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Identifying Effective Practices in Video Interpreting

This research project explores effective practices in video interpreting for Deaf and hard of hearing individuals. It examines consumer and practitioner perceptions and aims to develop training curriculum and promote standard practices in the field. Supported by the National Consortium of Interpreter Education Centers.

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Identifying Effective Practices in Video Interpreting

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  1. IdentifyingEffectivePractices in VideoInterpreting Beverly Hollrah, Mary Lightfoot, Leilani Johnson, Richard Laurion, &JulieSimon 2 Overview • Introduction/goal • Project • Researchprocessandmethodology • EffectivepracticesinVRS&VRI • Consumerandpractitionerperceptions • Areasoffutureresearch IdentifyingEffectivePracticesin IdentifyingEffectivePracticesin VideoInterpreting VideoInterpreting NationalConsortiumofInterpreterEducationCentersGallaudetUniversityRIEC,CATIECenteratSt.Catherine • Conclusions University,MARIECenteratUniversityofArkansasatLittleRock &UniversityofNorthernColorado GallaudetUniversity May24,20101 SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 3 4 InterpretingviaVideo Funding&Support VRS&VRIshouldbea priorityfor interpretereducation --NCIECNeedsAssessments,2005-2009 SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 5 6 InterpretingviaVideoWorkTeam Effectiveinterpretingviavideo Vision: Fieldofinterpretersworkingeffectivelyviavideo • Changingtechnology • Increasingconsumer sophistication • Increasingregulations • Newvendors/companies • New&differentmarkets Goals: Documentstandardpractice Outcome: Networkofstakeholders IdentifybestpracticesDeveloptraining/curriculum Identifyeffectivepractices Developandpromulgatecurriculum SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters

  2. IdentifyingEffectivePractices in VideoInterpreting Beverly Hollrah, Mary Lightfoot, Leilani Johnson, Richard Laurion, &JulieSimon 7 Stakeholderinput • Collaborativeprocess • Educators • Interpreters • Consumers • VRS&VRIproviders • FCCandgovernment VideoRelayServices ProjectFindings SupportedbytheNationalConsortiumofInterpreterEducationCenters 8 SupportedbytheNationalConsortiumofInterpreterEducationCenters 9 10 VRSresearchprojectoverview 2007VRSSummit • Domains&competencies • Nationwidedatacollection • Surveys • Focusgroups • Interviews • Reviewprocess • Effectivepracticesdocuments • Hands-OnVRS • GoAmericaVRS • BirnbaumVRS • CACVRS • CSDVRS • HamiltonVRS • SNAPVRS • SorensonVRS • ViableVRS SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 11 12 2007VRSSummitDomains&Competencies 2007VRSSummit Domains&CompetenciesCon’t • VRSsystems • Ethics • Socio-Political • Interpersonalcommunication • Relationship&communicationmanagement • Business • Customerservice • Interpreting • Teaming • CDIs • Theories&models • Language&Culture • Ethnic • Generational • Self-care • Stressmanagement • VicariousTrauma • SupportedbytheNationalConsortiumofInterpreterEducationCenters • Problemsolving • Flexibility SupportedbytheNationalConsortiumofInterpreterEducationCenters

  3. IdentifyingEffectivePractices in VideoInterpreting Beverly Hollrah, Mary Lightfoot, Leilani Johnson, Richard Laurion, &JulieSimon 13 14 Interpreterpractitionerdata Collaboratingstakeholders • 7FocusGroups(38participants) • Hosted:Boston,Denver,Houston(2), Minneapolis,Portland,Washington,DC • Gender:70%female;30%male • Ethnicity:59%White;21%AfricanAmerican; 15%Latino;5%Asian • Education:71%collegegrads(BA,MA,PhD) SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 15 16 Practitioneridentifiedcompetencies Practitionerreporteddemands 80% 70% 60% 50% 40% 30% 20% Message 10% 0% Setting i Advocay Self‐Care Leadershp Technology Preparation LanguageSkills HumanRelations InterpretingSkills Role&Boundaries Culture&Diversity Ethical&Professional... Knowledgeoflawsthat... KnowledgeofVRSSys... ProfessionalDevelop... Diversity SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 17 18 Attributesofsuccessfulinterpreters Reportedbenefit/impact • Greatestbenefit: • Moreconfidencewhenworkingin the community • Humility • Problem-solvingskills • Criticalthinkingskills • Responsiblefor mistakes • Thick-skinned • Patience • Openminded • Confidence • Abilitytomultitask • Abilitytoprioritize • Abilitytoaskforwhat need/want SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters

  4. IdentifyingEffectivePractices in VideoInterpreting Beverly Hollrah, Mary Lightfoot, Leilani Johnson, Richard Laurion, &JulieSimon 20 19 Consumerdata Reportedbenefits/impact • 25individualinterviews • Status:92%Deaf;8%Deaf-Blind;8%Hardof Hearing • Gender:52%female;48%male • Ethnicity:44%White;20%NativeAmerican; 16%AfricanAmerican;12%Latino;4%Asian; 12%Other • Education:72%collegegrads(BA,MA,PhD) • Greatestdrawbacks: • Lessworkinlocalcommunity • DisconnectedfromDeaf Community • Senseresentmentfrom individualsoflocalDeaf Community SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 21 22 Consumerperceptions:Competence Consumeridentifiedcompetencies • Skilledinterpreters • CODA • InterpreterEducationProgramGraduate • Certified • Fluencyinlanguage(English,ASLorSpanish) • Senseinterpreterabletomatchcaller • Demonstratepolitenessandmanners 80% 70% 60% 50% 40% 30% 20% 10% 0% sit Advocacy Self‐Care Leadership Preparation Technology Interpreting Skills Culture &Diver y Role &Boundaries • Knowtoaskforclarification • Usefacialgrammarandeyecontactappropriately KnowledgeofVRSSy... o Knowledgeoflawsthat... Other:LinguisticFoun... Ethical&prfessional... ProfessionalDevelop... SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheN*ationalConsortiumofInterpreterEducationCenters 23 24 Factorsimpactingmessage Reportednegativeperceptions • Comprehension • Fingerspelling • Numbers • RegisterorSign Variation • Similaritieswithcaller • Gender • Experience • Culture • Class/ethnicity • Questionablelanguageskills • Interpreterinaccuraterepresentation • Familiarityorunfamiliarity • Decreasinginterpreterproficiency • Callerperspectives • Attitude • Mood • Comfortlevel SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters

  5. IdentifyingEffectivePractices in VideoInterpreting Beverly Hollrah, Mary Lightfoot, Leilani Johnson, Richard Laurion, &JulieSimon 25 ExpectationofVRSinterpreters • Attributes • Masterofmanytopics • Skilled2-Dcommunicator VideoRemoteInterpreting • Skills • Languagefluency • Familiarwithrationalityanddialects • Competencewithtechnicalinformation ProjectFindings SupportedbytheNationalConsortiumofInterpreterEducationCenters 26 SupportedbytheNationalConsortiumofInterpreterEducationCenters 27 28 VRIresearchproject Practitionerdata-survey • 43Surveys • Gender:41Female;2Male • Ethnicity:74%White;7%Asian;5%Latino; 2%AfricanAmerican;2%NativeAmerican; 9%Prefernottoindicate • Education:68%collegegrads(BA,MA,PhD) • Identificationofdomains&competencies • Useofexpertgroup • Nationwidedatacollection • Practitioners&Deafconsumers • Survey&interviews • Developmentofeffectivepractices SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 29 30 Practitionerdata-interviews Generaltrainingneeds • 6Interviews • Gender: • 4Female;2Male • Status: • 5Hearing;1Deaf • Trilingual: (ASL/English/Spanish) • Businesspractices • Consumeradvocacy • Turn-taking management • Culturalcompetency • Customerservice • Ethics&decision making • Interpersonal relations • Languageskills • Role&boundaries • Teaminterpreting SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters

  6. IdentifyingEffectivePractices in VideoInterpreting Beverly Hollrah, Mary Lightfoot, Leilani Johnson, Richard Laurion, &JulieSimon 31 32 Selftrainingneeds Factorsimpactingremotework • Lawsandstatutes • Audio&video management • Environmentalmanagement • Ergonomics • Interpretingskills • Professional development • Hardwareand software • Self-care • Technology • Workingconditions • Backgroundandfamiliaritywithconsumers • Backgroundandfamiliaritywithsubjectmatter • Clarityofaudio/visualconnection • Competence&effectivenessofinterpretingteam • Interpreter’sculturalcompetence • Interpreter’slinguisticcompetence • Prioraccesstopertinentmaterials (i.e.,breaks) • Preparation • Useofothermedia SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 33 34 Technologyimpactingremotework Situationalfactorsimpactingwork • Qualityofvideo • Qualityofaudio • Stabilityofconnections • Availabilityofpersonnelto • Scheduling • Billing • Preparation • Teaminterpreting • Culturalandlinguisticvariations • Modelsandmethodsofinterpreting • troubleshoottechnologyissues • EaseofusingVRIhardware www.c-s-d.org • EaseofusingVRIsoftware • Availabilityoftechnologytraining • SupportedbytheNationalConsortiumofInterpreterEducationCenters • Interpersonalskills • Businesspractices • SupportedbytheNationalConsortiumofInterpreterEducationCenters 35 36 Top10-Knowledgeandskillsets Top10-Con’t • Customerservice-38.6% • Audio&videomanagement • -34.1% • Applicablelaws&statutes • -29.5% • Remotevideohardware&software-29.5% • Interpretingskills-70.5% • Conversationturn-taking management-45.5% • Languageskills-43.2% • Ethicalandprofessional decision-making-40.9% • Culturalcompetency-40.9% • Role&boundaries-25.0% SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters

  7. IdentifyingEffectivePractices in VideoInterpreting Beverly Hollrah, Mary Lightfoot, Leilani Johnson, Richard Laurion, &JulieSimon 37 38 Consumerdata Consumerdata • 244Surveys • Gender:55%Female;45%Male • Status:85%Deaf;12%HardofHearing; 3%Deaf-Blind • Ethnicity:78%White;5%Latino;5%Native American;3%Asian;3%AfricanAmerican; 3%Other;6%Prefernottoindicate • Education:55%collegegrads(BA,MA,PhD) • 4Interviews • Gender: • 50%Female;50%Male SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 39 40 Consumerfrequencyofuse Consumerreasonsforuse • Onceamonth-37.6% • 1-5hoursperweek-30.9% • 5-10hoursperweek-10.7% • Morethan10hoursperweek-9.0% • Morethan3timesamonth-8.4% • Threetimesamonth-3.4% • Lastminuteevent • Unavailabilityofcommunityinterpreter • VRIassoleoption • Preference • Other SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 41 42 SchedulingofVRIservices VRISettings • Neverscheduleinadvance • –alwayslastminute • 1-3daysinadvance • Lessthan24hoursinadvance • Morethanone-weekinadvance • 4-6daysinadvance SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters

  8. IdentifyingEffectivePractices in VideoInterpreting Beverly Hollrah, Mary Lightfoot, Leilani Johnson, Richard Laurion, &JulieSimon 43 44 Top10-Consumersperceptions Top10–Con’t • Interpretingskills-73.0% • Languageskills-53.4% • Conversationturn-takingmanagement-39.9% • Culturalcompetency-33.1% • Ethicalandprofessional decision-making-29.2% • Environmental(i.e.,lighting, background,ventilation) • -28.7% • Customerservice-27.5% • Applicablelaws&statutes • -25.8% • Role&boundaries-24.2% • Technology-21.9% SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 45 46 VRSvs..VRI What’sthedifference? Consumersituationalconsiderations • Scheduling • Billing • Preparation:briefing&debriefing • Technologyconsiderations • Participation • VRIvs..othersituations • Needtoeducateconsumersandpractitioners regardingVRSvs.VRI • Differences • Similarities • Needtounderstandhowtechnologyis changingthewaypeoplecommunicate • ChallengesofusingaVideoRemoteInterpreter SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters 47 48 Areasforfutureresearch Areasforfutureresearch • Definitionofcultural&linguisticcompetency • Issuesaroundregional&geographicdiversity • InputfromHearing consumers • Demandsand competenciesof practitionersworking • RoleofDeafInterpreters inVRS&VRI • Considerationswhenworkingwithpeoplewho areDeaf-Blind • Issuesofconfidentialityandaccesstopersonal information(i.e.,HIPAA,FERPA) betweenEnglish,ASL &Spanish • Consumereducation aboutVRS&VRI differences • SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters

