VIEWS February 2019 by Registry of Interpreters for the Deaf

EXPLORING ETHICS Winter 2019 Issue 36 Volume 1

FEATURES Medical Interpreting Roundtable 2019 Conference Update

Improving Cross-Cultural and Linguistic Services in Healthcare Settings DBI Corner

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VIEWS Volume 36 â&#x20AC;¢ Issue 1

Winter 2019

VIEWS IN THIS ISSUE:

Governance Letter from the Editor/4 President's Report/8 Region I Report/ 10 Region II Report/12 Region V Report/14

COVER STORIES

Medical Interpreting Roundtable Richard Laurion Zachary Featherstone Todd Agan Debra Lesser Shawn Norris Page 26 YouTube Link: rid.org/winter2019medicalinterpreting/

Columns/articles Honoring Diversity/20

2019 National Conference Update Page 18

Dear Encounters With Reality/22 Note From Uncle Dale/24 Interpreting Kanye/38 Self-Care: Exploring Ethics/40 Member Spotlight/42

Improving Cross-Cultural and Linguistic Services in Healthcare Settings Jaime Fatás-Cabeza Page 32 YouTube Link: https://youtu.be/hz8akRvX7qE

News Annual Report Preview/6 ASDC and BBikeUSA with RID Cares/7 From the Desks at HQ/ 16 Newly Certified/49

DBI Corner: Supporting Individuals who are DeafBlind Kristi Probst and Susanne Morrow Page 36 YouTube Link: youtu.be/Mm1UxMreGjg

To view all articles in ASL, visit our WINTER VIEWS playlist on YouTube: www.rid.org/february2019viewsplaylist Layout Design and Video Editing by Maxann Keller and Jenelle Bloom

This issue’s photography gathered from collections at unsplash.com and pexels.com

#ethicsVIEWSWINTER19

www.rid.org

Letter from the Editor

i! I’m Julia Wardle, Editor for VIEWS. This issue of VIEWS is chock-full of must-see content. We have some fantastic updates about the 2019 RID National Conference in Providence Rhode Island. Our theme is “Come Together, Work Together, Thrive Together” and we’re thrilled to announce our partnership with Deaf cyclists Conrad Baer and Albert Blake to support the American Society for Deaf Children for our RID Cares conference initiative. We also have an exciting reveal of our conference logo designed by Deaf artist Yiqiao Wang. Our feature article for this issue is a “Roundtable” discussion on medical interpreting, featuring different key players in the field - a leader of healthcare interpreting training, a Deaf physician who works with interpreters, a designated interpreter for a Deaf healthcare provider, a freelance interpreter trained in healthcare interpreting, and a hospital interpreter coordinator/patient liaison. A lot of issues are brought up that can help us “Explore Ethics” in this critical field. Please consider submitting your opinions about medical interpreting situations and responding to what our authors have to say! Ultimately, medical interpreting is about supporting better healthcare outcomes in the Deaf community and we want to see this discussion continue. Also in this issue is Jaime Fatás-Cabeza, a Spanish-English interpreter and translator who works primarily in medical and court settings. His article is deeply thought-provoking about ways we can honor “native voices” as we assist in cross-cultural mediation in medical settings. He calls attention to specific systemic deficits that further restrict health literacy among marginalized groups and he emphasizes our role in working to correct those deficits. We are excited to have this article available in a trilingual format for VIEWS. Billy Sanders, our sometimes Honoring Diversity author, is featured in this issue writing about tools we can use when interpreting “Kanye moments,” or when trying to provide message equivalence for clients with divergent ways of thinking and expressing themselves, often in emotionally-charged situations. We are also excited to have Kristi Probst and Susanne Morrow contributing a piece on the roles of different DeafBlind service providers, and where to find more information. We hope you enjoy all of the wonderful content in this issue! Don’t forget to order a print copy - submit your order before March 1st to receive the February issue. We welcome all comments and feedback to our publications at views@rid.org. You can also learn more about submitting content or a letter to the editor HERE. Till next time! Julia Wardle, M.A. Editor-in-Chief

To order a print version of this issue, visit: www.rid.org/views-print-order-form/ YOUTUBE LINK: https://youtu.be/c0X9eCPe0sk 4

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RID BOARD OF DIRECTORS

President Melvin Walker M.Ed., CRC, CI and CT, NAD V president@rid.org Vice President Sandra Maloney, M.A., CI and CT, SC:L vicepresident@rid.org Secretary Joshua Pennise, M.A., CI and CT, NIC Adv secretary@rid.org Treasurer Byron Behm, M.A., NIC, NAD V treasurer@rid.org Member at Large Len Roberson, Ph.D., CI and CT, SC:L memberatlarge@rid.org Deaf Member at Large Branton Stewart, CDI, CLIP-R dmal@rid.org Region I Representative LaTanya Jones, M.S.M., NIC region1rep@rid.org Region II Representative Brenda Sellers, CI and CT, NIC region2rep@rid.org Region III Representative Kenya McPheeters, NIC region3rep@rid.org Region IV Representative Sonja Smith, M.A., NIC region4rep@rid.org Region V Representative Mish Ktejik, M.A., NIC, SC:L region5rep@rid.org

STOCK PHOTO

RID HEADQUARTERS STAFF

Chief Operating Officer Elijah Sow esow@rid.org

Director of Finance and Operations

Jennifer Apple japple@rid.org

Operations Specialist Charlotte Kinney ckinney@rid.org Accounting Specialist II Tong Rogers trogers@rid.org Accounting Specialist

Joshua Sechman jsechman@rid.org

Senior Director of Standards Ryan Butts and Practices rbutts@rid.org Professional Development Manager

Carol Turner cturner@rid.org

Ethics Administrator Tressela Bateson tbateson@rid.org

Certification Coordinator

Director of Member Services and Government Affairs

Ashley Holladay aholladay@rid.org Neal Tucker ntucker@rid.org

Member Services Khianti Thomas Specialist kthomas@rid.org Director of Communications and Outreach

Bill Millios bmillios@rid.org

Communications Manager

Julia Wardle jwardle@rid.org

Communications Coordinator

Maxann Keller mkeller@rid.org

Communications Specialist

Jenelle Bloom jbloom@rid.org

www.rid.org

FY18 Annual Report Preview Based on member feedback, we’ve worked to make this Fiscal Year 2018 Annual Report the most accessible, easily-navigated report yet! What to expect for your 2018 Annual Report: • An attractive infographic that includes high-level information regarding your organization and the numbers that made up the fiscal year here at RID. • A matching website with an easy-to-navigate layout for more in-depth reporting. Easily search for the information you need from each department with clickable, accessible content. • All RID HQ department narratives in a bilingual, ASL-English format. • A Plain-Text printable PDF for you to see the facts in black and white and in large font.

Be on the lookout for your 2018 RID Annual Report, coming soon! 6

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Support ASDC & @BBikeUSA American Society for Deaf Children

Your 2019 RID Cares Recipient! follow

#Wheels4ASDC RID is excited to team with Bike Across America participants Albert Blake and Conrad Baer as they cycle across America to support and raise awareness for ASDC, our 2019 RID Cares recipient. We hope that by presenting these opportunities to donate directly to ASDC and support BBikeUSA, you will be able to contribute to this life-changing organization impacting our communities for a better tomorrow. Donate to ASDC Today!

Visit www.deafchildren.org/donate See how you can become a BBikeUSA sponsor! issuu.com/ridviews/docs/conference_sponsorpacket

www.rid.org

PRESIDENT’S REPORT

President's Report Melvin Walker, RID President

Melvin Walker M.Ed., CRC, CI and CT, NAD V President

YouTube Link: https://youtu.be/Opziap29lzU

ello, everyone, I’m Melvin Walker, the President of your RID Board. I am delighted to participate in this issue of VIEWS - we have a lot of exciting content! Our Communications team, led by Julia Wardle, our Editor-in-Chief, has done a spectacular job.

has been hard at work planning stellar content, amazing and diverse presenters, and engaging tracks, all designed to help us achieve what we as interpreters have committed to do become the best interpreters possible for Deaf people. The RID Board will have their face-to-face meeting this March in Providence where we will be able to do a site visit and see the space where all of us will gather in July. I am excited to see the Omni Hotel and the Rhode Island Convention Center, and to meet the Providence CVB representatives who will be helping to make our conference a success.

Over the past few years, RID has experienced a number of changes. As a result, the organization has had to learn, adapt, and adjust. This process has not been painless; it has not been easy. It is, however, totally worthwhile. I can say today that we are a stronger organization than we were a few years ago. Our house is becoming more organized by the day. We are depending on our strengths and considering the weaknesses of our past in order to construct a stronger future.

The second thing that will lead RID into the next phase of our metamorphosis is filling out the committees that do so much of the valuable work of RID - the Certification Committee, the Finance Committee, the CPC Review Committee, and all the others. The Board has worked hard to seek out the best-qualified representatives from the interpreting and Deaf communities for these committees, to bring diverse viewpoints to the table and to find updated solutions for old and new challenges.

There are a number of things coming up in the next few months that are critical for this organizational metamorphosis to continue successfully. The first is the upcoming 2019 National Conference. The conference planning committee

The third thing I want to mention is that the nominations period for elections is now open. The positions that are up for election are: President, Vice-President, Secretary, Treasurer, Deaf Member-at-Large, and Member-at-Large. These

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two-year positions should be filled with the people that YOU want to represent YOU. We are RID - all of us - and the Board should reflect the diverse viewpoints of the membership as well as the diversity of the Deaf community that we all serve. You want good leaders who will not shy away from

through this period, and to help us recruit and identify a long-term leader after the immediate challenges are past us. We need someone who can help build bridges - both within the interpreter community, and with the Deaf community. We need someone who can listen, lead, and solve problems,

hard decisions, and it starts with a nomination. The nominations period is open until March 31, 2019. More information can be found here: https://rid.org/call-for-rid-executive-board-nominations/

while making sure that diverse viewpoints are represented and valued. The Board is considering options, and we hope to have an announcement soon. We may have to wait until our March face-to-face meeting in Providence, before we come up with a firm plan for moving forward.

I can say today that we are a stronger organization than we were a few years ago. Our house is becoming more organized by the day. We are depending on our strengths and considering the weaknesses of our past in order to construct a stronger future

The fourth thing is on the horizon - the new tests CASLI is developing. While the RID Board does not have direct oversight, we are looking forward to seeing how all of their work will result in knowledge and performance tests that fit the needs of tomorrowâ&#x20AC;&#x2122;s interpreters.

I am honored to serve as your President. The work that you do as interpreters and as members of this organization is something that impacts me and my family personally and professionally every day. I am grateful for all of you who get up each morning and go out into the field to make the world Which brings me to my last item - the CEO position. At the a better place. November face-to-face meeting, the Board confronted the issue of the unexpected departure of our last CEO, and dis- As always, I remain yours, cussed various options for short and long-term solutions. Melvin Walker We recognize that RID is in a time of change, a time of tran- President sition - we need a short-term transitional leader to help us

Link for nominations info: https://rid.org/call-for-rid-executive-board-nominations/

The National Association of Interpreters in Education (NAIE) will be hosting our 3rd National Conference on Interpreting in Education June 20-23, 2019 at the University of Northern Colorado in Greeley, CO. The National Conference is an opportunity for stakeholders in the education of deaf and hard of hearing students to come together, network, learn from the experts, and stay current on effective practices within the field. To stay up to date with the latest information, check out the NAIE website www.naiedu.org as well as the NAIE Facebook and Twitter accounts. www.rid.org

Region I Report LaTanya Jones, Region I Representative FROM THE BOARD YouTube Link: https://youtu.be/5EfI5MBWngA LaTanya Jones, M.S.M., NIC Region I Representative

Hello everyone! Happy new year! I'm LaTanya Jones, your Region I Representative.

go to conference. We are planning some wonderful workshops, and it should be very worthwhile for all who attend. I want to say thank you for being the best part of RID; without you, we couldn't do what we do. Now I'd like to share some information from our ACs in Region I.

