RID Spring 2024 VIEWS

VIEWS

Ethics

Promoting Deaf Community Autonomy Through Interpreter Education Programs and CCIE Accreditation

Duty to Report: Collective Accountability for Sign Language Interpreters

It Takes a Village: Partnering with the Local Deaf Community and Working Interpreters for ITP Assessments

BOARD OF DIRECTORS

President | Ritchie Bryant, CDI, CLIP-R

Vice President | Dr. Jesús Rēmigiō, PsyD, MBA, CDI

Secretary | Jason Hurdich, M.Ed, CDI

Treasurer | Kate O’Regan, MA, NIC

Member-at-Large | Traci Ison, NIC, NAD IV

Deaf Member-at-Large | Glenna Cooper

Region I Representative | Christina Stevens, NIC

Region II Representative | M. Antwan Campbell, MPA, Ed:K-12

Region III Representative | Vacant

Region IV Representative | Jessica Eubank, NIC

Region V Representative-Elect | Rachel Kleist, CDI

HEADQUARTERS STAFF

Chief Executive Officer | Star Grieser, MS, CDI, ICE-CCP

Human Resources Manager | Cassie Robles Sol

Affiliate Chapter Liaison | Dr. Carolyn Ball, CI & CT, NIC

Director of Member Services | Ryan Butts

Member Services Manager | Kayla Marshall, M.Ed., NIC

Member Services Specialist | Vicky Whitty

CMP Manager | Ashley Holladay

CMP Specialist | Emily Stairs Abenchuchan, NIC

Certification Manager | Catie Colamonico

OUR TEAM CONTENTS

Certification Specialist | Jess Kaady

Communications Director | S. Jordan Wright, PhD

Communications Manager | Jenelle Bloom

Publications Coordinator | Brooke Roberts

EPS Manager | Tressela Bateson

EPS Specialist | Martha Wolcott

Director of Government Affairs | Neal Tucker

Government Affairs Coordinator | Jimmy Wilson IV, MPA

Director of Finance and Accounting | Jennifer Apple

Finance and Accounting Manager | Kristyne Reeds

Staff Accountant | Bradley Johnson

CASLI Director of Testing | Sean Furman

CASLI Testing Manager | Amie Smith Santiago, MS, NIC

LETTER FROM THE EDITOR

Hello, my name is Brooke Roberts and I am the Publications Coordinator and Editor-in-Chief of VIEWS! I am thrilled to be stepping into this new role and looking forward to creating content that is relevant to and representative of the diverse communities of our membership and consumers.

A bit of background on me, I am from Tampa, Florida and am currently living in Washington, DC. I graduated from Gallaudet University with a B.A. in Business Administration and a Minor in Dance. I first connected with RID pre-Covid, working as the lead project manager for the Deaf owned video production company managing the filming for the new certification test. It was such a wonderful experience working with everyone and led to an easy “yes” when I was asked to join the RID Communications team part-time in April of 2023. I began full-time as RID’s Publications Coordinator in September of 2023 and have since been busy working on many exciting projects that I look forward to sharing with you!

As Editor-in-Chief of VIEWS, my goal is to tap into our vast network of members and stakeholders and curate content that is engaging, educational, and reflective of the topics you care about. VIEWS is for interpreters, by interpreters - and that means we need you to help keep it relevant.

To kick things off, in March I collaborated with ITOC to host a “VIEWS Q&A” event in an effort to recruit new authors. After walking through the submission process, participants engaged in an

Brooke Roberts Editor-In-Chief

open discussion where questions were answered and new ideas were spurred. You can find the recording of that event here: https:// youtu.be/eY2AueWZCcY

Collaboration will be the cornerstone of my approach. I look forward to developing relationships with our member sections and diverse communities, and aim to foster an authentic, supportive, and welcoming environment for everyone. The opportunity to expand VIEWS is boundless and I encourage everyone to submit your articles, research, news, and more for publication in VIEWS. You can find the submission form here: https://rid.org/views-article-submission-form/.

The theme of this issue, “Ethics,” is a timely exploration of how ethical considerations shape our interactions, influence decision-making, and are integral to professional conduct. Ethics, a term derived from the Greek word ‘ethos’ meaning character, is the bedrock of our decision-making process. It is the invisible compass that guides us through the moral and ethical dilemmas we encounter in our professional journey. This is especially relevant to the interpreting field as interpreters are not just language experts; they are custodians of confidentiality, impartiality, and professionalism. I invite you to engage with this issue not just as readers but as active participants in the ongoing conversation about ethics. Share your thoughts, challenge the ideas presented, and perhaps even contribute to the next issue. After all, ethics is about the choices we make, and every voice matters in shaping the path forward.

PRESIDENT’S REPORT

ETHICS AND LEADERSHIP: A PERSPECTIVE FROM THE RID BOARD PRESIDENT

Ritchie Bryant | RID President CDI, CLIP-R

Ethics is the cornerstone of effective leadership. It is the moral compass that guides leaders in making decisions that are not only legally compliant but also socially responsible. As RID President, I hold the view that ethical leadership is paramount in our mission to foster the growth of the profession and the professional growth of interpreting.

Leadership, at its core, is about influence. The way a leader behaves, the decisions they make, and the policies they implement have a profound impact on the culture and integrity of the organization. Ethical leaders understand that their actions set a precedent. They are role models who inspire trust and confidence through transparency, accountability, and fairness. In the context of the RID Board, the importance of ethical leadership is magnified as we are entrusted with the responsibility of promoting and advocating for qualified and effective interpreters in all spaces where intersectional diverse Deaf lives are impacted.

Ethical leadership is also about inclusivity and respect for diversity. It is about recognizing the inherent worth of every individual and ensuring that our practices reflect this belief. As leaders, we must be vigilant against biases and strive to create equitable opportunities for all members of our community. It is critical to remain committed to upholding ethical standards and fostering environments that honor the trust placed in us by the diverse intersectional communities we serve.

Throughout my tenure as President of RID, I have remained committed to upholding the highest standards of ethics in leadership. It is a commitment to doing what is right, not what is easy. It is a pledge to lead by example and to ensure that our organization remains a beacon of integrity and excellence in the interpreting profession.

I invite all members of RID and the broader interpreting community to join me in this endeavor. Together, we can ensure that ethics remain at the forefront of our leadership and that our collective efforts contribute to a more just and equitable society.

CEO’S REPORT ETHICS IN INTERPRETING

Star Grieser | RID CEO MA, CDI, ICE-CCP

Did you know that “Chief Executive Officer” is referred to as many different things and - insults and expletives aside - “Chief Ethics Officer” is one of them. “As the highest-ranking executive, the CEO sets the tone for the organization. By directly overseeing the ethical framework, they can foster a culture of integrity and accountability throughout the association.”

Sure enough, the topic of ethics comes up in conversation daily, if not more often, whether it pertains to issues in front of the board, things our headquarters staff are confronting, conversations among our members, or inquiries from the consumers our members serve, or any stakeholder in our profession, and when it does, people will stop and turn to RID, to me. No pressure. While I always aim to hold myself to the highest ethical standards possible, I also - to paraphrase my new friend and esteemed colleague, Dr. Teresa Blankmeyer Burke, Ph.D., philosophy professor and bioethics professor at Gallaudet University - “I don’t have all the answers but I do know to ask a lot of questions, and most importantly, ask the right questions.”

In the past few months, I’ve been involved in ongoing conversations with the Deaf Advisory Group for SAFE-AI - Stakeholders Advocating for Fair and Ethical Use of Artificial Intelligence in Interpreting. We recently held a symposium at Brown University where many developers, researchers, interpreters, stakeholders came together to discuss the potential of artificial intelligence in interpreting - whether that is automated or augmented interpreting, as what’s disrupting the spoken language interpreting industry, or other applications of AI that would assist interpreters in their work - e.g. use of generative predictive text to summarize a con-

sumer’s case when soliciting an interpreter for an assignment. That, by itself, raises so many ethical issues surrounding privacy and protection. Nonetheless, ethics came to the forefront for many, many concerns: if mistakes are made by AI, who is responsible? If harm is caused by misapplication of the AI, who is accountable? If “informed consent” or if the option to forgo AI for a “live” interpreter, is denied to consumers, then who is liable? We already see these issues with the use of Video Remote Interpreting in health care and mental health settings, and continue to confront these issues.

These issues will not go away and the ethical quandaries will not become more clear without serious ongoing dialogue directly confronting these issues. I urge all readers to read the SAFE-AI’s “Interpreting SAFE AI Task Force Guidance (Ethical Principles) AI and Interpreting Services” and join the Advisory Group or Task Force and join the conversation.