  9. IdentifyingEffectivePractices in VideoInterpreting Beverly Hollrah, Mary Lightfoot, Leilani Johnson, Richard Laurion, &JulieSimon 49 50 Outcomesofthiswork Resources • www.nciec.org • mary.lightfoot@gallaudet.edubeverly.hollrah@gallaudet.edurlaurion@stkate.edu • Articles • ReportofVRSfindings • ReportofVRIfindings • Validateddomains&competencies • Identifiedresources • Widedissemination • Curriculum leilani.johnson@unco.edujulie.simon@thelanguagedoor.com • Programsimplemented SupportedbytheNationalConsortiumofInterpreterEducationCenters SupportedbytheNationalConsortiumofInterpreterEducationCenters

  10. VRSImplications: New Demands on Interpreters MartyM. Taylor VRSImplications: NewDemandsonInterpreters MartyM. Taylor,Ph.D. NationalSymposiumonVideoInterpreting:TheStateofthePracticeandImplications Washington,DCMay23-25,2010 NationalSymposiumonVideoInterpretingWashingtonDC20101 • PlanforthePresentation • Describe currentresearch • Informationfrom interviews&surveys • Deafandhardofhearingparticipants • Interpretersandmanagers • Competenciesfor VRS Interpreters • Implications NationalSymposiumonVideoInterpretingWashingtonDC2010 2 Broader Scopethan 2005 Research Greaternumberofcenters(5vs.2) Greaternumberoflocales(5vs.2) Moreindividualinterviews&observations (107vs.80) MorefocusgroupsofDeafandhardof hearingcallers(5vs.1) Individualshaveworkedlongerinthe industry • ResearchprovidedforSorenson • Verylargesamplebase • Over1,000employees • CentersinUSonly • Findingsandresultsaretheresearcher’s NationalSymposiumonVideoInterpretingWashingtonDC2010 3 NationalSymposiumonVideoInterpretingWashingtonDC2010 4 ResearchQuestions 1.Whatskills,knowledge,andpersonalattributes mustVRSInterpreterspossessinorderto workeffectivelyintheirjobs? WhatdoDeafandhardofhearingcallers reportabouttheiruseofVRS? Whatworkconditionssupportordetract fromtheInterpreters’work? • DataCollection • Fivecentersinfivestates • California,Iowa,Minnesota,Ohio,Texas • Participants(143) • DeafcallerFocusGroups(36) • ManagerandInterpreterinterviews(64) • Observationsofinterpretersrelayingcalls(43) NationalSymposiumonVideoInterpretingWashingtonDC2010 5 NationalSymposiumonVideoInterpretingWashingtonDC2010 6

  11. VRSImplications: New Demands on Interpreters MartyM. Taylor EducationalLevel (Deaf &HardofHearing) Deaf & Hard ofHearing QuestionnaireResults NationalSymposiumonVideoInterpretingWashingtonDC2010 7 NationalSymposiumonVideoInterpretingWashingtonDC2010 8 WeeklyVRSUse (Deaf & HardofHearing) NationalSymposiumonVideoInterpretingWashingtonDC201010 Ethnicity (Deaf& Hardof Hearing) NationalSymposiumonVideoInterpretingWashingtonDC2010 9 Who Participants Call (Deaf & HardofHearing) 28(77.7%)calledfriends 26(72.2%)calledprofessionals(doctors,lawyers, accountants) 24(66.6%)calledbusinesses 22(61.1%)calledfamilymembers 12(33.3%)calledtheirowncustomers 11(30.5%)calledgovernmentoffices 8(22.2%)calledworkcolleagues NationalSymposiumonVideoInterpretingWashingtonDC201011 FrequencyofUsing CommunityInterpretersperMonth NationalSymposiumonVideoInterpretingWashingtonDC201012

  12. VRSImplications: New Demands on Interpreters MartyM. Taylor Liked mostaboutVRS (Deaf & HardofHearing) Usingourfirstlanguage,ASL Enjoyseeingtheinterpreter’sfaceandASL Speed,easytoconverse,savestime Convenience Smoothconversation,lessfrustrating Functionalequivalenttohearingcallers NationalSymposiumonVideoInterpretingWashingtonDC201013 Liked mostaboutVRSInterpreters (Deaf & HardofHearing) Theirprofessionalism&skill Attitude,manners AwarenessofDeafcultureandcommunity Confidentiality Open,relaxed,friendly,lively,senseofhumor “CODAinterpreters” NationalSymposiumonVideoInterpretingWashingtonDC201014 VRS InterpreterAttributes (Deaf & HardofHearing) NationalSymposiumonVideoInterpretingWashingtonDC201015 Needfor InterpreterEducation (Deaf & HardofHearing) NationalSymposiumonVideoInterpretingWashingtonDC201016 Interpretersand ManagersQuestionnaire Results NationalSymposiumonVideoInterpretingWashingtonDC201017 Age (Interpreters &Managers) NationalSymposiumonVideoInterpretingWashingtonDC201018

  13. VRSImplications: New Demands on Interpreters MartyM. Taylor EducationalLevel (Interpreters &Managers) NationalSymposiumonVideoInterpretingWashingtonDC201019 Ethnicity (Interpreters &Managers) NationalSymposiumonVideoInterpretingWashingtonDC201020 InterpretingExperience (Interpreters &Managers) NationalSymposiumonVideoInterpretingWashingtonDC201021 VRS InterpreterExperience (Interpreters &Managers) NationalSymposiumonVideoInterpretingWashingtonDC201022 FrequencyofInterpretingintheCommunitySetting NationalSymposiumonVideoInterpretingWashingtonDC201023 EffectivePractices forVRS Interpreters(Interpreters&Managers) NationalSymposiumonVideoInterpretingWashingtonDC201024

  14. VRSImplications: New Demands on Interpreters MartyM. Taylor Needfor SpecificAdvancedEducation (Interpreters &Managers) NationalSymposiumonVideoInterpretingWashingtonDC201025 VRSInterpreterCompetencies (Expanded) NationalSymposiumonVideoInterpretingWashingtonDC201026 • VRS Interpreter-Skills • Metacognitiveskills • Languagefluency • Teamingstrategies • Callmanagement • Telephoneprotocol • NationalSymposiumonVideoInterpretingWashingtonDC201027 • VRS Interpreter-Knowledge • Experience • Practicalknowledge • Abilitytolearn • Ethics&professionalconduct • NationalSymposiumonVideoInterpretingWashingtonDC201028 • VRS Interpreter-PersonalAttributes • Abilitytomaintainconfidentiality • Tolerantofchangesintechnology • Abilitytoaccommodateandadjust • Takescareofself(emotionally,physically) • Abilitytosetboundaries • NationalSymposiumonVideoInterpretingWashingtonDC201029 Currentand Future Needsof Deaf andHardofHearingCallers ContinueVRS Retainqualifiedinterpreters EducationforDeafandHardofHearing callersonhowtouseVRS Technology NationalSymposiumonVideoInterpretingWashingtonDC201030