Long Island RID This past quarter, LIRID has been busy! Here are some of the highlights:

• Our very first happy hour has been set for Jan 16th at the I hope that your vacation was wonderful and that you enPost Office Cafe in Babylon, NY. We would love some joyed time with friends and family. Now we’re in the new visitors! year, it's time to roll up our sleeves and get back to work, right? I know - I’m back to work myself, working hard for • LIRID’s annual comedy show fundraiser is happening on Feb 17th at the Governor’s Comedy Club in Levyou as your representative on the RID Board of Directors. ittown, NY. Come support us! Several of our talented This report will be short, sweet, and to the point. In this last members have offered to interpret, once again! quarter, I was able to visit one Affiliate Chapter, NJRID. I was invited to their general membership meeting, where I • A survey was developed and sent to all members of LIRwas able to meet face-to-face with a lot of members. I enID. The board hopes to use this information to satisfy joyed myself and had a lot of fun chatting with them, so I’m the needs of members and the community! grateful for their invitation! I'm also on the Conference Committee, and we are working hard to plan the National Thank you for your support and we hope to see you soon! Conference happening this July. I hope to see many of you 10

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Rhode Island RID

This work is ongoing, but VTRID is glad that the community is working collaboratively in an effort to move forward in a RIRID's board has been looking forward to growth in the positive way and enhance services that connect Deaf people following ways: with interpreters. • The RIRID board, in conjunction with the RI AssociaNew Hampshire RID tion of the Deaf governing board, will attend a day-long training on board service hosted by Shane Feldman to • Mar 1-3, 2019, NHRID will be hosting the Allies launch us into service with clarity, communication, and Conference facilitated by Molly Wilson, Collie Davienthusiasm. ton-Burland, and Erin Sanders-Sigmon. This event will take place in Nashua, NH. Please visit • RIRID board members are meeting the RI Commission https://alliesconference.org for registration. on the Deaf and Hard of Hearing (RICDHH) to help clarify onboarding processes to share with new inter• NHRID hosted our third annual retreat in Oct 2018. preters as we anticipate growth in our field. • NHRID, along with guidance from NHAD has provid• Lastly, RIRID shares a sincere thank you and good luck ed a Deaf Interpreter-Provisional credential to help adto outgoing RICDHH Executive Director, Steve Florio, dress the shortage of Deaf interpreters in the state. as he moves into the role of Executive Director with the Massachusetts Commission on the Deaf and Hard of • We’ve been working hard on a new approach to improve Hearing! our state rates and we look forward to implementing this approach soon. More information coming soon!

Vermont RID

Thank you to all of our ACs for their hard work. You are the This past quarter has brought change and more opportu- best of RID. Bye! nities for collaboration within our community. Our statewide referral agency (VIRS) entered a period of substantial change in September when the Director left, which created the opportunity for VTRID to work with a group of stakeholders to address long standing concerns about services being provided. VTRID joined with staff from the Vermont Interpreter Referral Service (VIRS) and the Vermont Center for Independent Living (where VIRS is housed) as well as representatives from Vermont Vocational Rehabilitation (a major funder) and the Vermont Association of the Deaf to:

1. Engage in mediated discussions about our differing perspectives on the past, 2. present, and future of VIRS and its role in our community. 3. Work collaboratively on a vision for the way VIRS can fulfill its intended role in the community and more transparently provide services to Deaf community members, interpreters, and requesters. 4. Draft a job posting, interview questions/process, and onboarding process with input from all stakeholders and communicate those processes to all community members.

Now available! http://naiedu.org/guidelines/

www.rid.org

Region II Report Brenda Sellers, Region II Representative FROM THE BOARD YouTube Link: https://youtu.be/lqKbMB6w2sM Brenda Sellers, CI and CT, NIC Region II Representative

Hello! A couple of our ACs had annual conferences and member meetings since the last update. In October, Florida RID elected Eli Sierra as their new president and in December, PCRID elected Traci Ison as their new president. When you see them around, please welcome them and offer support in their new roles.

A few other states are asking you to save the date and look for more information on their websites coming soon. In chronological order they are:

Tennessee RID (TRID) April 26-27, 2019 www.tennrid.org Alabama RID (ALRID) June 14-15, 2019 www.alrid.org North Carolina (NCRID) June 20-22, 2019 www.northcarolinarid.org

We hope to see many of you at these conferences. And don’t Region II is moving forward and planning for workshops forget the National Conference in Providence, RI, July 7-11, and conferences in 2019. Several states will be celebrating 2019. Hope you have a great year! 50 years in 2019. What an accomplishment! First will be South Carolina, on March 1-2, 2019 in Spartanburg, SC; their theme is “Better Together.” They will have two presenters: Howard Rosenblum, the CEO of NAD, and Phyllis Rogers, the Mentoring Program Lead at Gallaudet Interpreting Services. They will be offering 1.0 CEUs. You can find more information at www.southcarolinarid.org.

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MAKING GOOD INTERPRETERS

GREAT Efficient screening tool plus your mentors equals better allies for the Deaf community

Visit get.goreact.com/RID to learn more. www.rid.org

Region V Report Mish Ktejik, Region V Representative FROM THE BOARD YouTube Link: https://youtu.be/xyWeKTNn9e4 Mish Ktejik, M.A., NIC, SC:L Region V Representative

Hello, and happy new year to everyone! I hope everyone had safe and happy holidays.

at the beginning of the year. I would like to welcome Sheridan Laine, the new NorCRID President; Caroline Allen, the new WSRID president, and Becky Ho’opi’i, the new interim president for Hawai’i RID. Thank you for your service to the community.

SCRID just completed their leadership orientation workshop series. Their free workshops introduced SCRID and discussed the Bylaws and Policies and Procedures. If you’re a SCRID member and want to know more about your organization, or an AC board member looking for tips from other ACs, or if you’re just curious to see how an AC works Unfortunately, I must begin this regional update with some behind the scenes, check out the recordings of their worksad news. SaVRID recently lost a cherished member. Elaine shops at www.scrid.org. The recordings are free to view for Stagner passed away in January. She was dedicated to the everyone. field of interpreting, serving many years as program coordinator for the interpreter training program at American River Check your AC’s website for information on upcoming College. She mentored budding interpreters and was a men- workshops and events. If you’ve been thinking of ways that tor for college students in the LQBTQIA community. I met interpreters and our profession can improve, get involved Elaine briefly last spring and was struck by her kindness and with your local AC! Just as RID is led by volunteer leaders, her obvious care of the interpreting training program where ACs are entirely made up of volunteers. Do what you can to support these hard-working leaders! Consider volunteershe worked. She will be greatly missed. ing, or simply attending a workshop or event to show soliIn other news, the ACs in Region V continue their work. A darity and support. number of chapters have new leaders who began their term 14

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One event I’m looking forward to is ORID’s interpreter celebration party. This event is happening in Portland, OR at the end of January and will be a throwback to the 1920s! It will be a fun way to connect with other interpreters and celebrate each other and the work we do. No interpreter becomes an interpreter in isolation. We learn from other interpreters and the Deaf community. We are supported by peers and mentors, and even other friends and family who may not know ASL, but support us just the

No interpreter becomes an interpreter in isolation. We learn from other interpreters and the Deaf community.

Campers, staff, speakers, and friends ALL WELCOME Memorial Weekend – May 24 to 27, 2019 Trails End Camp – Beach Lake, Pennsylvania Registration: ylcafoundation.org/register Bring your YLC pictures, Daily Drum, T-shirts, & mementoes

same. I’ve recently been reading Silver Threads by Lou Fant. OutdoorOutdoor Activites Workshops Booths Silent & Live Auctions Nightly Beerfest Activities*Workshops*Booths*Silent & Live Auctions*Nightly Beerfest I expected the book to be a dry history book since it focused Slide shows Slide shows with over 800 slides First General Meeting on Monday morning with over 800 slides First General Meeting on Monday Morning on the first 25 years of RID as an organization. Instead I found it a delightful book full of human triumphs and experiences, and some failures too. Every story was embedded in the context of a larger community and an emerging, and often struggling, profession. Today I was watching a 2015 interview with I. King Jordan. In the interview he mentioned that he had no interpreters in school. The concept of interpreters, especially trained and certified interpreters, didn’t exist. It’s amazing how far we’ve come in such a short time. Remember to take a moment to appreciate yourself and other interpreters. And especially thank the Deaf community who supported and mentored you. Come one! Come All, Let’s have fun with YLC memories and history. We hope to see many of you in Rhode Island for the RID National Conference in Providence on July 7 – 11, 2019. Have a wonderful 2019!

reunionchair@ylcafoundation.org Facebook: YLCA Foundation

www.rid.org

From the Desks at HQ WEBINARS Black Deaf Culture Through the Lens of History Benro T. Ogunyipe February 27, 2019

7:30pm-9:30pm EST $20 Click here for registration information: https://education.rid.org/products/black-deaf-culturethrough-the-lens-of-history

Coming Soon!

Cultural Diversity and Inclusion Series Click here for more information. https://education.rid.org/upcoming

ANNOUNCING!

education.rid.org

We are delighted to officially announce the launch of a new website, RID’s Continuing Education Center! You can find our new website at education.rid.org.

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SAVE THE DATE

Conference of Interpreter Trainers August 12 -15, 2020 2020 Conference in Minnesota http://cit-asl.org

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www.rid.org

2019 National Co n Your official 2019 Conference logo!

Conference Theme

Yiqiao Wang

https://youtu.be/zz5B64ZT0P4

Yiqiao Wang was born in Beijing, China and came to the United States to study at Gallaudet University and the Savannah College of Art and Design. She currently works at Gallaudet University as an adjunct faculty and Creative Design Coordinator/Senior Artist at the Motion Light Lab for the Science of Learning Center on Visual Language & Visual Learning (VL2). Her work includes illustrating the VL2 storybook apps, The Baobab, The Blue Lobster, and The Solar System, as well as creating the mural designs for the Maguire Welcome Center on Gallaudet University campus and the Starbucks first U.S signing store in H street, Washington D.C and other store location in Austin, Texas. She has been invited to display her artwork in art galleries and shows in Washington D.C., the Rochester Institute of Technology, and the Pride Center of Staten Island, New York. 18

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nference Update

www.rid.org

HONORING

DIVERSITY From the archives edition!

RID is proud of historical moments like these to remember! This is from the 1995 RID Convention in New Orleans, Louisiana: Dr. Ordia Limar Harrison addressed the RID Convention participants at the Opening Ceremony. She challenged RID members to examine their attitudes in the area of cultural diversity. An analogy was drawn with the wellknown candy - “M&Ms,” unofficially adopted by the convention as the RID candy. Dr. Harrison is the Director and Chairperson of the Institute for the Study and Rehabilitation of Exceptional Children and Youth an the Department of Special Education at the Southern University in Baton Rouge. Participants were treated to typical New Orleans celebratory style when they were led in by the National Convention Committee members employing colorful Mardi Gras paraphernalia. Shortly thereafter, several thousand balloons were dropped from the ceiling to officially open the Convention. A New Orleans Jazz band continued the festive atmosphere with music and a march from the Main Hall to the Exhibits Hall. 20

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JoLinda Greenfield was the interpreter at that exciting event, and has made celebrity status by her appearances in the VIEWS archives, interpreting and presenting at many RID conferences and events - here are a couple shots of her hard at work.

