VIEWS Issue 37 | Volume 2 Spring 2020
SERVICE OPPORTUNITIES: A WAY TO COME TOGETHER
by Tara Stevens and Amy Schilling
RESOURCES FOR EMERGENCY MANAGEMENT INTERPRETING
by Shonna Magee Hudson
HEALTHCARE INTERPRETING DURING COVID-19
by David Stuckless
If you are interested in supporting interpreters who are RID members, please consider making an unrestricted donation here. Donations are fully tax-deductible. The donated funds collected will be dispersed among RID members who are experiencing financial hardship at a later date, October 31, 2020.
secure.givelively.org/donate/registry-of-interpreters-for-the-deaf/covid-19-certified-interpreter-relief-fund
Photo by Sharon McCutcheon on Unsplash
*Cover photo courtesy of Executive Office of the Governor in the State of Maryland. Photographer: Patrick Siebert.* 2
VIEWS Volume 36 • Issue 3
Spring 2020
VIEWS
IN THIS ISSUE:
COVER STORIES
Governance Letter from the Editor/ 4
Service Opportunities: A Way to Come Together Tara Stevens and Amy Schilling Page 26 Video Link: https://youtu.be/XNaCjkXngos
President's Report / 6 Region I Report / 10 Region II Report/ 12 Region III Report/ 14 Region IV Report/ 16 Region V Report/ 18
Columns/articles Jimmy Beldon Tribute / 21 Honoring Diversity/ 22 Reflections from an Old Hand/ 38 Self-Care/ 40
Resources for Emergency Management Interpreting Shonna Magee Hudson Page 32 Video Link: https://youtu.be/HPrrvsiAhZ4
Member Spotlight/ 43
News EmergencyAccess.info/ 9 Discover Interpreting Online / 11 From the Desks at HQ/ 20 VRI Resources/ 35 Newly Certified/ 45
Interpreting in Healthcare During COVID 19 David Stuckless Page 36 YouTube Link: https://youtu.be/3rMG1LfEoR0
To view all articles in ASL, visit our Spring VIEWS playlist on YouTube, www.rid.org/may2020viewsplaylist/ Layout Design and Video Editing by Maxann Keller and Jenelle Bloom
Photo collections from Unsplash,
#MAyVIEWSspring20
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Letter from the Editor Hi! I’m Maxann Keller, your new Editor-in-Chief of VIEWS! I am truly humbled by this opportunity to work with such an impressive group of experienced professionals in the Deaf and Interpreting communities. As we produce the only bimodal publication in the world together, I hope the final publication is something we can all be proud of, and a medium we can use for enlightenment, professional growth, and most importantly, connection with our peers. To introduce myself briefly, I am the current Communications Coordinator at RID. I have both a Bachelors degree in ASL Interpretation as well as a Bachelors degree in Communications and PR. For three years, I have worked with our former editors to design VIEWS, and I am so excited to have the opportunity to now step into the role of editor. This issue of VIEWS comes at a pivotal time for our communities. As a new normal emerges, so do many questions. Luckily, just as we come together to produce this magazine, so do we come together as a collective community to support each other as we all navigate these muddy waters together. There's no doubt, no matter what environment you find yourself in, COVID19 has YouTube Link: https://youtu.be/KGnRiJrQ148 impacted our worlds tremendously. Sometimes our day-to-day is so unclear and the questions we have about tomorrow flow abundantly. Guidance through resources can be helpful as we make those first steps towards our new normal. Through these trying times, however, may we also celebrate the good that is being done in our communities, and commend our colleagues who are paving the way for a better future through the crisis we endure. We are thrilled to celebrate Maryland CDI, Jimmy Beldon, on our cover for this issue. On April 15th, National ASL Day, Mr. Beldon received the Governor's Citation during a Maryland state COVID-19 press conference presented by Governor Larry Hogan. Shonna Magee Hudson, chair of the Emergency Management Interpreting White Paper Committee, provides important resources for those involved with interpreting in the public eye and on the front lines during this pandemic. Also, Interpreting in Healthcare Member Section (IHCMS) Chair David Stuckless shares insights on some of the struggles and issues experienced by interpreters in the healthcare arena today, and how a variety of organizations have helped contribute their wisdom and resources in order to support our communities and improve understanding of best practices during a pandemic. We also have an engaging read from Eastern Kentucky University (EKU) contributors Amy Schilling and Tara Stevens about the importance of service-learning and how this concept exercised in our ITPs, community support groups, and mentorships can help exponentially with interpreters' growth, skill level, and longevity in the profession. Now more than ever it’s important for us to come together, read together, grow together, and learn together. I hope VIEWS is a regular place you can come for that. If you have any questions or wish to share your opinions about this issue, please contact me at views@ rid.org. As we move forward and emerge from this unpredictable time, know that we are here for you and we are all in this together. Yours,
Maxann Keller Editor-in-Chief 4
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VIEWS Volume 36 • Issue 3
RID BOARD OF DIRECTORS
President Jonathan Webb, Ph.D, CI and CT, NIC Advanced president@rid.org Vice President Paul Glaser, MSE, CDI vicepresident@rid.org Secretary Kelly Decker, NIC Advanced secretary@rid.org Treasurer Yakata Nichols, NIC treasurer@rid.org Member at Large LaTanya Jones, M.S.M., NIC memberatlarge@rid.org Deaf Member at Large Branton Stewart, CDI, CLIP-R dmal@rid.org Region I Representative Jason Farr, 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 Deb Martinez, MA, CI and CT, NIC Advanced, SC:L region4rep@rid.org Region V Representative Mish Ktejik, M.A., NIC, SC:L region5rep@rid.org
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
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
Affiliate Chapter Liaison Dr. Carolyn Ball cball@rid.org
Member Services Khianti Thomas Coordinator kthomas@rid.org Director of Communications and Outreach
Bill Millios bmillios@rid.org
Communications Coordinator
Maxann Keller mkeller@rid.org
Communications Specialist
Jenelle Bloom jbloom@rid.org
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PRESIDENT’S REPORT
President's Report Jonathan Webb, RID President YouTube Link: https://youtu.be/EAxYUs_a7sI Jonathan Webb, Ph. D CI and CT, NIC Advanced President
The President’s Message in our quarterly VIEWS publication attempts to share with members the most important and relevant information and happenings within RID. This particular message is no different, and much of this message has to do with multiple moving pieces, including work by committees, board meetings, membership input at those meetings, and the overall future of RID. As you read this message I ask that you keep an eye on the past - where we’ve been, and how we got to where we’re at, and an eye on the future where we’re going and where we would like to be.
sure that our most marginalized members are able to impact and shape the association in meaningful ways. These two motions passed, which then led to the establishment of the Committee on Structural Transformation. We have amazing volunteers and experts staffing this committee and are very pleased with the group and their insight.
As the committee has been deliberating over these motions and important steps we take, they have consistently run into a major barrier to our success. Namely, we are a member-driven organization, and yet we have consistently attempted to situate ourselves as a professional certification organization. These two different constructs have distinct governance processes and ways in which decisions are made. In order to strategically and successfully plan for our future we must know where we’re standing now. Unfortunately we are attempting to stand in two different worlds, and it is clear In July of 2019 we held our national business meeting in to see in our history how that has impacted us. Providence, Rhode Island. Two of the motions that were passed had to do with the overall transformation of our or- Ultimately we have to decide who we are at the national levganization. One specifically addresses the governance struc- el. Are we a member-driven organization where the steerture and what constitutes an appropriate board structure ing wheel rests in the hands of the membership, or are we for RID. The other motion addresses inequities in voting a professional organization that issues certification which and ensuring that all membership has a voice in our orga- means there is a governing body that ensures professional nization. In addition, it’s critical when addressing an equi- values are adhered to? This question is not new. It has been table voting system that we recognize there are variations discussed for years, if not decades, in a variety of ways and in power held by different constituent groups. We must en- in a variety of places. For many of us we understand that a 6
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member-driven organization means that the power rests with individual members. Members have a direct influence on the happenings of RID at the very highest levels. Member-driven organizations are important and have a place in our world. Conversely, professional certification organizations ensure that membership and professionals’ advisement is taken into serious consideration. In this situation a governing body must also seriously weigh decisions that are made, considering laws as well as the needs of stakeholders. In the governance structure of a professional certification organization, while multiple vantage points are taken into consideration, the governing body is the sole decision maker at the end of
What this essentially means is that if the NCCA were to accredit RID for a particular period of time, their name would be attached to our certification. We would have their stamp of approval and we would gain greater power and clout within our world, professionally and legislatively. Within this period of accreditation, if we were to hold a national business meeting and a motion from the membership were to come to the floor that substantially shifts our certification program, we may suddenly find ourselves holding accreditation and yet be in violation of the requirements of said accreditation. Essentially, NCCA does not trust our governing process and therefore will not accredit us until such issues are resolved. Even if all other components that constituted our rejection were resolved, and yet membership maintained control over
It’s critical when addressing an equitable voting system that we recognize there are variations in power held by different constituent groups. We must ensure that our most marginalized members are able to impact and shape the association in meaningful ways. the day. This is not the current structure we exist in. Essentially RID weakly attempts to do both. An example of where we keep ourselves from success lies in our experience with seeking accreditation for our certification program.
our certification program, we could not be approved for accreditation. Ultimately, accreditation in our world happens for professional organizations and businesses, not for member-driven organizations.
