Interpreting Effectively and Safely 
for Deaf Survivors of Violence 

April 27 – 28, 2013 

San Jose Marriott 

San Jose, California 

 

 

 

 

 

 

Curriculum 

 

 

 

Presented by the 

Vera Institute of Justice 

 Center on Victimization and Safety 

Accessing Safety Initiative 

 

 

 

 

In partnership with the 

U. S. Department of Justice 

Office on Violence Against Women 

 


Table Facilitator Role: 

 
Provide an opportunity for participants to apply and explore what they have 
learned from the trainer‟s mini-lectures and large group discussion. 
 
Guide the participants at your table in specific small-group activities: reiterate 
instructions and provide structure; nurture discussion and critical thinking; and 
prompt as needed. 
 
Help create a safe and respectful group environment so that everyone has a 
chance to have their ideas and feelings expressed. 
 
Use your skills, knowledge, and experience to supplement the discussion and 
redirect it if it is heading off-topic or in a way inconsistent with best practices. 
 
Gently reframe victim-blaming or disempowering comments. 
 
Keep the discussion moving and on topic. 


 

General Facilitation Tips/Dealing with possible challenges: 

 

One person is interrupting and taking over the discussion. 

Try drawing in the quieter group members. Even just shifting your gaze can be 
helpful. Look at the rest of the group when you ask a question. You might say, “This 
is an important point Jane is bringing up. Has anyone else had a similar/different 
experience?” OR “Thank you for your input on that. I‟d like to hear what the rest of 
the group has to say.” 

 

Participants are engaged in side talking or distracting chatter. 

Ask the group to have only one person talking at a time. You might say, “I‟m having 
trouble understanding everyone. Can we bring it back to one person talking at a 
time?” 

 

Disagreement exists between group members. 

Allow for different opinions to be heard and remember that difference can be an 
opportunity to learn. Model that disagreement does not equal rejection. You might 
say, “Thank you for sharing your thoughts on this. These topics can be emotional and 
we don‟t all have to agree.” 

 

The whole group is shy and quiet. There is no discussion. 

Share a specific short example from your experience to get the conversation started. 
Ask a particular person to share. You might say, “Scott, I know you have some 
experience in this area. What is your opinion about…” 

 

A participant keeps repeating the same story or opinion over and over. 

Help this person be heard by paraphrasing what they say. Keep encouraging others 
to share as well. You might say, “ I can see that you are feeling strongly about this.” 
OR “I think I hear you saying that….” 

 

*Adapted from “Around the Kitchen Table” 


Interpreter Training Curriculum 

 

Agenda 

 

Day 1 9-4:45p 

 

9:00-9:20 

Welcome 

20 minutes 

9:20-10:30 

Violence in the Deaf 
Community 

70 minutes 

10:30-10:45 

Break 

15 minutes 

10:45-12:15 

Domestic Violence 

90 minutes 

12:15-1:15 

Lunch 

60 minutes 

1:15-2:15 

Sexual Violence 

60 minutes 

2:15-3:15 

Domestic and Sexual 
Violence in Context 

60 minutes 

3:15-3:30 

Break 

15 minutes 

3:30-4:30 

Trauma-Informed Practice 

60 minutes 

4:30-4:45 

Closing Discussion 

15 minutes 



 

Day 2 9-5p 

 

9:00-9:25 

Review 

25 minutes 

9:25-10:15 

“In her Shoes” Exercise 

50 minutes 

10:15-10:30 

Discussion 

15 minutes 

10:30-10:45 

Break 

15 minutes 

10:45-12:00 

Language of the Movement 

75 minutes 

12:00-1:00 

Lunch 

60 minutes 

1:00-2:15 

Professional Decision-
Making 

75 minutes 

2:15-3:15 

Safety Planning for 
Interpreters 

60 minutes 

3:15-3:30 

Break 

15 minutes 

3:30-4:30 

Self-Care 

60 minutes 

4:30-5:00 

Closing Discussion + 
Evaluation 

30 minutes 



 

 

 

 


 

Materials Needed: 

 
Laptop, projector and screen 
 
Poster paper, easels 
 
Poster paper ready in advance: blank power and control wheel, self-care wall 
 
Markers 
 
5x7 cards 6 per participant (pre-labeled with topics: DV, SV, Decision Making, 
Safety Plan, Self-Care, To Do) 
 
Till DV & Language Films 
 
Signing Environment posters 
 
In her Shoes cards and props 
 
Post-its 
 
Small keepsake boxes and craft supplies to decorate (markers, stickers, etc.) 


Key: 

Bold – Topic, Time allotted 

Bullets –Facilitator Talking points 

Boxed – Activity instructions 

 

 


Section 1 – Welcome 

 

Mini-Lecture: Welcome/Introductions/Logistics 0:20 


Room Facilitator: 

 
Amber: Good morning! Welcome to San Jose. My name is Amber 
Hodson, I look forward to our next few days together. To begin, I would 
like to introduce you to our fabulous host from the Vera Institute of 
Justice, Nancy Smith, Director of the Center on Victimization and Safety. 
Nancy? 
 
Nancy: (Describe the history of the interpreter training project with Vera 
and OVW.) 
 
Amber: There is a great demand for trauma informed qualified 
interpreters. We sincerely thank each one of you for your participation in 
the work of the movement. This training is one step towards building 
your skills as a trauma-informed interpreter. (Brief introduction of 
myself.) 
 
It is normal to have fears around these issues. 
 
We are talking AROUND the issues, not giving THE answer because there 
is no answer. We hope you will leave with tools and the ability to think 
critically and apply this information to the ever varied circumstances you 
will face as an interpreter. 
 
We recognize that as interpreters you may play many different roles in the 
lives of Deaf individuals at different points in time, such as interpreter, 
advocate, friend, educator, etc. For our time together over the next two 
days, we will be focusing on the interpreting role. This does not preclude 
you from wearing those different hats, and the information you get here 
will be useful in any role you play. We want you to allow yourselves the 
opportunity to focus on your role as an interpreter as you go through this 
training. 
 
This training will be highly interactive. We have incorporated a variety of 
learning styles into our process to maximize incorporation of the material. 
This means you will be working and participating the entire time as we go 
through our five topic areas: domestic and sexual violence in the Deaf 
community, trauma-informed work, the language of the movement, 
professional and ethical decision-making, and finally, safety and self-care 
resources. Through our interactive discussion of these topic areas, our 
goal is that you leave this weekend with the ability to: 
• Recognize the dynamics of power and control and avoid 
colluding with those dynamics as an interpreter; 
• Understand how trauma may impact interpretation and be able 
to navigate that impact; 


 

 


• Develop a vocabulary specific to interpreting for Deaf survivors; 
• Incorporate best practices for interpreting in these contexts and 
• Develop a plan to enhance emotional and physical safety. 
 
It is also our goal is for you to leave with a personalized resource guide 
that can be applied regularly and brought to specific interpreting scenarios 
rather than sitting on a shelf. At specific points throughout the next two 
days, we will guide you in developing that resource using the 5x7 cards at 
your table (labeled DV, SV, Ethics, Safety Plan, Self Care, To Do). Feel 
free to note points on the cards that you want to remember as they come 
to you. 
 
I would like to ask each facilitator to introduce themselves by name, 
agency and state. 
 
On behalf of Vera and the Office on Violence Against Women, I want to 
thank each of the facilitators here with us this weekend. As an advisory 
committee, over the past few years they have worked hard sharing their 
experience and expertise to develop this curriculum so that interpreters 
can develop the tools necessary for this work. 
 
Let‟s begin a group activity that will allow us to get to know each other 
more before we get to work. 


 

Activity: Let’s get to know each other 0:10 

 

Goal: Allow participants to learn a bit more about one another and support the 
group process. 

Activity Instructions for Room Facilitator: 

Instruct participants to stand in a large circle. A statement will be flashed on the 
screen, participants should move to the middle of the circle if the statement 
applies to them. Give participants a moment to look around and observe others 
in the circle, then ask them to move back to the outer circle in preparation for 
the next statement. 

 

Statements: 

- I traveled more than 1000 miles to be here 

- I traveled less than 50 miles to be here 

- I have been interpreting for more than 5 years 

- I have been interpreting for more than 10 years 

- I have a dog 

- I have a cat 

- I have traveled out of the country more than 5 times 

- I have interpreted in DV or SV settings in the past 

 

 

 

 


Room Facilitator: 

 
Thanks for joining in that fun activity. I love learning who is a dog person 
and who is a cat person! This is a useful first step in creating a safe and 
supportive learning environment for ourselves over the next two days. 
 
For the purposes of this training, safe space means a space in which you 
feel comfortable to share questions and comments without judgment. 
Safe space also means a space in which you are emotionally supported 
should you be triggered by something that is discussed. 
 
Some of the information and activities in this workshop may trigger 
intense emotions. We will encourage self-care throughout this training by 
incorporating short activities in between discussion that allow you to 
practice applying a specific self-care technique. We also encourage you to 
use the comfort zone located in Willow Glen 1 to take breaks as necessary, 
and to check in with available staff and faculty if the need arises. Be 
mindful of the areas where you experience an intense emotional response, 
as it is important to determining if you can be an effective interpreter in 
domestic and sexual violence contexts. As ethical interpreters it is our 
duty to regularly evaluate if we are the right fit for a job. In that 
evaluation, we can identify what additional supports and resources you 
may need to be an effective interpreter in these contexts. We will talk 
more about this tomorrow, but make note of those trigger points for 
yourself for later personal exploration. 
 
We request that you honor this space as a signing environment 
throughout our entire two days together, whether Deaf participants are in 
sight or not. We have fabulous interpreters available for communication 
with Vera staff. 
 
We also ask that you come to the designated area to make a comment or 
ask a question. This is a universal design approach, as everyone benefits 
by ensuring that everyone can see and hear you. Remember we are 
modeling self-care approaches throughout the training, use the brief 
moment of silence while waiting for participants to move to the 
designated area by taking few deep breaths. 
 
Lastly, the steering committee has worked hard to create a curriculum 
that addresses this topic as fully as possible. To support the flow of 
information, we are asking that you note general questions as they come 
to you on the post-it note paper on your table. The facilitators will review 
the questions and make sure they are addressed at some point over the 
next two days. 
 
What are some other agreements we can set in order to create this safe 
space? We use the term “agreements” as an empowering approach versus 
the more directive term “rules”. This is a foundational concept for work 
with survivors of violence. Who has an agreement they would to suggest? 


 

 


Activity: Create a safe space 0:10 

 

Goal: Develop a set of agreements among participants to support a safe 
environment for shared learning. 

Activity instructions for Room Facilitator: 
Ask participants to suggest group agreements that will support a safe space. 
Consider communication preferences and sight lines. Write down agreements on 
poster paper to have in a visible location throughout the training. 

 

Mini-Lecture: Introduction 0:05 

Room Facilitator: 

 
We are going to begin our discussion together by exploring the context of 
domestic and sexual violence because as interpreters we understand that 
this basic knowledge will support more effective interpretation. We also 
know that in the Deaf community we often wear many hats. A survivor-
centered, empowering understanding of domestic and sexual violence will 
serve us well in our capacity as interpreters, advocates, friends and allies. 
The information *may* already be familiar to you. We want to make sure 
we are all starting with the same foundational information as we delve 
into a more interpreter specific analysis. If you have heard it before, try 
to listen with fresh ears and make connections to your work. 






 

Activity: Language Video 0:15 

Room Facilitator: 

 
Throughout our discussion we will be using certain signs that are specific 
to this field. In order for us to have a shared vocabulary, let‟s take a few 
moments to reflect on the language and signs we will be using for the 
next two days. I encourage you to make notes about signs and terms 
that you would like to explore in greater detail tomorrow. This video was 
developed by DeafHope to show DV/SV related signs as demonstrated by 
people from the Deaf community. While these signs are not completely 
standardized, Deaf DV/SV organizations around the country are using 
many of the signs you will see. 


 

Goal: To develop a shared vocabulary for the purposes of discussion. 

Activity Instructions for Room Facilitator: 

Introduce this video developed by DeafHope with domestic and sexual violence 
signs demonstrated by people from the Deaf community. Note that we will be 
discussing terms and their application more specifically in a later segment, the 
purpose of showing them now is to develop a shared vocabulary. 

 

 

 


Room Facilitator: (Guide the large group in a discussion of the video. Respond 
to specific questions that are bound to come up, such as:) 

 
Stalking is signed in this way to indicate that no matter where she turns, 
the perpetrator is there. 
 
Trafficking – forcing individuals to come under your control. 
 
We sign violence and abuse as “terrible” so as not to limit the concept to 
physical violence like the sign “beat”. 
 
Trauma “scratch on forehead”, can also be signed as trauma “scratch on 
heart”. 
 
Consent is “agree” not “willing” which can be signed as doing something 
you would rather not do. 
 
Victim is not signed as “stuck” but a more neutral “shaking v”. 
 
Victim is a term I use rarely in this work – I almost exclusively use the 
term survivor. We believe that fits the empowerment model in that it 
frames the individual positively rather than victim (“stuck”) which could be 
experienced as a disempowering label. 
 
More on this later, but it is important is to be intentional about what term 
you use and why; take the lead from the person you are interpreting for. 
We will be discussing this in more detail in a later section. 
 
Domestic and sexual violence are connected in their root cause, in general 
dynamics, in trauma responses of survivors. Most domestic violence 
includes some form of sexual violence. We will explore both topics 
together and separately, and then close the day by expanding our 
understanding of trauma and how it impacts the interpretation process. 




 
So let‟s continue setting the stage for our discussion. 


 


Section 2 – Violence against Women 

 

Mini-Lecture: Cultural evidence of violence against women 0:10 

Room Facilitator: 

 
The prevailing analysis of domestic and sexual violence is that it is a 
current and personal epidemic primarily directed at women and girls. 
(*personal experiences  cultural evidence  statistics) 
 
Physical and sexual violence directed at women is created by and 
manifested in our society. 
 