Weâ&#x20AC;&#x2122;re grateful for these hallmark examples of diversity and leadership in the field of interpreting. If you have photos or documentation of diversity within RID, past or recent, please send them our way! views@rid.org

5 www.rid.org

Dear Encounters With Reality COLUMN

EAR ENCOUNTERS WITH REALITY: I interpret at a college and sometimes during the lectures, the Deaf student does not watch me. They may be reading something, texting, or sometimes sleeping. When this happens, I tend to shrink my signing space to conserve my energy but I still keep interpreting the lecture. When the student looks up I bring my signing back to normal. However, when I asked other interpreters how they handle this situation, some said I must keep signing and some said I can stop. What is your opinion?

Brenda Cartwright, M.S. CSC, CI and CT Lansing, MI Brenda Cartwright, MS, CSC, CI and CT has been the Director of the Sign Language Interpreter Program at Lansing Community College for over 30 years. She holds an undergraduate degree from Ball State University and graduate degrees from Ball State and Indiana University. She is a Coda with a bilingual cat named Coda. YOUTUBE LINK: https://youtu.be/kNnEvxpUCvk

EXPERIENCED INTERPRETER’S PERSPECTIVE: Deaf students, like hearing students, have a right not to attend to the lecture without drawing attention to themselves. I would not stop signing because that would draw attention to you and therefore to the Deaf student, but I understand reducing your signing space. If the problem is ongoing, ask the Deaf student what they want you to do. EXPERIENCED DEAF CONSUMER’S PERSPECTIVE: It is your job to interpret the class. Reducing your sign space to conserve energy is fine. Sometimes you may think the Deaf student is not fully paying attention when in fact they are partially attending. If this is about saving energy, maybe you could switch with your partner more often.

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COMPLETE YOUR BACHELOR’S DEGREE ONLINE IN SIGN LANGUAGE INTERPRETING! ESTABLISHED NATIONAL EXCELLENCE According to the U.S. News and World Report, Siena Heights University’s Online bachelor’s degree program is the TOP RANKED in Michigan for the third consecutive year and nationally ranked for six straight years!

SAVE TIME AND MONEY Enroll in accelerated, ONLINE COURSES every 8 weeks. SAVE THOUSANDS in tuition costs by transferring up to 90 semester hours towards your degree. Credit may be awarded for work experience and NIC certification.

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MOVE YOUR CAREER FORWARD . . . AFFORDABLE. FLEXIBLE. ONLINE. www.rid.org

Note From Uncle Dale

H d l u o h It S

e M d e r e h t o B s y a w l A e av

COLUMN

To state the obvious - I call myself Uncle Dale. The gender pronoun I choose identifies how I interpret myself. I am a male. I am also straight. I am white. I identify myself as a Christian. I am not a person with a disability. Dale H. Boam, CI Attorney at Law Salt Lake City, UT Dale is an Associate Professor of Deaf Studies at Utah Valley University, an attorney advocating for the rights of persons who are Deaf, an interpreter, and a blogger at “Uncle Dale’s Rules for Interpreters.” He consults and presents nationally on both interpreting and legal topics. Dale recently received a favorable decision from the Ninth Circuit Court that makes Section 504 more accessible to persons who are Deaf (See Ervine v. Desert View Regional Medical Center). Dale has served in advisory committees for the NAD, the organizing board for Deaf Studies, Today!, and the 2007 Deaflympic Games. YOUTUBE LINK: https://youtu.be/ENto-3wBcr4

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I was gifted at birth with privilege that I did nothing to earn. I have lived a life in which I never noticed doors, because they have always been open to me. I have never wondered if I wouldn’t get a job because of the color of my skin. I have never looked in the mirror before I left the house and wondered if my clothes were sending the right message. I have never had to worry that my opinion might be ignored or that I would be looked upon as overall less capable because of a limitation in one area. Never. I am privileged. In fact my privilege has privilege. But, there is much my privilege tries to hide from me. At some level I have always known that all doors are open to me and I am made to feel welcome wherever I go.

Herein is the problem. The fact that I am treated as welcome wherever I go (whether or not I am actually welcome) has plagued me recently. The main reason it has plagued me, truth be told, is because it has only plagued me recently.

I’m not talking about being a racist or a sexist. I’m talking doing or saying something racist or sexist; an action not an identity. “Well,” he asked, “Are you saying that you are sexist?”

These things should have always bothered me.

“Every time I do something sexist,” I replied. “For the whole I am not a jerk (most of the time). In almost all areas of my time I engage in the act, dating back through the whole time life I am dedicated to the service of others. This is not, it I engaged in the thinking that brought the act about, until seems, a learned behavior. I am told I was born that way. My whenever it is corrected. For all that period, yes, I am sexist. mother tells a story of me in first grade, desperately begging I do my best to avoid these… occurrences. I do my best to her to stop the car. When she pulled over I jumped out, took learn when they occur. I do my best not to defend myself or off my coat and put it on the back of a classmate who was say stupid things like, “That’s not sexist.” walking home without one. My mother said, “Make sure you get it back from him.” I apparently replied, “No, I gave it to The definition of an offensive act is that someone is offended him. I have another coat at home and he doesn’t and he walks by it. If someone is offended, I am then obligated to correct to school but we can’t give him a ride everyday so he needs my behavior, not excuse it. the coat.” “But!” I can feel the arguments from here, “Everyone is ofI tell that story only to illustrate that I am not confessing to fended about something and you can’t please everyone.” being a “bad” person. I am actually quite a good person. But that is not the point. The point is I am a good privileged per- True. In similar circumstances I may choose to engage in similar behavior to that which I was just told is offensive, if I son. believe it is the best course of action. In that situation, mayPrivilege is a parasite. It feeds on unearned opportunity and be no one will be offended. The difference is that I would excretes undeserved power, and though obvious to every- be making a choice, not just blundering unwittingly through one around, it attempts to convince its host it doesn’t exist. the fog of my privilege.

The definition of an offensive act is that someone is offended by it. If someone is offended, I am then obligated to correct my behavior, not excuse it. In other words, I have to work hard at all times to see it, be- In the end, whether racism, sexism, ableism, audism, gendecause it doesn’t want me to. rism or any other “ism” you can think of, I have the responsibility to pay attention and work past each layer of privilege I was in a discussion about racism recently with a friend who that clouds my vision, to purposely see when my privilege is is brilliant, witty, and shares NO similar political views with smoothing my path and to actively make sure it is not blockme. He said he could not possibly be a racist because he has ing the paths of others. Most important of all I must now and adopted several (personal note, ADORABLE) children of forever be bothered by privilege when I see it, even if it’s my widely varying racial backgrounds. I pointed out that having own, because for so very long I failed to look let alone to see. racially diverse children is not an inoculation against racism, any more than having a daughter makes it impossible for me to be sexist.

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FEATURE YOUTUBE LINK: rid.org/winter2019medicalinterpreting/

Medical Interpreting Roundtable Contributors:

Richard Laurion, IC/TC, CI and CT, NIC Advanced Zachary Featherstone Todd Agan, CI and CT Debra Lesser, CI and CT Shawn Norris, NIC, Ed: K-12

VIEWS Volume 36 â&#x20AC;¢ Issue 1

Richard Laurion M.A., IC/TC, CI and CT, NIC Advanced, CATIE Center Director

YOUTUBE LINK: https://youtu.be/QVhbEnwyRwE

Supporting Better Health Outcomes

ou might have read the title of this introduction and thought, how are interpreters responsible for better health outcomes?

The Institute for Healthcare Communication has reported that the better the relationship is between healthcare provider and patient, the more likelihood there is of good health outcomes (2019, healthcarecomm.org). As interpreters, we know the importance of good communication for building medical interpreters. They discuss how to best support the relationships. communication needs of hearing and Deaf consumers. Increasingly, the healthcare system is also recognizing the importance of interpreters in supporting good communica- They emphasize the need for clear communication between tion. In my home state of Minnesota, many interpreters have patient, practitioner, and interpreter. specialized to perform most of their work in medical settings. In the examples of designated interpreters working with I see more and more conversations between colleagues asking each other, “How do we do this work better?” RID has an active member section, Interpreters in Healthcare, which hosts a Facebook page for members to actively share information and resources with each other. I am excited to see this issue of VIEWS include a collaborative article on healthcare interpreting from four slightly different perspectives: • a Deaf physician who recently graduated from medical school, • a designated interpreter working with a Deaf physician, • a freelance interpreter who specializes in medical work, and • an interpreter coordinator with a dual role which includes functioning as a patient liaison.

Increasingly, the healthcare system is also recognizing the importance of interpreters in supporting good communication. Deaf physicians, they describe how important it is for the interpreter to understand the doctor’s role and function and to be clear on how best to support the communication desired by the medical provider so they may build the critical relationship that is required.

I appreciate the thoughts of each of these authors. I hope you will also find them thought-provoking and use this opportunity to continue the discussion with your colleagues. Each of us should look at our own work and consider how we might best support the communication required to fosEach of these individuals shares their perspectives on both ter successful patient/provider relationships and ultimately good and bad situations that arise in the complex work of achieve better health outcomes.

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Zachary Featherstone D.O.

YOUTUBE LINK: https://youtu.be/8vj8QWcpzz4

when I arrived. It was okay for them to befriend other physicians or nurses with whom I was working at the time. Those true examples may seem innocent at first, but upon further inspection, they cause more harm to me than you may realize. By placing their hand on the patient, the interpreters took away my privilege of comforting my patient. By conversing with the nurses and then relaying that information, the interpreters took away my privilege of building my relationship with the nurses and letting them see me work proactively to build their trust in me. By befriending those colleagues who were new to me, the interpreters took away my privilege of learning from them; where preceptors would usually give me the clinical pearls to improve myself as a doctor, those colleagues would forego this and instead converse with the interpreters during downtime.

y name is Zachary Featherstone, and I identify myself as culturally Deaf. I recently graduated from medical school; I had ASL interpreters throughout my schooling, but unfortunately, I had both outstanding and poor interpreters. Over the course of my clerkships, I worked with a team of three designated interpreters during my third year and a team of two specialized interpreters during my fourth year. I hope you noted the different words I used in the previous sentence: designated interpreters v. After many attempts to resolve these issues with my team, I asked for a new team. With this new team, I made my exspecialized interpreters. pectations clear that I didn’t view them as designated inMy team of designated interpreters all had similar philosophies of what a designated interpreter entailed. To them, it was a mutually beneficial partnership with both parties coming to agreement on how certain tasks were to be done. For instance, if the patient in the room became emotional for whatever reason, it was okay for the interpreter to place their hand on the patient terpreters, but as specialized interpreters. When they had to comfort them. If they arrived at work before I did, it was concerns, they were typically only communication-related okay for them to talk with the nurses and find out where my concerns, which I happily worked to resolve with them. patients were located and then give that information to me From there, my clerkship experiences blossomed. These interpreters allowed me the space to learn from my mistakes. They understood that I was there as a medical student, to learn and thrive. They were humble and knew their role. As they demonstrated that to me, I was able to trust them to expand their role as not only interpreters, but also colleagues and friends.

These interpreters allowed me the space to learn from my mistakes. They understood that I was there as a medical student, to learn and thrive.

There is a wide spectrum of Deaf professionals with different philosophies; the same is true for designated interpreters. I know this is not reflective of every interpreter who identifies as a designated interpreter, but there is lacking a standard definition of what that means. The ‘clinical pearl’ of this article is to encourage more dialogue of what it truly means to be a designated interpreter and the expectations thereof.

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able to decode and accurately interpret healthcare terms. We need to be familiar with the healthcare education system: how does a healthcare trainee become a healthcare provider? Furthermore, we may need to be familiar with the insurance reimbursement system, legal aspects of healthcare, the ethics of healthcare, and self-care. Most of these issues do not come up in traditional healthcare interpreting assignments. Perhaps the most important difference between traditional healthcare interpreting and interpreting for a Deaf or Hard of Hearing healthcare provider has to do with the relationship between the interpreter and the consumer. The relationship with a patient may be one in which we see the patient regularly for various healthcare appointments, and we may even see the same patient in other, non-healthcare-related settings. Interpreting for DHPs, however, often means that the relationship may be more deep and longitudinal.