On this note, I recently gave a talk at 2axend’s Deaf in Health Care Summit where I discussed RID’s vision and mission for the future of our profession and engaged in conversations about what RID does, what challenges our interpreters working in health care settings face, and what RID could do better to support our members. I shared that in the past ten years, out of 917 documented Ethical Practice System reports or grievances made, only 85 were related to medical or health care settings - a mere 9% of all complaints. As interpreting in health care settings is one of the largest sectors for ASL interpreters and one of the chief complaints that deaf consumers have regarding lack of or poor quality communications access, this number tells me that the issues are systemic rather than

individual. Health care systems routinely put profits over people and earnings over ethics, unfortunately at the detriment of our consumers, that is until a lawsuit forces that health care system to improve their communications access and services to Deaf, DeafBlind, Hard of Hearing and Deaf diverse patients. Individual interpreters will try their best to reduce barriers or advocate for patients but when entire systems are set up to disregard ethically sound policy and procedure, ultimately, who is liable? I know this is one of many long, complicated conversations to have and I do look forward to having them, and it’s important that we take the time to understand and discuss the complexity and multiple perspectives involved. I invite each and every one of you to actively engage in questioning the “known unknowns’’ together, as a profession.

On that note: This year, we celebrate RID’s 60th birthday. The Code of Professional Conduct - formerly the Code of Ethics - was written in the first year of RID, in 1965 by Lottie Reikehof, the chair of the ethics committee and since, has seen many changes. In 2005 The Code of Ethics morphed into the Code of Professional Conduct, codified by the RID and the National Association of the Deaf. For the past 19 years, the CPC has served as a compass for our professional ethics, behavior, standards, and conduct both with our consumers and fellow interpreters. A code of conduct is the “meat and potatoes’’ to the code of ethics, as we see with the NAD-RID CPC, it behaves as a guiding document that demonstrates how the code of ethics are applied. The seven tenets of the CPC, along with guiding principles that break down into subsets of illustrative examples, essentially demonstrates “how to ‘’ react, behave,

and apply judgment in a given situation by the very ethics we hold as sign language interpreters. Having a code of ethics in tandem with a code of conduct is the cornerstone of any relevant professional organization that holds itself to high standards of moral, ethical, and social justice virtues if such tenets are applied consistently for both the good of the communities we serve and the consistent tangible behavior of our members as a profession.

We’re also celebrating the one year anniversary of the launch of the newly reformed Ethical Practices Systems. ASL interpreting is a “trust profession” in that practitioners and service providers are privy to some very personal events of consumers, and have access to their extremely sensitive information. To be effective in their work, interpreters are held in trust that they will adhere to, at the very least the Code of Professional Conduct, but also the highest ethical standards. The EPS policy and enforcement procedures differ from the CPC in that the CPC is aspirational in nature - interpreters shall aspire to incorporate these values into our daily work, the EPS holds us accountable to ourselves, to our colleagues and to our consumers for doing so across all arenas of our professional endeavors.

While RID, its members, and the communities we serve have come a long way in establishing sign language interpreting as an ethical profession with high standards, there is still much to be done. The world watches our actions and looks to us for guidance as trailblazers in the field of sign language interpreting. I hope you will continue to join us in the pursuit of strengthening our ethical practices, alongside our standards and principles to provide superior stewardship to the communities we serve.

Your Region Rep Christina Stevens has been very busy traveling to meet you all in person. Follow RID Region 1 on Facebook to see where she is traveling to next! In the last few months she has traveled to Pennsylvania to present to student and novice interpreters at Bloomsburg University. She then traveled to Rhode Island to participate in the first Deaf AI Symposium led by the Advisory Group on AI and Sign Language Interpreting.

Jessica Eubank, NIC

Region IV Representative

Region IV

Region I

Christina Stevens, NIC Region I Representative

Massachusetts- Continues its search for an executive board. If you are interested, email President@massrid.org Their CMP continues to maintain CMP requests for workshops and events. You can see updates on their website: https://massrid.org/ Facebook page: https:// www.facebook.com/groups/massrid ~Shana Gibbs, President

New Hampshire- please watch your email for upcoming events.

Connecticut - Continues to have monthly social gatherings. Follow them on Facebook at ConnRID to see when the next meet up is. Board Elections are coming up soon. Dues for the upcoming Fiscal year are being waved. What a great time to become a member and get involved!

New Jersey- Check out their website for upcoming workshops! https://www.nj-rid.org

Hello Region IV! I am your Representative Jessica Eubank. I hope you are all doing well.

In March, the RID Board of Directors had our face to face meeting as well as Special Membership Meeting in Albuquerque, New Mexico. The New Mexico Affiliate Chapter NMRID was instrumental in helping us prepare for the meetings, and several members volunteered their time to assist in various ways. NMRID also planned an interpreter and community social event that allowed our community to get together and meet the members of the Board and CEO Star Grieser. It was a wonderful opportunity to connect with some fantastic members from our Region, and we are so grateful for NMRID and their support during that week.

Genesee Valley- GVRRID hosted a general meeting for members on April 6th with the goal of learning more about what members in our area are looking for from the organization. In addition, the board and members in attendance brainstormed ways to engage the community and recruit folks for board service to ensure that GVRRID can remain operational. We have postponed our 2024 election period to May due to lack of nominations for our 4 open positions. We will be focused on recruitment and elections in the next several weeks. ~Eliza Fowler, President

Long Island- President Lardi was a presenter for the Bloomsburg University Student Conference. Check the Long Island website for updates from the April 28th Board meeting. https://lirid.org ~Alyssa Lardi, President

Metro- Is currently seeking members for the board. They have begun hosting monthly happy hours. Check your email for the next happy hour location.

Rhode Island- was host to the first ever Deaf AI Symposium. Follow #deafsafeAI for more information.

Oklahoma RID (OKRID)

OKRID is hosting their “Come Grow With Us” conference this summer, Thursday June 20 to Saturday June 22nd in Tulsa, Oklahoma. Members of other Affiliate Chapters in Region IV are invited to register for the conference at the OKRID membership rate. You will need to provide proof of membership with a Region IV Affiliate Chapter when you register. For more information, please visit this link: https://okrid. org/event-5648587

Texas Society of Interpreters for the Deaf (TSID)

TSID is hosting their conference celebrating 60 years of excellence this summer in Fort Worth, Texas. The student conference will be Wednesday June 5 and Thursday June 6, and is free for students to attend. The member conference will be Thursday June 6 to Sunday June 9. For more information, please visit this link: https://shop.tsid.org/conference/

Pennsylvania- PARID is excited to announce our annual conference will be held Fri Sept 20Sun Sept 22, 2024 at the Wyndham Lancaster Resort and Convention Center in Lancaster, PA. Save the date! The new board has been hard at work connecting with our communities, and planning our goals and priorities. We are looking forward to furthering these important discussions during our board retreat this May. Join us at one of our upcoming board meetings! The remaining 2024 meetings will be held virtually on: 5/1, 7/10, 9/4, and 11/6 from 7:30p-8:30p EST. For more information on our conference (including presenter applications), or to register for a board meeting, check out our website at www.parid.org. ~Sarah Reed, President

Vermont- Please watch your email for upcoming social events and board announcements.

Interpreters and Transliterators of

Color: ITOC

Fidel P. Torres ITOC Chair ‘23 - ‘25

ITOC is in the business of supporting, uplifting, and highlighting interpreters that identify as Black, Indigenous, and People of Color. Just in our Google Groups there are over 1,000, and we know there are many more out there providing excellent interpreting services day in and day out - for the government, on stage, and in the classroom. Part of ITOC’s goal is to ensure that Interpreters of Color (IOCs) have all the tools to meaningfully participate and contribute to our field. We do this by hosting several “How To” workshops, such as “Hosting a Workshop”, “Publishing in the VIEWS”, with many more to come.

We know there are more than 1,000 IOCs out there; students, new practitioners, and the elders of our community who paved the way before us. ITOC wants to connect with you all!

If you have not yet connected with us through your RID page, here’s “how to” instructions in ASL If you use Facebook, join us here. If you have an Instagram, follow us @rid_itoc, or click here.

If you want to know more about how to host your own workshop and the nitty-gritty of writing education objectives, and eventually be one of ITOC’s presenters - yes, we intend to go full circle, sign up here.

ITOC ‘23 - ‘25 Purpose Statement:

The principal purpose of the Interpreters and Transliterators of Color (ITOC) is to advocate for the needs and interests of members of the RID, Inc. who identify themselves as navigating the world as Black, Indigenous, or a Person of Color.

Objectives

1

To provide a forum for discussion and education of interpreting and transliterating issues which involve people who are RID Members of color.

4To consult with RID, Inc. regarding embedding and showcasing interpreters/ translators of color within RID materials, publications, and content.

7

To actively seek input fromDeaf, DeafBlind, DeafDisabled, and Hard of Hearing (DDBDDHH) Professionals and consumers regarding interpreting and translating in their communities.

2To promote, recruit, and encourage active participation of all interpreters, translators, and consumers of color in ITOC, RID, and its Affiliate Chapters.

5To act as an advisory resource to the RID, Inc. Board of Directors and to standing and ad hoc committees of RID, Inc. on issues of interpreting & translating among people of color.

8To collaborate, partner, and strengthen ties of all interpreters & translators and consumers of color with DDBDDHH organizations.

