Technical Tools for Teaching Medical interpreters
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Calling all trainers of interpreters! Enliven your teaching! Engage your medical interpreter students with multi-media material that emulates real health care experience. Use the power of feedback from self-recorded speech analysis to greatly enhance performance. Attendees will learn to: - Use Internet YouTube videos as a tool for practicing interpreting techniques - Use smart phones to record practice and analyze skills - Use medical videos for note-taking practice - Use a language lab to increase terminology proficiency in the weaker language and to teach accent reduction techniques.
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Recommandé
To perform effectively, interpreters must have highly developed critical thinking skills and advanced communicative competence, which must include both linguistic and pragmatic competence in each working language. As educators, we actively shape the future of interpreting and of our students as we guide them toward mastery of these skills and competencies. Assessing their progress is both essential and extremely challenging! This webinar discusses the use of Cognitive Reflection (CoRe) activities to support that student learning and development. As an added benefit, educators can gain valuable insights about student progress and about our own teaching strategies and approaches. In addition to providing concrete examples and recommendations for use of these activities in a variety of educational settings, this presentation shares findings and insights from longitudinal research about the usefulness and impacts of cognitive reflection (CoRe) activities in interpreter education.NCIHC HFT53 Teaching with Intention presentation slides.pdf
NCIHC HFT53 Teaching with Intention presentation slides.pdfNational Council on Interpreting in Health Care (NCIHC)
In this webinar, we explore cognitive aspects of public service interpreting. I discuss with the interpreters what working memory is, why it is important for public service interpreting. I also describe how working memory can be studied, and discuss if and how interpreters can improve working memory. I give examples from my research and my own practice.
I also describe the concept of monitoring and how public service interpreters can benefit from understanding and applying the concept in their practice. I show examples of different types of monitoring and show how interpreters use them to contribute to understanding and smoothly support the conversation.
Finally, I approach the theories of expertise and deliberate practice. When exploring these theories, I present the idea of the professional self-concept and discuss with the interpreters how that can change with experience and expertise. Once again, I show examples of how the professional self-concept contributes to how the interpreter handles different situations.
After this webinar, you can give examples of how working memory supports interpreting. You can also explain what monitoring is in interpreting. You are familiar with expertise and deliberate practice, and you strengthen your own professional self-concept.NCIHC HFT52 Why Cognition Matters-v-slideshare
NCIHC HFT52 Why Cognition Matters-v-slideshareNational Council on Interpreting in Health Care (NCIHC)
This webinar will provide an overview of the Role-Space model developed by Peter Llewellyn-Jones and Robert G. Lee. The core premise is that a role is not something we have, rather is it something we do. The model proposes three interrelated dimensions of interpreter decision making and behavior: interaction management, participant alignment and the presentation of self. The interaction between and amongst these axes forms the role-space that an interpreter occupies in an interaction. Before learning to interpret, students must be aware of their own communicative behaviors in the languages and cultures with which they work before applying them cross-linguistically and cross-culturally. Examples from the trainer’s own interpreting and teaching practice will be provided to illustrate applications of the model.NCIHC Role Space and Training of Interpreters
NCIHC Role Space and Training of InterpretersNational Council on Interpreting in Health Care (NCIHC)
Context matters in the practice of interpreting but too often the complexities and implications of context are not adequately defined in interpreter training. Instead, learning about the many and varied contexts that interpreters are called into is left to on-the-job experience.
Over the last twenty years, Robyn Dean and Robert Pollard have offered practitioners, educators, and trainers ways to identify and talk about the interpreting context and how to more effectively prepare interpreters for working in those contexts. Much of that work has been devoted to the contexts of medical and mental health.
This presentation explains how medical interpreting educators can help to not only define context but teach it and assess practitioners’ ability to understand and apply it in professional practice. As medical education has worked to improve the clinical skills of providers so too should medical interpreter education. This can happen by bringing interpreter practitioners incrementally closer to the medical contexts, that is to improve and assess their clinical skills.NCIHC HFT049 Context Matters-Defining Teaching and Assessing Context in Healt...
NCIHC HFT049 Context Matters-Defining Teaching and Assessing Context in Healt...National Council on Interpreting in Health Care (NCIHC)
In this workshop, we discuss the use of demand control schema (DCS) as a framework for making ethical decisions in interpreting and as a strategy for professional development. Within healthcare, there are a wide variety of specializations. While it is not realistic to expect that interpreters be intimately familiar with all of these settings, they are often faced with the challenge of navigating the demands in unfamiliar medical environments. This workshop examines strategies used by interpreters to facilitate effective communication in one of these specialized settings – genetic counseling.
Traditionally, interpreter training programs focus on the technical aspects of the job, along with an emphasis on rule-based approaches to ethical decision making. However, ethical decisions require thoughtful consideration and reflection of the entire setting, including linguistic skills, ongoing analysis of the subject matter, interaction among discourse participants, cultural knowledge, and the resilience to make moment-by-moment decisions.
This workshop exemplifies that interpreters who are well versed in DCS are better equipped to analyze the interpreting situation than those without DCS training. A structure will be provided for discussing the work using non-judgmental, evaluative, concrete language, which can be used for guiding interpreters to recognize the impact they have on the interpreting environment
Interpreter trainers will gain an appreciation for their responsibility to impart the concept of interpreting as a practice profession that requires professional development, including mentoring and performance feedback, throughout the professional interpreter’s career.
Learning Objectives:
To recognize the components of interpreting that categorize it as a practice profession.
To understand the use and benefits of DCS for effective interpreting practice, and ethical decision-making in content-specific medical specializations, such as genetic counseling.
To learn about the importance of supervision in practice professions and how to utilize the DCS framework for effective supervisory conversations. Interpreting is a Practice Profession Improving Professional Performance with...
Interpreting is a Practice Profession Improving Professional Performance with...National Council on Interpreting in Health Care (NCIHC)
Recommandé
To perform effectively, interpreters must have highly developed critical thinking skills and advanced communicative competence, which must include both linguistic and pragmatic competence in each working language. As educators, we actively shape the future of interpreting and of our students as we guide them toward mastery of these skills and competencies. Assessing their progress is both essential and extremely challenging! This webinar discusses the use of Cognitive Reflection (CoRe) activities to support that student learning and development. As an added benefit, educators can gain valuable insights about student progress and about our own teaching strategies and approaches. In addition to providing concrete examples and recommendations for use of these activities in a variety of educational settings, this presentation shares findings and insights from longitudinal research about the usefulness and impacts of cognitive reflection (CoRe) activities in interpreter education.NCIHC HFT53 Teaching with Intention presentation slides.pdf
NCIHC HFT53 Teaching with Intention presentation slides.pdfNational Council on Interpreting in Health Care (NCIHC)
In this webinar, we explore cognitive aspects of public service interpreting. I discuss with the interpreters what working memory is, why it is important for public service interpreting. I also describe how working memory can be studied, and discuss if and how interpreters can improve working memory. I give examples from my research and my own practice.
I also describe the concept of monitoring and how public service interpreters can benefit from understanding and applying the concept in their practice. I show examples of different types of monitoring and show how interpreters use them to contribute to understanding and smoothly support the conversation.
Finally, I approach the theories of expertise and deliberate practice. When exploring these theories, I present the idea of the professional self-concept and discuss with the interpreters how that can change with experience and expertise. Once again, I show examples of how the professional self-concept contributes to how the interpreter handles different situations.
After this webinar, you can give examples of how working memory supports interpreting. You can also explain what monitoring is in interpreting. You are familiar with expertise and deliberate practice, and you strengthen your own professional self-concept.NCIHC HFT52 Why Cognition Matters-v-slideshare
NCIHC HFT52 Why Cognition Matters-v-slideshareNational Council on Interpreting in Health Care (NCIHC)
This webinar will provide an overview of the Role-Space model developed by Peter Llewellyn-Jones and Robert G. Lee. The core premise is that a role is not something we have, rather is it something we do. The model proposes three interrelated dimensions of interpreter decision making and behavior: interaction management, participant alignment and the presentation of self. The interaction between and amongst these axes forms the role-space that an interpreter occupies in an interaction. Before learning to interpret, students must be aware of their own communicative behaviors in the languages and cultures with which they work before applying them cross-linguistically and cross-culturally. Examples from the trainer’s own interpreting and teaching practice will be provided to illustrate applications of the model.NCIHC Role Space and Training of Interpreters
NCIHC Role Space and Training of InterpretersNational Council on Interpreting in Health Care (NCIHC)
Context matters in the practice of interpreting but too often the complexities and implications of context are not adequately defined in interpreter training. Instead, learning about the many and varied contexts that interpreters are called into is left to on-the-job experience.