Todd Agan M.A., CI and CT

YOUTUBE LINK: https://youtu.be/V-cB5-x0lxE

y name is Todd Agan. I am the lead interpreter for a Deaf physician. In 2001 I began interpreting for Deaf medical students, residents, fellows, and practicing physicians. With this article, I hope to show that not only is the task of interpreting different in this particular context, but more importantly, we need to be respectful in how we frame our relationship with the Deaf healthcare provider (DHP).

The designated interpreting paradigm is a still-emerging archetype in our field. This approach has been adopted effectively by many Deaf professional/interpreter teams throughout the US. Many Deaf professionals have their own designated interpreter(s). It is important to recognize, though, that not all Deaf professionals find this arrangement desirable. I have worked with DHPs who prefer a more traditional consumer-interpreter arrangement. We need to be cognizant of the work we do with DHPs. We need to follow their lead, and ensure that their needs are met. How we envision our working relationship with the consumer may be different than how they envision it. It is critical that we respect and defer to the DHPâ&#x20AC;&#x2122;s preference for establishing our role within their workplace.

The designated interpreting paradigm is a still-emerging archetype in our field.

There are many ideas, concepts, and terms that come up when working with a DHP that interpreters are not exposed to in traditional healthcare settings. We often need to know more information about anatomy, physiology, microbiology, and pharmacology, to name just a few. Additionally, interpreters for DHPs interpret advanced medical terminology, where knowing Greek and Latin roots as well as a smattering of German helps to be

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to support the provider in accomplishing their goals. For example, when a patient has an x-ray of the chest area, they are often asked to hold their breath. I will make the suggestion that the provider explains the procedure to the patient in its entirety before they begin. The three of us come to an agreement about how to cue the patient to hold their breath and release it. Ensuring the patient understands the instructions is essential to generating accurate test results while simultaneously fostering patient dignity and respect.

Debra Lesser CHI, CI and CT

I also understand that the provider’s goals must be my goals. I recently interpreted for a patient who had a kidney transplant. The provider was not confident that the patient understood he must not bend, lift, or twist for four weeks or he may damage the new kidney. Through my medical interpreter training and my knowledge of Deaf culture, I understand that many Deaf patients incorporate new concepts through those which are

I also understand that the provider’s goals must be my goals.

more familiar. In this situation, the provider’s goal was to ensure the patient understood the instructions before discharge. I asked the patient if he had ever eaten Signed by Mistie Owens, CDI, QMHI a bacon, lettuce, and tomato sandwich. I used the first letter of each word to help the patient remember the s an interpreter working primarily in medical provider’s instructions. No B (Bacon)-Bending, no L and mental health environments, critical com(Lettuce)-Lifting, and no T (Tomato)-Twisting until the ponents of my work include: understanding and following month. navigating the medical environment, matching patient/ provider goals, being a languaculture broker, and think- A concept that can be difficult to communicate to proing outside the box to ensure comprehensive patient viders is the need for a Certified Deaf Interpreter (CDI). understanding. For example, many people would incor- We all know that a CDI is helpful when a patient uses rectly interpret congestive heart failure (CHF) as ‘heart non-standard signs, like home signs, or is from another failure’. Although the problem originates from the heart, country. But when a patient experiences a major trauthe correct concept is a buildup of fluid in the lungs. ma, they are so focused on the immediate crisis that Many times we leave it up to the doctor or nurse to clari- their second language is much harder to maintain. This fy a concept if we aren’t sure how to describe something, means that even when the hearing interpreter can unbut healthcare interpreters owe it to the patients to be- derstand the patient’s signing style, a Deaf patient in a come knowledgeable about healthcare settings, includ- critical situation may prefer communicating through ing the goals of the environment, provider, and patient. a native signer, who I refer to as a ‘language specialist’. The term ‘specialist’ is often used in healthcare settings. Another critical component of healthcare interpreting is For example, a cardiologist, a specialist who cares for balancing the linguistic needs of the patient with culturthe heart, may call on a more unique specialist, an elecal mediation between patient and provider. Experienced trophysiologist. In the same vein (yes… pun intended), healthcare interpreters will often ‘think outside the box’ a language specialist (the hearing interpreter) may need YOUTUBE LINK: https://youtu.be/jfG8lVVSp6w

VIEWS Volume 36 • Issue 1

the assistance of a more native specialist who can assist in ensuring the patient’s communication needs are met and the provider’s goals are accomplished. Using the same terminology as the medical provider makes it much easier to accomplish the mutual goal of excellent patient care. I have a couple pieces of advice for healthcare interpreters, regardless of whether the interpreter is just entering the field or has decades of experience. The first is to utilize resources such as the internet, apps, and specialized workshops to enhance your knowledge. The other is to become involved in regular peer consultation or structured supervision to reduce the negative effects of vicarious trauma or work-related stressors and promote continuous learning and self-analysis. As professional healthcare interpreters, in addition to incorporating biomedical ethics in our daily work, we also have the responsibility to maintain the goals of the environment, no matter the meeting or appointment type. This includes fidelity to the message being conveyed and to the desired result of the members involved, and an awareness of what needs to be accomplished in that moment. Our willingness to pursue ongoing professional growth and education ultimately translates to better services for the Deaf patients we serve.

Shawn Norris

A key resource that I find beneficial is Certified Deaf Interpreters and Deaf Interpreters. Recently I had a situation where a Deaf patient came in with some heart problems, with several Deaf family members and friends, and several staff members rushing to care for the patient. I was immediately overwhelmed trying to interpret for all of them, so I messaged the agency to send me a DI. The DI was wonderful! We did a zone interpretation of sorts; the DI worked with the Deaf companions, I worked with the medical staff, and we were able to facilitate successfully between the two groups. It was a beautiful experience! The patient did better, the Deaf family and friends were allowed to participate as concerned companions, and the staff were able to focus on the patient’s needs. Some interpreters may feel they do not need to have Deaf Interpreters, but what is important is the patient’s needs. I have Deaf parents and I am RID certified, but a job may still require a DI or another interpreter if I am not a good fit. Another topic I would like to expound upon is VRI. I think one of its best uses is in triage, determining the patient's situation whether they need to be fast-tracked or in a more critical unit. Another positive use is during the night for non-critical patients, where an on-site interpreter is not needed; however, we are accommodating of their preference for communication. When I speak with those Deaf patients about VRI, they are amenable to it but express concerns if something were to happen during the night. Medical Interpreting continued on page 43

NIC, Ed: K-12

YOUTUBE LINK: https://youtu.be/O5Y7DNGXWWE

ello, my name is Shawn Norris and I am an American Sign Language Interpreter, Patient Liaison, and Interpreter Coordinator at Flagler Hospital in St. Augustine, Florida. Here at Flagler, we serve a large Deaf population, averaging over 120 appointments a month, and each person who comes here has unique communication needs that it is my responsibility to ensure we fulfill. We do this by using Deafowned agencies and appropriate resources such as Deaf and hearing interpreters, Video Remote Interpreting, and standards for interpreter placement. We also use patient charts to help us have shared context with the physician and the patient, which allows for a more robust interpretation. www.rid.org

FEATURE YOUTUBE LINK: https://youtu.be/hz8akRvX7qE

Improving Cross-Cultural and Linguistic Services in Healthcare Settings (Page 33) Mejora de los Servicios Interculturales y Lingüísticos en Ámbitos de Atención Médica. (Page 35)

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By Jaime Fatás-Cabeza Signed by Joe Toledo 32 VIEWS Volume 36 • Issue 1

Improving Cross-Cultural and Linguistic Services in Healthcare Settings

rogressive sectors in the medical profession agree about the importance of addressing diversity efficiently to provide quality care, positive outcomes, and patient safety. This is a truism for interpreters. However, when healthcare organizations and personnel genuinely interested in cross-cultural communication start preparing themselves for accreditation as bilingual or dual-role providers, they realize that providing adequate services is much more difficult than generally assumed, and that many of our institutions and social services are ill-prepared to fulfill this goal. I am a certified healthcare and legal interpreter teaching interpretation and translation to university students who want to become professional interpreters, and medical Spanish to healthcare personnel1. I receive feedback from my students about barriers to serving patients and I personally observe and have to overcome them as a provider. When my interpreting students participate in clinical interactions or the provision of services, they show concern—a concern shared by many colleagues around the country—about the lack or inadequacy of existing resources to provide access to speakers of languages other than English. And when services are provided, my students say that lack of compliance with best practices, such as adequate protocols, is common. The need to bridge the health literacy gap many patients face (“a patient’s ability to understand common healthcare communications”) is also a matter of concern. I concur.

tial populations of speakers of languages other than English. With the exponential increase in diversity, we need to make these practices and services widely available. We have made much progress in recent years. Many professionals and providers are to be commended for their dedication and achievements but we still have a lot of work to do. We need to be more inclusive, more dialogic, more respectful of difference and otherness. We have to make sure that we create the best possible conditions for cross-cultural communication in any encounter, prioritizing the creation of environments where there are opportunities for meaningful dialogue and reliable, humane communication. We need to demand the allocation of appropriate resources and time to achieve this goal. We also need to truly professionalize these services and develop proper academic resources, training

...create the best possible conditions for cross-cultural communication in any encounter, prioritizing the creation of environments where there are opportunities for meaningful dialogue and reliable, humane communication.

These challenges point to a systemic deficiency and lack of attention to the provision of culturally competent services. Frequently, cross-cultural services are non-existent, sub-standard, or perfunctory. Oftentimes they are a very low priority, subordinated to financial or political preferences, or held hostage by technology. Bringing relief to these situations should be a priority for services in areas with substan-

programs, and certification standards. This is a shared responsibility that requires the support of all participants. Interpreters can and should play an important role in the development of policies and delivery systems that are more inclusive and sensitive to these needs. We have many of the necessary resources to address these deficiencies. The goal is within reach, but we are not moving at a steady clip in this direction. We need to realign our priorities and reconsider our strategies, making sure that we care first and foremost about the people we serve, and since effective cross-cultural communication must rely on organizational policies, we need to actively seek the collaboration of patients and their care providers, other healthcare professionals, policy makers, and community organizations.