We refer to domestic and sexual violence as gender specific crimes. Yes, 
violence happens to boys and men but we know that overwhelmingly 
women are the victims and men are the perpetrators. It is a crime largely 
motivated by a hierarchy of oppression in which those who have power 
maintain it through violence. 
 
In this training we will use gender specific language because we believe 
that domestic and sexual violence are gender based. There are numerous 
examples of how the status of women in our society is devalued: women 
still earn less than men, video games make the killing and degradation of 
women a sport, companies use women and sex to sell hamburgers, honor 
killings still go on throughout the world. 
 
As women we have a particular fear of physical and sexual violence that 
men in general do not experience. The threat is real and specific to 
women. 
 
The threat of violence shapes the context of women‟s lives. The way that 
our culture responds to violence is to accept is as inevitable and focus 
efforts on teaching girls and women to take action to avoid it. Ordinary 
actions such as entering our home become threaded with fear because we 
are told from a young age to prepare for and avoid violence. 
 
Through these messages and behaviors, we have grown to believe that 
certain actions (or inaction) affect whether we experience assault. Our 
beliefs about why violence occurs affects how we perceive survivors. 
When someone does experience domestic or sexual violence, we believe 
that it is because of something they did (victim-blaming). 
 
The following images are just a few examples of how our culture, on 
every level, devalues women, and allows this violence to occur and go 
unpunished. These examples are difficult to see, please be aware of 
potential triggers and use self-care options such as the comfort zone. 


 


 

 

Posted in the men‟s bathroom at the University of Miami: 

 

 

Comment by Republican Gubernatorial Candidate Clayton Williams (TX) 

March 25, 1990 - “If it is inevitable, just relax and enjoy it.” 

 

 

 

 
(Some observations to state:) Women are depicted as meat, objects to be 
used, women with disabilities even less valuable. 



 
I know this is really hard to see and talk about. The take-away here is to 
understand that violence against women exists today. These behaviors 
are held together by larger cultural institutions and traditions (media, the 
criminal justice system, our social norms) that perpetuate a gendered 
power imbalance in relationships. Those institutions give implicit 
permission to use violence by excusing it when it happens. 
 
So assuming this sets the framework for our discussion, let‟s look at some 
data supporting it. 


 

Activity: Statistics Discussion 0:10 

Goal: To better understand the prevalence of violence against women 

Activity Instructions for Room Facilitator: 

Share the statistics below and ask several participants for comments in response 
to the subsequent questions. Guide the discussion to emphasize the following 
key points: 

- Violence is primarily gender-based. 

- Violence against women is a critical health issue. 

- Oppression of women is not a thing of the past. 

 

 
Consider these statistics: 


A woman is battered every 15 seconds. 

A woman is raped every 2 minutes. 

DV is the leading cause of death for women between the ages of 15 
and 44. (More than car accidents, muggings and rapes combined.) 

90% of patients in hospital for SV are women. 

There are nearly 3 times as many animal shelters in the US as there 
are shelters for women and children. 

 
What general themes do you notice? 
 
This contextual information is useful for us as interpreters because it 
shows us the landscape in which we are interpreting, it provides us 
markers to guide our choices. So consider this statistic - Women who 
leave are at a 75% greater risk of being killed by the batterer. 
 
How might that change the way interact with a survivor? 
 
Now consider this fact: 3 out of 4 survivors are raped by people they 
know. 
 
What implications does this fact have on the interpretation process? 
 
As advocates we know that Deaf people are at higher risk of experiencing 
long-term domestic and sexual violence due to the lack of accessible 
services. There is very little Deaf-specific data available, we rely mainly on 
anecdotal evidence from the community. In most cases both the survivor 
and perpetrator are Deaf. 
 
Violence against women is rooted in power and control. Let‟s discuss 
some of the theories floating out there about the causes behind this? 


 


Activity: What causes violence against women? 0:10 

 

Goal: To further the development of a framework of violence against women 
with a Feminist understanding of the root causes. 

Activity Instructions for Room Facilitator: 

Lead participants in a group brainstorm about possible causes of violence against 
women. Write ideas on poster paper. 

Key Points to Highlight: 

 - Violence is rooted in a societal structure that devalues women and does 
not hold perpetrators accountable for violence against women. 

 - In general, perpetrators choose to commit acts of violence. 

 - Conceiving of things such as financial stress, being drunk, or having an 
anger issue as the cause of violence shifts prevention and intervention away 
from the larger and more pervasive societal causes. 

 

Room Facilitator: 

 
These issues can be co-occurring issues but they are NOT causal. 
 
Many people have financial difficulty, they do not all abuse their partners. 
Many people get drunk, they do not all then rape a friend. 
 
Violence is rooted in the patriarchal power structure in our society. It is 
created and encouraged by sexism, oppression and abuse of power. So 
this is the feminist analysis of violence against women that will shape our 
discussions throughout the next two days: Power underlies it all, who has 
it and who does not. Our society perpetuates the abuse of this power, 
gives permissions and privileges to certain individuals. There is a 
hierarchy and oppression, where those in positions of power target others 
for domestic and sexual violence. Survivors (in many ways ALL of us) 
experience trauma as a result. 
 
And with that, we will take our first break of the day. Some food for 
thought during this break - How does your understanding of the cause of 
domestic and sexual violence impact your interpretation? Please use the 
poster paper on the wall to note your responses for our discussion after 
the break. 


 

Break until 10:45 0:15 

 

Goal: To connect the causes of violence against women with the process of 
interpreting 

Activity Instructions for Room Facilitator: 

Encourage participants to consider the following question during their break: 
How does your understanding of the cause of domestic and sexual violence 
impact your interpretation? Invite them to note them on the corresponding 
poster paper to share ideas with their colleagues. 


Section 3 – Domestic Violence 

 

Mini-Lecture: Introduction to Domestic Violence 0:10 

Room Facilitator: 

 
Welcome back everyone. What links did you identify between the causes 
of violence against women and the interpretation process? (Read one or 
two responses written on the poster paper or ask for a response from 
participants.) 
 
We are going to move our discussion from the general framework of 
violence against women to the more specific topic of domestic violence. 
In this section we will talk about: 
 
General power and control tactics 
 
Unique barriers for Deaf survivors 
 
Tactics abusers use against Deaf survivors and 
 
Key resources and support systems available for Deaf survivors 


 
Domestic violence is defined generally in the field as a pattern of behavior 
that is used to gain and maintain power and control over their intimate 
partner. 
 
Intimate partner would include anyone married, living together, dating, or 
having a child in common. Domestic violence includes same-sex couples. 
We often refer to intimate partner violence rather than domestic violence, 
in part to be clear that it does not refer to other forms of family violence 
like elder abuse, and also to de-privatize the issue. Intimate Partner 
Violence (IPV) isn‟t something that just happens in the home, it isn‟t a 
private family affair. 
 
The basic legal definition of domestic violence is the willful intimidation, 
assault, battery, sexual assault or other abusive behavior perpetrated by 
one family member or intimate partner against another. 
 
With that basic definition of domestic violence, let‟s talk about how the 
myths surrounding domestic violence implicate our work as interpreters. 


 

Activity: Myth Discussion 0:06 

 

Goal: To reframe myths about domestic violence and connect an understanding 
of myths to the interpretation process 

Activity Instructions for Room Facilitator: 

Instruct participants to raise their hand if they believe the statements are true. 
Read the statements and allow participants to respond and observe. Lead the 
group in a brief discussion after each statement. 

 

 

 

 

 


Room Facilitator: 

 
There are almost one million reported incidents of domestic violence each 
year. 
- Raise your hand if you think that is a fact. 


 
Survivors need therapy to stop the cycle of violence. 
- Who thinks this is true? 


 
People who are violent in an intimate relationship are violent in all of their 
relationships. 
- What does this myth indicate about the causes of violence against 
women? 


 
Police officers are effective protection for battered women. 
- Can someone share an example of how this is a myth? 


 
Batterers can be loving partners. 
- If true, how might it impact a survivor‟s process? 


 
If women changed their behavior, their partner would be less violent. 
- How could this myth be disempowering to survivors? 


 
Most battered women cannot leave their batterers without assistance. 
- As an interpreter, why is it important to understand this and other 
myths? 


 
Children should be with their father even if he is violent to their mother. 
- How can prevailing myths like this shape our interaction with 
survivors? 


 
What surprised you in this discussion? 
 
The take home point of this section is that it is important for interpreters 
to have a clear understanding of the contexts in which we interpret to 
support our decision-making. It helps us to be aware of our personal 
opinions (which definitely impact our interpreting process). We can 
minimize adding misinformation, victim-blaming or disempowering 
messages into the interpretation. 
 
We are getting into some difficult discussions. As interpreters we are 
exposed to communication that is potentially traumatic to ourselves. 
Throughout the training we will be modeling various approaches to self-
care, which is vital to mitigating the effects of vicarious trauma. 
 
So we are going to take a momentary break from the heaviness. Puppies, 
kittens and babies – always good for a smile! 


 

 

 

 

 

 

 

 

 


Activity: Self-Care 0:02 

 

Goal: To model self-care techniques 

Activity Instructions for Room Facilitator: 

Click through the images, allowing a few seconds for participants to view each 
one. 

 

Radiator kitten.jpg 


 

Mini-Lecture: Power and Control 0:06 

Room Facilitator: 

 
By a show of hands, how many of you are familiar with the Power and 
Control Wheel? Spend some time with this to make sure you understand it, 
that you consider ways to interpret examples from the wheel. We will talk 
more about that later but make a note to study this more if it is new to 
you. 
 
It was originally developed in 1981 by a group of battered women in 
Duluth, Minnesota, grass-roots organization around the kitchen table. The 
wheel challenged prevailing understandings of domestic violence as a 
cyclical experience, during which there are periods where no abuse is 
occurring. 
 
This was the cycle of violence which many people refer to, including the 
honeymoon period. Survivors and advocates came to understand that the 
periods in which the batterer was apologizing, bringing flowers etc. were 
actually still a part of the whole picture of control and violence. These 
behaviors were recognized as additional tactics, considered “offering 
hope” that things will improve in the relationship instead of the 
“honeymoon” framework. Advocates now often refer to the honeymoon 
activities as “recapture”. 
 
The Power and Control wheel demonstrates that the abusive and 
controlling behaviors are occurring ALL OF THE TIME in an abusive 
relationship. 


 

 


 
The goal (represented by the center of the wheel) is to gain and maintain 
power and control over one‟s partner. Isolated incidences of calling your 
partner a jerk or not liking her friends do not necessarily establish a 
pattern nor rise to a level that could be considered domestic violence. 
 
At the same time, physical and sexual violence do not have to be present 
for there to be a pattern of power and control in the relationship – the use 
of violence once or the threat of violence can be enough to achieve the 
goal. 
 
Each spoke of the wheel demonstrates specific perpetrator tactics that are 
used to intimidate, manipulate or terrorize a person to become subject to 
the will of the abuser. 
 
The frequency and intensity of violent episodes generally increase over 
time. 
 
In 2006, the Power and Control Wheel was adapted by the Deaf 
community to illustrate specific perpetrator tactics used against Deaf 
survivors. 
 
Now I would like you to take a few moments in your small groups to 
identify examples of abusive tactics and behaviors. Before you begin this 
activity, please take a moment to do introductions once more within your 
small group. 


 

Activity: Abusive Tactics 0:07 

 

Goal: To identify abusive tactics used by perpetrators 

Activity Instructions for Table Facilitators: 

Ask participants to go around and do a brief introduction of themselves. Then 
ask them to engage in a discussion where they brainstorm abusive tactics and 
behaviors. Participants will have 7 minutes for this portion of the activity. Then 
the room facilitator will reveal a large poster paper with a blank version of the 
power and control wheel drawn on it in advance. They will ask each table to 
send a representative up to fill in a blank section of the power and control wheel 
with one category of abusive tactics their group identified. 

Key Points to Highlight: 

- Make suggestions from the Power and Control Wheel if the group is in 
need of assistance, such as criticizing her language, taking her SSI check, 
controlling or destroying assistive technology, and threatening to report her to 
immigration. 

 

Activity: Report Back 0:03 

Room Facilitator: 

 
Table 5, can you please send up a volunteer to fill out a section of this 
blank power and control wheel from your discussion? (Ask for each table 
to fill out a section of the wheel in this large group report back). 



 
Highlight abusive tactics from the wheel as appropriate (aspects 
participants missed or misunderstood): 


Intimidation: Signs very close to your face when angry; overuses floor 
stomping and pounding on the table or door 

Emotional Abuse: You are deaf, but your partner calls you “hearing-
mind” because you aren‟t fluent enough in ASL or don‟t socialize or 
identify with the Deaf community; Criticizes your ASL skills or 
communication style 

Isolation: Breaking visual contact in order to cease communication- ie, 
refusing to look at victim while signing, if the abuser knows sign 
language; Refusing to communicate in sign; Preventing a victim from 
signing; Controlling/denying access to information such as captioned TV 
shows/news, telephone/TTY calls; Preventing victims from making contact 
with Deaf community and/or interpreters. 

Minimizing, Denying, Blaming: Makes you afraid with gestures, facial 
expressions, or exaggerated signs, then denies it by saying that is Deaf 
culture to justify the behavior; 

Using the Children: Telling children mom is unfit because you are Deaf; 
Making children believe because you can‟t hear, you can‟t do anything 
right; Making fun of your speech in front of children; Telling you that 
because you are Deaf and he is hearing there is no way the courts would 
award you custody. 

Hearing Privilege: Does not inform you when people try to call your 
attention or call on the phone for you; Excludes you from important 
conversations; Leaves you out in social situations with hearing people; 
Talks negatively about the Deaf community; If you call the police, he 
interprets to manipulate the situation to his benefit. 