3

To support all interpreters & translators of color who seek mentoring, certification, continued professional development, and life-long learning.

6

To consult with Interpreter education institutions and entities seeking to recruit and retain students of color, including opportunities for mentorship, professional networking, community support, and skill development.

9

To amplify the experiences, perspectives, research, and work of interpreters/ translators of color both within and without RID, Inc.

Intérpretes y

transliteradores de Color: ITOC

Fidel P. Torres presidente del comité ITOC ‘23 - ‘25

ITOC se dedica a apoyar, animar y destacar a los intérpretes que se identifican como negres, indígenas y de color. Solo en nuestros Grupos de Google hay más de 1000, y sabemos que hay muchos más que brindan excelentes servicios de interpretación día tras día, para el gobierno, en el escenario y en el aula. Parte del objetivo del ITOC es garantizar que los Intérpretes de Color (IOC) tengan todas las herramientas para participar y contribuir de manera significativa en nuestro campo. Hacemos esto organizando varios talleres de “Cómo hacer:”, Organizar un taller, Publicar en VIEWS y muchos más por venir.

Sabemos que existen más de 1.000 IOC; estudiantes, nuevos practicantes y los mayores de nuestra comunidad que allanaron el camino antes que nosotros. ¡ITOC quiere conectarse con todos ustedes! Si aún no se ha conectado con nosotros a través de su página RID, aquí tiene instrucciones sobre cómo hacerlo. Si usa Facebook, únase a nosotros aquí. Si tiene Instagram, síganos en @rid_itoc o haga clic aquí.

Si desea saber más sobre cómo organizar su propio taller y los detalles de la cuestión de escribir objetivos educativos y, eventualmente, ser uno de los presentadores del ITOC; sí, tenemos la intención de completar el ciclo, regístrese aquí.

ITOC ‘23 - ‘25 Declaración de propósito:

El objetivo principal del grupo de Intérpretes y transliteradores de Color (ITOC) es abogar por las necesidades e intereses de los miembros de la RID, Inc. que se identifican como individuos navegando por el mundo como persona de raza negra, Indígena o persona de color.

1

Proveer un foro para la discusión y la educación de interpretación y transliteración de temática relacionadas a personas de color que son miembros de RID.

4

Consultar con RID, Inc. sobre la incorporación de intérpretes/traductores de color dentro de los materiales de publicación y contenido de RID.

7

Buscar activamente aportes de personas sordas, sordociegas, Sordos/ discapacitados e hipoacúsicos (DDBDDHH) Profesionales y consumidores sobre la labor de interpretación y traducción en sus comunidades.

Objetivos

2

Promover, reclutar y alentar participación activa de todos los intérpretes, traductores y clientes de color en ITOC, RID y sus capítulos afiliados.

5

Actuar como recurso asesor para la junta de síndicos, comités permanentes y ad hoc de RID, Inc. sobre temas de interpretación y traducción entre personas de color.

8Colaborar, asociarse y fortalecer los vínculos de todos intérpretes, traductores y clientes de color con organizaciones DDBDDHH.

3

Apoyar a todos los intérpretes y traductores de color que buscan mentoría, certificación, continuo desarrollo profesional y aprendizaje de por vida.

6Consultar con instituciones de educación de intérpretes y entidades que buscan reclutar y retener estudiantes de color, incluyendo oportunidades de mentoría, formación profesional creación de redes, apoyo comunitario y desarrollo de destrezas.

9

Expander las experiencias, perspectivas, investigaciones y trabajo de intérpretes/ traductores de color tanto dentro y fuera de RID, Inc.

Grief and Resiliency: Considerations after the Lewiston Maine Mass Shooting

ASL Translation by two Deaf Mainers and two Deaf representatives of Maine Sign Language Interpreter Community.

We don’t hold our bodily grief the same way, moment by moment or person by person.

At times it lays dormant, resting below the rising and setting sun.

At times grief is a twitching muscle, the impermanence of laughter, the memory of a sweet moment.

At times the grief is biting and gripping the skin. It chews the inside of our mouths and the corners of our fingernails. It corrodes the throat.

Sometimes, it is not just the Maine winter that hurts our faces. It is just everything that hurts.

Grief is every exit sign on 95, the reminder of what an empty highway looked like in lockdown, how the steering wheel felt tight in your hands when you were afraid.

It is the grains of salt in sand dollars and on cheeks. It is every siren and every silence.

Grief is daily remembrance and the untouchable question “why”?

It is the desire to be still, and the desire to scream. It is always the way love feels in the tips of our fingers. It is always the way the shock still holds our spirit captive.

Our community now writes to your community as we live this grief.

Because our grief is also our movement, in the sharp gaze of the public eye.

As humans first and foremost, we feel with the collective grief of the community. We hold our hands open towards one other, wordless.

At other times we interpreters find a solitary place,

the driver’s seat of the car, a stall of the bathroom, the Maine shoreline in the morning - to wrap our own arms around our own selves. To rock, to cry, to be.

On October 25th 2023, violence was inflicted on the Maine Deaf community. This violence took the lives of four Deaf individuals, permanently tearing a Deaf interpreter from the community, and left survivors and families with horrific memories of that night.

We grieve in our body minds, this ineffable loss. We contain grief alongside resilience within our collective ecosystem.

Foremost it is love that sustains the spirit through its worst days.

It is love that breathes enough hope into our humanity that we rise and lean forward.

Our resilience is in our community get-togethers, our Telegrams, Marco Polos, text messages and Facetime calls, our time in-person holding one another physically and spiritually.

Our Resilience is in our whole and open Deaf-hearing teams.

Our Resilience is in building trauma-informed practice and communities of care.

Our Resilience is engaging in safety practices and Deaf-hearing coalitions.

Our Resilience is built through embodied practice: knowing when to labor and when to rest.

Our Resilience is building personal, communal, and professional solidarity.

We write to you, the audience of our grief and resilience, for a reason.

We are writing to you because you may be next.

This kind of violence may appear in your community and it is important for you to start seeking and building your resources NOW.

Seek resources, because resources will not seek you.

1. In your interpreting communities build the following plans:

a. Crisis Plans

b. Safety Plans

c. After action reporting plans (feedback, barriers, what can be accomplished and how to make the changes within our realm)

d. Aftercare and support plans

Build these NOW.

2. Establish connections with local and state EMS services to define emergency response communication policies and procedures. In lockdown, interpreters need to be included in the EMS teams. Have credentialing and insignia plans established well beforehand to allow for communication access in restricted areas.

3. Collaborate with state and local EMS to recognize Deaf-hearing interpreter teams as a part of the professional crisis and emergency team. Center Deaf interpreters and leaders in this process with their lived expertise. This collaboration is about acknowledging the linguistic humanity of Deaf people, and building a prepared team well before a future dispatch is needed.

4. Make sure news channels reporting police and public official announcements know how to request interpreters, consistently provide interpreters, and always show the interpreters in the frame.

5. Prepare with state licensure and credentialing policies to utilize out-of-state interpreters in the wake of a local crisis.

6. Build relationships with out-of-state interpreting agencies to support local teams in the wake of a tragedy.

In Maine, we are grateful to Partners Interpreting and Sorenson Communications, as well as other out-of-state interpreters outside of those networks who came to Maine to support the work of our own MJ Grant Interpreting and Pine Tree Society interpreting teams.

We are grateful for the work of local interpreters and interpreter schedulers who have worked over the last five months to fill requests from media, commissions, and families alongside the day-today requests that continue to come in.

We are grateful for those who have checked in and held us through this time.

Most specifically we honor the precious lives of Billy Brackett, Steve Vozella, Bryan MacFarlane, and, Joshua Seal.

You are so loved, and you are so deeply missed.

The RID Continuing Education Center team wants to thank everyone for the support they provided in purchasing our archived Introduction to Active Shooter Response Training during December, January, February, and March of this fiscal year. As stated in the Fall 2023 issue of VIEWS, RID would be donating all of the proceeds from this training during the aforementioned time period to Pine Tree Society in memory of Josh Seal, a Deaf interpreter, mentor, and advocate in the Maine community. RID made a total donation of $1,120 in Josh’s honor. We want to thank you all for this support, and Pine Tree Society for all they do for the Maine community.

If you are interested in taking this training, it is still offered asynchronously through our Continuing Education Center and registration can be done through this link: https://education.rid.org/products/introduction-to-active-shooter-response-training-for-thedeaf-and-interpreters-asl

Please contact webinars@rid.org with any questions related to this training.

If you would like to donate to Pine Tree Society, visit https://app.etapestry.com/hosted/PineTreeSociety/OnlineDonation.html

Introducing Sociotechnical Systems

Stephanie Jo “Steph” Kent

Stephanie Jo “Steph” Kent (she/they) is a communication scholar, ASL/English community interpreter, and action researcher of interpreted interaction with the Learning Lab for Resiliency®.

Yes, this has everything to do with you.

In particular it has to do with your work as an interpreter.