Over the last twenty years, Robyn Dean and Robert Pollard have offered practitioners, educators, and trainers ways to identify and talk about the interpreting context and how to more effectively prepare interpreters for working in those contexts. Much of that work has been devoted to the contexts of medical and mental health.
This presentation explains how medical interpreting educators can help to not only define context but teach it and assess practitioners’ ability to understand and apply it in professional practice. As medical education has worked to improve the clinical skills of providers so too should medical interpreter education. This can happen by bringing interpreter practitioners incrementally closer to the medical contexts, that is to improve and assess their clinical skills.NCIHC HFT049 Context Matters-Defining Teaching and Assessing Context in Healt...
NCIHC HFT049 Context Matters-Defining Teaching and Assessing Context in Healt...National Council on Interpreting in Health Care (NCIHC)
In this workshop, we discuss the use of demand control schema (DCS) as a framework for making ethical decisions in interpreting and as a strategy for professional development. Within healthcare, there are a wide variety of specializations. While it is not realistic to expect that interpreters be intimately familiar with all of these settings, they are often faced with the challenge of navigating the demands in unfamiliar medical environments. This workshop examines strategies used by interpreters to facilitate effective communication in one of these specialized settings – genetic counseling.
Traditionally, interpreter training programs focus on the technical aspects of the job, along with an emphasis on rule-based approaches to ethical decision making. However, ethical decisions require thoughtful consideration and reflection of the entire setting, including linguistic skills, ongoing analysis of the subject matter, interaction among discourse participants, cultural knowledge, and the resilience to make moment-by-moment decisions.
This workshop exemplifies that interpreters who are well versed in DCS are better equipped to analyze the interpreting situation than those without DCS training. A structure will be provided for discussing the work using non-judgmental, evaluative, concrete language, which can be used for guiding interpreters to recognize the impact they have on the interpreting environment
Interpreter trainers will gain an appreciation for their responsibility to impart the concept of interpreting as a practice profession that requires professional development, including mentoring and performance feedback, throughout the professional interpreter’s career.
Learning Objectives:
To recognize the components of interpreting that categorize it as a practice profession.
To understand the use and benefits of DCS for effective interpreting practice, and ethical decision-making in content-specific medical specializations, such as genetic counseling.
To learn about the importance of supervision in practice professions and how to utilize the DCS framework for effective supervisory conversations. Interpreting is a Practice Profession Improving Professional Performance with...
Interpreting is a Practice Profession Improving Professional Performance with...National Council on Interpreting in Health Care (NCIHC)
This webinar will help healthcare interpreter trainers gain an understanding of our field’s complexities and trends in order to develop a vision for the future of our profession that includes language access provided by highly trained interpreters and the development of specialization. The presentation will include a brief historical overview of healthcare interpreting and will address different factors that impact the status of medical interpreting, including policy and advocacy, education, certification, technology, medical academia, T&I community, market research, and the impact of COVID-19. Tips and strategies to address these topics in training will be offered as well.NCIHC HFT 46 Raising the Bar 04-21-2021_v_slideshare
NCIHC HFT 46 Raising the Bar 04-21-2021_v_slideshareNational Council on Interpreting in Health Care (NCIHC)
Research focused on interpreters and interpreting has great potential to inform and improve interpreter training. In this webinar, Professor Ineke Crezee will describe a research project aimed at better understanding communication patterns in healthcare interactions, specifically with regard to the use of informal idiomatic language as part of the establishment of patient-provider rapport. She will report on the research findings and discuss the implications and import for interpreter training. She will then describe approaches and strategies for integrating research findings into interpreter training activities, with specific examples drawing on the research study presented at the beginning of the webinar. NCIHC.HFT.45.Missing.the.plot.02-17-2021_vslideshare
NCIHC.HFT.45.Missing.the.plot.02-17-2021_vslideshareNational Council on Interpreting in Health Care (NCIHC)
Interpreter services managers are responsible for ensuring safe and effective provision of language services regardless of the circumstances - from filling the demand for services, to supporting interpreter staff, to working within the available resources, and so much more. The managers’ responsibility has never been an easy charge, and the current COVID-19 pandemic and resulting public health crisis has been no exception.
This “Part 2” of the webinar-based panel discussion features managers who are based in teaching hospitals or children’s hospitals. The panelists will reflect on their experiences of managing interpreter services during the public health crisis – from when it began, to what is happening now, to preparing for the future. Special attention will be given to 1) optimization of available resources, 2) flexibility in transition, 3) gaining senor leadership support, 4) good things that have come as a result of the pandemic, and 5) much more!
Time will be reserved for a moderated audience Q&A.
Note: This is the second in a two-part series. Part 1 of this series took place on December 11, 2020, and the recording is available on the NCIHC website. NCIHC Panel Webinar Managing Interpreter Services in Pandemic part 2 01 27-20...
NCIHC Panel Webinar Managing Interpreter Services in Pandemic part 2 01 27-20...National Council on Interpreting in Health Care (NCIHC)
Interpreter services managers are responsible for ensuring safe and effective provision of language services regardless of the circumstances - from filling the demand for services, to supporting interpreter staff, to working within the available resources, and so much more. The managers’ responsibility has never been an easy charge, and the current COVID-19 pandemic and resulting public health crisis has been no exception.
In this webinar-based panel discussion, panelist from different regions of the USA will reflect on their experiences of managing interpreter services during the public health crisis – from when it began, to what is happening now, to preparing for the future. Special attention will be given to 1) interpreter safety measures and wellness, 2) guaranteeing interpreter services for providers and patients, 3) collaboration among different stakeholders to achieve the goals, and 4) insights for managers to adapt or adopt in their unique setting. Time will be reserved for a moderated audience Q&A. Managing Interpreter Services in Public Health During the Pandemic: Part 1
Managing Interpreter Services in Public Health During the Pandemic: Part 1National Council on Interpreting in Health Care (NCIHC)
The webinar seeks to demystify a rape or sexual assault encounter for interpreters. To provide the interpreter with an understanding of what is rape, sexual assault, victimology, violent crimes, myths and facts. With the intent of creating a broad base of knowledge on the topic to be prepared to interpret while staying with the confines of the role. To recognize if they have the capacity to handle the emotional context of this work, that can cause vicarious trauma or haunt the interpreter for a long time. The code of ethics will be reviewed, to discuss boundaries, they will learn about the national statistics on rape and sexual assault (female/male), how to approach an LEP/Deaf victim, the best “mode” of interpretation, and many resources for pre, post, and during the session. Graphic language, visual of areas that are most impacted during a rape/assault will be shown, as well as an in-depth explanation of a medical forensic examination, and a video of the exam. The intent is to demystify it and educate so there isn’t apprehension when you are requested for an interpretation and to know if you are able to faithfully interpret.
Learning Objectives:
1. Build a foundation of understanding, best practices, and understanding of the role of the interpreter in a rape or sexual assault interpretation.
2. How to best serve the LEP patient, while staying in the interpreter role, in a situation that is emotionally charged and has legal connotation.
3. Know best practices, preferences, how to engage the legal aspect of the encounter, working with officers.
To understand the EMT / Ambulance impact on the patients care and the medical exam in the emergency room.