RID has attempted to go through the National Commission for Certifying Agencies' (NCCA) process to have our certification program nationally accredited and therefore recognized and honored. Like unto the Conference of Interpreter Trainers and their success in establishing the Commission on Collegiate Interpreter Education that can now manage the accreditation of programs that fall under the scope of CIT, we are in a time where RID must consider if we want to move to a place where our certification can be accredited in a way that puts us on par with our professional peers in the American business world.
You likely recall that this slate came together to run for positions on the platform of transformation. This decision was not taken lightly. We understood the risk in pushing for transformation for our organization and our profession. There were things that we knew we wanted to address as we commenced our terms. Frankly, this accreditation quandary that RID is in was one of which we were not aware. And yet, being able to answer this question of if we choose to remain a member-driven organization or transition to a professional certification organization, is key to our survival and success. The Board recognizes that if we want the political power and clout where we can truly shape our profession in meaningful ways it will require a level of power and prestige that we do not currently have. Clearly this is not an easy decision-making process. I think about this at times in the microcosm. As a Black professional within this organization I recognize that 93% of us are white. The ethnic and experiential makeup of RID is qualitatively different from that with which I was raised. I made a decision a long time ago to figure out how I would make particular adjustments in order to successful-
When the NCCA began to delve into RID’s certification program we were unfortunately rejected. This rejection was due to many factors within the program, most of which can be resolved. However, there are a couple of particular requirements that are impossible for us to overcome or resolve due to our bylaws and the nature of who we are - a member-driven organization. As a membership organization we have determined that the members hold a direct impact on the RID certification program and its various components.
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ly navigate this white profession and white organization. I did this solely for the reason of attaining power. And please understand, this power was not for personal gain. I recognized that I needed this power in order to more effectively serve Deaf communities. Mind you, I didn’t have to change. I didn’t have to learn how to code-switch or find ways to operate within whiteness. And I didn’t have to learn how to acquiesce to the needs and comfort of white ideology and white culture. In fact, there are times where acquiescing is not the wisest course of action. But I recognized if I wanted
We recognized that while this topic has been talked about for conceivably decades, it was time to stop putting off the direct discussion. We all know that pushing off important matters such as this does little to help us, but rather causes us harm. to serve our communities in ways that I was being asked to, there were some things I was going to have to sacrifice. As in everything with life, there’s always a tradeoff. I personally understand the tremendous discomfort in choosing to acquiesce power. But I also understand what it means to engage in a conscious tradeoff that ensures I have been able to have what is needed in order to do the good work that I’ve done. Likewise, at the end of the day, the membership will have to answer the question: is the tradeoff we’re considering worth the power we might gain to do what it is we want to do in the world? The Board has been discussing this both internally and with members for a while now. The topic was put on the agenda for this last membership meeting in April 2020. During our meeting we of course had present leadership from Affiliate Chapters, Member Sections, Committees, Councils, as well as curious, involved and engaged members. As we addressed the issue we opened for member questions, comments and feedback. I’m sure you can imagine the concerns and ques-
tions that members had. Yet at the end of the conversation it was clear that all of us - members, volunteer leadership, headquarters, and the Board - seemed to be in a place of consensus. We recognized that while this topic has been talked about for conceivably decades, it was time to stop putting off the direct discussion. We all know that pushing off important matters such as this does little to help us, but rather causes us harm. Now is the time for change. Now is the time for transformation. As such, the culmination of that discussion in the meeting resulted in the passing of a motion. The motion dictates that the Board and headquarters will begin to investigate processes and strategies around transitioning RID from a member-driven organization to a professional certification organization. This concept cannot be taken lightly. Its implications have huge ramifications for who we are as a profession. Now more than ever we need membership engagement to guide this process. Please know that does not mean we simply put out a call for feedback and produce a written report. We have to treat this with the gravity it deserves. We must engage in conscientious and critical analysis of our options. Part of this decision making process is simply to get together and talk in order to surface the questions that need answers before we can move forward in confidence. You can imagine some of the trepidation we as a Board feel as we enter into this daunting task, particularly with holding open Town Halls. Yet, we recognize the scrutiny we will all be under is worth it if it means that we get to go forward and become what we believe our founders saw for us. And, we take heart in knowing that people who are joining these Town Halls, we assume, are there because they care for and love RID; not that they care for and love RID because of the system that it is, but because it is one avenue in this world whereby we can serve our Deaf communities. I’m excited about the opportunity to engage with the membership in this way. There is great opportunity for us in all of this. And at the end of the day if we determine, collectively, that it is better to remain a member-driven organization than to situate ourselves more clearly as a professional certification body, then this whole process will still have been worth it. At the end of the day we will have come together and given ourselves the opportunity and the space to grow. I hope that you understand the value of this process and that you’ll simply choose to show up and help drive this decision-making process.
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VIEWS Volume 36 • Issue 3
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Region I Report Jason Farr, Region I Representative FROM THE BOARD YouTube Link: https://youtu.be/S827Fr3HOyU Jason Farr, NIC Region I Representative
H
ello from Region One!
While many of us are transitioning to online work and online social spaces, I want to share what’s going on here in the Northeast. Many of our Affiliate Chapters have set up virtual meetings, workshops and events online. Maine RID's creativity never ceases to amaze me - they set up a virtual tea social! What a great opportunity for interpreters in Maine to stay connected. For those of you who want to take this opportunity to earn CEUs, many of the Region I Affiliate Chapters are offering regular workshops, such as NYC Metro RID's weekly workshop series every Sunday. Contact your local chapter for more information. This time of year is when a number of Affiliate Chapters host their elections. If you’re interested in running for a leadership position, curious on what events your State/ 10
VIEWS Volume 36 • Issue 3
Local Chapter is hosting, or you would like to be involved in another way, reach out to your local Chapter for more information. If you’re not sure who to contact, you can visit RID.org\region-i-northeast for more details. The past few months have been a challenge for our Region. On behalf all of the leaders here in Region I, be safe and be well.
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RID's revamped hub for interpreting resources All you need to know to get started and pursue a career as a professional ASL Interpreter
www.rid.org
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Region II Report Brenda Sellers, Region II Representative FROM THE BOARD Brenda Sellers, CI and CT, NIC Region II Representative
H
i, I’m Brenda Sellers, Region II Representative. I asked the Affiliate Chapters (ACs) in Region II to send me some updates for this edition. If you have any questions, feel free to reach out to me or the AC leaders.
South Carolina:
YouTube Link: https://youtu.be/BoB16MDYIdo four-day legal intensive workshop with Carla Mathers in Columbia scheduled for June 18-21 is still on for the foreseeable future, we will update as we move closer to June. Many interpreters who primarily work as private contractors are struggling to find jobs since nationwide closures have affected many colleges, K-12 schools, and businesses. We are working on compiling a list of VRI/VRS companies that may be hiring so that individuals can have this as a resource if needed, as well as links to unemployment applications that have recently been updated to include contract workers. We will post it to our Facebook page when completed.
Virginia:
From February 28-March 1, SC RID’s 51st annual state conference was held in Pawleys Island.We had Wink Smith Jr. do a workshop on Parsing, and Roger Williams provided a workshop focused on ASL-to-English process. We had 51 attendees (due We are still moving forward with our Region II conference July to limited space at the beachfront hotel). It was a wonderful and 16-19. The full workshop schedule is published on our website as are the dates for the streamed workshops May 23, June 13, and relaxing conference! June 20th. https://vrid.wildapricot.org/RID-Region-II-2020 Then, because this was an election year for SC RID, the mem- Early Bird registration is extended through April 15th so we bership voted in a new board of directors to take over on July 1, have another week to register at the discounted rate! Also, the streamed workshops can be included in your conference registra2020. tion or purchased as separate events if someone prefers to join us Our CDI 101 workshop, to recruit more CDIs in SC, was some- for those events only. Links to all of the webinars and conference thing we have long been excited for. It was scheduled to take registration is all on our website. We are excited to see everyone place May 30th in Spartanburg but has since been cancelled due after this time of quarantine is over! to the coronavirus. We will reschedule it for the Fall of 2020. Our -Carrie Humphrey, NIC 12
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Georgia:
Tennessee:
This is our off year for our conference but there are many great workshop opportunities coming up in the summer and fall! Presenters include Donna Flanders, Robyn Dean, and Betty Colonomos!
TRID is working with TAD and agencies around the state to host town hall meetings regarding interpreter licensure. Although we have postponed a couple of meetings due to current CDC recommendations, we are optimistic about a collaborative approach to revision of the current bill.
Georgia unfortunately had to postpone our member appreciation day, however we will still have the business meeting online! We TN is hoping to host our state conference in September, 2020. are excited for our membership to still have a way to be involved The current site is an educational institution in Cookeville, TN. and share ideas even though we can’t be in the same space. We hope COVID-19 is not an issue that late in the year.
Lastly- we know some interpreters are struggling right now. GaRID is processing CEUs for our members like we have always done, but for now we are waiving the processing fee. We hope this encourages people to use this time to get back to the basics, learn something new, or continue improving their skills! We canceled our March meeting in the hope that it can be rescheduled for June.