What follows is the first in a series of situated reflections (not a summary) of the #DeafSafeAI Symposium organized by the Advisory Group of AI and Sign Language Interpreting and hosted by Tim Riker at Brown University in April, 2024.

The Symposium Planning Team and the Advisory Group need to process and evaluate our learnings before we provide you with more than a description of the sociotechnical arrangement of the Symposium. To get a sense of the progression of the conversation, take a look at the symposium website, deaf-futures.com.

The Symposium encompassed four languages: ASL, English, Spanish, and Chilean Sign Language (LSCh). This was complicated! The communication structure was in the style of Jon Henner’s “crip linguistics”, when everyone is included under the entire bell curve, including the people at the edges (not only

the people in the middle). For instance, Vianney, the deaf lawyer from Chile: she’s way at the edge of the languaging structure. When you have extra languages in use within the overall communication, this is plurilingual. In terms of sociotechnical systems, the environment involves a) technology (laptops, video cameras, audio, the internet, etc.), and b) the social structure, such as the interpreting itself, how turn-taking happens, and the pace of interaction.

The primary activity of the symposium was relational: building connections among experts across different disciplines and fields of action. In other words, the #DeafSafeAI Symposium was a community interpreting event, applying Aaron Brace’s definition (presented pre-pandemic at I think Street Leverage or an international CIT conference). As a label, “community interpreting” establishes a relational motivation in order to balance the dominant (dominating!) emphasis on information transmission. On one hand, choosing the label of community interpreting to describe a gathering composed by interpreted interaction can be understood as a statement of solidarity: “I’m with you.” It can also be understood as a description of the labor of languaging, of doing the best one can, with the language(s) one knows, to foster sensible connection within plurilingual conditions. For this Symposium, the point is to begin sharing knowledge and experiences together, with each other across differences, and build a comprehensive definition and rationale for #DeafSafeAI.

Promoting Deaf Community Autonomy Through Interpreter Education Programs and CCIE Accreditation

Ernest C. Willman M.Ed. CDI, ASLTA, CPC; Tucson, Arizona

Ernest is a faculty member at Pima Community College, teaching American Sign Language, Interpreting, and Deaf Culture. Ernest holds a Bachelor of Arts degree in Communication Studies and American Sign Language from Gallaudet University, as well as a Masters of Education in Higher Education from Drexel University. He completed his doctoral studies (working on his dissertation now) at Lamar University, with research interests in Deaf identity development, language deprivation, and the ASL/English interpreting field. He also owns a business that focuses on life coaching, leadership consultation, interpretation, and translation (English to ASL).

Pauline M. Ballentine Ed.D., CDI, Colorado Legal Credential; Evans, Colorado

Pauline holds a Doctor of Education in Deaf Studies Deaf Education at Lamar University. She is an interpreter, educator, freelance interpreter, translator, and trainer. She also demonstrates extensive training and assessment experience in interpreting nationally. She currently serves as the board chair at the Rocky Mountain Deaf School. She has extensive leadership experience, having served on high-level boards at both local and national levels. Her research focuses on Deaf and hearing interpreting, including American Sign Language, in various settings that impact the interpreting process and language itself.

Introduction

The significance of interpreter education programs working with the Deaf community to promote stronger ties between the Deaf population and the English-speaking world is covered in this article. Interpreter education programs require standards as they are responsible for training aspiring interpreters and exposing students to the Deaf community. The only accreditation organization for interpreter education programs is the Commission on Collegiate Interpreter Education (CCIE).

CCIE’s mission is to promote professionalism in the field of interpreter education through: the accreditation of professional preparation programs; the development and revision of interpreter education standards; the encouragement of excellence in program development; a national and international dialogue on the preservation and advancement of standards in the field of interpreter and higher education; and the application of the knowledge, skills, and ethics of the profession. (Commission on Collegiate Interpreter Education, n.d., para. 2)

The standards set by CCIE that are applied in accredited interpreter education programs teach the importance of delivering accurate, culturally sensitive services while upholding the distinctive norms and values of the Deaf community as its autonomy rises. The Deaf community is not as heavily included in decision-making in regard to interpreter education based on Harker’s (2021) and Suggs’s (2012) experiences. In this article, we propose how values-based collaboration between the Deaf community and interpreter education programs may enhance communication outcomes and advance social justice; therefore, reducing the gap between the Deaf community and the English-speaking world.

Interpreter Education Programs

The dynamic field of American Sign Language (ASL) and English interpreting is an essential bridge that connects Deaf and Hard-of-Hearing individuals with the broader English-speaking world. Within the United States, interpreter education programs play a pivotal role in shaping the competencies, skills, and ethical foundations of their students. This introduction sets the stage for a comprehensive analysis of inter-

preter education programs in the United States, underscoring their significance, evolution, and the critical issues surrounding their delivery.

ASL/English interpreters act as crucial communication bridges, ensuring that Deaf and hardof-hearing individuals gain access to vital information, services, and opportunities across a wide spectrum, including healthcare, education, legal contexts, and daily community interactions. Their multifaceted role demands a unique combination of linguistic proficiency, cultural acumen, and ethical discernment, necessitating interpreter education programs to offer comprehensive instruction that caters to the intricate demands of the profession. Throughout the years, interpreter education programs have dynamically evolved in response to shifting expectations and needs. Based on national criteria set by groups like the Registry of Interpreters for the Deaf and five other stakeholder groups, the CCIE was founded in 2006 with the goal of enhancing professionalism in the field of sign language interpreter education (Commission on Collegiate Interpreter Education, 2024). Furthermore, recognizing ASL as a legitimate and distinct language (Stokoe, 1980) and acknowledging the diversity within the Deaf community have instigated transformative changes in technological advancements within curriculum design and pedagogical strategies within these programs (Van der Wind & Mooij, 2019).

Commission on Collegiate Interpreter Education Requirements

The CCIE provides standards that, “address institutional practices, faculty governance, curriculum development, practicum supervision, and assessment of interpreter education” (Commission on Collegiate Interpreter Education, 2019, para. 1) within the United States and Canada. Unaccredited programs are free to choose not to uphold the requirements; only accredited programs are obligated to do so. The CCIE standards, particularly in sections 5.0 and 6.0, imply and encourage autonomy within the Deaf community and underscore the need for greater promotion and expansion of accredited interpreting programs. Standard 5.0 emphasizes the importance of teaching-learning strategies and curriculum development and calls for a curriculum that is aligned with the program’s mission, values, and student outcomes; evaluates students’ ASL and English competency; sets entrance and exit standards; and integrates cur-

rent events (CCIE, 2019). Standard 6.0 focuses on the knowledge competencies in interpreter education, including conceptual interpretation, historical context, ethical issues, and customer communication techniques (CCIE, 2019). It also emphasizes diversity, the interpreting profession, evidence-based research, professionalism, and human relations (CCIE, 2019). The curriculum map should accurately define and include these competencies. CCIE emphasizes the Deaf community’s active involvement in interpreter education, ensuring Deaf cultural views and linguistic insights are incorporated into the training and standards requirements.

Autonomy - What Does It Look Like in the Deaf Community

Deaf autonomy is the right of Deaf people to make their own decisions about their lives, their culture, and their language (Padden, 2007). It is about recognizing Deaf people as capable and competent individuals who have the right to determine their own paths (Padden, 2007). Audism and the pathologization of deafness impact the lived experience of Deaf people. Audism, the belief that hearing people are superior to Deaf people, has led to discrimination against Deaf people and the denial of their right to use ASL (Eckert & Rowley, 2013). The pathologization of Deaf people has led to efforts to “fix” them through unnecessary and potentially harmful medical interventions, perpetuating the notion that Deaf people have inherent deficiencies (Lane et al., 1996). These issues collectively contribute to the marginalization of Deaf people and highlight the need for a more inclusive and equitable society that recognizes Deaf culture and language, respects Deaf autonomy, and provides equal access to opportunities and resources. Since autonomy is socially created, it depends on the individual’s ability to make clear and well-informed decisions (MacDonald, 2002). Power dynamics, which are molded by the social interactions and institutional framework of the professional realm, impact professional interactions (Crenshaw, 1996).

Due to inherent social mechanisms that enable hearing interpreter autonomy, such as ties to the Deaf community, common work experiences, legal obligations, and payment systems, hearing interpreters reap the benefits of hearing interpreter autonomy (Witter-Merithew et al., 2010).

“In sum, research on the significance of autonomy in the Deaf community underscores its pivotal role in fostering empowerment, cultural preservation, and equitable participation in society, ultimately promoting a more inclusive and just environment for Deaf individuals.”

Autonomy issues appear in Deaf people intertwined with issues such as sign language use, access to sign language interpreters, and Deaf cultural preservation (Santini, 2015). Stories have shown that when Deaf individuals are granted the autonomy to make choices in these domains it can lead to improved educational outcomes, increased participation in the workforce, and a stronger sense of belonging within the Deaf community (Padden, 2007). Additionally, research frequently explores how societal attitudes, government policies, and institutional practices can either promote or hinder the autonomy of the Deaf community, highlighting the need for increased awareness and advocacy for Deaf rights and self-determination (Leigh et al., 2022). In sum, research on the significance of autonomy in the Deaf community underscores its pivotal role in fostering empowerment, cultural preservation, and equitable participation in society, ultimately promoting a more inclusive and just environment for Deaf individuals.