4. Will have a clear view of how to serve the LEP and all those involved in the encounter/session with precision, empathy, and without ever stepping out of his/her role. De-mystifying Rape and Sexual Assault Encounters for Medical Interpreters
De-mystifying Rape and Sexual Assault Encounters for Medical InterpretersNational Council on Interpreting in Health Care (NCIHC)
In this webinar we will look into the evidence that has emerged from the in-depth analysis of authentic video-recorded medical consultations and semi-structured interviews with patients, doctors and professional interpreters and we will discuss the ways in which this evidence can be translated into education and professional practice. We will begin with a brief introduction to empathic communication in (multilingual) healthcare communication and we will identify a number of factors that contribute to or hamper the co-construction of empathic communication in interpreter-mediated clinical encounters. We will do so by drawing on the actual patient-interpreter-doctor interaction and on their perceptions of it. At the end of the webinar participants will have gained a thorough understanding of the complexity of empathic communication in interpreter-mediated clinical encounters and will be able to make better-informed decisions at the level of interaction by reflecting on their own, the patients and clinicians’ communicative behaviors. Being able to effectively co-construct empathic communication in clinical encounters is of paramount importance as empathy is a basic component of therapeutic relationships, it has demonstrably improved patient enablement and doctor satisfaction, and it may be a precondition for patient-centered decision making.
Learning Objectives:
1. Distinguish between facilitating and hampering communicative behaviors in the co-construction of empathic communication in interpreter-mediated clinical encounters.
2. Reflect on the interpreter, as well as the patient and clinician’s communicative behavior in interaction in the co-construction of empathic communication in interpreter-mediated clinical encounters.
3. Assess the impact of the interpreter, as well as the patient and clinician’s communicative behavior in interaction in the co-construction of empathic communication in interpreter-mediated clinical encounters.
4. Demonstrate specific communicative and interactional strategies for co-constructing empathic communication in clinical encounters to interpreter students.Doing Empathy in Multilingual Healthcare Communication Through Interpreters: ...
Doing Empathy in Multilingual Healthcare Communication Through Interpreters: ...National Council on Interpreting in Health Care (NCIHC)
In March 2020, interpreter educators all over the world faced the need to quickly adapt to remote or online delivery of their curricula in response to the spread of COVID-19. We may need to continue with remote or online delivery through the rest of 2020, and possibly beyond. Remote teaching and learning, whether delivered synchronously or asynchronously, is qualitatively distinct from face-to-face teaching and learning. Many interpreter educators have had to race against the clock in their effort to design and adapt face-to-face materials and activities to continue delivering courses in remote or online mode.
The NCIHC Home for Trainers webinar team wants to explore the lessons that interpreter educators have learned during this transition. To that end, we have convened a group of interpreter educators for a roundtable-type discussion titled “Adapt, Amend, Adjust: A Panel Discussion on How Interpreter Trainers Adapted their Programs in Response to COVID-19 Restrictions” Panelists will reflect on their experiences adapting curricula, lesson plans, and learning activities, and will share their recommendations for trainers, relevant resources, and plans for the future.Adapt, Amend, Adjust: A Panel Discussion on How Interpreter Trainers Adapted ...
Adapt, Amend, Adjust: A Panel Discussion on How Interpreter Trainers Adapted ...National Council on Interpreting in Health Care (NCIHC)
Section 1557 of the Affordable Care Act is an intersectional civil rights provision that includes protections from discrimination based on language access. In 2016, the Obama Administration finalized regulations incorporating many strong language access provisions such as taglines, notices and qualifications for interpreters and translators. On June 12, 2020 the Trump Administration published a new final rule rolling back many of these provisions. So what’s the state of Section 1557 now? What provisions remain in place and which ones were repealed? What does the new rule mean for patients, interpreters, translators, health care providers and language services providers? This webinar will provide an overview of the new regulations and work to answer your questions!What Just Happened? The State of Language Access under Section 1557
What Just Happened? The State of Language Access under Section 1557National Council on Interpreting in Health Care (NCIHC)
Individualized Education Program/Plan/Program (IEP) meetings are at a crossroad between all community interpreting subspecialties: Medical, Legal and Social. Medical interpreters are often specifically requested and recommended for these encounters due to their preparation to tackle key medical information with ease. In order to facilitate effective communication, interpreters must be knowledgeable and flexible enough to adapt to a hybrid setting that produces several challenges. In addition, the IEP meetings frequently center around children with various disabilities. As such, these meetings convene specialists from many disciplines to assist the school staff in finding the best placement for the child. Specialists include nurses, therapists, psychologists, educators, even occasionally law enforcement.
In this presentation, participants will walk through the IEP meeting process to understand the context of the communication they are tasked with interpreting. The presentation will include analysis of some of the most common jargon and discussion on strategies for managing these unique encounters. The presentation will review the skills needed in interpreting for multiple parties at once, application of the CHIA standards to this setting, specialized vocabulary needed, and insight on the sometimes confusing role of the interpreter. The presenters will also discuss how trainers can impart these skills to interpreters.
Learning Objectives:
1. Describe the players in an IEP and the role of the interpreter
2. Lead emerging interpreters to solve at least 1 interpreting dilemma typical of this setting
3. Identify resources to add 10 new words to the interpreter’s personal glossary
4. Identify the IEP process, participants and key components.
5. Define Special Education jargon
6. Describe communication flow and problem-solving strategies for interpreting during IEP meetings
7. Discuss ways trainers can impart skills and knowledge required for IEP meetings to their students and traineesInterpreting IEP Meetings: A Close Look for Interpreter Trainers at this Inte...
Interpreting IEP Meetings: A Close Look for Interpreter Trainers at this Inte...National Council on Interpreting in Health Care (NCIHC)
In the second segment of this two part series, Ludmila “Mila” Golovine, Founder, President & CEO of MasterWord and an interpreter herself, will further address vicarious traumatization not from a scientific but from an insider’s point of view - as a representative of a profession that is vulnerable to this type of trauma. Professionals working in healthcare, in court, in jail, with refugees, with child protective services, with victims of abuse, or in war zones most likely experienced high levels of stress, suffered vicarious trauma, or felt vulnerable during their everyday work. However, there are limited resources specifically available for interpreters. Participants will be provided with additional practical tools from various sources that have been specifically adapted to help interpreters prevent and/or mitigate the effects of vicarious trauma before, during and after difficult interpreting encounters.
Webinar attendees are encouraged, but not required, to view the recording of the previous webinar on this topic: How Not To Hurt: Teaching Trainers about Vicarious Trauma and Interpreter Self-Care
Learning Objectives:
1. Identify the potential impact of vicarious trauma on work performance and quality of life.
2. Identify a variety of practical tools that can be used by interpreters to mitigate the effects of Vicarious Trauma and stress before, during and after the encounter.
3. Develop a network of support.How Not To Hurt Part 2: Teaching Trainers About Vicarious Trauma and Advanced...
How Not To Hurt Part 2: Teaching Trainers About Vicarious Trauma and Advanced...National Council on Interpreting in Health Care (NCIHC)
Providing interpreting services during times of crisis, specifically in response to the COVID-19 pandemic, is a shared priority among all language access stakeholders - interpreters, managers, interpreter referral agencies, patients, and healthcare providers. Delivering interpreting services via remote modalities offers one possible solution to minimize the risk of exposure and transmission of contagions. In this presentation, the panelists will address practical areas of concern and consideration for all stakeholders when transitioning from an on-site model to a remote model for interpreter services. The presentation will focus on delivery of both spoken and signed languages and include a moderated Q&A to address attendees' questions and concerns as best possible.
1. Guidance for interpreter services managers and agencies on how to set up an emergency call center for Over-the-Phone Interpreting (OPI) and/or Video Remote Interpreting (VRI) and how to support staff interpreters in this transition
2. Guidance for interpreters on transitioning from in-person to remote to make their service delivery smooth and less stressful, especially for those who have never done remote interpreting before
3. Tips for healthcare providers in working with remote interpreters and strategies to ensure effective communication when adapting to the transition Temporary Transition to Remote Interpreting During Health Emergencies: Guidan...
Temporary Transition to Remote Interpreting During Health Emergencies: Guidan...National Council on Interpreting in Health Care (NCIHC)
This webinar will include a discussion with two individuals who work in the mental health field and rely on interpreters to facilitate interactions with non-English-dominant clients. This is an important topic due to the relatively new involvement of psychologists as expert witnesses during the immigration process, increased sensitivity to language and cultural factors during criminal legal cases, as well as the broadening demographics of other individuals utilizing mental health services. Historically there has been a significant lack of mental health services available to individuals who do not speak English. Finding ways to meaningfully assist this underserved population has become important as it relates to basic human rights as well as legal rights, and adjusting services to reach a broader audience in an ethical manner is a current objective in the mental health field.
