I've switched blogging platforms

I neglected to forward you all to my new blogging platform.  Please, continue to look at and discuss interpreting ethics at the new address.

http://terpethics.wordpress.com/

For a number of reasons, Word Press will make a better long term platform.  Sorry for any confusion.

Amber

Blogging platform switch

Please bear with us while we change blogging platforms. We will be up and running again soon.

Are you late

You set up with your agency and with the staff at your on-going position that you can come in 15 minutes late, a time you won't be getting paid for. You are walking in one day and a staff member -not in your department- comments on your tardiness.

-you laugh it off. He has no idea the situation you've set up already.
-you explain your situation at length including the ethical way you established your situation.
-you say something like 'actually, I'm early'

What are your other options?

Please, Help Me.

You are interpreting multiple choice questions for an exam.  Your student sign, "you'll help me, right?"  You reply, "I'll interpret for you."

You interpret question 1.  She review the responses and signs, "2, right?"  You don't catch your facial expression in time...

from then on you:
+look down after you interpret each question so she can't see your face
+put the paper in front of your face to hid all facial expressions
+go ahead and help her.  She needs all the help she can get.

Send us your problems.

Do you have a situation you'd like to discuss on this blog? Send it to us at ethicalterp@gmail.com.

Interpreting in the dark

Interpreting in the dark (literal dark, this time. Not figurative) happens so often and in so many different settings we are posting it again. And will post it in the future. The stories may be different and the approaches to solving the problem may be different. Please, how do you interpret when the lights go out?

You are interpreting in the educational setting and your professor shows a long movie clip. Thankfully the movie is subtitled. But the professor holds running commentary throughout the entire clip. There isn't enough ambient light to interpret his commentary.

--you, do nothing. It's not related to the content anyway.
--interpret what you remember when the lights come back on.
--talk to the professor afterward.

What other options do you have?

DeafMD.org survey

I recently got an email from DeafMD.org who is trying to enhance their website to provide better access to medical care for Deaf and Hard of Hearing.  Please take the survey.  The email:

Greetings! The DeafMD team respectfully requests 2-3 minutes of your time to complete the following survey regarding the health of the Deaf community.  We have received our non-profit status from the IRS and will be applying for grants to enhance our site to better serve the Deaf community.  All information gathered from this survey will be used to demonstrate the needs facing the Deaf community during grant applications. We respect your time and willingness to participate, and can assure you that none of the information gathered from this survey will not be distributed to third parties.  Click Here to Begin the Survey

Thank you for using DeafMD.org and for participating in this survey.  Your feedback is very valuable to us.   Sincerely,   the DeafMD team DeafMD.org

I want this student out!

You interpret in mainstream classes in a public high school.  A mainstream teacher approaches you about a student in their class.  The teacher wants the student out and wants you to write a statement backing her up that the student is disruptive.  The student in question is hearing...not your student. 

--Do you go along? Afterall, you are the second adult in the room.
--Do you decline?  You service only the Deaf and Hard of Hearing Students.
--What are your options?

What you mised this week...

Here is what happened this week…

Do you give your client only one option?

Do you work on your own time?

And, if you are looking to pull together CEUs in a hurry, TerpExpo has a deal for you.

Do you want to post a conflict or dilemma?   Contact me at ethicalterp@gmail.com.

You get option A

You are interpreting in hs English. The students need to write a paper and they have two options. Option A and Option B. You interpret that there are two options but then go on to only explain one of the options effectively making a decision for your student. You have many reasons for making this decision including:
- it took so long to interpret Option A that the class had moved on.
- the student indicated they wanted the easier paper and he teacher said Option A was easier.
- the student understood Option A clearly and you didn't want to confuse him/her with explaining Option B

Do these factors justify your decision? Explain why or why not.

If these factors don't justify your decision, what are your options to fix this situation?

Read? Sure! When?

The teacher you interpret for gives you "read aloud" texts ahead of time. Thank you!!! But you don't have time to read the text at work.

Do you:
--take it home and read it on your free time?
--read it before class?
--read it while you are the 'off' interpreter?

What are your responsibilities? What are your options?

Weekly round up

There was not much action these past two weeks.  Everyone getting settled back into a school time routine?  Well, here we are:

Which is your child

Want to submit a dilemma? 

Will you be in California this December?  Following is information on what appears to be a fabulous and informative workshop.

Interpreting Effectively and Safely for Deaf Survivors of Violence

About the Training

The Vera Institute of Justice's Center on Victimization and Safety

is now accepting applications to attend the Interpreting Effectively

and Safely for Deaf Survivors of Violence training, which will be

held on December 18 and 19, 2012, in San Jose, California.

American Sign Language and Certified/Deaf Interpreters play an

important role in helping to remove these barriers and ensuring Deaf 

survivors have equal access to services and justice options in their 

community. To do so, however, Interpreters must have the knowledge and

comfort level to interpret effectively in contexts involving sexual and

domestic violence.