1. I teach in the Southwest, in Tucson, Arizona, a city located 60 miles from the border with Mexico, with a large percentage (over 40%) of Latinx or Hispanic population, as well as other groups including African American, Native-American, and sizable seasonal and transient populations. www.rid.org

This integrative approach includes reassessing the teaching and practice of interpreting following principles and research that conceptualize the interpreter as an active contributor and a visible participant, with responsibilities based on trust and credibility. The study of intra- and inter-linguistic interaction to better address the needs of the participants is another area that offers opportunities to better match their needs and improve professional services. For instance, we must develop strategies to understand and apply language variation effectively. We need to look into “standard” and regional varieties and registers and social semiotics (examining the significance of images, objects, gestures, and practices) so we can optimize communication to better serve people that prefer or need these elements. In addressing health literacy differences, we need to take into consideration the nature and scope of our role and the kind of relationship that is permissible to establish with the participants. However, we also need to develop reliable assessment instruments and policies that guarantee quality in the interpretation and help draw the line when it is clear that mutual comprehension is compromised. This is particularly necessary when working with ethnic populations or speakers of indigenous languages who may have limited fluency in the hegemonic language.

assisted living facility, or home health aide who speaks the patients’ language Specific barriers germane to Latinxs and Hispanics are stereotyping (in race relations or contraception, for instance),

We need to be mindful... in order to avoid the marginalization of native voices and languages of lesser frequency.

different frameworks and modes of interaction (direct v. indirect, abrupt v. expansive), ineffective interaction with family members and community support, neglecting to provide food they are used to, lack of respect for religious or spiritual beliefs, and stigmatization as undesirable or criminal individuals. We see many of these issues as well with speakers of indigenous languages from Mexico and Central America. We need to be mindful of Western cultural bias prevalent in all aspects of the provision of cross-cultural communication services in order to avoid the marginalization of native voices and languages of lesser frequency. This concern is common to both signed and spoken languages. We need to advocate for more comprehensive approaches, including mediation, when scientific and non-scientific belief systems interact There is abundant research documenting structural barriers or in situations where another mediator is needed, such as that contribute to insufficient access. Some of the main rea- when native deaf interpreters or relay spoken interpretation sons are: are necessary in order to match the clients' accessibility needs (and remember that this is a bidirectional strategy that • failures of management applies as well to English speakers, who are also clients). • insufficient organizational resources • poor communication with minority ethnic patients In conclusion, to honor humanitarian, progressive, demo• lack of proactive, positive action in providing resources cratic values, inclusive regulations, and scientific research, to facilitate effective communication and to promote education that protects equal access for all, • absence of or inadequate interpreter services, signage, we need to put our money where our mouth is. Meeting the or translated materials (clunky or with mistakes) needs of culturally diverse communities, together with the • use of inadequate literacy and linguistic registers (many provision of reliable interpreting and translation services English-speaking patients struggle to understand the is paramount to the provision of comprehensive, quality medical terms used by doctors and nurses!) healthcare, and the development of a therapeutic relation• failure to ask patients with limited English proficiency if ship that goes beyond clinical care. Let’s not forget the they prefer an interpreter ethical and humanitarian principles at the core of our pro• negative attitudes such as viewing communication with fession. The bottom line is certainly important, but we need language minorities as problematic due to cultural and to speak against unethical practices driven by market forces language differences only concerned about cost or profits. We need to expand, • failure to facilitate patients’ familiarity with established professionalize, and specialize the provision of linguistic routines and cross-cultural services to meet the real needs in our • failure to provide navigational assistance communities. Not doing so has tremendous humanitarian • insufficient information about healthy practices, diag- and financial costs. How we approach these issues defines noses, medication, care or discharge instructions, and us as a society. • insufficient information about finding a nursing home,

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Mejora de los Servicios Interculturales y Lingüísticos en Ámbitos de Atención Médica

os sectores progresistas de la profesión médica están de acuerdo en la importancia de abordar la diversidad de manera eficiente para proporcionar una atención de calidad, obtener resultados positivos y garantizar la seguridad del paciente. Esto nos resulta obvio a los intérpretes. Sin embargo, cuando las organizaciones y el personal de salud genuinamente interesados en la comunicación intercultural comienzan a prepararse para la acreditación como proveedores bilingües o de doble rol, se dan cuenta de que la prestación de servicios adecuados es mucho más difícil de lo que generalmente se supone, y de que muchas de nuestras instituciones y servicios sociales están mal preparados para cumplir con este objetivo.

ente para comprender las comunicaciones comunes de la atención sanitaria"). Estoy de acuerdo con ellos. Estos desafíos indican deficiencias sistémicas y falta de atención a la prestación de servicios interculturales apropiados. Con frecuencia, no hay servicios interculturales, son de baja calidad o superficiales. A menudo son una prioridad muy baja, subordinados a preferencias financieras o políticas, o son rehenes de la tecnología. Poner remedio a estas situaciones debe ser una prioridad para los servicios en áreas con una población numerosa de hablantes de idiomas distintos del inglés.

Con el aumento exponencial de la diversidad, necesitamos Soy un intérprete médico e intérprete legal certificado que hacer que estas prácticas y servicios tengan una cobertuenseña interpretación y traducción a estudiantes universi- ra amplia. Hemos avanzado mucho en los últimos años. Muchos profesionales y proveedores merecen elogios por

...crear las mejores condiciones posibles para la comunicación intercultural en cualquier encuentro, dando prioridad a la creación de entornos en los que haya oportunidades para un diálogo significativo y una comunicación fiable y humana. tarios que desean convertirse en intérpretes profesionales, y español médico a personal de atención médica. Comento con mis estudiantes los obstáculos que encuentran para servir a los pacientes, y que yo percibo y tengo que superar a su vez como proveedor. Cuando mis estudiantes de interpretación participan en interacciones clínicas o en la prestación de servicios, se muestran preocupados—una preocupación compartida por muchos colegas de todo el país— por la falta o insuficiencia de recursos para que los hablantes de idiomas distintos del inglés tengan acceso a los servicios. Y cuando se prestan estos servicios, mis estudiantes comentan que es frecuente el incumplimiento de las prácticas recomendadas, como el uso de protocolos adecuados. Otro motivo de preocupación es la necesidad de subsanar en lo posible la falta de familiaridad que muchos pacientes muestran con temas relacionados con la salud ("la capacidad de un paci-

su dedicación y logros, pero todavía tenemos mucho trabajo por hacer. Necesitamos ser más inclusivos, más dialogantes, más respetuosos de la diferencia y la alteridad. Tenemos que asegurarnos de crear las mejores condiciones posibles para la comunicación intercultural en cualquier encuentro, dando prioridad a la creación de entornos en los que haya oportunidades para un diálogo significativo y una comunicación fiable y humana. Tenemos que exigir la asignación de recursos y tiempo adecuados para lograr este objetivo. Necesitamos también profesionalizar estos servicios de verdad, y desarrollar recursos académicos, programas de capacitación y estándares de certificación adecuados. Mejores de los Servios continúa en la página 44

1. Enseño en el suroeste, en Tucson, Arizona, una ciudad ubicada a 60 millas de la frontera con México, con un gran porcentaje (más del 40%) de población latina o hispana, así como otros grupos entre los que se incluyen afroamericanos, nativos americanos, numerosos residentes estacionales y población transeúnte. www.rid.org

DBI Corner By Kristi Probst & Susanne Morrow, CI and CT

COLUMN YOUTUBE LINK: https://youtu.be/Mm1UxMreGjg4A

Supporting Individuals Who Are DeafBlind: Interpreters, Interveners, and Support Service Providers Comparing the Roles and Responsibilities of Interpreters, Interveners, and SSPs Individuals who are DeafBlind interact with their environment in unique ways. To provide access to the environment and encourage empowerment, there is a need for trained professionals with a comprehensive skill set to meet the needs of individuals who are DeafBlind with varying life experiences. For this article, the focus will be on examining the roles of interpreters, interveners, and support service providers (SSPs).

Interpreter

is received through a hand-under-hand method of communication. Additional tactile input is provided through various methods, such as Pro-Tactile (PT) and haptics (Edwards, 2014). Much advancement and comparative study is currently being conducted to indicate the grammatical differences between visual and Pro-Tactile ASL (PTASL). If engaging in PT means of communication, full access is provided to the receiver through touching various locations on the body (protactile.org) and is a shared, interactive experience. Interpreters working with DeafBlind people can either be Deaf or hearing and work across all environments. DeafBlind interpreting is not a specialty, such as medical or legal interpreting, it simply refers to a means of access for a significant portion of community members.

Interpreters can anticipate working with individuals with varying degrees of vision and hearing loss throughout the Intervener course of their career. This variation will affect the mode of communication and preferred reception of the individ- Many school districts hire paraprofessionals to support stuual. Some DeafBlind people use tactile sign language that dents with disabilities in mainstream education (Giangreco & Doyle, 2002) in response to the ratification of the Indi36

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viduals with Disabilities Education Act (IDEA) in 2004. Paraprofessionals who work with DeafBlind students are referred to as interveners (Blaha, Cooper, Irby, Montgomery, & Parker, 2009; Montgomery, 2015). Naturally, this role requires a specific set of knowledge and skills to provide adequate access to communication and the environment (Alsop, Killoran, Robinson, Durkel, & Prouty, 2004).

Each of these roles is different from the other, but collectively they fulfill the unique communication, social, educational, and relational needs of DeafBlind people. For more information on interveners, contact the National Center on DeafBlindness (nationaldb.org). For information on DeafBlind interpreting, contact the DeafBlind Interpreting National Training and Resource Center: (www.dbinterpreting.org/). And to learn about SSP services Interveners work under the supervision of certified educa- in your state, contact your Helen Keller National Center Retion professionals, typically classroom teachers, and provide gional Representative (www.helenkeller.org). consistent access to communication while facilitating social and emotional development (NCDB, 2013). They provide access to sensory information that would otherwise be unavailable due to limited vision and hearing and empower children to have control over their lives (NCDB, 2012). Access to a qualified intervener is crucial for many DeafBlind students in their educational development (Probst, 2017). This role is still evolving and gaining recognition in the US with training and certification options at the national level.

Support Service Provider (SSP) A SSP is someone who is trained to support DeafBlind individuals to lead a more self-determined life. This is done by facilitating communication and acting as a human guide in such instances as running errands, accessing social events, etc. An important aspect of SSPs that is different from interpreters is that the SSP role can be more fluid based on the established relationship between the two parties. For example, at times transportation and other supports are provided on an individually negotiated basis. Currently, this role can be either volunteer or remunerated. Much lobbying has been done by the adult DeafBlind community to gain federal recognition of this role, and efforts continue to be made to gain formal acknowledgement.

Comparing Services

Click to enlarge Resources

To further describe the roles and responsibilities of interveners, interpreters, and SSPs, please see the table to the Alsop, L., Killoran, J., Robinson, C., Durkel, J., & Prouty, S. (2004). Recommendations on the training of interveners for students who are right (Adapted from Morgan, 2001). A clear understanding of these three roles is essential for interpreters who work with DeafBlind individuals. Educational interpreters may work alongside interveners in classrooms and may pursue further education to extend their knowledge of DeafBlindness. Interpreters working with DeafBlind people in community settings may need to coordinate their services with SSPs. Finally, although not all DeafBlind people use tactile sign language, many do, making it (and PTASL) an essential skill set for interpreters.

DeafBlind. Retrieved from http://www.perkinselearning.org/sites/ elearning.perkinsdev1.org/files/desg_appendix_c.pdf American Association of the DeafBlind (2012). Retrieved from http:// aaDeafBlind.org/SSP.html Blaha, R., Cooper, H., Irby, P., Montgomery, C., & Parker, A. (2009). Teachers of students with DeafBlindness: Professionalizing the field. DVI Quarterly, 54(3). Retrieved from http://documents.nationalDeafBlind.org/products/dviqblaha.pdf

Resources and author bios page 46

www.rid.org

Interpreting Kanye

By Billy Sanders, NIC

YOUTUBE LINK: https://youtu.be/J4dKsgbjVIw

s a child of a Deaf adult (CODA), I share with all CODAs the innate gift of having a kaleidoscope perspective of the world around me. Recently, I applied my CODA power to find a balanced understanding of Kanye West’s interview with TMZ.1 Delve into Kanye’s interview with me while I attempt to interpret it as if I were assigned to be there. My goal is to empower every certified and aspiring interpreter by using Kanye’s interview as a case study to sharpen you into more dynamically-skilled professionals with cultural capital. Kanye West is often dismissed as weird, crazy, genius, and at times aloof. Unfortunately, so are many of my CODA brothers and sisters. As a nationally certified interpreter, I am held to the Code of Professional Conduct; whereby, I am charged with the responsibility to faithfully render any message from the source speaker and/or signer. I coalesce the aforementioned dynamics to strengthen my interpreting acumen, in order to fuel my affinity to understand weird consumers who deserve just as much clarity as those who deem themselves normal. News media outlet, TMZ, reported that Kanye West said, “Slavery…was a choice.” Well, the headline alone is gut-wrenching enough to classify as clickbait. Consequently, interpreters must be the most skilled listeners in the room that we not misinterpret what the source speaker truly meant. Understanding the “…” [ellipsis] is a key component that separates professional interpreters from clickbait-hungry media editors, because we cannot afford to miss a beat. As interpreters, we learn to listen, so we can listen to learn. Learn how to separate fact from fiction, how to filter our own biases from what we hear so we can faithfully render the message. We are charged to make the implicit explicit in the event of a Kanye moment. Let me paint the allegory of what a Kanye moment is to empower the average interpreter, which for all intents and purposes is a white female. A Kanye moment is when the source 38

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1. YouTube Link: https://youtu.be/IeA7lvC1ego

speaker and/or signer makes a statement that immediately conflicts with the interpreter’s moral compass and affects the interpreting process. How often do we experience such a moment on a weekly basis? Quite often, if you ask me. A hearing Jewish conference presenter makes an off-kilter Nazi joke; a Deaf federal employee curses out her boss in a heated disciplinary meeting; a non-Wakandan interpreter is on stage at a predominantly Black poetry jam, where the multi-tiered use of the word “nigga” is used figuratively and repetitively.