Autonomy between Interpreter Education and Deaf Community

Concern over the possible long-term effects of the decisions and deeds of ASL/English interpreters is becoming increasingly evident in Harker’s (2021) investigation of the interpreting industry. This concern also extends to how these decisions affect a broad set of people, including hearing, Deaf, and DeafBlind people (Harker, 2021). The main query posed is: What are we doing to improve the prospects for Deaf children in the future? The subjects covered in Harker’s (2021) speech include organizational structures, interpreter education initiatives, and the tenacity and impact of Deaf commu-

nity leaders. According to Russell and Shaw’s (2016) research, interpreters have a critical role to play in acknowledging their privilege and power, which is necessary for directing proactive decision-making to support successful interpretation. Although most of their work is centered on the legal setting, the interpreting community at large is affected by its ramifications. Studies by Bontempo and Napier (2007), Brunson (2007), Roberson et al. (2012), Witter-Merithew and Johnson (2005), and others reveal a concerning lack of expertise and abilities provided to sign language interpreters, particularly for general practice because an excessive number of interpreters are attending schools that lack accreditation.

As previously stated, CCIE emphasizes the importance of the Deaf community’s active involvement in interpreter education. Interpreter education programs that are not accredited by CCIE should actively seek accreditation through CCIE to ensure their programs include the autonomy of the Deaf community, and Deaf interpreters in developing curricula, methods of instruction, and evaluation standards. Engaging with Deaf stakeholders and ensuring Deaf cultural views and linguistic insights are embedded in interpreter training benefits the Deaf community and the interpreting profession. Including Deaf representation is a way to develop interpreters who are not only linguistically proficient but also aware of the cultural needs of the Deaf communities they serve; hence, the interpreting profession will be elevated. The inclusion of Deaf autonomy in the curriculum within all interpreter education programs serves to effectively educate students to push for the closure of the disconnect between two different cultures and worlds.

Significance of Impact on Deaf Consumers and Interpreters

Interpreter education programs need to teach students strategies that will effectively provide Deaf consumers with autonomy while they are interpreting. Interpreters should develop their autonomy decisions to include respect for individual preferences, effective communication, enhanced cultural competence, ethical practice, improved collaboration, and increased trust (Witter-Merithew et al., 2010). By focusing on Deaf people’s autonomy, interpreter education programs teach interpreting students to increase understanding of the diverse commu-

nication styles of Deaf consumers and interpreters, which include variations in sign language, language proficiency, and cultural norms. A related scholarly article discussed that decision latitude quality decreases when there are fewer feasible alternatives due to system-bound constraints, inadequate training, or lack of expertise, and an interpreter’s moral behavior is compromised when they lack personal autonomy (Witter-Merithew et al., 2010). Autonomy discussions with interpreting students also promote cultural competence, enhancing interpreting students’ ability to provide culturally sensitive interpretations.

Autonomy discussions align with ethical principles of confidentiality, accuracy and impartiality, emphasizing the importance of providing interpreting services in the best interest of the Deaf consumer and interpreters. Trust is built in the interpreting process when Deaf consumers and interpreters see hearing interpreters value their autonomy and choices (Foster, 2018; Reinhardt, 2021). Developing a shared feedback foundation from members of the interpreting community will result in fresh, practical recommendations that will improve the research being done on Deaf autonomy in interpreter education.

Recommendations

The authors propose that programs for interpreter education that are not accredited by CCIE include a clear focus on Deaf autonomy in their curriculum. We also recommend that they strive for CCIE accreditation, as well. The authors encourage all interpreter education programs to have clear standards that seek to improve accessibility and maintain respect for the autonomy of Deaf consumers. The following suggestions are intended for interpreter program developers to include on how to engage with Deaf consumers and their communication preferences.

• When creating curriculum and instructional methodologies for interpreter education programs, it is critical to consider the diverse educational backgrounds and perspectives of Deaf people.

• The program outcomes should emphasize the autonomy of Deaf people, recognizing and utilizing their unique skills and perspectives. Giving Deaf people a voice in curriculum design, training, and decision-making processes is recommended for interpreter education programs. Program faculty should also consider the CCIE standards 5.0 and 6.0 as a reference when crafting or revising the curriculum.

• Research activity in the field should explore and document the impact of incorporating Deaf people into interpreter education programs. Investigating the outcomes of such inclusion can contribute valuable insights into the effectiveness of training initiatives, cultural competence development, and overall improvements in the quality of interpreter education.

In conclusion, the authors emphasize that collaborative effort between the Deaf community and interpreter education programs is needed to forge robust connections between the Deaf community and the English-speaking world. Recognizing the pivotal role of interpreter education programs and valuing the significant contribution of the Deaf community in promoting Deaf autonomy is key to this endeavor. The CCIE accreditation, dedicated to outcomes creation, fellowships, preservation discussions, and ethical application, stands as a guiding light, enhancing the professionalism of interpreter education. Embracing these values holds the potential to benefit both the Deaf community and the field of interpretation, ultimately contributing to a more integrated and inclusive society.

References

Bontempo, K. & Napier, J. (2007). Mind the gap! A skills analysis of sign language interpreters. The Sign Language Translator and Interpreter 1(2), 275-299.

Brunson, J. L. (2007). Your case will now be heard: Sign language interpreters as problematic accommodations in legal interactions. Journal of deaf studies and Deaf Education, 13(1). 1-15. https://doi.org/10.1093/ deafed/enm032

Commission on Collegiate Interpreter Educa tion. (n.d.). Home https://www.ccie-accreditation.org/

Commission on Collegiate Interpreter Educa tion. (2019). Standards. https://www.ccie-accreditation.org/standards.html

Crenshaw, K., Gotanda, N., Peller, G., & Thom as, K. (1996). Critical Race Theory: The key writings that formed the movement. The New Press.

Eckert, R. C., & Rowley, A. J. (2013). Audism: A theory and practice of audiocentric privilege. Humanity & Society, 37(2), 101–130. https://doi.org/10.1177/0160597613481731

Foster, M. (2018, October 2). Erosion of Trust: Sign Language Interpreters and Hearing Privilege. [Conference session]. StreetLeverage-Live. https://streetleverage.com/2018/10/ erosion-of-trust-sign-language-interpreters-and-hearing-privilege/

Harker, H. (2021, September 2). Authority: Why it matters to sign language interpreters. [Conference session]. StreetLeverage, Austin, TX, United States. https://streetleverage. com/live_presentations/authority-why-it-matters-to-sign-language-interpreters/

Lane, H., Hoffmeister, R., & Bahan, B. (1996). A journey into the Deaf-world. Dawn Sign Press.

Leigh, I. W., Andrews, J. F., Harris, R. L., & González, Á. (2022). Deaf culture: Exploring Deaf communities in the United States. Plural Publishing.

MacDonald, C. (2002). Nursing autonomy as relational. Nursing Ethics, 9(194), 194-201. https://doi.org/10.1191/0969733002ne498oa

Padden, C. (2007). Deaf autonomy: An inter pretation. The Deaf Studies Reader, 57-70.

Reinhardt, L. R. (2021). Swift trust formation: Experiences of Deaf consumers and ASL-English interpreters (Publication No. 28415793). [Doctoral dissertation, Gallaudet University]. ProQuest Dissertations and Theses database.

Roberson, L., Russell, D., & Shaw, R. (2012). A case for training signed language interpreters for legal specialization. International Journal of Interpreter Education, 4(2), 52-73.

Russell, D., & Shaw, R. (2016). Power and privilege: An exploration of decision-making of interpreters. Journal of Interpretation, 25(1). https://digitalcommons.unf.edu/joi/ vol25/iss1/7

Santini, J. (2015, March 6). A dangerous idea: Autonomy in Deaf education. [Video]. TEDx Talks. https://www.youtube.com/watch?v=YiptJm48Ghk

Stokoe, W. C. (1980). Sign language structure. Annual Review of Anthropology, 9, 365–390. http://www.jstor.org/stable/2155741

Suggs, T. (2012, December 11) Deaf Disem powerment and Today’s Interpreter [Conference session]. StreetLeverage-Live. https:// streetleverage.com/live_presentations/ deaf-disempowerment-and-todays-interpreter/

Van der Wind, E., & Mooij, A. (2019). Deaf edu cation in the 21st century: A global perspective. Springer.

Witter-Merithew, A., & Johnson, L. (2005). Toward competent practice: Conversations with stakeholders. Registry of Interpreters for the Deaf, Inc.

Witter-Merithew, A., Johnson, L., & Nicodemus, B. (2010). Relational Autonomy and Decision-Latitude of ASL-English Interpreters. In Proceedings of the 18th National Convention of the Conference of Interpreter Trainers, pp. 49-66, San Antonio, TX.

