Ð  ð  ÐÌà  àThough€there€was€certainly€not€unanimity€among€the€participants€in€these€discussions,€theÐ 0€  Ðfollowing€skills€were€mentioned€several€times€as€being€important:Ð øH  Ðà0  àà ° à1.à  àADRÐÀ(#(# ÐÝ‚ÿÿÿÝÓ  ÓÔ  ÔÔ  ÔÝ  Ýà0  àà ° à2.à  àClient€counselingЈØ(#(# Ðà0  àà ° à3.à  àListening€skillsÐP (#(# Ðà0  àà ° à4.à  àDealing€with€emotion€ð!ð€yours€and€your€clientððsÐh(#(# Ðà0  àà ° à5.à  àTalking€with/listening€to€childrenÐà0(#(# Ðà0  àà ° à6.à  àNegotiationШø(#(# Ðà0  àà ° à7.à  àCultural€competence€ÐpÀ(#(# ÐÝ‚ÿÿÿ€Äthe€ÝÔ  ÔÔ  ÔÓ  ÓÝ  ÝÌÌà0  àà ° àGoal€no.€5:€€ò òòòCULTURAL€WINDOWó óóó€ð!ð€€Does€the€Family€Law€Curriculum€Get€StudentsÐ È ÐInterested€in€and€Concerned€about€the€Situation€of€Families€and€Children€in€the€UnitedÐ à ÐStates?ÐX¨(#(# ÐÌAnswer€ð!ð€we€seem€to€be€preaching€to€the€choir.Ð è8 ÐÌà  àAll€participants,€both€in€San€Antonio€and€at€Hofstra,€agreed€that€the€family€law€curriculumÐ xÈ! Ðneeds€to€be€expanded,€both€in€terms€of€course€numbers€and€student€participation.€€Would€moreÐ @" Ðstudents€take€family€law€courses€if€they€were€thereby€offered€opportunities€for€direct€contact€withÐ  X# Ðsitting€judges€and€local€bar€associations€ð!ð€perhaps€opportunities€not€offered€by€other€parts€of€theÐ Ð $ Ðcurriculum?€€Ð ˜!è% ÐÌà  àOne€of€the€Hofstra€break„out€groups€was€given€the€task€of€considering€the€ways€in€whichÐ (#x' Ðcourts€supply€both€an€opportunity€for€and€a€barrier€to€improving€the€teaching€of€family€law.€€TheÐ ð#@( Ðgroup€quickly€came€to€realize€that€there€is€enormous€variation€in€family€courts€from€state€to€state.€Ð ¸$ ) ÐIn€some€states,€the€family€courts€are€well€funded€and€can€provide€a€range€of€ancillary€servicesÐ €%Ð * Ðsuch€as€private€mediation€and€psychological€evaluations.€€In€other€states,€courts€are€underfundedÐ H&˜!+ Ðto€the€point€of€institutional€starvation:€€Investigations€are€not€ordered€because€investigatorsÐ '`", Ðcannot€be€paid.€€There€are€long€waits€for€mediation.€€Children€do€not€receive€appointed€counsel,Ð Ø'(#- Ðeven€in€high€conflict€cases.Ð  (ð#. ÐÌà  àAnother€crucial€difference€is€that€some€states€have€no€specialized€family€court,€and€inÐ 0*€%0 Ðsome,€though€there€is€a€family€court,€there€are€no€judges€permanently€assigned€to€the€court.€Ð ° ÐInstead,€all€of€the€trial€court€judges€in€the€system€will€pass€through€the€family€court€on€a€rotatingÐ xÈ Ðbasis.€€The€result€is€a€complete€lack€of€judicial€leadership€in€the€family€law€area.€€€The€discussantsÐ @ Ðconsidered€whether€a€connection€with€a€law€school€could€help€family€court€judges€enhance€theirÐ X Ðstature.€€It€was€noted€that€law€schools€often€work€with€courts€to€provide€judicial€education,€or€onÐ Ð  Ðparticular€topics€of€concern.€€An€example€was€offered€from€Missouri,€where€law€professorsÐ ˜è Ðworked€with€judges€to€create€templates€for€developmentally„appropriate€parenting€plans.