Learning Objectives:
1. Trainers should be able to help students differentiate the different possible roles of a mental health provider in different settings, and identify a broad range of locations where interactions might occur.
2. Trainers should be able to help students understand the challenges and limitations experienced by mental health professionals when working with patients/clients who do not speak English.
3. Trainers should be able to help students clarify their role in a mental health interaction, and how to increase their effectiveness while improving communication for all involved; including, but not limited to, pre-session, type of interpretation, additional information that might be helpful to the mental health professional, and things that might impede the provider’s goals.Interpreting for Fragile Patients in Mental Health Encounters: Training Tips ...
Interpreting for Fragile Patients in Mental Health Encounters: Training Tips ...National Council on Interpreting in Health Care (NCIHC)
Description:
This webinar aims to give trainers an orientation to the complex and challenging environments where the provision of legal, healthcare, and linguistic access for detained people with limited English proficiency are inextricably entwined.
Presenters will provide an overview of the legal entities and processes involved when an immigrant is detained, the most common types of applications for relief from deportation, and how healthcare interpreters play a critical role in the transfer of reliable communication between medical providers, attorneys, and clients. This includes communication for accurate treatment, documenting existing conditions including psychological assessments, and the transfer of information to clients. Issues related to interpreting will include preparing for the encounter, ethics, clinical domains and technical areas, interpreting for minors, self-care and business and activism advice.
Learning Objectives:
1) Understanding general legal and access issues for this population
2) Learning social and healthcare issues (physical and psychological) related to undocumented immigrants in detention and/or removal proceedings
3) Understand best interpreting practices and strategies for effective communication and establishing a meaningful rapport between clients, attorneys and healthcare providersWorking with Detained Immigrants in Removal Proceedings: Training Tips for He...
Working with Detained Immigrants in Removal Proceedings: Training Tips for He...National Council on Interpreting in Health Care (NCIHC)
Sight translation—converting written text in one language into spoken (or signed) text in another language—is an important skill for interpreters. While the suggestion to ‘just read it to the patient’ might seem straightforward, sight translation is a cognitively and linguistically demanding task that requires time and practice to master. In addition, decision-making regarding when, where, and how to sight translate requires a nuanced understanding of the strengths and limitations of sight translation, as well as a nuanced understanding of a variety of situational factors. This webinar provides interpreter trainers with an introduction to teaching sight translation. It describes the challenges involved in learning and performing sight translation, discusses decision-making and ethics related to sight translation, and provides practical tips and guidance for educators.
Learning Objectives:
In this webinar, participants will:
Discuss the place of sight translation in the interpreter’s toolkit
Learn about common difficulties encountered in sight translation, both in terms of performance and of decision-making/ethics
Explore strategies for teaching and learning sight translation"Just Read This to The Patient" An Introduction to Teaching Sight Translation...
"Just Read This to The Patient" An Introduction to Teaching Sight Translation...National Council on Interpreting in Health Care (NCIHC)
Interpreting possesses innate duality with the premise that the interpreter is truly bilingual and bicultural. The concept of the target language which helps training translators and conference interpreters does not quite fit healthcare interpreting since both languages are expected to be mastered at a native-speaker level. The majority of healthcare interpreter training opportunities available in the U.S. are conducted in English with limited or no instruction in other languages. This webinar will address the need to develop and offer more trainings in languages other than English and more bilingual skill-building trainings. Presenters will analyze what types of training should be preferably done in a bilingual mode and how to design such trainings to achieve an effective transfer of knowledge and improvement of students’ skills. Specifically, the following aspects of the bilingual and non-English instruction trainings will be highlighted:
Reasons for language-specific instruction;
Types of learning activities benefitting from language-specific instruction;
Engagement of language-specific experts in preparing and delivering training;
Adjusting teaching methods and materials for on-site and online delivery.
Learning Objectives:
Explain what learning objectives can be achieved with language-specific and bilingual instruction.
Identify which types of learning activities benefit from language-specific and bilingual instruction.
Present ways to adjust teaching methods for on-site or online delivery of language-specific and bilingual training.Not Only English! Building the Foundation for Language-specific and Bilingual...
Not Only English! Building the Foundation for Language-specific and Bilingual...National Council on Interpreting in Health Care (NCIHC)
Healthcare interpreters' work can be mentally taxing. However, we are often uncertain as to what contributes to our mental fatigue, outside of the obvious issue of long encounters and long workdays. Unfortunately, interpreter fatigue is not well documented. This presentation provides information on various factors that can affect both concentration and performance contributing to mental fatigue. It also sheds light on precedents in other industries that make the case for use of a measurement tool to address such factors and mental fatigue in a more sophisticated way.
Gaps in understanding interpreter mental fatigue led the presenters to develop and internally validate the Complexity and Fatigue in Interpreted Encounters (CFIE) tool. The CFIE, comprised of three domains: paralinguistic, sensory and intrapersonal/physical, includes 16 affirmative factors identified by interpreters as causes of mental fatigue. Seven interpreters participated in using the CFIE tool across 444 interpreter encounters. The presenters will share their findings which indicated increased mental fatigue in departments with high acuity, fast pace and unpredictable encounters. Interpreters experiencing mental fatigue may jeopardize accuracy of interpretation in these encounters, resulting in unfavorable patient outcomes. The presenters will discuss plans for future research on interpreter inaccuracies related to mental fatigue.
Interpreter trainers will consider the implications of the study’s results and their relevance to interpreter skill development and real-world performance. Trainers will also gain insight into the need to present these concepts to their students.
At the end of this presentation the participant will:
- Identify common factors which contribute to interpreter mental fatigue
- Learn about precedents in other fields for measuring workload & productivity
- Describe research that focuses on measurement of interpreter mental fatigue in a healthcare environment
- Consider ways that trainers can apply these concepts in interpreter training programsI'm Exhausted! Teaching Interpreter Trainers About Research on Complicated En...
I'm Exhausted! Teaching Interpreter Trainers About Research on Complicated En...National Council on Interpreting in Health Care (NCIHC)
One challenge faced by professional interpreters working in healthcare and other settings is the high levels of stress, vicarious trauma, or vulnerability they may feel during the course of their everyday work. Vicarious trauma has been identified as something that affects the performance and wellbeing of certain professionals, such as interpreters, by their experiencing or internalizing someone else’s trauma. Research has confirmed they are vulnerable to vicarious trauma, burnouts, compassion fatigue, or secondary stress as a result of repeated exposure to various traumatic information and experiences.
Drawing from over 25 years of experience in a professional services industry and extensive research in this area, Ludmila “Mila” Golovine, Founder, President & CEO of MasterWord, a Language Services Provider agency, and an interpreter herself, will speak on the subject of vicarious traumatization not from a scientific but from an insider’s point of view - as a representative of a profession that is vulnerable to this type of trauma. Participants will be provided with real-life applications and tools that can help identify and examine triggers leading to vicarious trauma impacting the wellbeing and performance of service professionals, as well as strategies for helping others, and themselves, prevent and/or mitigate the effects of vicarious trauma before, during and after these interactions.
Interpreter trainers will gain an understanding of the particular vulnerability of interpreters to being impacted by the experience of patients that they interpret for. Trainers will also gain insight into the need and method for introducing this material to their students.
Learning Objectives:
Define vicarious trauma and articulate why those working in healthcare and social services settings are at greater risk for vicarious trauma
Articulate the potential impact of vicarious trauma on work performance and quality of life
Identify five coping strategies in effective self-care
Discuss ways that trainers can apply these concepts in interpreter training programsHow Not To Hurt: Teaching Trainers About Vicarious Trauma and Interpreter Sel...
How Not To Hurt: Teaching Trainers About Vicarious Trauma and Interpreter Sel...National Council on Interpreting in Health Care (NCIHC)
This webinar reports on recently-completed doctoral research focusing on dialogue interpreters’ experience of task performance. The results of the study shed light on the aspects of task performance that interpreters monitor and the control mechanisms they employ during performance. In addition to reporting on the research study, the presenter will discuss the place of models in interpreter training and present the models proposed in her dissertation. During the last portion of the webinar, the presenter and special guest Cindy Roat will discuss the importance and role of research and theory in dialogue interpreter training.