  15. VRSImplications: New Demands on Interpreters MartyM. Taylor • Growing Demands • Placing9-1-1calls • Morechildren(8and9yearolds) • Nationalandinternationalcallers • Callers’languagefluency • Supplyanddemand • Demandisveryhighinallsectors • Interpretersmustpreservetheirenergyoverthelonghaul • NationalSymposiumonVideoInterpretingWashingtonDC201031 Implicationsfor: Interpretingprograms Deafcommunity Interpretingorganizations Government VRSproviders FurtherResearch NationalSymposiumonVideoInterpretingWashingtonDC201032 • InterpretingPrograms • Preparebilingualinterpreters • Focuspartoftheeducationonlanguageand interpretationrelatedtoeverydaysituations (buyingahouse,planningsocialevents, talkingaboutsports,technology) • Teachsoftskills:boundariesandpersonal awareness • Teachaboutcontractsandworkload • Practicecallswithvideophoneequipment • NationalSymposiumonVideoInterpretingWashingtonDC201033 • Deaf Community • Develop“howtouseVRS”guide • Discussstrategiesforplacingeffectivecalls • DiscusswaysinwhichVRScanenhance one’slife • Hostworkshopswithinterpreters • Discussnon-deafcallernorms • Practicedifferentstrategiesforplacingcalls withinterpreters • NationalSymposiumonVideoInterpretingWashingtonDC201034 • InterpretingOrganizations • CollaboratewiththeDeafcommunityin meetingtheirneedsinusingVRS • Encouragememberstoseekdegreesandnationalcertification • Developpathwaysforpeopletobecome highlyskilledinterpreters • NationalSymposiumonVideoInterpretingWashingtonDC201035 • Government • Providefundingforinterpretereducation • Undertakeeducationofpublicpersonnelin effectiveuseofVRS • ProvidefundingforVRSproviderstomaintaintheirstandards • NationalSymposiumonVideoInterpretingWashingtonDC201036

  16. VRSImplications: New Demands on Interpreters MartyM. Taylor • VRS Providers • Maintainthepracticeofhiringqualified interpreters • Defineandworkwithinterpretingprogramsto teachtoyourstandard • DevelopastandardizedVRSinterpreter trainingcurriculumtoincludeininterpreting programs • Rewardlongevity,loyaltyandtalented employees • NationalSymposiumonVideoInterpretingWashingtonDC201037 • Further Research • Investigatecustomersatisfactionamongnon- deafcallers • Interviewyoungdeafandhardofhearing callers • Determinetheemotionalandpsychological loadforinterpretersoverthelongterm • Investigatehowinjuriesareaffecting interpreters’work,andwhatkindofinjuries areoccurring • NationalSymposiumonVideoInterpretingWashingtonDC201038 Elegance,accuracy,andefficiency are never accidents but are insteadan exquisite combinationof experience,attentiontodetailandskillthatonly highly competentand qualifiedinterpreters can accomplish. ~MartyM.Taylor NationalSymposiumonVideoInterpretingWashingtonDC201039 Contact MartyTaylor,Ph.D. InterpretingConsolidated Box203,MainP.O. Edmonton,AlbertaT5J2J1CANADA 780-488-8698phone/faxwww.aslinterpreting.comwww.martytaylor.com NationalSymposiumonVideoInterpretingWashingtonDC201040

  17. TowardaSociologyof Interpreting JeremyL. Brunson Toward a SociologyofInterpreting JeremyL.Brunson AssistantProfessorofSociology GallaudetUniversity VRS2010Presentation • Overview • Introduction • –TraditionalfociinSignLanguageInterpretingResearch • Institutionalethnographyasanapproachofinquiry • ApplyingIEtothefieldofinterpretingthroughanexaminationofVRS. • Conclusion/Questions TraditionalStartingPlace andFociofSignLanguageInterpretingResearch • Institutional Ethnography • Feminism • Standpoint(Smith1987;1990a;2005;DeVault&McCoy, 2002;DeVault2006). • RulingRelations(Marx[1976];Smith1987;1990a;1990b; 1999;2005;2006;G.Smith1988). • Texts(Smith1990a;McCoy1995;1998;2006) • Work(Smith1990b;deMontigny1995;DeVault2007; Diamond1992;Hochschild1979;1983;1990; • Generalizabilityvs.GeneralizingEffect(Smith2006) • Ourparticipationinsociety’s(andourown)organization • ApplyingInstitutionalEthnography • Mystudyproblematic: • “Weareprovidingaccess.” • MyStudy • Methodology • Setting • Interpreters • DeafPeople • Texts • Conclusion

  18. TowardaSociologyof Interpreting JeremyL. Brunson • Methodology • Participantobservations • Autoethnographic • Interviews • FocusGroups • ExaminationofTexts(notatextualanalysis) • BackgroundInformation • Ihaveworkedfor3differentVRSproviders,in5differentcenters,locatedin4differentstates. • MyfocushereexaminesdatacollectedwhileIworked foroneprovider. • Setting • Architecture • Technologies • Spaceasacommodity • FocusGroups • RecruitmentofParticipants • ParticipantDemographicInformation • Interviews • RecruitmentofInformants • FocusofInterviews Interview Excerpts

  19. TowardaSociologyof Interpreting JeremyL. Brunson • Examination ofTexts • Localtexts • RulingTexts • ADA • FCCguidelines Text Excerpts • Conclusion • Weneedtobegintoteachcurrentandfuture interpreterstoseetheworkofinterpretingaspartofalargersocialstructure.OnethatIhavecalled“institutionofaccess”(Brunson2008).Bydoingthis, interpreterscanidentifytheinfluencethisstructure, throughtexts,exertsoverusinordertocounteror promotethistypeoforganization.Wecanthendeterminethetrajectoryofthefieldratherthanhavingitdeterminedforus. Questions/Com ments? Thankyou. Bibliography Availableuponrequest.

