Ethics
During my time at Utah Valley University, I took an ethics class for interpreters. We went through many scenarios and discussed how to respond to them. We learned and memorized the codes of professional conduct. While doing my internship I wrote weekly ethical scenario responses to situations that happened during the week. I have provided an example from my class of how I would respond to an ethical scenario using the CPCs.
Scenario: You work as an interpreter/classroom assistant for a Deaf student in a classroom of 34 students. Part of your role is to interpret; part of your role is to work with all of the students in support of the teacher--- grading papers, helping with learning activities, etc. You have known the Deaf student for several years and know his parents quite well. As a matter of fact, you socialize with them outside of work. This student has begun displaying some behavioral problems in school, acting out, skipping class and acting rude to you and to the teacher. The parents have asked you how their child is doing in school.
The problems are that the interpreter knows the Deaf student and parents very well. Part of the interpreter’s role is to interpret and the other part is working with the students in support of the teacher, grading papers, helping with learning activities, etc. The student has been having behavioral problems at school, acting out, skipping class and acting rude to you and the teacher. The parents asked you how their child is doing in school.
The interpreter should not share information with the parents but encourage them to talk to the teacher because it isn’t your place to share that information. The interpreter should explain the conflict of interest to the teacher and explain the role of the interpreter in the classroom is to facilitate communication. The interpreter should find someone to replace them in this assignment.
1.1 Share assignment-related information only on a confidential and “as-needed” basis (e.g., supervisors, interpreter team members, members of the educational team, hiring entities). The interpreter is not sharing information about the child’s behavior with the parents.
2.2 Assess consumer needs and the interpreting situation before and during the assignment and make adjustments as needed because the consumer’s needs will be taken care of by someone that doesn’t have a conflict of interest.
2.4 Request support (e.g., certified deaf interpreters, team members, language facilitators) when needed to fully convey the message or to address exceptional communication challenges (e.g. cognitive disabilities, foreign sign language, emerging language ability, or lack of formal instruction or language) because the interpreter is getting someone to replace them.
3.1 Consult with appropriate persons regarding the interpreting situation to determine issues such as placement and adaptations necessary to interpret effectively because the interpreter talked with the teacher to make the necessary adjustments.
3.2 Decline assignments or withdraw from the interpreting profession when not competent due to physical, mental, or emotional factors because the interpreter is ending this assignment because of emotional factors related to knowing the client’s family.
3.3 Avoid performing dual or conflicting roles in interdisciplinary (e.g. educational or mental health teams) or other settings because the interpreter informed the teacher what the interpreter’s role is so they no longer are a classroom assistant.
3.4 Comply with established workplace codes of conduct, notify appropriate personnel if there is a conflict with this Code of Professional Conduct, and actively seek resolution where warranted because the interpreter notified the appropriate personnel to solve the conflict with the CPC.
3.7 Disclose to parties involved any actual or perceived conflicts of interest because the interpreter let the teacher know of the conflicts of interest with the student.
3.8 Avoid actual or perceived conflicts of interest that might cause harm or interfere with the effectiveness of interpreting services because the interpreter is leaving this assignment because of their conflict of interest.
4.4 Facilitate communication access and equality, and support the full interaction and independence of consumers because the interpreter has explained to the teacher their role as the interpreter.
6.2 Honor professional commitments and terminate assignments only when fair and justifiable grounds exist because the interpreter is fulfilling their assignment until they get a replacement.
6.3 Promote conditions that are conducive to effective communication, inform the parties involved if such conditions do not exist, and seek appropriate remedies because by the interpreter leaving the assignment it’s helping the communication be more effective.
6.5 Reserve the option to decline or discontinue assignments if working conditions are not safe, healthy, or conducive to interpreting because the interpreter is ending this assignment so the working conditions are healthier for interpreting.
Short-Term Impacts/Benefits:
STI: Deaf/Signer Person(s)- Their confidentiality is maintained and they have equality in their access to communication.
STI: Hearing/Non-Signer Person(s)- They feel respected and their information was kept confidential.
STI: Interpreter- They made changes so they were keeping with the CPCs. They continued the trust with the teacher and student.
STI: Interpreting Community-The CPCs were upheld and they are trusted.
Long-Term Impacts/Benefits:
LTI: Deaf/Signer Person(s) can trust their future interpreters
LTI: Hearing/Non-Signer Person(s) can trust other interpreters. They know what to expect out of future interpreters.
LTI: Interpreter keeps their certification, can be trusted and can continue to work.
LTI: Interpreting Community-The CPCs were upheld, future interpreters can be trusted and their role in the classroom will be clear.
Closing Statement: If I were the interpreter in this situation my answer may change if I were given new or different information but I will always uphold the tenets of the CPC.