Learning Objectives:
Present recent research findings related to monitoring and control of performance in dialogue interpreting and discuss their implications for interpreters, interpreter educators, and researchers.
Describe possible models of dialogue interpreting & their potential for use in interpreter education.
Discuss the importance and role of research theory in dialogue interpreter training. A Lot to Think About: Investigating Dialogue Interpreting Performance
A Lot to Think About: Investigating Dialogue Interpreting PerformanceNational Council on Interpreting in Health Care (NCIHC)
In multilingual healthcare encounters, the best conditions for meaningful participation and communication exist when the participants jointly manage the encounter. This entails co-constructing and tightly coordinating the dialogue while pacing the flow, and taking into consideration the setting, cultural, and contextual factors, as well as the needs, roles, and limitations of the participants.
To achieve this goal, interpreters frequently have to intervene to explain or clarify. This can include informing the participants about impediments to meaningful communication (lengthy or overly technical utterances, verifying intended meaning, etc.) Ideally, interpreters should inform participants about their own limitations in order to manage the flow with confidence.
In general, in the teaching of consecutive interpretation (CI) the emphasis has been on encouraging interpreters to develop technical skills to gain the ability to retain long utterances without having to interrupt the participants. However, prioritizing technical mastery fails to address the higher need to focus on the existing conditions, goals, and disparities often found in an encounter. Failure to do so can lead to an oversight of the actual communication needs of all participants, primarily those without formal education or shared cultural background.
In this webinar, the presenter will concentrate on the reassessment of priorities in the teaching of CI from this perspective.
Learning Objectives:
Reassess the teaching of consecutive interpretation from the perspective of core values and ethical canons.
Review and eventually adopt conceptual approaches and cognitive and technical concepts, strategies, and resources for the teaching of CI, including memory and note-taking.Putting Consecutive in Order: Reassessing Priorities and Skills in the Teachi...
Putting Consecutive in Order: Reassessing Priorities and Skills in the Teachi...National Council on Interpreting in Health Care (NCIHC)
Interpreter trainers are dedicated to teaching their students the skills they will need in order to be successful in their professional role. For many interpreters, these skills include test-taking skills. Both aspiring and long-time interpreters are put to the test when they are required to take an exam administered by a potential employer, sit for an interpreter certification exam, or complete a final exam in a training program. In addition to the skills needed to interpret well, there is a growing need for interpreters to also have strong test-taking skills so that they can effectively demonstrate the interpreting knowledge and skills.
How do trainers prepare interpreters to take computer-based certification exams? How do trainers know where to focus their attention?
This presentation addresses these questions and provides an overview of the presenter's experience preparing interpreters for written and oral certification exams for spoken language interpreters.
Learning Objectives:
Distinguish the differences between skills for interpreting practice and skills for test taking
Define elements and areas of focus of test prep sessions
Identify resources for test prep sessionAll of the Above: Preparing Interpreters for Computer-Based Exams with Liz Es...
All of the Above: Preparing Interpreters for Computer-Based Exams with Liz Es...National Council on Interpreting in Health Care (NCIHC)
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This webinar will help healthcare interpreter trainers gain an understanding of our field’s complexities and trends in order to develop a vision for the future of our profession that includes language access provided by highly trained interpreters and the development of specialization. The presentation will include a brief historical overview of healthcare interpreting and will address different factors that impact the status of medical interpreting, including policy and advocacy, education, certification, technology, medical academia, T&I community, market research, and the impact of COVID-19. Tips and strategies to address these topics in training will be offered as well.NCIHC HFT 46 Raising the Bar 04-21-2021_v_slideshare
NCIHC HFT 46 Raising the Bar 04-21-2021_v_slideshareNational Council on Interpreting in Health Care (NCIHC)
Research focused on interpreters and interpreting has great potential to inform and improve interpreter training. In this webinar, Professor Ineke Crezee will describe a research project aimed at better understanding communication patterns in healthcare interactions, specifically with regard to the use of informal idiomatic language as part of the establishment of patient-provider rapport. She will report on the research findings and discuss the implications and import for interpreter training. She will then describe approaches and strategies for integrating research findings into interpreter training activities, with specific examples drawing on the research study presented at the beginning of the webinar. NCIHC.HFT.45.Missing.the.plot.02-17-2021_vslideshare
NCIHC.HFT.45.Missing.the.plot.02-17-2021_vslideshareNational Council on Interpreting in Health Care (NCIHC)
Interpreter services managers are responsible for ensuring safe and effective provision of language services regardless of the circumstances - from filling the demand for services, to supporting interpreter staff, to working within the available resources, and so much more. The managers’ responsibility has never been an easy charge, and the current COVID-19 pandemic and resulting public health crisis has been no exception.
This “Part 2” of the webinar-based panel discussion features managers who are based in teaching hospitals or children’s hospitals. The panelists will reflect on their experiences of managing interpreter services during the public health crisis – from when it began, to what is happening now, to preparing for the future. Special attention will be given to 1) optimization of available resources, 2) flexibility in transition, 3) gaining senor leadership support, 4) good things that have come as a result of the pandemic, and 5) much more!
Time will be reserved for a moderated audience Q&A.
Note: This is the second in a two-part series. Part 1 of this series took place on December 11, 2020, and the recording is available on the NCIHC website. NCIHC Panel Webinar Managing Interpreter Services in Pandemic part 2 01 27-20...
NCIHC Panel Webinar Managing Interpreter Services in Pandemic part 2 01 27-20...National Council on Interpreting in Health Care (NCIHC)
Interpreter services managers are responsible for ensuring safe and effective provision of language services regardless of the circumstances - from filling the demand for services, to supporting interpreter staff, to working within the available resources, and so much more. The managers’ responsibility has never been an easy charge, and the current COVID-19 pandemic and resulting public health crisis has been no exception.
In this webinar-based panel discussion, panelist from different regions of the USA will reflect on their experiences of managing interpreter services during the public health crisis – from when it began, to what is happening now, to preparing for the future. Special attention will be given to 1) interpreter safety measures and wellness, 2) guaranteeing interpreter services for providers and patients, 3) collaboration among different stakeholders to achieve the goals, and 4) insights for managers to adapt or adopt in their unique setting. Time will be reserved for a moderated audience Q&A. Managing Interpreter Services in Public Health During the Pandemic: Part 1
Managing Interpreter Services in Public Health During the Pandemic: Part 1National Council on Interpreting in Health Care (NCIHC)
The webinar seeks to demystify a rape or sexual assault encounter for interpreters. To provide the interpreter with an understanding of what is rape, sexual assault, victimology, violent crimes, myths and facts. With the intent of creating a broad base of knowledge on the topic to be prepared to interpret while staying with the confines of the role. To recognize if they have the capacity to handle the emotional context of this work, that can cause vicarious trauma or haunt the interpreter for a long time. The code of ethics will be reviewed, to discuss boundaries, they will learn about the national statistics on rape and sexual assault (female/male), how to approach an LEP/Deaf victim, the best “mode” of interpretation, and many resources for pre, post, and during the session. Graphic language, visual of areas that are most impacted during a rape/assault will be shown, as well as an in-depth explanation of a medical forensic examination, and a video of the exam. The intent is to demystify it and educate so there isn’t apprehension when you are requested for an interpretation and to know if you are able to faithfully interpret.
Learning Objectives:
1. Build a foundation of understanding, best practices, and understanding of the role of the interpreter in a rape or sexual assault interpretation.
2. How to best serve the LEP patient, while staying in the interpreter role, in a situation that is emotionally charged and has legal connotation.
3. Know best practices, preferences, how to engage the legal aspect of the encounter, working with officers.
To understand the EMT / Ambulance impact on the patients care and the medical exam in the emergency room.
