BENEFITS OF AN INTEGRATED (PROSECUTION & DEFENSE) CRIMINAL LAW CLINIC

Transcription

1 FILE:C:\WINDOWS\DESKTOP\MYBRIE~1\LINDAS.WP 01/10/06 Tue 10:22AM Jan BENEFITS OF AN INTEGRATED (PROSECUTION & DEFENSE) CRIMINAL LAW CLINIC Linda F. Smith * This article describes the University of Utah's Criminal Clinic (the Criminal Clinic), which operates on the externship model, placing students in both prosecutor and legal defender offices. It briefly reviews the evolution of this program and its current structure, describing both the nature of the work the students undertake as well as the Aclassroom component@ that compliments their work. It relies upon data from course evaluations and excerpts from student papers in presenting the advantages of an Aintegrated@ clinic in which both prosecutor and defender interns meet in one class while working in different placements. The article shows how this clinic allows students to acquire the skills of criminal law practitioners as well as to critique the criminal justice system and explore the students' personal values in these roles. P r o fe s s o r a n d C lin ic a l P r o g r a m D ir e c to r, U n iv e r s ity o f U ta h S. J. Q u in n e y C o lle g e o f L a w. T h is a r tic le w a s s u p p o r te d b y th e S. J. Q u in n e y C o lle g e o f L a w F a c u lty D e v e lo p m e n t F u n d. T h e a u th o r is g r a te fu l fo r th e c o m m e n ts fr o m h e r c o lle a g u e s, p r o fe s s o r s E r ik L u n a a n d D a n ie l M e d w e d. S h e is in d e b t e d to h e r fo r m e r s tu d e n ts, in - c lu d in g C h ris B o w n, C a n d a c e C o y - D ym e k, L a n c e F itzg e r a ld, S te v e n F. G o o d w ill, D a v id R. H a ll, A n g e la H e n d r ic k s, J o s e p h M. H e r b e r t, D a n ie l V. Irvin, Erik N. J e n s e n, J o e l J. K ittre ll, S h a n e K r a u s e r, H e id i M. N e s te l, A a r o n A. N ils e n a n d o th e r s w h o h a v e a g r e e d th a t e x c e r p ts fr o m th e ir p a p e r s m a y b e r e p r o d u c e d h e r e. 1239

2 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 I. HISTORY The University of Utah's Criminal Clinic traces its history to the early days of clinical education. In 1971, Professor Ronald Boyce established a relationship with the Salt Lake City County Attorney's office in which law students were placed to assist in felony prosecutions and to handle (under attorney supervision) misdemeanor cases over the course of their third year. 1 Professor Boyce also developed an accompanying onehour course for the fall semester where he lectured the students regarding what they needed to do during each stage of prosecuting a criminal case (from charging through trial) and on related topics (ethics, relationship with judges, etc.). Students also completed various observations separate from their case responsibilities, some required and some optional. Professor Boyce's assistant maintained complete case files for the students to use at the law school, and Professor Boyce undertook the enormous task of reading every pleading and each Atrial brief@ the students wrote in their twelve required cases. Students also wrote one paper on any issue that arose from their clinic work. The goal of this part-time program was to enable students to acquire all the basic skills needed to pursue a career as a prosecutor, and many graduates of the program went on to staff prosecution offices in the state. During the mid-1980s, the law school's clinical program underwent an internal assessment that led to major restructuring. Defender students were included in this program, and a different faculty supervisor was retained to oversee their work. The class was adjusted so that Professor Boyce described not only what the prosecutor should do to prepare the case, but what defense counsel should do as well. Certain assignments were adjustedcfor example, rather than preparing trial briefs in all cases, defender students had to prepare a 1 S e e R B O Y C E, P R O S E C U T O R I N T E R N H A N D B O O K ( ) (h a n d b o o k u s e d in th e C lin ic, a v a ila b le a t th e U n iv e r s ity o f U ta h S.J. Q u in n e y L a w L ibrary).

3 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1241 memorandum analyzing plea agreements. By this point, the law school curriculum had added a trial advocacy course, and this course was made a pre- or co-requisite for all criminal clinic students. In the late-1990s, new faculty took charge of the clinic and created the structure that exists today. We altered the fall class to rely less on lecturing about the steps in the criminal process and more upon the students reading about the process and then working through representative mock problems for each stage. These faculty also perceived that, beyond skills instruction, the class could provide a forum for students to reflect about the criminal justice system. Accordingly, the classroom component was changed to a three-credit year-long graded course while the externship became a five-credit program requiring 250 hours of work. II. THE PROGRAM TODAYCA DESCRIPTION The program still aspires to help all students acquire the basic skills needed to be an effective practitioner of criminal law. Students are placed in one of various local prosecution (District Attorney, City Attorney or U.S. Attorney) or public defender (Salt Lake or federal) offices. Their experiences vary somewhat based upon the difference in work from office to office. 2 Students Asecond-chair@ two felony cases (when their placement handles felonies), working on those cases where they can be maximally involved or on those cases most likely to proceed to trial. Students spend the bulk of their time handling ten misdemeanor cases under attorney supervision. Students appear in court to argue motions, present guilty pleas and argue at sentencing hearings. While many cases settle, students are also able to serve as lead counsel in trials of misdemeanor cases. These year-long placements require 250 hours of observation and work. 2 O c c a s io n a lly, a s tu d e n t h a s o th e r g o a ls, a n d th e y a r e m e t b y e x te r n in g w ith th e R o c k y M o u n ta in In n o c e n c e C e n te r (in v e s tig a tin g p r o v a b le c la im s o f a c tu a l in n o c e n c e )

4 m F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 A. Oversight There are three strategies for providing oversight to insure the students' placement experiences are appropriate and supervision is adequate: 1) the criminal process course, which includes reflection and discussion (described below); 2) monthly reports; and 3) review of pre-trial briefs, pleadings and other planning documents. The oversight of the students' work is divided between two co-teacherscone for prosecution placements and one for defender placementscto avoid any conflicts of interest or damage from unintended breaches of confidentiality. Each month, the student provides a brief synopsis of his experiences: observations, hours, case names and work accomplished in each case. This is sufficient to tell whether the student is being assigned appropriate and sufficient work. Each prosecution student must also submit a packet of material for each of his twelve required cases, including a case overview (name of case, charges, essential evidence, procedural steps accomplished and outcome) and a pre-trial brief that sets forth all law, legal issues and evidence needed to prove elements (and source of evidence), any evidentiary issues and intended cross-examination. 3 Students may also submit work product (after it is filed) for review. Defender students submit the same documentation, except they may submit a case-analysis worksheet in lieu of a pre-trial brief where the client wishes to proceed to plead guilty. The worksheet outlines the interview and client counseling and analyzes the propriety of any plea. o r w ith a p r o b o n o a tto r n e y h a n d lin g a d e a th p e n a lty h a b e a s c o r p u s c a s e. T h e s e s tu - d e n ts o fte n p a r tic ip a te in th e c la s s r o o m c o m p o n e n t o f th e c r im in a l c lin ic, a d d in g a u s e fu l p o s t - c o n v ic tio n p e r s p e c tiv e o n th is w ork. 3 O rig in a lly, P r o fe s s o r B o y c e w a s d e p u tiz e d a s a p r o s e c u to r a n d r e v ie w e d th e pre- tria l b r ie f w ith th e s tu d e n t p r io r to tria l. T o d a y, s u p e r v is in g fa c u lty re v ie w th is a teria l a fte r th e p r o c e e d in g to in s u r e a d e q u a te o n - g o in g s u p e r vis io n a n d s tu d e n t c o m p e te n c e.

5 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1243 All oversight is accomplished by the one appropriate faculty member who reviews written submissions and follows up with private conferences as needed. None of these oversight practices occur during the accompanying class. B. Criminal Process CourseCthe Classroom Component Accompanying the externship work is a three-credit yearlong class that focuses upon the steps for handling a criminal case during the fall semester and supports reflection upon the criminal justice system during the spring semester. Since the students have already completed evidence and trial advocacy courses, the skills part of the course is geared to all of the other strategic choices the practitioner faces. These sessions include:! Investigation & Charging! Defense Interview & Assessment! Arraignment & Preliminary Hearing! Pre-Trial Motions! Discovery & Investigation! Negotiation Planning, Dynamics & Ethics! Plea Bargaining & Sentencing! Trial PreparationCthe Pre-Trial Notebook! JuryCSelection & Charging! TrialCProblems in Real Time! Sentencing, Post-Trial Motions & Appellate Consideration For each session, the students complete relevant background readings 4 and are given mock cases to analyze in light of local law and procedure. 5 The course uses four different problems 4 M a n y re a d in g s a r e fr o m A N T H O N Y G. A M S T E R D A M, T R IA L M A N U A L 5 F O R T H E D E - F E N S E O F C R IM IN A L C A S E S (5 th e d ) a n d th e A M. B A R A S S ' N, S T A N D A R D S F O R C R IM IN A L J U S T IC E, P R O V ID IN G D E F E N S E S E R V IC E S (3 d e d ). A rtic le s w rit te n w ith th e p r a c titio n e r in m in d a r e a ls o in c lu d e d. 5 T h e s tu d e n ts m u s t a ls o r e ly u p o n U ta h C o d e A n n o ta te d a n d U ta h R u le s o f

6 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 that develop over the course of the semester, providing opportunities to confront typical issues. 6 Each week, the students must provide written answers to the strategic questions faced at that stage in one or more of the cases. In answering these mock problems, students alternate between taking the roles of prosecutor or defender so that all students experience both perspectives. During each class session, local practitioners (many of whom also supervise the students) participate in class to provide a thorough discussion of the questions presented and how they should be addressed. The use of field supervisors in this way provides the students with concrete and up-to-date answers to their questions, lets supervisors know what instruction the students have received and permits faculty and supervisors to meet and work as a team. The use of these mock cases permits students and supervisors to discuss typical case-handling challenges without the risk of anyone revealing confidential information about an actual, ongoing case. The class is never used as a forum to discuss current cases or to hold Acase rounds,@ which avoids the risk of breaching confidentiality. However, two class sessions during the fall semester are used to provide indirect oversight and supervision. The first class includes an orientation to the program, introduction of coordinating supervisors and advice about best practices in this program. At the mid-term, there is an AOpen C rim in a l P r o c e d u r e. 6 T h e fo u r c a s e s in c lu d e : AT h e F o r g e r y@ (a fe lo n y th a t ra is e s is s u e s o f c o n s p iracy a n d c o m p e te n c y a s w e ll a s s e le c tin g th e p r o p e r c h a r g e a n d c o n d u c t in g a p r e lim in a r y h e a r in g ); AT h e B o o z e C a s e@ (a m is d e m e a n o r th a t ra is e s is s u e s o f c o n flic ts o f in te r e s t, p r o s e c u to r ia l e th ic s in c h a r g in g a n d p r o s e c u to r ia l d is c r e tio n in p le a b a r - g a in in g a s w e ll a s d e te r m in in g th e p r o o f n e c e s s a r y fo r th e p o s s ib le c h a r g e s ); AT h e S p o u s e A b u s e C a s e@ (a fe lo n y in w h ic h th e id e n tity o f th e Av ic tim,@ th e c a s e 's r e la tio n s h ip w ith a c h ild p r o te c tiv e c a s e, a c c e s s to r e c o r d s a n d p le a b a r g a in in g a r e a ll is s u e s ); a n d AT h e D r u g B u s t@ (a fe lo n y w h e r e p r o b a b le c a u s e to s to p, c o n - s e n t/ c a u s e to s e a r c h, c o n s tru c tiv e p o s s e s s io n, d is c r im in a tio n in ju r y s e le c tio n a n d m is c o n d u c t a t tria l a r e a ll is s u e s ). A ll c a s e s w e r e d e v e lo p e d in c o n s u lta tio n w ith fie ld s u p e r vis o r s w h o s u g g e s te d typ ic a l s c e n a r io s a n d c h a lle n g e s.

7 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1245 session in which students share any challenges they have faced and solutions they have found. This session focuses on systemic challenges within these offices and interpersonal challenges with supervision and can be carried on without revealing confidential information or discussing specifics about cases. However, the class can break into two groups (one of prosecutor interns and the other of defender interns, each with a faculty supervisor) if needed to better address the systemic or interpersonal concerns. During the spring semester, the class readings and discussions help students reflect upon the criminal justice system, usually by introducing them to relevant social science theories and findings. These class sessions are usually lead by a social scientist or lawyer well-versed in the topic. 7 Typical topics include:! Causes of Crime! Prison & Punishment! Race & Ethnicity & Crime! Juvenile Justice! Mental Health Issues (competency)! Sex Offenders! Drug Court! Domestic Violence! Victims Rights & Interests! Restorative Justice! Community Policing The sessions that deal with crime, punishment and court structure and operation are usually presented from a sociological perspective. Psychologists often lead the class sessions that 7 S tu d e n ts m a y a ls o c o m p le te res e a r c h p a p e r s o n h o w s o c ia l s c ie n c e m a y in - fo r m th e c a s e s th e y h a v e e n c o u n te r e d. O n e s tu d e n t w r o te a n e x c e lle n t p a p e r o n w h a t s o c ia l s c ie n c e te lls u s a b o u t d e te rrin g d r u n k d r ivin g th r o u g h s e n te n c in g. A n o th e r s tu d e n t w r o te a u s e fu l s u r v e y o f d r u g s a n d c r im in a l la w e n fo r c e m e n t th a t w e h a v e s in c e u s e d a s a n in tro d u c to r y r e a d in g o n th is to p ic.