  20. Examiningthe Challenges of Trilingual(Spanish-English-ASL) VRSInterpretingDavid Quinto-Pozos,Kristie Casanova de Canales, Rafael Trevino Brief History of Trilingual VRS Examining the ChallengesofTrilingual (Spanish-English-ASL)VRS Interpreting • 2000 • ApprovedinTexas • Requestfor compensation • PilotinAustin • FCC reimbursesVRS 1995 2002 Brief History of Trilingual VRS Backgroundon Interpreters • 37Responded • Language Proficiency • Experiencein Interpreting • AssessmentofSkills • 2005 • FCC Reversesits Decision • Providers mustoffer services24/7 • Spanish-ASL Not Compensable 2004 2006 LanguageProficiencyofInterpreters Selfreported"ALanguage"and"BLanguage" 30 25 20 15 10 5 0 SpanishAEnglishAASLASpanishBEnglishBASLB LanguageLanguageLanguageLanguageLanguageLanguage Languages YearsofExperienceofInterpreters Interpreters' years of experience Morethan3Years 1-5months 17% 11% 2-3Years 6% 6-12months 26% 1-2Years 40%

  21. Examiningthe Challenges of Trilingual(Spanish-English-ASL) VRSInterpretingDavid Quinto-Pozos,Kristie Casanova de Canales, Rafael Trevino Survey:Spanish GenderedNouns Assessmentof Skills IfyourDeafclientuses signswhoseSpanish counterpartshavegenderedvariants,whichvariantdoyou chooseifyoudonot knowthesexofthe personwhoisbeing described? ASL Interpreting English Spanish Responses:SpanishGenderedNouns SomeDialects of Spanish • BolivianSpanish • CaribbeanSpanish • CentralAmericanSpanish • Colombian-EcuadorianSpanish • MexicanSpanish • NorthernMexicanSpanish • PuertoRicanSpanish • Usemasculinevariant(n=17,46%) #1 • Requestclarification(n=13,35%) #2 • Avoidusinggenderednouns • Use“traditional”variant • Other •Contextclues Differencesat theLexical Level Differencesat theLexical Level English“soda” English“soda” torta queque Generalrefresco Peru gaseosa Generalrefresco Peru gaseosa torta queque pastel biscocho pastel biscocho guagua guagua

  22. Examiningthe Challenges of Trilingual(Spanish-English-ASL) VRSInterpretingDavid Quinto-Pozos,Kristie Casanova de Canales, Rafael Trevino Survey:LexicalDifferences Responses:Lexical differences Howdoyouhandlewordsthathaveone meaninginone Spanish-speaking countryandanother meaninginadifferentSpanish- speakingcountry? “blah” • Contextclues(n=14,38%) “blah” #1 “blah” “blah” “blah” “blah” blah • Requestclarification(n=12,32%) #2 blah “blah” “blah” “blah” “blah” • Useagenericterm • Other •Explainandcompare “blah” “blah” “blah” “blah” Survey:Pronunciation Responses:Pronunciation María Español: [Mah-rree-ah] English: [Muh-ree-uh] IfyourDeafclienthasaSpanishorSpanish- influencedname,how doyounormally pronouncethatname tohearingindividualswhospeakEnglishon theVRScalls? •Spanish(n=14,38%) #1 •English(n=13,35%) #2 • Usesuggestionfromcaller • Other •Listeningforclues Modeloftrilingual VRS interpretation Interpreters’WorkingConditions • Lengthofcalls • Averagelength basedonsurvey results • ComparedtoEnglish • Multiplecallswith thesamecaller From: Quinto-Pozos,Casanovade Canales,&Treviño(2010)

  23. Examiningthe Challenges of Trilingual(Spanish-English-ASL) VRSInterpretingDavid Quinto-Pozos,Kristie Casanova de Canales, Rafael Trevino • Interpreters’WorkingConditions • Transferring calls • –Technologicallimitations • –Supply anddemand issues Interpreters’WorkingConditions • Average percentageof timespent teamingwithanother interpreter VRS Providers’Input Interpreters’WorkingConditions • ImpactontrilingualVRSworkoninterpreterhealth • Mental • Physical • None • HowSpanish competencyis assessed • Third partyassessment • In-house assessment VRS Providers’Input VRS Providers’Input • Lengthofcalls • Comparedto English-ASLcalls • Averagetimes cited • Compensation • -Threeoutoffourprovidersinterviewed saytrilingualinterpretersreceivemorecompensation • Trilingual- specificTraining • –Mentoring workshop • –Observations

  24. Examiningthe Challenges of Trilingual(Spanish-English-ASL) VRSInterpretingDavid Quinto-Pozos,Kristie Casanova de Canales, Rafael Trevino • VRS Providers’Input • Teaming • Transferring VRS Providers’Input • Wheredo calls originateorterminate? • –Mexico • –Colombia • –PuertoRico • –Cuba • –CostaRica • VRS Providers’Input • Additionalcommentsorconcerns • Thisfieldisgrowing • NeedforRID’ssupportofthisspecialization • Demandexceedssupply,Hispaniccommunityunderserved • Needcertificationexamsandtrainingopportunitiesfortrilingualinterpreters • Wewouldliketothanktheinterpreters,VRS agencies,andDeafconsumerswho participatedinthisresearch • ForamorethoroughaccountofTrilingualVRS,seeQuinto-Pozos,D.,CasanovadeCanales,K.,&Treviño,R.(2010).TrilingualvideorelayserviceinterpretingintheUnitedStates.InStudiesin InterpretationSeries,Volume5:SignedLanguageInterpretinginMultilingualorMultiethnicContexts.Eds.R.McKee&J.Davis.Washington,DC:GallaudetUniversityPress,pp.28-54.

  25. Demystifying the"It":WhataSuperiorVRSInterpreter Does Norma Lee Oldfield VRSResearch VRSResearch NormaLeeOldfield,PhD • Introductions • Me • You DEMYSTIFYINGTHEIT:WHATASUPERIORVRS INTERPRETERDOES “” • WorkshopObjectives • Presentthefindings ofthis researchand: 1 Implicationsforcurrentpractitioners 2. Implicationforinterpretereducation NATIONALSYMPOSIUMONVIDEOINTERPRETING GALLAUDETUNIVERSITYMAY2010 VRSResearch VRSResearch • ManagersandTrainers • Discussionstranscribedandcodedforcommonthemes • Ex:Flexible,abletoworkwithoutcontextandmanagestress= personaleffectivenessasaprofessional(notnecessarily interpreting) • Ex:keepingcallers’preferencesthroughoutthecall,needfora VIwhocanhavefunandenjoytheperformancepart,VIwholetsthecallerfeelthecharisma,VIwithastronghuman compassioncomponent=customerserviceskills. • Clustersprioritized:possibletoenhanceinterpretingskillsvia workshopsormentoringbutnotassimpletodevelop professionaleffectivenessorcustomerserviceskills. • StructureoftheStudy • GroupsofVRSManagers&Trainerstobrainstorm aroundVRSqualities • Identifiedcompetencyclusters • NominatedVRSinterpretersforinterviews • VRSInterpreters(Novice,Competent,Expert) • VerbalProtocolAnalysisvsBehavioralEventInterview • Descriptionsofcompetencies VRSResearch VRSResearch • Practitioners • NominatedasNovice,CompetentorExpert • Lownumbers/hesitancy:proprietaryandethicalconcerns • BEIusingcriticaleventapproach(bestandworst) • Richdescriptionsandlanguagetofilloutcompetencyclusters • Ex:1.PersonalEffectivenessCluster • 1A:SelfControl • 1B:SelfConfidence/LowFearofRejection • 1C:Flexibility/Stamina • 1D:AccurateSelfAssessment • 1E:UseofSocializedPower/OrganizationalCommitment TheCompetencyClusters PersonalEffectivenessSkills CustomerServiceSkills InterpretingSkills TechnologySkills TelecommunicationSkills