Alabama:
Mississippi:
PCRID Potomac:
ALRID has been planning for our Biennial Conference in June. The board is meeting weekly to explore all options to continue We have put up a COVID-19 Resources & Info page for interwith the conference in light of the pandemic. This is the current preters on the PCRID website. status: There is a Public Facebook Group called Live Access that provides live stream interpreting for current emergency communications & press conferences. Please share with the Deaf community. PCRID has been advocating for interpreter and Deaf interpreter access to daily & crisis communication regarding COVID-19. We have recently been in communication with the Governor's Office of the Deaf & HoH about communication access. We have noted that MD's ODHH provides excellent access to local communication. They have official, established processes on approWe also were involved with the Alabama Association for the Deaf priate interpreter access in the media & we are looking at how we in developing a list of Interpreting Agencies in our state and cre- can share that with other states & stand for interpreter access at a ating a contact card for the community and organizations. federal level. ALRID Biennial Conference is still on as planned for June 4-6 2020. People are concerned about Coronavirus (COVID-19) and how it will impact our biennial conference. To help with travel plans, ALRID has extended the early bird rates until May 1st. The ALRID board is meeting regularly as we monitor the situation. If there are any new announcements, we will let you know. Stay safe. See you in Mobile!
We also have a representative in the state Functional Access Needs in Disaster (FAND) Task Force that is meeting weekly via conference call. Be safe!
Additionally, we arebeginning to see communication on social media from the Deaf community that some hospitals & medical centers who were previously providing communication accessibility, are not currently providing adequate communication accessibility since the onset of the global pandemic. We are looking at how we can support them through this. Thank you all AC for your feedback and for answering my emails. The NCRID board has decided to cancel our state conference that Thank you all for the wonderful hard work you do. I appreciate was scheduled for June. it, I know the Deaf Community appreciates it. Continue to stay safe, stay well. I hope to see you soon. Maybe we will still have the conference in July, we’ll see. Continue to look at the Virginia RID website. Also, check your local state websites. There is a lot of information out there, many providing workshops if you need CEUs. Thank you all for everything you do. Love to all!
North Carolina:
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Region III Report Kenya McPheeters, Region III Representatives FROM THE BOARD YouTube Link: https://youtu.be/zokiAla2WYU Kenya McPheeters, NIC Region III Representative.
JF: Yes, thank you everyone for your support, for the committee and conference leaders for getting involved, researching, conducting outreach, and collecting information. It’s been a lot of work and we thank you so much!
Kenya McPheeters: Hello region III members! This is KM: Again, we thought of other options instead of canceling, Kenya McPheeters, your region III representative. like postponing it, but we still think out of all of our options, Julia Finnocchi: Hi! I’m Julia Finnocchi, your Director of we think it's in the region's best interest to cancel the 2020 Community Relations for Ohio RID. conference. KM: Today, we have a message to share with everyone.
We understand, this is so sad. Conference is such a cherished time for interpreters to get together and catch up… so we know it’s important and it’s sad we have to cancel but we think it's the best decision right now. So please if you have any questions or concerns, you can contact me at: region3rep@rid.org Thank you!
With everything happening right now, last week RID HQ and board discussed what we should be doing about Summer conferences. President Webb, strongly recommends that we cancel all regional conferences. But understand that he said he wanted us to have the discussion with our committee leaders to ultimately decide the best option of what to do. JF: Yes, thank you everyone! So Julia and I recently met and the committee to decide what to do going forward for the conference in 2020. We decided it’s best to go ahead and cancel because we want our members to stay healthy and safe. We think that it’s best to go ahead and cancel the event in Columbus, Ohio. Thank you everyone for your support!
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MAKING GOOD INTERPRETERS GREAT Direct feedback in your target language
Great mentors and an efficient screening tool make for better Deaf community allies
Learn more GoReact.com/RID
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Region IV Report Deb Martinez, Region IV Representative FROM THE BOARD YouTube Link: https://youtu.be/r-do5kPOJi0 Deb Martinez, MA, CI and CT, NIC Advanced, SC:L
“When faced with a challenge, look for a way, not a way out .” - David L. Weatherford The Region IV Presidents have been meeting regularly. We have some newer AC leaders who expressed interest in learning more about how to advocate within systems (administrative, judicial, legislative, etc). At the time of writing this article we are currently working with a Deaf advocate to provide training for interpreters and the Deaf community. We are also interested in using this training opportunity to provide and contribute to our Region IV communities that are impacted by COVID-19.
provided a position paper regarding the use of CDIs within media conferences. It is no small feat for a position paper in a large organization to be released within a week. We hope others will be able to use this position paper as a resource and source of support in making change. Prior to the COVID-19 pandemic we were offered to participate in the DeafNation/Region V conference by Linguabee. We met with the Region V Representative, Mish Ktejik, during our March 2020 meeting. The Region IV AC Presidents then went back to their respective boards to consider whether or not to move forward. It ended up being a very close vote, however there were too many concerns regarding Region IV AC’s ability to be available to participate and support a conference in so little time. Although disappointed in the outcome we are nevertheless very appreciative of Linguabee for reaching out to us. I consider being asked to be included by a Deaf organization very uplifting and we look forward to partnering with Deaf organizations in the future. With that said slowly but surely we are working on a survey to send out to our Region IV members regarding our 2022 conference. Be on the lookout for the survey this Fall 2020.
We are happy to report during the pandemic many of our communities provided interpreting services for media events. Some Kind regards to all, communities were able to advocate for CDIs, while some were not as successful. I am proud of our ACs who were able to work with the legislators and leaders to make change locally for their RIV Representative Deaf Community members. Region IV is also thankful to the RID Board, HQ, and the advisory committees, who at our request,
Deb Martinez,
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VIEWS Volume 36 • Issue 3
AFFILIATE CHAPTER REPORTS
Louisiana:
LRID celebrated our 50th anniversary in September, 2019. We had a great conference and enjoyed seeing long time friends. We began planning our Spring Conference for April, then COVID-19 came to New Orleans. Since that time all of Louisiana has been impacted by the virus and everything was shut down. Our board started thinking outside the box and decided to provide this conference virtually. As soon as we are able to set a date, we will begin advertising.
Kansas:
Greetings from KAI RID! With the spread of the coronavirus and the various stay-at-home orders, many of us have relocated and are working from home. KAI RID hosted a Zoom workshop “Terping in Turbulent Times” for members and friends to address some of the issues that come with working remotely. Topics addressed technology needs, setting up a home office, confidentiality concerns, teaming strategies, working with Deaf Blind consumers, interpreting in educational settings and components of a remote education plan, self-care, and supporting the community. Participants shared resources, experiences, and strategies. The Kansas governor and the Johnson County Health Department have been committed to having all of their news conferences interpreted as well as captioned. It’s been good to see KAI RID members working on the big screen in real time.
Our Governor has ordered for the first time that all media must now show interpreters for every news conference about COVID-19. This has shown us that our interpreters need to be trained how to interpret in this setting. Hopefully LRID can provide this training. We hope that this practice of having interpreters visible will continue for all news media conferences on any topic in the future. The KAIRID election of officers is slated for May 31, 2020, with nominations due April 27, 2020. We’re staying flexible as the stay at home orders may require some reconfiguring of our plan. Stay strong, Region Four! This too, shall pass.
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Region V Report Mish Ktejik, Region V Representative FROM THE BOARD YouTube Link: https://youtu.be/5ROVamPNcJU Mish Ktejik MA, NIC, SC:L Region V Representative
H
ello from Region V!
postpone their event until July 2021, and unfortunately Region V had to cancel the face-to-face workshop series. If you have already registered for the Region V 2020 Workshop Series, a full refund will be issued. If you have not already done so, you should immediately cancel any travel or lodging plans you made for Region V.
Like so many people across the globe, Region V has felt the On the local level, many of RID Affiliate Chapters volunteers have effects of COVID-19. Social distancing orders have caused many been hard at work to support their community and advocacy for events to move online and even more events to be cancelled. access to public broadcasts. For example, some chapter boards Most notably, the Region V 2020 Workshop Series was cancelled. sent a letter to state elected officials who had not been providing The workshops were to be held in conjunction with DeafNation ASL interpreters during their press conferences. Other chapters World Expo in Las Vegas. We were thrilled to partner with are compiling resources for the ASL community and local DeafNation and looking forward to being a part of such an organizations to use. Some chapters are providing online CEU exciting, international event! Our vision was to turn Sin City into opportunities and social events to keep us connected. “Sign City”! To protect its international participants and the local SCRID sent out a call to action to their members, urging Deaf community, DeafNation World Expo made the decision to interpreters to use their power and privilege to make space for
During times of crisis, the disparity experienced by marginalized groups multiplies. The everyday lack of access experienced by the Deaf community increases as does the potential risks. 18
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Deaf interpreters. I want to support the call to action and echo it across the region and nation. During times of crisis, the disparity experienced by marginalized groups multiplies. The everyday lack of access experienced by the Deaf community increases as does the potential risks. However, this crisis also opens the door for unique opportunities. Many broadcasts feature interpreters, highlighting our profession in a way we’ve never experienced before. Now is the time to seize these rare opportunities for the benefit of the Deaf communities, not for ourselves. Hearing interpreters such as myself have the responsibility and the privilege to use our power to create space for marginalized groups. One way we can do this during these times is to strongly encourage the use of qualified Deaf interpreters during announcements for local and state news. Request to work with qualified Deaf interpreters for announcements. Talk to your local agency who is providing interpreters for the announcement. Create a list of qualified Deaf interpreters who are comfortable with broadcasting work, and share this list with government officials and agencies.
