Encounters with Reality scenarios

Scenario 889. You're out with some classmates from your ITP, and you all start discussing the vocabulary you learned in class that week. A deaf person comes over to your table and says he couldn't help but notice all of you signing and what you were discussing. He proceeds to correct some of the vocabulary and tells you, since your teacher is hearing and he is deaf, his signs are better. A classmate proceeds to explain that the hearing teacher of the ITP tends to show them signs with a variety of regional differences, explaining the difference in signing, to the deaf person. A: Support B: Critique

Challenges Related to Being an Interpreter Training Program (ITP) Student AN INTERPRETER'S PERSPECTIVE: You should thank the deaf person who came over to provide guidance for his input. You learn from each deaf personyou meet. Recognizing that there are likely other deaf people out there using the same signs as him and knowing different modes of communication will likely help you with your receptive skills in the future. You should even take the suggestions given by this deaf man back to your classroom and share them with your teachers to get their feedback. As an outsider of Deaf culture, you should not under any circumstances correct the deaf person or say his choices of signs are wrong. A DEAF CONSUMER'S PERSPECTIVE: You should graciously accept his signs without question. Everyone has their own style and different signs they prefer interpreters to use, and all you can do is try your best to accommodate each client. However, you surely shouldn't lose faith in your teacher. Her vast knowledge and experience most likely dictate the signs that are being taught in the classroom. Those signs are equally important to know.

Scenario 913. I'm a CDI and was teaming with a hearing interpreter with whom I had not previously worked. When the therapist spoke, my hearing partner transliterated the information to me, and then I interpreted the information to the client. What was unusual in this situation was that my hearing partner voiced my interpretation to the therapist. The therapist then kept interrupting me and saying, "No, that's not how I said it." The client also became frustrated because of all the interruptions. I ask for a moment for interpreter clarification, and privately sign with my partner to request she stops voicing as I interpret, and voice only the client's responses. A: Support B: Critique

Challenges Related to Certified Deaf Interpreter (CDI) Issues AN INTERPRETER'S PERSPECTIVE: I agree. I see no reason for the hearing interpreter to voice while you are interpreting. Yes, I understand this is consecutive interpreting. There will be a delay, but everyone will get used to it. I suggest both interpreters take some time before/after each session to debrief with the therapist to discuss any concerns about the communication process. A DEAF CONSUMER'S PERSPECTIVE: I know that CDIs disagree on whether hearing interpreters should voice the dialogue between CDIs and deaf clientssince it is consecutive interpreting. Personally, I find it helpful to let the hearing interpreter narrate (as opposed to interpret word for word) so that the hearing client can follow the deaf client's responses. I would find it intrusive to have my hearing partner voice. I feel it would be disruptive and take my focus away from the deaf client. This is a matter of trust.

Scenario 912. I am a CDI who prefers to use ASL. My hearing partner transliterates the message using ASL in English word order, including long fingerspelled words. I don't like it when interpreters transliterate. I prefer that my partner interprets the information in ASL. The interpreter tells me that is how it's supposed to work. A: Support B: Critique

Challenges Related to Certified Deaf Interpreter (CDI) Issues AN INTERPRETER'S PERSPECTIVE: This could have been prevented ifthe interpreting team had met prior to the assignment and communicated their expectations. If you and this interpreter cannot agree on the communication mode, then don't team with her again. A DEAF CONSUMER'S PERSPECTIVE: To me, a CDI must be bilingual (fluent in both ASL and English). The hearing interpreter is responsible for giving you all the information spoken in English so you can interpret it into ASL. Try to see it from the hearing interpreter's point of view. If the hearing interpreter already interprets the information into ASL, then why does she need you? Yes, I know you can further expand the information in ASL, but how is that interpreting? Interpreting means working between two languages, and right now you are only working in one language.

Scenario 716: I was interpreting for a deaf professional at a conference who was the only deaf person in attendance. She said she had absolutely no interest in the conference, but she had to attend for her job. So instead of interpreting, the three of us (including my partner) spent the day chatting about everything under the sun. A: Support B: Critique

Challenges Related to Deaf Clients' Preferences for Interpreting AN INTERPRETER'S PERSPECTIVE: Go with the consumer. If the consumer decides to chat, so be it. You set aside the time; it's not like the time is your own to do whatever you want. You're getting paid. A DEAF CONSUMER'S PERSPECTIVE: I've been guilty of this. I'm not saying it's right, but I ask one interpreter to continue interpreting. This way I can choose to participate.

Scenario 334. An extremely attractive deaf man from out-of-town is giving a presentation in my area. I interpret for him, and afterwards he asks me to join him back at his hotel room. My first thought is, "Why not? I'll probably never see him again." I agree to join him. A: Support B: Critique

Challenges Related to Dealing with Attraction While on the Job AN INTERPRETER'S PERSPECTIVE: Chances are, you will see him again. Remember that he's a client, not just a man on the street. Lust is a powerful emotion, but ethics should supersede your desire for a night of romance. A DEAF CONSUMER'S PERSPECTIVE: The Deaf community is a small world, and so you may unknowingly be establishing a reputation among deaf men. Also, if your interpreting agency finds out, you could be in trouble. Give it a pass.

Scenario 46. My deaf friend asks me to interpret her aunt's funeral. My own father is very ill and not expected to live six months. The thought of doing this funeral sets off a whole range of emotions. I try to explain this to my friend, but she persists and says she really needs me. I stand firm in my position and tell her she has my condolences, but I am not in a proper emotional state to carry out the assignment. A: Support B: Critique

Challenges Related to Deciding Whether to Accept a Specific Job Assignment AN INTERPRETER'S PERSPECTIVE: You can't effectively interpret while blinded by your own grief. Although a friend in need is hard to deny, I would standfirm on my own personal and professional beliefs. To subject yourself to a funeral when you're awaiting the death of your own father wouldn't be wise, nor could you translate effectively under such emotional stress. The funeral is a significant event for your friend, and she deserves a quality interpreting job. You can be there for your friend in her time of need by helping to find another interpreter and offering to be with her before and after the funeral. A DEAF CONSUMER'S PERSPECTIVE: You should diplomatically beg off and suggest some other qualified interpreters to do the job. The turmoil of trying to interpret while knowing your father doesn't have long to live would be too much for anyone. Interpreters are not superhuman. Your deaf friend deserves to have an interpreter who is fully focused on her aunt's funeral.

Scenario 49. I met a young deaf couple who recently moved into the area. I see them from time to time socially and always enjoy their company. One day the husband contacts me to ask if I would interpret for him in court. He got a ticket for drunk driving and is making a joke of it. Two years ago, my brother was killed by a drunk driver who ran a red light. I turn down the job, but now find myself avoiding this couple because of the man's insensitivity to his drunk driving offense. A: Support B: Critique

Challenges Related to Deciding Whether to Accept a Specific Job Assignment AN INTERPRETER'S PERSPECTIVE: You've already made the right ethical decision. You turned down the court assignment because you knew your personal feelings might affect your work. The CPC doesn't tell us what to feel. Having feelings is part of being human, and there's nothing wrong with that. It's only when you let your feelings interfere with your work that you enter the realm of ethics. If it's uncomfortable for you or the couple that you're avoiding, perhaps it's in everyone's best interest if you share your history with the couple. A DEAF CONSUMER'S PERSPECTIVE: I would tell the deaf man I don't want to interpret a case in court that relates to drunk driving. I would explain briefly that a family member was killed by a drunk driver, and I don't consider it a laughing matter.

Scenario 86. I get a call to substitute for a fellow interpreter at her church. Unfortunately, I haven't set foot inside a church since I was 12 years old. Despite this, I go to interpret at the church. A: Support B: Critique

Challenges Related to Deciding Whether to Accept a Specific Job Assignment Due to Qualification Concerns AN INTERPRETER'S PERSPECTIVE: After interpreting in a church as a nonreligious person while a neophyte interpreter, I came to realize my limitations. Religious discourse differs from that of typical situations in which interpreters find themselves. To do at least an adequate job requires some knowledge of the text, the message, and the rituals the church practices. The adage "Someone is better than no one" doesn't always apply, especially when dealing with an important spiritual event. A DEAF CONSUMER'S PERSPECTIVE: I can't imagine going to a church where the preacher hasn't set foot in a church for many years. By the same token, I wouldn't want an interpreter who hasn't been in church since childhood. I suggest they find an interpreter who has experience that is more recent.