Kanye exhibited the tellin’ it like it is facet of Black privilege, albeit recklessly, to an audience clueless to the altruisms of Black cultural capital. Mr. West’s passionately erratic diatribe on free thought led Van Lathan, a Black reporter from TMZ, to take the liberty to ‘check’ Kanye live on air. The ‘check’ was intended to hold Kanye accountable for speaking his truth without careful consideration of the word choice to the audience at hand, or the platform he used to express himself. Things went from awkward to tense in a matter of minutes. While the average interpreter may have perceived this to be nothing short of a fight, the standoff is actually a commonplace practice within the Black community: to check one another - on behalf of one another - for the sake of one another. Checking is a component of Black privilege. Thinking back to my childhood, my mother would often check me in the grocery store aisle for “acting up,” just like my aunt would check me from the choir stand in church, because I was “acting up” in the pews.

When TMZ asked Kanye to expound on his ideology of “free thought” while boldly wearing a ‘Make America Great Again’ hat as a prominent Black man in America, Mr. West explicitly said, “When you hear about slavery being 400 years – for 400 years?! That sounds like a choice.” In that startling moment, his words pierce one’s benign sense of comfort. I am sure I would have taken a deep – consecutive interpreting-style – breath before interpreting that Kanye moment live on television; lest my people were watching to How do we as interpreters navigate through Kanye moments see how I interpret this stuff. without sacrificing the integrity of the interpreting task at hand? Utilizing the Demand-Control Schema, one must apWhat sounded cringe-worthy from the outset is actually ply “self-talk” in the moment with education, preparation, rooted in what I term fieldhouse education. Fieldhouse ed- and self-reflection (Dean & Pollard, 2001), to indemnify

How do we as interpreters navigate through Kanye moments without sacrificing the integrity of the interpreting task at hand? ucation are lessons taught via candlelight by my enslaved ancestors, and have traditionally been passed down from one grandmother to the next to free our minds from the omni-oppressive society of America. What I am referring to, and what Kanye erratically skipped over in his passionate disposition, is the truism of institutionalized mental enslavement perpetuated 400 years after [sic] slavery began on the shores of America for Africans in diaspora. I strongly encourage every interpreter to read Chains and Images of Psychological Slavery (Akbar, 1992) to gain a wealth of cultural capital on this topic.

oneself in anticipation of the next Kanye moment. Professionally, we must hedge against the unexpected instances that will conflict with our moral compass, and accrue cultural understanding to the degree that we will not become prisoners of the moment. I challenge every interpreter training program to integrate the recommended books into the systematic curriculum in order to prepare tomorrow’s leaders today. Because, ultimately, we will not be excused for failing to professionally interpret Kanye with class and skill [drops mic and moonwalks stage left].

Facets of Black privilege reveal themselves more often than Kanye moments, yet how would one unassuming average interpreter be able to detect all that without knowing the components of Black privilege, fieldhouse education, or the chains and images of psychological slavery? A crucial component to Black privilege is boldly speaking the truth to empower brothers and sisters at any cost. Learn more about this cultural nuance by reading Black Privilege: Opportuni- Resources and author bio on page 47 ty Comes to Those Who Create It by Charlamagne Tha God (2017).

A supplemental webinar on this topic will be offered More information coming soon!

www.rid.org

Self-Care Exploring Ethics: Tapping Into the Mind-Body Connection

COLUMN

Ethical decision-making is thought to be mostly an activity of the mind, one that relies upon logic and reason to come to sound conclusions.

The Code of Professional Conduct gives interpreters a guideline to base our decisions on, but we know there are also nuances and gray areas in our decision-making. As we contemplate the challenges of our job and how to navigate them, I would like to offer another faculty to consult when exploring ethics, and two tips to strengthen that faculty.

Breana Cross Hall, CI and CT CTACC Portland, Oregon

Breana Hall holds her CI and CT from RID, B.S. in Interpretation from Western Oregon University and is a Certified Life Coach. She has led thousands of interpreters in preventing burnout and finding the passion again in their lives through developing habits of self-care. Brea is a native of Portland, Oregon, where she can usually be found writing, reading, or playing near water with her partner and kids. YOUTUBE LINK: https://youtu.be/-hV2AdIrppc

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Discernment and the Mind-Body Connection Even while housing our brain, a supercomputer of neurons, our head is not the only power jurisdiction over how we choose to act. The enteric nervous system boasts an astounding hundred million neurons from our neck to our pelvis. Our gut sends important information to the brain impacting behavior, personality, cognition, and mood. It is estimated that 90% of the neurotransmitter serotonin, which is a key player in depression and mood, is made in the gut (Stoller-Conrad, 2015). When we have a strong connection between mind and body, we have access to both of these information powerhouses. Logic and intuition combine to create decisions aligned with our personal and professional integrity (May, n.d.).

We have our values (Meckler, 2017) and the CPC to guide body, and strongly affecting the gut-brain axis. Our breath us in reasoning, but what can we do to bolster our intuition? equips us with more decision-making power and helps to I have two tips to help you strengthen your mind-body con- eliminate distractions from our important daily work. nection. We know that exercise has long been prescribed for everything from weight loss to heart health (Semeco, 2017), but 1. Feed your good bugs I’m offering it here for a different reason. Many of us were Have you ever responded to feedback in a way you regretted, raised to be disconnected from our bodies. We may have abbecause you were “having a bad day”? How we interpret and sorbed a mentality of “suck it up,” “look good at all costs,” react to stimuli is heavily dependent on our mood and state “get a prescription for whatever’s bothering you,” and been of mind. Neurotransmitters are responsible for delivering taught to follow schedules and procedures dictated by oththese messages within our bodies, but they are not solely ers rather than heeding the cues our bodies give. We have produced by our bodies. In fact, they are largely produced been raised with minds largely divorced from bodies. by bacteria, helpful microbes that populate our intestines and send important messages to the brain (Stollard-Conrad, When setting out to re-open the lines of communication 2015). These microbes need particular conditions to flour- between head, heart, and gut, movement can be a powerful practice. Breathing deeply and sweating helps to re-engage ish, and often our American diet provides anything but. our senses and sync up our body rhythms. Through conAccording to Dr. Ruairi Robertson, in order to create a scious movement practice like yoga, walking, running, or healthy, happy gut microbiome, try incorporating these hab- dancing, we can learn to understand the messages from our its into your daily routine: body again, and to befriend its wisdom. • Eat a varied diet, rich in vegetables • Eat fermented foods like kimchi and sauerkraut • Avoid artificial sweeteners

Whatever type of movement you prefer to do, consider these ideas: • Aim to maintain a connection with your breath throughout your exercise

• Get more polyphenols, found in green tea, blueberries, • Stay aware of the sensations in your body and how you and red wine feel about them • Take a probiotic supplement • Try to set aside at least five minutes a day to move and connect with your body As you improve your gut health, some side benefits you may experience include (Dix, 2018): • Thank your body and mind for engaging in this practice at the end of each session • Strengthened immune system • Reduced risk of cardiovascular disease

Interconnectedness

• Reduced experience of ‘brain fog’

As you rekindle this relationship with your gut and reacquaint your mind and body, remember that every part of you • Reduction of stress hormones in the body has wisdom to contribute to your decision-making process, and that ethical integrity can draw on every aspect of your • Improved mood being. Have fun exploring your innermost thoughts, feel• Better sleep ings, and sensations, and please reach out to me if you’d These improvements in mood, energy and overall health can benefit from support along this journey! make a drastic difference in our ability to reason and act with integrity. Resources on page 47

2. Move Your Body

Breathing occurs both with and without our conscious awareness, making a powerful bridge between the mind and www.rid.org

Member Spotlight Where does your passion lie?

Kelly Decker, NIC Advanced Region I Vermont

My passion lies in unpacking and coming to a greater understanding of the definition of the task of interpreting. The work we do is rich with so many layers that impact and affect the work - social, political, linguistic, cultural, and cognitive, to name a few.

How has interpreting provided opportunities for you? Interpreting has provided me opportunities to serve. I’ve had the good fortune of being involved with coordinating events, serving on committees and councils, and humbly gaining leadership experience along the way. With all of these opportunities to serve, I’ve been able to learn from others who have taken the time to teach and mentor me along the way. This includes colleagues in the field and Deaf community members. These people have taught me what interpreting has been, what it is, and where we should be going. For that I am ever grateful.

Is there a golden rule to maintain longevity in this profession? Should you have a passion - go for it. Become an expert in what excites you and share that passion with others. Engage wholeheartedly. Sometimes that is not always the easy road, but it is the most authentic.

What words of encouragement do you have for a person like yourself, who is interested in becoming an interpreter? As a Coda interpreter, I would encourage all Codas to find other Codas. Talk to them, listen to their stories, create an ethical support community. They will be your bridge. They will see you through on your journey. They will provide a haven should you feel alone. YOUTUBE LINK: https://youtu.be/oqRe7ivoXBQ

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Medical Interpreting continued from page 31... I reassure them that we have an interpreter on-call who is ready to come in right away, without the need for an agency to look for an available interpreter. Another concern that has been expressed to me is the fear that once they use VRI, they will be stuck with it and never receive on-site interpreters. I reassure them that wonâ&#x20AC;&#x2122;t happen, since we go by what the situation demands, but we will accommodate their preferences as is their right. These patients are here because of serious conditions, and they should focus on getting better, rather than on communication access. This is where I come in to provide that support.

a special interest in healthcare. His interpreting practice is in emergency and emergent medical settings and he currently works with the Minnesota Hospital Consortium. Richard is committed to the mission of excellence in interpreting and actively promotes excellence through the professional development of interpreters working in healthcare. Zachary Featherstone, D.O.