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At a national level, RID has created an Emergency Access page at emergencyaccess.info. This page was made possible by community partnerships and provides information for interpreters, small businesses, educators, community members, and more. I encourage you to check out this website and share the resources with your local community. I hope you are all staying healthy and happy. Take care of yourself and support each other. Thank you to everyone who is out there supporting the ASL community during this usual time. Warmly,
Mish Ktejik,
MA, NIC, SC:L Region V Representative
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SPONSOR EDUCATORS IN OUR FIELD AND THEIR CONTENT HOSTED IN OUR GROWING CEC PORTAL FOR INTERPRETERS PROFESSIONAL DEVELOPMENT OPPORTUNITIES
CONTACT ADVERTISING@RID.ORG FOR MORE INFORMATION
www.rid.org
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From the Desks at HQ Upcoming Webinars
Interpreting with the Complexity of the Legal System: What Can We Do? Presented by Benro Ogunyipe Cost: $25 Time: 7:00:00 PM-9:00:00 PM ET Date: 5/27/2020 CEUs: 0.2 PS Legal
The webinar explores the legal challenges faced by Deaf and hard of hearing individuals in terms of their inability to understand legal terminology in both written text and ASL interpretations. Signs and concepts for legal terms, including the Miranda warning (also known as the Miranda Rights), can be translated in various ways by sign language interpreters and certified Deaf interpreters but different translated versions may not protect Deaf and hard of hearing individuals from self-incrimination or their constitutional rights. This session will also present a few examples of cases that were a result of erroneous translations, misinterpretations and miscommunication due to, among other factors, the lack of standardized interpretations for legal terminology. Learn more and register: education.rid.org/products/interpreting-with-the-complexity-of-the-legal-system-what-can-we-do?
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VIEWS Volume 36 • Issue 3
Jimmy Beldon
receives the MD Governor's Citation on April 15, 2020. On April 15, 2020, the state of Maryland honored local interpreter Jimmy Beldon, CDI, with the Governor's Citation, recognizing the exceptional efforts in coordinating ASL resources for the Deaf and Hard of Hearing during COVID-19 state-wide press conferences. This recognition came on National ASL Day as states across the nation celebrated the foundation of the first lasting school for the Deaf that opened in 1817 and ASL began its formation through the culmination of other different languages including Native American Signs, French Sign Language, and Martha's Vineyard Sign Language. We commend Mr. Beldon on his efforts interpreting during this unprecedented time, as well as the many CDIs who work alongside him to deliver these paramount messages at this very uncertain time sure to be remembered in history. Congratulations!
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For more information, visit: https://odhh.maryland.gov/coronavirus/ *All photos courtesy of Executive Office of the Governor in the State of Maryland. Photographer: Patrick Siebert.*
www.rid.org
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&
Chante Frazier Michelle Lewis YouTube Link: https://youtu.be/kOL_EpYIMHA
Honoring Diversity Writtten and signed by Billy Sanders, NIC 22
VIEWS Volume 36 • Issue 3
Chante Frazier BS, NIC MARYLAND
“If creativity is allowing yourself to make mistakes, then art is knowing which ones to keep”-Anonymous Performing arts enthusiast. Savant scholar. Servant leader. Beloved professor. Avid entrepreneur. Boss lady. In all the adjectives used to describe the wonder womanhood of Chante Frazier, she prefers to describe herself as a recovering perfectionist. The former American Sign Language (ASL) student has become a sought-after mentor and trusted colleague to burgeoning interpreters transitioning from novice to working professional. How did a girl from Maryland run with a gift to sign and a dream to achieve? Recalling the day that her high school ASL teacher brought two professional interpreters from the former Sign Language Associates (SLA, now owned by Purple Communications) to talk to her class about the various settings and humbling challenges interpreters undergo. Chante now utilizes the wisdom from the aforementioned interpreters, coupled with personal experience, and the important lesson of counting each encounter with a Deaf person as a mentoring experience to learn from, as the serum necessary to inspire her interpreting program students. The hometown She-ro holds an Associate of Applied Science degree in interpreter preparation, a Bachelor of Science degree in Deaf studies, graduating summa cum laude each time. Chante channels her heart to give back by embodying what leadership truly is: using your power to empower others. Professor Frazier has emerged from an eager beginning ASL I neophyte into a triple threat: a certified interpreter who specialized in theatrical, government, and legal settings; a scholar working as an adjunct professor shaping the next generation of interpreter training program students, and an economic change agent operating a healthy portfolio of real estate holdings. Chante espouses the hope that each student of hers can “Fly – persevere – graduate – get certified – become faculty – earn tenure – then achieve directorship of an interpreting training program. Today, you can find Professor Frazier connecting with students, mentoring, and teaching Transliter-
ation and Introduction to Interpreting courses at her alma mater, the Community College of Baltimore County. While on the Board of Directors for the RID Potomac chapter, Chante established a Giving by Acting Committee to promote volunteering throughout the Deaf community while simultaneously overseeing the Mentorship program for aspiring interpreters. How poetic. Intent on creating an emboldened pipeline of more Black directors of interpreter training programs begins with a simple solution: exposure. Chante states with assuredness that “We need more mentorship programs. We need to incentivize certified interpreters and agencies to work with newer interpreters…” much like the SLA interpreters who came to her high school to share their wisdom, experience, and hope. Given her many hats, Chante upholds her own golden rule: balance; be it self-care, massages, chiropractic visits, debriefing with trusted colleagues, or maintaining a schedule that keeps her motivated and sane. Nurturing the intestinal fortitude to continue giving back what was freely given to her is what makes Chante uniquely worthy to recognize. This art is what we call Black Girl Magic!
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Michelle Lewis MS, NIC DISTRICT OF COLUMBIA
“Come celebrate with me that every day something has tried to kill me and has failed” - Lucille Clifton Certified Black female interpreters make up less than 10% of the profession (RID, 2017). Beyond this statistic, Black professionals with locs are still a rarity that many find challenging to keep without experiencing any societal, systematic, or para-cultural pressure. As prime example, Black students are continually forced to cut their locs to play in sports games, walk across their commencement ceremonies, or even attend the most prestigious of schools. Though acceptable in many more arenas of professional practice than yesteryear, today’s sign language interpreters who choose to wear locs proudly face a myriad of microaggressions while working.
to enhance the regal grace that enhances her crown. Those of us, particularly Black independent contract interpreters, take locs into the tabooest of niche professional spaces where locs are forbidden by rule of order or inherent practice. As posited by Dr. Joy DeGruy in her groundbreaking book, Post Traumatic Slave Syndrome (DeGruy, 2005), to freely adorn locs as Michelle does, is an act of social justice in and of itself. Furthermore, Michelle quips that her locs “adds to the very core being of who I am.” The foundation of locs in Michelle’s West Indian culture is universally symbolic of a spiritualist's and internal understanding that centers her before she steps into a mental health setting.
Balancing the demand to organically connect with patients is a delicate art that takes an abundance of training and experience in order to ascertain authentic bonding versus trauma bonding amongst people deemed derelict in some cases and untenable in others. Holding a master of science degree in mental health counseling, and a bachelor of science degree in interdisciplinary social science and education, an associate degree in liberal arts, and specialist preparation via the Mental Health Institute of Training, Michelle is now a 15-year veteran staff interpreter and mental health assessment assistant for the District of Columbia Department of Michelle’s locs symbolize “The queenship of the lioness. Repre- Behavioral Health. senting wisdom, majestic soaring beauty, and dignity” necessary The scholar, who practices Nichiren Shosho Myosenji Buddhism to maintain her equilibrium of peace, is not only a trusted friend to each client she serves, but a genuine confidant clients believe is faithfully rendering their message with dignity and authenticity. Michelle espouses a safe space for every young Black student with locs and a dream. Be it mental health interpreting or any other skilled career, that you, too, can fight oppression through your profession. To every young Black student across the nation, meet Michelle Lewis, a nationally certified full-time mental health interpreter. A gorgeous Black woman with ever-flowing locs who also happens to be a bad ass interpreter. Michelle positions herself as an anomaly within an anomalous profession, because poignant is the woman who can transcend the meaning of life into a meaningful life. While celebrating her unique ability to interpret in the most challenging of mental health settings, Michelle’s locs, also define her strength.