4. Will have a clear view of how to serve the LEP and all those involved in the encounter/session with precision, empathy, and without ever stepping out of his/her role. De-mystifying Rape and Sexual Assault Encounters for Medical Interpreters
De-mystifying Rape and Sexual Assault Encounters for Medical InterpretersNational Council on Interpreting in Health Care (NCIHC)
In this webinar we will look into the evidence that has emerged from the in-depth analysis of authentic video-recorded medical consultations and semi-structured interviews with patients, doctors and professional interpreters and we will discuss the ways in which this evidence can be translated into education and professional practice. We will begin with a brief introduction to empathic communication in (multilingual) healthcare communication and we will identify a number of factors that contribute to or hamper the co-construction of empathic communication in interpreter-mediated clinical encounters. We will do so by drawing on the actual patient-interpreter-doctor interaction and on their perceptions of it. At the end of the webinar participants will have gained a thorough understanding of the complexity of empathic communication in interpreter-mediated clinical encounters and will be able to make better-informed decisions at the level of interaction by reflecting on their own, the patients and clinicians’ communicative behaviors. Being able to effectively co-construct empathic communication in clinical encounters is of paramount importance as empathy is a basic component of therapeutic relationships, it has demonstrably improved patient enablement and doctor satisfaction, and it may be a precondition for patient-centered decision making.
Learning Objectives:
1. Distinguish between facilitating and hampering communicative behaviors in the co-construction of empathic communication in interpreter-mediated clinical encounters.
2. Reflect on the interpreter, as well as the patient and clinician’s communicative behavior in interaction in the co-construction of empathic communication in interpreter-mediated clinical encounters.
3. Assess the impact of the interpreter, as well as the patient and clinician’s communicative behavior in interaction in the co-construction of empathic communication in interpreter-mediated clinical encounters.
4. Demonstrate specific communicative and interactional strategies for co-constructing empathic communication in clinical encounters to interpreter students.Doing Empathy in Multilingual Healthcare Communication Through Interpreters: ...
Doing Empathy in Multilingual Healthcare Communication Through Interpreters: ...National Council on Interpreting in Health Care (NCIHC)
In March 2020, interpreter educators all over the world faced the need to quickly adapt to remote or online delivery of their curricula in response to the spread of COVID-19. We may need to continue with remote or online delivery through the rest of 2020, and possibly beyond. Remote teaching and learning, whether delivered synchronously or asynchronously, is qualitatively distinct from face-to-face teaching and learning. Many interpreter educators have had to race against the clock in their effort to design and adapt face-to-face materials and activities to continue delivering courses in remote or online mode.
The NCIHC Home for Trainers webinar team wants to explore the lessons that interpreter educators have learned during this transition. To that end, we have convened a group of interpreter educators for a roundtable-type discussion titled “Adapt, Amend, Adjust: A Panel Discussion on How Interpreter Trainers Adapted their Programs in Response to COVID-19 Restrictions” Panelists will reflect on their experiences adapting curricula, lesson plans, and learning activities, and will share their recommendations for trainers, relevant resources, and plans for the future.Adapt, Amend, Adjust: A Panel Discussion on How Interpreter Trainers Adapted ...
Adapt, Amend, Adjust: A Panel Discussion on How Interpreter Trainers Adapted ...National Council on Interpreting in Health Care (NCIHC)
Section 1557 of the Affordable Care Act is an intersectional civil rights provision that includes protections from discrimination based on language access. In 2016, the Obama Administration finalized regulations incorporating many strong language access provisions such as taglines, notices and qualifications for interpreters and translators. On June 12, 2020 the Trump Administration published a new final rule rolling back many of these provisions. So what’s the state of Section 1557 now? What provisions remain in place and which ones were repealed? What does the new rule mean for patients, interpreters, translators, health care providers and language services providers? This webinar will provide an overview of the new regulations and work to answer your questions!What Just Happened? The State of Language Access under Section 1557
What Just Happened? The State of Language Access under Section 1557National Council on Interpreting in Health Care (NCIHC)
Individualized Education Program/Plan/Program (IEP) meetings are at a crossroad between all community interpreting subspecialties: Medical, Legal and Social. Medical interpreters are often specifically requested and recommended for these encounters due to their preparation to tackle key medical information with ease. In order to facilitate effective communication, interpreters must be knowledgeable and flexible enough to adapt to a hybrid setting that produces several challenges. In addition, the IEP meetings frequently center around children with various disabilities. As such, these meetings convene specialists from many disciplines to assist the school staff in finding the best placement for the child. Specialists include nurses, therapists, psychologists, educators, even occasionally law enforcement.
In this presentation, participants will walk through the IEP meeting process to understand the context of the communication they are tasked with interpreting. The presentation will include analysis of some of the most common jargon and discussion on strategies for managing these unique encounters. The presentation will review the skills needed in interpreting for multiple parties at once, application of the CHIA standards to this setting, specialized vocabulary needed, and insight on the sometimes confusing role of the interpreter. The presenters will also discuss how trainers can impart these skills to interpreters.
Learning Objectives:
1. Describe the players in an IEP and the role of the interpreter
2. Lead emerging interpreters to solve at least 1 interpreting dilemma typical of this setting
3. Identify resources to add 10 new words to the interpreter’s personal glossary
4. Identify the IEP process, participants and key components.
5. Define Special Education jargon
6. Describe communication flow and problem-solving strategies for interpreting during IEP meetings
7. Discuss ways trainers can impart skills and knowledge required for IEP meetings to their students and traineesInterpreting IEP Meetings: A Close Look for Interpreter Trainers at this Inte...
Interpreting IEP Meetings: A Close Look for Interpreter Trainers at this Inte...National Council on Interpreting in Health Care (NCIHC)
In the second segment of this two part series, Ludmila “Mila” Golovine, Founder, President & CEO of MasterWord and an interpreter herself, will further address vicarious traumatization not from a scientific but from an insider’s point of view - as a representative of a profession that is vulnerable to this type of trauma. Professionals working in healthcare, in court, in jail, with refugees, with child protective services, with victims of abuse, or in war zones most likely experienced high levels of stress, suffered vicarious trauma, or felt vulnerable during their everyday work. However, there are limited resources specifically available for interpreters. Participants will be provided with additional practical tools from various sources that have been specifically adapted to help interpreters prevent and/or mitigate the effects of vicarious trauma before, during and after difficult interpreting encounters.
Webinar attendees are encouraged, but not required, to view the recording of the previous webinar on this topic: How Not To Hurt: Teaching Trainers about Vicarious Trauma and Interpreter Self-Care
Learning Objectives:
1. Identify the potential impact of vicarious trauma on work performance and quality of life.
2. Identify a variety of practical tools that can be used by interpreters to mitigate the effects of Vicarious Trauma and stress before, during and after the encounter.
3. Develop a network of support.How Not To Hurt Part 2: Teaching Trainers About Vicarious Trauma and Advanced...
How Not To Hurt Part 2: Teaching Trainers About Vicarious Trauma and Advanced...National Council on Interpreting in Health Care (NCIHC)
Providing interpreting services during times of crisis, specifically in response to the COVID-19 pandemic, is a shared priority among all language access stakeholders - interpreters, managers, interpreter referral agencies, patients, and healthcare providers. Delivering interpreting services via remote modalities offers one possible solution to minimize the risk of exposure and transmission of contagions. In this presentation, the panelists will address practical areas of concern and consideration for all stakeholders when transitioning from an on-site model to a remote model for interpreter services. The presentation will focus on delivery of both spoken and signed languages and include a moderated Q&A to address attendees' questions and concerns as best possible.
1. Guidance for interpreter services managers and agencies on how to set up an emergency call center for Over-the-Phone Interpreting (OPI) and/or Video Remote Interpreting (VRI) and how to support staff interpreters in this transition
2. Guidance for interpreters on transitioning from in-person to remote to make their service delivery smooth and less stressful, especially for those who have never done remote interpreting before
3. Tips for healthcare providers in working with remote interpreters and strategies to ensure effective communication when adapting to the transition Temporary Transition to Remote Interpreting During Health Emergencies: Guidan...