Zachary recently graduated from Pacific Northwest University-College of Osteopathic Medicine this past May. He is currently working at Deaf Health Communication and Quality of Life Research Center at Gallaudet University as a Postdoctoral Research Fellow for his gap year before he Regarding interpreter placement, specifically where inter- begins his residency next year as a pediatrician. preters sit when not interpreting, our current policy is that interpreters should sit outside the patientâ&#x20AC;&#x2122;s room, just as the Todd Agan, MA., CI and CT other staff do. One thing I would like to clarify, though, is Todd is the lead interpreter for a deaf physician. He holds that the interpreters should be within line of sight of the Deaf RID CI and CT, and Texas BEI Master and Medical certifipatient. Those who are DeafBlind will have interpreters in cations. He is currently based in San Antonio, TX. the room with them; this may apply to any unique situations as well. This policy is not strictly enforced, since we should Debra Lesser, CI and CT be sensitive to a patientâ&#x20AC;&#x2122;s needs. Often as interpreters we Debbie Lesser received her CI an CT in 1999 and works want a hard and fast rule, to have it black and white, but refull-time as a medical/mental health interpreter and healthality is mostly gray. Therefore, it is important to continually care consultant. She has participated in a variety of spereassess the situation and the needs of the patient and adjust cialized workshops on the topic of healthcare interpreting, accordingly. If interpreters are uncomfortable in any way, including the 40-hour Mental Health Interpreter Training they are free to talk with me and we can go from there. in Montgomery, Alabama and the RIT/NTID Certificate of For the medical community, I would love to see more Deaf Healthcare Interpreting program. Debbie will complete her individuals hired as patient navigators: someone with insti- Master of Science in Healthcare Interpreting in May 2019. tutional knowledge who can support the patient through the She resides in Atlanta, GA with her husband, four teenagers, course of their care, from one appointment to the next, pro- and three dogs. viding health and nutritional education among other things ASL Interpretation was provided by CDI Mistie Owens, certo improve their overall health. The medical industry is movtified since 2011. Mistie holds certification as a Qualified ing away from a fee-for-service model and toward a more Mental Health Interpreter (QMHI) and provides workshops holistic approach with patients and their health. I want the on healthcare and related topics to other interpreters localsame thing by having more Deaf service providers to help ly, nationally, and online. She will complete her Master of Deaf patients be more healthy. Science in Mental Health and Wellness in June 2019. Author Bios Richard Laurion, M.A., IC, TC, CI & CT, NIC Advanced, CATIE Center Director Richard Laurion has worked 35 years as an interpreter, mentor, entrepreneur and educator. He has served on interpreting boards, state commissions, and in nonprofit and for-profit organizations. He helped develop RID's CMP/ ACET program and is currently the PDC Chair. Richard has

Shawn Norris NIC, Ed: K-12 Shawn Norris currently works at Flagler Hospital located in St. Augustine, Florida as an ASL Interpreter, Patient Liaison, and Interpreter Coordinator. Due to being raised by Deaf parents, Shawn has close ties to the local Deaf community and has been serving as an advocate and volunteer. Shawn has been working in the interpreting field for over a decade, serving as an interpreter and manager for several companies and government agencies, such as FEMA and DHS. In the past, he established a local agency that providwww.rid.org

ed interpreting services in ASL and Spanish which he later merged with a large national agency that created an office in Jacksonville. In addition to his extensive interpreting experience, Shawn is a long-time public speaker and has worked on several translation projects for a free Bible education work for the Deaf.

Mejora de los Servicios continuado de la página 35... Es una responsabilidad compartida que requiere el apoyo de todos los participantes, en la que los intérpretes pueden y deben desempeñar un papel importante en el desarrollo de políticas y sistemas de prestación de servicios que sean más inclusivos y sensibles a estas necesidades. Tenemos muchos de los recursos necesarios para abordar estas deficiencias. El objetivo está al alcance, pero no nos estamos moviendo con la celeridad necesaria en esta dirección.

con los participantes. Sin embargo, también necesitamos desarrollar instrumentos y políticas de evaluación fiables que garanticen la calidad de la interpretación y ayuden a establecer límites cuando está claro que la comprensión mutua está comprometida. Esto es especialmente necesario cuando se trabaja con poblaciones étnicas o hablantes de lenguas indígenas que tal vez tengan fluidez limitada en la lengua hegemónica. Existe abundante investigación que documenta las barreras estructurales que contribuyen a un acceso insuficiente. Algunas de las razones principales son: • fallos de gestión • recursos organizativos insuficientes • mala comunicación con los pacientes de minorías étnicas • falta de acción proactiva y positiva en la provisión de recursos para facilitar una comunicación efectiva

Necesitamos realinear nuestras prioridades y reconsiderar nuestras estrategias, asegurándonos de que nos preocupa- • ausencia o insuficiencia de servicios de interpretación, señalización o materiales traducidos (toscos o con ermos ante todo por las personas a las que servimos, y dado rores) que la comunicación intercultural efectiva depende por necesidad de la política de la organización, necesitamos • uso de registros lingüísticos y de alfabetización inadecbuscar activamente la colaboración de los pacientes y sus uados (¡muchos pacientes anglohablantes tienen probproveedores de cuidados, de otros profesionales de la salud, lemas para entender los términos médicos utilizados por de los responsables de la normativa pública y de las organilos médicos y las enfermeras!) zaciones comunitarias. • no preguntar a los pacientes con conocimientos limitaEste enfoque integrador incluye la reevaluación de la endos de inglés si prefieren un intérprete señanza y la práctica de la interpretación siguiendo principios e investigaciones que conceptualizan al intérprete • actitudes negativas que consideran que la comunicación como un contribuyente activo y un participante visible, con con las minorías lingüísticas es problemática debido a responsabilidades basadas en la confianza y la credibilidad. las diferencias culturales y lingüísticas El estudio de la interacción intra e interlingüística para atender mejor las necesidades de los participantes es otra área con potencial para satisfacer mejor sus necesidades y mejorar los servicios profesionales. Por ejemplo, debemos desarrollar estrategias para entender y aplicar eficazmente la variación lingüística. Necesitamos examinar las variedades y registros "estándar" y regionales y la semiótica social (examinar el significado de las imágenes, los objetos, los gestos y las prácticas) para poder optimizar la comunicación y servir mejor a las personas que prefieren o necesitan estos elementos.

• no facilitar la familiarización de los pacientes con rutinas establecidas • falta de ayuda con la navegación • información insuficiente sobre prácticas saludables, diagnósticos, medicamentos, cuidados o instrucciones para el alta, e • información insuficiente para localizar un hogar de ancianos, un centro de vida asistida o un asistente de salud en el hogar que hable el idioma del paciente

Al abordar las diferencias en la educación sanitaria, debe- Barreras específicas que afectan a latinxs e hispanxs incluymos tener en cuenta la naturaleza y el alcance del papel que en los estereotipos (en las relaciones raciales o sobre el uso desempeñamos y el tipo de relación que se puede establecer de anticonceptivos, por ejemplo), los diferentes marcos y 44

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modos de interacción (directa frente a indirecta, abrupta frente a expansiva), la interacción ineficaz con los miembros de la familia y el apoyo de la comunidad, el descuido en la provisión de alimentos con los que están familiarizados, la falta de respeto por las creencias religiosas o espirituales y la estigmatización como individuos indeseables o criminales. Muchos de estos temas afectan también a los hablantes de lenguas indígenas de México y América Central. Debemos tener en cuenta el sesgo cultural occidental que prevalece en todos los aspectos de la prestación de servicios de comunicación intercultural, a fin de evitar la marginación de las voces y lenguas nativas de menor frecuencia. Esta inquietud es aplicable tanto a la lengua de signos como a la hablada. Necesitamos abogar por estrategias más integrales, incluida la mediación, cuando interactúan sistemas de creencias científicas y no científicas, o en encuentros en los que es necesario un mediador adicional, como cuando se necesitan intérpretes sordos señantes nativos o interpretación oral por relé para satisfacer las necesidades de accesibilidad de los clientes (y no olvidarse de que es una estrategia bidireccional que se debe aplicar asimismo a los anglohablantes, que también son clientes). En conclusión, para honrar los valores humanitarios, progresistas, democráticos, la normativa inclusiva y la investigación científica, y para promover una educación que proteja la igualdad de acceso para todos, necesitamos actuar de acuerdo con nuestras convicciones. Satisfacer las necesidades de las comunidades culturalmente diversas y proveer servicios confiables de interpretación y traducción son medidas fundamentales para la atención médica integral y de calidad y para el desarrollo de una relación terapéutica que vaya más allá de la atención clínica. No nos olvidemos de los principios éticos y humanitarios que constituyen el núcleo de nuestra profesión. Los costos y los aspectos financieros son sin duda importantes, pero tenemos que pronunciarnos en contra de las prácticas poco éticas impulsadas por fuerzas del mercado que solo se preocupan de costos y beneficios. Necesitamos expandir, profesionalizar y especializar la provisión de servicios lingüísticos e interculturales para satisfacer las necesidades reales de nuestras comunidades. No hacerlo tiene enormes costos humanitarios y financieros. La forma en que abordamos estas cuestiones nos define como sociedad.

Author Bio Jaime Fatás-Cabeza Associate Professor of the Practice, Director of Translation and Interpretation Department of Spanish and Portuguese University of Arizona US Court Certified Interpreter Certified Healthcare Interpreter™ Jaime Fatás-Cabeza is Associate Professor of the Practice and Director of the undergraduate program in healthcare and legal interpreting and translation at the Spanish and Portuguese Department at the University of Arizona, where he also teaches medical Spanish to doctors in the Emergency, Family, Internal, and Behavioral medicine departments. He is certified as a legal interpreter (Eng/Spa) by the United States Courts and as a medical interpreter by the Certification Commission for Healthcare Interpreters (CCHI), where he also serves as a commissioner. He is a member of the Trainer of Trainers Committee of the National Council for Interpreting and Healthcare (NCIHC). Jaime is a published translator and author. Jaime Fatás Cabeza Profesor Asociado de la Práctica, Director de Traducción e Interpretación Departamento de Español y Portugués Universidad de Arizona Intérprete certificado por la Administración de Justicia de los Estados Unidos Intérprete médico certificado por CCHI Jaime Fatás-Cabeza es profesor asociado de práctica y director del programa de grado en interpretación y traducción legal y médica en el Departamento de Español y Portugués de la Universidad de Arizona, donde también enseña español médico a médicos de los departamentos de Emergencia, Familia, Medicina Interna y Medicina del Comportamiento. Está certificado como intérprete legal (Esp/Ing) por la Administración de Justicia de los Estados Unidos y como intérprete médico por la Comisión para la Certificación de Intérpretes Médicos (CCHI, por sus siglas en inglés), de la que también es comisionado. Es miembro del Comité de Capacitación de Capacitadores del Consejo Nacional para la Interpretación Médica (NCIHC, por sus siglas en inglés). Jaime ha publicado como autor y traductor.

www.rid.org

DBI Corner continued from page 37...

Author Bios:

Edwards, T. (2014). From compensation to integration: Effects of the pro-tactile movement on the sublexical structure of Tactile American Sign Language. Journal of Pragmatics, 69, 22-41. doi:10.1016/j.pragma.2014.05.005

Kristi M. Probst, Ed. D., National Center on Deaf-Blindness, Initiative Lead, Interveners & Qualified Personnel

Ferrell, K. A., Bruce, S., & Luckner, J. L. (2014). Evidence-based practices for students with sensory impairments (Document No. IC-4). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center Retrieved from http://ceedar.education.ufl.edu/tools/innovation-configurations/ Giangreco, M. F., & Doyle, M. B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance, and band-aids. Focus on Exceptional Children, 34, 1-12. Individuals with Disabilities Education Act of 2004, 20 USC §1412. Morgan, S. (2001). “What’s My Role?” A comparison of the responsibilities of interpreters, interveners, and support service providers. DeafBlind Perspectives, 9(1), 1-3. National Center on DeafBlindness. (2012). Recommendations for improving intervener services. Retrieved from http://interveners.nationalDeafBlind.org/index.php

Kristi Probst is employed by the National Center on Deaf-Blindness as the Initiative Lead for Interveners & Qualified Personnel and Assessment, Planning, & Instruction where she supports state deaf-blind projects as they promote, train, and develop interveners and qualified personnel. As a doctoral student at Illinois State University, Kristi was a National Leadership Consortium in Sensory Disabilities Scholar, focusing her studies on deaf-blindness. She holds certifications in Special Education for Deaf & Hard of Hearing, Low Vision & Blindness, Learning Behavior Specialist, Elementary Education and Early Childhood Education. Susanne M. Morrow, MA, CI and CT, Project Director, New York State Deaf-Blind Collaborative

Susie is a nationally certified interpreter with affiliations within Deaf and DeafBlind communities across the country National Center on DeafBlindness (2013). Definition of intervener services and interveners in educational settings: Technical report. Re- and abroad. She began her journey into the community at Gallaudet University while studying her Master’s degree in trieved from https://nationalDeafBlind.org/library/page/2266 Rehabilitation Counseling for the Deaf and then as she beProbst, K. M. (2017). Measuring the longitudinal communication of gan her lifelong career in the DeafBlind community at Hellearners who are DeafBlind (Doctoral dissertation). Retrieved from en Keller National Center, two and a half decades ago. As https://ir.library.illinoisstate.edu/etd/793/ a grateful and appreciative community member, Susie has Watkins, S., Clark, T., Strong, C., & Barringer, D. (1994). Efengaged in various types of advocacy work that supports the fectiveness of an intervener model of services for young DeafBlind needs of Deaf and DeafBlind adults. To date, her work has children. American Annals of the Deaf, 139, 404-409. doi:10.1353/ taken her to local, regional, state, national and internationaad.2012.0306 al levels as a presenter, interpreter and community friend. Welcome to Pro-Tactile: The DeafBlind Way (March, 2016). ReSusie is currently the Director of the New York Deaf-Blind trieved from http://www.protactile.org/ Collaborative, a federally sponsored grant that provides support and training regarding children and young adults who are DeafBlind.