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VIEWS Volume 36 • Issue 3
MAKING GOOD INTERPRETERS
GREAT Efficient screening tool plus your mentors equals 5 better allies for the Deaf community
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Visit get.goreact.com/RID to learn more. www.rid.org
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Service Opportunities:
A Way to Come Together, Work Together, and Thrive Together YouTube Link: https://youtu.be/XNaCjkXngos
Amy Schilling, CI and CT Tara Stevens, CI and CT, NAD III 26
VIEWS Volume 36 • Issue 3
In our Interpreter Education Program (IEP) at Eastern Kentucky University (EKU), and in our everyday work lives, the notion of service is taught across curricula and modeled by faculty and staff in their community commitments. Whether working as mentors, colleagues, interpreters, or as interpreter-educators, we believe in and have seen the benefits of service; we not only encourage this but strive to model community involvement for our students. Situational or authentic learning is a way for students to gain real world experiences through messy learning opportunities. Messy learning mimics experiences likely to be encountered in the workplace and marked with more gray areas than clearly defined boundaries. Opportunities for messy learning can happen in the classroom, providing a foundation when students go out for real world experiences. Students need experience with contextualizing information according to situational cues in addition to discourse strategies. Offering practice in classroom situations can help provide a framework for these foundational skills (Kiraly, 2000). Field experience is an important part of the learning process for interpreting students as a way to build on these foundational skills learned in the classroom. Furthermore, engagement in community service is an authentic type of field experience that fosters intrinsic learning. There are many forms of service that engender community involvement and our focus is mainly on service learning. This pedagogical approach offers a way to instill the value of service in a structured way while immersing students in the Deaf community. Service learning can be an excellent way for interpreting students to gain experience related to ethical decision making as active participants in service learning activities. Service Learning and the Demand Control Schema Service learning when combined with the Demand Control Schema, a framework encapsulating the overall interpreting process, provides additional tools for understanding the work of interpreters. Whether involved in service learning or interpreting, effective decision making is a critical part of either endeavour. Collaborative learning environments may consist of students, practitioners, teachers, mentors, or community partners where participants can benefit
from feedback intended to be “useful and empowering” regarding decision making (Witter-Merithew, 2001, p. 2). Frequently, working interpreters are faced with the “it depends” response to decision making and this holds true for interpreting students engaging in service learning opportunities. Demand Control Schema (DC-S) provides a way to address the common “it depends” or a way to fillin-the-blanks of the unfolding interaction while addressing critical contextual, cultural, and linguistic factors (Dean and Pollard, 2011). The opportunity to practice ethical decision making while engaged in service learning provides students and beginning interpreters with meaningful and authentic experiences that lay the foundation for future experiences. Regrettably, interpreting students often enter IEPs having limited engagement with the community where they hope to work; however, service-learning has the potential to help bridge the disconnect between interpreting students in the classroom and the community in which they will work. With the shift to academic training of interpreters it is important to foster ways students form relationships with members of the Deaf community. American Sign Language (ASL)English interpreting did not originate as an occupation but rather as a way to meet the expectations of reciprocity to the Deaf community. Historically, individuals interested in the field of ASL-English interpreting were already a part of the Deaf community and chosen, trained, and deemed ready for interpreting by those same members of the Deaf community (Cokely, 2005). However, with the formation of RID, the passing of disability rights legislation in the 1970s and beyond, and the formal training of interpreters through academic institutions, it has largely become those institutions who are now in charge of the selection and training of potential interpreters (Cokely, 2005). Using our past to help shape the future of the profession and to preserve the value of community engagement in interpreting requires a paradigm shift in how students are educated. Servicelearning is a way to connect students who enter the field as a product of academic training, while striving to embody the www.rid.org
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values of being an interpreter “of the community” (Cokely, internship, or practicum for a class. The National Service2005, p. 25). Learning Clearinghouse (NSLC) describes it as “a teaching and learning strategy that integrates meaningful community Service as a Way of Giving Back service with instruction and reflection to enrich the learning The idea of service, or giving back, to the Deaf community experience, teach civic responsibility, and strengthen is an important part of the work we do as professional communities.” Monikowski and Peterson (2005) explain interpreters. This belief of giving back through service it is a pedagogical method where students earn academic is evident in the Registry of Interpreters for the Deaf – credit while providing service to the community. Students National Association of the Deaf (RID-NAD) Code of can practice, reflect on, and refine decision making through Professional Conduct (CPC). Relationships that foster civic community engagement. This is a wonderful opportunity for responsibility and partnerships with the Deaf community are emerging interpreters to apply decision-making approaches key to developing cultural competence and understanding such as Demand-Control Schema. Areas of overlap for SL community values. This is an opportunity for students to and DC-S that also help us fill in the “it depends” include explore and understand bias through structured learning with [Service Learning and Demand Control Scheme Below]: self-assessment, reflection, feedback, revision, and practice, Case Conferencing which are essential for self-awareness and improvement. Students in the classroom as well as emerging interpreters One way exploration of “it depends” is possible through “who have yet to internalize a code of professional conduct the structured reflection of case conferencing , which can will learn from service learning that it is possible to form be employed, not only to an interpreted interaction but community alliances and still be professional practitioners” also with a myriad of service activities/interactions (Dean (Shaw, 2013, p. 6). and Pollard, 2011). Case conferencing also facilitates the practice of maintaining confidentiality not as secrecy but Service-learning is more than the act of providing a form through structured supervision to develop an understanding of community service, or participating in fieldwork, an
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of how to talk about the work and decision making to promote growth (Dean and Pollard, 2001). In turn, service learning and DC-S provide the structure by which we could engage in meaningful, professional and constructive dialogue to improve the work by reflection-on-action, which would eventually inform the ability when engaging in reflection-inaction (Dean and Pollard, 2011).
Collaborative learning environments, such as service learning, provide a way for students, practitioners, and community partners to work together. Rich learning opportunities can be paired with a decision-making construct, such as DC-S. These valuable tools are an effective way to help educate emerging interpreters. These tools can help students gain more from service experiences when given a chance to apply course content to real-world, everyday situations of a professional interpreter. The application of DC-S in service learning settings provide genuine experiences with authentic learning opportunities that are mutually beneficial for those involved, simultaneously drawing us back to the roots of vetting interpreters.
Below is an example of a case conference from an interpreting student taking part in a semester-long service learning project. Based on community and individual assets the student was placed as a volunteer in a local educational setting. The case is based on an actual experience and the instructor comments (while not the exact case and comments given during class) reflect the similar intent while modeling a way to approach case conferencing. Ideally, during case conferencing, the About the Authors: person sharing would have the floor as others attend to the case. The main paragraphs have the case and the bubbles Tara Stevens, M.Ed., CI and CT, Richmond KY is an Assistant Professor in the Department of ASL and Interpreter indicate instructor response: Education at Eastern Kentucky University. She’s a doctoral student in the Department of Interpretation and Translation at Gallaudet University and holds a M.Ed. in Interpreting
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Click each image to enlarge
View the full article: discoverinterpreting.org/2020/05/14/www.rid.org eku/
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Pedagogy from Northeastern University. Research interests include study of the psychological profile and cognitive aptitudes of interpreters, language attitudes, and service learning. Amy Schilling, ABD, CI and CT, Richmond KY holds a BA in Deaf Education from Eastern Kentucky University, a MA in Interpretation from Gallaudet University. She is currently pursuing her EdD in Educational Leadership and Policy Studies at EKU. Amy has been interpreting professionally since 2004 and is currently working as an Assistant Professor in the American Sign Language and Interpreter Education Department at EKU. Amy is passionate about her students and enjoys life-long learning. Both Tara and Amy hold a strong belief in giving back to the community and combined serve +300 hours annually. In the past year they have served on the KYRID board, volunteered with the Kentucky Association of the Deaf-Blind, and other community groups/events. References
D'Agostino, M. (2010). Measuring social capital as an outcome of service learning. Innovative Higher Education, 35(5), 313-328. doi:10.1007/s10755-010-9149-5 Dean, R. K., & Pollard Jr, R. Q. (2001). Application of demand-control theory to sign language interpreting: Implications for stress and interpreter training. Journal of deaf studies and deaf education, 6(1), 1-14. Dean, R. K., & Pollard Jr, R. Q. (2011) Context-based ethical reasoning in interpreting. The Interpreter and Translator Trainer 5(1), 155-182, DOI:10.1080/13556509.2011.10798816 Dean, R. K., & Pollard, R. Q. (2013). The demand control schema: Interpreting as a practice profession. CreateSpace. Harkavy, I., & Hartley, M. (2010). Pursuing Franklin's dream: Philosophical and historical roots of service-learning. American Journal of Community Psychology, 46(3/4), 418-427. doi:10.1007/s10464010-9341-x Kiraly, D. (2000). A social constructivist approach to translator education: Empowerment from theory to practice. St. Jerome. Monikowski, C. & Peterson, R. (2005). Service learning in interpreting education: Living and learning. In M. Marschark, R. Peterson & E. A. Winston (Eds.), Sign language interpreting & interpreter education: Directions for research and practice. Oxford University Press. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Ames, N., & Diepstra, S. A. (2006). Using intergenerational oral history service-learning projects to teach human behavior concepts: A quali- Shaw, S. (2013). Service learning in interpreter education: Strategies tative analysis. Educational for extending student involvement in the deaf community. Gallaudet University Press. Gerontology, 32(9), 721-735. doi:10.1080/03601270600835447 Witter-Merithew, A. (2001). Feedback: A conversation about ‘the Baker, S. (2010). Research brief no. 1: The importance of fingerspelling work’ between learners and colleagues. Retrieved from https:// for reading. NSF Science of Learning Center on Visual Language and www.unco.edu/marie/pdf/archived-literature/Feedback-ConversaVisual Learning. https://vl2.gallaudet.edu/files/7813/9216/6278/ tion-About-Work.pdf research-brief-1-the-importance-of-fingerspelling-for-reading.pdf Cokely, D. (2005). Shifting positionality: A critical examination of the turning point in the relationship of interpreters and the deaf community. In M. Marschark, R. Peterson & E. A. Winston (Eds.), Sign language interpreting & interpreter education: Directions for research and practice (pp. 1-28). Oxford University Press.
What did you think of this article? Send your feedback to the authors/editors by clicking here!
www.rid.org//views-may2020-articlefeedback/
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VIEWS Volume 36 • Issue 3
COMPLETE YOUR BACHELOR’S DEGREE ONLINE IN SIGN LANGUAGE INTERPRETING! NEED TO MEET THE NIC EXAM REQUIREMENTS?