It Takes a Village: Partnering with the Local Deaf Community and Working Interpreters for ITP Assessments

Niki Hill, M.Ed, NIC; Lexington, KY

Niki joined Eastern Kentucky University’s American Sign Language and English Interpretation department as a tenure-track professor in August of 2023 after completing a visiting professorship within the department the prior academic year. Niki came into academia as a practitioner of sign language interpreting with over 14 years of experience in the field. She has worked full-time as an interpreter in various settings including: Video Relay Interpreting, community interpreting, K-12 interpreting, and most recently, post-secondary interpreting as a staff interpreter at EKU. Niki earned her bachelor’s degree in sign language interpreting and her M.Ed with an emphasis in interpreter education from Tennessee Temple University. She is currently a first year student in the Educational Leadership and Policy studies doctoral program at EKU. She is interested in studying interpreter burnout and attrition rates.

Rebecca “Reb” Kreutzer, DI; Lexington, KY

Rebecca “Reb” Kreutzer is a proficient ASL user who was raised in a Deaf family and immersed in Deaf culture. She currently holds the position of ASL Specialist III & Interpreter Outreach Team Coordinator at Eastern Kentucky University American Sign Language & Interpreter Education. A resident of Lexington, KY, Rebecca comes from a multi-generational Deaf family and graduated Cum Laude from EKU’s Interpreter Training Program. She provides interpreting services for conferences, workshops, and the Deaf community as a Deaf Interpreter. With 15 years of experience as a KY Sign Language Proficiency Interview (SLPI) rater and as a member of the Kentucky Board of Interpreters, Rebecca is currently pursuing a Master ’s Degree in Teaching American Sign Language at the University of Northern Colorado.

Now that universities are often acting as the gatekeepers into the interpreting profession, as opposed to the Deaf community, it has become vitally important for interpreter education programs (IEPs) to intentionally seek out partnerships among the Deaf community and professional interpreters in order to mentor, support, and grow new interpreters. Likewise, it is important for those of us who are professional interpreters and community members to be willing to partner with IEPs in developing new interpreters. At Eastern Kentucky University most of the faculty and staff within the IEP are both educators and interpreters, Deaf and hearing alike. Rebecca, a DI, and Niki, a hearing interpreter, often got feedback from team interpreters in the field mentioning how they would like to be more involved in helping to develop new interpreters. There was a clear desire to give back to the next generation of interpreters and we were in a perfect position to facilitate that connection by partnering with interpreters in assessing our interpreting students.

Historical Context

For the final semester of classes before departing on their semester-long internship in the Spring students are required to take Interactive Interpreting II. This class traditionally employs Deaf community members to act as consumers for our interpreting students during simulated interpreting interactions. Each week we focus on a certain setting and students prepare the week prior for the upcoming interpreting assignment. We partnered with various campus resources so that students could practice interpreting a wide range of appointment types from medical appointments, psychological intake appointments, community services, VRS/VRI, and others. While this was useful during the semester we knew we wanted a more authentic experience for our students for their final exam.

We invited Deaf community members and professional interpreters to partner with us and act as consumers for the final exam. The goal of this partnership was three-fold. First, we wanted students to meet members of the Deaf and interpreting communities that they had not previously met. Secondly, we wanted the students to receive feedback from the Deaf and hearing consumers on the effectiveness of their interpretations. While these volunteers were not trained in formal assessments, they are very attuned to what makes for an effective interpretation and thus well qualified in aiding our final assessment. Finally, we wanted this experience to facilitate networking between the students and professional interpreters, and allow for greater connection to the Deaf community, the original gatekeepers of the profession.

The Event

We reached out to friends and colleagues in the area asking if they would be willing to volunteer for an evening. We had many who were supportive of the idea and wanted to help in any capacity that they could. Seven Deaf participants and nine professional interpreters volunteered to work with our class for the evening. Due to some last minute cancellations, clients were changed the night of the event. This provided a unique glimpse into the life of an interpreter and the ever-changing demands that can happen in a given day.

We structured the final exam evening to support our goals for the event. Before the exam began, we invited participants to arrive early to have dinner and network with the students. This provided an icebreaker for the students to interact with the Deaf consumers to determine their preferred language modality and gave them time to network with the professional interpreters. Once everyone had time to eat dinner and

socialize we began the assessment. In each scenario, the Deaf consumer had applied for a seasonal position with a local retailer and was interviewed by the hearing consumer. When the assessments began students introduced themselves to the consumers, arranged the physical logistics of the room, and interpreted the interaction.

Afterwards the clients completed a short assessment about the student and their interpretation. The three also debriefed together, and the consumers provided feedback to the student directly.

Results

Based on student and volunteer feedback this assessment was very well received. The Deaf community appreciated being invited to the table to assess these new interpreters, working interpreters appreciated the ability to get to know their future colleagues, and students appreciated getting extensive feedback from the community. This activity provided students with

a glimpse of their upcoming internships and an opportunity to make a deeper connection with their future peers and clients.

The Deaf community was able to be directly involved in growing and nurturing future interpreters. This event allowed trust to be built between this IEP and the Deaf and interpreter communities in central Kentucky. We were able to “pull back the curtain” to show the community how we train and educate students. By partnering with them we showed that we value, trust, and need their expertise and support in developing new interpreters. Mentoring new interpreters is a labor of love and if we, as interpreter educators, can better partner with our communities in this labor we believe the students will be better equipped prior to going into the field, and the communities they serve will once again have a say in who becomes an interpreter. It takes a village, and we are so grateful for that village! Let’s partner together to raise up the next generation of interpreters.

Duty to Report: Collective Accountability for Sign Language Interpreters

Mish Ktejik EdD, NIC, SC:L, OHCI

Mish began interpreting in 2004 as a student interpreter in Milwaukee, WI, under the watchful eye of the Deaf communities. She graduated from Gallaudet University in 2009 with MA degrees in Linguistics and Interpretation. She holds an Ed.D in Leadership with a focus of Second Language instruction. Her dissertation explored the leadership experience of RID Affiliate Chapter board members. Mish is currently the department chair for the ASL/ English Interpreting Program at Portland Community College and teaches courses on ethics, interpreting processes, business practices, and the profession of interpreting. She’s previously served as a board of director for RID, ORID treasurer, and chair for ORID and PCRID committees. She spends her free time reading and cuddling with kittens. She is passionate about life long learning, teaching, and having a positive impact on communities.

In June 2023, RID’s Ethical Practices System was revised, making crucial changes necessary for upholding the standards of our field. One of the changes promotes collective accountability for anyone who witnesses or is aware of unprofessional conduct. Beginning Fiscal Year 2025 Membership Renewal, witness reporting goes even further by implementing a ‘duty to report’ practice. Failure to report known or perceived prohibited behaviors or activities will be cause for actionable discipline to any interpreter aware of a potential violation but chooses to stay silent.

The ‘duty to report’ policy marks a significant culture shift for our profession. With this policy, the interpreting profession joins the ranks of physicians, nurses, social workers, and other licensed professionals who are often required by laws or codes of ethics to report unethical behavior of colleagues. The requirement to report protects consumers by holding all professionals collectively accountable for individual behavior and for upholding the integrity of RID certifications.

It can be difficult to report a fellow interpreter’s behavior, especially if you know the report might impact their reputation or their livelihood. We have to remember that in situations like these, silence is consent. Ignoring a violation does not help your colleague and, even more important, staying silent causes harm to the Deaf communities and damages the credibility of the profession.

As an interpreter, I am familiar with the common practice of avoiding addressing potential CPC violations directly. I am guilty of looking the other way or taking a more passive aggressive approach. Unethical or unskilled interpreters might be subtly (or not so subtly) ostracized from the community, a hurtful yet common social practice in collectivist societies and groups that value skill-based performance (Kroon et al., 1991; Rudert et al., 2023). Yet this collective action ultimately results in less individual accountability as it gives way to collective avoidance (Kroon et al., 1991). At the most basic level, avoiding reporting unethical behavior is a show of solidarity, one that takes a stand AGAINST marginalized communities (Kendall, 2020).

I deeply understand that it is easier to keep one’s head down and stay silent. In my 20

years of interpreting across 8 different states, I have had very little oversight. No one holds me accountable, and I am not responsible for holding other people accountable. RID’s duty to report policy changes our professional landscape. We are now ethically obligated to report unprofessional conduct and can be held accountable if we say nothing.

RID is making strides to protect consumers, but it is only the first step towards real change. We as individuals will have to change how we view our work. Collective avoidance has been replaced with collective accountability.