8 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 consider mental illness, competency, sex offenders and domestic violence. These sessions explore why certain individuals commit certain criminal acts and what can be done to deal with the problems of violence, sexual predation and drug abuse. Students are encouraged to relate this information to their prior cases, in hopes that it may help them better understand what they have encountered. For example, we explore how our knowledge about domestic violence might inform policies on plea bargaining or how the recidivism rates from drug court and prison might lead prosecutors to make discretionary decisions. Students also submit brief reflective writings about some of these topics prior to the class session, reflecting upon how the social science information relates to their own case-handling experiences. Ultimately, each student must write a more thorough, analytical paper (ten-fifteen pages) reflecting upon any aspect of the experience. We have used these reflective assignments during the second semester rather than year-long weekly journals for a variety of reasons. By waiting until the second term to require reflection, students have accumulated a range of experiences and impressions, become comfortable using their skills in their placement and have had the opportunity to understand their particular role and responsibility in the system. We think that at this juncture they are psychologically ready to undertake critical reflection and very unlikely to negligently reveal any confidential information or work product. 8 Asking for written reflections before the class session also has the merit of guaranteeing that the students will read the materials (which otherwise are not covered in any exam!) 8 I c a n n o t re m e m b e r a n y in s ta n c e w h e r e c la s s r o o m d is c u s s io n e v o k e d a c o m - m e n t th a t m a y h a v e r e v e a le d c o n fid e n tia l in fo r m a tio n to o th e r s. T h e s tu d e n ts b e g in th is p r o g r a m very lo ya l to th e ir in d ivid u a l As id e@ o f th e s yste m a n d p r o te c tiv e o f th e ir r o le in th e ir p la c e m e n t, a n d n o th in g w e d o in th e c la s s in v ite s th e m to s h a r e in fo r m a tio n a b o u t a n o n - g o in g c a s e. If a n yth in g, th e d yn a m ic o f th e c la s s o v e r th e c o u r s e o f th e ye a r is to e n c o u r a g e s tu d e n ts to s e e th a t b o th As id e s@ h a v e m u c h in c o m m o n a n d th a t th e r e is m u c h a b o u t th e c r im in a l ju s tic e s ystem th a t w e c a n (a n d s h o u ld ) ta lk a b o u t in o r d e r to im p r o v e it.

9 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1247 and this enhances the class discussion with our guest speakers. Since we are able to read their reflections prior to the class session, we can also invite appropriate sharing of students' insights during the class discussion, thus making sure the social science speaks to the students' experiences while protecting against the inadvertent sharing of confidential information. During the spring semester there are two class sessions that explicitly require the students to reflect upon their experience. The first spring semester class considers prosecutorial discretion and defense (discussed below). The last session(s) of the year involve students presenting their reflective papers to one another. III. CLINICAL PEDAGOGY, ADULT LEARNING AND THE IMPORTANCE OF REFLECTION The Criminal Clinic was designed with foundational theories about clinical legal education, externship structure and adult learning theories in mind. One of the most important things an externship program 9 can accomplish is to prepare students for a personally and professionally satisfying practice after law school. Anthony Amsterdam asserts that the unique contribution which clinical education makes is to help students learn from experience: W h e n w e w e re s tu d e n ts, la w s c h o o l d id a b s o lu te ly n o th in g to p re p a re u s to le a rn fro m o u r e xp e rie n c e in p ra c tic e a fte r g ra d u a tio n.... P ra c tic e a fte r g ra d u a tio n w a s e ith e r 9 In d e s ig n in g th is Ae x te r n s h ip p r o g r a m,@ w e d e c id e d th a t th e fie ld p la c e m e n t c o m p o n e n t s h o u ld b e a c c o m p a n ie d b y a n a c a d e m ic c o m p o n e n t in w h ic h e x p e r ie n c e s in th e fie ld w ill b e c r it ic a lly c o n s id e r e d a n d r e fle c te d u p o n b e c a u s e th a t w a s Ab e s t p r a c tic e s@ in c lin ic a l le g a l e d u c a tio n. S e e A M. B A R A S S ' N, C O M M IT T E E O N G U ID E L IN E S F O R C L IN IC A L L E G A L E D U C A T IO N 2 0 ( ). AT h e c la s s r o o m is th e b a s ic fo r u m in w h ic h th e te a c h e r c a n in te g r a te th e o r e tic a l a n d e m p iric a l d a ta w ith s tu d e n ts ' e x p e r ie n c e s in a s s u m in g a n d p e r fo r m in g la w ye r r o le s a n d p a r tic ip a t in g in le g a l p r o c e s s e s.@ Id. a t

10 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 ig n o re d a s a p o te n tia l s o u r c e o f e d u c a tio n o r vie w e d a s a n e n tire ly d iffe r e n t kin d o f e d u c a tio nct h e s c h o o l o f h a rd k n o c k sch a vin g n o in s titu tio n a l a ffilia tio n o r fu n c tio n a l c o n - n e c tio n w ith th e s c h o o l o f la w.... [W ]e re a lize w h a t a m is g u id e d a n d p e d a g o g ic a lly u n p ro d u c tive vie w th a t w a s.... T h e s tu d e n ts w h o s p e n d th re e ye a rs in la w s c h o o l w ill s p e n d th e n e xt th irty o r fifty ye a rs in p ra c tic e.... T h e y c a n b e a p u rb lin d, b lu n d e rin g in e f fic ie n t, h it - o r - m is s le a rn in g e xp e rie n c e in th e s c h o o l o f h a rd k n o c k s. O r th e y c a n b e a re fle c tive, o rg a n ize d, s ys te m - a tic le a rn in g e xp e rie n c eci f th e la w s c h o o ls u n d e rta k e a s a p a rt o f th e ir curric u la to te a c h s tu d e n ts e ffe c tive te c h n iq u e s o f le a rnin g fro m e xp e rie n c e. Robert Condlin explains why field placements are ideal for such reflective learning from experience: S d e n s h o u a a b o u t w r p c e s... a s e g a t p e n e o n e w h h o s e p c e s a a c a d o n.... P c n a g a s t b e g o r - w h e e d b y e c a n a m o f e w o e m u o r c o n c o m n t p s s u c a l a n a p d n o u s o r s m e n l s h o u c o m e m a w p s s o r w h o 1 1 n e s w h e n e s e d a n g e a t e n. tu ts ld le rn la ye ra tic in ttin th re res ts th in ic th ra tic re typ ic lly rrie ro te tio in in ve lm th vo tio lis th la ffic ilie its ita re re to tu rn in te lle tu lys is la titu i- in tru ta ld fro la rofe in te rve th rs th re Condlin further explains why an extern program is a better way to promote discussion and critique than simply having a class that studies critical theories about practice: 1 0 A n th o n y G. A m s te r d a m, C lin ic a l L e g a l E d u c a tio nca 2 1 s t C e n tury P e r s p e c tiv e, 3 4 J. L E G A L E D U C , ( ) (e m p h a s is a d d e d ). 1 1 R o b e rt J. C o n d lin, AT a s te s G r e a t, L e s s F illin g@: T h e L a w S c h o o l C lin ic a n d P o litic a l C ritiq u e, 3 6 J. L E G A L E D U C. 4 5, ( ). S e e a ls o J a n e t M o tle y, S e lf- D ir e c te d L e a r n in g a n d th e O u t - o f - H o u s e P la c e m e n t, 1 9 N.M. L. R E V , ( )(A[ T ]h e in terns h ip s e r v e s a s a la b o r a tory fo r e x p e r im e n t in g w ith s k ills a n d fo r o b s e r v a tio n o f a n d r e fle c tio n a b o u t th e le g a l p r o fe s s io n.@) ; M a r c S tic k g o ld, E x p lo r in g th e In v is ib le C u r ric u lu m : C lin ic a l F ie ld W o r k in A m e r ic a n L a w S c h o o ls, 1 9 N.M. L. R E V , ( ) (AT h e m o s t im p o r ta n t te a c h in g ta s k th e la w s c h o o l c a n p e r - fo r m is g ivin g s tu d e n ts th e a b ility to le a r n fr o m th e ir e x p e r ie n c e fo r th e r e s t o f th e ir liv e s. T h is s h o u ld b e th e p r im ary fu n c tio n o f a n y cla s s r o o m c o m p o n e n

11 M FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1249 [I]f o n e is in te re s te d in a m o ra l p h ilo s o p h y o f la w ye rin g it is n e c e s s a ry to d e a l w ith th e s e q u e s tio n s in th e first p e r s o n. o ra l u n d e rsta n d in g is a rrive d a t b y critic a l refle c tio n o n a c tivitie s th a t h a ve b e e n e xp e rie n c e d p re- re fle c tive ly a n d b e g u n to b e in te r n a lize d a s d is p o s itio n s. U n til d is p o s itio n is p re s e n t, a t le a s t in s o m e m in im a l o r b e g in n in g fo rm, th e m o ra l c h a ra c te r o f a c tio n c a n n o t b e fu lly u n d e rsto o d. W ith o u t th e e xp e rie n c e o f a c tin g in la w ye r ro le m o r a l 1 2 p h ilo s o p h izin g w ill b e ju s t s o m a n y w o rd s. The students' experiences as externs (or as paid clerks) will result in their Alearning,@ whether they reflect on it or not. In addition, other learning from the externship experience is subconscious, involving the feelings, attitudes, and values of students. Often students are not aware of how their sensibilities are being influenced as a result of their externship experiences unless they are urged to examine these influences explicitly. 13 Because our students are experiencing and being influenced by the world of practice, it is incumbent upon the law school curriculum to promote reflection upon practice. Just as Tony Amsterdam 14 complained that his legal education had ignored practice, viewing it as Athe school of hard knocks,@ so, too, do other professionals criticize their professional schools for having inadequately prepared them for practice: P ra c titio n e r s r e p o r t th a t th e ir p rofe s s io n a l e d u c a tio n p ro g ra m s d o n o t p rep a re th e m to d e a l w ith th e p ro fo u n d m o r a l c o n flic ts a n d d e ve lo p m e n ta l c h a lle n g e s o f th e ir w o rkin g live s. T h e y e xp e rie n c e te n s io n s b e tw e e n p e r s o n a l a n d p rofe s s io n a l va lu e s, o rg a n iza tio n a l m o re s a n d in d ivid u a l c o m m it m e n ts, a n d b u re a u c r a tic e xp e c ta tio n s a n d th e ir o w n s ta n d a rd s, a n d th e y fe e l ill- p re p a re d to w o rk p ro d u c tive ly 1 2 C o n d lin, s u p r a n o te 1 1, a t (e m p h a s is a d d e d ). 1 3 H e n r y R o s e, L e g a l Exte r n s h ip s : C a n T h e y B e V a lu a b le C lin ic a l E x p e r i - e n c e s fo r L a w S tu d e n ts?, 1 2 N O V A L. R E V. 9 5, ( ). 1 4 S e e A m s te r d a m, s u p r a n o te 1 0 a n d a c c o m p a n yin g te x t.

12 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 a m id s t th e s e d ile m m a s. 1 5 Professional education can be improved by coupling experience in the professional world with a forum for Areflection@ 16 on these experiences. Reflection should be supported and promoted in any adult, professional education program: AReflection is essential for adult development in both the personal and professional spheres. It enables us to identify and correct distortions in our personal belief systems and it allows us to evaluate successes and failures in the workplace, providing opportunities to improve our performance.@ 17 Reflection is needed in adult education because adult learners bring with them habits of interacting and preconceived notions about proper behavior in their professional roles: If w e a re to m o ve o u r stu d e n ts fro m u n refle c tive a n d re a c tive m o d e s o f c o p in g b a s e d o n th e ir p e r s o n a l re p e rto ire s, it is n e c e s s a ry to e vo k e th e s e im p lic it p e r s o n a l p a rad ig m s. O u r c h a lle n g e h a s b e e n to e n g a g e s tu d e n ts in re c o g n izin g th e ir o w n p a ra d ig m s, to e xp lo re th e ir u s e s a n d 1 8 m is u s e s, a n d to te s t th e u s e fu ln e s s o f o th e r p a ra d ig m s. Although reflective learning has enjoyed a recent resurgence of popularity, it has the most classical of roots. In 1933, the educa- 1 5 J a m e s W a c e & C e s M. B r o d y, u c n E T H A L A N D S O - C L I S S U E S P R O F E S S N A L E D U C A T N 1, 2 e s M. B r o d y & J a m e s W a c e e d s e c n a n p o r n t h u m a n a c w h h p e o p r e c a p r e e e x p e r n c e, k a b o u t m u o v e r a n d e v a a w o r k g w e x p e r n c e a t p o r n t a r n g. T h e c a p a c c.. m a y b e a b w h h c h a r a c r e s o s e w h o a r n e c e m e x p e r n c e D. B O U D, R. K E O U G H A N D D. W A L K E R E F L E C T N : T U R N G E X P E R N C E T O L E A R N G R o b e R. K, R e c n s a n d A d u D e v e p m e n A P e d a g o g a l P e s s, E T H A L A N D S O C L I S S U E S P R O F E S S N A L E D U C A T N, s u p r a n o 1 5, a t 8 9 n s o m d 1 8 G o r d o n L d b o m, L e a r n g a b o u t O r g a n n a l C u r e s a n d P r o s s n a l C o m p e n c e, E T H A L A N D S O C L I S S U E S P R O F E S S N A L E D U C A T N, s u p r a n o 1 6, a t lla le te In trod tio to IC IA IN IO IO (C le te lla., ). AR fle tio is im ta tivity in ic le tu th ir ie th in it, ll it lu te it. It is th is in ith ie th is im ta in le in ity to refle t. it th is ility ic te iz th le ffe tiv ly fro ie.@ R, IO IN IE IN IN (1 ). rt le in fle tio lt lo t: ic roc in IC IA IN IO IO te (c ita tio it te ). in lo in izatio ltu fe io te in IC IA IN IO IO te