Economic Abuse: Withholding money for needed treatments, appliances, 
batteries or devices. 

Coercion and Threats: Threatens to tell Deaf community lies about you; 
Threatens to cut all ties to Deaf community or interpreters. 

 
Lets look at a dramatic re-enactment to better understand examples of 
the power and control wheel from a Deaf perspective. 


 

Activity: Film Till Domestic Violence do us Part 0:22 

 

Goal: To develop a deeper understanding of the dynamics involved when 
domestic violence is present 

Activity Instructions for Room Facilitator: 

Introduce the film created by DeafHope. Advise participants that it is a dramatic 
depiction of violence toward a Deaf woman and it may be triggering. Encourage 
participants to be aware of internal responses and take advantage of self-care 
options such as the comfort zone. 

 


 

 

Room Facilitator: 

 
Let‟s move into our small groups to discuss your perceptions of this video. 


 

Activity: Discussion 0:10 

 

Goal: To practice identifying elements from the power and control wheel and 
connect the dynamics of violence with the interpretation process 

Activity Instructions for Table Facilitator: 

Lead the small group in a discussion of the film with the following questions: 
What elements from the power and control wheel did you notice? What 
implications did this film bring up regarding your interpretation process? 

Key Points to Highlight: 

 - Abuse and control are pervasive in the relationship (it is not an isolated 
incident or outburst). 

 - Batterers target specific behaviors to isolate their partner (effectively 
removing support systems) and fostering self-doubt (impeding confidence to 
leave the relationship). 

 - An understanding of the dynamics in play for a Deaf survivor allows 
interpreters to play a more empowering role as allies in the community. 

 

Activity: Report Back 0:04 

Room Facilitator: 

 
Table 2 would you please share a key point that came up in your 
discussion? (Ask for one or two more in this large group report back). 


 

Mini-Lecture: Empowerment-based advocacy 0:10 

Room Facilitator: 

 
As interpreters, it is important for us to understand the perspective and 
roles of each party involved in the communication. This movie was I hope 
useful in understanding one perspective. 
 
There are layers of oppression that affect the survivor‟s experience. Power 
is abused based on many factors outside of the survivor‟s control. As 
resources and support are chipped away by the abuser, resistance 
weakens. In addition, the system discriminates, there is a societal bias 
against Deaf people in the system, there is a lack of information, limited 
access to services in general, and very few Deaf-specific services. The 
abuser will exploit these systemic and structural issues. He will tell the 
survivor shelters don‟t accept Deaf people, and when she attempts to get 
into shelter and gets the response of we cant afford to get an interpreter, 
or we don‟t know how to get one, the effective result is the abuser is right. 



 
The survivor‟s access to communication is vital to increasing safety. The 
abuser will try to manipulate and block communication access. He can be 
very effective at charming other people in her life, including interpreters. 
 
Acts of resistance are a way for the survivor to negotiate the system, and 
take power back. She can use her community, access to services, 
education, background, self-determination – these can help her resist. As 
the system changes and people become more aware of Deaf rights, with 
the emergence of Deafhood, abusers will be less able to use these 
systems to control. 
 
Advocates for survivors ground their services and work in what is 
described as a survivor-centered, empowerment approach. The goal of 
this approach is increased safety. The goal is NOT to leave the abuser 
unless that is what the survivor wants and will lead to greater safety 
(remember the statistics – leaving is the most dangerous thing for a 
survivor to do). Domestic violence programs use a strengths-based 
approach. Her decisions are her own, are acts of resistance, and viewing 
them as such shifts the boundaries, impacts ethical decision-making. 
Advocates see the survivor as the expert in her experience – look to her 
as the expert, don‟t take it on ourselves to “fix” her or her situation. 
 
To share an example of this – advocates were working with a Deaf 
survivor for a long time. They were offering all sorts of options and 
avenues to increasing her safety (restraining order, shelter, opening her 
own bank account…) but nothing seemed to work, the survivor couldn‟t 
take action on any of the options suggested to her. The advocates were 
frustrated, the survivor was frustrated. At her wits end, one advocate 
finally asked – what do you need to feel safe? After considering, the 
survivor said she needed shoes. Seemed like an off the wall yet easy fix. 
As soon as she got new shoes, the survivor‟s path completely shifted, she 
was able to take action on many of the options available to increase her 
safety. Who would guess that shoes would mean safety, but the 
experience is so individual. It is a mistake for us to assume we know 
what‟s best for someone else. 
 
This approach is best for us as friends and allies of Deaf survivors. But it 
is also vital for us as interpreters. The interpreter has an important role 
as part of the survivor‟s resistance. As we provide accurate interpretation, 
allow her to guide her own communication process, avoid pushing the 
boundary toward “let me take help her” or toward “she is doing it wrong, 
she is to blame for this”, we avoid becoming another tool perpetuating the 
abuser‟s control. We support the process of self-empowerment (which is 
a huge reason many of us got into this work). We minimize our personal 
risk for ethical violations and vicarious trauma. 
 
Let‟s apply this to a specific interpreting scenario. Please choose a 
partner for a discussion in response to the question. 


 


Activity: Dyad Discussion 0:08 

 

Goal: To apply an empowerment technique by reframing a common impulse to 
fix or judge the survivor‟s experience 

Activity Instructions for Room Facilitator: 

Ask participants to choose a partner to discuss the scenario and following 
question. 

Scenario: 

You arrive to an interpreting assignment for a woman receiving counseling 
services. You realize that you have interpreted for her at a previous assignment 
where she has indicated that she still accepts the abuse. You are severely 
concerned about her safety. 

How do you handle your concerns in a way that maintains ethical and 
empowering interpretation? 

 

Note for Table Facilitators: Check in with the pairs at your table to 
respond to any questions and support dialog. 

 

Activity: Report Back 0:02 

Room Facilitator: 

 
I‟d like to ask for a volunteer to share a key point that came up in your 
discussion. (Ask for one or two more in this large group report back). 
 
We will now be taking a one hour lunch break. During this break discuss 
the following question with your colleagues: What are some specific 
manipulation tactics abusers use regarding interpreters and 
communication access? We will share some of your ideas after the lunch 
break. 


 

Lunch break until 1:15 1:00 

 

Goal: To identify how abusers can manipulate communication access and the 
interpretation process 

Activity Instructions for Room Facilitator: 

Encourage participants to consider the following question during their break: 
What are some of the specific manipulation tactics abusers use regarding 
interpreters and communication access? Invite them to note them on the 
corresponding poster paper to share ideas with their colleagues. 

 


Section 4 – Sexual Violence 

 

Mini-Lecture: Introduction to Sexual Violence 0:10 

Room Facilitator: 

 
Welcome back! I hope you all enjoyed your lunch. Would someone like to 
share a manipulation tactic batterers might use to control their partner 
through the interpretation process? 
 
We are now going to move to the specific topic of sexual violence. We 
will focus on: 
 
key aspects of sexual violence; 
 
the complexities of coercion and consent in a sexual violence 
context; and 
 
the unique dynamics of sexual assault against Deaf survivors. 


 
We define sexual violence as any forced sexual activity. It is a form of 
violence using sexual acts to control. 
 
There are a variety of terms used: sexual assault, sexual abuse, sexual 
violence and rape. We use the terms interchangeably (usually with a 
preference for sexual violence) to mean any form of unwanted sexual act. 
Others (police, courts, agencies) may use the terms differently. For 
example, some legal jurisdictions use the term rape to refer only to 
vaginal penetration with a penis, while advocates often say rape for any 
form. It is important to do some research prior to an assignment to 
prepare for how a specific context will use the terminology. More on this 
to come. 
 
Sexual violence comes in many forms such as molestation, stranger rape, 
or date rape. 
 
At the core, all forms of sexual assault are committed or attempted 
against a person‟s will, without their consent. 
 
It is an act motivated by a need for power and control, not sex. 
 
Rape is not about sex – it is about gaining power over others. Sex is only 
the mechanism for rape. A powerful way to understand this is to think of 
baseball as an analogy. If I want to play the fun game of baseball, I 
would use a baseball bat to do it. But if I take that baseball bat and bash 
someone over the head with it, I am no longer playing baseball, I am 
using that tool as an instrument of violence. The same applies for sex 
and rape – in a rape, we are no longer enjoying a consensual act, that 
person is using sex as a tool of violence and control. 
 
However, sex is the weapon used in rape and the survivor‟s sexual being 
has been terrorized. She may very well describe what happened to her in 
sexual terms (eg. he made me give him a blow job, he climbed on top of 
me and started having sex with me). It is important you follow her lead, 
no matter what her word choice. 


 


 
Most sexual violence is committed by someone known by the survivor, 
NOT a stranger. This means they often know intimate details, use their 
position of trust or power. Consider how much this affects reporting to 
your community and to the system. How does it affect the survivor‟s 
sense of safety or perceived ability to seek help, especially in a small 
community? When the survivor and perpetrator know each other, there is 
more likely to be a “he said, she said” approach to the rape, an increase 
in victim blaming. Her community says she should have known better or 
she wanted it. 
 
Yet there is a heavy media focus on stranger rape which can be traced to 
our cultural impulse to both minimize violence against women and 
pathologize perpetrators. In other words, we tell ourselves that people 
who commit rape are the bad people hiding in bushes on dark streets, not 
our good friends. This allows two things to happen: it shields the most 
likely suspects from suspicion and it plays into our tendency to blame the 
victim for not recognizing that something was wrong. It also suggests 
that some places (like our homes or a friend‟s guestroom) are safer than 
others (like dark alleys) when in reality very few places are safe when 
living in a rape culture. 
 
So let‟s think back to our previous discussion about the myths surrounding 
domestic violence. We identified some reasons why an understanding of 
myths is valuable to us as interpreters. Let‟s look at some myths related 
to sexual violence. 


 

Activity: Myth Discussion 0:07 

 

Goal: To reframe myths about sexual violence and understand how this 
knowledge improves the interpretation process 

Activity Instructions for Table Facilitator: 

Instruct the group to read each myth and discuss at least one reason it is a 
myth. An example is indicated after each myth if needed to prompt the group. 
Reframe victim-blaming or disempowering comments that may come up. Refer 
back to the causes of violence discussion – these myths are rooted in a society 
that devalues women and excuses violence against women. Prepare participants 
for a report-back to the large group. 

 

- Rape is a last-minute thing, an impulsive act. 

Reason this is a myth: Rapists usually plan their assault. They find 
ways to get the survivor alone, they procure and bring drugs to facilitate the 
rape, they manufacture scenarios where they know they won‟t be caught in the 
act. 

 

 

 


- Women can avoid rape if they just fight back. 

Reason this is a myth: Often fighting back results in additional injury or 
death. This can be a victim-blaming statement, putting the responsibility for 
violence on the survivor; “I wouldn‟t let someone do that to me….” 

 

- Most rapists choose a stranger as their victim. 

Reason this is a myth: We know that most sexual assault happens within 
our family, friends and community, within our close circle. That is where 
perpetrators can exploit trust – the survivor‟s guard is down – and can 
manipulate the perceptions and support of people around the survivor 

- Many reports of rape are false. 

 Reason this is a myth: When survivors of sexual assault share their 
experience with the community, there is a tradition of victim-blaming, disbelief 
and dismissal. Many survivors are reviled as sluts. Survivors of sexual assault 
experience shame imposed both internally and externally. Again, this is rooted 
in the societal message that women are not of value and that the responsibility 
for sexual behavior and sexual assault lies on them. In this climate of 
punishment for the survivor, most people would not consider false reporting as a 
successful avenue for “revenge” 

- Men have sexual urges they can’t control which leads them to 
rape. 

Reason this is a myth: Perpetrators choose acts of violence, they aren‟t 
compelled by sexual desire to rape. People conservatively dressed still are 
targets of rape. Very young babies and elderly women are raped. People rape 
outside of their sexual preference as a means to oppress, demean and control 
them. Perpetrators use objects to rape. Many rapists do not experience sexual 
gratification during the rape. These are all indicators that the cause of rape is 
not uncontrollable sexual desire. 

 

Activity: Report Back 0:03 

Room Facilitator: 

 
Table 4 would you please share a reason that statement number 1 is a 
myth? (Continue asking for responses for each myth from each table.) 


 

Mini-Lecture: Coercion and Consent 0:10 

Room Facilitator: 

 
Anyone can be a target of sexual violence. This isn‟t something that only 
happens to “those” people. Women are the most affected. People with 
disabilities are often specifically targeted. Remember the goal is power 
and control. Advocates have worked with rape survivors that are babies 
only a few hours old and women in their nineties. 


 

 


 
Understanding the intricacies of coercion and consent are key to 
understanding sexual violence. Legal consent has three aspects. Age - 
people under a certain age are not considered able to give consent. That 
age is often between 16 and 18, but it depends on the state. Make a note 
to research this further if necessary. 
 
Ability to consent is the second aspect. Is the person unable to consent 
because they have had too much alcohol? Does a developmental 
disability limit the person‟s ability to understand the implications of 
consenting to a sexual act? 
 
The third part of consent is willingness. One must be free from threats or 
other force, able to freely choose yes or no. For both advocates and the 
legal system, it is not required to say no to sex for it to be considered 
force. A memorable example of the willing aspect of consent is the 
famous jeans case in Italy. For those of you who aren‟t familiar – a case 
came before a judge who determined a woman was not raped, could not 
have been raped because her jeans were so tight that she had to take 
them off herself, meaning she consented. There was a major outcry from 
the country and the decision was overturned. This is genesis of “jeans 
day” in support of survivors of sexual violence. 
 
As a society, the complexities of consensual versus forced sex (coercion) 
combined with the emotional need to distance ourselves from the survivor 
to believe we are safe lead to intense and systematic victim blaming. In 
fact, women are often the harshest critics of a rape survivor, scrutinizing 
her choices and assuring ourselves that we would never make similar 
choices and therefore will never be raped. 
 