Scenario 87. I've been asked to interpret a theatrical performance. The last time I was on stage runs through my mind; it was a disaster. Granted, I was in high school and I was actually in the performance. I tell myself it'll be different this time because I won't actually be performing, just interpreting. A: Support B: Critique

Challenges Related to Deciding Whether to Accept a Specific Job Assignment Due to Qualification Concerns AN INTERPRETER'S PERSPECTIVE: Interpreting the performing arts requires special skills, knowledge, and experience. And it's definitely not for you if you're nervous being onstage. If this is something you want to get into, you'll need to prepare: obtain a copy of the script, attend a rehearsal or earlier performance, watch tapes of interpreted performances, read books on theatrical interpreting, and talk to interpreters experienced in that setting. You should also talk with the director about logistics — placement, sight lines, and lighting — to ensure you'll be able to hear the actors onstage. A DEAF CONSUMER'S PERSPECTIVE: You should always preview a performance or rehearsal first. Personally, I prefer an interpreter who "performs" a little. It helps me relax and enjoy the whole performance. I would definitely not want an interpreter who was stiff and nervous.

Scenario 278: When I voice for deaf clients, I tend to utilize a lot of lag time before I actually begin to speak. In the audience, though, there is always someone who knows just enough sign language to be dangerous and continually blurts out words thinking she is helping me. But of course, it makes it worse. Now I'm distracted, and the audience is wondering what the heck is going on. I continue to interpret with my own lag time, and if the interruptions continue I will ask for the distractions to stop for the integrity of the interpretation. A: Support B: Critique

Challenges Related to Distractions While Interpreting AN INTERPRETER'S PERSPECTIVE: In these situations you need to let the audience member know that her blurting out words is interfering with your ability to do your interpreting job. How you would approach this depends on several factors: Can you get the attention of your team interpreter? Can you signal whoever is in charge? If you can enlist someone to privately approach this person and let them know that your work is being compromised, you can avoid making any more ofa scene than has already occurred. If no one is readily available and it is possibleto stop the speaker, do so and explain that you are having a logistical problem and need to speak to someone in charge. Otherwise, you just carry on as best as you can ignoring this person, and let your work show that you are the professional and know what you're doing. A DEAF CONSUMER'S PERSPECTIVE: Assuming that there are at least two interpreters working, the team interpreter can quietly go talk to the well-intentioned "helper" in the audience. In order to minimize disruption, the initial contact could be brief and polite, simply asking this person to refrain from calling out verbal prompts. In addition, you and your partner could offer to meet with this person during the next break to explain the importance of processing time for professional and highly skilled interpreters such as yourself. Reassure the individual that you and your partner are there to support each other if and when you need a feed. Calmly explain why it is disruptive to have someone calling out from the audience (it creates a distraction, discomfort, and embarrassment) which you are sure is not their intent. Finally, thank this person for her desire to help because truly I'm sure it was genuine in her mind.

Scenario 652. I interpret in a church with several other interpreters. Each of us takes turns interpreting the songs, sermon, prayers, or Sunday school service for the deaf kids. One day one of the deaf mothers comes up to me and starts complaining about the school her kids attend and where I also work as an interpreter. She doesn't feel the teachers give the kids enough attention. She wants my advice about how to approach the administration. One of the other church interpreters also works at the same school. She's standing there watching the conversation, but she isn't saying a word. (interpreter who is not saying anything) A: Support B: Critique

Challenges Related to Inappropriate Comments and Questions When Not Interpreting AN INTERPRETER'S PERSPECTIVE: Politely explain that you're not there as an expert on pedagogy or school-parent relations, and it would be inappropriate for you to advise her. I have found most deaf adults to be very understanding in cases like these. You could offer your services as an interpreter, however she decides to handle the situation. I would then find an excuse to politely cut the conversation short. A DEAF CONSUMER'S PERSPECTIVE: Rather than give specific advice, encourage her to arrange a meeting with the school administrator, and offer to go with her as an interpreter.

Scenario 847. I have been nationally certified for over 20 years, and lately I have discovered that recent ITP graduates with only state QA levels are charging as much as I do — sometimes more! So I asked around to see what others are charging, and I realize I'm not charging enough. However, it still feels to me like these less qualified interpreters are charging way too much for their limited skill level and minimal experience. I make a formal complaint to RID A: Support B: Critique

Challenges Related to Interpreter Business Issues AN INTERPRETER'S PERSPECTIVE: Most importantly, I think RID asour national organization should educate Americans about what RID stands for, what a certified interpreter is, and what our role encompasses. Why not television commercials, magazine advertisements, etc., to introduce and promote us in thefirst place? I am a very strong advocate for using certified interpreters first. If more hearing and deaf clients knew about our certification and what those earned letters behind our names mean, then they would be educated enough to demand certified interpreters every time. Secondly, RID and its members should work together to define a national and/or regional pay scale — or at the very least, guidelines. I agree with you that recent graduates of ITPs usually do not graduate with the skills and experience that certified interpreters have; yet as you've stated, they can go out and charge the same, if not more than us. May I cite the example of individuals whogo to school with the specific desire to become, say, a brain surgeon? No matterhow badly they may want to be a brain surgeon, the reality is not every person actually possesses the skills to accomplish that goal. Consequently, they fail asa brain surgeon, but go on to discover another career at which they succeed. Yet,for some reason, we graduate just about every single student who goes to schoolto become an interpreter, seemingly regardless of their skill levels. So why are we graduating students from ITPs who cannot pass the CI and CT, i.e., cannot interpret? Certification should be a requirement for graduation. My analogy between brain surgeons and interpreters might at first seem like a stretch, but consider how serious our responsibility is to consistently interpret correctly, professionally, and ethically to ensure effective communication in such a wide variety of situations. Often outcomes of people's lives are, literally, in our own hands! To me, it is that serious. We should all be college graduates, certified, licensed, and be working on (or hold) a master's degree. Deaf Americans deserve no less than the very best interpreters, every time. This is the only way we will ever get our profession fully recognized and respected. In the meantime, raise your rates. A DEAF CONSUMER'S PERSPECTIVE: I think it is up to us as deaf consumers to always request that we want only certified interpreters. I also think there should be a standardized pay scale starting with recent graduates up to certified interpreters. Then depending on how many certificates they have (if they have 2 or 3), interpreters should be compensated accordingly. To me, it is the same idea as when a person uses their time and resources to go to school and get their degree. By the same token, only those interpreters who have worked hard and put in the time are truly skilled enough to pass the national tests. Agencies for deaf consumers that send us interpreters "force" recent graduates and/or noncertified interpreters to achieve a certification level to demonstrate competency, before they can get paying jobs. After all, it seems only fair that interpreters who have put the time (and money) into acquiring the skills to become certified should be compensated accordingly.

Scenario 768. One of the high school classes for which I interpret every day is Math. This wasn't my best subject when I was in school. However, so far I'm doing OK, until the deaf student fails a test and blames it on my interpreting. I have just enough insecurity in this content area to let it get to me, so I ask my supervisor to trade that class with another interpreter. At the end of the semester, I find out the student failed the course and has to repeat it during summer school. He has now requested me specifically. A: Support B: Critique

Challenges Related to Interpreting in Educational Settings AN INTERPRETER'S PERSPECTIVE: I wouldn't have asked my supervisorto replace me quite so readily after the student blamed his failure on me. I would have asked that someone qualified to assess the situation be brought in to observe and make recommendations to me, my supervisor, and the student on how to improve the situation. However, that not being the case here, I would request that an assessment be done at the beginning of the summer session. If the student's lack of success can be tied to problems with my interpretation, then steps should be taken either to improve the quality of my work or to find a different interpreter. A DEAF CONSUMER'S PERSPECTIVE: You should inform your supervisor about the student blaming you for failing the class. Your request to trade is appropriate; however, you should go ahead and accept the assignment for the summer semester with the original student. I would talk to the student regarding the previous situation and try to work it out.

Scenario 766. I am an interpreter for two deaf students in an elementary classroom. While the teacher is teaching and I'm interpreting, the students often have side conversations, such as: "Stop kicking me," "You stop touching me," "I didn't touch you," and "Yes, you did!" I intervene and tell them to focus on the lesson. A: Support B: Critique

Challenges Related to Interpreting in Educational Settings AN INTERPRETER'S PERSPECTIVE: You should have already worked closely with the teacher to clarify your respective roles as interpreter and teacher. If the stage has been set in this way, then the teacher should make the decisions about how to handle it. A DEAF CONSUMER'S PERSPECTIVE: I would suggest telling the students the first time around that you'll be voicing everything. If they continue to misbehave after the warning, I would voice everything said and let the teacher deal with it.