13 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1251 tor and educational theorist John Dewey defined reflection: AReflective thinking, in distinction from other operations to which we apply the name of thought, involves (1) a state of doubt, hesitation, perplexity, mental difficulty, in which thinking originates, and (2) an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity.@ 19 Dewey forcefully argued that Ait is not sufficient to `know,' there also needs to be an accompanying desire to `apply.'@ 20 He Acharacterized reflection as comprising five phases.... suggestions, problem, hypothesis, reasoning and testing.@ 21 More recently, Donald Schön has focused on the need for reflection in a wide variety of professional areas of practice. 22 Schön asserts that Athe crisis of confidence in the professions@ 23 is due to the recognition that professional practice is not simply rigorous instrumental problem-solving according to scientific 1 9 J O H N D E W E H O W W E T H K e d 2 0 J. J O H N L O U G H R A N, D E V E L O P G R E F L E C T E P R A C T E : L E A R N G A B O U T T E A C H G A N D L E A R N G T H R O U G H M O D E L G a t 5. u g g e s n s a r e e e a s o r p o s s s w h h s p r g m d w h e n o n e c o n o n d b y a p u z z g s a n.... P r o b m o r c - a a n.... u n d e r s n d g e p e r p x o f a s a n m o r e p r e c e s o a t c o u r s e s o f a c n m a y m o r e o u g h t r o u g h.... H o e s r m a n w h e n a s u g g e s n r e c o n s e r e d r m s o f w h a t c a n b e d o n e w... s e e g h o w e h o e s s n d s u p n e s t g.... R e a s o n g w h e n e k g o f r m a n, e a s a n d p r e v u s e x p e r n c e s a w s o n e e x p a n d o n s u g g e s n s, h o e s e s a n d s, e x n d e k g a b o u t a n d k n o w d g e o f e s u b c... T e s g e p h a s e w h h e h o e s e d e n d r e s u m a y b e s d. a t D O N A L D A. S C H Ö N, T H E R E F L E C T E P R A C T N E H O W P R O F E S S N A L S T H K A C T N S c h ö n b o r e s a n d e x p a n d s u p o n D e w e e o r s.. a t a t 1 4. e s t e n a r s, h o w e v e r, m y e x p e r n c e h a s b e e n a t a e p r o s s n s h a v e b e c o m e c o n s e d. a o f e s e s,... e r e n o w s o m e r b u n c e a b o u t w h a t w e m e a n b y p r o s s n a l k n o w d g e a n d h o w w e s h o u r e a e d u c a s d e n D o n a A. S c h ö n, E d u c a g e R e c e L e g a l P r a c n e r, 2 C L A L L. R E 2 3 1, Y, IN (1 rev..). IN IV IC IN IN IN IN (1 ). Id AS tio th id ib ilitie ic in to in is in itia lly fr te lin itu tio le in te lle tu liz tio is ta in th le ity itu tio is ly th tio be fu lly th th yp th is fo tio is tio is id in te ith it. in th yp th is ta to te ta tiv te in in is th lin in in fo tio id io ie llo to tio yp th te ts to te th th in in le th je t. tin is th in ic th yp th iz lt te te.@ Id IV IT IO R: IO IN IN IO (1 ). th lie y's th ie Id Id AO ver th la tw ty ye ie th ll th fe io fu In ll th fie ld th is tu le fe io le ld lly te tu ts in it.@ ld tin th fle tiv titio IN IC V. (1 ).

14 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 techniques. 24 Rather, professionals are confronted with problems of Auncertainty, uniqueness, and conflict@ for which their classroom training fails to provide answers. 25 Schön compares problems of Auncertainty@ to Dewey's Aproblematic situation@ in which the definition of the problem itself is the greatest challenge. 26 AUnique@ situations do not fit the pre-defined categories of the classroom. And Aconflict@ includes circumstances where goals are Avague, unmeasurable or conflicting@ so that the challenge is to decide upon what goal should be sought. 27 Schön asserts that competent professionals do deal with problems of uncertainty, uniqueness and conflict, but to teach students how to become such competent professionals, we should ask, Awhat is it that competent practitioners actually know when they are being competent [and handling such problems]?@ 28 Schön believes that there is a Areflection-in-action@ or Aknowing-in-action@ upon which competent professionals rely. 29 [T ]h e w o rka d a y life o f th e p ro fe s s io n a l d e p e n d s o n ta c it k n o w in g - in - a c tio n. E v e ry c o m p e te n t p ra c titio n e r c a n re c o g n ize p h e n o m e n acf a m ilie s o f s ym p to m s a s s o c ia t e d w ith a p a rtic u la r d is e a s e, p e c u lia ritie s o f a c e r ta in k in d o f b u ild in g s ite, irre g u la ritie s o f m a te ria ls o r stru c tu re scf o r w h ic h h e 2 4 A c c o r d g e m o d e l o f T e c h n a l R a n a... p r o s s n a l a c c o n s s m e n l p r o b m s o g m a d e r o r o u s b y e a p p a n o f s c n e o r y a n d c h n u e S C H Ö N, s u p r a n o 2 2, a t S c h ö n, s u p r a n o 2 3, a t ; s e e a o S C H Ö N, s u p r a n o 2 2, a t S c h ö n, s u p r a n o 2 3, a t a t a t T h q u c o n s t a s k g h o w d o w e a p p s c n c e p r a c e b e r? ' o r o w d o w e g e n e r a m o r e u s e l s c n c e r p r a c e?. a t S c h ö n c o m p a r e s s u c h p r o s s n a l n o w g - - a c d u a n o w h o w r h t a w o b b g b y c w o u t b e g a b e x p w h a t e y d o o r w h b e g a b r e c o g n e c e s w o u t h a v g a e o r y o r e x p n a n o f h o w d o s o,. a t , a n d s p e a k g c o n r m w r u s o f p h o n o g y a n d s x w o u t b e g a b c o n s c u s d e s c r e s u c h r u s. S C H Ö N, s u p r a n o 2 2, a t 5 3. in to th ic tio lity fe io tivity is ts in in tru ta le lvin ig th lic tio ie tific th te iq.@ te te ls te te Id Id is in iry is in tra to in A` ly ie to tic tte `h te fu ie fo tic '@ Id Id fe io Ak in in tio n@ to in ivid ls Ak in g@ to ig lin ic le ith in le to la in th y, in le to iz fa ith in th la tio to Id in in fo ity ith le lo yn ta ith in le to io ly ib le te

15 H FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1253 c a n n o t g ive a re a s o n a b ly a c c u ra te o r c o m p le te d e s c r ip tio n. In h is d a y - to - d a y p ra c tic e h e m a k e s in n u m e ra b le ju d g m e n ts s o f q u a lity fo r w h ic h h e c a n n o t s ta te a d e q u a te c rite ria, a n d h e d is p la ys s k ills fo r w h ic h h e c a n n o t s ta te th e ru le s a n d p ro c e d u re s. E ve n w h e n h e m a k e s c o n s c io u s u s e o f re s e a r c h - b a s e d th e o rie s a n d te c h n iq u e s, h e is d e p e n d e n t o n 3 0 ta c it re c o g n itio n s, ju d g m e n ts, a n d s k illfu l p e rfo rm a n c e s. Accordingly, Athe study of reflection-in-action is critically important.@ 31 Schön describes the reflective practice which will allow the competent professional to Alearn what he knows@ and assist in educating the novice: A[T]he process of learning what you know is a research process. You have to observe the actual behavior. You then have to reflect upon it and construct a description of it and you have to test that description against further behavior....@ 32 [I]n q u iry... tu rn s in to a fra m e e x p e rim e n t.... [T ]h e in - q u ire r is w illin g to s te p in to th e p ro b le m a tic s itu a tio n, to im p o s e a fra m e o n it, to fo llo w th e im p lic a tio n s o f th e d is c i- p lin e th u s e s ta b lis h e d, a n d ye t to re m a in o p e n to th e s itu a tio n 's b a c k - ta lk. R e fle c tin g o n th e s u rp ris in g c o n s e q u e n c e s o f h is e f fo rts to s h a p e th e s itu a tio n in c o n fo r - m ity w ith h is in itia lly c h o s e n fra m e, th e in q u ire r fra m e s n e w 3 3 q u e s tio n s a n d n e w e n d s in vie w. Schön argues that reflection upon practice can lead the professional to transform his relationship with his clients. e re th e p ro fe s s io n a l re c o g n ize s th a t h is te c h n ic a l e xp e rtis e is e m b e d d e d in a c o n te xt o f m e a n in g s. H e a ttrib u te s to h is c lie n ts, a s w e ll a s to h im s e lf, a c a p a c ity to m e a n, k n o w, a n d p la n. H e re c o g n ize s th a t h is a c tio n s m a y h a ve d iffe re n t m e a n in g s fo r h is c lie n t th a n h e in te n d s th e m to h a ve, a n d h e 3 0 S C H Ö N, s u p r a n o te 2 2, a t Id. a t S c h ö n, s u p r a n o te 2 3, a t S C H Ö N, s u p r a n o te 2 2, a t

16 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 g ive s h im s e lf th e ta s k o f d is c o ve rin g w h a t th e s e a re. The tools we rely upon in the criminal clinic provide just such a perspective for the student to consider the meaning of his professional actions. As the reflective professional re-considers her relationship with those she serves, the professional is freed to consider AWhat in my work, really gives me satisfaction?@ 35 Involving the student in actual clinical work invites emotional reactions. It is incumbent upon us to offer our students a framework and a forum to process their reactions. This invitation to explore personal values, lawyering roles and professional responsibility is the most important component of the criminal clinic. 3 4 IV. EDUCATIONAL BENEFITSCWHAT OUR STUDENTS HAVE LEARNED & HAVE TAUGHT US Our students' reflective writings are particularly rich documentation of the learning that has occurred during the course of the year. Their classroom discussion is also rich, but more fleeting and less easily documented. The students' course evaluations, perhaps the most scientifically valid evidence, also provide some insight. One of the major programmatic questions that was confronted in 1985 was whether the oversight and education of legal defender interns should be integrated with the then-existing prosecutor program. Today, this well accepted and popular integrated clinic seems natural to all. This article will rely upon the available evidence and show why an Aintegrated@ clinic such as this can enhance both skills acquisition and, more importantly, the student's ability to think critically about the criminal justice system and to explore her own personal values and possible place within this system. 3 4 Id. a t Id. a t

17 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1255 A. Course Evaluations Each at the University of Utah College of Law includes certain extern placements coordinated with a Aclassroom component.@ Students' course evaluations ask the same questions about each clinic, for example, whether: 1. The clinical/service experiences enhanced my learning in this class 2. This class prepared me for my clinical/service experiences 3. This class helped me reflect upon my clinical/service experiences Students respond on a Likert Scale (1-6) from Astrongly disagree@ (1) to Astrongly agree@ (6). 36 Over the course of two recent years, students' responses to these questions in each of six clinics were analyzed revealing these data: 3 6 S tu d e n t re s p o n s e s c o u ld in c lu d e : 1 - s tro n g ly d is a g r e e, 2 - d is a g r e e, 3 - s o m e w h a t d is a g r e e, 4 - s o m e w h a t a g r e e, 5 - a g r e e, 6 - s tro n g ly a g r e e. T h u s, 3.5 w a s An e u tra l@ a n d a n y s c o r e a b o u t 4 w a s p o s itiv e.

18 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M S S P I L A W J O U R N A L o 7 4 IS IS IP [V l. Question Lowest Highest Two-Year Two-Year Clinic Clinic Average of Average for Score Score all Clinics Criminal Clinic clinic enhanced (Crim. class Clinic) class prepared (Crim. for clinic Clinic) class helped me (Crim. reflect Clinic) These data demonstrate that the clinical program we operate is well-designedcthe Aclassroom components@ and fieldwork compliment each other; the classes are helpful both in preparing students for field work and in supporting reflection upon their experiences. As the data clearly indicates, the Criminal Cclinic is better than the average of all clinics on each dimension, and one semester of the Criminal Clinic was the highest scoring section of any clinic on these issues. This high rate of satisfaction regarding the clinic/class interrelationship demonstrates the success of the design both as a method of preparing students for their criminal law practice experiences and as supporting student reflection about the criminal justice system and their possible careers in it. B. Discussion of Values in an Integrated Clinic Most of our third-year Criminal Clinic students are seeking or considering a career practicing criminal law. This career focus is ideal to engender their critical reflection about the lawyering roles in the criminal justice system.

