may 15, 2007 “to be or not to be, that is the question.” ethical considerations and...

May 15, 2007

“To be or not to be, that is the question.”Ethical Considerations and Professionalism

Cindy CampJacksonville State University

Jennie BourgeoisLouisiana State University

May 15, 2007 PEPNet South Cindy Camp & Jennie Bourgeois

This Presentation is Made Possible By:

PEPNet South

Special Thanks to Marcia Kolvitz and Debra Guthmann!! Much of this presentation is based on a presentation they did at an interpreter workshop in AL in 1999.


Rules for Sharing Stories

Do not give names or other identifying information about the client or captionist

Do not give specifics except those absolutely necessary

Do not try and identify the characters of someone else’s story

Stories about captioning situations can be shared among other captionists as a training tool. However it should always be done with the spirit of confidentiality. It should never be done as an excuse to gossip.


What’s the difference?

Professionalism Professional status, methods, character, or standards.

The American Heritage® Dictionary of the English Language, Fourth Edition

Ethics A set of principles of correct conduct. The rules or standards governing the conduct of a person

or the members of a profession: medical ethics. The American Heritage® Dictionary of the English Language, Fourth Edition

Morals Concerned with the judgment of the goodness or

badness of human action and character: Arising from conscience or the sense of right and wrong:

a moral obligation. The American Heritage® Dictionary of the English Language, Fourth Edition


Code of Professional Conduct

Interpreters adhere to standards of confidential communication.

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

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

Interpreters demonstrate respect for consumers. Interpreters demonstrate respect for colleagues,

interns, and students of the profession. Interpreters maintain ethical business practices. Interpreters engage in professional development.


Gray Areas

Professional Boundaries Dual Relationships Ethical Dilemmas


Professional Boundaries

Dictate our interactions with students

Fluid limits that change depending on the student’s vulnerability and our role

Parameters that keep the professional as objective as possible



The line that separates where “I” ends and where the student/client begins

Emotional and physical space that gives our students room to focus on their own development and not on us

Limits that control the professional’s power so that students aren’t hurt



Gift giving Touching / hugging Confidentiality Self-disclosure Power differential Boundaries

between colleagues


Boundary Transgressions

Physical Boundaries A student sits too close to you and invades your

personal space. Emotional Boundaries

A student shares a personal story which makes you uncomfortable (TMI)

Psychological Boundaries A student says he/she failed a class because you

are a bad captionist Sexual Boundaries

A student flirts with you by saying they prefer you to caption for them instead of other captionists.


Safeguards to Minimize Risks

Set healthy boundaries from the onset

Involve the client in setting the boundaries of the professional relationship

Informed consent needs to occur at the beginning and throughout the relationship

Discussion and clarification needs to be an ongoing process


Dual Relationships

“When professionals assume two roles simultaneously or sequentially with a person seeking help.” (Herlihy & Corey)

Not always problematic or unethical Greatest potential for harm may result from

the power held - or perceived as being held - by the professional


What Makes Dual Relationships Problematic?

They can be difficult to recognize

They can be very harmful, but they are not always harmful

They are the subject of conflicting views

They are not always avoidable


Making Ethical Decisions

Review your code of ethics, school’s policies, and legal mandates

Seek input from second party

Determine the values (motives) involved

Evaluate the long-term effects of your choices on your student.


Poor Ethical Decisions can result from: Lack of clarity regarding the expectations of

your client or employer Unavoidable intervening factors such as

conflict among client demands, employer demands, the Code of Ethics, and one’s own morally and ethically guided principles

Ignorance or naiveté A lack of concern about or unawareness of

long-range or short-range consequences

So You Want to Be an Interpreter: An Introduction to Sign Language Interpreting: Janice H. Humphrey: Sign Enhancers, Inc.


Myths about Ethics

If you think through each decision carefully you will never make a mistake

Everyone has a right to his/her own value system, which can be used in conjunction with the Code of Ethics

Everyone knows when they have made mistakes.

There is always one “right” answer


What if???

A professor lecturing in a large classroom uses a phrase that can be construed in a sexually suggestive manner because of the sound of the words. The hearing students all laugh, but not the deaf student. After the laughter dies down, the professor continues his lecture without further comment, but the deaf student is still curious.


What if???

You interpret in a class where a deaf student is habitually late and tends to fall asleep. One day when the student is nodding off, the instructor says to the class that he isn’t impressed with deaf students if this one deaf student is any example.


What if???

You are a new interpreter being teamed with an experienced interpreter in a biology class. The experienced interpreter asks you if you would like to go first. You agree. As the class begins, the captionist says, “I’ll be right back,” and leaves you interpreting the class.


What if???

You and another interpreter are doing an assignment together. The information that is being presented is very important and you notice that the other interpreter is missing a lot of the information that is being presented, which the deaf participant needs to know.


What if???

In class the instructor asks students to find a partner for an in-class experiment. The deaf student picks you. What would you do?

What if the instructor asks you to partner with the student because there is an odd number of students?


What if???

You are interpreting in a college class, “Teaching Math in Elementary School.” The teacher states as fact something you know is wrong. Example: .1 and .1000 are different values.


What if???

A parent of a deaf student for whom you are providing communication facilitation calls you at home and asks, “How is my son/daughter doing in school?


What if???

A letter had been sent to Professor Smith letting him know that a communication facilitator will be used in his class for the upcoming semester and when you arrive on the first day the professor acts very curt towards you. Over the next few weeks he is still not very receptive to having an interpreter in the class. What do you do?


What if???

You are facilitating communication for an exam and you notice that the deaf student is cheating on the exam? What if you notice another hearing student cheating on the exam? Would you handle it differently?


What if???

You are on a team assignment and the professor requests you to run an errand for him (i.e. go to his office or get handouts he forgot)?


What if???

You are sitting in a teacher’s office facilitating communication between the teacher and the deaf student. The teacher’s phone rings and it is a personal phone call. Do you continue to interpret the conversation that the teacher is having on the telephone?


What if???

You are interpreting in a class and the teacher uses the term “deaf anddumb” what do you do?


What if???

A student asks you to summarize or re-cap what the teacher said in class…what do you do?


What if???

After class a student or teacher walks up to you and inquires how much per hour you are being paid to interpret, how do you respond?


What if???

You go to class and the deaf student does not show up. The teacher asks you to make sure the deaf student gets the assignment for the next day’ class. What do you do?


What if???

You are interpreting a drama appreciation class. The teacher announces that students will be required to attend 2 plays during the semester. 4 weeks later the first play is coming up. The day before the student asks you if you will there to interpret for the event. What should you do?


What if???

While waiting your ten minutes in class for the student to arrive the teacher announces that a test will be given on the next class period. The student does not show up after ten minutes so you leave. Later, the student asks you what happened in class while you were there. What do you do?

may 15, 2007 “to be or not to be, that is the question.” ethical considerations and...

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