Now I would like you to move into your small groups and continue this 
discussion of consent. Table facilitators, I will turn it over to you. 


 

Activity: Consent Discussion 0:10 

 

Goal: To better understand coercion and consent in the context of sexual 
violence and how this understanding is important to maintaining neutral 
interpretation. 

Activity Instructions for Table Facilitator: 

Facilitators will lead their table in a group discussion of these questions: How 
does defining sexual violence in terms of consent shift the framework for 
understanding this issue? How can these concepts shape your work in the 
interpreting context? Reframe victim-blaming or disempowering comments that 
may come up. 

Key Points to Highlight: 

 - Many experiences of rape can appear to an outside party as vague, not 
clearly sexual assault. Maybe she wanted it, maybe she is regretting having sex 
now so she is claiming it was rape, maybe they were both drunk so behavior can 
be excused. 


- But understanding that sexual acts done without your consent can be 
confusing, disempowering and traumatic is key to the dynamics that are under 
the surface of the interactions we are interpreting. 

 

 - That an understanding of consent is elusive for survivors is important for 
framing the interpretation. Where is the survivor is expressing a message of 
self-blame? Where is the survivor clear that these acts were without her 
consent? Through this analysis we can achieve a more accurate interpretation. 

 

Activity: Report Back 0:02 

Room Facilitator: 

 
May I have a volunteer to share a key point that was discussed in your 
group? (ask for one or two more) 
 
So with that being said, let‟s talk a little bit about the what we know about 
perpetrators. 


 

Mini-Lecture: Perpetrators 0:10 

Room Facilitator: 

 
Groth, director of a sex offense program did a national study of over 1000 
men convicted of sex-related crimes. He found the following: 
 
When asked why they committed the rape, the response was because 
they could. Men across all demographics committed rape. The average 
age of rapists was 21-22. Most started raping at age 13. 10% had raped 
over 25 times before being caught. In general rapists got away with 10 
rapes for every 2 they got caught for. 
 
Perpetrators of sexual assault use specific tactics to achieve their goal. 
 
Give her a false sense of security, build trust 
 
Take advantage of her lack of sexual knowledge 
 
Give her drugs without her knowledge 
 
Find her vulnerability, a means to coerce 
 
Attack before she can sense what is coming 
 
Exploit the lack of access to accommodations 
 
Exploit the fact that people will not believe her 
 
Steal adaptive equipment so she can‟t get help 
 
Exploit the size of the Deaf community 
 
Use hearing privilege 




 

 

 

 

 

 

 


 
So, we are having another really heavy discussion. We want to be very 
intentional about practicing ways to minimize vicarious trauma as 
interpreters, and we want to model some ideas in this training. For this 
self-care activity, I would like you to take a few moments to think of 
things that create a “sigh”, that bring a sense of calm and relaxation. 
Think of things that engage each of your senses. Some examples are 
dark chocolate, walking in the rain, the smell of jasmine, cuddle time with 
your cat. An important approach to self-care is to identify lots of things in 
your life that create your ahh moment. 


 

Activity: Self-Care 0:06 

 

Goal: To model self-care techniques 

Activity Instructions for Room Facilitator: 

Ask participants to write each self-care item on a separate post-it note and place 
it on the self-care wall (poster paper) 

 


Section 5 – Domestic and Sexual Violence in Context 

 

Room Facilitator: 

 
So far today we have talked about the larger context of violence against 
women, then we explored some specific details about the dynamics of 
domestic violence and sexual violence. Now we would like to build on this 
by talking about some of the actual assignments you may be called to as 
an interpreter in this setting. We know that Deaf people face significant 
access issues. In most cases, interpreters are not provided. When they 
are, other communication and access barriers still often present 
themselves. I would like you to take a few moments to identify some of 
the specific barriers that Deaf survivors may experience – think broadly – 
internal personal barriers, systematic, social, etc. 


 

Activity: Discussion 0:10 

 

Goal: To identify barriers that exist for Deaf survivors 

Activity Instructions for Table Facilitator: 

Facilitators will lead their table in a discussion about what barriers Deaf survivors 
experience to seeking help. Reframe victim-blaming or disempowering 
comments that may come up. Guide them to consider their attitudes of “if I 
were in that position, I would do it differently”. Inform them that the room 
facilitator will ask for a report back to the large group, without duplicating 
barriers mentioned by previous groups. They should identify someone for this 
report back. Prompt the group with suggestions if necessary: fear, small Deaf 
community, communication access, low self-esteem, limited access to 
information, lack of money and other resources, isolation, lack of support, self-
blame, denial, PTSD. 

Key Points to Highlight: 

- Many barriers exist that make achieving safety difficult for survivors. 

- These barriers are external and internal. 

- Survival is a fundamental goal. 

 

Activity: Report Back 0:02 

Room Facilitator: 

 
Table 6 would you please share a key point that came up in your 
discussion? (Ask for one or two more in this large group report back. 
Highlight any barriers that were missed or misunderstood.) 
 
Advocates in the field work to mitigate the impact of these barriers 
through empowering and survivor-centered support. As interpreters, it is 
important to understand their role in the interaction – for communication 
purposes AND to let us rest assured in the knowledge that emotional 
support doesn‟t have to leak into our role. Let‟s talk more about what this 
can look like for advocates so you can better understand their role. 



 

Mini-Lecture: Empowerment 0:08 

Room Facilitator: 

 
Survival looks different for everyone. Remember the shoe story. 
 
The empowerment philosophy from an advocate‟s perspective includes 
 
No judgment 
 
Believe 
 
Unconditional support 
 
Listen 
 
She is the expert 
 
Normalize their experience – she is not alone 
 
Don‟t assume - ASK 
 
Support the survivor in getting her sense of power back 
 
Present options to choose from 
 
Show respect for their process 
 
Identify and cultivate strengths 
 
Exchange information among equals 
 
Encourage them to take responsibility and action 
 
Now let‟s move into a discussion of how empowering advocacy relates to 
your role and the interpretation process. 


 

Activity: Discussion 0:08 

 

Goal: To identify appropriate ways in which the interpretation process can be 
empowering to Deaf survivors 

Activity Instructions for Table Facilitator: 

Facilitators will lead their small groups in a discussion of this question: In what 
ways do these principles of empowering advocacy relate to your role as an 
interpreter? Which tasks are appropriate for the interpretation process? 

Key points to highlight: 

- In many ways the interpreter role is the same: the attitudinal approach of 
the consumer as the expert in their experience, entering into the communication 
without personal judgment or expectation, letting the consumer guide the 
process. 

- The main difference is that interpreters are not direct actors in the 
communication – we would not be the one presenting options, but interpreting 
for those who do. 

- When we present options (or any communication) can we do it in a way 
that is true to the speaker‟s intent, without putting on our own inflection? 

 

 

 

 

 


Activity: Report Back 0:02 

Room Facilitator: 

 
Table 1 would you please share a key point that came up in your 
discussion? (Ask for one or two more in this large group report back). 
 
Self-determination may have to be prioritized over safety. It can be 
tempting to take control. You may see potential consequences of her 
choice but she has reasons for making that choice which we are not 
aware of. Survivors (all people) need autonomy and decision-making 
power. Abusers specifically target their autonomy in order to maintain 
their power and control. Rape is a powerful way to send the message – 
you don‟t get to choose what happens with your body and your life. A 
key piece of a survivor of either sexual violence or domestic violence 
journey to healing is the restoration of power and control to her life. 
 
As interpreters we hold a position of power, we know that access to 
communication can make or break access to safety. By adopting an 
empowerment “she is the expert” approach to interpreting, it means we 
don‟t have to fix it. What are some examples of this approach to 
interpreting? (Elicit a few comments from the participants.) 
 
Let‟s consider these possibilities as we explore a specific scenario. Find a 
partner and discuss this scenario: 




 

Activity: Dyad Discussion 0:08 

 

Goal: To apply empowering approaches to interpretation in a specific scenario 

Activity Instructions for Room Facilitator: 

Ask participants to pair up, read the scenario and discuss the following question: 

 

You arrive at an interpreting assignment with a woman who is meeting 
with her hearing Department of Rehabilitation counselor regarding her job 
search. During the assignment it is disclosed that she was molested as a child 
(AMAC). This has clearly affected her self-esteem, she feels she is not 
deserving/capable of personal goals. What are some empowering interpretation 
and boundary choices available to you? 

 

Note to Table Facilitators: Check in with participants at your table to 
address any questions. 

 

Activity: Report Back 0:04 

Room Facilitator: 

 
Table 2 would you please share a key point that came up in your 
discussion? (Ask for one or two more in this large group report back). 
 
As we come back to the large group, who would like to share one of the 
choices you identified in the interpretation process? (Ask for two others to 
share as well.) 



 

Mini-Lecture: Service Providers 0:15 

Room Facilitator: 

 
As interpreters it is important to understand the potential contexts we will 
interpret in. This understanding dramatically enhances or inhibits our 
interpretation. Know your local regulations about what contexts you can 
interpret in. For example Michigan has regulations that interpreters can 
not interpret in legal settings without specific certification granted by the 
state government – ALL domestic and sexual violence is considered legal 
interpreting. Do your research! Ask about general policies and procedures 
in contexts you are interested in working. Get to know the perspective of 
the service providers, their roles and services. All of this will help you 
develop appropriate support systems. One great idea – volunteer in some 
other capacity for an agency you are interested in. 
 
Lets talk about a few common settings for interpreting: 
 
First Response at the scene of the crime 
 
Police Interview 
 
Hospital Exam 
 
Services at a Shelter or Rape Crisis Center 
 
Police First Response 
 
What are some considerations for staging and safety? 
 
Wait until officers arrive before entering the location or interacting with 
anyone at the scene. Stand with officer NOT on the side with the gun, 
NOT between the officer and the perpetrator. 
 
Have a quick prep meeting with the officer, let them know your role, 
that you will interpreter EVERYTHING that is said. Be very mindful of 
interpreting any threatening or potentially dangerous body language or 
gestures. What are some options for this? Would you shy away from 
this or exaggerate the interpretation out of fear? 
 
If officer leaves you should leave 
 
Triage (Be aware there may be a need for medical care) 
 
Ask for escort to your car 
 
Give information about available Deaf advocates 




 
Police Interview 
 
What happens in a police interview? 
 
What are some staging and safety considerations? 
 
Food for thought: Do you understand the criminal process and options 
for interpreting about it? Videotaping – are you comfortable with it, 
should you request a CDI? 






 

 

 

 

 


 
Hospital 
 
SART (Sexual Assault Response Team) / SANE (Sexual Assault Nurse 
Examiner) 
 
As women, most of us have experienced a pelvic exam. The exam 
after a sexual assault is similar. Imagine that experience after you 
have just been raped. How will that impact the interpretation process. 
 
Collection of evidence, chain of evidence 
 
Who is in the room and where? It is usually a TINY room. There may 
not be space for many people. Can you position yourself to support 
the survivor‟s need for privacy. 
 
Discharge and follow up appointments 
 
Medical vocabulary, do you need to take a specific workshop? 
 
Remember the survivor most likely is in trauma, you cannot make 
assumptions about her behavior. 




 
Service provider (rape crisis, shelter) 
 
Intake (Staff may ask detailed questions about the abuse. Some 
shelters ask intentional questions that may screen out the survivor, 
such as their drug usage or their contact with the perpetrator. The 
answer to these questions may mean the difference between shelter 
and going back to the unsafe situation. Make sure you are accurately 
interpreting the questions and answers. 
 
They may focus on addressing immediate needs 
 
Collaboration and referral with other service providers 
 
Are you aware of the advocate role? 
 
Consider other contexts you may be called in to interpret. What are 
resources in your area? Think about what information you would need to 
prepare for the assignment. 
 
Community DV/SV advocacy services 
 
Domestic violence shelters 
 
Transitional housing programs 
 
Survivor centered legal advocacy services 
 
Children‟s advocacy services 
 
State DV/SV coalitions 
 
National hotlines 
 
Legal Services/System based advocates: 
 
Protection order advocates 
 
Victim Witness support and advocacy 
 
Prosecutor‟s office and advocacy 
 
Civil court remedies and resources 
 
ADA and civil rights resources 
 
Family Protective Services 






 

 

 


 
More and more empowering resources are available to Deaf survivors 
 
The Deaf community as a support system 
 
Deaf Advocacy services 
 
DV/SV Deaf advocacy services 
 
Justice for Deaf Victims National Coalition (JDVNC) 
 
DV/SV “aware” interpreters & referral services 






 

Activity: Personal Resource cards 0:07 

Room Facilitator: 

 
At key intervals in this training, we will be giving you an opportunity to 
create personalized resource cards – something portable and easily 
accessed when you are going out to a particular assignment. Use the 5x7 
cards at your table to note terms, concepts, resources etc. that you would 
like to have available when you go out for a job. We will be making cards 
for these topics: 


 Domestic Violence 

 Sexual Violence 

 Professional Decision-Making 

 Trauma and Self-care 

 Task list 

 
We are going to give you a few moments now to fill in your resource 
cards for domestic and sexual violence. 
 
Samples are shown here, think back to the some of the key points that 
you would like to highlight for yourself as you are going out to an 
assignment. 
o Terminology 
 Restraining order, IPV, hearing privilege 


o Protocol 
 Shelter intake: Use care interpreting regarding alcohol and 
drug use 


o Local Resources 
 Haven 248.334.1274 www.haven-oakland.org 
 Deaf CAN 313.340.3234 


o National Resources 
 JDVNC 
 
We will now be taking a 15 minute break. During this break, think about the 
following question. If you are so inclined, there is poster paper on the walls 
where you can share your ideas with each other. 