Scenario 747. I'm interpreting for a series of chest x-rays. The technician gives the signal, I tell the deaf client to hold his breath, and then I go behind the protective shield with the technician. After the x-ray is taken, I run back and tell the deaf client to breathe again. I don't realize it at first, but I'm unconsciously holding and releasing my breath with the deaf client. Between all the running and holding my breath, I'm starting to feel light-headed. I let the deaf client and technician know that I am compromised and need a moment to breathe and drink water to maintain the accuracy of the interpretation. A: Support B: Critique

Challenges Related to Interpreting in Medical Settings AN INTERPRETER'S PERSPECTIVE: Let the deaf person and the technician know what is happening and ask for a quick break. Then take a moment to sit down and regain your breath. Consciously remember to breathe next time. A DEAF CONSUMER'S PERSPECTIVE: Tell the x-ray technician to hold until you can get your breath, and then resume. It's important to do this job right.

Scenario 757. I get an emergency call to interpret for a deaf person who has just admitted himself to a crisis unit. I arrive at the hospital and interpret for the deaf man and the crisis worker. The crisis worker asks the man several questions, but the client refuses to answer her. Eventually, the woman excuses herself to go and get another colleague. As soon as the door closes behind her, the deaf client begins to "unload" on me. I ask the deaf person to wait until the crisis worker returns. A: Support B: Critique

Challenges Related to Interpreting in Mental Health Settings AN INTERPRETER'S PERSPECTIVE: It's best to be pre-emptive in this case; that is, when the crisis worker leaves the room, I would also leave. Otherwise,I would tell the deaf consumer that it's better to wait until someone who is experienced at helping people in crisis returns. If the deaf consumer continues to unload and it's impossible or inappropriate for me to stop it, I would listen. However, I would keep reminding the person that the crisis worker is there to help, and that I would be happy to interpret between the two of them so he can get some relief. A DEAF CONSUMER'S PERSPECTIVE: In this situation I would want the interpreter to say something like, "Great! That's exactly the kind of information that the social worker wanted. Hang on a second, and I'll call her back into the room."

Scenario 759. While interpreting a counseling session for a deaf woman and her hearing husband, the therapist is interrupted by a phone call. The couple begins having an angry conversation and using profanity. When the therapist hangs up, he says, "So, what did I miss?" They look at you and say, "Nothing, nothing at all!" A: Support B: Critique

Challenges Related to Interpreting in Mental Health Settings AN INTERPRETER'S PERSPECTIVE: Remain neutral and interpret the deaf couple's response to the therapist's question. The therapist can see them havinga discussion, so it is the therapist's responsibility to encourage open and honest dialogue. The interpreter is there to facilitate communication, not interject opinions or do counseling. A DEAF CONSUMER'S PERSPECTIVE: You are the interpreter for the therapist, the deaf woman, and her hearing husband. It is your responsibility to continue interpreting whatever is said on either end during the phone conversation and the couples' conversation. However, the therapist chose to take a phone call during the counseling session. It is not your job to fill the therapist in on whatever information he chose to miss.

Scenario 734. I'm interpreting in a hospital emergency room for a man injured while drinking and driving. He's so drunk, he thinks he's going to die. Thinking this is his deathbed, he tells me that earlier in the evening he thinks he hit a pedestrian. As the client is under the influence I decide to wait and access the situation further before making a decision to notify the proper authorities. A: Support B: Critique

Challenges Related to Legal Issues and Interpreting in Legal Situations AN INTERPRETER'S PERSPECTIVE: An interpreter's worst nightmare — to be faced with not only interpreting under extreme circumstances, but also legally and morally having to report a potential crime. The law of the land supersedes our CPC, regardless of whether the information was divulged in confidence or in a drunken stupor. Try to maintain a professional attitude, and avoid letting the tragedy take over your emotions. A DEAF CONSUMER'S PERSPECTIVE: You're there to interpret everything. If you voice everything the man says, the hospital staff will know what the deaf man thinks he did.

Scenario 661. I'm interpreting in a chemistry class, and I'm trying hard to comprehend everything so I can interpret the meaning of the lecture accurately. The professor starts discussing the breaking apart of molecules and uses the term "cleavage" to describe the process. After about the fifth time the word is said, I see my team interpreter cracking up and trying to feed me a better sign choice. I must have been on auto-pilot because I suddenly realize I've been signing the word literally. I inform the deaf student of my mistake and incorporate the better matched sign from my team. A: Support B: Critique

Challenges Related to Making Mistakes AN INTERPRETER'S PERSPECTIVE: I would accept the sign, thank my team member, smile to show I can laugh at myself, and just go on interpreting using the more appropriate sign. Mistakes happen; I'm human, and I can have a sense of humor. A DEAF CONSUMER'S PERSPECTIVE: Just keep doing the job, and use the more correct sign for "cleavage." The student probably knew what the sign was supposed to be and didn't let it distract his attention.

Scenario 662. I'm an interpreting student. I have arranged to get some observation hours at a site about an hour and a half from my home. I leave my house at 6:30 a.m. (which means I got up at 5:30), and on the drive I feel myself starting to fall asleep at the wheel. I decide to pull over and take a quick nap, rather than risk my life on the road any longer. By the time I get to the assignment, the class is half over. The interpreter shoots me a dirty look when I sit down, and I don't blame her. I'd be mad, too. A: Support B: Critique

Challenges Related to Making Mistakes AN INTERPRETER'S PERSPECTIVE: Let the interpreter know what happened and apologize to the folks involved for being late. Unless showing up late is a pattern, then it really shouldn't be a problem. Also, let the ITP know what happened and why. Take responsibility for what you did, and everyone can move on. The time and location of a job or observation is always a factor to take into consideration. This might factor in more heavily in the future; it's probably a good lesson for you. A DEAF CONSUMER'S PERSPECTIVE: The ITP student shouldn't get credit for observing. It's your responsibility to be ready for an observation the night before. If you show up late, no matter why, you have to start all over.

Scenario 17. I'm a therapist at a substance abuse clinic who recently graduated from an ITP and just took our state QA test. I have been counseling a deaf client on a weekly basis and have always had a nationally certified interpreter with me in the sessions. My boss came in today and says, "Now that you've finished your program, the agency has decided to no longer provide an interpreter for those counseling sessions." Despite feeling uncomfortable in the situation, I communicate directly with the deaf client from now on. A: Support B: Critique

Challenges Related to Qualification and Certification Issues AN INTERPRETER'S PERSPECTIVE: At first glance, you might think that your boss is being insensitive, but perhaps her request is reasonable. It may very well be that the deaf client would prefer to communicate directly with you rather than through an interpreter. The answer lies in both your skill and the preference of the deaf client. You should agree to discuss the possibility with the client — nothing more. Then share the pros and cons with your client. In the end, always adhere to the wishes of the client, not the supervisor. Whatever the outcome, use this opportunity to educate your supervisor about issues of consumer preference, skill levels, and other pertinent issues. A DEAF CONSUMER'S PERSPECTIVE: I suggest you tell them that you're not yet certified and don't feel qualified (if you don't) to communicate directly with the client, especially in a situation as intense as counseling. Try explaining that when you're certified or have more experience, then you would be willing to handle this communication on your own. If you're not sure of your receptive skills (that is obviously very important), then having a certified interpreter present prevents any misunderstandings.

Scenario 20: I am a teacher for the Deaf in a mainstreamed high school. Our program employs an interpreter aide who is trying to get her state certification. She has been requesting to move up and interpret higher level academic classes, as she feels it will improve her interpreting skills. At the same time, some of the students have come to me and indicated that they don't like to have her in the classroom because she doesn't sign fluently or fast enough and that sometimes she can't understand them when they sign to her. I find myself going along with the students' wishes as it is their education. The interpreter aide, though, is upset with my decision because she does not understand the students' needs come first. A: Support B: Critique

Challenges Related to Qualification and Certification Issues AN INTERPRETER'S PERSPECTIVE: Both you and the interpreter aide are correct; the students come first. However, I can understand the interpreter aide's frustration; her interpreting skills will only marginally improve without significant time invested in hands-on opportunities. Can you team her with an experienced interpreter? If so, she can get actual interpreting experience and the students will not suffer if she encounters a problem while interpreting. What kind of mentorship opportunities can be set up for her? Are there courses she can take, and would the school district pay for them? These are all options you need to explore. If you show good faith efforts to help her improve her skills, then perhaps it will be less frustrating for her when you do have to tell her she can't interpret a particular class or assignment. A DEAF CONSUMER'S PERSPECTIVE: The interpreter should not be in the educational setting at all. If she were a true professional, then I think she should realize it and get a mentor or help from deaf adults. Deaf children suffering because an interpreter is not skilled enough is unacceptable.