19 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1257 Perhaps because of this career orientation, most of our students arrive at the clinic with a definite and strong preference regarding which Aside@ of the case they want to handlecmost students prefer to serve as prosecutors. 37 Because placements are limited, students are asked if they are willing to participate on either side, and most students are indeed willing to switch sides if they have no direct conflict of interest due to clerkship work. 38 However, many have entered the program with a rigid view of their assigned roles and of the opposing attorney's attitudes. Many student prosecutors believe that a good prosecutor must always go for Athe max@ and that all defenders are bleedinghearts who naively and unfailingly believe clients' stories and excuses. During the fall semester, while the students get acclimated to their offices, we do not ask students to reflect upon their roles or values. We do, however, make students analyze the mock cases from both perspectives, and we invite both defenders and prosecutors to most classes in which the problems are discussed. Often students note that both guests see the mock cases in the same way; the session in which a prosecutor and defender walk through their analysis and negotiation of a case is particularly useful in demonstrating this. Then, the first class of the spring semester we ask these students to think critically about attorney roles and about the values in criminal law practice. We introduce this discussion with readings that focus on prosecutorial discretion 39 and defense Aethics.@ 40 The readings are designed to encourage stu- 3 7 In fa c t, th e r e w a s o n ly o n e ye a r in th e la s t tw e n ty th a t th e e n r o llm e n t in th e d e fe n d e r p la c e m e n ts e x c e e d e d th e e n r o llm e n t in th e p r o s e c u to r p la c e m e n ts. 3 8 W e g iv e p r io r ity to s tu d e n t Ap r e fe r e n c e s@ th a t a r e d r iv e n b y a c o n flic t d u e to c lerks h ip w o r k a n d s e e k v o lu n te e r s fo r p la c e m e n t o n th e le s s p r e fe r r e d s id e fr o m th o s e w ith o u t s u c h c o n flic ts. 3 9 S tu d e n ts r e a d e x c e r p ts fr o m S ta n le y Z. F is h e r, In S e a r c h o f th e V irtu o u s P r o s e c u to r : A C o n c e p tu a l F r a m e w ork, 1 5 A M. J. C R IM. L , ( ), in w h ic h th e a u th o r s e ts fo r th a th e o r y a b o u t h o w p r o s e c u to r s s h o u ld e x e r c is e th e ir s u b s ta n tia l d is c r e tio n. 4 0 S tu d e n ts r e a d e x c e r p ts fr o m J o h n B. M itc h e ll, T h e E th ic s o f th e

20 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 dents that they have the right to define for themselves the role they will play and the moral justifications they will develop as a prosecutor or defender in the criminal justice system. The very fact that different peoplecthese authorschave troubled to define their mission in a philosophically coherent manner is informing and liberating for the students. Rather than discussing the philosophies of the articles, we begin class discussion talking about our feelings. Students are asked to consider what frustrations they have experienced in dealing the Athe other side@ or with Athe system,@ whether they had any preconceived notions about their own role and what difficulties they have faced in assuming that role. This session is attended only by the students and the faculty supervisors so that students will feel safe in talking (positively or negatively) about lawyers they have encountered. This class session is usually an intense experience where the students truly engage these issues on a personal level. To begin the class discussion, each teacher shares one thing he or she finds most bothersome about attorneys on the other side. When Professor Paul Cassell and I co-taught the class, he explained how he hated it when, as a prosecutor, he would reduce charges and offer what he thought was an eminently fair plea bargain, only to have each defense attorney ask for more. He assumed the defense attorneys needed to play a game of bargaining to look good to their clients. I empathized with Paul's frustration; it seemed he really wanted to be thought of as fair and even-handed, and the negotiation game deprived him of this recognition. (Since our students saw Paul as a fair and decent professor, I think my analysis seemed credible to them.) I also told Paul that negotiation texts call his preferred approach ABoulwareism@ and recommend against it because negotiators typically want to experience an even give-and-take. (This analysis, though different than Paul's analysis at the C rim in a l D e fe n s e A t to r n e ycn e w A n s w e r s to O ld Q u e s tio n s, 3 2 S T A N. L. R E V ( ), in w h ic h th e a u th o r a n s w e r s th e p e r s is te n t q u e s tio n o f h o w he c a n ju s tify d e fe n d in g th e g u ilty.

21 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1259 time, suggested to our students that there may be more than one way to understand and come to terms with difficult feelings experienced in practice.) In this way, we empathized with one another's frustration and tried to deal with our feelings by understanding practice and understanding ourselves. With this opening, we invite all the students to share what they have found most bothersome about their opponents or about the criminal justice system. We invite them each to share one aspect of the current role which has been difficult for them to assume. This invitation invariably leads to an out-pouring of thoughtful but widely varied reactions. Almost every student identifies supervisors whom she sees as mentors. Some students recall the prosecutors and defenders who co-taught some early classes and express a new understanding that opposing counsel is not the enemy, but a fellow practitioner. Most students had silently disagreed with or felt critical of at least one supervisor. They recount their experiences or observations and explain why the supervisor's behavior seemed wrong-headed. Often, more than one student knows of a particular case or personality. Sometimes students on opposite sides of the aisle have reached similar conclusions about mentors and role models! Some students assert that their experiences had been exactly as they expected and had confirmed their desire to pursue this career. Usually, they can also point to particular aspects of the practice (e.g., the individual control of the prosecutor, the common esprit de corps of the defender office) which they enjoy. Some students have discovered they no longer want a career in criminal law, often for reasons (e.g., the harried pace and lack of preparation time) they had not anticipated. During this discussion, it is not unusual for at least one student to explain that he had begun the year with a firm conviction that he could only serve as a prosecutor (or a defender), and now he has come to see that he could be satisfied in the other role as well. The degree to which this class supports the idea that both roles in the criminal justice system are respectable and valuable is well-illustrated by the fact that one

22 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 year, two students needed to have their placements adjusted to avoid conflicts of interestcone prosecutor intern had taken a clerkship with a defense attorney and needed to become a defender intern; a different defender intern had been hired as a clerk in the District Attorney's office and needed to become a prosecution intern! Often, I have to assume my other identity as teacher of the Legal Profession class and remind students that prosecutors and defenders do not have parallel roles. Prosecutors have the duty (and freedom) to Ado justice@ while defenders have the duty to fully advise their clients but ultimately pursue the path their clients choose. (Defenders do have the freedom to speak in personal and candid terms to a client, but not to manipulate his decision.) Similarly, prosecutors may be obligated to dismiss a case, but defenders are always entitled to put the state to its proof. Students' natural feelings that it should be a contest with the same rules for all is ultimately tempered by their understanding of the complex system our Constitution requires. One defender student shared his experience when he (and his supervisor) chose to develop a candid and personal relationship with a particular client. When the client effusively thanked them for arranging a desirable plea bargain, the student replied that the thanks he sought was the client's firm commitment to support his new wife and young child. The student commented that such communications were not effective for every client, but that where it might matter, he (like his supervisor) wanted to include care and concern in his practice. This class session is often a cathartic experience. The students are affirmed that it is all right to feel challenged and not entirely at-one with the office mentality. They are also reaffirmed that outlandish behavior often seems outlandish from all perspectives within the criminal justice system. Thus, they conclude, they need not be the most heartless prosecutor nor the most bleeding-heart defender to pursue a balanced career in this challenging area of law. They gain some encouragement to begin to develop their own philosophy for practice.

23 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1261 C. Further Reflections About Values and Roles Later in the semester, students submit an analytical Athought arising out of their experiences in the field of criminal law. Their topics vary widely from analyzing how discretion is and should be exercised in domestic violence cases to exploring the ethics and skills of plea bargaining with an un-represented defendant. The final reflective papers of all students from one year were analyzed with respect to the topics and common themes. Most of the papers focused on: a) the student's assumption of role; or b) the roles played by others in the office; or c) systemic challenges and suggested changes and improvements to the criminal justice system. A few papers dealt with a particular experience or set of experiences (e.g. losing a case at trial) and then focused on what the student learned from that experience about himself, how to act in her role or about the system. A brief synopsis of the topics or essential themes follows: Prosecution Student Papers Role of the Good ProsecutorCnot to convict the innocent & need for training Role of the Good ProsecutorCneither overzealous nor underzealous Role/Systemic StructureCof juvenile, JP, district & drug court Role/Systemic ChallengesCrural attitudes toward federal court misdemeanors Systemic ChallengesCdomestic violence cases A Trial I LostCwhat I learned about trial strategy in a misdemeanor Defense Student Papers Role of the Defense AttorneyCthe Anice@ vs. the Aaggressive@

24 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 lawyer Role of the Defense AttorneyCdealing with difficult cases and strong emotions Systemic ChallengesCdifferences between the ideal of justice and actual practice Systemic ChallengesCproblems with the federal sentencing Guidelines Systemic ChallengesCproblems with the death penalty As this listing demonstrates, both prosecutors and defenders reflected about the role they had assumed and recognized the challenges of carrying out that role. Both recognized problems with some aspects of the criminal justice system or its practice in some areas. Of course, most students saw problems from the perspective of their own role, rather than from some universal critical perspective. Defenders saw problems in which their clients were treated unfairly, and prosecutors saw problems in which they were unable to obtain the outcome they thought was just. Nevertheless, their insights and commentary were often consistent. Relying upon the papers from this year alone, one can discover a handful of common themes S in c e s tu d e n ts ' p a p e r s v a r ie d w id e lycs o m e ta k in g o n e to p ic a n d d e v e lo p in g it th o r o u g h ly a n d o th e r s e x p a n s iv e ly d is c u s s in g m a n y e x p e rie n c e scit is n o t p o s s ib le to u s e th e s e p a p e r s to p r o v e a n y th in g a b o u t th e u n iq u e n e s s o r c o m m o n a lity o f a ll s tu d e n ts ' e x p e r i e n c e s. T h e m a le g e n d e r is u s e d to r e fe r to th e s tu d e n t a u th o r w h e r e n e c e s s a r y a s a g r a m m a tic a l c o n v e n tio n.

25 e FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC Prosecutorial Discretion One theme was prosecutorial discretion, with both prosecutors and defenders making some critical comments. Prosecutor Student (PS) #1 argued that although a count should be dismissed if there was inadequate evidence to obtain a conviction, a few prosecutors would press such a count in a multiple-count case simply to Ascare@ the defendant. PS #2 and PS #4 criticized some cases as unwisely filed in the first instance. Defender Student (DS) #2 and DS #4 both argued they had seen Aover charging@ and DS #5 wondered about the fairness of seeking the death penalty in a particular case. PS #1 made these points about the prosecutor's power to charge or not: I h a ve n o te d th a t th e ro le o f th e p ro s e c u to r is o m itte d fro m virtu a lly e ve ry e xa m in a tio n o f th e p ro te c tio n s a ffo rd e d a d e - fe n d a n t; th a t is, th e a c c u s e d 's first lin e o f d e fe n s e is, in d e e d, th e p ro s e c u to r.... P ro s e c u to r s a r e s w o rn to u p h o ld th e C o n s titu tio n... th e y d o n o t.. h a ve a n y in te re s t in c o n vic tin g th e in n o c e n t.... E ve ry d a y th e g o ve rn m e n t a b a n d o n s c a s e s it d o e s n o t th in k it c a n w in.... H o w e ve r, in th e s a m e ve in, th e re a re a ls o p ro s e c u to rs w h o w ill p u r s u e a c r im in a l c o n vic tio n in th e fa c e o f a la c k o f e vid e n c e w ith th e in te n t to s im p ly s c a re o r a n ta g o n ize th e d e fe n d a n t.... [B u t] p ro s e c u to ria l a g e n c ie s h a ve a h e a vy b u rd e n to e n s u re th a t th e y a re s e e k in g ju s tic e a n d n o t s o m p e r s o n a l a g e n d a in th e n a m e o f th e p e o p le. PS #3 discussed his respect for the Juvenile Court while musing why certain cases were even brought: W h a t I d id n 't lik e w a s th a t m a n y o f th e c a s e s ju s t d o n 't s e e m to b e lo n g in th e c rim in a l s ys te m a t a ll. A fig h t a t s c h o o l... I n o w re a lize th a t m a yb e it w a s p ro p e r... [to g e t a d e q u a te re s o u r c e s fo r th e yo u th. W h a t m ig h t a p p e a r a s a n in s ig n ific a n t c a s e o n p a p e r m a y b e th e la s t s tra w a t

26 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 s c h o o l w h e re d e te n tio n a n d e xp u ls io n h a ve fa ile d to d e te r b a d c o n d u c t.] U n lik e s c h o o ls, th e c o u rt c a n c o m p e l th e p a re n t's in vo lve m e n t in th e c a s e. The discretionary decisions of prosecutors to charge was considered by DS #2, #3, #4 and #5. DS #2 noted one case in which the client had sought and received informal approval from a police officer for possessing a weapon that he was later charged with possessing illegally. DS #2 also represented a Acivil rights activist who was charged with disturbing the police when he refused to leave a crime scene [because he] was concerned with the use of force by responding officers.@ DS #3 questioned the decision to press charges against a defendant who had previously gotten a co-habitant abuse action protective order against the Avictim@ in this case, in light of the tit-for-tat retaliation that appeared to be occurring between the victim and defendant. DS #4 stated that federal prosecutors might consider dismissing the federal charges (perhaps permitting state charges to be filed) where the federal sentencing guidelines were Aexcessively harsh.@ DS #5 worked extensively on a death penalty case and researched the various problems with fairness in death cases. DS #5 wrote AI could not help but wonder AWhy is the death penalty sought on this case, but not on other cases that are similar in fact?'@ 2. Pressure to Plea Bargain Cases Another common theme was the existence of and the problems with the Aeconomic pressure@ for plea bargaining, which prosecutors (PS # 2, 4) understood as a institutional pressure to settle/plead out misdemeanors that were not worth trying, and defenders (DS #1) felt as subtle pressure from the District Attorney and the judge to talk their clients into taking the plea bargain offered. PS #2 referred to the problem of Aunder-zealousness@: I w o u ld a g re e th a t p ro s e c u to ria l o ve rze a lo u s n e s s is a

