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dc.contributor.authorBENJAMIN, GEORGE ANDREW HOLMES.
dc.creatorBENJAMIN, GEORGE ANDREW HOLMES.en_US
dc.date.accessioned2011-10-31T18:56:13Z
dc.date.available2011-10-31T18:56:13Z
dc.date.issued1985en_US
dc.identifier.urihttp://hdl.handle.net/10150/187941
dc.description.abstractThe anecdotal literature suggests that the process of legal education impairs the maintenance of emotional well being in law students. The purpose of this paper is to present the results of a cross-sequential research design to determine the effects of the law school process. Data was collected, using four standardized self-report instruments (Brief Symptom Inventory, Beck Depression Inventory, Multiple Affect Adjective Checklist, and Hassle Scale), on subjects prior to and during law school, and after graduation. Prior to law school, subjects expressed similar psychopathological symptom responses as compared with the normal population. Yet during law school and after graduation symptom levels were significantly elevated. The implications of these results are presented.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectLaw students -- Psychological aspects.en_US
dc.subjectLawyers -- Psychological aspects.en_US
dc.subjectDistress (Law) -- Psychological aspects.en_US
dc.titlePSYCHOLOGICAL DISTRESS IN LAW STUDENTS AND LAWYERS: IMAGINED, INGRAINED, OR INDUCED? (STRESS, PSYCHOPATHOLOGY, SCHOOL).en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.identifier.oclc693610526en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest8514900en_US
thesis.degree.disciplinePsychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-06-24T12:20:39Z
html.description.abstractThe anecdotal literature suggests that the process of legal education impairs the maintenance of emotional well being in law students. The purpose of this paper is to present the results of a cross-sequential research design to determine the effects of the law school process. Data was collected, using four standardized self-report instruments (Brief Symptom Inventory, Beck Depression Inventory, Multiple Affect Adjective Checklist, and Hassle Scale), on subjects prior to and during law school, and after graduation. Prior to law school, subjects expressed similar psychopathological symptom responses as compared with the normal population. Yet during law school and after graduation symptom levels were significantly elevated. The implications of these results are presented.


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