 

 

 

 

 


Break until 3:30 0:15 


Goal: With an understanding of appropriate empowering approaches, 
interpreters are able to support survivors in responding to certain barriers. 

Activity Instructions for Room Facilitator: 

Encourage participants to consider the following question during their break: 
What are some specific barriers interpreters can support survivors to navigate? 
What barriers are more appropriately within the advocates role to navigate? 
Invite them to note them on the corresponding poster paper to share ideas with 
their colleagues. 

 


Section 6 – Trauma-Informed Practice 

 

Mini-Lecture: Introduction to Trauma-Informed Practice 0:12 

Room Facilitator: 

 
Welcome back. What are some barriers that interpreters can support 
survivors to navigate? 
 
We are going to move into talking about the effects of trauma on 
survivors and how that will impact the interpretation process. For the rest 
of the afternoon we will be discussing: 
 
how the brain is impacted by violence; 
 
how trauma manifests with survivors; and 
 
and how an understanding of trauma impacts our decision-making as 
an interpreter. 


 
For interpreters there is value in a basic understanding of the context in 
which we are interpreting. Some of the information in this section about 
trauma is given for that contextual purpose. We will also discuss specific 
ways in which trauma impacts the interpretation process. 
 
In the field of domestic and sexual violence, there has been increasing 
focus on the role that trauma plays for survivors. Advocates are working 
to have a better understanding of trauma and providing more appropriate 
support. Trauma-informed work has evolved in part from other analyses 
you may be aware of like battered women syndrome, rape trauma 
syndrome or PTSD. 
 
At its core is the idea that a traumatic experience affects people physically 
and emotionally. Addressing the trauma and interacting with the person 
in a way that is sensitive to the impact of trauma supports more 
empowering and effective results, whether your role is advocate, friend or 
interpreter. 
 
As an interpreter it is crucial to keep the effect of trauma in mind. What 
could appear to be non-compliance, lying or manipulation may be the 
brain attempting to assert order when there isn‟t any. It may be the only 
way she has to exert control in her life. There is often a deep connection 
for Deaf survivors between communication access and a sense of safety 
or *trauma*. What creates safety for one survivor does not for another 
(Maslow). No two experiences are the same, so we can‟s say – she is at 
stage 5 trauma, let me pull out my stage 5 interpreting skills. We have to 
see the individual. This is why our training can‟t be about giving you THE 
answer on how to interpret for survivors. Its about creating an awareness 
of self and of the context in order to choose the best approach out of 
many that might or might not work in any given scenario. 
 
Let‟s start our discussion with an understanding of how the brain works. 
(Refer to the image of the brain.) The oldest part of the brain (“reptilian 
brain”) senses risk to life, bodily integrity or sanity and automatically 
controls a physical response to it. 



Blood flow is diverted to the peripheral muscles, in preparation to Fight 
Flight or Freeze (immobility can be life-saving). Adrenaline, and cortisol 
are released into the body, pupils dilate and the heart rate increases to 
deliver oxygen more quickly to muscles. Energy is used to escape the 
danger or overcome it. We physically experience escape or “victory” in 
the dangerous encounter and the energy dissipates. We feel a sense of 
success and capability, life resumes its rhythm and “norm” and is at the 
ready for when another perceived threat emerges. 

 

 
The dangerous event is the catalyst for trauma. If I interpret the 
experience as successfully resolved, it may not catalyze into trauma. It is 
wholly dependent on the perspective of the person experiencing the 
dangerous event. What becomes trauma for one person may not for 
another. 
 
Imagine the effects on the physiology and psyche of a survivor who is 
under constant danger. 
 
This slide shows brain imaging of two children – one who experienced 
abuse and one who did not. On the left side is an image of a healthy 
brain. On the right you can see a thicker white band around the skull – 
this is due to shrinkage of the cerebral cortex. You can also see an 
enlarged area in the middle. Higher functions like logic and analysis can 
be impacted by this shrinkage of the cortex, as the brain is working harder 
to maintain basic survival functions. 


 


 

 

 

 

 
This experience of trauma can manifest in a variety of ways. The 
survivor‟s affect may not reflect internal emotions. She may appear 
frustrated, annoyed, flat, withdrawn. She may experience fear, 
depression, lack of trust, an inability to feel safe. She may have difficulty 
staying in the present. Memories may be fragmented or non-sequential, 
timelines could be distorted. Gaps may be filled in with what seems 
logical. Her ability to absorb information may be limited. All responses 
are “normal” for that person. With an understanding of the varied effects 
of trauma, an advocate‟s role might be encourage her to stay in the 
present, to connect to who and what is in the room rather than re-
experiencing the past trauma. The advocate could gently remind her that 
right now she is alive and safe. 
 
Deaf and hearing advocates in the field have found that Deaf survivors are 
most likely to reach out for support when they have: 
 
Hope that the abuser is wrong 
 
Knowledge of who to contact 
 
Belief that someone will understand, care and attempt to meet 
their needs 
 
The words to explain what they need 
 
Access to communication modality 
 
Trust in an interpreter to communicate needs 




 

 

 

 

 


Activity: Discussion 0:05 


 

Goal: To personally identify how trauma plays a key role in the interpretation 
process 

Activity Instructions for Table Facilitator: 

Guide a discussion with your small group around the following question: 

How is an understanding of trauma relevant to my work as an interpreter? 

Key Points to Highlight: 

 - Trauma will impact the Deaf survivor‟s communication, which in turn 
impacts the interpreter‟s ability to accurately interpret. 

 - As an interpreter, I can prepare myself for the fact that survivor‟s 
responses will be varied. This is related to the Demand-Control Schema that will 
be discussed later – I have a better understand of what demands to expect in 
these contexts. 

 - Understanding possible manifestations of this impact will help guide my 
decision-making as an interpreter. For example, contradictory statements about 
the timeline is flagged for me as the interpreter, so I can make the choice to 
stop the process and ask for clarification, or consider involving the advocate to 
clarify, or…. 

 

 

Activity: Report Back 0:06 

Room Facilitator: 

 
Who would like to volunteer to share what you discussed? (Ask for one or 
two volunteers.) 
 
Clearly, the interpreter plays a vital role in the process of not only 
communication but in self-empowerment and safety. Hopefully, there is 
an advocate – a Deaf advocate even – involved the communication. We 
offer information about the role of an advocate in order for you to better 
understand your own boundaries. 
 
Remember that every interaction is an opportunity for healing. Each time 
a survivor reaches out for support there is an opportunity to regain a 
sense of personal control, of empowerment. Each time a survivor makes 
decisions about the communication preferences (even things as small as 
where do I sit and where does the interpreter sit) is a powerful step in 
diminishing the disempowering effects of her partners erosion of her self-
confidence. It is a powerful step in a survivor regaining control over her 
body and her life when it was forcibly taken away by a rapist. 
 
View her experience and your own with the belief that there is no such 
thing as a mistake – consider it research. Viewing her decisions and 
actions this way relieves us as interpreters of the need to fix it, to “nudge” 
her in the what we consider to be the right direction. Let the process be 
hers rather than ours as we make professional decisions. 



And for ourselves - rather than falling into feelings of inadequacy, guilt or 
frustration, believe that you learned something valuable in the process. If 
our empowerment approach is that she is the expert, foster an 
environment where in your goal of being the best interpreter possible, she 
can guide you in what she needs. Not only is this a best practice for 
interpreters, it is an important self-care technique. 

 
Let‟s spend a few moments considering two alternate scenarios. 


 

Activity: Trauma scenarios 0:10 


 

Goal: To better understand how to maintain effective interpretation given the 
varied responses of survivors in trauma. 

Activity Instructions for Table Facilitator: 

Ask participants at their tables to consider two alternate scenarios: 

The survivor is laughing inappropriately throughout the communication; 
and 

The survivor is constantly crying throughout the communication. 

Discuss their responses to the following questions: How might your introduction 
of yourself be different depending on the survivor‟s affect? Would you have to 
combat any of your own belief systems? How could that impact your 
interpreting relationship? Reframe any victim-blaming or disempowering 
comments that may come up. 

Key Points to Highlight: 

- The responses of survivors may not fit with expectations. 

- Considering options prior to the confronting a situation supports more 
effective interpretation. 

- Self-awareness is crucial to effective interpretation. 

 

Activity: Report Back 0:04 

Room Facilitator: 

 
Table 4 can you share with us an idea your table identified for minimizing 
the influence of your own experience on the interpreting process for these 
two survivors? 
 
Let‟s build this discussion with another scenario. 


 

 

 

 

 

 

 

 


Activity: Trauma/Language discussion 0:12 


Goal: To identify ways in which an assumption of linguistic or cognitive issues 
may actually be a result of trauma 

Activity Instructions for Table Facilitator: 

Ask participants to discuss the following question: In what ways could a trauma 
reaction mirror language dysfluency or a cognitive issue? How would the 
interpretation process be different if it is trauma versus cognitive? 

Key Points to Highlight: 

- Refer back to the trauma discussion. There may be gaps in the 
storyline, conflicting information, an unclear source message due to crying. 

- Encourage interpreters to consider the survivor first, then the setting 

- Ask for clarification; slow down the process to get it right. 

 

Activity: Report Back 0:05 

Room Facilitator: 

 
Table 2, can you share an example of a traumatic response that could be 
misunderstood as a linguistic or cognitive issue that? (Ask for one or two 
more comments.) 
 
Let‟s turn our discussion to some more specific resources for interpreting 
with survivors who are experiencing trauma. 


 

Mini-Lecture: Resources 0:06 

Room Facilitator: 

 
See the individual!! 
 
Remain calm 
 
Do not see responses as a lie, resistance, unwillingness to “cooperate” 
 
Interpret accurately, check with the survivor for clarity if needed 
 
Foster an atmosphere of “research” rather than mistakes 
 
Expect that people who have been traumatized will behave as if they have 
been traumatized 
 
Know where your boundaries are and communicate them clearly. Abuse 
could be disclosed when or where you don‟t expect it…what if you have 
set the “I don‟t do abuse” boundary? 
 
Consider exploring other resources for more information about trauma-
informed practice: 
- “Waking the Tiger” by Peter Levine 
- The Post Institute www.postinstitute.com 
- “Creating Sanctuary” by Sandra Bloom 
- Trauma Stewardship by Laura van Dernoot Lipsky 
- David Lisak, Ph.D. 
- Each other 
- Those you serve 


 


Activity: Closing Discussion 0:15 


Room Facilitator: 

 
(Address any questions that have been identified as relevant from the 
post-its) 
 
As we move toward closing for the day, I would like to ask you to fill out 
an evaluation for the topics we have covered so far. Your feedback is 
invaluable and we will be reviewing it this evening to make improvements 
to our process tomorrow. 


 


Section 7 – Review 

 

Activity: Agreements 0:15 

 
Welcome back, hope you are well rested! 
 
(Address any logistical issues) 
 
Remember that we are creating a signing environment throughout our 
entire two days together, whether Deaf participants are in sight or not. 
 
Please also remember to come to the designated area to make a 
comment or ask a question. 
 
Apply self-care concepts we introduced yesterday. Use the comfort zone 
located in Willow Glen 1. 
 
(Review the agreements created on the first day and make any changes 
necessary.) 


 

Mini Lecture: Review 0:10 

 
Let‟s review some of the key messages from yesterday. 
 
Domestic and sexual violence are rooted in the social/cultural structures of 
oppression and the need for power and control. 
 
Survivors experience trauma, which can impact their thought process, 
language and message. 
 
Empowerment *survivor choice* is key to the process of increasing safety. 
 
Interpreters play a key role in increasing safety. Non-judgmental, 
accurate interpretation is vital. 
 
How do we achieve that non-judgmental interpretation? First check 
yourself - beliefs, biases, personal trauma, need to help. Second, educate 
yourself - develop resources, a personal plan. 
 
We are going to start our day with an experiential exercise. 


 


Activity: In Her Shoes 0:50 

 

Goal: To integrate an understanding of dynamics, barriers, power and control, 
and the personal experience of violence through an experiential exercise. 

Activity Instructions for Room Facilitator: 
The room (ideally a separate room next to where the rest of the training takes 
place that can be set up previously and allows our initial review in the regular 
group setting) will be set up with stations representing different services and 
systems that survivors interface (ie police, child protective services, etc.). 
Stations are decorated with small items to represent that service. Instruct 
participants to assemble into groups of three and move to the designated space 
for the exercise. They will be given a colored survivor scenario card by a Vera 
staff member. Read the scenario and consider the options presented. Together 
they choose a course of action, proceed to the corresponding station and read 
the next part of her story (in the “choose your own adventure” style). If their 
survivor scenario card indicates the character has children, each participant 
should carry a balloon representing each child. Prepare participants that this 
experiential exercise is purposely designed to mirror the survivor‟s experience – 
we intentionally create a sense of frustration and chaos. 

 

** Note to participants that there will be a break after the discussion, 
so please come immediately back to this room when you are done with 
your scenarios. We will begin the small group discussion promptly at 
10:15. 

 

Room Facilitator: 

 
Please come back to your small groups and take a moment to meet each 
other again before we begin a discussion. 


 

Activity: Discussion 0:10 

 

Goal: To connect the experiential exercise with the interpretation process. 

Activity Instructions for Table Facilitator: 
Ask participants to go around and do a brief introduction again within the small 
group. Then lead participants in a discussion with the following questions: What 
did you feel? How did your perspective change? What implications did this 
experience have for your work? 

Key Points to Highlight: 

- Each experience is unique. 
- Without an understanding of the barriers that exist for survivors trying to 
be safe, it is easy to blame or expect them to take certain actions. 

- As interpreters, understanding the systematic and personal barriers will 
allow us to provide the best interpretation possible. 

 


Activity: Report Back 0:05 

Room Facilitator: 

 
Table 4 can you share one way your group identified that this experience 
impacted your work as an interpreter? (Ask for one or two more 
responses from participants.) 