27 m FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1265 s e rio u s p ro b le m....i a m a ls o e q u a lly c o n c e rn e d a b o u t p ro s e c u to ria l u n d e r - ze a lo u s n e s s... [a n d ] th e re a s o n s u n d e rlyin g p ro s e c u to ria l d e c is io n s to d is m is s r a th e r th a n p ro s e c u te... [o r fo r] o b ta in in g o ve rly le n ie n t p e n a ltie s... M a n y [fe d e ra l m is d e m e a n o r d e fe n d a n ts ] a re c h a rg e d w ith re la tive ly m in o r vio la tio n s s u c h a s c h o p p in g u p p ic n ic ta b le s o r s n o w b o a rd in g o n p ro p e rty th a t b e lo n g s to th e V A [a n d w e ] w e re e xp e c te d to p le a b a rg a in a n d d is p o s e o f th e va s t a jo rity o f c a s e s.... P ro c e e d in g to tria l in s u c h c a s e s is c o n s id e re d a w a s te o f s c a r c e r e s o u r c e s.... O n th e o th e r h a n d, I h a ve h a d fe d e ra l o ffic e r s a n d frig h te n e d fa m ily m e m b e r s r e la te to m e th e ir o w n o u tra g e [a t th e c a s e b e in g d is m is s e d o r s e ttle d w ith a lig h t p u n is h m e n t]. PS #4 was troubled that an officer spent days investigating and pursuing a group on federal lands before arresting them, when simply informing them they were violating permit requirements in the first instance would have been better law enforcement. This student reported other cases where the defendants had chosen to break federal laws as a form of civil disobedience, and calling forth costly federal prosecution was part of their protest plan. DS #1 wrote movingly about two Atypes@ of defenders reacting to the pressure to settle misdemeanor cases: C e rta in la w ye rs (A ) re s p o n d to th is p re s s u re b y e n c o u ra g in g e ve ry c lie n t to a c c e p t a p le a b a rg a in.... O th e r la w ye rs (B ) fin d th is p re s s u re to b e a p e r s o n a l c h a lle n g e a n d th e re fo r p re s s u re e ve ry c lie n t to g o to tria l.... L a w ye r A is a ve ry n ic e p e r s o n. H e b e lie ve s th a t h is c lie n ts h a ve h a d d iffic u lt live s a n d th a t th e c rim in a l ju s tic e s ys te m is u n d u ly h a r s h.... L a w ye r A b e lie ve s th a t in a lm o s t e ve ry s itu a tio n a c c e p tin g a p le a b a r g a in is in th e c lie n t's b e s t in te re s t.... H e b e lie ve s th a t m o s t o f h is c lie n t s a re g u ilty. H e d o e s n o t h o ld th is g u ilt a g a in s t th e c lie n t, b u t ra th e r s e e s th e c lie n t a s s o m e o n e w h o n e e d s h e lp. L a w ye r A b e lie ve s th a t e n te rin g a g u ilty p le a w ill p ro vid e th e c lie n t w ith tw o s e rvic e s. T h e fir s t... is e lim in a tin g th e p o s s ib ility th a t th e c lie n t w ill b e c o n vic te d o f m u ltip le c h a rg e s in s te a d o f p le a d in g g u ilty to o n e. T h is r e d u c e s th e a m o u n t o f tim e th a t th e c lie n t c a n

28 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 s p e n d in ja il. T h e s e c o n d s e rvic e L a w ye r A p ro vid e s h is c lie n ts b y n e g o tia tin g p le a b a rg a in s is a rra n g in g fo r th e c lie n ts to g e t th e tre a t m e n t th e y n e e d to d e a l w ith th e p ro b le m s th e y h a ve in th e ir live s. If L a w ye r A d o e s n o t n o tic e th a t th e p o lic e d id n o t g ive th e d e fe n d a n t th e M ira n d a w a rnin g s b e fo re in te rro g a tio n, L a w ye r A is n o t p ro vid in g e ffe c tive a s s is ta n c e o f c o u n - s e l.... H o w e v e r, I w o u ld a rg u e... th a t L a w ye r A 's b ig g e r e th ic a l p ro b le m s a re d ire c tly c o n n e c te d to b e in g At o o n ic e@... to th e e xte n t th a t L a w ye r A is w o rrie d a b o u t p le a s in g th e c o u rt a n d th e p ro s e c u to r.... T h is c o n flic t o f in te re s t b e c o m e m o re s e rio u s in lig h t o f L a w ye r A 's b e lie f th a t b e in g n ic e w ill h e lp h is c lie n ts to c o lle c tive ly re c e ive b e tte r d e a ls. L a w ye r A d o e s n o t o w e a d u ty o f lo ya lty to h is c lie n ts a s a c o lle c tive.... I fe e l th a t I le a rn e d th e m o s t fro m w o rkin g w ith a tto rn e ys w h o w e re n o t n e rvo u s a b o u t b e in g Aa g g re s s ive.@ I a m n o t a p a rtic u la rly a s s e rtin g h u m a n b e in g a n d s o fo r m e o b s e rvin g th e d iffe r in g w a ys in w h ic h p e o p le d e fe n d th e in te re s t o f th e ir clie n ts w a s ve ry h e lp fu l.... I le a rn e d th a t la w ye rs w o rk in a n a d ve r s a r ia l s ys te m a n d th a t th e s tru c tu re o f th a t a d - ve r s a r ia l s ys te m is s u c h th a t o u r e v e ry w o rd w ill h a ve a n a d ve r s a r ia l im p a c t, re g a rd le s s o f h o w p o lite a n d re ve re n tia l w e a p p e a r w h e n w e s a y it. T h is m e a n s s tic k in g u p fo r m y c lie n t th ro u g h m o tio n s a n d tria ls s h o u ld n o t m a k e ju d g e s a n d p ro s e c u to rs lik e o r d is lik e m e... If I a c t w ith re s p e c t a n d g o o d fa ith m y s lo w in g d o w n th e ju d ic ia l p roc e s s in th e n a m e o f d u e p ro c e s s s h o u ld n o t b e s e e n a s a p ro b le m. A related theme was the prosecutor's difficulty in effectively negotiating with an unrepresented defendant so that the defendant could make an informed decision about whether and how to plead and how well the courts dealt with these unrepresented defendants. (PS # 2, 3, 4). All three students regretted situations where clearly guilty defendants had no defense attorneys to advise them that the rational thing was to accept the plea bargain. However, these students also all observed cases in

29 w w m FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1267 which the unrepresented and unwise defendant's case came out all right in the end. [A n in d ivid u a l u n d e r e xtre m e s tre s s a s s a u lte d a n o ffic e r. D e - n ie d c o u n s e l, h e re fu s e d to p le a d g u ilty.] O n th e d a y o f tria l, a fte r th e d e fe n d a n t h a d a n o p p o rtu n ity to e xp re s s h is o u t - ra g e, h e e ve n tu a lly p le a d e d g u ilty. U n e x p e c te d ly, h o w e ve r, d e s p ite th e re b e in g n o s u b s ta n tia l re d u c tio n in c h a rg e s, th e d e fe n d a n t s e e m e d to fe e l b e tte r. (P S # 2 ) T h e m o s t d iffic u lt p a rt o f th e jo b, e th ic a lly a n d in te lle c tu a lly, w a s... [p le a b a r g a in in g w ith u n re p re s e n te d d e fe n d a n ts, h o o fte n fa ile d to a c c e p t a g e n e ro u s o ffe r.] T h e p ro s e d e fe n d a n ts w e re n o t u n lik e a d e e r sta rin g in to th e h e a d lig h ts o f a n o n c o m in g c a r, th e y w o u ld fu m b le th ro u g h th e ir o w n d e - fe n s e, in va ria b ly ta k e th e s ta n d a n d o ffe r in c rim in a tin g a d m is s io n s, a n d th e n s ta n d th e re w a itin g to g e t h it w ith th e p u n is h m e n t. I a lw a ys m o m e n ta rily lo s t m y b re a th w h e n th e ju d g e w o u ld s a y A3 0 d a ys ja il@ a n d th e n p a u s e w h ile s h e ro te o u t th e s e n te n c e, a lo n g p re g n a n t p a u s e, a n d fin a lly s a y, to m y re lie f a n d c e r ta in ly to th e irs As u s p e n d e d w ith p a y - m e n t o f fe e.@ I a lw a ys w o n d e re d w h a t th e d e fe n d a n t w a s th in k in g d u rin g th a t lo n g p a u s e. (P S # 3 ) W e e xp re s s e d o u r d e s ire to th e M a g is tra te to try to k e e p th e tria ls fo c u s e d o n th e is s u e s th e d e fe n d a n ts h a ve b e e n c h a rg e d w ith to p reve n t it fro m tu rn in g in to a lo n g d a y o f ju s t b a s h in g th e fe d e ra l g o ve rn m e n t. T h e M a g is tra te e xp re s s e d a d iffe re n t vie w, h e a c k n o w le d g e d th a t a lm o s t e ve ryo n e th a t c h a lle n g e d th e ir cita tio n s in h is c o u rt w e re % g u ilty. In fa c t, m o s t o f th e tim e th e d e fe n d a n ts n e ve r fa c tu a lly c o n te s te d th e o ffic e r's v e r s io n o f th e e ve n ts, b u t ra th e r, fe lt th a t th e ir d is lik e o f th e fe d e ra l g o ve rn m e n t s h o u ld b e a d e fe n s e.... T h e M a g is tra te fe lt th a t th e p u rp o s e o f th e tria l w a s n o t o n ly to d e te rm in e g u ilt o r in n o c e n c e, b u t a ls o to le t th e d e fe n d a n ts h a ve th e ir say. T h e M a g is tra te fe lt th a t o s t o f th e d e fe n d a n ts ju s t n e e d e d th e ir d a y in c o u rt a n d th e n th e y w o u ld c a lm d o w n a n d p a y th e fin e. A t first, I c o n s id e re d th e M a g is tra te 's p h ilo s o p h y to b e

30 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 s o m e w h a t rid ic u lo u s a n d a w a s te o f tim e.... H o w e ve r, a fte r h a v in g tim e to re fle c t, I th in k th is p h ilo s o p h y illu s - tra te s... th e g o a l o f th a t c o u rt w a s to re s o lve o r re d u c e c o n flic t. AL is te n in g is m o re im p o rta n t th e n ta lkin g@ w h e n 4 2 tryin g to re vo lve c o n flic t a n d d is tru s t, a s a w a y fo r th e d e fe n d a n ts to g e t th e ir a n g e r a n d fru s tra tio n o ff th e ir c h e s t. P a rt th e ra p y, p a rt ju s tic e. [O n e o f th e s e m is d e m e a n o r tria ls ] to o k o v e r five h o u rs, a b o u t th re e h o u rs lo n g e r th a n it p ro b a b ly s h o u ld h a ve ta k e n.... [T h e d e fe n d a n t] n e ve r re a lly c o n te s te d th e u n d e rlyin g fa c ts o f th e c a s e [b u t] in tro d u c e d a ll kin d s o f e vid e n c e th a t h a d little o r n o re le va n c e to th e c a s e.... H e a r s a y s e e m e d to b e fa ir g a m e a s lo n g a s it w a s n o t d o u b le h e a rsay. F in a lly [th e d e fe n d a n t] re s te d. It to o k th e M a g is tra te a b o u t tw o s e c o n d to re n d e r h is v e r d ic t: g u ilty, a n d a n o th e r s e c o n d to im p o s e s e n te n c e : $ fin e. [B u t] th e m a g is tra te 's p h ilo s o p h y s e e m e d to w o rk. T h e re w a s a d ra s tic c h a n g e in [th e d e fe n d a n t's ] d e m e a n o r fro m w h e n th e tria l s ta rte d to w h e n it e n d e d.... W h e n h e a rrive d th a t m o rn in g... h e w a s ve ry c o m b a tive a n d u n w illin g to s p e a k w ith u s. B y th e e n d o f th e tria l h e w a s a c tu a lly h a vin g c o n ve r - s a tio n s w ith u s a n d b e in g p o lite. A n d th is w a s d e s p ite th e fa c t th e ve rd ic t w a s g u ilty.... W h a te ve r th e c a u s e, th e tria l p roc e s s h a d a c tu a lly s e e m e d to res o lve s o m e o f [th e d e fe n d a n t's ] a n g e r e ve n th o u g h h e lo s t th e c a s e. (P S # 4 ) 4 2 J e ffrey Z. R u b in, C o n flic t F r o m a P s y c h o lo g ic a l P e r s p e c tive in N E G O T IA T IO N : S T R A T E G IE S F O R M U T U A L G A IN ( ).