Scenario 476. I interpret for a college student who has recently lost a lot of weight. She often complains about being unable to sleep or eat, and she always looks like she is about to start crying. She is over 18. I mention that the campus student health center is a wonderful resource that is free to students. A: Support B: Critique

Challenges Related to Stepping Out of the Interpreter Role AN INTERPRETER'S PERSPECTIVE: As someone who worked at a university for many years, I can say that the answer to this is probably not one you will like. If it is a public university and the student is 18 years of age or older, all you can really do is offer resources. Even then, I would only recommend this if you felt you had a relationship with her beyond interpreter-consumer. Every school with which I have dealt has some sort of free counseling service for students. Therefore, if you felt comfortable, perhaps you could pass along a brochure. If it is a private university, there is a little more flexibility, and in that case I would talk with the professor. The professor should have a better idea of what can be done, and it may be more appropriate for her to be the one to initiate that conversation with the student with you serving in your role as interpreter. Unless the student becomes a true danger to herself or others, there is little else that can be done due to confidentiality concerns regarding the client. A DEAF CONSUMER'S PERSPECTIVE: There seems to be a lot goingon in this student's life. If she threatens to hurt herself or commit suicide, thatis something that would need to be reported to the proper authorities. The confidentiality of the client is superseded by the health and welfare of the client. The same holds true for reporting child abuse situations. As a human being first and an interpreter second, I believe that you can give her some options regarding how to help herself. If she does not follow any of your advice, that is her prerogative.

Scenario 473. I am an ITP practicum student doing some observation at a middle school. I arrive before the interpreter with whom I work, and the deaf student comes in and shows me several large bruises. I ask her what happened and she starts crying. She signs, "My father — no, I mean I fell down the stairs. It was my fault!" As a mandated reporter I inform the teacher of what my understanding of the situation is. A: Support B: Critique

Challenges Related to Stepping Out of the Interpreter Role AN INTERPRETER'S PERSPECTIVE: Tell the child you're concerned about her and will ask her mentor to talk with her when she arrives. You should try notto show the alarm you feel, and reassure the child that you won't talk about this to other students or anyone other than her mentor. The school most likely has policies for handling this type of situation, which need to be followed strictly. If you don't know what your responsibilities are, you should ask the mentor. A DEAF CONSUMER'S PERSPECTIVE: I would ask the teacher if there has been evidence of abuse in the child's home life. Even if the teacher told me not to get involved, I would probably go to the school counselor and report it. I don't think it's wrong to intervene when a child's safety is at stake.

Scenario 155. I am standing in the cold rain interpreting while the football coach talks to his players about whether or not to have practice today. None of the boys want to practice, but the coach tells them their opponents for this week's game are probably practicing right now. One of the players shouts, "No, they don't practice; they're pu- -ies!" The coach immediately looks at me and says, "Don't sign that!" I interpret everything for the deaf student. A: Support B: Critique

Challenges Related to Violations of Clients' Rights AN INTERPRETER'S PERSPECTIVE: We have all faced this situation many times in our careers. There are so many dynamics taking place at once that it's challenging to manage. The coach obviously needs education about the role of an interpreter, but this isn't the time or place. One way to handle this situation is to give quick eye contact to the coach and indicate with a nod that you have heard him, then continue to interpret everything, including the fact that he told you not to interpret the message. Encourage the Deaf student to self-advocate in this instance. If he's reluctant, however, try to meet with the coach later to clarify your role. A DEAF CONSUMER'S PERSPECTIVE: The interpreter must interpret the statement, along with the coach's statement, "Don't sign that." You aren't thereto censor anything but to facilitate all communication, regardless of vulgarity. Additionally, you're there for the deaf student, not for the coach. The coach's statement not to interpret the remark would deny the deaf student full participation in the practice. If the coach gets upset, explain that the CPC obligates you to interpret everything and not to take a censorship role.

Scenario 158. I was interpreting at the home of a deaf person for a meeting with his counselor. This meeting was interrupted by a phone call for the counselor who took the call. During this time, I interpreted the side of a conversation that I could hear. After the call, the counselor apologized to the deaf person for the interruption and then turned to me, smiled, lowered his voice and said, "For future reference, my calls are no one's business but my own!" (I interpreted the side of a conversation that I could hear.) A: Support B: Critique

Challenges Related to Violations of Clients' Rights AN INTERPRETER'S PERSPECTIVE: You did the right thing by interpreting what you heard of the counselor's phone call, and I hope you interpreted the snide remark after the phone call, too! If it were truly no one's business but his own, the counselor should have gone out of ear shot to talk. This incident reinforces theneed for the interpreter to have a pre- and post-session with the counselor. If the counselor had known in advance your ground rules stating that you will interpret anything you hear, he may have taken the personal phone call in a place where you couldn't hear. If you had explained the "rules" before the call and the counselor still chastised you, you could have reminded the counselor of that specific ground rule in the post-session. A DEAF CONSUMER'S PERSPECTIVE: After the session, I would encourage you to go to the counselor and explain the role of an interpreter. I would say that you have the responsibility to interpret everything that is said in the room for both the deaf client and the counselor. The road goes both ways. I would also add if he wants to take a private phone call, he has the option of leaving the room.

Scenario 183. I'm interpreting for a science class, and the lesson today is on reproductive anatomy. The teacher asks the students how many ovaries a female has, and a student raises his hand and answers "two." The teacher then asks how many testes a male has, and the same student raises his hand and answers "four." The teacher laughs and says, "Having that many would make you nuts." I don't understand the joke, so I do not interpret it. A: Support B: Critique

Challenges in Accurately Interpreting a Message AN INTERPRETER'S PERSPECTIVE: If I don't understand something, I can't interpret it. I would pause and ask for clarification before moving on. It's my responsibility to make sure I convey all information accurately. Asking for clarification or for something to be repeated is the only way to make sure. A DEAF CONSUMER'S PERSPECTIVE: At that point, it may be inappropriate to ask for clarification from the teacher. I would interpret the information literally, perhaps fingerspelling the words. Then follow the student's lead if more information is requested.

Scenario 188. At the church where I interpret regularly, the weekly scripture reading is done by members of the congregation. Invariably, a few of the readers are nervous when they read in public. They don't speak into the microphone, and they read so fast, they're practically unintelligible. Despite difficulty in hearing what is being said, I do my best to convey the message. A: Support B: Critique

Challenges in Accurately Interpreting a Message AN INTERPRETER'S PERSPECTIVE: If you've been interpreting in this setting regularly, this isn't something new and unexpected. There isn't much you can do to improve the congregation's public speaking abilities, but you can probably get a copy of each week's scriptures to read before the service. Keep the copy in front of you during the service to refer to as needed. A DEAF CONSUMER'S PERSPECTIVE: If you don't understand, most likely no one else in the congregation understands either, so you should sign, "The speaker is not clear." I would also suggest that you talk to the minister about this problem. Perhaps he could talk to the readers each week before they read.

Scenario 447. I am interpreting a medical appointment, and while the deaf patient is getting undressed, I step into the hall. I overhear the nurse and doctor laughing, and the nurse says it looks like Sea World because the patient looks like Shamu the whale. I don't say anything, but when we all go back into the room together, I see them look at each other and smirk. The deaf patient, however, also sees this exchange and asks them what's so funny. The doctor and nurse say nothing. You do not volunteer information because you were not in the room when the comment was made. A: Support B: Critique

Challenges in Being Privy to More Information (About a Situation) Than Is Being Interpreted AN INTERPRETER'S PERSPECTIVE: In this situation, you're off the hook. Just translate the Deaf patient's question. Now they have the ethical dilemma. Do your job and learn from their insensitivity. A DEAF CONSUMER'S PERSPECTIVE: I think it's important for the deaf client to have a trusting relationship with the doctor. If the doctor isn't capable of such a relationship, the client has a right to know. Place the responsibility back on the doctor and say, "The patient would like to know what is so funny."

Scenario 449. I'm interpreting for a deaf man at a counseling appointment. He expresses concern that he isn't a "real man" because he and his' wife have tried for years for her to become pregnant with no success. Unfortunately, I have interpreted for his wife at a doctor's appointment in the past and know she's taking birth control pills. I do not say reveal this information to anyone. A: Support B: Critique

Challenges in Being Privy to More Information (About a Situation) Than Is Being Interpreted AN INTERPRETER'S PERSPECTIVE: It's not your role to empathize with the husband or condemn the wife for her deceit. This man is in counseling; let the counselor do his job and you do yours. Stay in role. A DEAF CONSUMER'S PERSPECTIVE: You must not reveal information from other interpreted situations. It's the counselor's job to help the client, not yours.