FY 2018 Certification Reinstatements and Revocations Below, please find a link to a page on our website that lists individuals whose certifications have been revoked due to non-compliance with the Certification Main-

tenance Program. The Certification Maintenance Program requirements are as follows: • Maintain current RID membership by paying annual RID Certified Member dues • Meet the CEU requirements: m CMP CEU Requirements: w 8.0 Total CEUs with at least 6.0 in PS CEUs w (up to 2.0 GS CEUs may be applied toward the requirement) w SC:L’s only–2.0 of the 6.0 PS CEUs must be in legal interpreting topics w SC:PA’s only–2.0 of the 6.0 PS CEUs must be in performing arts topics • Follow the RID Code of Professional Conduct If an individual appears on the list, it means that their consumers may no longer be protected by the Ethical Practices System, should an issue arise. This list is available on the RID website and can be accessed by the community at large. The published list is a “live” list, meaning that it will be updated as needed if a certification is reinstated or revoked. To view the revocation list, please visit the link HERE. Should you lose certification due to failure to comply with CEU requirements or failure to pay membership dues, you may submit a reinstatement request.

The reinstatement form and policies are outlined HERE. 46

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Self Care continued from page 41...

Resources

Akbar, Na’im (1984) Chains and Images of Psychological Slavery. Talla- Dix, Megan. (2018, July 2). What’s an Unhealthy Gut? How Gut Health hassee, Florida. New Mind Productions. Affects You. Healthline website, https://www.healthline.com/health/ gut-health Tha God, Charlamagne (2018). Black Privilege: Opportunity Comes to Those Who Create It. New York, New York. Touchstone. Friends of the National Library of Medicine. (2008). Emotions and Health: The Mind-Body Connection. NIH Medline Plus. (Volume 3, Dean, Robyn, Pollard, Robert (2013). The Demand-Control Schema: Number 1, Page 4). https://medlineplus.gov/magazine/issues/winInterpreting as A Practice Profession. North Charleston, South Caroli- ter08/articles/winter08pg4.html na. CreateSpace Independent Publishing Platform. May, Douglas R. (n.d.). Steps of the Ethical Decision-Making Process. International Center for Ethics in Business. Retrieved January 18th, 2019 from,

Author Bio:

Billy Sanders, M.S., NIC Minnesota Billy Sanders credits his love for serving in the Deaf community to his mother, Debra, who is Deaf. A staunch advocate for education, Billy has taught extensively since the year of 2000 at a myriad of colleges and universities in the subjects of American Sign Language, Signed Language Systems, and Strategies for Cross-Cultural Communication. As a nationally certified interpreter, Billy is a Communications Consultant with Bridges Consulting, a company he founded fifteen years ago to champion cross-cultural communication through education and empowerment. Aside from living out his passion, Billy loves to spend time with his 19-year old son, Donovan, who is a scholar-athlete attending the University of Virginia.

https://research.ku.edu/sites/research.ku.edu/files/docs/EESE_ EthicalDecisionmakingFramework.pdf Meckler, Amy. (2014, June 17). Beyond Ethics: Rules Versus Values for Sign Language Interpreters. Street Leverage website, https://streetleverage.com/2014/06/beyond-ethics-rules-versus-values-for-signlanguage-interpreters/ RID Code of Professional Conduct. (n.d.). Retrieved January 16th, 2019 from RID website, https://rid.org/ethics/code-of-professional-conduct/ Robertson, Ruairi. (2016, November 18). 10 Ways to Improve Your Gut Bacteria, Based on Science. Healthline website, https://www. healthline.com/nutrition/improve-gut-bacteria Semeco, Arlene. (2017, February 10). The Top 10 Benefits of Regular Exercise. Healthline website, https://www.healthline.com/nutrition/10-benefits-of-exercise Sonnenburg, J. & Sonnenburg, E. (2015, May 1). Gut Feelings - the “Second Brain” in Our Gastrointestinal Systems. Scientific American website, https://www.scientificamerican.com/article/gut-feelings-the-second-brain-in-our-gastrointestinal-systems-excerpt/ Stoller-Conrad, Jessica. (2015, April 9). Microbes Help Produce Serotonin in Gut. Caltech website, http://www.caltech.edu/news/microbes-help-produce-serotonin-gut-46495

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National Interpreter Certification Certification awarded between 11/09/2018- 02/11/2018

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! e c n e d i v o r P ou in July 7-11, 2019 www.rid.org

VIEWS

Vision: VIEWS, RID’s digital publication, is dedicated to the interpreting profession. As a part of RID’s strategic goals, we focus on providing interpreters with the educational tools they need to excel at their profession. VIEWS is about inspiring, or even instigating, thoughtful discussions among practitioners. With the establishment of the VIEWS Board of Editors, the featured content in this publication is peer-reviewed and standardized according to our bilingual review process. VIEWS is on the leading edge of bilingual publications for English and ASL. In this way, VIEWS helps to bridge the gap between interpreters and clients and facilitate equality of language. This publication represents a rich history of knowledge-sharing in an extremely diverse profession. As an organization, we value the experiences and expertise of interpreters from every cultural, linguistic, and educational background. VIEWS seeks to provide information to researchers and stakeholders about these specialty fields and groups in the interpreting profession. We aim to explore the interpreter’s role within this demanding social and political environment by promoting content with complex layers of experience and meaning. While we publish updates on our website and social media platforms, unique information from the following areas can only be found in VIEWS: • • • • • • •

Both research- and peer-based articles/columns Interpreting skill-building and continuing education opportunities Local, national, and international interpreting news Reports on the Certification Program RID committee and Member Sections news New publications available from RID Press News and highlights from RID Headquarters Submissions: VIEWS publishes articles on matters of interest and concern to the membership. Submissions that are essentially interpersonal exchanges, editorials or statements of opinion are not appropriate as articles and may remain unpublished, run as a letter to the editor or as a position paper. Submissions that are simply the description of programs and services in the community with no discussion may also be redirected to a more archival platform on the website. Articles should be 1,800 words or fewer. Unsigned articles will not be published. Please contact the editor of VIEWS if you require more space. RID reserves the right to limit the quantity and frequency of articles published in VIEWS written by a single author(s). Receipt by RID of a submission does not guarantee its publication. RID reserves the right to edit, excerpt or refuse to publish any submission. Publication of an advertisement does not constitute RID’s endorsement or approval of the advertiser, nor does RID guarantee the accuracy of information given in an advertisement. Advertising specifications can be found at www.rid.org, or by contacting the editor. All editorial, advertising, submission and permission inquiries should be directed to (703) 838-0030, (703) 838-0454 fax, or publications@rid.org. Copyright: VIEWS is published quarterly by the Registry of Interpreters for the Deaf, Inc. Statements of fact or opinion are the responsibility of the authors alone and do not necessarily represent the opinion of RID. The author(s), not RID, is responsible for the content of submissions published in VIEWS. Statement of Ownership: VIEWS (ISSN 0277-1088) is published quarterly by the Registry of Interpreters for the Deaf, Inc. Periodical postage paid in Jefferson City, MO and other mailing offices by Brown Printing Co. Materials may not be reproduced or reprinted in whole or in part without written permission. Contact views@rid.org for permission inquiries and requests. VIEWS electronic subscription is a membership benefit and is covered in the cost of RID membership dues. Single issues of print VIEWS are available to members or nonmembers for $9.00 VIEWS Board of Editors Michael B Ballard, ABD Dale H. Boam, CI, Attorney at Law Kelly Brakenhoff, NIC Jami Macdonald, Associate Member Jonathan Webb, CI and CT, NIC Advanced Julia Wardle, MA © 2018 the Registry of Interpreters for the Deaf, Inc. All rights reserved. 50

VIEWS Volume 36 • Issue 1

MISSION The Registry of Interpreters for the Deaf strives to advocate for best practices in interpreting, professional development for practitioners and for the highest standards in the provision of interpreting services for diverse users of languages that are signed or spoken. VISION By honoring its past and innovating for the future, RID envisions a world where: • Its members recognize and support the linguistic rights of all Deaf people as human rights, equal to those of users of spoken languages; • Deaf people and their values are vital to and visible in every aspect of RID; • Interpreted interaction between individuals who use signed and spoken languages are as viable as direct communication; • The interpreting profession is formally recognized and is advanced by rigorous professional development, standards of conduct, and credentials. DIVERSITY STATEMENT The Registry of Interpreters for the Deaf (RID) understands the necessity of multicultural awareness and sensitivity. Therefore, as an organization, we are committed to diversity both within the organization and within the profession of sign language interpreting. Our commitment to diversity reflects and stems from our understanding of present and future needs of both our organization and the profession. We recognize that in order to provide the best service as the national certifying body among signed and spoken language interpreters, we must draw from the widest variety of society with regards to diversity in order to provide support, equality of treatment, and respect among interpreters within the RID organization. Therefore, RID defines diversity as differences which are appreciated, sought, and shaped in the form of the following categories: gender identity or expression, racial identity, religious affiliation, sexual orientation, socioeconomic status, deaf or hard of hearing status, disability status, age, geographic locale (rural vs. urban), sign language interpreting experience, certification status and level, and language bases (e.g. those who are native to or have acquired ASL and English, those who utilize a signed system, among those using spoken or signed languages) within both the profession of sign language interpreting and the RID organization. To that end, we strive for diversity in every area of RID and its Headquarters. We know that the differences that exist among people represent a 21st century population and provide for innumerable resources within the sign language interpreting field. Registry of Interpreters for the Deaf, Inc. 333 Commerce Street, Alexandria, VA 22314 (703) 838-0030 V • (571)-257-3957 VP • (703) 838-0454 Fax • www.rid.org www.rid.org

GALLAUDET UNIVERSITY

DEPARTMENT OF INTERPRETATION AND TRANSLATION The department offers three levels of education. •

Ph.D. in Interpretation program focuses on research and pedagogy of interpretation and translation.

•

MA in Interpretation program prepare interpreters and researchers who will provide exemplary services and become leaders in the field. We offer two concentrations: • •

•

Combined Interpreter Practice and Research concentration Interpreter Research concentration

BA in Interpretation focuses on interpretation.

Interested in the graduate study? Contact interpretation@gallaudet.edu. Interested in the undergraduate study? Contact bai.hug@gallaudet.edu.

Use code GRADRID2019 to receive a $25 off your fall 2019 graduate application fee.

Department of Interpretation and Translation (202) 559-5627 (videophone) (202) 651-5493 (voice) www.gallaudet.edu

CONNECT WITH US @GallaudetU