What Educational Interpreters need to know about Mental Health Interpreting

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An Inside Look

• What Educational Interpreters need to know about
  Mental Health Interpreting

TeleTraining February 25, 2008
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An Inside Look
What Educational Interpreters need to know about
Mental Health Interpreting
TeleTraining Co-Moderators
Jennie Bourgeois
Cindy Camp
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Charlene Crump B.S., CI/CT, ASLTA-Q, QMHI
Charlene Crump is the statewide Mental Health
Interpreter Coordinator for the Office of Deaf
Services, Alabama Department of Mental Health and
Mental Retardation. In this capacity, Ms. Crump
has been responsible for developing the Mental
Health Interpreter Training initiative and
developing certification standards that have been
adopted by DMHMR and Alabama State Code. Her work
in Mental Health Interpreter training has
received national recognition including by the
National Alliance of Mentally Ill (NAMI) and is
internationally recognized by the Charter of
Linguists. She created and operates several
listservs and moderates a monthly online
discussion forum related to current research in
mental health and deafness/interpreting through
Jacksonville State Universitys distance program.
She currently serves as a board member of the
American Deafness and Rehabilitation Association
and also as president of the Alabama Chapter of
the American Sign Language Teachers Association
(ASLTA). Charlene assisted in the passage of a
state law that recognizes American Sign Language
as a foreign language in K-12 settings.
Additionally, she served a six-year stint with
the first cohort appointed to the Alabama
Licensure Board of Interpreters and
Transliterators and served two terms as Chair.
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Questions

• How would you define mental health interpreting?
• Why is mental health interpreting a specialty
  field?
• What are some settings that may not be initially
  recognized as mental health settings?
• How does mental health interpreting apply to an
  interpreter in the educational setting?
• How often might generalist/educational
  interpreters find themselves interpreting in
  mental health settings?

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Questions

• Why is it important for all interpreters to be
  aware of issues in the mental health field?
• At what age does mental illness occur?
• What is the rate of mental illness in the general
  population?
• What are the prevalence rates for mental illness
  within the deaf population?
• What factors can increase the potential for
  mental illness within the deaf population?

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Questions

• How do etiologies of deafness impact
  psychosocial/education development?
• What issues relate to deafness and self-esteem?
• How do these issues relate to educational
  interpreting?

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Question from Audience Member Sent through
E-Mail Instant Messaging
Email - pepnet.south_at_gmail.com AIM -
pepnetsouth
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Questions

• Are there situations where a qualified
  interpreter, who is not trained in mental health
  interpreting, might cause harm in a mental health
  setting?
• If educational interpreters find themselves in a
  mental health situation what should they do?
• Why might it be better to have no interpreter?
• How do you work in situations where a family
  member has acted as the interpreter in past
  sessions?

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Questions

• What are the risks inherent in a mental health
  setting for interpreters
• Should the students regular educational
  interpreter be the same interpreter involved with
  them in mental health settings?
• If I am interpreting for a student who become
  psychotic, what situations am I likely to
  encounter?
• How does mental illness impact language and
  language acquisition?
• What are some examples of psychotic language
  dysfluency or psycholinguistic errors?

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Question from Audience Member Sent through
E-Mail Instant Messaging
Email - pepnet.south_at_gmail.com AIM -
pepnetsouth
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Questions

• How does language change based on the current
  status of the mental
• How does mental illness impact fund of
  information acquisition for individuals who are
  deaf?
• What is the difference between language
  dysfluency related to deprivation and psychotic
  language dysfluency?
• How do I interpret for someone with language
  dysfluency?

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Questions

• What interpreting considerations with language
  and behavior should I consider when interpreting
  for someone with mental illness?
• How is confidentiality understood within
  educational and mental health settings?
• Are interpreters considered to be mandatory
  reporters?
• How do interpreters uphold both the requirements
  of mandatory reporting and the RID code of
  professional conduct simultaneously?

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Question from Audience Member Sent through
E-Mail Instant Messaging
Email - pepnet.south_at_gmail.com AIM -
pepnetsouth
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Questions

• What standards are there that guide interpreters
  working in mental health settings?
• Where can interpreters obtain additional training
  in mental health interpreting?
• Where can participants go to find more
  information?

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Question from Audience Member Sent through
E-Mail Instant Messaging
Email - pepnet.south_at_gmail.com AIM -
pepnetsouth
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Special Thanks to Our Presenter
Charlene Crump
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What Does PEPNet Do?

• Conducts training with secondary, postsecondary,
  vocational, and adult education professionals and
  support staff regarding transition and
  postsecondary educational services for students
  who are deaf and hard of hearing
• Develops a technical assistance network for the
  target groups
• Demonstrates how technology can be used to
  provide access and accommodations within programs
  for individuals who are deaf and hard of hearing

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PEPNet-Midwest St. Paul College 235 Marshall,
St. Paul, MN 55102651-846-1337
(Voice)651-846-1537 (TTY)651-221-1339 (Fax)
PEPNet-West National Center on Deafness
California State University, Northridge18111
Nordhoff StreetNorthridge, California 91330-8267
818-677-2099 (tty/v) 818-677-6270 (fax)
PEPNet-Northeast National Technical Institute
for the Deaf Rochester Institute of Technology 52
Lomb Memorial Drive, Rochester, New York
14623-5604 [phone] (tty/v) (585)
475-7660 (Fax)
PEPNet-South Center on DeafnessClaxton Complex
A239The University of TennesseeKnoxville, TN
37996-3442(865) 974-0607 (tty/v)[phone]
(Fax)
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Kentucky Tennessee West Virginia Outreach
Site Tricia Davis Eastern Kentucky
University Center on Deafness 245 Wallace
Building 521 Lancaster Ave. Richmond, KY
40475-3102 [phone] (V) [phone]
(Fax) Tricia.Davis_at_eku.edu
PEPNet-South Central Office Center on
DeafnessClaxton Complex A239The University of
TennesseeKnoxville, TN 37996-3442(865) 974-0607
(V/TDD)[phone] (FAX)pepnet-south_at_utk.edu
Georgia Florida Outreach Site Katherine
Bruni Georgia Perimeter College 324 Knots
Circle Woodstock, GA 30188 [phone]
(V/TDD) [phone] (Cell) [phone]
(Fax) katherine.bruni_at_pepnet.org

Arkansas Alabama Mississippi Outreach
Site Amy Hebert University of Arkansas at Little
Rock 2801 S. University DSC 113 [phone]
(v) [phone] (Fax) amyhebert_at_ualr.edu
South Carolina North Carolina
Virginia Outreach Site Pat Varner-Bland Clemson
University 225 S. Pleasantburg Drive Greenville,
SC 29606-5616 [phone] (V) [phone]
(Fax) pvarner_at_clemson.edu
Texas Louisiana Outreach Site
Jennie Bourgeois Louisiana State
UniversityOffice of Disability Services111A
Johnston HallBaton Rouge, LA 70803(225)
578-4913 (V)[phone] (TDD)[phone]
(Fax) jsbourg_at_lsu.edu
Cindy Camp Jacksonville State UniversityDisabilit
y Support Services700 Pelham Road
North Jacksonville, AL 36265(256) 782-8387
(V/TDD) [phone] (Fax) ccamp_at_jsu.edu
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Upcoming Events
TeleTraining on Deaf-Blind PEPNet Biennial
Conference (www.pepnet.org) Addressing the
Needs of Students Labeled Deaf and Low
Functioning, At-Risk or Deaf Blind Conference
(www.esc4.net)
March 19, 2008 April 15th 18th, 2008 November
18th 20th, 2008
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