 

Break until 10:45 0:15 

 


Section 8 – Language of the Movement 

 

Mini-Lecture: Introduction to Language of the Movement 
0:15 

Room Facilitator: 

 
Welcome back from your break. 
 
We are going to talk about terms and concepts that are unique to 
interpreting in the DV/SV field. We will see how the terms can be applied 
in different contexts and apply specific decision-making tools to improve 
language choice. 
 
Our goal is not to give you a dictionary of terms and their signs, but to 
discuss a variety of uses and considerations for how we make our choices 
as interpreters. We want to talk about how we use the language and the 
implications of sign/word choice in this context. This is not a course for 
sex-related signs. If you need that information, make a note on your 
resource card to find resources in your area or online. 
 
Deaf advocates in our field are working to develop a common way of 
signing domestic and sexual violence terms, but that doesn‟t mean those 
are the signs used in the community or by the survivor. They are 
conventions we use attempting to incorporate conceptual accuracy. The 
goal is to understand concepts, learn options and have them at the ready, 
with an understanding of the implications of their use. 
 
Honor the survivor‟s language and word choice. Consider the difference 
between voicing “I gave him a bj” and “he pushed my head down to give 
him a bj” when interpreting a police interview. 
 
Work toward conceptual accuracy in your sign choice (abuse “finger beat” 
versus spell). 
 
Consider ASL rules and how they may apply differently in this setting (he 
dv‟ed her). 
 
Be cautious about how sign choice can impact on the survivor and 
possibly re-traumatize or exacerbate her emotional state (“force sex” 
versus “rape” versus spell). Does she consider her experience sex or 
physical abuse (remember the baseball analogy, remember the power and 
control wheel and the variety of forms abuse can manifest). Internalized 
victim-blaming may impact the survivor‟s sign choice (signed – “I did 
push”, unspoken part of the message – in self defense). 
 
Think about the political and social implications of sign choice. Advocates 
at DeafHope purposefully use the term survivor rather than the term 
victim. We believe this fits into the empowerment, strengths-based 
philosophy that we center our work on. Some service providers say that 
someone is a victim while in the abusive situation and a survivor when 
they are out. By definition, there is a message of – the right thing to do is 
leave. Not reinforcing the message that she is the expert, not 
acknowledging that the most dangerous time is when she leaves. 













When service providers use the term victim, they may be giving you a 
sense of their philosophical view – for example the criminal justice system 
uses the term victim. The survivor does not have a voice in the 
determination about prosecuting the perpetrator and is considered a 
“witness” in the process, implying a passive rather than empowering 
perspective. Given this, advocates may intentionally use the term victim 
or the term survivor in that setting to articulate a particular message. To 
an officer who is not directing questions to the survivor, having a 
patronizing attitude toward this Deaf person, we might push the 
survivor/empowerment philosophy. When we want to ensure that a 
restraining order is issued, we may play up the “victim” terminology. We 
have seen some interpreters still voice the term victim when we are 
specifically saying survivor (or vice versa). 

 
Be mindful of the setting. If I am interpreting “SA” in a support group for 
survivors, I get that would refer to sexual assault versus “SA” that would 
come up in a substance abuse support group. Interpreting in a 
professional setting, I might choose “SV” for sexual violence, but for a 
survivor in trauma, fingerspelling might not be the optimal choice. 
 
Most importantly remember that interpretation is not “one size fits all”. 
What works for one survivor or one moment in time may not work for 
another. The survivor is the expert so you don‟t have to be, ask questions 
as appropriate. And view the experience as research, as a learning 
experience rather than seeing mistakes. 
 
Accuracy in our interpretation in this setting is crucial. It can impact legal 
outcomes, and child custody decisions. 
 
The effect ripples and builds at each interaction. Often as advocates we 
see that the initial police interview is interpreted by an in-house “signer”, 
and the survivor‟s statement becomes a part of the record. Then by the 
time the case gets a certified interpreter and a CDI, it is in the courtroom 
in front of a judge and the mistakes made earlier are caught too late. In 
one case, there was a Deaf witness to molestation of a Deaf child by a 
Deaf perpetrator. The Deaf witness was from another country and ASL 
was her fourth language. She expressed herself accurately and 
consistently in all interviews, but none of the interpreters caught that she 
was signing “on her back” in a way that was the opposite of how we 
would in ASL, therefore voicing “on her front”. When this mistake was 
caught in the courtroom by the interpreter/CDI team and clarified, it 
appeared to the judge that the witness was changing her story. Her 
testimony was thrown out and the child was returned to the perpetrators 
home. 












 

 

 


 
This is not intended to make you scared off of this kind of interpreting. It 
is a request from advocates in the field to regularly assess if you are 
emotionally and professionally prepared for the particular assignment you 
are called to and if you are not, don‟t take it until you take the necessary 
steps to be ready. It is also crucial to work as a team – assess if you 
need (and can get) a CDI. If not, make sure you are working with 
another qualified interpreter and create the space with the hearing 
professionals for you both to consult and confirm the interpretation is 
accurate. Educate them that this is in the best interests of their goal 
(whatever that might be – ie to prosecute the perpetrator if they are in 
the criminal justice system). 
 
Let‟s use a few scenarios to discuss language use in this setting. 












 

Activity: Discussion 0:15 

 

Goal: To identify situation-specific terms and remaining flexible in using them 

Activity Instructions for Table Facilitator: 

Refer to Handout #1. At your table, ask participants to review the scenario that 
corresponds to their table number. Each group is given a different scenario to 
elicit the maximum amount of new information and to minimize repetition. 
Please note to participants that these scenarios are intentionally lacking in 
extensive details to encourage discussion – be creative and think of the range of 
possibilities that may come up in the scenario. Think about language, culture, 
and other factors that may be involved. Have the group choose a representative 
who will report back to the large group with a one or two sentence summary of 
the scenario and some of the key points they discussed. Guide them in a 
discussion that responds to the following questions: 

- What “specialized” terms might come up in this setting? 

- What are the sign alternatives for these terms? 

- How might this scenario impact language choice? 

Key Points to Highlight: 

 - Using a term that the survivor doesn‟t use isn‟t helpful, follow her lead 
on language choice. 

 - Having a range of sign choices maximizes your ability to get the 
message to the survivor. 

 

Activity: Report back 0:10 

Room Facilitator: 

 
Ask each group in turn to summarize their scenario in one or two 
sentences then describe the highlights of their discussion. 
 
Let‟s take a moment to practice another self-care technique. Laughter is 
the best medicine. 


 

 


Activity: Self-Care 0:03 

 

Goal: To model self-care techniques 

Activity Instructions for Room Facilitator: 

Click through the following images, allowing a few seconds for participants to 
view each one. 

 

 


 

Room Facilitator: 

 
With a better understanding of the context and language use, we will now 
ask you to take a few moments to answer a few questions privately that 
will begin the process of regular self-assessment. 


 

Activity: Individual Writing 0:05 

 

Goal: To practice self-assessment in determining if one is ready for a particular 
interpreting assignment 

Activity Instructions for Room Facilitator: 

Ask participants to take a few moments to write their responses to the a few 
questions. These are questions that can begin the process of regular self-
assessment to determine if we are ready for an assignment. Note that their 
responses will not be shared with anyone. 

- Is there language that triggers me as the interpreter? 

- How does my experience & identity impact my interpretation choices? 
(as a 

 survivor, or…) 

- Do I avoid certain terms/concepts? 

- Can I identify situations in which I judge, choose victim-blaming terms? 

 

 

 

 

 


Activity: Discussion 0:15 

Room Facilitator: 

 
So with the self-assessment in mind…(Guide a group discussion in 
response to these questions): 
 
What are some factors that help you decide on language choice? 
 
What are some general guidelines to keep in mind? 
 
(Possible points to reinforce in this the discussion): 
 
The survivor is the expert, you don‟t have to control the interaction or 
fix her experience. 
 
Consider the setting and do more research on terms and process 
before taking an assignment. 
 
Regular self-check in: are my personal opinions reflected in my 
language choice or am I honoring the survivor‟s story. 
 
We are going to give you a few moments now update your domestic and 
sexual violence resource cards with additional terminology that came up 
during this discussion. 


 

Activity: Personal Resource cards 0:07 

Room Facilitator: 

 
Note on your to do card if there are any workshops or additional training 
you need. 
 
As we move into our one hour lunch break, we would like to ask that you 
think a question that will lead into our boundary discussion. Often as 
interpreters hearing professionals try to engage us in activities outside of 
our role. 


 

Lunch Break until 1:00 1:00 

 

Goal: To identify specific techniques to support hearing professionals in 
understanding our role as interpreters 

Activity Instructions for Room Facilitator: 

Encourage participants to consider the following question during their break: 
How do you set a boundary with hearing professionals who ask you to do things 
outside of your role as interpreter (such as give your opinion or explain 
something to the Deaf survivor)? What are some options for redirecting hearing 
professionals about our role? Invite them to note them on the corresponding 
poster paper to share ideas with their colleagues. 

 


Section 9 – Professional Decision-Making 

 

Mini-Lecture: Introduction to Professional Decision-Making 
0:10 

Room Facilitator: 

 
Welcome back. I hope you enjoyed your lunch. This afternoon we will be 
focusing on your role and identifying how the Code of Professional 
Conduct applies to interpreting in the DV/SV setting. We will be talking 
about how boundaries can be established to maximize interpreter 
neutrality in this setting; and apply specific tools for ethical behavior to 
interpreting scenarios with Deaf survivors. 
 
Skilled interpreters make professional behavior and ethics a fundamental 
part of their work. In this module, we will work toward a better 
understanding of how to apply ethical decision-making to the domestic 
and sexual violence setting. 
 
We want to address your concerns and fears around accepting these 
assignments. We want you to build the confidence to do the work rather 
than turning it over to a legally certified interpreter. So we will rely on 
you to bring the discussion to a level that is useful. 
 
Our aim is an awareness of personal and professional boundaries (how do 
they intersect) and the options available to us. 
 
Some guidelines we look to in supporting this awareness is the domestic 
and sexual violence models we have discussed. The Power and Control 
Wheel is a primary resource for informing our process. Remember all the 
varied ways in which a perpetrator will assert power and control over his 
partner. Consider this example – you are interpreting for a survivor who 
is applying for a restraining order and is arguing her side in front of the 
judge. She says, but he sent me flowers! as an indicator of his pattern, 
the flowers were a message that she was in trouble, a threat. But the 
judge might not see the dynamics, the implicit power and control in the 
gesture. As an interpreter, it is helpful to be conscious of the possible 
intonations of – he sent me flowers. 
 
Consider the Survivor/Empowerment model we discussed yesterday. The 
key foundation to both violence/oppression and personal empowerment is 
power. We have power as interpreters. Where does that power 
manifest? Where do we wield that power in nudging a survivor into 
certain action? The survivor also has an internalized sense of oppression. 
How do we as interpreters incorporate a strengths-based perspective? 
 
How does an awareness of trauma guide our decision-making process? 
 
What are our personal attitudes about violence? Where do you fall on the 
(what I call) “Helper” – “Judge” spectrum? Meaning do I have an 
inflection in my interpretation that is intended to rescue the survivor or 
that judges her experience and action? 



 
A crucial part of this process is to very clearly differentiate between the 
role of the advocate and our role as interpreter. Hopefully an advocate 
(ideally a Deaf advocate) is involved in the communication. Their job will 
be to reframe the messages of the perpetrator and the system. It is not 
your fault. You deserve to be safe. How can we support you in feeling 
safe? Your job is what? To accurately facilitate communication. This 
means not editing information that makes you uncomfortable, or adding 
ideas that aren‟t there. 
 
A final and most powerful guideline in our professional decision-making is 
the survivor herself. How is our interpretation client-centered? Why is it 
important to have an understanding of their perspective? No two 
experiences are the same, yet as interpreters, we have taken on the 
responsibility of accurately conveying that experience. 
 
As interpreters we are aware and cautious about the assumptions we are 
making. We are doing regular personal check-in. This isn‟t just a best 
practice for interpreting in this setting – it is a best practice for ANY 
interpreting. Let‟s take a few moments now to think about personal 
experiences or beliefs that may impact your professional decision-making 
in this setting. 


 

Activity: Individual Writing 0:05 

 

Goal: To continue self-assessment and identification of ways in which we bring 
our personal experiences and beliefs to the interpretation 

Activity Instructions for Room Facilitator: 

Describe personal experiences or beliefs that may impact your professional 
decision making while interpreting in this setting. Your writing will not be shared 
with the group, feel free to write whatever comes. 

 

Mini-Lecture: Privilege 0:05 

Room Facilitator: 

 
Understanding the position of privilege we hold as interpreters is integral 
to an awareness of our professional and personal boundaries. We 
consider this definition of privilege – the rights, advantages and 
immunities enjoyed by (white, hearing, straight, young, abled…… etc.) 
people in a culture that values those qualities as the norm. 
 
Peggy McIntosh talks about “an invisible package of unearned assets 
which I can count on cashing in on each day, but about which I was 
„meant‟ to remain oblivious.” 
 
What connection do you see between interpreter‟s privilege and a survivor 
of violence? (Ask for two or three comments from the room.) Let‟s 
continue this discussion in your small groups. 


 

 


Activity: Discussion 0:10 

 

Goal: To identify personal privilege and the connection to my work as an 
interpreter, to practice making power dynamics a central part of the 
interpretation analysis 

Activity Instructions for Table Facilitator: 

Refer to Handout #1. Use the same scenario your group used in the 
language module. Ask participants at your table to discuss power dynamics from 
the perspective of each person in the scenario. 

- Where do I have privilege as the interpreter? 

- How does that impact my interpretation, my interaction with consumers? 

- How can I minimize my privilege or use it for good? 

Key Points to Highlight: 

- Power dynamics are always present in some form. 