Scenario 137. I'm interpreting an AIDS awareness workshop. First, there's a video of couples performing various sexual acts. Then the presenter uncovers a table displaying a variety of sexual devices and contraceptives. The presenter asks for volunteers from the audience to help him demonstrate some of the items. Everyone giggles but no one volunteers, so he's forced to demonstrate everything himself. He has several household items that in a pinch can double as prophylactics, and he begins to demonstrate how to use them safely. The next thing I know, the presenter is wrapping my hips with plastic wrap. Inform the presenter that you cannot help in the demonstration if it will disrupt your interpreting. A: Support B: Critique

Challenges in Dealing with Hearing People Unfamiliar with Interpreting and Deaf Individuals' Needs AN INTERPRETER'S PERSPECTIVE: In a pleasant but professional manner,I would explain that in order to do my job as an interpreter, I need to focus on my interpreting, and that participating in any way is too distracting. I would suggest that he involve those who are supposed to be participating. I would keep my comments succinct, end the discussion quickly, and get back to my job. A DEAF CONSUMER'S PERSPECTIVE: You should tell the presenter to use one of the participants instead of you. You're working, and the presenter didn't ask you about this before the presentation. Your feelings should be respected.

Scenario 136. I work in an educational setting. Fortunately, there are two other interpreters here so we do get an opportunity to team when there are school-wide events. In the past there has been little pre-planning for events until 20 minutes (or less) before the start time. Repeatedly, I have tried to solicit pre-planning time from the administration, but until that occurs, I just do the best I can. A: Support B: Critique

Challenges in Dealing with Hearing People Unfamiliar with Interpreting and Deaf Individuals' Needs AN INTERPRETER'S PERSPECTIVE: It seems there are two problems that you are facing: the non-interpreting personnel do not understand the dynamic of interpreting (and your need to have as much information before the fact); and that there are several and maybe numerous personnel whom must be dealt with to raise and resolve the issues. Trying to do this on a case-by-case basis will not only take a lot of time, but will too often take place when you, other interpreters, speakers, meeting facilitators, students, etc. are all under stress. What might work is if you and your fellow interpreters could compose a factual yet tactful memo explaining the reasons that you need certain information (e.g., lighting, seating). This memo could be given to your supervisor, the principal, teachers, and anyone who might possibly be involved in the scheduling or coordination of a meetingor event. One way to title and word this memo could be "Cheat Sheet for Great Communication" and/or "Good interpreting happens when the interpreter(s)knows as much as possible in advance." This allows the closest approximation to "simultaneous" communication between two languages. Outlines, agendas, speaker notes, and bios (especially when there are many names; it's very hard to guess the spelling of names that are unfamiliar), as well as topics to be covered, should be provided ideally at least two days in advance of the event. This not only assures that the interpreter(s) can provide smooth and efficient information, but that the deaf or hard of hearing students or attendees can receive information that allows them to understand, respond, laugh, reflect on the subject, etc. within a time frame that is close to those who can hear. Some additional information could be typical things that may not be known to those who do not use or really understand the art and science of interpreting. I am a great believer in the concept of telling anyone anything if you do it in the right way, so your concerns about being a "villain" can be addressed through your mode of providing this information. A final thought: depending on the age of the students, it could be very helpful to have discussions 64 Encounters With Reality with them about what you ideally would like to encounter in the interpreting set- up and background information. This will educate and empower the students to hopefully speak up on your behalf and their own in the future. A DEAF CONSUMER'S PERSPECTIVE: From your letter it is difficult to tell who you are soliciting for pre-planning material. When there is a school-wide event,find out who is in charge of coordinating that event and then track that person down in person! When you have contacted the coordinator, don't expect "her" to hand you the material, but rather get the names and telephone numbers of the person(s) from the department(s) that will be performing or the outside contact person that will be in charge of music for the words. Offer to make copies yourself, and then do the same for all the various speakers, explaining how having the words to songs andan outline to speeches helps you provide a clearer, more precise interpretation of their work. Hopefully, if the same departments provide the programs in the future, your job of soliciting material ahead of time will become second nature to them, and they will think to make copies and outlines for you without asking (oh, in a perfect world). You also say that you have two other interpreters who can share the responsibility of tracking down the material prior to events. Also, remember to start several weeks in advance, tell them when you need the materials, and then follow up with the speakers and music leaders. Finally, remember that thank-you notes still go a long way in maintaining goodwill!

Scenario 112. I'm on call for a hospital and am working out at a local gym when I get paged. A pregnant Deaf woman is in the emergency room and needs to have a C-section immediately. I tell the hospital I'm on my way, but the minute I hang up I realize I have only brought sweats. To go home and change would only waste valuable time. I stay in the clothes I am in and go to the hospital. A: Support B: Critique

Challenges in Ensuring Appropriate Attire AN INTERPRETER'S PERSPECTIVE: Hospital personnel understand emergencies. Go do the job and apologize as necessary for your dress. Luckily, for a C-section you'll be in scrubs most of the time anyway. From now on, hang a change of clothes in your car for future emergencies. A DEAF CONSUMER'S PERSPECTIVE: Actually, sweats are often perfect for a hospital situation. Most likely, no one will notice how you're dressed, much less have time for your apologies. I believe being comfortable is the key.

Scenario 106. I'm called to substitute for another interpreter at a nearby elementary school. When I ask the woman about the dress code at the school, she tells me to dress comfortably. She tells me most of the staff wear jeans and tennis shoes. I arrive casually dressed, only to find I'm scheduled to interpret Individual Educational Planning Committee (IEPC) meetings all day with parents, faculty, and administrators in attendance. I stay and interpret the meetings. A: Support B: Critique

Challenges in Ensuring Appropriate Attire AN INTERPRETER'S PERSPECTIVE: Keep a spare set of clothes in your car at all times. If you're going "casual," bring something more professional along, and vice versa. It's a good practice. A DEAF CONSUMER'S PERSPECTIVE: Experienced interpreters know that their car is also their "suitcase." Always, always have back-up clothes in the car for situations like this.

Scenario 547. I'm interpreting a very boring presentation, and the deaf client has indicated she would prefer to chat instead. If I stop interpreting, it will be obvious that something's amiss, but the client is the one paying me. I figure it's her dime and her call. I stop interpreting. A: Support B: Critique

Challenges in Handling Clients' Inappropriate Requests or Behavior AN INTERPRETER'S PERSPECTIVE: Been there! It's always nice to have a good rapport with a client; however, this situation sounds like it may be getting too chummy. I would feel rude carrying on an obvious conversation during a presentation, regardless of my role or who is paying me. I would indicate to the consumer that I wouldn't feel comfortable just chatting and would rather go on interpreting. A DEAF CONSUMER'S PERSPECTIVE: Regardless of who is paying, the interpreter should continue to interpret. After the assignment both should discuss the situation, and the interpreter should explain her reasons for continuing. Only if the client leaves the room should the interpreter stop interpreting.

Scenario 639. I've heard rumors from a large number of colleagues (both interpreters and deaf consumers) that another interpreter in the community has been bad mouthing me all over town. I even saw an e-mail a friend showed me with some very unflattering comments about me. I go about my own business, wary of what my colleagues really think of me. A: Support B: Critique

Challenges in Handling Other Interpreters' Inappropriate Behavior AN INTERPRETER'S PERSPECTIVE: In my experience, I don't see anything to be gained by confronting this person. Instead, I would work on teaching those around you who love you to either stand up for you or not tell you these hurtful rumors. Saying something critical about someone is fundamentally different from saying the same thing to the person directly. Even hearing criticism secondhand is like being shot by a gun with a silencer. You are shocked even more because you are struck by an attacker who is nowhere in sight, and you can't defend yourself. Repeating negative comments is unnecessarily hurtful even when the reporter has the best intentions. When you realize someone is about to tell you something that was said about you (even though a small part of you wants to know), stop the speaker in her tracks. You both know it's not true. A DEAF CONSUMER'S PERSPECTIVE: Approach this person and say, "If you have a problem with something I've done, then I'd prefer you to tell me directly." Of course, you say it calmly and without anger; it is the perfect medicine. For one, it will catch her off guard. Usually, people who talk behind your back won't expect to be confronted. While she is still off balance, you can disarm her with kindness. Smile and (if possible) forgive. If you can do that, it will make it hard for her to continue to hate you.

Scenario 687. I'm interpreting an all-day conference where lunch is served, but the deaf client tells me and my partner this is a working lunch. We'll both need to interpret through lunch. I'm starving, so a grab a quick snack for me and my partner to eat while being the "off" interpreter. A: Support B: Critique

Challenges in Handling the Unexpected AN INTERPRETER'S PERSPECTIVE: My partner and I would need to quickly work out how we will take turns so that we each have a bit of time to eat. When I'm not "on," I would quickly eat and try to remain attentive enough to back up my partner, if needed. A DEAF CONSUMER'S PERSPECTIVE: The interpreters should alternate: one interpreter is interpreting while the other is eating. Luckily, this assignment has two interpreters!