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Resources for Emergency Management Interpreting YouTube Link: https://youtu.be/HPrrvsiAhZ4
By Shonna Magee Hudson, CI and CT, OTC, NIC Master
H
ello. I am Shonna Magee Hudson, a certified interpreter from Florida. I am the chair of the RID Emergency Management Interpreting white paper committee. This white paper committee is made up of experts in the field who have been working hard on best practices, sharing their expertise in emergency management interpreting settings like press conferences, Family Assistance Centers (FAC), shelters, and more. The greatest lesson we have learned is that with every new emergency or serious event, we discover more ways to do our jobs even better than before. Now with COVID-19 developments, we have revisited the white paper with a new approach to include what we have learned while functioning during a pandemic. We are hopeful that the white paper will be completed soon and shared with the membership. The following information comes directly from the work this team and others have been doing.
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VIEWS Volume 36 • Issue 3
Photo courtesy of Executive Office of the Governor in the State of Maryland. Patrick Siebert Photographer.
RESOURCES With the COVID-19 pandemic, we have seen an increase in the utilization of interpreters in press conferences for governors and mayors around the country. Interpreters who are not in areas historically prone to disasters are now finding themselves in a new arena of interpreting. This is a truly wonderful change from what we’ve seen in the past and while this is a welcomed difference, we still have a long way to go. It seems that, collectively, we could use a bit more training in this area. All broadcasted interpreting, whether it be for press conferences, social media posts, public service announcements, or any other broadcasted information to the masses, should be in ASL-only. We need to ensure that the message is accessible to the monolingual or high-visual Deaf communities. For this reason, these types of interpreting assignments should have minimal fingerspelling, limited acronyms, minimal English intrusion, and be culturally sensitive to the different diasporas that use ASL as their foreign language. For example, interpreters working in Florida or southern California should be mindful of the large Latinx community that is within their viewership and how important information can be lost if using a mode that is reliant on English or PSE. It is not uncommon during disasters, pandemics, etc. for many interpreters to wonder where they fit in and how they can get involved and support community efforts. Not everyone has the skill or desire to be on camera, and that is perfectly fine. Everyone can still find their role. Some ideas on how to get started in this specialty of emergency management interpreting are listed below with links so you can learn more about each.
FEMA Online Training
NAD provides many resources but this is one of the most valuable for those interested in advocating for equal access. This page inwww.training.fema.gov/ cludes laws, best practices, and recommendations. This page is a helpful tool that can be used as a reference for advocating and One of the best places to begin is with the Federal Emergency informing others. Management Agency (FEMA.) FEMA has online training resources and independent study courses that you can access from the comfort of your own home. There are hundreds of courses so Emergency Management Interpreter it’s recommended that you start with ICS-100c, ICS-700b, and Training (EMIT) any other courses in their catalogue that you find interesting and www.allhandson.org beneficial to your work. All Hands On is a non-profit organization out of Atlanta, GeorNational Association of the Deaf Position gia that provides an annual training called Emergency Management Interpreter Training. There are two tracks (beginner and Statement advanced) and it addresses all areas of emergency management www.nad.org/about-us/position-statements/posi- interpreting. The beginner track covers Community Emergency tion-statement-on-accessible-emergency-manage- Response Team (CERT training), active shooter, Search and Resment-for-deaf-and-hard-of-hearing-people/ cue (SAR) information, and more! In the advanced track, I teach press conference interpreting and Public Information Officer www.rid.org
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interpreting. We also have mental health first aid, storm tracker, you an inside look at shelter operations firsthand, which will betand more! EMIT is presented in ASL (not interpreted) and most ter prepare you for when you are called as an interpreter. classes are taught by Deaf presenters!
SIGNature Access Solutions
Emergency Management Interpreters (ASL) Facebook Group
SIGNature Access Solutions is a Florida-based company with a specialty in emergency management interpreting. They provide emergency management interpreting workshops both online and in person, mentoring, and diagnostic services.
If you are looking for a place to discuss emergency management interpreting, share ideas, brainstorm, learn best practices from those with expertise, come join! There are many experienced interpreters here and growing by the day!
www.signatureaccesssolutions.com/
Mental Health First Aid-Training www.mhit.org/
www.facebook.com/groups/2550380201957105/
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About the Author:
Shonna Magee Hudson (MRC, NIC: Master, CI and CT, OTC, CoreCHI, CWIP) has over 20 years of experience interpreting, presenting, providing interpreter diagnostics, and mentoring. She specializes in emergency management, vocational rehabilitation, VRI, and medical interpreting. Shonna has taught workshops and presented keynotes to interpreters and emergency management professionals around the country. She is an instructor at the annual Emergency Management Interpreter Training (EMIT) program in Georgia, presenting on PIO and broadcasted interpreting. She has served as a professor of interpreting and ASL at Daytona State College and a professor of ASL at Pensacola Red Cross State College. She received her Bachelor's in interpreting from www.redcross.org/volunteer/become-a-volunteer.html the University of Cincinnati and her Master's in Rehabilitation Counseling from the University of South Carolina where she was One way to prepare for shelter work is to become a volunteer. The the Statewide Coordinator of Deaf Services for the South CaroRed Cross is always looking for fluent ASL volunteers. You may lina Vocational Rehabilitation Department and is currently the even be able to deploy to other states to volunteer! This will give Director of Operations at SIGNature Access Solutions LLC. The Mental Health Interpreter Training Program is housed within the Alabama Department of Mental Health’s Deaf Services Program. They provide a phenomenal annual training in August that prepares interpreters for mental health interpreting. They also provide Mental Health First Aid, a national program that teaches the skills to respond to the signs of mental illness and substance use. This is particularly helpful when working with individuals in shelters or FACs who are experiencing traumas like disasters. All of these trainings are provided in ASL.
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T
he impact of COVID-19 can be seen and felt through all of our communities, and will for the unforeseeable future. The closures of businesses, schools, events, and more has meant an influx of interpreting needs from afar and with the use of different forms of technology. As we utilize programs such as Zoom video chatting, VRI (video remote interpreting) call centers, Facetime, and other virtual meeting spaces, it has never been more evident that these means of technology are pivotal to our profession now and for the future in order to adapt to the unpredictable circumstances we could encounter. We invite you to look through the compilation of resources below to help with your questions and further professional advancement in the VRI realm of interpreting, as well as helpful tools on how to navigate these platforms and use their features to the fullest. We hope you find this helpful as we pilot through this “new normal” together! If you have any resources you’d like to share with us and our communities, please visit: https://emergencyaccess.info/submit-an-article/.
RESOURCES If you’re setting up for virtual work at home, here’s a guide shared during a recent webinar covering things like lighting, internet connections, and backgrounds:
Video Remote Interpreting
www.rid.org/quick-and-dirty-guide-to-video-tech/
If you’re teaching ASL or interpreting at a college or university, we encourage you to take advantage of GoReact’s offer for free onboarding through June 2020: www.get.goreact.com/covid-19/
Zoom is now offering additional accessibility features, including closed captioning (during the meeting) and transcripts (from recordings after the meeting). www.zoom.us/accessibility
Linguabee is an excellent resource for organizations and small businesses who wish to have a reliable VRI platform for their interpretation needs: www.linguabee.com/interpreting-services/video-remote-interpreting-vri
Are you a new interpreter interested in learning more about VRI work and how you can become a VRI interpreter? View Purple Communication's VRI guide: www.signlanguage.com/media/1233/purple-vri-quick-guideaug-2018.pdf
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INTERPRETING IN HEALTHCARE DURING
COVID-19
By David Stuckless, NIC Youtube Link: https://youtu.be/3rMG1LfEoR0
A
s you're reading this issue of Views, “Coronavirus”, “COVID-19” and “pandemic”, are suddenly words that have changed our lives. Six months ago only mentioned in anti-bacterial laboratories, these words are now a part of almost every conversation. These events have changed our words, our work and our worlds- dramatically.
ethical considerations, healthcare interpreting is not often discussed by interpreters.