This two-day training is designed to prepare American Sign Language

and Certified/Deaf Interpreters to interpret in contexts involving 

sexual and domestic violence. In-depth information on foundational as

well as emerging topics related to interpreting in these contexts will

be provided. Participants will have the opportunities to explore how

context impacts language decisions, to define ethical

decision-making in contexts involving domestic or sexual violence,

and to learn tips for keeping safe in these contexts. Training

participants will be eligible for 1.3 Continuing Education Units

from the Registry of Interpreters for the Deaf.

Who Should Apply?

The training is designed for qualified American Sign Language and

Certified/Deaf Interpreters who currently interpret in contexts

involving sexual or domestic violence.

We are looking for ASL Interpreters who have:

* A minimum of five (5) years of interpreting experience;

* RID Certification;

* A demonstrated connection to their Deaf community;

* A demonstrated interest in interpreting in contexts

involving sexual and/or domestic violence; and

* A leadership role in the interpreting community.

We are looking for Certified/Deaf Interpreters who have:

* A minimum of five (5) years of interpreting experience;

* Certification or other demonstration of skill level;

* A demonstrated interest in interpreting in contexts

involving sexual and/or domestic violence; and

* A leadership role in the Deaf or interpreting community.

How to Apply

Interpreters who are interested in attending this training are

required to complete an application, using the link below. The completed

application and all supporting materials must be forwarded to us by

September 14, 2012 to be considered.

ASL Interpreter Training Online Application

<http://r20.rs6.net/tn.jsp?e=001SjuW2Q7yHooV0OYEukgchcTIRpWNIdA4UVRBe_cA\

C4-zqS_DuK0586CEkM8FUlMqfFWHPm-ixQJOJ0YQVHeqsQqixU_P2cHxV180lu2-rrE2FMRC\

6LoDocKDPdWLRhbAz1FyD0MVTeM=>

To maintain the quality of interaction, space is limited to 45

participants. Therefore, please apply as soon as possible to secure

a spot. If you have been selected to attend this training, we will

contact you the week of October 22 to provide you with additional

details regarding registration, travel and lodging, and other

relevant information.

The registration cost for this event will be $100. If selected,

instructions on how to submit your registration fee will be 

forthcoming.

For more information, please visit our website at

www.accessingsafety.org.

<http://r20.rs6.net/tn.jsp?e=001SjuW2Q7yHoowbwKAgP4FtLwmcB9QFeiCTHfdEAyE\

eGIvBuO2TzQ-BsvFGF3x9-bQKjsxWGGTX7t4FMj9FbnnREVSkcuyd24neI3LDDnhRFp5vr7T\

1EJLVQ==> If you have additional questions, please email us at

cvs@vera.org. <mailto:cvs@vera.org>

Have a conflict?

These past few weeks have been light perhaps because of vacations and school starting. If you have a conflict or a decision you'd like to discuss, email the Ethical Terp at ethicalterp@gmail.com.

Which is your child?

You are at your son's football practice and because you can't leave practice, you are chasing your baby daughter around, trying to keep her out of trouble. At the end of practice you notice a group of parents signing with each other. This is your opportunity to introduce yourself.

Do you grab your baby, walk up to the group and introduce yourself saying your son is #12 and asking who their children are?
Do you introduce yourself as a working interpreter?
Do you walk the other direction because you don't want to get involved?
Do you feel awkward because you don't want to be the person who is like, "hi! I can sign too!"

You are interpreting at a job training center.  You are shadowing your client while another student teachers her a job.  Your client works extremely slow.  The other student is doing 3/4 of the work.  Do you have any responsibility to say something like, "if you want to continue with this training, you need to pick it up a bit."

Weekly roundup

Here are ethical dilemmas that happened this week:
Re-interpretation

Eye-roll!!!


Workshops
Long Island RID is hosting "So to Speak... Interpreting Figurative Language" on September 8.
http://lirid.org/

Deaf-Blind Training is hosting a webinar starting Monday, September 4th on Common Eye Diseases in the Deaf Community.

If you are interested in listing your workshop, contact me at ethicalterp@gmail.com.

Happy Terping!

Re-interpretation

Your client is preparing to take a hands on test. The instructor explains what needs to be done for prep then walks off. The Deaf client asks you to repeat what was said. So you re-interpret from memory what the instructor said. The instructor walks back and gives you a look that says, "what?" you realize it looks like you are assisting the Deaf client, perhaps helping them cheat.

--what would you do next time to avoid the appearance of cheating?
--if you weren't done with your initial interpretation--perhaps the client needed a lot of expansion--how could you keep the instructor there?
--what are your options?

Eye roll!!

Every time your client turns his back the instructor gives you a huge eye roll. The instructor makes, when your client isn't with you, about your client. You feel that, best case scenario, the instructor doesn't like your client. And worst case scenario, the instructor is deliberately sabotaging your client's chance at success.

-what are your options in this situation?
-are you to tell your client what the instructor says when the client is not around?

The Weekly Round Up

Here is what you may have missed this week. Please, share your thoughts!!!

Can we be friends?

Can I see your pictures?

Look who is sleeping!

I have a problem

Can we be friends?

You heart your client. You and her hit it off right away and chat about things you both love. You ask to Facebook friend her.

Yes? You love her!
No? Doesn't matter. She is a client.