Scenario 686. I'm interpreting a summer school class when I notice a spider making its way down from the ceiling toward me. I'm phobic about spiders and ready to panic as the spider makes its way down in front of my face. I shift positions and continue interpreting, explaining the situation to my client at the appropriate time. A: Support B: Critique

Challenges in Handling the Unexpected AN INTERPRETER'S PERSPECTIVE: My reaction might depend on many factors, such as the age of the students, the formality of the class, my location in the class, etc. In the final analysis, I would try to gracefully move to a new spot until the break, when I could recruit a bug relocation expert to get rid of the spider. A DEAF CONSUMER'S PERSPECTIVE: If the interpreter is a true spiderphobe, she should ask her deaf client to please "pull the web and squash that beast!"

Scenario 940. I interpret weekly Alcoholics Anonymous (AA) meetings. Tonight my partner showed up looking especially haggard and under the weather, so I inquired about her health. She responded by saying that she "had a really massive hangover" and started laughing. We team interpret the meeting and then go our separate ways, business as usual. A: Support B: Critique

Challenges in Interpreting Addressed by Demand-Control Schema Analysis It sounds like the question in this case is, "Where is this demand coming from— an interpersonal place or an intrapersonal one?" Maybe it's both, but you have tofigure out if, at its core, it is truly an interpersonal demand, which may be why you are characterizing it as an "overreaction." If it impacted only you, it is probably an intrapersonal demand. However, if it is impacting the working relationship between you and your colleague, then it is better framed as an interpersonal demand. One way to tease that out would be to ask yourself if this is something that upset you because of who you are (a clue that it is an intrapersonal demand) and, therefore, "your work to do." Maybe you are an AA member or related to an alcoholic, and this comment was an affront to your personal values or personality. Alternately, if this comment is impacting your current or future work with this colleague and, in that regard, needs a response for such work to be successful, then it is most likely an interpersonal demand. Again, it can be both, but it is best when intrapersonal demands are recognized as such and not "blamed" on being interpersonal demands.

Scenario 205. In biology class, the teacher is doing a science demonstration that involves blowing into a straw and pushing air and water into sand. A student from the back of the room makes a comment about the teacher's "blow_ job." I can see all the student's eyes turn to me to see my reaction and how I will sign it. I interpret the comment regardless. A: Support B: Critique

Challenges in Interpreting Profanity or Content that is Inappropriate, Sexual or Rude AN INTERPRETER'S PERSPECTIVE: All students are fascinated with the "dirty" signs. My job is to make communication equal. The deaf students have just as much right to hear the derogatory remarks as the hearing students do. A DEAF CONSUMER'S PERSPECTIVE: Of course, the interpreter shouldn't intentionally give the kids a thrill. Instead, I would suggest fingerspelling the words. If they're using words like "blow_ job," this is probably an older group of kids. The deaf student probably knows the term without you having to sign it or make any obscene gestures.

Scenario 207. I was interpreting for a deaf client at a job interview, and he's being interviewed by a very attractive woman. When the interviewer stands and walks over to a file cabinet, the deaf client makes a sexually suggestive remark about her to me. I interpret the comment regardless of my own discomfort. A: Support B: Critique

Challenges in Interpreting Profanity or Content that is Inappropriate, Sexual or Rude AN INTERPRETER'S PERSPECTIVE: I wouldn't voice it this time, but I would tell the Deaf client that, as an interpreter, I have to interpret everything that is said or signed. Then interpret all future remarks. A DEAF CONSUMER'S PERSPECTIVE: Interpret every single word he said! He did this to himself, and hopefully this is a mistake he won't repeat in the future!

Scenario 536.: What do you suggest for those times when we interpret in situations with the same deaf client all day for several days in a row, and we probably appear joined at the hip? I know spending every minute together is perceived by the hearing professional as making me unable to be neutral. Often trying to distance myself from the deaf client makes things confusing and hurtful when in fact we are sharing this experience together. I decide to stay and interact with the client, despite the hearing professionals opinions. A: Support B: Critique

Challenges in Maintaining Appropriate Boundaries with Clients AN INTERPRETER'S PERSPECTIVE: In these situations I try to resist being the sole conversation partner for the deaf client, which can be perceived as a biased majority of two. For the deaf client, the ease of conversing with another person who uses ASL can isolate the two of you in a sea of hearing people. When not actively working (e.g., social times, meals), I look for opportunities to clue the deaf clients in on some of the topics happening around us. Often just mentioning the discussions going on at the table or while waiting in line, for example, will allow the deafclient to participate and become part of the conversation. By interpreting these side conversations, I give the client the opportunity to join them. I also take my cue from the deaf person on how much she wants to participate. If these are peers, colleagues, or coworkers, I try to limit my own participation in spoken conversations during off-times. I will answer questions addressed to me personally, but deflect much of the conversations back to the deaf person for their response. After all, this is their business, not mine. So there are times I do chat with a deaf client, but to appear asa professional doing a job, I look for ways to avoid being the only conversation partner. I find opportunities to take breathers (restroom breaks or a short walk outside to get fresh air) and clear my mind, so as not to seem joined at the hip. A DEAF CONSUMER'S PERSPECTIVE: As a deaf person who has experienced situations like this where I am the only deaf person at a multi-day conference, I do depend on the interpreter to interpret, as well as to keep me company. I am aware that the interpreter does need breaks and I respect her wishes. However, I expect the interpreter to stay with me as much as possible to interpret what is happening and be there if I choose to socialize with the other conference attendees. I know that this can be an awkward situation for some interpreters, and if I sense that they are not comfortable with being overly friendly with me, I will respect that and give them more space. In general, it is my belief that the deaf client is the one who should choose how much time they want to spend with the interpreter, and the interpreter should respect that since they are being paid to be there for the deaf person.

Scenario 253. A new doctor in town got my business card from a colleague, and I got a call from his office to interpret for a deaf patient. During the course of the appointment, the deaf woman reveals that she's pregnant and wants an abortion. The doctor angrily says, "I won't even discuss that option with you." I can't help remembering how my best friend needed to have an abortion when she was seventeen. I interpret the message and give resource information to the consumer after the the appointment A: Support B: Critique

Challenges in Maintaining Impartiality AN INTERPRETER'S PERSPECTIVE: Being an interpreter means remaining impartial and simply interpreting the content and intent of the message. This can be difficult at times. You should interpret the doctor's statements accurately and with facial expression conveying his emotion. However, I would use two hands when signing any "I" statements (using one hand to sign "I" and the other hand to pointto the doctor) to make it clear that it's the doctor who won't discuss that option, not me. Additionally, I would use gentle, caring eye contact and facial expressions while the doctor is not speaking to convey my own sympathy for her situation. A DEAF CONSUMER'S PERSPECTIVE: As an interpreter, you're there to relay messages between the deaf consumer and the doctor, nothing else. After leaving the doctor's office, you could comfort the deaf consumer and suggest seeing another doctor.

Scenario 255. I am a staff interpreter at a state college, and a student for whom I interpret is filing a suit against two of her three instructors. The claim is completely unfounded, and I have been asked by the instructors to document the happenings in class. There are concerns of this progressing to mediation/investigation, and the expectation is that I share my documentation should I be called as a witness. I provide all the testimony and information the investigation requires. A: Support B: Critique

Challenges in Maintaining Impartiality AN INTERPRETER'S PERSPECTIVE: Fortunately, it sounds as if you are being asked to begin documenting what happens in the class, which gives youthe opportunity to carefully explain why that won't work! I would begin by asserting that, first of all, it is impossible to do the job of interpreting and alsobe documenting what is going on, partly because of the physical limitations — a person can't write and sign at the same time. You might also emphasize that an interpreter does not retain everything even from a 50-minute class, so writing notes afterwards would be ineffective. My second step would be to remind the instructors of an interpreter's attempt to remain neutral. I would rely on information the Disability Services Office should have already provided the instructors regarding the interpreter's role and ethical considerations pertinent to classroom interpreting. Remind the instructors of that information and use it to rebut their request. I would inform them that, if I had been asked to document what happened in the classroom by the student, I could not do that either. I would encourage the instructors to bring in a third party — a department chair, a dean — to do any observations or documentation. Finally, I would make sure that my supervisor was fully informed about the situation so she could offer support as the situation unfolds. A DEAF CONSUMER'S PERSPECTIVE: I sympathize with you being put in the middle between the instructors and the student. However, by your statementthat "the claim is completely unfounded," you really have taken a side. The deaf student has just as much right as any other student to file a suit and have it succeed or fail based on its own merit and not on your opinions or documentation. You are in the class to provide equal access to communication. You are not the student's keeper, "narc," or big brother/sister. Of course, you are human and have opinions, but you keep them to yourself. The instructors are naturally looking for an ally in you, but that's not your job. These are adults, and there is a complaint process that should be the same for everyone. You should enlist the support of your supervisor to remind everyone of the scope of your responsibilities, if you aren't successful doing it yourself. Otherwise, you are in a no-win situation. The instructors feel betrayed because you won't take their side. The student no longer trusts you, and possibly, future students who hear about your involvement with this won't trust you. Keep your opinions to yourself, and focus on getting through the rest of the semester with your head low and your hands doing the best job possible.