  26. Demystifying the"It":WhataSuperiorVRSInterpreter Does Norma Lee Oldfield VRSResearch VRSResearch • 2D:UseofUnilateralPower/Autonomy • Competent • “…whathappensisit’satrustthing.Theytrustmetodomyjob soIcandoitasIseefit.” • “becauseIfeelsomeresponsibilityformygoalasthecommunication • specialisttomakethatbarriergoawaytosomeextent.” • Expert • “..andtheabilitytodosomethingrightandnothavetoquestion yourselfallofthetime…” • “…iftheychallengeyouonsomethingyouthoughtwasanacceptabledecision…” 1E-OrganizationalCommitment • Novice • “Ishowupontime…” • “itisagreatatmosphere…welaugh,weenjoythe company…” • Competent • “…(myresponsibility)istheoverallmissionofthe companyasawhole… • “…asocialresponsibilityforthecompany…” VRSResearch VRSResearch Interesting Correlations • ManagersandPractitioners(asawhole):yes Competency Dictionary • ManagersandExpertgroup:yes • ManagersandNovicegroup:yes • ManagersandCompetentgroup:no…hmmm VRSResearch VRSResearch RatingsheettovalidateCompetencyModel Whatdoesthismeanforyou? • ManagerschoseNovice/Competent/ExpertVIsandusedtheratingsheettomeasuretheirworkbehavior • Manager/Trainer • VRSInterpreter • Novicescoreswereentrylevel(1-2) • Expertscoreswereexpertlevel(4-5) • Competentscoreswerehigherthanaveragelevel(4-5)…hmm. • InterpretingEducator/Student

  27. Demystifying the"It":WhataSuperiorVRSInterpreter Does Norma Lee Oldfield VRSResearch VRSResearch • InterpreterEducationandTraining • Movingfromdeontological(rulebased)to teleological(goalbased) • Addingmoreelementstothebasiclinguisticapproach(environment,participants,dynamics,etc) • Motivesofdoingright(followingrules)vsdoing good(addingvalueandhavingvirtue)iscausing conflictinVRS/Corporaterelationships • Rhetoricvsdefacto(whatwesaywedovswhatwereallydo)issurfacinginVRS ContactInformation NormaLeeOldfield,PhDNormaleeoldfield@hotmail.com noldfield@troy.edu7044437883Desk

  28. VRS&VRI Development of the RID StandardPracticePapers Yoshiko Chino, MaryKayAdams,GinoGouby,& TinaSchultz

  29. VRS&VRI:Benefits and Challenges for Consumers Claude Stout AbouttheSpeaker • ClaudeL.Stout • ExecutiveDirector, • Telecommunicationsforthe DeafandHardofHearing,Inc. • Chair, • DeafandHardofHearingConsumerAdvocacyNetwork • Member • FederalCommunicationsCommissionConsumerAdvisoryCommittee • execdir@tdi-online.org VRSandVRI: BenefitsandChallengesfor Consumers VIDEOINTERPRETINGSYMPOSIUMGALLAUDETUNIVERSITY MAY23–25,2010 WhatisVRS? VRS Benefits(Empowerment) •Naturalseamlessconversationinsign language/voice •200wpmspokenvs.200wpmsigned •Wearemostcomfortableusingsign languagethantyping •WeimprovemoreinunderstandingandexpressinginEnglishfromusingVRS(literacyandlanguagedevelopment) •Wearelesshesitantincommunicating withhearingpeople VideoRelayServiceisaformofafederalservicemandatedbyTitleIVoftheAmericanswithDisabilitiesAct.Adeaforhard ofhearingcallerwhousessignlanguagecallsaVRS interpreter,whothencallsthehearingpersonandrelaysthe dialoguebetweensignlanguageandvoice.Thisserviceis fundedbyasmallsurchargecollectedbyphonecompanies andpaidbytheFCCtoprovidersbasedonminutesincurred. VRS VRS Challenges •Someofususelaptopwithbuiltincamerasin hotspots •Useitonlyathomeoratwork •Wecan’twaittogetmobileVRS-dependsonhow muchbroadbandisrequired •Wedo80%peer-to-peerchatsand20%VRS •Novideorelayserviceexistsfordeaf-blindusers •Fraudissues,rateissues,somevendorsneedto respectusmoreasconsumersandnotgetuscaughtin thecrossfirebetweenindustryandgovernment InterpretingProfession •Amigrationneverexperienced before •150callcentersacrossAmerica VideoTechnology •Firewallsandrouters GovernmentLegislation •TitleIVoftheADA •Donotdiscourageinnovationintechnology