How does an interpreter begin their journey in healthcare? For some interpreters an agency calls and says, "This appointment is short and simple, the consumer is great, you'll be fine!”.. And for others, it started when we were children, Some of us are still working, maybe in VRS call centers or when a healthcare provider fails to plan or provide an interin VRI booths. Many interpreters are sheltering in place preter for a parent's appointment. waiting for their next Amazon delivery, watching the world go by. We share many of the same concerns: health, safety, As different as these entry points are for interpreters, so is financial stress, and of course the inevitable, what happens today's culture in medicine. One hospital may have several next? Some of us have been far more deeply affected, los- staff interpreters supported by other contract interpreters in ing friends, family members, or loved ones. Know that our order to provide 24/7 emergency coverage. Another hospital only a few blocks away asks the Deaf patient to bring thoughts are with you. a family member or friend “who can speak on your behalf”. Healthcare interpreters are still working. Some of our col- Even within a hospital, an Emergency Department nurse leagues remain in hospitals, nursing homes or other facili- may insist on getting an interpreter present immediately. ties where risk of exposure is exponentially higher. They are Once admitted, a unit manager may believe that just writing on the front lines of this fight. To those interpreters: Your notes will suffice. Cultural and systemic discrimination and colleagues and community are grateful for your work. You oppression is still very real, and it shows in our Deaf health are our healthcare heroes. outcomes. If you are seeing these differences, know that you are not alone. Healthcare Interpreting is a large portion of many interpreter’s work. Yet navigating business models, privacy laws and 36
VIEWS Volume 36 • Issue 3
RESOURCES
In today’s pandemic, what should you do as an interpreter? Or more importantly, what should you do differently? Have you had all of the required training to work in this capacity? What are your state’s OSHA standards for those working in healthcare? Has your employer provided you with NIH, CDC and hospital guidelines for working with airborne infectious diseases? Is there a plan if you test positive? Are there alternative living arrangements provided by your employer while you’re being exposed? Is there a financial plan if you are unable to work because of a work related exposure? Do you live or work with other patients who are at higher risk? Is there a plan before or after you test positive because of a work related exposure (to keep family and loved ones safe)? These are some of the questions that we can ask. • What kind of training is done on entry to healthcare interpreting? Are you test fitted for a respirator, as every staff and contract interpreter is at the University of Michigan Health System? https://bit.ly/35Ct0oP • Occupational Safety and Health Administration (OSHA) sets guidelines for your safety as a contractor or interpreter in healthcare on a national basis. They have great resources for agencies and interpreters. www.osha.gov/dsg/hospitals/mgmt_tools_resources.html
• A safety self-assessment can be done using thee-tool www.osha.gov/SLTC/etools/hospital/ • States will have their own OSHA. For example, here is Michigan’s: michigan.gov/leo/0,5863,7-336-78421_11407---,00.html • The CDC has been providing some great videos, including these on handwashing and Personal Protective Equipment (PPE): www.cdc.gov/handwashing/videos.html & https://youtu.be/nEzJ_QKjT14 & www.youtube.com/watch?v=84CydmuHXD8 • NAD also has a great deal of resources regarding the Coronavirus www.nad.org/2020/03/12/coronavirus/ • Deaf in Scrubs (https://www.deafinscrubs.com/) features Dr. Zach Featherstone and Ian DeAndrea-Lazarus, MPH, MD-PhD Candidate, and the different aspects of Coronavirus. Their latest video has Ian discussing how COVID-19 affects your lungs and introduces the concepts of acute respiratory distress syndrome (ARDS) and cytokine storm: https://youtu.be/cEorvR1BJ2E • The University of Rochester Medical Center’s National Center for Deaf Health Research also offers tremendous resources, including staff interpreter and CDI Ron Rood, explaining telemedicine youtu.be/RQIxP8Mcoag • CSD has a list of resources including many interpreted videos available https://www.csd.org/coronavirus/ • CSD is also providing a Coronavirus hotline via VP (833) 682-7630 • Convo Relay also has curated a list of resources www.convorelay.com/covid19-resources Wishing you all the best of health on your journeys!
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About the Author: David Stuckless was raised by Deaf parents and has been an interpreter for 28 years, holding an NIC and BEI Master. Former Chair of the Deaf-parented Interpreter member section and member of the Ethical Practices Review Task Force, he currently serves as Vice President of MIRID (Michigan Registry of Interpreters for the Deaf) and as the Chair of Interpreters in Healthcare, RID Member Section. He lives in Detroit with his wife Sandra Maloney, CI and CT, SC:L, BEI Master, and former Vice President of RID, along with their three sons Josh, Kyle and 5 month old Edwin. Know more resources not shared in this issue? Submit your resources to EmergencyAccess.info:
https://emergencyaccess.info/submit-an-article/
www.rid.org
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Reflections
From an Old Hand COLUMN
It's springtime and our nectarine tree is blooming with pink blossoms and green shoots of leaves. It's one of my favorite times of the year here in Hemet, California, which is about an hour's drive from Palm Springs. Phil Giambaresi
Former CSC, LCSW (Retired)
California
I was born in 1950 to parents who have been Deaf since their birth. I have a younger brother who is also a hearing child. The influence from my mother's deaf family and my interest in being the family interpreter led to a career of being a certified interpreter. I received a BA in Psychology. At the age of 34, I earned my Master's in Social Work, specializing in mental health of the Deaf. After living in NYC for over 30 years, I moved to California and am now retired. YOUTUBE LINK: https://youtu.be/WRJ2t5rlSC0 38
VIEWS Volume 36 • Issue 3
I was informed by the VIEWS folks that there will be a "theme" for the next issue about questions an interpreter should know. From my past experience (before retirement) there are several things I can share which may be already recognized by you, the reader. Having had deaf parents, I repeatedly say in this column how my viewpoint is from my own experience and I cannot speak for everyone who has deaf parents. Let me start by saying how I went to California State University, Northridge, to take a summer school course for people who wanted to become professional interpreters. It was a great opportunity to learn,question, and share with others! Having been the "family" interpreter, it was a real switch from what I had always done in an informal setting. In the workshop, I actually learned how to finger spell clearly, breaking habits of doing certain letters a bit "off." We all have our own "style" as interpreters and know how we
often must fingerspell proper names, or sometimes, knowing there might not be an English equivalent, in which we will fingerspell. Of course, a lot of these choices depend upon the deaf client's own style of signing, be it ASL or PSE. When it comes to fingerspelling, it is so important to (what I call in my own odd way) "enunciate" the letters. Clear fingerspelling and the production of it, is something an interpreter might see on a video of themselves. Not too fast and not too slow.
I'd like to share an experience I had in a courtroom situation. The deaf clients were "evaluated" by me, in our short conversation before court, to be ASL users. We entered the courtroom after being called, and I didn't have any chance to talk to the judge, hoping he had already worked with deaf people. There was a moment when the judge told me NOT TO INTERPRET! I signed what he said, and felt so terribly awkward when the judge talked and I continued interpreting. The judge got very irritated and in an angry tone,
Sometimes there can be little or no time to establish the rapport and signing style one should use, and we can judge by the facial expressions of our deaf client if they do or don't understand our interpreting style. We can then adapt. Another thing is to be able to show up to an assignment early and meet with the hearing client who wants the interpreting service. For example, I'd first meet the hearing consumer and explain my role. I'd say to them how I'd be interpreting everything they say. I want not to have that experience of the hearing person saying, "Don't interpret this." Has that ever happened to you? It is very awkward to have the deaf client(s) sit in front of you and wonder what's going on. It really goes against the ethics of our interpreting code of ethics!
he said, "This is my courtroom, and I'm telling you not to interpret what I'm saying!" My heart was racing and I said while I signed, "Your Honor, as long as the deaf persons are present in the courtroom, I'm obliged to interpret for them which is my responsibility as an interpreter." He became quite furious and ordered me and the deaf couple out of the courtroom to wait until we were called back in.
Oh, how I hoped the deaf persons would have spoken up to say something, like, "We want to know what's going on!" But no. It was for me to say something and get us booted out Also it helps us a great deal to meet with the deaf consum- of the courtroom. When they called us back in, however, the er/client before the meeting and determine the "mode of proceedings went so smoothly! signing" that the deaf person uses. My way is to introduce myself and ask them a few questions. For instance, "Where When it was over, I asked the judge if there was anything we did you go to school?" A brief conversation with the client could discuss. "No," he said sternly, "I'm happy to see you helps a lot to determine the appropriate way we would inter- go, and you'll never get another job again in a court, I'll see pret for them. to that." I left the room shaking inside and called the referring agency for interpreters. They told me to write down Sometimes there can be little or no time to establish the rap- everything that happened and submit it to them like a sort of port and signing style one should use, and we can judge by "incident report." I did. And that judge never did anything the facial expressions of our deaf client if they do or don't at all with his threats. understand our interpreting style. We can then adapt. By the way, before I left his courtroom, I noticed that this I'm realizing that I'm not really addressing the "questions" judge was wearing hearing aids! Interesting. but giving some examples of situations that one might have questions about based on my own experience! There may Well, in light of what's happening lately, I think I'll go and be so many questions and situations that may be written wash my hands. about in other parts of this magazine. Comments? My email address is pgiambaresi@aol.com.
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What did you think of this article? Send your feedback to the authors/editors by clicking here!
www.rid.org//views-may2020-articlefeedback/
www.rid.org
39
Essential Self-Care Questions:
What habits do you lean on in times of crisis? COLUMN
Do you remember learning to drive a car?
The early days of learning a new skill require so much attention to even the simplest of details.
Breana Cross-Caldwell, BS, CI and CT Portland, Oregon Breana Cross-Caldwell 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. You can find her on Instagram @brighterfocus. YOUTUBE LINK: https://youtu.be/tFSFAkleJNU
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VIEWS Volume 36 • Issue 3
In the case of learning to drive, you are made painfully aware of every small movement or amount of pressure you apply, and just how many buttons and levers there are in that vehicle! Over time and with practice these skills become habits and soon you are arriving home, without really knowing how you got there, on autopilot! In normal everyday life when not in times of crisis, we can often get away with being on autopilot. Our default habits carry us through, there’s not too much stress or pressure to call our attention to any one particular area of life, and all seems to flow along. Then there are times like these. As I’m writing this, it is midMarch, and we are just seeing the first effects of COVID-19 in the US. When our country is in a state of emergency, we begin to test the strength of our habits to see if they hold us steady or if they give way under pressure.
Practicing healthy habits in conjunction with identifying core values can create a positive feedback loop where your values reinforce your healthy habits and your habits reinforce your values. How are your habits holding up?
in alignment. The more aligned our habits and values are, the less work it takes to stay in integrity and health when Take time to reflect on your habits and whether or not they’re times get tough. serving you. Grab a pen and paper, set a timer for five or ten minutes, and give yourself some space to explore. There are Using a list like this one from Brené for reference, choose no right or wrong answers here, only information that can the values that are most important to you - that you want to live your life by or base your decisions on - words such as better lead you into alignment with your core values. courage, faith, compassion, and knowledge.
A word about emotions
Our emotions can vary widely from day-to-day and even moment-to-moment, especially when we’re under stress. As you reflect on the following questions, consider the general structures in your life and reactions you’ve been having, rather than focusing on the very human and ever-changing flow of emotions you’ve probably felt. These emotions are also important, and I urge you to spend time with them as well - using processes to support you like the ones outlined here (Cross-Caldwell, 2019).