Scenario 294. I am interpreting a school field trip to the zoo, and truth be told, I'm not really fond of animals. In fact, the smell is starting to make me sick. There are lots of bugs flying around, and during a presentation that I'm interpreting, one flies in my mouth. I am disgusted, but continue interpreting - albeit somewhat aggressively. A: Support B: Critique

Challenges in Starting to Interpret or Continuing to Interpret in the Middle of an Assignment AN INTERPRETER'S PERSPECTIVE: The straw that breaks the camel's back is often the one thing that makes an experience laughable. Chalk it up to experience and think about what a great story you'll have at the next interpreters' morbidity and mortality conference. Do what you must to finish the job. Remove the fly from your mouth, take a deep breath, and realize all bad days come to an end and this one will be over soon too. A DEAF CONSUMER'S PERSPECTIVE: Assuming you either didn't know what you were getting yourself into or this was a requirement you couldn't get out of, I would say just grin and bear it. In the future, avoid trips to the zoo. It isn't fair to penalize the client because you can't concentrate on the assignment.

Scenario 297. I have agreed to substitute for a church's regular interpreter, and she arranges for me to meet with the minister an hour before the service to review his sermon. However, the minister shows up late, and it turns out he's only subbing for the regular minister. He doesn't have his sermon written out, and he speaks so quickly that I'm exhausted after only 20 minutes. The service is scheduled to last another hour and a half. I interpret to the best of my ability, but I know errors are increasing due to fatigue. A: Support B: Critique

Challenges in Starting to Interpret or Continuing to Interpret in the Middle of an Assignment AN INTERPRETER'S PERSPECTIVE: This is one of those times when allthe information isn't going to be interpreted if I hope to stay alive for the next two hours. I would slow myself down and just go for concepts, almost summarizing what he's saying. No one's going to be tested later on the information, nor is anyone's health being compromised, so I think it's OK to summarize. After the service, I might talk with the minister and do my spiel, or I might just let the regular interpreter know so she can talk with the regular minister about future subbing situations. A DEAF CONSUMER'S PERSPECTIVE: Warn the Deaf congregation you weren't adequately prepared for the minister's presentation but that you'll do your best. Perhaps you could stop the minister from time to time if you're exhausted and need pacing.

Scenario 826. I'm interpreting for a deaf woman attending a Mary Kay party. The Mary Kay representative helps everyone pick out makeup appropriate for their skin type and demonstrates application techniques. Afterwards she encourages the women to buy the products. I know this deaf woman has limited funds to work with; that's why I volunteered to interpret for this presentation for free. I'm more than a little surprised to see her order hundreds of dollars worth of products. I decide that if she asks me to interpret again, it would be paid and not free of charge. A: Support B: Critique

Challenges in Volunteer Interpreting Situations AN INTERPRETER'S PERSPECTIVE: My advice is to be very careful about interpreting for free. If you do it, do it with an open heart, and don't feel taken advantage of later. Perhaps this experience will affect your decision the next time. Remember that how people spend their money is their business. It's well known that people will gladly spend money on themselves for direct benefits, but not on the service that got them that benefit. Ask any waitress. A DEAF CONSUMER'S PERSPECTIVE: I would definitely be angry. I don't appreciate being taken advantage of. However, I wouldn't say anything to the deaf woman. I just wouldn't interpret for her for free again.

Scenario 624. There's an interpreter in my area with whom I have a personality conflict. Even worse, it seems like every time I'm offered an assignment and I ask who my team interpreter is, it turns out to be her. I turn down the assignments because although she's a competent interpreter, I simply can't stand to be in the same room with her. I've turned down so many assignments, I'm afraid the agency will stop offering me jobs. The next call comes in, and it's for eight hours at the premium weekend rate. But I turn down the offer as I am matched with her yet again. A: Support B: Critique

Challenges in Working Relationships with Other Interpreters AN INTERPRETER'S PERSPECTIVE: If you're normally easy to get along with, but you can't stand this person, chances are there are others who don't like her either. It may be time to mention this to the interpreting agency; you may be helping others as well. Explain there's a personality conflict and that working with this person would affect the quality of your work. You could also mention that other interpreters (no names!) have complained about this person, if that is the case. I would make it clear that I'd love to take these jobs, but I can't accept any jobs where I would be working with this person. From now on, if the agency wants me, they will need to find a different team interpreter. A DEAF CONSUMER'S PERSPECTIVE: First of all, try to resolve the conflict with that interpreter in a neutral setting. If you can't do this, just do your best, leaving the personality conflict out of it. It's your attitude toward the other interpreter that's creating the problem, so change it to a positive attitude.

Scenario 625. What do I say to my colleague when she tells me, "J says I'm the best interpreter he's ever had," knowing that I have interpreted for J as well? I'm not too bothered that J said this to her, but I am bothered that she tells me about it. I feel like this introduces an ugly, competitive flavor. (the interpreter bragging) A: Support B: Critique

Challenges in Working Relationships with Other Interpreters AN INTERPRETER'S PERSPECTIVE: The situation has the look and feel of a breach of the CPC, but you might not want to fight that battle by filing a grievance. A simpler approach might be to respond neutrally to the interpreter's comment (e.g., "It's nice to work with someone who likes your work") and let it go. Don't stoop to her level by competing with her on the issue. Continue to accept work with J as well as others and strive to make your interpreting solid. Work with interpreterson your team or in the community whom you trust and respect, and who offer you support and uphold your (as well as their own) professional integrity. Furthermore,continue to exhibit those qualities of trust, respect, and integrity to others in thefield, especially newcomers. We can't afford to lose good (or potentially good) interpreters because of competitive, insensitive remarks made by a few. A DEAF CONSUMER'S PERSPECTIVE: The deaf consumer most likely did not expect his comment that this particular interpreter is the "best interpreter he's ever had" to be shared with others. Assuming that this is a genuine comment, the interpreter should accept such a comment gracefully and keep it to herself for several reasons. First, such a comment may damage the relationship between this particular deaf consumer and other interpreters who perceive they have a strong relationship with this deaf consumer as well. Second, if this comment got back to the deaf consumer, it could lead to greater distrust about what these two interpreters disclose to each other about their deaf clients and the type of "gossip" they may share. Third, the comment reflects insecurity on the part of the speaker about her level of skill and relationship with deaf consumers, and reflects poorly on her (surely an unintended consequence of the comment). Finally, there is a possible risk, depending on the situation in which the comment was made, that the deaf person could perceive that there has been a breach of confidentiality in the sharing of his comment. The interpreter on the receiving end of such a comment might say something to the effect of, "I'm glad to hear you also have a nice working relationship with him; that's a very nice compliment he paid you." The interpreter could also add, "Can I suggest that you rephrase this comment in the future in order to make sure that the relationship the deaf consumer has with other interpreters is not damaged? I suggest that you just state that you have a good working relationship with the deaf consumer, instead of sharing his comment specifically. I'm sure the deaf consumer would prefer that other interpreters not know what he said specifically to you because that deaf person will still have to routinely work with other interpreters."

Scenario 592. I'm interpreting a weekend college course, and I see the "off" interpreter pull out some earphones. The deaf student also notices and asks, "What's up?" My partner says she just wants to hear the score of the Michigan versus Ohio game. The next thing I know, they're both totally engrossed in the game, with my partner interpreting the game play by play. I continue to interpreter the course dispute the lack of attention from my partner and client. A: Support B: Critique

Challenges in Working with a Team Interpreter AN INTERPRETER'S PERSPECTIVE: Some people! I was hired to interpret, and I will do my job if it's possible. If they're listening to the game during my turn to interpret, I would continue to interpret until it became too distracting. Then I would get the attention of the student and ask what she wants me to do. If she wants me to continue interpreting, I would ask my partner to please stop interpreting the game since it's too distracting for me. If the student says she doesn't care about the class and only cares about the game, I would ask the co-interpreter to switch with me and be the "on" interpreter. I will take over interpreting when the student is ready to attend to the class. However, don't expect me to fill in any missing information. A DEAF CONSUMER'S PERSPECTIVE: Continue interpreting regardless of being ignored by the deaf client. If the team interpreter becomes a distraction, you can ask her to either stop or step out of the room. After the assignment, talk with the team interpreter and let her know that you didn't find her behavior appropriate or supportive. Request that it never happen again if she's to team with you. If it's a repeated behavior, report it to the agency or supervisor.