  30. VRS&VRI:Benefits and Challenges for Consumers Claude Stout VRS VRS Demandvs.Supply •Demandexceedssupply Training •150interpretertrainingprograms •160+universitiesacceptASLasaforeignlanguage •ExplosionofnoncreditandonlineASLclasses Outreach •WemustdobetteratexplainingVRStothepublic •Explain10-digitnumberingsystembettertodeafand hardofhearingpeople ResearchandAssessment •Studywhetherinterpretersgetmoreextensive experienceinshortertimefromworkinginVRS (“baptismbyfire”) •HaveasummitforVRScommunitytochartfuturefor interpretertrainingprogramsandalsodiscusshaving balancebetweenVRSandcommunityinterpreting FutureOpportunities •Setupresourcesforcertification •Getmorequalifiedinterpretersinshortertime •Generatemoreresourcesforfuturedemand WhatisVRI? VRI Benefits(Empowerment) •Getinterpretingsupport“instantly” •Hardtofindinterpretersfor communitybasedsituations •Doctorsandhospitalscanserveour needswithminimaldelay •Maximizeuseofavailableinterpreters inthecommunity VideoRemoteInterpretingisaformofauxiliaryservices eligibleasanaccommodationunderTitlesI,IIandIIIofthe AmericanswithDisabilitiesAct.Uponrequestfromadeaforhardofhearingperson,employeeorcustomerwhousessignlanguagethecompanyoragencycallsasignlanguage interpretingagency,whothenarrangesavideoconferencing sessionusingacomputerandawebcamovertheInternetto interpretthedialoguebetweensignlanguageandvoice.This serviceisofferedbyinterpreteragenciesandbilledtothe companyordeafperson. VRI VRI Challenges •Notapplicabletoallsituations–cannotseeiflying downinbed,ifarmsareimmobilizedorunableto concentrateduetoseverepainorotherdistractions •Deaf-blindwhodependontactileorclosevision interpretingwillnotbenefit •Ifalotofpaperworkisinvolved–suchaslegalcourt casesorduringmajorpurchaseslikeahouseoracar •On-sitecertifieddeafinterpreter(CDI)maybeneeded •MaximizeeffectivenessofVRIviaonlinescheduling andon-callassignments InterpretingProfession •SmallmarketinVRI VideoTechnology •Notmanywouldbuyvideo camerasandhookupwithTVs. Iftheyare,thesavingsfrom usingVRIwillberealizedas adoptionandusageincreases GovernmentLegislation •TitlesI,IIandIIIoftheADA

  31. VRS&VRI:Benefits and Challenges for Consumers Claude Stout VRI VRI Demandvs.Supply •Demandexceedssupply ResearchandAssessment •SurveyhowmuchVRIisusedinAmerica •SurveyhowmuchVRIisunderstoodandapplied correctlyinthecommunity •SurveyinterpreterprofessiononitsVRIexperience FutureOpportunities •WorkwithChambersofCommerce,smallbusinesses, IndependentLivingCenters,CommunityService CenterstopromoteVRI •Increaseemployment,educationalandother opportunitiesinthecommunity Training •150interpretertrainingprograms •160+universitiesacceptASLasaforeignlanguage •ExplosionofnoncreditandonlineASLclasses Outreach •Notmanybusinessesandconsumersunderstandthe differencesbetweenVRSandVRI VRSvs.VRI AnyQuestions? ThankYou!!!

  32. Occupational Health Risks in Different InterpretingWorkSettings:Special Concerns forVRS and K-12InterpretersRobyn Dean &Robert Pollard,Jr. ThankYou Thisresearchwasmadepossibleby:RegistryofInterpretersfortheDeaf2009ResearchGrant 2005RIDConferenceResearchSpace OccupationalHealthRisks inDifferentInterpretingWorkSettings: SpecialConcernsforVRSandK--12IInntteerrpprreetteerrss Dataanalysesby: VinceSamar,Ph.D. NationalTechnicalInstitutef/tDeaf RobynK.Dean RobertQPollard,Jr. DeafWellnessCenter UniversityofRochesterSchoolofMedicine Ourresearchquestions: 1.Howdoestheriskofoccupationalhealth problemsintheinterpretingprofession comparetootherprofessions,especiallypracticeprofessionsvs.technicalprofessions? Thetwostudiesdescribedwereapproved bytheResearchSubjectsReviewBoard (IRB)oftheUniversityofRochester MedicalCenter. 2.Doestheriskofoccupationalhealth problemsdifferamongthesefourprimaryinterpretingworksettings:VRS, community/freelance,KK--1122and““ssttaaffff??”” • 2005 Pilot Study: Limitations • Conductedat2005RIDconvention • Biasesinherentinconveniencesample • Possiblesocioeconomicbias • Possibleworksettingbias(e.g.,timeoff) • Geographicproximitybias • Imbalanceinprimaryworksetting(lowVRS) • VRSstillsomewhatnew(Wouldpractices affectingoccupationalhealthrisksevolve?) • Our2009 StudyGoals • Collectdataviaon--lliinneeformat(SurveyGizmo) • Largerparticipantsample • Greatergeographicdiversity • Greaterbalancebetweenworksettings • Assessreplicabilityof2005findings

  33. Occupational Health Risks in Different InterpretingWorkSettings:Special Concerns forVRS and K-12InterpretersRobyn Dean &Robert Pollard,Jr. Our Two Studies: Participants • JobContentQuestionnaire • OurDDCC--SSworkisanoutgrowthofRobert Karasek’sdemandcontroltheory • KarasekdevelopedJCQtostudyoccupational health(o.h.)inthecontextofhisDCtheory • 49questionsaboutvariousworktopics • Resultsassociatedwithvariouso.h.outcomes • JCQisused/studiedextensively: • International,translations • Largenormativedatabase(4,500)ofoccupations(85) • Extensivepublishedresearchbase • 2005RIDConvention • 144respondents • 82%female • Meanage40(s.d.8.7) • Meanyearsworking17.1 (s.d.8.9) • Primaryworksetting: • VRS(22) • Community/freelance(61) • K--1122(22) • “Staff”(39) • 2009On--lineJCQSurvey • 457respondents • 90%female • Meanage42(s.d.11.8) • Meanyearsworking7.6 (s.d.7.5,mode<2.5) • Primaryworksetting: • VRS(94) • K--1122(110) • Community/freelance(156) • “Staff”(97) KeyJJCCQQ--DDCCTheoryScales JCQScales • Decisionlatitude= • Skilldiscretion+ • Decisionauthority • Roleconstraint* • Psych.demands • Depression • Physicalexertion • Jobdissatisfaction • Createdskill • Supervisorsupport • Coworkersupport • Skillutilization • Jobinsecurity • Supervisoryrespons. • Socialsupport • Hazardousconditions • Toxicexposures • [Variouscombinations] • Decisionlatitude(DL)=“controls” • DLmadeupof: • Skilldiscretion(SD)=multi-facetedworkexperiencesthatbuildone’sskillbase • Decisionauthority(DA)=influence,power *This scalewasdevisedbyRKD& RQP DataReportingConventions • Our Practice Profession Focus • Technicalvs.practiceprofessiontopic importantinourscholarshipandteaching • UsedJCQoccupationaldatabasetocreatetwocomparisonvariables: • Practiceprofessions(PP) • Technicalprofessions(TP) • PPexamples:nurse,MD,teacher,police • TPexamples:architect,engineer,science • Alldifferencesnotedarestatisticallysignificant • 2009datareplicates2005dataunless otherwisespecified • Notationconventions: • A>B=CA=B>CA>B>C • Evenwhen“equal,”orderofgroupmeanspreserved • LookforrepeatedpatternofVRSandK--12athighest riskwithVRSusuallyhighestofall • Allanalysescontrolledforyearsofexperience,which nevermadeadifferenceinthefindings