Temporary Transition to Remote Interpreting During Health Emergencies: Guidan...National Council on Interpreting in Health Care (NCIHC)
This webinar will include a discussion with two individuals who work in the mental health field and rely on interpreters to facilitate interactions with non-English-dominant clients. This is an important topic due to the relatively new involvement of psychologists as expert witnesses during the immigration process, increased sensitivity to language and cultural factors during criminal legal cases, as well as the broadening demographics of other individuals utilizing mental health services. Historically there has been a significant lack of mental health services available to individuals who do not speak English. Finding ways to meaningfully assist this underserved population has become important as it relates to basic human rights as well as legal rights, and adjusting services to reach a broader audience in an ethical manner is a current objective in the mental health field.
Learning Objectives:
1. Trainers should be able to help students differentiate the different possible roles of a mental health provider in different settings, and identify a broad range of locations where interactions might occur.
2. Trainers should be able to help students understand the challenges and limitations experienced by mental health professionals when working with patients/clients who do not speak English.
3. Trainers should be able to help students clarify their role in a mental health interaction, and how to increase their effectiveness while improving communication for all involved; including, but not limited to, pre-session, type of interpretation, additional information that might be helpful to the mental health professional, and things that might impede the provider’s goals.Interpreting for Fragile Patients in Mental Health Encounters: Training Tips ...
Interpreting for Fragile Patients in Mental Health Encounters: Training Tips ...National Council on Interpreting in Health Care (NCIHC)
Description:
This webinar aims to give trainers an orientation to the complex and challenging environments where the provision of legal, healthcare, and linguistic access for detained people with limited English proficiency are inextricably entwined.
Presenters will provide an overview of the legal entities and processes involved when an immigrant is detained, the most common types of applications for relief from deportation, and how healthcare interpreters play a critical role in the transfer of reliable communication between medical providers, attorneys, and clients. This includes communication for accurate treatment, documenting existing conditions including psychological assessments, and the transfer of information to clients. Issues related to interpreting will include preparing for the encounter, ethics, clinical domains and technical areas, interpreting for minors, self-care and business and activism advice.
Learning Objectives:
1) Understanding general legal and access issues for this population
2) Learning social and healthcare issues (physical and psychological) related to undocumented immigrants in detention and/or removal proceedings
3) Understand best interpreting practices and strategies for effective communication and establishing a meaningful rapport between clients, attorneys and healthcare providersWorking with Detained Immigrants in Removal Proceedings: Training Tips for He...
Working with Detained Immigrants in Removal Proceedings: Training Tips for He...National Council on Interpreting in Health Care (NCIHC)
Sight translation—converting written text in one language into spoken (or signed) text in another language—is an important skill for interpreters. While the suggestion to ‘just read it to the patient’ might seem straightforward, sight translation is a cognitively and linguistically demanding task that requires time and practice to master. In addition, decision-making regarding when, where, and how to sight translate requires a nuanced understanding of the strengths and limitations of sight translation, as well as a nuanced understanding of a variety of situational factors. This webinar provides interpreter trainers with an introduction to teaching sight translation. It describes the challenges involved in learning and performing sight translation, discusses decision-making and ethics related to sight translation, and provides practical tips and guidance for educators.
Learning Objectives:
In this webinar, participants will:
Discuss the place of sight translation in the interpreter’s toolkit
Learn about common difficulties encountered in sight translation, both in terms of performance and of decision-making/ethics
Explore strategies for teaching and learning sight translation"Just Read This to The Patient" An Introduction to Teaching Sight Translation...
"Just Read This to The Patient" An Introduction to Teaching Sight Translation...National Council on Interpreting in Health Care (NCIHC)
Interpreting possesses innate duality with the premise that the interpreter is truly bilingual and bicultural. The concept of the target language which helps training translators and conference interpreters does not quite fit healthcare interpreting since both languages are expected to be mastered at a native-speaker level. The majority of healthcare interpreter training opportunities available in the U.S. are conducted in English with limited or no instruction in other languages. This webinar will address the need to develop and offer more trainings in languages other than English and more bilingual skill-building trainings. Presenters will analyze what types of training should be preferably done in a bilingual mode and how to design such trainings to achieve an effective transfer of knowledge and improvement of students’ skills. Specifically, the following aspects of the bilingual and non-English instruction trainings will be highlighted:
Reasons for language-specific instruction;
Types of learning activities benefitting from language-specific instruction;
Engagement of language-specific experts in preparing and delivering training;
Adjusting teaching methods and materials for on-site and online delivery.
Learning Objectives:
Explain what learning objectives can be achieved with language-specific and bilingual instruction.
Identify which types of learning activities benefit from language-specific and bilingual instruction.
Present ways to adjust teaching methods for on-site or online delivery of language-specific and bilingual training.Not Only English! Building the Foundation for Language-specific and Bilingual...
Not Only English! Building the Foundation for Language-specific and Bilingual...National Council on Interpreting in Health Care (NCIHC)
Healthcare interpreters' work can be mentally taxing. However, we are often uncertain as to what contributes to our mental fatigue, outside of the obvious issue of long encounters and long workdays. Unfortunately, interpreter fatigue is not well documented. This presentation provides information on various factors that can affect both concentration and performance contributing to mental fatigue. It also sheds light on precedents in other industries that make the case for use of a measurement tool to address such factors and mental fatigue in a more sophisticated way.
Gaps in understanding interpreter mental fatigue led the presenters to develop and internally validate the Complexity and Fatigue in Interpreted Encounters (CFIE) tool. The CFIE, comprised of three domains: paralinguistic, sensory and intrapersonal/physical, includes 16 affirmative factors identified by interpreters as causes of mental fatigue. Seven interpreters participated in using the CFIE tool across 444 interpreter encounters. The presenters will share their findings which indicated increased mental fatigue in departments with high acuity, fast pace and unpredictable encounters. Interpreters experiencing mental fatigue may jeopardize accuracy of interpretation in these encounters, resulting in unfavorable patient outcomes. The presenters will discuss plans for future research on interpreter inaccuracies related to mental fatigue.
Interpreter trainers will consider the implications of the study’s results and their relevance to interpreter skill development and real-world performance. Trainers will also gain insight into the need to present these concepts to their students.
At the end of this presentation the participant will:
- Identify common factors which contribute to interpreter mental fatigue
- Learn about precedents in other fields for measuring workload & productivity
- Describe research that focuses on measurement of interpreter mental fatigue in a healthcare environment
- Consider ways that trainers can apply these concepts in interpreter training programsI'm Exhausted! Teaching Interpreter Trainers About Research on Complicated En...
I'm Exhausted! Teaching Interpreter Trainers About Research on Complicated En...National Council on Interpreting in Health Care (NCIHC)
One challenge faced by professional interpreters working in healthcare and other settings is the high levels of stress, vicarious trauma, or vulnerability they may feel during the course of their everyday work. Vicarious trauma has been identified as something that affects the performance and wellbeing of certain professionals, such as interpreters, by their experiencing or internalizing someone else’s trauma. Research has confirmed they are vulnerable to vicarious trauma, burnouts, compassion fatigue, or secondary stress as a result of repeated exposure to various traumatic information and experiences.
Drawing from over 25 years of experience in a professional services industry and extensive research in this area, Ludmila “Mila” Golovine, Founder, President & CEO of MasterWord, a Language Services Provider agency, and an interpreter herself, will speak on the subject of vicarious traumatization not from a scientific but from an insider’s point of view - as a representative of a profession that is vulnerable to this type of trauma. Participants will be provided with real-life applications and tools that can help identify and examine triggers leading to vicarious trauma impacting the wellbeing and performance of service professionals, as well as strategies for helping others, and themselves, prevent and/or mitigate the effects of vicarious trauma before, during and after these interactions.
Interpreter trainers will gain an understanding of the particular vulnerability of interpreters to being impacted by the experience of patients that they interpret for. Trainers will also gain insight into the need and method for introducing this material to their students.
Learning Objectives:
Define vicarious trauma and articulate why those working in healthcare and social services settings are at greater risk for vicarious trauma
Articulate the potential impact of vicarious trauma on work performance and quality of life
Identify five coping strategies in effective self-care
Discuss ways that trainers can apply these concepts in interpreter training programsHow Not To Hurt: Teaching Trainers About Vicarious Trauma and Interpreter Sel...
