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."

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?

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.

Can I see your pictures

Just to follow up on the last post, should you even be looking at a client's pictures? Is it ok to show then your pictures?

I have a problem

You are interpreting at a job training center. Your Deaf client starts chatting with you about her personal life. It's not her break and you assume she will get reprimanded for taking a break at an unauthorized time. (not to mention you don't want to know about her personal problems.)

Do you
-chat. Or at least pay attention. If she gets in trouble that is in her.
-advise her to get back to work.

The boss walls by, looks at her and you and asks what is going on. What do you do?

Let me show you

You are interpreting in English class. Your kids are to silently read a poem on birch trees. The poem is set up in one tall skinny stanza with words close together and tiny font.

Your student signs, "I can't read this. I don't get it.".

You ask, "have you ever seen a bitch tree before?"

Your student replies no. You look around and the teacher is busy with other students so you google on your smart phone: birch tree images. You show your student a few pictures of birch tree forests. Your student signs, "now I get it."

Were you right to search for clarifying images? Is that part of getting the message across or is it over stepping your role?

Can you find me a job?

You interpret a job interview. The deaf client turns out not to be qualified for the job. As you are walking out, she asks if you know of any jobs available and if you'd ask around.

--on one hand, you admire her resourcefulness. Of course you'll help.
--on the other hand, you've just met this person and only spoken with her for 15 minutes. How can you possibly help her find a job.

My kid is calling

Your at work. Your client is set up and won't need you until break. So you pull out a book and read. Then your phone vibrates.

--you slip out and take the call. No one needs you anyhow.
--you ignore it. Anyone important would text anyhow.
--you see it's your child. You have to take it! (or do you?)
--what are your options?

Shop til you drop

You got an all day job near a shopping center. Very exciting and convenient since you don't have time to shop. You can get your shopping done during lunch and still be home in time to relieve the babysitter.

What you didn't factor in was the big bags you have to carry back to the office. The office where you happen to be working is a job training center for adults getting back on their feet and here you come in with bags full of shiny, new merchandise.

-it's your money and time, you should be able to shop when you like.
-it's not like your taking your merchandise out s d showing it to everyone.
-you should have waited until the end of the day.

What to do?

You are interpreting a state test. Math, to be more specific, but without giving anything away. There is no interpreting actually happening as your client either knows the math formulas or not. During the test you can:

--leave? No interpreting happening anyway.
--play on your phone? Even though students aren't allowed electronic devices, you can play on yours, right?
--read? Traditionally an acceptable pastime for interpreters.
--other ideas?

Read this

You lent a book to one of your clients.

--ok?
--turns out they love the book. Does that make it ok?
--suppose they don't give it back.
--what was your intention in loaning the book in the first place? (to build a relationship? Because the book and client happened to be in the same place at the same time? Because you encourage reading in general?)
--does your intention with lending the book make the act more un/ethical, less un/ethical, or it's just a simple book! Stop stressing already!!

How about a poem to me?

Your students are assigned to write a poem praising something. After you interpret the assignment, you suggest writing about your favorite interpreter--you! (me!)--in jest, of course.

Is that overstepping boundaries? Or is that relationship building?

Would it be different depending on the age if the client? (elementary vs high school vs college)

When would this kind if banter be acceptable or not?

Keep your opinion out of it.

You are interpreting in a drug rehab program. You are interpreting a movie (no captions!! Ug!!) which you find to be overtly simple and preachy. You make a face. As soon as you do, you see your client respond...to your face and then respond differently to the movie.

--what are your options to now erase your opinion from the conversation?
--suppose you hear, a week later, your client quit the program. Are you partly responsible?

Enjoy this book

You gave a book to one of your clients. A novel. Because the two of you have been discussing books. You bought it used on a dollar shelf, anyhow. You don't need it back.

Is it appropriate to share books? No? What would it be ok to share? What would it not be ok to share!

Can you relay a message?

Class is over. Your student left. You are packing your bag. The professor comes up to you and asks, "can you tell your student x, y, and z? Please."

You have seen her talk directly to your student before so you conclude she wasn't avoiding your student but just missed them before they left.

Although you consider
1.) telling her you'll have the student talk to her at the beginning of class tomorrow.
2.) saying when you see the student in class, you'll tell them

Instead you say sure. After all, you'll see them again in 15 minutes.

Right? Wrong? Options?

So I've Heard

You work with a client almost every morning and she is very chatty with you. She often tells you about the interpreters who interpret for her in the afternoon. You're curious about her day and curious about her other interpreters so you enjoy hearing (seeing) her stories.

*Is it ethical to listen to stories about other interpreters rom a client?
*If the client tells you something unethical the interpreter did, what would you do? Do you give your client options for recourse? Defend your peer's actions? Listen and do nothing?

Can I leave early?

You team the last period of a high school class. You are the 2nd team on and half way through class you come in to relieve your team. After the team leaves your student signs, “You can leave. There is nothing happening today.”

Would the following circumstances inform your decision:
1. The student never pays attention and you feel that is disrespectful.
2. They are doing group work and you know the student communicates well with his group.
3. You want to get some shopping done on your way home and would like to leave early.
4. You have nothing else to do and are paid to stay.

Consider the situation with the above variables. What would be the ethical options? What are the practical options. What would you do?

Coffee or Science?

You interpret in a high school on-going. During earth science you have a team as the material is difficult and the teacher lectures the entire period. Yet today—and about once a week—the students copy questions from the board and work on their own. Your team suggests, since neither of you are “working” you go out to buy your much needed coffee.

*Is it ok to leave during your scheduled interpreting time? Its possible you return the favor next week. And you’ll be back well before the next period.

*What are the professional consequences?

*What are the short and long term consequences?

*What pattern are you establishing for other interpreters in your high school?

Assigning Sign Names to Unsuspecting Acquaintances

You are interpreting in a university with an on-going client and an on-going team. Midway through the semester you, your team and your client are comfortable enough with each other to banter back and forth. You discuss superfluous happenings in your own lives so its not a stretch to, during a break, discuss class events including the personalities in the classroom. Your team says, "I don't like the annoying girl who always raises her hand" and then "I can't believe that guy brings his politics into the classroom. Ugh." (insert eye roll here.) You chime in with a couple of your own choice comments.

Class resumes; your team is 'on'. Professor asks a question and the girl you were all talking about raises her hand. Your team signs, "Annoying girl says... ." You see your client chuckle. Then the guy you were recently talking about raises his hand. Your team signs, "Politician says... ." You feel a knot in your stomach but when you are on you continue with those apt but assumptive sign names.

+What is the ethical conflict?
+What is the Code of Professional Conduct the interpreters should be keeping in mind?
+What should you do?
+What are the consequences of your decision?