Scenario 589. I am team interpreting, and for some reason, my partner starts to feed me every single sign from her seat. At first, I try to watch what she's signing, but it's just too much. I can't watch her and listen at the same time. People start to notice the two of us. It's distracting to see both of us interpreting in stereo. I wait till the end of the assignment to debrief about how we cooperate with each other when teaming. A: Support B: Critique

Challenges in Working with a Team Interpreter AN INTERPRETER'S PERSPECTIVE: This seems to be an issue of appropriate professional conduct on the job. Negotiating expectations with your team interpreter should take place outside of the interpreting arena, preferably before the assignment begins. A DEAF CONSUMER'S PERSPECTIVE: You could gently sign, "Please hold," and then continue with your interpretation. At the break, discuss the situation with your partner.

Scenario 1. I'm a staff interpreter at a community college and have just finished interpreting a sociology class final exam. A good friend of mine has the same final later today, and she begs me to tell her some of the questions I remember on the test. I politely refuse to share any information. A: Support B: Critique

Challenges to Interpreter Ethics AN INTERPRETER'S PERSPECTIVE: Even when it's a friend, you should maintain your professional standards by never revealing any information learned on an assignment. A DEAF CONSUMER'S PERSPECTIVE: Tell your friend that, in your role as interpreter, information learned while interpreting is not to be shared with others.

Scenario 4: I am the interpreter coordinator at an interpreter referral agency. My husband teaches in an interpreter training program (ITP) and is RID certified, and he does a lot of freelance interpreting in a community where he is very well respected. I hire him for assignments through our office since he is qualified, flexible, and dependable. A: Support B: Critique

Challenges to Interpreter Ethics AN INTERPRETER'S PERSPECTIVE: I think interpreting can be a competitive profession and some people may wish they were getting the work instead of him. From what you write, he is a skilled and competent interpreter (I am assuming this is on the basis that he teaches in this profession), and you as a coordinator are lucky to have him as an employee. If you were not married, you would hire him for jobs; therefore, your marriage doesn't seem to be having an undue influence on you hiring him. A DEAF CONSUMER'S PERSPECTIVE: I would have absolutely no objection to my interpreter being the coordinator's husband. As you already stated, your husband is qualified and is able to meet the interpreting needs of the community. I would expect that the assignments would be professionally and objectively handled. Given the consistent need for quality interpreting services in the Deaf community (and it is well known there is a shortage), it is my opinion that a qualified interpreter should have the opportunity to work.

Scenario 366. I had a job interpreting for a therapy session, and I wrote, "Therapy — Stv. Miller" in my date book. My date book is never out of my purse and no one ever sees it. However, one day I lost my date book. The next session my client, Steve Miller shoves my lost book in my face and furiously signs, "My boss found this at the bank and saw my name. Now he knows I have therapy. Thanks a lot!" I apologize for having revealing information not secure and promise to ensure that it will not happen again. A: Support B: Critique

Challenges to Maintaining Confidentiality AN INTERPRETER'S PERSPECTIVE: By revealing information in your date book pertaining to setting and client, you have indeed breached the confidentiality tenet of the CPC. Although you said, "My date book is never out of my purse and no one ever sees it," obviously it did get out and someone did see it. Therefore, it's an excellent lesson for you. You need to revamp the notation system in your date book so that the information won't be decipherable. All you can do in this instance is apologize sincerely and explain that this incident has caused you to review your business practices so that this will never happen again. A DEAF CONSUMER'S PERSPECTIVE: This is precisely why no names should ever be used in a date book. You never know when you'll lose it. Always use a code for regular interpreting jobs. For regular interpreting jobs, you should certainly be able to remember who the client is. It's a clear violation of the CPC to identify your clients in any way, including in a date book. You should apologize profusely to the client and offer to remove yourself from the job. It's the honorable thing to do under the circumstances. Hopefully, the client knows that, legally, his boss can't take any action as a result of his having therapy.

Scenario 345. I was interpreting in an auto mechanics class, and the teacher was explaining to them about torches and the appropriate mixtures. My husband owns an auto shop so I'm somewhat familiar with the subject. I was watching the deaf student put his mixture into his torch. I was pretty sure he didn't follow the instructions and that, if he lit the torch, he could blow up the place. Without waiting for the instructor to come over and check his work, the student started to light his torch. I couldn't help myself; I interceded, and he wasn't too pleased. A: Support B: Critique

Challenges to a Person's Health or Physical Well-Being AN INTERPRETER'S PERSPECTIVE: Common sense tells you to value the lives of others over any professional code. In a situation like this, yes, I would probably say or do something. A DEAF CONSUMER'S PERSPECTIVE: If you value your life, then you should definitely tell the student to check with the instructor before lighting the mixture.

Scenario 346. I'm interpreting for a deaf client in the process of being bawled out by the case manager of the group home where he lives. The client becomes upset and keeps asking, "(Your name sign) mad at me?" The case manager tried telling the client he's the one who is mad, not the interpreter. The client, however, is unconvinced and now he's getting mad at me. He is in my face and threatening me with physical harm if I don't "shut up." I assure the deaf client that I am the not one who is mad, and that if he has a problem with me a different interpreter can be assigned in the future. A: Support B: Critique

Challenges to a Person's Health or Physical Well-Being AN INTERPRETER'S PERSPECTIVE: This situation could most likely have been prevented. When difficult information is being shared, I will frequently point to and reference the sender of the information. I also use a sign name or other identifier ("boss" or "manager," for example) to make clear the information is not originating from me. If these tactics fail, I would require a break at this point, as well as separation between myself and the deaf consumer. Depending on the procedures in the group home, I may talk with the case manager about how to proceed. Under no circumstances would I continue to place myself at risk of physical harm. A DEAF CONSUMER'S PERSPECTIVE: The interpreter should say, "You're misunderstanding me! I (my name sign) am not mad at you. She (pointing to the case manager) is mad at you." Then I would let them continue their discussion.

Scenario 316. I am interpreting in a high school science class as they are dissecting cats. I can't help but think about my own little "Fluffy" at home as I watch the students start pulling out various organs. I feel myself starting to get nauseous. I grab a small spare trash can/ bucket in the classroom and continue interpreting, but eventually I throw up and excuse myself to wash up quickly. A: Support B: Critique

Challenges to an Interpreter's Emotional State While Interpreting AN INTERPRETER'S PERSPECTIVE: If you can stomach it, hang in there. Maintain eye contact and avoid looking at the dissection if you can. Don't get caught off guard next time. Check over the class syllabus for future lesson plans that may be difficult for you to handle. A DEAF CONSUMER'S PERSPECTIVE: Interpreters aren't machines; they're human beings with feelings. I completely understand where the interpreter is coming from. Take a quick break for a drink of water, and when you've calmed down, finish the job. Afterwards, race home and hug your cat!

Scenario 317. I'm interpreting a school field trip to the local zoo. In the reptile house, the docent is showing the kids a snake. I can't help myself; I hate snakes. Although I know the snake is harmless, my face and body register obvious fear, and I cringe physically away from the docent. A: Support B: Critique

Challenges to an Interpreter's Emotional State While Interpreting AN INTERPRETER'S PERSPECTIVE: It's OK to show that you're a real person sometimes, and if snakes creep you out, then snakes creep you out. The kids might even appreciate seeing you show your "human" side and will probably think it's funny, which is OK too. If you can switch with another interpreter whois not bothered by snakes, do so at once. If that's not possible, you're going to have to tough it out. Get as close as you can but as far away as you need to be.(An interpreter passed out on the floor is no good to anyone). Remember this is a valuable learning experience for these children. Once they're done with the snakes, ask for a short break and try to shake off that creepy feeling. Remind yourself that this is just one of those wild experiences that interpreters have. I always like to remember that there's probably no other job in the world that would put me in so many different and unusual situations, good and bad, and how much richer my life is as a result. A DEAF CONSUMER'S PERSPECTIVE: If there's a team interpreter, I would immediately ask to switch. If I'm solo, then I would just move as far away from the snake as I possibly could. I would also do my best not to look at the snake.