Self-Reflection
Building healthy habits Once you have identified your core values, “the beliefs that are most important and dear to you, that help you find your way in the dark, that fill you with a feeling of purpose,” Brené says, “take the time to translate [them] from ideals to behaviors” (Brown, 2018). What day-to-day habits make it easier for you to live out your values? List the few that are the most impactful.
For example, if I value courage, then the habit of deep 1. What resources and means of support have been help- breathing while stressed will help me to make courageous ing you cope with stress and uncertainty? Make a list. and grounded decisions even when I’m scared. These may be activities like exercise, reading, watching Other daily habits you might consider are: physical moveshows, meditating, drinking wine, petting your dog, or ment, getting enough restful sleep, eating nourishing food, journaling, or they could be people like your best friend, co-worker, therapist or partner. 2. For each thing on your list, jot down how you feel afterward. For exercise, I may note that afterward I feel relaxed and proud of myself. After watching shows I may feel entertained and sleepy. After drinking wine I may feel buzzed and relaxed. Try not to judge any response, just note each as simply and honestly as possible.
Values Brené Brown defines a value as “a way of being or believing that we hold most important” (Brown, 2018, p. 186). When we get clear on what’s most important to us, we can assess our behaviors and coping strategies to see if they are www.rid.org
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When we get clear on what’s most important to us, we can assess our behaviors and coping strategies to see if they are in alignment. The more aligned our habits and values are, the less work it takes to stay in integrity and health when times get tough. attending to emotions, or drinking enough water. A list of creative problem-solving during times of crisis. And who healthy habits can be found here (Kennedy, 2019). doesn’t need access to more creative problem-solving during times of crisis? I know I sure do. Lastly, circle back and compare your values and the habits that support them with your initial list of current coping I hope this supports you in taking good care of yourself strategies. Again, be careful not to judge yourself, but to during such a stressful time. Even the tiniest bits of contake this in as helpful information. scious care you’re able to give yourself during this time can be tremendously helpful. Are your current coping strategies aligned with your values?
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Do you notice any that you’d like to replace with values-serving habits? Make a note of them.
Putting healthy habits on autopilot
Resources
Making these value-serving habits automatic - just like learning to drive a car - takes time and practice. You can Brown, Brené. (2019, Feb). List of Values. Retrieved from https:// help yourself along by following BJ Fogg’s three steps for daretolead.brenebrown.com/wp-content/uploads/2019/02/Values. pdf habit-creation (Hall, 2018). 1. Make the new habit tiny - less than thirty seconds. 2. Anchor it to an existing habit. 3. Celebrate each time you complete it.
Brown, Brené. (2018). Dare to Lead. New York: Random House.
Cross-Caldwell, Breana. (2019, November). Self Care: Thriving in Times of Uncertainty. RID VIEWS, Fall 2019. https://rid.org/ self-care-thriving-uncertainty/ Hall, Breana. (2018, May). The Daily Work of a Reflective Practice. RID VIEWS, Spring 2018. https://issuu.com/ridviews/docs/ may2018_springviews/54
Practicing healthy habits in conjunction with identifying core values can create a positive feedback loop where your values reinforce your healthy habits and your habits rein- Kennedy, Tracy. (2019, Dec 23). 30 Self-Care Habits for a Strong and force your values. You create strong neural pathways for Healthy Mindy, Body, and Spirit. Lifehack blog: https://www.lifehack. automatic behavior, which in turn frees up your mind for org/834747/self-care
What did you think of this article? Send your feedback to the authors/editors by clicking here!
www.rid.org//views-may2020-articlefeedback/
42
VIEWS Volume 36 • Issue 3
Spotlight
MEMBER
Rodney LeBon, NIC Washington, DC Region II
YouTube Link: https://youtu.be/zqs56dM9FA8
Tell us a little about yourself! My name is Rodney LeBon. I am Haitian-American and hearing. Third and only boy of my parents' four kids. My only familial connection directly I have to the deaf community is my Hard of Hearing aunt on my dad’s side that was raised oral. She was not allowed to sign or go to go to the school for the Deaf in Haiti because of my grandmother's view of deafness. I have a few other family members that sign conversationally. Two cousins that were on their journeys to becoming interpreters, one that was studying in Venezuela, but both had to stop for familial reasons. Another cousin of mine just married a CODA. My nephew's Aunt is Deaf too. Unfortunately, none of us communicate with each other often. My formal interpreter training began in 2011 in Charlotte, NC when I was 16. Later in 2015 I transferred to Gallaudet University and completed my classes in 2017, becoming one of the two black men to graduate from the undergraduate interpreting program that year. My classmate and I also became certified together in July 2018. Currently, I serve as Vice-Chair for ITOC.
What inspired you to become an interpreter?
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I'm a first-generation American to parents who immigrated to the United States from Haiti in the ’80s. My home life was Haitian-Creole, French in religious spaces, Spanish while with my family that immigrated from Venezuela, and some English sprinkled in when I was in school and with my siblings. Being a language broker was part of my everyday and it sparked my interest in multilingualism in children, especially when I was a child. I like meeting kids who were like me.
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Read the rest of Rodney's Member Spotlight here: www.rid.org/may-2020-member-spotlight-Rodney-Lebon www.rid.org
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In accordance with the Ethical Practices System (EPS) Policies, the following members were found to have violated the NAD-RID Code of Professional Conduct (CPC):
Member Region Tenets
Madeline Reckert
II
2. Professionalism 3. Conduct 4. Respect for Consumers 6. Business Practices
Sanction(s)
Revocation of Certification and Membership.*
* Sanctions for the initial decision were published in Issue 37, Volume 1. This is an updated decision.
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VIEWS Volume 36 • Issue 3
National Interpreter Certification Certification awarded between 02/08/2020 - 05/08/2020
Region I - Northeast Emily Aquino NY Heather Lynn Barczynski NY Lucia Castellani NY Genevieve Ann Copley MA Michelle Fischetti PA Caroline T Geen NY Hanna Hoekman NY Kerry Kissinger NY Claire Lombardo-Miller MA Mason Miessau-Valcore NY Luke Reber NY Brianna L Schlemmer NY Michael Smith NY Marcus Paul Springer CT Rachel Kelley Sulmonte MA
Region II - Southeast Julianna Paige Boydstun VA Kerry Britt VA Davina Estella Cavazos DC Joshua Chung MD Arthur W Clayton TN Pali Dacanay MD Lilly Kae Davis MD Teresa Dominick DC History Estill-Varner DC Christina J.K.A. Frost FL Paul Anthony Gabriola DC Kayla M Geide FL Sarah Giordano MD Kathy B Godwin FL Lauren Brooks Hooten VA
Annarelis Marquez FL Andrew Metcalf TN Jeremy Miller DC Rebecca Rosenbarker MD Stephen Austin Rutland DC Sarah Grace Schomer TN Ashley T Stough MD Allison M Tyeryar MD Chelsea Jeane Updike DC Elisha Renee Watson DC Jennifer Williams MD
Region IV- Central
Region III - Midwest
Region V- Pacific
Sydney Cain MN Autumn Virginia Chesnutt MI Elisabeth Clegg OH Charles John Coyle MN Andrew Damon WI Rebecca Gibson MN Jenna Dee Gorman MN Heidi Joy Hanson MN Trisha Lea Helland MN Ryan Johnson MN Anna D. Krogen OH Rebecca Lynn Meier MN Nicollette Mosbeck MN Madison Pertler MN Desiree Danielle Raub OH Hayley Reeves OH Brooke Christina Lee Rincker IN Rachael Elizabeth Schuler KY Jennifer Lynn Thompson MN Lynette Williams IL
Benjamin Belnap Chelsea Cheeks Sarah Nichole Comerford Sara Gemma Morgan Johansen Meagan Marie Kelly Melissa Mary McLarty Alex Montgomery Elizabeth Victoria Ulloa
Stephanie Anne Armijo-Anderson Calene Carrano Heidi Nicole Cooke Richard Trevor Givens Jason Ernesto Rivera William F. Ross Dario Adrian Sierra Garcia
NM CO MO TX CO TX TX
UT CA OR WA CA CA UT CA CA
FY 2019 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 Maintenance Pro-
gram. 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. www.rid.org 45 The reinstatement form and policies are outlined HERE.
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 Stone Mountain, GA and other mailing offices by The Sauers Group, Inc. 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 Dale H. Boam, CI, Attorney at Law Kelly Brakenhoff, NIC Royce Carpenter, MA, NIC Master Jami Macdonald, Associate Member Amy Parsons, Associate Member Maxann Keller, Associate Member Bill Millios, M.S. © 2020 Registry of Interpreters for the Deaf, Inc. All rights reserved. 46
VIEWS Volume 36 • Issue 3
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
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Use the code
“GRADRID2020”
to take
$25 OFF
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GALLAUDET 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 prepares interpreters and researchers who will provide exemplary services and become leaders in the field. We offer two concentrations: ♦ Combined Interpreter Practice and Research ♦ Interpreter Research ♦ BA in Interpretation focuses on interpretation.
Interested in graduate study? Contact interpretation@gallaudet.edu. Interested in undergraduate study? Contact bai.hug@gallaudet.edu.
gallaudet.edu/interpretation Gallaudet University 800 Florida Avenue, NE Washington, DC 20002 www.gallaudet.edu
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