Category
Poster - Theoretical Proposal
Description
The field of interpreting is ever-growing, and with this, there are always problems that interpreter education programs can address. The following research is aimed towards interpreter education, commonly known as Interpreter Education Programs (IEPS). Due to mass amounts of research proving surface-level preparation in the context of coping mechanisms, this study is aimed to explore if extensive education in IEPs can decrease the presence of vicarious trauma in the field. This topic does not only apply in the contexts of mental health interpreting but can also apply to medical and legal settings. The following theoretical research utilizes an online questionnaire of active interpreters in the field today. Knowledge would not only act as a preventative measure for obtrusiveness by the interpreter, but the development of proper coping mechanisms would establish improved focus on the client in such stressful circumstances. Projected findings are conclusive that IEPs do not properly educate interpreters on how to deal with secondary trauma, and thus more linguistic and emotional regulation allows for proper focus on the client. Implementation of self-care training, education on the risk of vicarious trauma, and methods from Cognitive Behavioral Therapy (CBT) can all be methods to curb the presence of vicarious trauma in the interpreting field. Along with educating interpreters on coping mechanisms, education on burnout and trauma-informed interpreting can improve interpreting situations for Deaf clients and interpreters alike. Suggestions for future research include whether mental health interpreters should have as extensive qualifications as mental health clinicians.
The Problem with Interpreter Education Programs
Poster - Theoretical Proposal
The field of interpreting is ever-growing, and with this, there are always problems that interpreter education programs can address. The following research is aimed towards interpreter education, commonly known as Interpreter Education Programs (IEPS). Due to mass amounts of research proving surface-level preparation in the context of coping mechanisms, this study is aimed to explore if extensive education in IEPs can decrease the presence of vicarious trauma in the field. This topic does not only apply in the contexts of mental health interpreting but can also apply to medical and legal settings. The following theoretical research utilizes an online questionnaire of active interpreters in the field today. Knowledge would not only act as a preventative measure for obtrusiveness by the interpreter, but the development of proper coping mechanisms would establish improved focus on the client in such stressful circumstances. Projected findings are conclusive that IEPs do not properly educate interpreters on how to deal with secondary trauma, and thus more linguistic and emotional regulation allows for proper focus on the client. Implementation of self-care training, education on the risk of vicarious trauma, and methods from Cognitive Behavioral Therapy (CBT) can all be methods to curb the presence of vicarious trauma in the interpreting field. Along with educating interpreters on coping mechanisms, education on burnout and trauma-informed interpreting can improve interpreting situations for Deaf clients and interpreters alike. Suggestions for future research include whether mental health interpreters should have as extensive qualifications as mental health clinicians.
Comments
Undergraduate