31 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC Disjunction of Theory and Practice Both prosecutor and defender students noted that the discovery of may lose out to other goals of the criminal justice system and came to terms with this reality. PS #1 noted that cases should be dismissed where there is inadequate admissible evidence to obtain a conviction, even though the prosecutor is convinced of the defendant's guilt. PS #3 noted the degree to which procedure overwhelmed getting to the merits in district court: AEverything was mired in procedure. The Court was not focused so much on resolution or problem solving, but instead centered on keeping people in jail.@ PS #4 ultimately accepted that court trials were APart therapy, part justice.@ PS #5 wrote Aof many experiences that I had that exposed the justice system's apathy and the justice system's inability to solve the problems of domestic violence.@ DS #1 wrote about the personalities of defenders (nice vs. aggressive) that might influence, improperly, how a case is handled for the client. DS #3 wrote about this disjunction between the law and procedure on the books and the ways in which law in practice can fall far short of these ideals, citing a domestic violence case in which both members of the couple seemed committed to using the legal system to fight an on-going interpersonal battle. A second example involved the ideally cooperative client who consistently asserted his innocence and had an eminently triable case, but who, at the last second, walking to the assigned courtroom for trial, decided to accept a plea bargain. I w a s b e s id e m ys e lf, th in k in g w e h a d c o m e th is fa r a n d n o w m y c lie n t th in k s it is b e t te r to s e ttle th e c a s e. I w ill n e ve r k n o w th e re a l re a s o n w h y h e d e c id e d to d o th is a n d I c a n o n ly s p e c u la te th a t h e w a s c o n c e rn e d a b o u t g e ttin g h is p ro b a tio n re vo k e d fr o m a p rio r u n re la te d c h a rg e if h e w a s fo u n d g u ilty o n th e p e n d in g c h a rg e.... T h e c yn ic m ig h t s a y th a t th e g o a l o f th e d e fe n s e a tto rn e y is to g e t th e c lie n t o ff.... [H o w e ve r m y vie w,] a t th e ris k o f s o u n d in g

32 m F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 s o e a d, a t e u a a s h o u b e s e r a c n d, w h e e r e s o r e a g e d c a S # 3 ) fth rte is th th ltim te im ld ju tic fo ll lie ts in vo lve th th ta te th lle rim in l. (D DS #4 commented upon personal and political constraints within law enforcement on the prosecutor's willingness to dismiss charges: C la s s d is c u s s io n s d u rin g C rim in a l P ro c e s s h a ve s h e d s o m e lig h t fo r m e o n p ro s e c u to rs' re lu c ta n c e to d is m is s c h a rg e s. I h a ve le a rn e d th a t d is m is s in g c h a rg e s c a n c a u s e te n s io n b e - tw e e n la w e n fo r c e m e n t a g e n c ie s a n d th e p ro s e c u to r. B e c a u s e p ro s e c u to r s a r e d e p e n d e n t u p o n la w e n fo r c e m e n t a g e n c ie s fo r in ve s tig a tio n a n d fo llo w - u p o n c a s e s, it is im p e ra tive th a t p ro s e c u to rs m a in ta in a m ic a b le re la tio n s h ip w ith la w e n fo r c e m e n t. 4. Systemic ProblemCDomestic Violence Cases Problems with the criminal justice system's treatment of domestic violence intruded into various papers. (PS #3, 5 and DS #3). PS #3 wrote: D o m e s tic vio le n c e c a s e s a re th e b a n e o f th e J u s tic e C o u rt. D V c a s e s a re a w fu l o n s o m a n y le ve ls. T h e y a re lik e a g lim p s e in to th e d a rk- s id e o f s o c ie ty, th e y s e ld o m g e t res o lve d, a n d th e s yste m is ill e q u ip p e d to h a n d le th e m. T h e n u m b e r o f c a s e s I h a ve p e r s o n a lly d is m is s e d o r h a ve o b s e rve d o th e r s d is m is s d u e to `w itn e s s p ro b le m s ' is e m b a r ra s s in g. T h e ju d ic ia l s ys te m fa lls a p a rt d e a lin g w ith D V. T h e p o lic e a re s k e p tic a l, th e a b u s e e is r e tic e n t, a n d th e a b u s e r is b la m e le s s. T h e c h ild re n a re th e tru e vic tim s in o s t o f th e s e c a s e s a n d ye t th e re is lit tle th a t c a n b e d o n e to a d d re s s th e ir p ro b le m s. PS #5 wrote an extensive and moving analysis of all the failures in this system and all the changes that should be pursued. PS #5 said that the judges usually do not make their encounter

33 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1271 with the defendant meaningful in the way that the Drug Court Judge both calls to account and cares about drug court defendants. The police see the cases as hopeless, with one officer discussing a plea agreement made after the wife refused to testify by saying he didn't care about the plea agreement because Aeither they would stop doing this to each other or they would end up killing or really hurting each other.@ He reported that a prosecutor, after a day in which all victims either failed to appear for the trial or appeared and refused to testify, commenting that he Ahated domestic violence cases@ because they were Aevidentiary nightmares.@ The majority of victims the student encountered were unwilling to testify or press the charges, most had already talked to defense counsel, and some thought that Aspousal immunity@ would excuse them from testifying. PS #5 noted that defense attorneys advise their clients and negotiate outcomes based on the victims' refusal to testify. The student mused about solutions: I h a ve lo o k e d in to th e p o s s ib ility o f c h a rgin g th e vic tim s w ith fa ls e in fo rm a tio n to a p o lic e o ffic e r o r p e rju ry o r c o n te m p t o f c o u rt w h e n th e y fa il o r re fu s e to te s tify. B u t s u c h a re a c tio n w o u ld o n ly fe e d th e a p a th y th a t is p re va le n t in th e s ys te m to d a y. V ic tim s w o u ld g ro w e ve n m o re fe a rfu l o f in vo lvin g th e p o lic e, p o lic e w o u ld b e vie w e d a s th e e n e m y, a n d th e vic tim w o u ld n o lo n g e r b e vie w e d a s a n u n w illin g vic tim b u t a n a c - c o m p lic e. Better ideas included changed practices by prosecutors, defense attorneys, and in court proceedings: It w a s e n lig h te n in g in c la s s d is c u s s io n w h e n s o m e o n e m e n - tio n e d th a t d e fe n s e a tto rn e ys s h o u ld h e lp th e ir clie n ts s e e th e d e s tru c tive n a tu re o f th e ir a c tio n s. I b e lie ve a d e fe n s e a tto r n e y w h o le c tu re s a n d c o u n s e ls h is c lie n t to b e a g o o d h u s b a n d a n d ta k e r e s p o n s ib ility fo r h is a c tio n s is n e c e s s a ry... W h ile I w a s n e ve r p re s e n t w h e n c o n ve r s a tio n s o c c u rre d b e tw e e n th e d e fe n d a n t a n d th e d e fe n s e a tto r n e y, I h o p e th a t th e a tto rn e y d id n o t c o n -

34 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 g ra tu la te th e d e fe n d a n t [a fte r c h a r g e s a r e d is m s e n d h im o n h is w a y. is s e d ] a n d T h e c h a n g e th e p ro s e c u to rs m u s t m a k e is th e y n e e d to m a k e d o m e s tic vio le n c e p ro s e c u tio n s m e a n in g fu l b y ta lkin g w ith vic tim s a s p e o p le ra th e r th a n ju s t w itn e s s e s, b y p u r s u in g c a s e s th a t a re p ro b a b le w in n e rs, a n d b y m a k in g c o n vic tio n s m e m o rab le to th e d e fe n d a n t. n o e r a n s w e r m a y b e ] s s e... o w ] e b a d a c o f e d e n d a n t a c o g n d a n d p u n h e d w o u t c r e a g a n g - s o n a t w a w c o n - c n o r s u o n e n s h... w o u a w e d e n d a n t a r u m w h e b y h p e r s p e c c a n b e e m e d a n d p c e d e e r p b y c o m m u n a d e r s a n d o e r p a r s d e c o n n c e. R e n s h s a m o c o m p x a n e b e f h e b y e s m a t o n e p e r s o n a t u a n d e o e r p e r s o n a. W h n o o n e d e s e s b e h a t p e r s o n c a n n o t a c t a w a y a t p k e s e a c k e r e y a h a o n A s s e a p p a c h w o u a w e h e s h n a p u n h m e n t a t s u b e s u a n s a d o f g e c h o o s e b e e e n o u n c h a n g e a b a n d u n d e s b o u t c o m e s. T h e a d m n o t s e t u p d e a l w e a n d a p e e r w h o a m a d a n d p u r s u g s o m e o f e s a m e g o a. [A th re to ra tive ju tic [N th ts th fe re re ize is ith tin lo te rm lu tio th ill llo re ilia tio clo re th re la tio ip It ld llo th fe fo re is tive xa in la in to th la rg ic tu re ity le th tie in vite to th fe re la tio ip re re le th th lie ld th ys te th is fa lt th th is vic tim ile rve to it, th in th ro vo th tta [if th re to live in rm y.] re to ra tive ju tic ro ld llo th vic tim to lp fa io is th is ita le to th it tio in te fo rcin th vic tim to tw tw le ira le ve rsary syste is to ith th vic tim rp tra to re rrie in th ls DS #3 wrote about a domestic violence case where the female (with a restraining order) was arrested when the boyfriend called the police alleging she was at his home and she threw things at him while he was trying to keep her away, in light of the restraining order. (The boyfriend subsequently loaned the defendant a vehicle to get to court; and the defendant told her lawyer to set the case for trial as soon as possible so it could be dismissed when the boyfriend refused to appear): T h is is a n e xa m p le o f w h a t I s e e a s th e fo r m a l le g itim a c y o f th e la w n o t m irro rin g its s o c ia l e ffe c t, o r n o t h a vin g th e in - te n d e d b e n e fic ia l re s u lts... [P e rh a p s ] th e s ys te m w a s b e in g a b u s e d in te n tio n a lly o r th e s ys te m w a s d e fic ie n t a t d e a lin g

35 w FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1273 w ith c e r ta in p ro b le m s. 5. Personal Reactions to the Practice of Law Most students provided some personal reaction to their clinical experience. Most happily indicated that they learned AI can do this!@ and looked forward to getting a job in criminal law. PS #1, #3, #6, DS #1, #2). Often their critique of some aspect of the system included comments that revealed how they felt. (See above.) A couple provided a self-assessment: T h e C a l C... h a s g n m e a n e d g e a s I m a k e e s n e a l w o w h e a a l p a h e c k b u m o p o r n a l s a a t s k e. I h a s e e n e m a c n a n d, e p c e s s, h a c o g n d s o m e o f w e a k n e s s e s. A s a s u I s e e k c h a n g e e o f b e r g r m e a n d o s e a t s e e k c a o u t s e e n a m e a n d m o n e y o f e p e o p. S # 1 ) rim in lin ic ive th tra itio in to th re rld re re yc t, re im ta tly, re live re ta ve th As ys in tio in th ro ve re ize its re lt, in th fo rm tte tra in in fo ys lf th th to rry ju tic in th th le (P A ll in a ll th e e xp e rie n c e h a s b e e n ve ry p o s itive. In re fle c tin g o n m y p e rfo rm a n c e a s a p ro s e c u to r a n d m y e xp e rie n c e s a s a n in te rn I re a lize n o w th a t I te n d e d to a p p ro a c h m y ro le a s a p ro s e c u to r fro m s o m e w h a t o f a c e n tris t's p o in t o f vie w. I a s n o t a s o ld ie r o f th e S ta te a n d d id n 't p ro s e c u te a ll d e fe n d a n ts w ith ze a lo u s a b a n d o n. I re a lize d th a t I c o u ld s till q u e s tio n s a u th o rity a n d d is m is s in a p p ro p ria te c h a rg e s a n d s till b e a ve ry e ffe c tive p ro s e c u to rcm a yb e a m o re e ffe c tive p ro s e c u to r. B a s ic a lly w h a t I h a ve le a rn e d is th a t I c a n b e a tria l a tto r n e y... T h e e xp e rie n c e in th e C rim in a l C lin ic re in fo r c e d m y d e s ire to s ta rt m y le g a l c a re e r in c rim in a l la w. I lo o k fo rw a rd to fin d in g a jo b a s a le g a l d e fe n d e r o r p ro s e c u to r a fte r g ra d u a tio n. T h a n k s. (P S # 3 ) M y e xp e rie n c e... h a s ta u g h t m e th a t d iffe re n t p a rts o f th e c o u n try [u rb a n vs. ru ra l] s o m e tim e s re q u ire a d iffe re n t fo rm o f ju s tic e... I h a ve a ls o le a rn e d th a t a s a p ro s e c u to r a n d a n a t to rn e y it is e s s e n tia l th a t yo u u n d e rsta n d th e p e o p le fo r w h o m yo u s e rve. O n ly th e n c a n yo u re s o lve c o n flic ts a n d