- They do impact the interpretation process. 

- It is possible to minimize that impact through personal introspection and 
check in with colleagues and consumers. 

 

Activity: Report Back 0:05 

Room Facilitator: 

 
Table 7 can you please quickly share your scenario and an aspect of 
power dynamics that you identified? 
 
Table 2 can you please share a specific example where privilege impacts 
interpretation? (Ask for one or two more tables to share.) 
 
Lets take a moment and practice applying another self-care technique. 


 

Activity: Self-Care 0:02 

 

Goal: 

Activity Instructions for Room Facilitator: 

Lead participants in the two seated exercises. Make sure to complete them on 
both sides of the body. 

 

 

 

 


Room Facilitator: 

 
Hopefully that was an effective technique for refreshing us to be ready for 
our next discussion on the two key guidelines to help us minimize the 
impact of our position of power and make ethically sound professional 
decisions. 


 

Mini-Lecture: CPC/DCS 0:10 

Room Facilitator: 

 
The RID Code of Professional Conduct provides valuable guidelines for 
ethical decision-making. Consider these as we discuss scenarios: 
 
Confidential communication 
 
Possess the professional skills and knowledge (2.1 judiciously share 
resources) 
 
Manner appropriate to the situation (3.4 mandatory reporting?) 
 
Respect for consumers 
 
Respect for colleagues 
 
Ethical business practices 
 
Professional development 


 
The Demand Control Schema is another tool we can apply to interpreting 
in these settings. 
 
Demands can be present in the environment (setting), Limited space, 
temperature, specialized terminology, they can be interpersonal such as 
cultural difference, power dynamics, access to information, interactional 
goal of consumers and demands can be paralinguistic (does the hearing 
person have an accent, deaf person is so distraught the signed message is 
unclear). 
 
Control options are skills, decisions, or other resources that can be 
brought to bear in response to demands such as preparation (coming to a 
workshop like this), peer support, and behavioral interventions (asking the 
bailiff to walk you to your car after a restraining order hearing). Even just 
acknowledging the demand is a control option. 
 
There is a wide range of interpreter characteristics, abilities, judgments, 
and actions that contribute to effective work. Dean and Pollard are clear 
that term does not refer to “taking control,” “having control,” or "being in 
control" over demands. You can see how that reinforces our perspective 
of survivor-centered work. 
 
Let‟s apply the CPC and DCS to a few scenarios. 


 

 

 

 

 

 

 


Activity: Discussion 0:15 

Room Facilitator: 

 
Consider this scenario: You are asked to an interpret for a police interview. 
You do not know the name of the Deaf consumer. Upon arrival, you 
discover that you previously interpreted for this consumer in middle 
school for several years. He is now being accused of rape and the police 
are gathering evidence. How might this relationship affect your 
interpretation? What would the CPC guide us to do? What demands and 
controls are present? 


- Check your stuff at the door 

- Identifying potential traps for blurred boundaries and ethics 

- Know where your boundaries are and be able to communicate 
them clearly 

 
You are interpreting at the courthouse for restraining order hearing. Upon 
arrival you find that you are the only interpreter for BOTH the survivor 
and the perpetrator. The judge says they are trying to cut costs and can‟t 
afford two interpreters. What are your options? How would the DCS be a 
helpful tool in this scenario? 


- Put it on the record – this situation requires two interpreters 
(judges may comply as they don‟t want their decision overturned in 
appeal). What are other arguments we can use to “convince” 
hearing professionals to support the best interpretation possible? 
(ie getting the best interpretation for the prosecutor means a more 
credible witness which results in effective prosecution) 

- The parties each have attorneys, they also each need an 
interpreter (you wouldn‟t share attorneys, clear conflict of 
interest…) 

 
You are called to interpret for first responders at a 911 domestic violence 
call. Both the survivor and abuser are Deaf. When you arrive, you 
discover that there are three young hearing children present, who 
witnessed their father beating their mother. What impact does this have 
on your interpretation? What self-care options are present from a DCS 
perspective? What are the mandatory reporting considerations? 
- Spend a few moments to prep the officers, identify a cue to 
rephrase the question so the interpretation can‟t be called 
leading (ie did he use a weapon – interpreter signs did he use a 
gun or a knife). 






 

 

 

 

 

 


- Certain professionals are required by law to report to DCFS 
(Department of Children and Family Services) if they have 
reason to believe that a child is in danger. DV/SV Advocates 
are not usually mandated reporters. Advocates generally 
believe that any violence in the home is abusive to children – it 
is not possible or survivor-centered to report on all survivors. 
While DCFS can be helpful in many cases, there are also many 
where they are ineffective: Punish survivors (“failure to 
protect”), Strikes against Deaf mothers, System involvement 
often results in punishment by abuser. 

 
In professionally complex and emotional situations like these we have 
been discussing, rescuing often becomes an issue. 








 

Mini-Lecture: Rescuing 0:05 

Room Facilitator: 

 
Rescuing is a significant boundary violation for interpreters. We start 
thinking we can change someone else‟s life. How does that mirror the 
power and control abusers exert over survivors. We do experience a 
sense of power. 
 
Reframe Learned helplessness (**not sure I want to go here, I want to 
read the room and make a call on this…) 
 
We do it because we think it will work, because survivors ask us to. We 
rescue because often it is a concrete, easy solution to a complex and 
uncomfortable problem. 
 
We rescue because we see the flaws in the system, we become impatient 
with it. 
 
You might be rescuing when you start some of these behaviors: 
 
Spend a lot of time thinking about the survivor 
 
Emotional, angry about her decisions 
 
Consider loaning money, taking her home 
 
Work on her case during my time off 
 
Making excuses for her 
 
Think I know what is best for her 


 
Rescuing will connect again in our last segment of the day, vicarious 
trauma. 
 
But for now, let‟s take a few moments to pair up and further our self-
assessment discussion. As the CPC clearly dictates, we must assess if we 
are prepared to interpret in this setting. This will help minimize the 
affects of our position of power, it will help us make better professional 
decisions, it will support us in avoiding rescuing behaviors. How will we 
know if we are ready? 


 

 


Activity: Dyad Discussion/Resource Cards 0:05 


Activity Instructions for Room Facilitator: 

Ask participants to pair up and discuss the following questions: 

- How will I know if I am ready to work in DV/SV settings? 

- What skills are important to possess? 

- Identify two areas where you can further develop your skills. 

 

Note for Table Facilitators: Check in with participants at your table and 
respond to any questions. 

 

Room Facilitator: 

 
Use the information you discussed in your dyad in your personal resource 
card. 


 

Activity: Personal Resource cards 0:03 

Room Facilitator: 

 
Take a few moments to fill out your decision making resource card. 
 
A sample is shown here, think back to the some of the key points that you 
would like to highlight for yourself as you are going out to an assignment. 
- General Resources 
 
Take a DC-S workshop 
- I will debrief cases once a month with: 


 
Janet Doe 313.555.1212 
- Local legally certified interpreters 


 
Bill Smith 818.444.5656 
- Mandatory Reporting resources: 


 
www.michigan.gov 








 


Section 10 – Safety Planning for Interpreters 

 

Mini-Lecture: Introduction to Safety Planning 0:15 

Room Facilitator: 

 
Over the next hour, we are going to talk about the safety planning 
process for survivors; we will identify ways to improve your own safety as 
an interpreter before, during and after an assignment; and develop 
resources to support ongoing personal and community safety. 
 
We are going to consider this topic from the perspective of survivors and 
then interpreters. Interpreting in contexts involving domestic and/or 
sexual violence poses risks to your physical and emotional safety. If the 
survivor is working with an advocate, she will have the opportunity to 
create a safety plan for herself tailored to her unique circumstances. 
However, it is also critical that as interpreter you have a plan to enhance 
your own safety in these contexts. 
 
Working Definition: Safety planning in this context is a process of being 
aware of possible additional risks posed by situations involving domestic 
or sexual violence, to the survivor as well as to the interpreter, and 
planning to avert injury, danger or loss. 
 
Survivor-Centered safety - understanding the process of safety planning 
that an advocate will go through with a survivor is helpful for us as 
interpreters to relinquish the need to rescue, fix things for her. Rest 
assured that professionals can support her in this process. If there are no 
advocates involved, refer her to someone in your resource portfolio (CPC 
2.1 judiciously share resources). The survivor is the expert in her process 
of safety planning - self determination is the best pathway to safety. 
Safety planning is an ongoing process for the survivor. Some examples of 
what is in a survivor‟s safety plan: creating a code for a neighbor to know 
to call 911, varying routes home from work, or identifying a friend to store 
important documents. 
 
The interpreter plays a key role in the safety plan of a survivor. Consider 
this example - the interpreter is working in the hall of the courthouse with 
the attorney and the survivor. The attorney is repeating her temporary 
address at the safe home, which the interpreter conveys to the survivor. 
But the interpreter is facing the direction of the abuser down the hall, who 
is watching the conversation. The attorney and survivor have their backs 
to the abuser and can‟t see him watching. 
 
For both survivors and yourselves as interpreters – a safety plan is only 
effective when it is applied intentionally. 
 
What are the implications of safety planning for interpreters? 


 

 

 


 
Safety planning requires flexibility. As for survivors, it is an on-going 
process, re-evaluating your safety plan regularly is important. 
 
Boundaries vs. limits - Remember your role (i.e. I can take this woman 
home with me because she has no place to go, but is that action within 
my professional and personal boundaries?) 
 
We suggest thinking of safety planning for yourself in three phases: 
 
Planning prior to the assignment: 


– Gather information (know communication access laws, have materials 
to share with professionals, know local domestic/sexual violence 
resources 
– Strategize with advocates 
– Be aware of the communication environment 


 
Should I accept this assignment? 
 
Prepare for safe arrival/departure 
 
Ask about site security 
 
Communicate with a safety partner (someone you can inform where 
you are going and when to expect you back). 
 
Be prepared – cell phone, gas, cash 
 
Practice personal safety skills 
 
At the assignment 


 
Remove credentials 
 
Make sure car doors are locked 
 
Be cautious about sharing personal information 
 
Be mindful about interpreting menacing gestures, tone and 
incorporation of affect to fully inform professionals involved as to levels 
of risk on the scene 
 
Ask for support from DV/SV professionals 
 
Think about the precedent you are setting. The decisions you make 
this time affect the next interpreter who works with this survivor or 
hearing professional. 
 
Demand-Control Schema – what is within your control and what isn‟t? 
 
Think about perceived alignment with either the survivor or abuser. If 
the perpetrator sees you interacting directly with the survivor, could 
that put you in an unsafe position? 
 
Position for privacy (who can see interpreter?) 
 
Position for safety (do I have access to exit?) 


 

 

 

 

 

 

 

 


 
After the assignment 
 
Remember everyday safety skills, what are common sense safety tips 
you already know? 
 
Ask for a security escort to your car. 
 
Do not leave with any of the parties. 
 
Have your keys in hand. 
 
Check your surroundings. 
 
Inform your safety partner when you arrive home. 
 
Debrief with another professional. 






 

Activity: Discussion 0:10 

Room Facilitator: 

 
Let‟s apply this information by looking at interpreter safety from two 
perspectives. 
 
What are safety considerations when you are interpreting for the survivor? 
(Possible responses: stay vigilant about not acting in violation of her safety 
plan, aware of sight lines for communication) 
 
What are safety considerations when you are interpreting for the perpetrator? 
(Possible responses: aggression toward interpreter, coercing interpreter into 
certain actions or inaction by taking advantage of a prior relationship, hearing 
consumer inadvertently revealing interpreter‟s private information to the 
perpetrator) 


 

Activity: Discussion 0:15 

 

Goal: To practice applying safety planning techniques to interpreting scenarios 

Activity Instructions for Table Facilitators: 

Refer to Handout #2. At your table, ask participants to review the scenario that 
corresponds to their table number. Each group is given a different scenario to 
elicit the maximum amount of new information and to minimize repetition. Have 
the group choose a representative who will report back to the large group with a 
one or two sentence summary of the scenario and some of the key points they 
discussed. Guide them in a discussion that responds to the following question: 
What are some additions you all came up with for each phase of safety planning? 

Possible tips to come out of this discussion: 

- Avoid the perpetrator – arrive early and leave late. 

- Verbalize aggressive gestures, vocalize private potentially threatening 
conversations if a hearing person is within earshot. 

- Use common sense, be extra mindful when interpreting in these 
contexts. 

 

 

 

 


Activity: Report Back 0:10 

Room Facilitator: 

 
Table 6, can you please briefly share your scenario and a safety planning 
technique that you identified? (Ask one or two more tables to report.) 


 

Activity: Personal Resource cards 0:05 

Room Facilitator: 

 
Take a few moments to fill out your personal safety plan resource card. 
 
A sample is shown here, think back to the some of the key points that you 
would like to highlight for yourself as you are going out to an assignment. 


- Before: I will discuss with my agency detailed information about 
an assignment which might include a perpetrator to prepare my 
safety plan ahead of time. 

- During: I am practicing clearly interpreting any menacing 
gestures at the assignment. I make note of possible options in 
interpreting decisions to discuss with my debriefing partner. 

- After: I debrief each month with an appropriate colleague about 
general challenges in the interpreting process 

 
As we go into our last break for the weekend, consider who in your 
interpreting community is an appropriate person to debrief or staff difficult 
assignments with? What qualities are important in that person? 


 

Break until 3:30 0:15 

 

Activity Instructions for Room Facilitator: 

Encourage participants to consider the following question during their break: 
Who in your interpreting community is an appropriate person to debrief or staff 
difficult assignments with? What qualities are important in that person? 

 


Section 11 – Self-Care 

 

Mini-Lecture: Introduction to Self-Care 0:10 

Room Facilitator: 

 
Welcome back to our last session of the weekend. Would someone like to 
share a valuable quality they identified in an appropriate debriefing 
partner? 
 