€€SeveralÐ ` ° Ðparticipants€lauded€the€ð ðcommon€understandingsðð€that€come€from€such€interactions.€€CouldÐ ( x Ðstudents€be€included€in€such€endeavors?€€Some€opined€that€a€lack€of€openness,€endemic€to€theirÐ ð @ Ðcourts,€would€serve€to€keep€students€out.€€This€groupððs€conversation€also€turned€to€the€appellateÐ ¸   Ðcourts,€with€one€professor€stating€that€1/3€of€the€appellate€cases€in€her€jurisdiction€were€familyÐ € Ð  Ðlaw€cases€ð!ð€which€most€appellate€judges€are€woefully€unprepared€to€handle.€€Might€this€fact€createÐ H ˜  Ðclinical€opportunities?€€Ð `  ÐÌà  àThe€group€agreed€that€the€ð ðdrawðð€for€judges€had€to€be€the€hope€of€better„preparedÐ  ð  Ðlawyers€appearing€in€front€of€them.€€Family€court€judges€were€described€as€ð ðdesperateðð€forÐ h¸  Ðchange,€which€could€probably€be€basis€for€mobilizing€them.€€From€the€student€side,€the€professorsÐ 0€  Ðwould€have€to€prepare€the€students€for€the€sometimes€frightening€and€often€negative€atmosphereÐ øH  Ðof€courts.€€Student€externships€in€the€courts€with€court€personnel€as€supervisors€appealed€to€aÐ À Ðgreat€many€of€the€discussants.Ð ˆØ ЀÌà  àAnother€hook€to€draw€students€to€family€law€might€be€the€opportunity€to€work€closelyÐ h Ðwith€practitioners€through€local€bar€associations.€€Might€students€attend€continuing€legalÐ à0 Ðeducation€courses€and€use€them€for€networking?€€The€discussants€agreed€that,€as€with€the€courts,Ð ¨ø Ðthere€would€be€a€great€deal€of€variation€by€state€on€this€matter.€€In€some€states,€the€law€schoolsÐ pÀ Ðare€too€far€from€the€places€where€the€bar€associations€are€headquartered,€and€in€some€states€thereÐ 8ˆ Ðare€no€private€bar€associations,€only€the€stateððs€unified€bar.Ð P ÐÌà  àThis€group€ended€by€wondering€whether€all€of€the€ð ðgroups€mucking€around€the€edgesððÐ à Ðcould€be€assembled€as€a€constituency€for€family€law€reform.€€Perhaps€some€sort€of€Family€LawÐ X¨ ÐAdvisory€Committee€could€be€assembled€that€would€visit€law€schools€to€talk€about€non„doctrineÐ  p Ðmatters€like€burnout€and€life€balance.€€The€goal€here,€the€group€concluded,€would€be€to€findÐ è8 Ðwin/win€combinations.€€Who€is€out€there€who€has€needs€a€law€school€can€serve?€€If€these€folks€canÐ °  Ðbe€identified,€they€could€form€a€no„cost€resource€for€law€schools€and€attract€more€students€toÐ xÈ! Ðfamily€law.Ð @" ÐÌà  àIn€addition€to€a€sense€that€too€few€students€are€interested€in€family€law,€many€in€the€groupÐ Ð $ Ðstressed€the€absence€of€men€in€the€classroom.€€If€too€few€òòstudentsóó€choose€family€law€as€a€field,€theÐ ˜!è% Ðproblem€is€only€compounded€if€one€focuses€on€male€students.Ð `"°& ÐÌà  àSome€of€the€suggestions€listed€above€for€making€family€materials€available€to€first€yearÐ ð#@( Ðteachers€and€having€family€law€faculty€co„teach€certain€sessions€of€first€year€courses€should€alsoÐ ¸$ ) Ðhave€the€effect€of€(1)€capturing€the€interest€of€some€students€who€might€not€have€consideredÐ €%Ð * Ðstudying€family€law;€(2)€making€family€law€more€mainstream;€(3)€educating€non„family€law€facultyÐ H&˜!