How Not To Hurt: Teaching Trainers About Vicarious Trauma and Interpreter Sel...National Council on Interpreting in Health Care (NCIHC)
This webinar reports on recently-completed doctoral research focusing on dialogue interpreters’ experience of task performance. The results of the study shed light on the aspects of task performance that interpreters monitor and the control mechanisms they employ during performance. In addition to reporting on the research study, the presenter will discuss the place of models in interpreter training and present the models proposed in her dissertation. During the last portion of the webinar, the presenter and special guest Cindy Roat will discuss the importance and role of research and theory in dialogue interpreter training.
Learning Objectives:
Present recent research findings related to monitoring and control of performance in dialogue interpreting and discuss their implications for interpreters, interpreter educators, and researchers.
Describe possible models of dialogue interpreting & their potential for use in interpreter education.
Discuss the importance and role of research theory in dialogue interpreter training. A Lot to Think About: Investigating Dialogue Interpreting Performance
A Lot to Think About: Investigating Dialogue Interpreting PerformanceNational Council on Interpreting in Health Care (NCIHC)
In multilingual healthcare encounters, the best conditions for meaningful participation and communication exist when the participants jointly manage the encounter. This entails co-constructing and tightly coordinating the dialogue while pacing the flow, and taking into consideration the setting, cultural, and contextual factors, as well as the needs, roles, and limitations of the participants.
To achieve this goal, interpreters frequently have to intervene to explain or clarify. This can include informing the participants about impediments to meaningful communication (lengthy or overly technical utterances, verifying intended meaning, etc.) Ideally, interpreters should inform participants about their own limitations in order to manage the flow with confidence.
In general, in the teaching of consecutive interpretation (CI) the emphasis has been on encouraging interpreters to develop technical skills to gain the ability to retain long utterances without having to interrupt the participants. However, prioritizing technical mastery fails to address the higher need to focus on the existing conditions, goals, and disparities often found in an encounter. Failure to do so can lead to an oversight of the actual communication needs of all participants, primarily those without formal education or shared cultural background.
In this webinar, the presenter will concentrate on the reassessment of priorities in the teaching of CI from this perspective.
Learning Objectives:
Reassess the teaching of consecutive interpretation from the perspective of core values and ethical canons.
Review and eventually adopt conceptual approaches and cognitive and technical concepts, strategies, and resources for the teaching of CI, including memory and note-taking.Putting Consecutive in Order: Reassessing Priorities and Skills in the Teachi...
Putting Consecutive in Order: Reassessing Priorities and Skills in the Teachi...National Council on Interpreting in Health Care (NCIHC)
Interpreter trainers are dedicated to teaching their students the skills they will need in order to be successful in their professional role. For many interpreters, these skills include test-taking skills. Both aspiring and long-time interpreters are put to the test when they are required to take an exam administered by a potential employer, sit for an interpreter certification exam, or complete a final exam in a training program. In addition to the skills needed to interpret well, there is a growing need for interpreters to also have strong test-taking skills so that they can effectively demonstrate the interpreting knowledge and skills.
How do trainers prepare interpreters to take computer-based certification exams? How do trainers know where to focus their attention?
This presentation addresses these questions and provides an overview of the presenter's experience preparing interpreters for written and oral certification exams for spoken language interpreters.
Learning Objectives:
Distinguish the differences between skills for interpreting practice and skills for test taking
Define elements and areas of focus of test prep sessions
Identify resources for test prep sessionAll of the Above: Preparing Interpreters for Computer-Based Exams with Liz Es...
All of the Above: Preparing Interpreters for Computer-Based Exams with Liz Es...National Council on Interpreting in Health Care (NCIHC)
Plus de National Council on Interpreting in Health Care (NCIHC) (20)
NCIHC HFT 46 Raising the Bar 04-21-2021_v_slideshare
NCIHC HFT 46 Raising the Bar 04-21-2021_v_slideshare
NCIHC.HFT.45.Missing.the.plot.02-17-2021_vslideshare
NCIHC.HFT.45.Missing.the.plot.02-17-2021_vslideshare
NCIHC Panel Webinar Managing Interpreter Services in Pandemic part 2 01 27-20...
NCIHC Panel Webinar Managing Interpreter Services in Pandemic part 2 01 27-20...
Managing Interpreter Services in Public Health During the Pandemic: Part 1
Managing Interpreter Services in Public Health During the Pandemic: Part 1
De-mystifying Rape and Sexual Assault Encounters for Medical Interpreters
De-mystifying Rape and Sexual Assault Encounters for Medical Interpreters
Doing Empathy in Multilingual Healthcare Communication Through Interpreters: ...
Doing Empathy in Multilingual Healthcare Communication Through Interpreters: ...
Adapt, Amend, Adjust: A Panel Discussion on How Interpreter Trainers Adapted ...
Adapt, Amend, Adjust: A Panel Discussion on How Interpreter Trainers Adapted ...
What Just Happened? The State of Language Access under Section 1557
What Just Happened? The State of Language Access under Section 1557
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Technical Tools for Teaching Medical interpreters
- 1. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee Technical Tools for Teaching Medical Interpreters: From YouTube to iPhones as Classroom Aids Guest Trainer: Alvaro Vergara-Mery, PhD, CMI Webinar Work Group Hosts: Rachel Herring & Erin Rosales October 31, 2013 www.ncihc.org/home-for-trainers WWW.NCIHC.ORG
- 2. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE You can access the recording of the live webinar presentation at www.ncihc.org/trainerswebinars Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee www.ncihc.org/home-for-trainers
- 3. Housekeeping NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE - This session is being recorded - Certificate of Attendance trainerswebinars@ncihc.org - Audio and technical problems - Questions to organizers (“Chat”) -Q&A - Twitter #NCIHCWebinar Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee www.ncihc.org/home-for-trainers
- 4. Welcome! Guest Trainer: NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE Alvaro Vergara-Mery, PhD, CMI
- 5. Presented by Alvaro Vergara-Mery, PhD, CMI
- 6. Use and demonstrate strategies to use the Internet (YouTube videos) as tool for practice interpreting techniques Demonstrate how to use smart phones and medical online videos to record practice and analyze skills Demonstrate how to use medical videos for note-taking practice Use of language labs to increase proficiency with terminology in the weaker language, accent reduction techniques
- 7. http://www.nlm.nih.gov/medlineplus/ Inside the Living Body: http://www.youtube.com/watch?v=HBIYwiktPsQ Preparing Your Child for a Voiding Cystourethrogram (VCUG) at St. Louis Children's Hospital: http://www.youtube.com/watch?v=MZyStn4UaHg Gallbladder removal: http://www.youtube.com/watch?v=iD-5Rp6xdzM CABG surgery pre-op: http://www.youtube.com/watch?v=wUefcLTlGQI
- 8. How to use your iPhone as a recorder ◦ http://www.youtube.com/watch?v=4tFcUghQ3TI Dictation apps (Dragon) translations Note-taking Use of language labs http://www.multimediafl.com/faq/foreign-language-lab.html ◦ Terminology Accent reduction ◦ http://www.youtube.com/watch?v=3ttDTszXG4M
- 9. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE Q&A Chat your questions and comments Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee www.ncihc.org/home-for-trainers
- 10. Resources recommended by webinar attendees: NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE • Healthy Roads Media has videos in various languages: http://www.healthyroadsmedia.org/ • http://www.youtube.com/watch?v=A-zU9D3ezXE (The Living Body with unverified Arabic subtitles) • http://www.youtube.com/watch?v=vh9uAzTjQ6Y (The Living Body, British version, full video. • I would recommend the List Note App for taking notes on your mobile device. It turns speech into text independently so that the interpreter can focus on body language Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee www.ncihc.org/home-for-trainers
- 11. Announcements NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE - Future events - Session Evaluation - Follow up via email TrainersWebinars@ncihc.org Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee www.ncihc.org/home-for-trainers
- 12. Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE Thank you! Technical Tools for Teaching Medical Interpreters: From YouTube to iPhones as Classroom Aids Guest Speaker: Alvaro Vergara-Mery, PhD, CMI October 31, 2013 www.ncihc.org/home-for-trainers WWW.NCIHC.ORG
- 13. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE You can access the recording of the live webinar presentation at www.ncihc.org/trainerswebinars Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee www.ncihc.org/home-for-trainers