This person can also become a valuable partner in your process of self-
care and minimizing your risk to vicarious trauma. For the next hour, we 
will be discussing the definition of vicarious/secondary trauma, and 
identifying strategies to process feelings and reactions to affect-laden 
information as well as strategies that promote health and self-care. 
 
Vicarious or Secondary Trauma is defined as pervasive, cumulative change 
in the helper‟s inner experience resulting from empathetic engagement 
with traumatic material. We can also experience burnout – physical, 
emotional, mental exhaustion caused by long-term involvement in 
emotionally demanding situations. 
 
There is a cumulative effect of regular and ongoing contact to traumatic 
material. 
 
Our presence and experiences affect what we bring into the room and 
how the dynamics play out. Some other factors that contribute to our 
experience of vicarious trauma include: 
- Intensity of contact 
- Degree of “need to help” 
- Limited opportunities to debrief 
- Lack of resources to cope in a healthy way 
- Personal history 
- Contentment with your work and workplace 
- Life circumstances (health, stress, relationships) 
- Professional preparation, self-esteem 
 
There is a physical manifestation of vicarious trauma. Continued 
disruption of chemical and hormonal levels result in tissue damage. 
Exhaustion. Frequent colds. Weight loss or gain. Inability to concentrate. 
Organ Failure. 
 
There is are emotional symptoms of trauma. Inability to cope with stress. 
Anger, bitterness, resentment. Feelings of powerlessness. Overconfidence 
or risk taking behaviors. Apathy. Distancing. Changes in identity. Poor 
judgment. Decreased sense of safety. Cynicism about previously valued 
things. Feelings of failure. 
 
The behavioral impact is significant as well. Withdrawal. Loss of 
enthusiasm for your work. Increased drug/ alcohol use. Lacking a sense 
of purpose. Becoming accident prone. Workaholism. 



 
Interpreters are in unique roles where we “hold” information about 
individuals across situations and time – often without knowing the 
outcome of the situation in which we interpret. 
 
We are bound by confidentiality and therefore can often experience a 
sense of helplessness and loss of control. 
 
Interpreters are at a unique risk due to the use of first person language – 
“I was raped today…” We are physically taking on the role of the survivor. 
 
Remember our discussion yesterday about how trauma affects the brain – 
it is affecting our brain, our body. How do we approach our work: like 
Velcro, Teflon or a filing cabinet? Think about that analogy as you 
complete the vicarious trauma self-assessment in your workbook. 


 

Activity: Self Assessment 0:05 

 

Goal: To build on the practice of self-assessment and apply that in the context 
of self-care 

Activity Instructions for Table Facilitator: 

Ask participants to read Handout #3, marking the statements that apply to them. 
Count the number of checked boxes and read the corresponding information at 
the bottom of the page. 

 

Activity: Report Back 0:05 

Room Facilitator: 

 
Who would like to share what they noticed about their self-care habits? 
Did a pattern emerge? 


 

Activity: Trauma scenario 0:10 

 

Goal: To apply self-care techniques to a specific interpreting scenario 

Activity Instructions for Table Facilitator: 

Ask participants to consider the following scenario: You are called out to a 
hospital to interpret, you do not know the details until you arrive. At that time, 
you discover you will be interpreting for a rape survivor during her medical exam 
and police report. This triggers some past trauma of your own and you begin to 
have anxiety. Have participants discuss the following question - What are your 
self-care options? 

Key Points to Highlight: 

- Refer them back to the CPC and DCS – is there any assistance there for 
self-care? 

 

 

 

 

 


Activity: Report Back 0:05 

Room Facilitator: 

 
Table 7, what are some strategies you identified for self-care in this 
scenario? (Ask for one or two more comments.) 
 
Let‟s give you some additional examples of self-care options. 


 

Mini-Lecture: Self-Care Tips 0:15 

Room Facilitator: 

 
As interpreters we have an ethical imperative to monitor our exposure to 
vicarious trauma. Successful trauma work requires attention to the needs 
and experience of the professional. 
 
Here are some suggestions for developing personal resiliency 
- Diminish intensity in your life, limit exposure to outside traumatic 
material 
- Stop over-nurturing, develop detached concern for clients 
- Set boundaries between home/work (clothing, rituals) 
- Change your circumstances 
- Keep your sense of humor 
- Review priorities 
- Nurture a sense of joy, beauty, love and connection 
- Seek out experiences/people which instill comfort, hope 
- Exercise more, sleep more, eat better 
- Meditative activities - prayer, yoga, music, tai chi, gardening, walking, 
running, meditation 
- Enjoy nature as a healing force 
- Develop hobbies, creative interests 
- Challenge negative assumptions 
- Schedule your freak out 
- Process with colleagues 
- Identify what makes you feel safe (think survivor‟s shoes…) 
- Create meaning 
- Recognize that in our work we see only a slice of life, not the whole 
story. Since we often choose the ending anyway, assuming the worst, 
choose a positive ending to the story. Reframe your thinking about 
the survivor as incapable, doomed and see her as strong, value her 
personal journey. 


 

 

 

 

 

 

 

 


Activity: Discussion 0:05 

Room Facilitator: 

 
Which of these self-care techniques (and others) might be useful in an 
assignment where you know both the perpetrator and the survivor 
involved in the communication? 
 
What vicarious trauma issues might be present when you are interpreting 
for a child during a sexual assault exam? How can you minimize your 
exposure? 


 

Activity: Personal Resource cards 0:05 

Room Facilitator: 

 
Take a few moments to fill out your self-care resource card. 
 
Create a specific and executable plan that you commit to. We would like 
you to commit to implementing two specific actions discussed in this 
workshop. 
 
A sample is shown here, think back to the some of the key points that you 
would like to highlight for yourself as you are going out to an assignment. 


Two habits I intend to implement for self-care are: 

- I commit to reducing traumatic TV material 

- I check in with _______ (name of an appropriate colleague to staff 
cases) once a month about challenging interpreting scenarios 

 
Make any necessary additions to your task card. 


 

Activity: Closing Discussion /Evaluation 0:30 


Room Facilitator: 

 
As we close, we want to thank you for your hard work over the past two 
days, for your dedication to doing your best work, and for your support of 
Deaf survivors. 
 
We want you to create a reminder of your experience this weekend. Use 
the markers, craft supplies and the small boxes at your table to create this 
reminder – write a word, thought, memory that came out of this training 
on your box. Be creative! 
 
Please fill out the evaluations. We rely on your feedback to make 
important adjustments to how we deliver this information. 



Appendix 


Handout #1 Language & Ethics Scenarios 

Personal Writing (Language Module) 

Personal Writing (Decision-Making Module) 

Handout #2 Safety Scenarios 

Handout #3 Vicarious Trauma Self-Assessment 

 

 


Handout #1 – Language Scenarios 

 

What “specialized” terms might come up in this setting? 

What are the sign alternatives for these terms? 

How might this scenario impact language choice? 

 

1. You have been called to interpret for a Deaf woman at a hospital for a rape 
examination. The hospital staff is not comfortable using a sign language 
interpreter. The survivor is in extreme distress, crying and vocalizing very loudly. 


 

2. You have been hired to interpret for a Deaf survivor at the police station for an 
interview with the detective. The survivor has recently moved to the United States 
and is concerned about immigration issues. 


 

3. You are interpreting for a Deaf survivor during the initial intake meeting with an 
attorney at the legal clinic. An advocate from the local Deaf domestic violence 
agency is also present at the meeting. The Deaf survivor seems to have some 
developmental or linguistic delay. 


 

4. You are interpreting for a Deaf survivor who is entering a domestic violence shelter 
with her three hearing children. This is the intake appointment where the shelter 
gathers extensive information about the survivor‟s experience and describes the 
rules and environment of the shelter. 


 

5. You have been hired to interpret for a Deaf woman during a general physical exam 
with her primary care physician. The survivor is semi-lingual and may benefit from 
a Certified Deaf Interpreter, however one is not available. During the exam, the 
doctor notices some bruising hidden by her clothing that would indicate domestic 
violence. The doctor begins to ask questions about violence in her relationship. 


 

6. You are interpreting for a Deaf man at the Social Security Administration office. 
He is there to discuss his benefits. During the appointment, he alludes to the fact 
that his wife has been taking his social security checks. The client is late-deafened 
and has limited ASL fluency. 


 

7. You have been hired to interpret for a Deaf teenage girl during her IEP 
(Individualized Education Program) meeting. The meeting has not yet begun, 
however you are in the room with the Deaf client and a hearing/non-signing 
school counselor. The Deaf girl discloses to the counselor that she has been raped 
by her boyfriend, and this has been affecting her school performance, but she is 
afraid to tell her parents. 


 

 

 


8. You are interpreting for church services with a Deaf woman in a hearing 
congregation. During a break in services, one of the hearing members of the 
congregation pulls the Deaf woman aside to express concern about the angry 
behavior her husband exhibited at the last church social. The Deaf woman is 
reluctant to discuss the issue but the hearing person persists. 


 

9. You have been hired to interpret for a meeting at the local Social Security office. 
The client is a Deaf woman in her seventies. She has brought along her adult 
hearing son to help. During the meeting, the son expresses his concern for his 
mother‟s safety because of possible abuse by her Deaf roommate. The social 
worker talks about the need to contact Adult Protective Services. 


 

10. You have been hired to interpret for a Deaf survivor during a meeting with her 
social worker at the Child Protective Services office. The social worker has told the 
survivor that she is required to leave her abusive partner if she wants to keep her 
two children. The survivor can‟t afford to move and doesn‟t know where she will 
go. 


 

11. You have been hired to interpret for a Deaf woman for a disciplinary meeting with 
her supervisor at work. The supervisor is concerned that the Deaf employee‟s 
partner constantly calls and shows up at the office, disrupting her work and 
company operations. 


 

12. The local law enforcement agency contacts you to interpret for a police interview 
for a Deaf teen who identifies as gay and is reporting violence by his partner. As 
the interview progresses, it is clear that the officer interviewing the Deaf teen does 
not believe his story and shows contempt for gay people. 



Language Module - Personal Writing: 

- Is there language that triggers me as the interpreter? 

- How does my experience & identity impact my interpretation choices? (as a 
survivor, or…) 

- Do I avoid certain terms/concepts? 

- Can I identify situations in which I judge or choose victim-blaming terms? 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Decision-Making Module: Personal Writing 

 

Describe personal experiences or beliefs that may impact your professional 
decision making while interpreting in this setting: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Handout #2 – Safety Scenarios 

 

Discuss the scenario that corresponds with your table number. What 
are safety plan techniques that can be applied to this scenario at 
each phase (before, during and after an assignment)? Scenarios are 
intentionally lacking in detail – feel free to discuss a variety of 
possibilities. 

 

1. You are interpreting in hospital in the ER for a deaf woman presenting with 
bruises and a broken arm. The nurse and doctor leave the room. You see the 
abuser (who has accompanied the survivor to ER) warning the victim not to say 
anything. 

 

2. You are interpreting at courthouse for charges on the abuser. When walking 
out after the hearing, the abuser walks by you in the hall and signs „I‟m going to 
kill you.‟ 

 

3. You are interpreting for a 911 call for DV in the home. You notice the abuser 
glaring at you. 

 

4. You are interpreting at police station for reporting a restraining order violation. 
Upon leaving, you notice the abuser sitting in his car outside the police station. 

 

5. You attend a community event and discover upon arrival that a Deaf man is 
present for whom you interpreted a restraining order hearing. He begins to walk 
up to you. 

 

6. You are an interpreter in a Video Relay Call Center. While interpreting on the 
call you see someone slap their partner on the screen. They then turn to you 
and say, if you tell anyone, you‟ll be sorry. 

 

7. You are interpreting for a couple at a therapy session. The husband starts to 
become extremely agitated and aggressive. 

 

 

 


Secondary Trauma Questionnaire 

Put a check mark by the statements that apply to you 

 

 I think about work (whether I want to or not) when I am at home or away 
from work. 
 Pictures of things I have seen or heard in my work flash in my mind. 
 I feel like I am “on call” (e.g., checking my cell phone) during my free time. 
 I often dream about my work (related to a specific situation or in general). 
 I have trouble falling asleep because I can't stop thinking about work. 
 I feel I sleep too much (or feel like I need more sleep than normal). 
 I have experienced a decrease in my appetite. 
 I find myself eating more, whether or not I am hungry. 
 When I arrive at work (or even in the parking lot), I experience: a racing 
heart, a tight stomach, nausea, headaches, perspiration, muscle tension, or 
other physical changes. 
 I avoid people, activities, or places that frequently/strongly remind me of my 
work. 
 At work, I find myself spending significant time on menial, less significant 
and/or easily completed tasks, at the expense of key/necessary tasks 
essential to my work. 
 I feel as though I am going-through-the-motions at work. 
 I feel that my work, while producing immediate changes, has no lasting 
impact. 
 I feel a decreased ability to empathize or understand the perspective of my 
clients. 
 I have experienced a steady and continuous decrease in my ability to 
concentrate. 
 I have become increasingly irritable or moody since starting my current 
position. 


 

 

 

 


 I feel increasingly jumpy or on edge since starting my current position. 
 I find myself spending significant time checking and re-checking my work. 
 I experience uneasy, anxious feelings or a sense of dread in response to 
previously common events (such as when the phone rings). 


 

~ 

If you answered "yes" to five or fewer questions, it is likely that you have developed 
healthy skills to cope with the daily stressors inherent in your work. If you answered 
"yes" to 6 - 10 questions, don't be alarmed. Approximately 80% of all frontline 
workers have difficulty with these symptoms at one time or another. If you 
answered "Yes" to more than 11 of these questions and feel that your symptoms are 
persistent and interfering with your ability to do your work or enjoy your life, 
consider getting professional help with stressors in your work.