+ Ðabout€some€family€law€issues;€and€(4)€adding€a€layer€of€coordination€to€the€curriculum.€BeyondÐ '`", Ðthe€first€year,€perhaps€interest€in€family€law€could€be€fanned€by€involving€the€family€law€teachersÐ Ø'(#- Ðin€the€general€civil€clinic€and/or€in€the€ADR€or€mediation€courses.€ð ðCross„pollinationðð€was€seen€asÐ  (ð#. Ða€good€idea.Ð h)¸$/ ЀÐ 0*€%0 Ðà  àMany€of€the€comments€made€at€the€Hofstra€sessions€stressed€that€policy€and€the€future€ofÐ ° Ðfamilies€are€a€critical€component€of€family€law,€to€be€taught€along€with€doctrine,€ethics,€socialÐ xÈ Ðscience,€an€introduction€to€the€court€system€and€an€introduction€to€the€interdisciplinary€nature€ofÐ @ Ðcontemporary€family€courts.Ð X ÐÌ€€Ð ˜è ÐÌò òIII.€€Miscellaneous€Responses€and€Rambling€Notionsó óÐ ( x ÐÌà  àConversations€involving€multiple€academics€are€inherently€untidy,€and€law€professors,€withÐ ¸   Ðtheir€love€of€the€spoken€word,€may€be€the€worst.€€The€conversations€both€in€San€Antonio€and€atÐ € Ð  ÐHofstra€might€not€have€pleased€a€CEO,€but€they€were€rich€with€ideas.€€Collected€here€are€someÐ H ˜  Ðthat€seemed€too€valuable€to€lose,€but€didnððt€seem€to€fit€any€of€the€five€issues€around€which€thisÐ `  Ðmemorandum€has€been€structured.Ð Ø(  ÐÌò òòòA.€€Coursesó óóóÐ h¸  ÐDiscussions€of€courses€and€course€structure€included€these€ideas:Ð 0€  ÐÝ‚ÿÿÿÝÓ  ÓÔ  ÔÔ  ÔÝ  Ýà0  àà ° à1.à  àMore€small,€advanced€seminars€probing€specific€family€law€issues€in€depth€are€needed.ÐøH (#(# Ðà0  àà ° à2.à  àLaw€professors€should€work€to€have€a€Family€Law€Center€at€their€schools€and€to€groupÐ À Ðfamily€law€courses€around€it.€ÐˆØ(#(# Ðà0  àà ° à3.à  àCollapse€the€teaching€of€black€letter€law€into€three€weeks.€€Use€the€rest€of€the€semester€toÐ P  Ðteach€ð ðwhat€lawyers€really€do.ðð€€Successful€local€practitioners€would€be€a€key€part€of€thisÐ h Ðlatter€portion€of€the€course.Ðà0(#(# Ðà0  àà ° à4.à  àOffer€an€ample€array€of€courses:€€Family€Law;€Child,€Family€and€State;€Juvenile€Justice;Ð ¨ø ÐDomestic€Violence€Clinic;€Family€Clinic€(or€general€civil€clinic€that€takes€family€cases);Ð pÀ ÐSeminar€on€Constitutional€Issues€in€the€Family;€Health/Reproductive€Law;€ChildÐ 8ˆ ÐAdvocacy€Clinic;€Grandparentsðð€Clinic;€Mediation€Theory€and€Practice;€Counseling;Ð P ÐNegotiation;€and€Bioethics.ÐÈ(#(# Ðà0  àà ° à5.à  àCollaborations€with€nursing€schools€can€be€valuable.Ðà(#(# Ðà0  àà ° à6.à  àSince€family€law€is€unlikely€to€get€a€great€deal€of€additional€course€slots,€priorities€in€whatÐ X¨ Ðto€add€need€to€be€set€with€care.Ð p(#(# Ðà0  àà ° à7.à  àUse€moot€court€to€get€students€to€grapple€with€social€science€materials.Ðè8(#(# Ðà0  àà ° à8.à  àShould€we€be€thinking€in€terms€of€courses,€or€in€terms€of€elements€that€need€to€appearÐ °  Ðsomewhere;€and€then€assuring€that,€in€fact,€they€are€somewhere?ÐxÈ!(#(# Ðà0  àà ° à9.