36 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 re a c h s o lu tio n s. (P S # 4 ) One of the defender students wrote about the emotional impact of this work. The student prepared and tried a challenging case involving civil rights issues which attracted some pubic attention: I n e ve r fe lt th is typ e o f p re s s u re b e fo re. T o g e t o ve r m y fe a r I fo c u s e d m y a tte n tio n o n th e p o lic e o ffic e rs I w a s a b o u t to c r o s s - e x a m in e. I p u t m ys e lf in th e s h o e s o f th e p e o p le in th e c o m m u n ity th a t fin d th e tim e to lo o k o u t fo r th e rig h ts I try to e n jo y. R e fle c tin g o n th is, I c a n n o t th in k o f a n yth in g in s c h o o l th a t p re p a re d m e fo r th e a d d e d p re s s u re I w a s fa c in g. I fe a re d th a t if I fa ile d I w a s le ttin g d o w n th e c o u n tle s s n u m - b e r s o f vo lu n te e rs w h o fig h t fo r m in o rity rig h ts in th e c o m m u n ity.... M a n y o f o u r clie n ts w e re th e fo rg e tta b le first tim e D U I's o r th e d e fe n d a n t c h a rg e d fo r th e 3 rd tim e w ith d o m e s tic vio - le n c e. [T h is c a s e ] re p re s e n te d u n iq u e p e r s o n a litie s.... [B u t] th e c lin ic a l e xp e rie n c e ta u g h t m e th a t... e a c h c lie n t re q u ire s th e s a m e a m o u n t o f p re p a ra tio n, e ve n in th e fa c e o f th e s tro n g p o s s ib ility th a t th e c a s e w ill n o t g o t to tria l. (D S # 2 ) DS #2 also wrote about the need to deal with gruesome facts, the need to grieve losses, and the possibility that a gallows sense of humor is necessary to stay sane: I s p e c u la te ye a r s o f crim in a l d e fe n s e w o rk h a rd e n th e s to m - a c h a n d th e h e a rt. I h o p e m in e w ill e n d u re.... I h o p e th a t I w ill a lw a ys fe e l s ic k to m y s to m a c h lo o k in g a t g ru e s o m e fa c ts.... E ve n w h e n a c lie n t is in n o c e n t th e p o s s ib ility o f a re a l vic tim le a d s a n y h u m a n to fe e l c o m p a s s io n. I h a ve n o tra in in g in p s yc h o lo g y, b u t p e rh a p s a s a c o p in g m e c h a n is m it is e a s ie r to w o rk o n th e s e c a s e s if yo u c a n m a k e lig h t o f it.... T h e p u b lic d e fe n d e r m u s t b e a b le to c o m e u p w ith d is tra c tio n s to k e e p s o m e s e n s e o f re a lity. [S a lt L a k e L e g a l D e fe n d e r s p r o v id e d s o m e in s ig h t in to h o w

37 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1275 to d o th is.] A to u r o f th e o ffic e is u n lik e to u rin g a n y firm d o w n to w n. In p la c e o f fin e a rt o n th e w a lls a vis ito r w ill fin d in o n e o ffic e a n AO lym p w e ig h t s e t, in a n o th e r, o n e o f th o s e o ld m a c h in e s d e s ig n e d to h e lp yo u lo s e w e ig h t b y p la c in g a vib ra t in g b e lt a ro u n d yo u r h ip s. A t first I fe lt th is w a s ju s t a n e c le c tic m ixtu re o f p o o r ta s te in fu rn itu re. O n c lo s e r in s p e c tio n, I th in k it h e lp s a s a d a ily d is tra c tio n to a d a y fille d w ith d e p re s s in g c ir c u m s ta n c e s. (D S # 2 ) 6. Reflections from Other Prosecutor Students In addition to this complete set of student reflections from one year, there are other prosecutor student reflective papers from prior years where students reflect quite personally about their reactions to their prosecutor work and about how their clinical experiences have changed them. Here are some additional excerpts. One student who began the Clinic as a Agive `em hell@ prosecutor discovered the ability to empathize with defendants and the capacity for seeing ambiguity: F I h a d c o d a t w h I a m c a p a b o f b e g a p s e c u I a m a o e q u a c a p a b o f b e g a d e n s e a r n e B o h a q u a s a t a p p e a l m e. S e c o n d, m y p a m o f e w o h a s c h a n g e d. S n a n m y c o n s e e o g y o f h o w e c a l s e s m s h o u o p e h a s s h d a b e I n o n g e r w e p e r s o n c h a r g e d w a c e a s a o o n s o c c o c a r e n d.... irst, ve is ve re th ile le in ro to r, ls lly le in fe tto y. th ve litie th to rad ig th rld ig ific tly, rva tive id lo th rim in ju tic ys te ld ra te ifte it to th le ft. lo vie ve ry ith rim `b il' ie ty's lle tive re [D u rin g m y c h ild h o o d, a d o le s c e n c e a n d m ilita ry c a re e r] I h e ld firm ly to m y b e lie fs a b o u t rig h t a n d w ro n g. In d e e d, m in e w a s a b la c k a n d w h ite w o rld w h e re a ll crim e s w e re p u n is h e d.... T h e c lin ic, h o w e ve r, c h a n g e d a ll th a t I c a n re m e m b e r m y first d a y in J u s tic e c o u rt. T h e d e fe n d a n t w a s a m a n n o t m u c h o ld e r th a n m e w ith fo u r kid s, a b e a t u p s ta tio n w a g o n, a lo w w a g e jo b, a w ife a n d a d rin k in g p ro b le m. In fa c t, th e w ife s h a re d h e r h u s b a n d 's

38 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 ta s te fo r a lc o h o l. T h e p o lic e re p o rt to ld m e th a t a fe w c ivilia n s h a d w itn e s s e d a d ru n k e n c o u p le fig h t in g n e a r th e ir c a r... T h e fig h t b e c a m e vio le n t a n d th e w ife e n d e d h e r d a y w ith a b lo o d ie d lip.... I h a d m y w it n e s s e s, o ffic e rs, th e b e e r c a n, a n d a to u g h ju d g e ; I c o u ld n 't lo s e. B u t w h e re w a s th e w ife? S h e w a s n o w h e re n e a r [th e c o u rth o u s e ] a n d I w a s in c re d u lo u s. H o w c o u ld th e vic tim n o t s h o w?... M y th o u g h ts im m e d ia te ly s h ifte d to b u rn in g th is g u y w ith o u t h is w ife 's p re s e n c e a s a w itn e s s. I a m h a p p y to re p o rt th a t w e w o n th e c a s e a n d M r. T o u g h G u y d id s o m e tim e in ja il. T h is w a s o n ly o n e a m o n g s e ve ra l c a s e s th a t revo lve d a ro u n d th e s a m e fa c t p a tte rn a n d I n e ve r w a ve re d o n m y p rin c ip a ls. In m y m in d, a n yb o d y c h a rg e d w ith d o m e s tic vio le n c e d e s e rve s n o s y m p a th y. In d e e d, th e s e d o m e s tic vio le n c e d e fe n d a n ts w o u ld ro t in ja il if I h a d a n y th in g to d o w ith it. I w a s ra th e r d o g m a tic in m y p o s itio n, b u t o n e d a y e ve ryth in g c h a n g e d fo r m e. A n o th e r d a y in J u s tic e c o u rt b ro u g h t a n o th e r C la s s B m is d e - m e a n o r o f d o m e s tic vio le n c e, b u t th is tim e th e w ife s h o w e d u p. U n fo rtu n a te ly, it w a s in s u p p o rt o f h e r h u s b a n d a n d n o t a g a in s t h im. W h ile h e r h u s b a n d w a ite d in th e h a llw a y I h a d a c o n ve r s a tio n w ith th e vic tim w h e re I trie d to c o n vin c e h e r th a t h e r h u s b a n d h a d b ro k e n n o t o n ly a c rim in a l la w, b u t a m o ra l o n e a s w e ll B e fo re I c o u ld fin is h s h e in te r ru p te d m e w ith a s h a rp AW h y d o n 't yo u g ro w u p.@ I c o u ld n 't b e lie ve it. H e re I w a s a n [o ld e r] la w s t u d e n t w ith a ll th e k n o w le d g e in th e w o rld a n d I w a s b e in g c h a lle n g e d b y a n u n d e re d u c a te d h o u s e w ife (I w a s tru ly a rro g a n t). S h e e xp la in e d to m e th a t Ao u r@ w o rld w a s n o t b la c k a n d w h ite a n d th a t s o m e tim e s h u s b a n d s a n d w ive s e xp e rie n c e d p ro b le m s a n d th a t I s h o u ld ju s t re s p e c t h e r w is h e s a n d le t h e r a n d h e r h u s b a n d g o h o m e. S h e c o n c lu d e d th a t As o m e tim e s g o o d p e o p le d o b a d th in g s.@ In h e r e ye s, h e h a d c h a n g e d o ve r th e s e ve ra l m o n th s s in c e th e c h a rg e s w e re file d. T o s u p p o rt h e r c o n te n tio n s s h e in fo rm e d u s th a t h e r h u s b a n d h a d a tte n d e d c o u n s e lin g a n d w a s a t te m p tin g to im p ro ve h is d is p o s itio n vo lu n ta rily th ro u g h p rofe s s io n a l h e lp.

39 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1277 T h e o u tc o m e o f th e c a s e w a s a p le a in a b e y a n c e a n d a n g e r m a n a g e m e n t c la s s e s. T h e o u t c o m e fo r m e th o u g h w a s m o re p ro fo u n d. O n th a t d a y I c h a n g e d th e filte r s o n m y le n s e s to th e w o rld. I b e lie ve th a t I c o u ld h a ve c o n vic te d th e d e fe n d a n t e a s ily, b u t b e c a u s e th e w ife a s k e d m e n o t to I d id n 't. T h e s u p e rvis in g a tto rn e y h a d to c le a r th is, b u t h e b e lie ve d th a t th e d e fe n d a n t w a s s in c e re in h is r e m o r s e a n d w a s c o n fid e n t th a t th e vio le n c e w o u ld n o t b e re p e a te d. I k n o w w e w e re ta k in g a c h a n c e, b u t I a m c o n vin c e d th a t w e d id th e rig h t th in g. E ve n th o u g h I a m m a rrie d, a n d e ve n th o u g h I c o n s id e r w ife b a tte r in g re p re h e n s ib le, I s till lis te n e d to th is p e r s o n a n d fe e l fo rtu n a te th a t I d id. O n th a t d a y I u n d e rsto o d th a t I n o lo n g e r h a d a lo c k o n m o - ra lity. S in c e th e n I h a ve live d w ith th e n o tio n th a t s o m e tim e s g o o d p e o p le d o b a d th in g s ; a n o tio n, I b e lie ve, th a t m o tiva te s d e fe n s e a tto rn e ys. B e fo re I w a s g ive n m y le s s o n in h u m a n re la tio n s b y th a t w is e a n d c o m p a s s io n a te w o m a n, I vie w e d d e fe n s e a tto rn e ys a s Ab ig fa t a rro g a n t b le e d in g h e a rts@ w h o s e o n ly p u rp o s e w a s to im p e d e re a l ju s tic e.... F o rtu n a te ly, m y ed u c a tio n c a m e a t th e h a n d s o f a vic tim a n d n o t a d e fe n s e la w ye r.... B e c a u s e I to o k th e tim e to lis te n to th a t vic tim, I a d o p te d a n e w o rie n ta tio n to w a rd s th e o p p o s itio n th a t in c lu d e s c a re fu l lis te n in g, c o o p e ratio n a n d re s p e c t. While the two-dimensional world view changed for that student so he came to see defendants in more complex ways, another prosecution student's world view was shaken by seeing law enforcement officials also do wrong: W h a t a n e ye o p e n e r th is c lin ic h a s tu rn e d o u t to b e fo r m e. A t th e b e g in n in g o f th e ye a r, I c h o s e th e p ro s e c u to r clin ic w ith a c e rta in ty th a t, in re tro s p e c t, s u rp ris e s m e n o w.... I b e lie ve d s tro n g ly th a t th e S ta te is s o c ie ty's w h ite k n ig h t; its s w o rd in th e fa c e o f w ro n g d o e rs; th e lo n e c h a m p io n o f a ll vic tim s w h o 'd e ve r b e e n w ro n g e d b y s o m e d e s p ic a b le crim in a l s o m e w h e re. In s h o rt, I w a s p re t ty d a m n n a ive.

