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.