à  àCan€some€things€be€taught€ð ðpervasively,ðð€or€did€the€ethics€by€the€pervasive€methodÐ @" Ðsuggest€that€this€may€not€work€well?Ð X#(#(# Ðà0  àà ° à10.à  àA€family€law€curriculum€can€be€thought€of€in€three€stages:€€The€core,€the€infiltration€andÐ Ð $ Ðthe€world.€€ð ðCoreðð€is€Family€Law,€Child,€Family€and€State,€Constitutional€Law€Seminar,Ð ˜!è% ÐDomestic€Violence€Clinic,€and€Juvenile€Justice.€€ð ðInfiltrationðð€would€include€Mediation,Ð `"°& ÐTrusts€and€Estates,€Health€Law,€the€general€civil€clinic,€and€any€skills€courses.€€(The€ideaÐ (#x' Ðwas€that€the€teachers€of€those€courses€could€probably€be€persuaded€to€insert€some€relevantÐ ð#@( Ðfamily€law€material.)€€ð ðWorldðð€includes€academic€service€learning.€Ð¸$ )(#(# ÐÝ‚ÿÿÿ}åÐhanÝÔ  ÔÔ  ÔÓ  ÓÝ  ÝÌò òòòB.€€Beyond€the€JDó óóóÐ H&˜!+ ÐÝ‚ÿÿÿÝÓ  ÓÔ  ÔÔ  ÔÝ  Ýà0  àà ° à1.à  àLaw€schools€should€create€and€offer€mastersðð€degree€programs€for€non„lawyers€working€inÐ '`", Ðthe€courts.ÐØ'(#-(#(# Ðà0  àà ° à2.à  àWith€law€schools€taking€the€lead,€universities€should€offer€new€degree€programs€with€aÐ  (ð#. Ðmulti„disciplinary€focus.Ðh)¸$/(#(# ÐÝ‚ÿÿÿSñÐhanÝÔ  ÔÔ  ÔÓ  ÓÝ  ÝÐ 0*€%0 Ðò òòòC.€€Care€and€Feeding€of€Facultyó óóóÐ ° ÐÝ‚ÿÿÿÝÓ  ÓÔ  ÔÔ  ÔÝ  Ýà0  àà ° à1.à  àOffer€sabbaticals€that€could€be€used€to€develop€new€teaching€materials€and€techniquesÐ xÈ Ðrather€than€producing€more€theoretical€scholarship.Ð@(#(# Ðà0  àà ° à2.à  àLook€for€funding€to€endow€chairs€for€family€law€professors.ÐX(#(# Ðà0  àà ° à3.à  àUse€our€research€to€prove€the€importance€of€family€law,€the€problems€American€familiesÐ Ð  Ðare€facing,€and€why€this€is€important.Иè(#(# Ðà0  àà ° à4.à  àForm€a€group€like€the€health€law€teachers€have€that€meets€regularly.€€Family€law€teachersÐ ` ° Ðneed€to€use€each€other€as€resources.€€Ð( x(#(# Ðà0  àà ° à5.à  àAcademics€should€be€pushing€for€family€law€reform.Ðð @(#(# Ðà0  àà ° à6.à  àWe€should€share€syllabi€and€reading€lists.€€Barbara€Glesner€Fines€offered€to€host€these€onÐ ¸   Ðher€website€until€the€FLER€Project€website€was€up€and€running.Ѐ Ð (#(# Ðà0  àà ° à7.à  àWe€need€more€faculty/student€research€collaboration.ÐH ˜ (#(# Ðà0  àà ° à8.à  àWhat€about€an€institute€for€law€school€teaching?Ð` (#(# ÐÝ‚ÿÿÿ¶óÐhanÝÔ  ÔÔ  ÔÓ  ÓÝ  ÝÌò òòòD.€€Changing€Institutional€Hearts€and€Mindsó óóóÐ  ð  ÐÝ‚ÿÿÿÝÓ  ÓÔ  ÔÔ  ÔÝ  Ýà0  àà ° à1.à  àImproving€family€law€requires€changing€the€hearts€and€minds€of€law€school€deans.Ðh¸ (#(# Ðà0  àà ° à2.à  àThis€task€will€probably€require€enlisting€the€help€of€allies€perceived€to€be€important,€suchÐ 0€  Ðas€the€American€Bar€Association€(ABA),€the€Association€of€American€Law€SchoolsÐ øH  Ð(AALS),€the€Association€for€Family€and€Conciliation€Courts€(AFCC),€and€the€NationalÐ À ÐCouncil€of€Juvenile€and€Family€Court€Judges€(NCJFCJ).ЈØ(#(# ÐÝ‚ÿÿÿñùÐhanÝÔ  ÔÔ  ÔÓ  ÓÝ  ÝÌò òòòE.€€Resourcesó óóóÐ h ÐÝ‚ÿÿÿÝÓ  ÓÔ  ÔÔ  ÔÝ  Ýà0  àà ° à1.