40 w F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 O ve r th e c o u r s e o f th e la s t n in e m o n th s I h a ve b e e n s u ffic ie n tly in vo lve d in th e a d m in is tra tio n o f ju s tic e to s e e th e d a rke r sid e o f th e S ta te 's h a n d lin g o f crim in a ls. I h a ve le a rn e d th a t c o p s d o lie, a n d th a t s o m e o f th e a s s is ta n t d is - tric t a tto rn e ys h a ve a va lu e s ys te m a s lo a th s o m e a s th e d e - fe n d a n ts th e y s n id e ly d e rid e. I h a ve to a d m it th a t w h e n I le a rn e d th e s e th in g s fir s t h a n d, m y ja w d ro p p e d lik e th e k id h o h a s ju s t le a rn e d th e tru th a b o u t S a n ta C la u s. I s u p p o s e I s h o u ld b e m o re g ro w n u p a b o u t it, b u t it h u rt a lit tle b it to le a rn th e tru th a b o u t a n in s titu tio n I'd p re vio u s ly h e ld in s u c h h ig h e s te e m. Yet his conclusion was not defeatist; he presented a theoretical framework that required public servants to take their public service seriously: M y p o in t h a s b e e n to s h o w th a t, a s a g e n ts o f th e g o ve rn m e n t, th e s e p e o p le s h o u ld o p e ra te a c c o rd in g to a h ig h e r sta n d a rd o f c o n d u c t, b u t m a n y a re n o t. I re c o g n ize th a t th e y a re h u m a n b e in g s, lik e th e re s t o f u s, a n d s u b je c t to th e s a m e h u m a n fra iltie s a s th e c rim in a ls th e y a rre s t a n d p ro s e c u te. B u t th e s e p e o p le a re c h a rg e d w ith a s p e c ia l o b lig a tio n.... B e c a u s e th e S ta te... is a c tin g o n b e h a lf o f th e p e o p le w h o 've b e e n w ro n g e d, I b e lie ve th e S ta te s h o u ld a c t in a m a n n e r th a t a ffo rd s d ig n ity to th e p e o p le it re p res e n ts. Other students were introspective regarding their personal reactions to the Athrill of victory and the agony of defeat.@ Prosecutor students explored how to deal with their personal need for order in their work and their devotion to law and order in dealing with others: F ive m in u te s b e fo re th e [ju ve n ile d e lin q u e n c y] tria l w a s to b e g in, d e fe n s e c o u n s e l a s k e d fo r a m e e t in g in th e ju d g e 's c h a m b e rs. T h e re, d e fe n s e c o u n s e l d is c lo s e d th a t h is c lie n t h a d a s e ve re d ru g p ro b le m a n d th a t s h e w a n te d h e lp b u t c o u ld n o t a ffo rd s u c h h e lp o n h e r o w n. E vid e n tly p re s u m in g th e d ru g p a ra p h e rn a lia a n d d a n g e ro u s w e a p o n a lle g a tio n s w o u ld n o t b e p ro ve n, d e fe n s e c o u n s e l p ro p o s e d to a d m it to

41 FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1279 th e d is o rd e rly c o n d u c t a lle g a tio n in e x c h a n g e fo r th e a s s u ra n c e th a t th e ju d g e w o u ld a d m it th e yo u th in to a s ta te fu n d e d d ru g re h a b ilita tio n p ro g ra m. I re m e m b e r sit tin g in th e ju d g e 's c h a m b e r n o t b e lie v in g th a t d e fe n s e c o u n s e l w a s s o a s s u re d a t m y in c o m p e te n c e th a t h e w o u ld m a k e s u c h a p rop o s a l to c o ve r h is c lie n t w h e n I w o u ld, in e v ita b ly fa il to c o n vic t. F u rth e rm o re, I w a s o ffe n d e d a t th e n o tio n th a t lim ite d s ta te re s o u r c e s w o u ld b e s p e n t o n `th is g irl' w ith o u t h e r h a vin g to ta k e a c tu a l res p o n s ib ility fo r th e m o re s e rio u s a lle g a tio n s b e fo re h e r. A lth o u g h I d id n o t s a y a w o rd, th e ju d g e m u s t h a ve s e n s e d m y re a c tio n to d e fe n s e c o u n s e l's p ro p o s a l b e c a u s e h e q u ie tly tu rn e d to m e a n d s a id, AR e m e m b e r... th e m o s t im p o rta n t th in g h e re is to e n s u re th is m in o r g e ts a ll th e h e lp s h e n e e d s to re h a b ilita te.@ I h a ve to a d m it it to o k m e a fe w d a ys to u n d e rsta n d th e w is - d o m o f th is ju d g e 's s ta te m e n t. I fin a lly re a lize d th a t I h a d b e e n s o c a u g h t u p in m y o w n p e rfo rm a n c e a n d th e fa c t th a t I th o u g h t [th e m in o r] s h o u ld n o t re c e ive a s s is ta n c e u n le s s fo u n d g u ilty o f th e d ru g c h a rg e s, th a t I h a d lo s t s ig h t o f th e ju ven ile c o u rt's p u rp o s e, n a m e ly, to re h a b ilita te ju ve n ile s to b e c o m e p ro d u c tive c itize n s ; I re a lize d th a t th is tria l w a s n o t ju s t a n o th e r c o m p e titio nclik e d e b a te, M o o t C o u rt a n d T ria l A d vo c a c y h a d b e e ncr a th e r [th e ju ve n ile ] is a m in o r w h o n e e d s a n d is w illin g to a c c e p t h e lp a n d to re h a b ilita te h e r s e lf. T h e re fo re m y jo b a s a p ro s e c u to r w a s n o t to p ro te c t m y o w n e g o n o r w a s it to g o fo r th e ju g u la rco r to m a k e [th e m in o r] s u ffe r a s m u c h a s p o s s ib le Cr a th e r, a p ro s e c u to r m u s t b e fa ir a n d a id in ju s tic e b e in g fo u n d a n d s e rve d. Another prosecutor student explored similar feelings about winning and losing: T h e c le rk o f th e c o u rt s a id `G u ilty' a n d th a t's e xa c tly h o w I fe lt. I h a d ju s t fin is h e d a c a s e th a t I'd b e e n w o rkin g o n fo r five m o n th s,... a n d th e c le rk h a d a n n o u n c e d th a t th e ju ry fo u n d th e d e fe n d a n t g u ilty. I w a s h a p p y C a n d I w a s g u ilty. P a rt o f m e ju s t fe lt b a d ly a b o u t h o w th e re s t o f m e fe lt. I've a lw a ys w o n d e re d a b o u t h o w I w o u ld re a c t to `w in s ' a n d

42 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 `lo s s e s ' in th e c o u rtro o m, a n d p e rh a p s th e m o s t g o o d th e C rim in a l C lin ic h a s d o n e fo r m e th is ye a r is to h e lp m e le a rn h o w I w o u ld re a c t a n d h o w I s h o u ld re a c t. O u r a l s e s m q u s a r n e p c e s u c h a p e r s o n a l s k e e o u o m e o f c a s e s a t e m e d u n o t o k a t o s e o u o m e s a s w s a n d s s e s. I k a s a d, I k a d s g a t p a e e g o s a t m a n y p e o p o a b o u t a e, b u t a o u n d e r - s n d a b. W h e n I o k b a c k a t a I k o f o c a s e s a s g s s o n r m n e c a s e I w o n a n d o n e c a s e I s crim in ju tic ys te re ire tto ys to la ta in th tc th it is xtre ly iffic lt to lo th tc in lo th in th t's th in it le in re rt to th th tu rn le ff tto rn ys it's ls ta le lo th is ye r, th in tw typ ifyin th is le fo eco lo t. T h e c a s e I lo s t w a s a lo s e r fro m th e s ta rt.... I m a d e a n o p e n in g s ta te m e n t to th e ju d g e, I d id a ll th e d ire c ts a n d c r o s s e s, a n d I m a d e a c lo s in g a rg u m e n t... I d id a ll I c o u ld, a n d I lo s t.... I k n e w a ll a lo n g th a t th e ju d g e m ig h t h a ve tro u b le w ith re a s o n a b le d o u b t, b u t I w a s n 't p re p a re d fo r th e fe e lin g th a t I h a d lo s t. S o m e h o w, w h e n th e ju d g e s a id AN o t G u ilty@ I fe lt lik e h e w a s c ritiq u in g m y p e rfo rm a n c e, lik e I h a d s o m e h o w fa ile d. I a c tu a lly th o u g h t, AG e e, m a yb e I w o n 't b e a ve ry g o o d a tto rn e y.@ I w a s s lig h t ly e m b a rra s s e d to g o b e fo re th e ju d g e th e n e xt tim e a fte r th a t tria l b e c a u s e I fe lt lik e h e w o u ld b e vie w in g m e s k e p tic a lly, critic a lly. I k n e w th a t o u r c a s e w a s in h e r e n tly w e a k (a lth o u g h I th o u g h t h e w a s g u ilty) b u t fo r s o m e re a s o n th a t w e a k n e s s d id n 't a llo w m e to s im p ly fe e l th a t I h a d d o n e m y b e s t a n d h a d re p re s e n te d th e g o ve rnm e n t w e ll. In s te a d, I fe lt lik e I h a d le t th e g o ve rn m e n t d o w n. I fe lt lik e th e ju d g e 's v e r d ic t w a s a im e d a s m u c h a t m e a s a t th e d e fe n d a n t a n d th e c a s e. I m a d e to o m u c h o f th e o u tc o m e o f th e c a s e. I k n o w th a t n o w a n d I k n e w th a t th e n, b u t I m a d e to o m u c h o f it n o n e th e le s s. A n d th e n th e re 's th e c a s e I w o n. It w a s a g re a t c a s e.... A fte r a b o u t tw o h o u rs th e ju ry c a m e in. T h e d e fe n d a n t s to o d u p, th e ju d g e g a ve th e c le rk th e ve rd ic t fo rm a n d th e c le rk s a id Ag u ilty.@ I w a s h a p p y. I d id n 't s h o w it, b u t I w a s h a p p y. T h e ju d g e th a n k e d a n d d is m is s e d th e ju ry. W e ta lk e d to s o m e ju ry m e m b e r s a n d th e y to ld w h a t a g o o d jo b I h a d d o n e a n d h o w th e y th o u g h t I'd b e a fin e a tto rn e y. I w a s

43 e FILE:C:\WP51\LINDAS.DTP Jan 01/10/06 Tue 10:22AM 2005] INTEGRATED CLINIC 1281 h a p p y. T h e n I s a w th e d e fe n d a n t. I s a w h is w ife c ryin g. S h e ju s t c o u ld n 't b e lie ve th a t h e r h u s b a n d h a d b e e n fo u n d g u ilty.... s h e h a d te s tifie d a b o u t h o w h e r h u s b a n d h a d lo s t h is jo b,... a n d a b o u t h o w th e ir live s h a d b e e n d e va s ta te d. S h e w a s re a l a n d s o w a s th e ir p a in. H e r h u s b a n d, th e d e fe n d a n t, w a s n 't e ve n th a t b a d a g u y. H e 'd ju s t lo s t h is te m p e r... a n d h a d g o n e a little c ra zy fo r 1 5 o r 2 0 s e c o n d sca n d h e 'd c h a n g e d h is a n d h is fa m ily's live s fo re ve r. A C s s A m d e m e a n o r n o t a a t s e u s. T h e n e n a n y e d. J u s t a e, s n, a n d p b - a b p b a n. T h e y w e d e s d. A s I w o u b e. T h a p b a b s t a n o e r n a t w a s n s o m e g e s e p e o p w e u s e d. T h e y w e d e s d, a n d I w a s h a p p y b e c a u s e I h a d o n e c a s e I h a d p d m e M y w o w a s d a d b y a t T h e e d m e. I h a d d o n e w e A n d I a a t I h a d m a d e o m u c h o f s t a s I h a d m a d e o m u c h o f m y p u s d e - a... la is is ll th rio re is 't ve ja il tim in vo lve fin re titu tio ro ly ro tio re va ta te ld t's ro ly ju th sig th th is 't th in th le re to re va ta te `w th.' ro ve ys lf. rth vin ic te th ve rd ic t. ju ro rs lik ll. re lize th to th is vic to ry, ju to re vio fe t. I've m a d e to o m u c h o f th e s e h ig h s a n d lo w s, s u c c e s s a n d fa ilu re, w in s a n d lo s s e s. B u t, fo r m e a t le a s t, it w a s re a l a n d p e r h a p s th a t's th e g re a te s t le s s o n I've le a rn e d d u r in g la w s c h o o l. I th in k th e fe e lin g s w ill a lw a ys b e th e recf e e lin g s o f vin d ic a tio n a n d vic to ry, o f fa ilu re a n d lo s s. O f c o u r s e, th e re 's n o th in g w ro n g w ith th is. A tto rn e ys a re h u m a n a n d th e y p u t a lo t o f tim e in to c a s e s s o it's n a tu ra l th a t th e y w o u ld c o m e to fe e l a p e r s o n a l s ta k e in th e o u tc o m e. I g u e s s I w a s ju s t a little b o th e re d b o th b y th e fa ilu re o f `n o t g u ilty' a n d b y th e e la tio n o f `g u ilty.' T h a n k fu lly, th is C lin ic h a s a ls o p ro vid e d m w ith s e v e ra l g re a t ro le m o d e ls a fte r w h o m to p a tte rn m y o w n b e h a v io r. In [m y s u p e rvis o rs] I've h a d th e b e n e fit o f w a tc h in g in d ivid u - a ls in te n t o n s e e in g ju s tic e d o n e, w h e th e r o r n o t th a t re s u lts in a c o n vic tio n. I've s e e n p e o p le fo r w h o m th e `w in s ' a n d th e `lo s s e s ' a re n o t n e a rly a s im p o rta n t a s a jo b w e ll d o n e.

44 F IL E :C : \ W P 5 1 \ L IN D A S.D T P J a n 0 1 / 1 0 / 0 6 T u e 1 0 :2 2 A M M IS S IS S IP P I L A W J O U R N A L [V o l. 7 4 Both students gained important insights into their responsibilities as prosecutors and their (natural) tendencies to incorrectly approach this important work as a Acontest@ between winners and losers rather than as a public service in which justice is their sole aim. CONCLUSION In their class discussions and their reflective papers, the students focused upon what had happened in the courtroom or the law office and what had been said by judges, attorneys, defendants and witnesses. They complied with the programmatic request to reflect upon what they learnedcnot just about the law or the skills of a criminal trial attorney, but about the system of justice they encountered and about their own feelings. The excerpts provided above demonstrate the nature and variety of these reflections and demonstrate that our students did think critically about many of the issues raised in the classroom component. Nevertheless, it is impossible to know what effect the classroom readings and discussion may have had or whether there was an identifiable benefit of having both prosecutor and defender students studying and reflecting about their experiences together. While theories about clinical education and adult learning support using extern clinical experiences to explore personal and professional satisfaction, the students' own words and thoughts provide the best proof that it is well worth the effort. There is no guarantee that these students will have consistently happy and successful careers in the practice of criminal law. However, having learned to reflect upon their experiences and their philosophies of practice, they are better prepared to face the challenges of the future.