  34. Occupational Health Risks in Different InterpretingWorkSettings:Special Concerns forVRS and K-12InterpretersRobyn Dean &Robert Pollard,Jr. DecisionLatitude • DecisionLatitude • DL=KKaarraasseekk’’ss““ccoonnttrroollss” • ComprisedofbothSDandDA • CF=staff>K--1122>VVRRSS Skill Discretion Skill Discretion • Skilldiscretion(SD)=multii-ffaacceetteeddwwoorkexperiencesthatbuildone’sskillbase • OnecomponentofDecisionLatitude • CF>staff>K--1122>VVRRSS • Noteallgroups<bothPPandTP • Whatdoesthismeanaboutinterpreter preparednessforjobdemands? DecisionAuthority • DecisionAuthority • SecondcomponentofDecisionLatitude • CF=staff>K--1122>VVRRSS • Notemostinterpretergroups>PP&TP • Supportsourconcernsregarding“rhetoricvs.ddeeffaaccttoopprraaccttiiccee””rreeaalliittiieess • Underscoresconcernsabout“invisibility” • ContrastSDandDAcomponentsofDL:fewercontrolresourcesbutmorecontrol “authority”thanotherprofessions

  35. Occupational Health Risks in Different InterpretingWorkSettings:Special Concerns forVRS and K-12InterpretersRobyn Dean &Robert Pollard,Jr. “RoleConstraint” • “RoleConstraint” • Avariablewecreated • SD/DA:youravailableskillrepertoirein relationtoyourauthoritytoemployit • Largernumbers=moreconstrained • VRS>KK--12=staff=CF • VRSchallengesconsistentwithDL,SD,DA • PPandTPmoreconstrainedthanmostinterpreters:rhetoricvs.ddeeffaaccttoopprraaccttiiccee and“invisibility”implicationsagain CreatedSkill • CreatedSkill • Learning,growth,creativityinyourwork • Meansoorrddeerr::CF>staff>KK--1122>VVRRSS • Groupdifferencesabitcomplex • CF=staff>VRS • Sttaaffff=KK--1122 • CF>KK--1122=VVRRSS • Allinterpretergroups<TPandPP PsychologicalDemands • PsychologicalDemands • Work“pressures”(time,conflictingdemands) • VRS>KK--12=CF=staff • 2005studyfoundnogroupdifferences • Noteinterpreters’psychologicaldemands areequaltoorgreaterthanPP; implicationsfortrainingandoccupational healthinterventions

  36. Occupational Health Risks in Different InterpretingWorkSettings:Special Concerns forVRS and K-12InterpretersRobyn Dean &Robert Pollard,Jr. Depression Factor1 • Depression • SomecautionhereastohowwehandledtheJCQdepressionvariable.Wecreated animproved,two--ffaaccttoorrdepressionvariableforinterpreters,checkedviaseveralanalyses • Factor1:lowenergy,irritability • Factor2:nneeggaattiivviittyy,,aannxxiieettyy,,aannhheeddoonniiaa • Bothfactors:depressedmood Depression Factor2 • Depression Factor1 • VRS=staff=KK--12=CF(noddiiffffeerreenncceess)) • Allinterpretergroups>PP&TF • Genderdifferenceidentified PhysicalExertion • Depression Factor2 • Staff=VRS=KK--12=CF(noddiiffffeerreenncceess)) • Allinterpretergroups>PP&TF • Agedifferenceidentified

  37. Occupational Health Risks in Different InterpretingWorkSettings:Special Concerns forVRS and K-12InterpretersRobyn Dean &Robert Pollard,Jr. JobDissatisfaction • PhysicalExertion • VRS=CF=KK--12=staff(noddiiffffeerreenncceess)) • Allinterpretergroups>PPandTP • Practiceprofessionsgenerallymorephysicallydemandingthantechnicalones • Interpreting#2mostphysicallyexertingof 16JCQoccupations;onlynursinggreater • JobDissatisfaction • VRS=staff=KK--1122>CF • VRS,staff,K--1122>PP • Overall,moresatisfactionthanTPnorm • SummaryofFindings • Worksettingdifferenceswerenotfoundon depression(both),exertion,howeverallgroups hadhigherdepressionandexertionscoresthanPPandTPnorms • Worksettingdifferenceswerefoundfor: • DL,SD&DA:CF≥Staff>KK--12>VRS* • SD/DA,Ψdemands†:VRS>KK--12=staff=CF • Createdskill:CF>KK--1122=VRS;CF=staff>VRS‡ • Supervisorsupport:CF>staff=KK--12=VRS‡ • Jobdissatisfaction:VRS=KK--1122=staff>CF • *In 2005,K-12sometimes= VRS • †In 2005, nodifferences found • ‡ Notexaminedin2005 • Conclusions • Incontrasttootherprofessions,andregardless ofworksetting,interpretingisassociatedwith moredepressionandphysicalexertion • Thiscouldrelatetodatasuggestingddeemmaanndd--controlimbalanceand/orrhetoricvs.defacto • VRSsettingassociatedwithhigherocc.health risksthanK--12,CFandstaffinterpretersonsix JCQvariables;neverwasVRSscore“favorable” • K--1122associatedwithsecondworstrisklevels • CFfrequentlyinthemostfavorableposition QuestionsandDiscussion • The“what”vs.the“why”ofthesefindings • Addressingademand--ccoonnttrrooll““mmiissmmaattcchh”” • Throughcontrolconsiderationsonly • Throughjobredesign(demands--ffooccuusseedd))

  38. Occupational Health Risks in Different InterpretingWorkSettings:Special Concerns forVRS and K-12InterpretersRobyn Dean &Robert Pollard,Jr. • QuestionsandDiscussion • Whatdotheresultssuggestfor: • VRSemployersandemployees • K--1122employersandemployees • Furtherresearch? • Interpretereducation? • Other“actionitems”fortheprofession? Reference Dean,R.K.,Pollard,R.QandSamar,V.J.(2010,Winter).RIDResearchgrant underscoresoccupationalhealthrisks: VRSandK-12settingsmostconcerning.VIEWS,41–43. Contact Information Robyn_Dean@urmc.rochester.eduRobert_Pollard@urmc.rochester.eduwww.urmc.rochester.edu/dwc

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