à  àMany€comments€were€made€about€the€need€for€resources.€€It€may€be€impossible€to€makeÐ à0 Ðfamily€law€courses€more€relevant€to€practice€if€no€new€resources€are€available.Шø(#(# Ðà0  àà ° à2.à  àWe€need€to€build€coalitions€that€might€be€able€to€pump€some€money€into€family€lawÐ pÀ Ðcurricula.€€Likely€sources€include€the€following:Ð8ˆ(#(# ÐÝ‚ÿÿÿñüÐhanÝÔ  ÔÔ  ÔÓ  ÓÝ  Ýà0  àà0` (#(#à(a)€à0¸ ` (#` (#àFoundations.€€Mentioned€were€Annie€E.€Casey,€W.€T.€Grant,€Kellogg,Ð P ÐWendyððs€and€Soros.€€Family€law€professors€should€create€a€NationalÐ È ÐCommittee€on€Foundations.Ðภ(#¸ (# Ðà0  àà0` (#(#à(b)€à0¸ ` (#` (#àContinuing€legal€education€and€certificate€programs€can€bring€in€substantialÐ X¨ Ðrevenue.Ð p¸ (#¸ (# ÐÌò òòòF.€€Random€Notionsó óóóÐ °  ÐÝ‚ÿÿÿÝÓ  ÓÔ  ÔÔ  ÔÝ  Ýà0  àà ° à1.à  àThere€is€a€rampant€lack€of€civility€in€legal€settings.€€Can€we€do€anything€about€this?€€CanÐ xÈ! Ðwe€at€least€talkð!ðcivilly,€of€courseð!ðabout€it?Ð@"(#(# Ðà0  àà ° à2.à  àShould€law€lead€the€family€dispute€process€or€should€those€with€training€in€the€emotionalÐ  X# Ðrealm€take€the€lead€and€let€law€follow?ÐÐ $(#(# Ðà0  àà ° à3.à  àConsumers€are€pushing€strongly€for€unbundled€legal€services.€€They€are€unwilling€to€payÐ ˜!è% Ðfull€service€lawyers.€€How€should€we€deal€with€this€issue?€Ð`"°&(#(# Ðà0  àà ° à4.à  àThe€ABA€Dispute€Resolution€Section€and€the€family€law€community€should€work€moreÐ (#x' Ðclosely€together.Ðð#@((#(# Ðà0  àà ° à5.à  àWe€need€help€learning€to€do€effective€team€teaching€across€disciplines.и$ )(#(# Ðà0  àà ° à6.à  àLegal€publishers€are€rigid€and€may€be€a€formidable€barrier€to€needed€change.Ѐ%Ð *(#(# Ðà0  àà ° à7.à  àCan€we€come€to€some€conclusion€on€what€we€want€òòallóó€students€to€know€about€family€lawÐ H&˜!+ Ðvs.€what€we€want€family€law€practitioners€to€know?Ð'`",(#(# Ðà0  àà ° à8.à  àWe€need€to€discuss€assessment€and€whether€it€can€be€used€to€foment€change.ÐØ'(#-(#(# Ðà0  àà ° à9.à  àTransformation€requires€more€than€changing€the€curriculum.€It€requires€changing€values.€€Ð (ð#.(#(# ÐÝ‚ÿÿÿdÐhanÝÔ  ÔÔ  ÔÓ  ÓÝ  ÝÌÐ 0*€%0 Ðò òIV.€€Next€Stepsó óÐ ° ÐÌà  àThe€FLER€Project€has€three€additional€outreach€projects€on€its€schedule€for€the€nearÐ @ Ðfuture.€€The€first€will€take€place€in€San€Francisco€in€January€2005,€in€conjunction€with€the€AALSÐ X Ðannual€meeting,€with€the€Family€and€Juvenile€Law€Section€and€the€Alternative€Dispute€ResolutionÐ Ð  ÐSection.€€The€second€will€be€in€March€2005€at€the€Wingspread€Conference€Center€in€Racine,Ð ˜è ÐWisconsin,€and€will€bring€in€judges,€mediators,€custody€evaluators€and€many€others.€€The€thirdÐ ` ° Ðpresentation/workshop€will€occur€in€Seattle€in€May€2005€as€part€of€the€AFCC€annual€conference.€Ð ( x ÐIt€is€the€sincere€hope€of€your€Co„Reporters,€and€all€involved,€that€the€many€excellent€ideas€weÐ ð @ Ðwere€offered€by€participants€in€San€Antonio€and€at€Hofstra€can€be€challenged,€enhanced,€andÐ ¸   Ðfurther€refined.