Lateral leadership is the practice of influencing the performance of a professional peer. Used effectively, these horizontal influences are enormously beneficial, resulting in increased leadership skills, a stronger social support system, and a higher level of performance (Zhu et al., 2016). Ineffective attempts to influence colleagues through repeated incivility, criticism, shaming, or undermining behavior result in horizontal violence, damaging the individual and the profession (Becher & Visovsky, 2012). Lateral leadership, the opposite of horizontal violence, is a skill we can develop to support our peers and improve the culture of our field. It is understandable that lateral leadership skills are foreign to us, and that we balk at any appearance of sideways management. Many of us grew up in a hierarchical world where authority figures set and enforce the standards of behavior. Teachers or supervisors were called on to lay down the law, relieving us of learning the art of holding peers accountable.

As our profession develops, interpreters need training beyond interpreting skills and emotional intelligence, we need to be taught lateral leadership skills. When lateral leadership skills are not intentionally taught, horizontal violence occurs, causing harm to professionals and consumers alike (Hardee & Whichello, 2023). As we move into an era of higher collective and individual accountability, leadership skills will be valuable in holding ourselves and each other to professional standards.

This new era brings a paradigm shift. Interpreters largely work in a profession of independent contractors. There is no supervisor watching us, no performance reviews. We are in a position of power over Deaf, DeafBlind, and Hard of Hear-

ing (DDBHH) clients and hearing clients praise our beautiful signs. Couple our power with a lack of interpreters, and DDBHH are left feeling reluctant to file any complaint against an interpreter.

Our team, if we are lucky enough to have one, is often in the best position to identify any unethical behavior on our part but is unlikely to speak out due to professional norms and lack of training. If a fellow interpreter does speak out, it often goes awry and is quickly labeled horizontal violence, discouraging others from speaking out.

With RID’s new policies enforcing accountability and integrity for interpreters, collective responsibility and positive lateral support systems become even more important. Creating a culture of shared leadership can raise the performance and ethical behavior of the entire profession.

Lateral leadership is not an easy responsibility, but it can be learned through experience and formal study. Learning how to effectively influence colleagues’ behavior with a positive approach sometimes feels like a moving target, one I have often missed.

My first memorable experience with lateral leadership happened shortly after I became a full time faculty member at an interpreting program. I noticed a shift in the community as soon as I accepted the position. Community members began sharing their unfiltered thoughts about interpreters, expecting me to address unethical or unskilled behaviors of working interpreters - a task far outside of my role as a faculty member.

Lateral leadership, sometimes called sideways managing, was completely out of my comfort zone (and still is). I avoided responding to the community comment until one evening I was interpreting an academic presentation on a socially relevant topic. Very quickly, I realized my team was in over their head, presenting an unintelligible interpretation. Worse yet, they seemed unaware that their skill level did not match the requirements of the job. I did my best to feed and fill in what I could, and attempted to take longer and longer turns.

At the end of the presentation, my team asked the Deaf clients for feedback. Put on the spot, both clients gave vague compliments to my

team, sidestepping any specifics. Confused and doubting myself, I also said nothing, defaulting to interpreting norms of staying silent.

A week later, the Deaf clients contacted me, expressing frustration with the interpreter and the unclear interpretation. They asked me to tell the other interpreter to stop taking work until their skills improved. I was stunned by the request. It would be inappropriate for me to approach the other interpreter, right? I have no authority over them nor was I a client. At the time, I was surprised the Deaf clients avoided giving honest feedback. Since then, I have learned more about the oppression of Deaf people by interpreters and realized this reluctance is common.

At that time, I viewed the Deaf communities as the authority on giving feedback to interpreters. I naively expected DDBHH individuals to be comfortable sharing their thoughts and intervening when necessary and was confused by their reluctance. Now I understand that in this situation, as in so many others, the Deaf clients did not feel comfortable approaching the interpreter who was a member of the hearing, privileged, oppressive majority and who, from that position of power, had unwittingly oppressed the Deaf clients further by providing an unskilled interpretation.

Instead, the clients turned to me, a privileged hearing interpreter in a position of authority who could be a proxy, protecting their identity and reducing the risk of further oppression.

I admit that I did everything I could to avoid taking individual responsibility for another interpreter’s interpretation. I urged the Deaf clients to contact the person directly. I stated all the reasons I was not qualified to critique a colleague or ask them to stop interpreting. I suggested contacting the agency. If the interpreter had been certified, I would have suggested filing a complaint with RID. I hid behind ‘empowering the client’ when they were asking me to be an accomplice.

At the end of the conversation, the Deaf clients’ request was clear and I agreed to contact my team. Keeping the clients’ complaints confidential, I contacted the interpreter and asked them if they would be open to feedback. It was my first intentional attempt at lateral leadership and I was hugely relieved when the interpreter was

open to having a conversation about their skills.

Since then, I have been asked to intervene with other interpreters as well. And I do, feeling awkward every time. Some attempts have gone very well. Those conversations are inspiring and I enjoy the collaboration that comes out of it. Other conversations were muddled through as I failed to communicate well, leaving the other interpreter feeling angry, shamed, or defensive.

Over time, a pattern emerged. In the conversations that go poorly, the interpreters often defend themselves using statements such as “none of my clients have ever complained” followed closely by “that can’t be true because I have Deaf friends who understand me.” These arguments echo the common line “I can’t be racist/homophobic/transphobic because I have a friend who is Black/gay/trans.”

The interpreting profession is entering an era

of higher standards and an increased level of accountability. We can no longer be a part of collective avoidance when we see unethical choices, oppressive behavior, or unskilled interpretations. Instead we must practice holding ourselves and others accountable to demonstrate ethical, skilled, culturally appropriate behavior.

Lateral leadership is a shift in the traditional power structure, one that needs to happen to protect clients and improve our profession. Interpreters, myself included, often stay in our privileged bubble, unaware of our oppressive behavior because it largely goes unchecked. Let us not make the error of assuming a lack of complaints is the equivalent of a job well done. We make our living off of marginalized communities, and we cannot put the burden of accountability on them. We need to hold ourselves and each other to a higher level of professionalism. Together we can create a system of individual and collective accountability.

Below are some suggestions to support shared accountability:

• Create a community of deliberate practice. Meet with a partner or a small group and commit to analyzing your interpreting skills on a regular basis.

• Participate in regular supervision sessions to review and discuss decisions made during previous assignments.

• Engage in reflective practices. Reflect on what you did during an assignment, why you chose that action, and whether it was successful. Consider other options and make a plan for applying them in the future.

• Self-assess your skills at least once a year. Record your work and review it, checking for language fluency and message accuracy.

• Formally assess your skills every few years by taking a performance assessment or a language proficiency assessment that provides detailed feedback.

• Get in a habit of discussing feedback protocol during your pre-assignment agreements with your team. Ask them if they would be open to giving and receiving feedback.

• Ask before giving feedback. An interpreter might not be in the right mental or emotional space to receive feedback, and you may not be the right person to provide feedback.

• Create positive connections with colleagues by taking a team approach to the work.Lateral leadership works best between people who have developed trust and a shared understanding.

There will be times when you attempt to lead laterally and it may not be well-received. Reflect on those experiences and commit to the life long work of matching your intent with the impact. Our profession is changing. RID’s new EPS Policy and Enforcement Procedures is evidence of that change, but true change cannot happen just on paper. It takes individual commitment to do the work of holding ourselves and each other accountable for our choices and performance. As we continue to have the privilege of working as interpreters, collective accountability supports our goal of providing the highest level of service possible for Deaf communities.

References

Becher, J., & Visovsky, C. (2012). Horizontal vi olence in nursing. Medsurg Nursing, 21(4), 210.

Hardee, A. & Whichello, R. (2023). The role of leadership in prevention of horizontal violence in nursing. NE Board of Nursing.

Kendall, M. (2021). Hood feminism: Notes from the women that a movement forgot. Penguin.

Koçak, D. (2019). New Leadership dynamics in the information age: lateral leadership and thought leadership. Kocaeli Üniversitesi Sosyal Bilimler Dergisi, 2(38), 223-241.

Kroon, M. B., Hart, P. T., & Van Kreveld, D. (1991). Managing group decision making processes: Individual versus collective accountability and groupthink. International Journal of Conflict Management, 2(2), 91115.

Rudert, S. C., Möring, J. N., Kenntemich, C., & Büttner, C. M. (2023). When and why we ostracize others: Motivated social exclusion in group contexts. Journal of Personality and Social Psychology.

Zhu, J., Liao, Z., Yam, K. C., & Johnson, R. E. (2018). Shared leadership: A state-of-the-art review and future research agenda. Journal of Organizational Behavior, 39(7), 834-852.

Diversity Statement

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.

Our Mission.

RID is the national certifying body of sign language interpreters and is a professional organization that fosters the growth of the profession and the professional growth of interpreting.

Our Vision.

We envision qualified interpreters as partners in universal communication access and forward-thinking, effective communication solutions while honoring intersectional diverse spaces.

Our Values.

The values statement encompasses what values are at the “heart” or center of our work. RID values:

• the intersectionality and diversity of the communities we serve.

• Diversity, Equity, Inclusion, Accessibility and Belonging (DEIAB).

• the professional contribution of volunteer leadership.

• the adaptability, advancement and relevance of the interpreting profession.

• ethical practices in the field of sign language interpreting, and embraces the principle of “do no harm.”

• advocacy for the right to accessible, effective communication.

VIEWS Write for

Calling all authors! Do you have insights, anecdotes, research, or training on topics related to ASL Interpreting? We want to work with you!

VIEWS provides an unparalleled opportunity to reach an audience of 13,000+ members! We strive to deliver content that activates member engagement and starts conversations that drive the profession forward, and we can’t do it without authors like you! Submit your article today!

SUBMISSIONS

The following information is required with your submission:

English version (800 - 1800 words)

Author(s) name and credentials

Author(s) biography (100 - 150 words)

High resolution headshot of author(s)

Once we receive your submission, the VIEWS Board of Editors will review the article and gather feedback. You will then work directly with the VIEWS Editor in Chief to go through all of the feedback and ask any questions you may have. Once the English version of the article is finalized, send us your ASL version and we will take care of the rest! As an extra perk, published authors will have the opportunity to continue collaboration by working with our team to see if we can turn your topic into a CEC webinar!

Newly Certified Interpreters

Kaylin Myers Andryshak, NIC

Samantha Joanne Bachand, NIC

Jade Sierra Curtis, NIC

Talia Fomin, NIC

Shane Fuller, NIC

Zachary T. Hardy, NIC

Kristen Danielle Kennedy, NIC

Claire Kresge, NIC

Erik Lijah Lee, NIC

Courtney Lyons, NIC

Bethany Hope Pang, NIC

Miriam Rochford, NIC

Kaitlyn Dodson Shirey, NIC

Jessi Ellen Falke Southwick, NIC

Joshua Stresing, NIC

Mark Weissglass, NIC

Elizabeth Whitlow, NIC

Caitlyn Anderson, NIC

Emily Nicole Auala, NIC

Elizabeth Cipparone, NIC

Ana Clark, NIC

Brittany Michelle Fersht, NIC

Elizabeth Fraser, NIC

Mariah Hammond, NIC

Lydia Estella Harris, NIC

Edward Knight, NIC

Chavis Laramie Tanner Lynn, NIC

Emily Maier, NIC

Ana Maria Martinez, NIC

Mackenzie Lia Mease, NIC

Briiane Miller, NIC

Amy Mullikin, NIC

Isabella Maria Olsen, NIC

Amy Lynn Pearl, NIC

Hannah Claire Rutherford, NIC

Courtney Esther Slagle, NIC

Elizabeth Wagner, NIC

Max Williamson, CDI

Susannah Wright, NIC

Andrew Xavier, NIC

Arielle Nathalie Zintchem, NIC

Walker Casler, NIC

Micah Jane Draeger,

Danika Rose Duvall, Daniel Englund, NIC

Jasmine B Graves,

Holly Heffernan, NIC

Bethany Horn, NIC

Sequoyia Jackson, Aimee Marie Jordan, Kelsey Diana McKibbin,

Bethany Peacock, NIC

Kassandra Jordan Prentice, Kylee Vik, NIC

Draeger, NIC

Duvall, NIC

Jeremy Aston, NIC

Elisabeth Gill, CDI

Rhonda Elizabeth Hall, NIC

Clayton Higgins, NIC

Vivion Sloan, CDI

Emily Worthington Stiles, NIC

Rachel Stormont, NIC

Amanda Ruth Whitacre, NIC

Nicole Marie Ballesteros, NIC

Susan Amada Becky, NIC

Caitlin Broad, NIC

Joan Mabel Bruyninckx, NIC

Anna Marie Gunderson, NIC

Kristina Marie Anne Guyer, NIC

Timothy Paul Madsen, NIC

Ty McIntee, NIC

Jordan, NIC

McKibbin, NIC

Prentice, NIC

Jacob Oritt, NIC

Stephanie Pimsner, NIC

Bilqis Rashidi, NIC

Bethenea Michelle Lamoureux Sexton, NIC

Stefanie Leah Smith, NIC

Nicole Sotelo, NIC

Margaret Abigail Thompson, NIC

Mariah Jacqueline Trevino, NIC

Grace M Williams, NIC

Certification Maintenance Program

Here is a link, accessible to the community at large, that lists individuals whose certifications have been revoked due to non-compliance with the Certification Maintenance Program or by reasons stated in the RID PPM.

If an individual appears on the list, it means that consumers working with this interpreter may no longer be protected by the Ethical Practices System should an issue arise. The published list is a “live” list, meaning that it will be updated if a certification is reinstated or revoked.

The Certification Maintenance Program requirements are:

1

Maintain current RID membership by paying annual RID Certified Member dues.

2

Meet the CEU requirements:

• 8.0 total CEUs

• 6.0 Professional Studies (PS) CEUs

• A minimum of 1.0 of the 6.0 PS CEUs must be specifically in PPO training

• Up to 2.0 General Studies CEUs can count toward the certification maintenance requirement.

Should a member lose certification due to failure to pay membership costs or failure to comply with CEU requirements, that individual may submit a reinstatement request. The reinstatement form and policies are outlined here. The certification reinstatement list can be found here.

3 Adhere to the RID Code of Professional Conduct and EPS Policy.

Voluntary Relinquishment of RID Certification(s)

RID Certified members who decide to voluntarily relinquish the RID certification(s) they currently hold are required to submit a completed, signed and notarized form. To learn more about the eligibility requirements or to submit your request to voluntarily relinquish the RID certification(s) you currently hold, click here.

This form is required to be notarized.

Ethical Violations

Decision Date: 3/18/2024

Member Name: Colleen Cudo

Tenet Violations Found:

2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation.

3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation.

4. Interpreters demonstrate respect for consumers.

Sanction:

One year probation, 8 hours of mentoring, and 10 hours of professional development focusing on skills development of the following:

1. How to communicate with consumers and share information while maintaining a professional and neutral tone,

2. Conflict resolution in interpreting settings, and

3. Recognizing privilege as a hearing interpreter.

Decision Date: 4/30/2024

Member Name: Megan Kemp

EPS Policy Violation Found:

I. Relating to the Integrity of Membership and Credentials

2. Certification Maintenance Program (CMP) Infringement

C. Committing fraud in the CMP Process (e.g. attending two or more simultaneous CEUbearing events).

Tenet Violation Found:

7. Interpreters engage in professional development.

Sanction:

Revocation of Certification.

Decision Date: 5/16/2024

Member Name: Buck Rogers

Tenet Violations Found:

2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation.

4. Interpreters demonstrate respect for consumers.

5. Interpreters demonstrate respect for colleagues, interns, and students of the profession.

6. Interpreters maintain ethical business practices.

Sanction:

One year supervision. Mr. Rogers and a RID-appointed supervisor will develop a re-education plan focusing on the following:

a. Roles in Legal Interpreting, specifically relationships between IFC and CDIs and the use and selection of teams

b. The concept of role-space

c. Power and Privilege

d. Implicit/Explicit bias and microaggressions

e. A demonstrated understanding of the impact of the above violations including the harm caused

f. Development of an articulated plan for how to avoid repeating these violations in the future

Advertise in VIEWS

With over 13,000 members in the U.S. and abroad, RID is the largest, comprehensive registry of American Sign Language (ASL) interpreters in the country! Connect and communicate with your potential and existing clients through our exclusive, digital magazine VIEWS, offering fresh and relevant content every season. Reach your marketing goals by connecting with our VIEWS audience for your company or organization’s events, promotions, job announcements, webinars and more!

VIEWS

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 in their profession. VIEWS aims to inspire thoughtful discussions among practitioners by providing information about research and insight into various specialty fields in the interpreting profession. 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 utilizes a bilingual framework to facilitate knowledge sharing among all parties in an extremely diverse profession. As an organization, we value the experiences and expertise of interpreters from every cultural, linguistic, and educational background. We aim to explore the interpreters’ role within this demanding social and political environment by promoting content with complex layers of experience and meaning.

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, position paper, or column. Submissions that are simply the description of programs and services in the community with no discussion may be redirected to the advertising department. Articles should be 2,000 words or fewer. If you require more space, the article may be broken into multiple parts and released over consecutive issues. Unsigned articles will not be published. 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 https://rid.org/ about/advertising/, or by contacting advertising@rid.org

Please submit your piece using the submission form found here All submission and permission inquiries should be directed here.

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 0277-7088) is published quarterly by the Registry of Interpreters for the Deaf, Inc. Materials may not be reproduced or reprinted in whole or in part without written permission. Contact publications@rid.org for permission inquiries and requests.

VIEWS’ electronic subscription is a membership benefit and is covered in the cost of RID membership dues.

VIEWS Board of Editors: Brooke Roberts, VIEWS Editor-in-Chief

Elisa Maroney, PhD, CI & CT, NIC, Ed:K-12

RIDPress.org

RID’s catalog of publications, books, and reference materials offers a wide variety of titles relevant to the interpreting profession written by authors who have established distinguished careers and reputations as some of the most respected interpreters in their field. Shop today!