Interpreting Effectively and Safely 
for Deaf Survivors of Violence 
2 color bar border
Interpreting Symbol with Swirls

 Welcome and Introductions 

Learning Objectives 


When interpreting in contexts of domestic and 
sexual violence I will be able 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 and 
•Develop a plan to enhance emotional and 
physical safety. 




 Let’s get to know each other…. 

I traveled more than 1000 miles to be 
here 



I traveled less than 50 miles to be here 

I have been interpreting for less 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 



Group Process 
How can we create a safe space? 

Agreements 


Confidentiality 
Mutual respect 
Express yourself 
Communication 
____________ 
____________ 

 Language Video 

 Discussion 



Power 


Diagram showing culture and society (messages, permission and proivilege) leads to oppression (heirarchy) and dv/sa leads to trauma 

Status of Women in Society 
Lower pay (70 cents on the dollar) 
Grand Theft Auto 
Media portrayal, body image 
FGM, Honor Killings 
Bambi Hunting 
Pornography/Sex Trade 

Status of Women in Society (2) 


Picture of cover of Hustler Magazine June 1978

Status of Women in Society (3) 
Posted in the men’s 
bathroom at the 
University of Miami: 
Picture of a sign posted in the mens bathroom at University of Miami

Status of Women in Society (4) 


“If it is inevitable, just relax and 
enjoy it.” 


Republican Gubernatorial Candidate 
Clayton Williams (TX) 
March 25, 1990 

Status of Women in Society (5) 
Screen shot from a website about raping Deaf or Blind women

A woman is battered every 15 
seconds. 



A woman is raped every two 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. 

Women who leave are at a 75% 
greater risk of being killed by the 
batterer. 

3 out of 4 survivors are raped by 
people they know. 




Deaf people are at higher risk of 
experiencing long-term domestic and 
sexual violence due to the lack of 
accessible services. 

Group Brainstorm 
What causes violence against 
women? 

 



Causes….? 


•Anger management 
•Drugs and alcohol 
•Money problems 
•Psychological problem (ie 
depression) 




Violence is rooted in the patriarchal 
power structure in our society. It is 
created and encouraged by sexism, 
oppression and abuse of power. 

See you @ 10:45 


Picture of a woman doing yoga
Ponder this: 
How does your 
understanding of the 
cause of domestic and 
sexual violence impact 
your interpretation? 

 Domestic Violence in the Deaf 
Community 



Learning Objectives (2) 


As a result of this module, participants will be able 
to: 
•Recognize general power and control tactics 
•Describe unique barriers for Deaf survivors 
•Identify tactics abusers use against Deaf survivors 
•Identify key resources and support systems available 
for Deaf survivors 




Definition 
A pattern of behavior that is used 
to gain and maintain power and 
control over an intimate partner 

Terms 


Domestic 
Violence, Abuse 
Intimate Partner 
Violence 
•Married, formerly 
married 
•Living together (not as 
roommates), formerly 
living together 
•Engaged, formerly 
engaged 
•Dating, formerly dating 
•Have a child in 
common 
•Includes same sex 
couples 




Myth or Fact 


Raise your cards to indicate your answer 

There are almost one million reported 
incidents of domestic violence each 
year. 

FACT 

Survivors need therapy to stop the 
cycle of violence. 



MYTH 

People who are violent in an intimate 
relationship are violent in all of their 
relationships. 

 MYTH (2) 



Police officers are effective protection 
for battered women. 

MYTH (3) 

Batterers can be loving partners. 

FACT (2) 



If women changed their behavior, 
their partner would be less violent. 

MYTH (4) 

Most battered women cannot leave 
their batterers without assistance. 



FACT (4) 

Children should be with their father 
even if he is violent to their mother. 

MYTH (5) 

Discussion (2) 


Why is it important as an 
interpreter to distinguish myths 
from facts? 

 Let’s practice self-care…. 



Self-Care 1 


picture of kitten napping on a radiator

Self-Care 2 
Picture of cat napping on someones lap

Self-Care 3 
Picture of kittens napping together

Self-Care 4 
Picture of puppies in pajamas hanging from a clothesline

Self-Care 5 


Picture of a tiny monkey on someone's finger

Self-Care 6 
Picture of a baby and a puppy wearing a silly hat

Self-Care 7 


Picture of a kitten with a baby chick on his head

Self-Care 8 


Picture of a puppy sleeping

Self-Care 9 
Picture of a cat sleeping on hanging clothes

Power and Control Wheel 
Group Brainstorm 

Cycle of Violence 


Picture showing the cycle of violence Homeymoon to tension building to acute battering and back to honeymoon

Recapture 
picture of the word honeymoon with a red circle and line through it and the words offering hope with a red circle and line through it

Frequency and Intensity 


Picture of a swirl with the word death in the center

Blank Wheel 


Picture of a blank wheel

Power and Control Wheel (2) 
Picture of a power and control wheel
www.deaf-hope.org 

Film: 
Till Domestic Violence do us Part 

 



Compounding Impact… 
Picture showing the abuse, societal bias, system discriminartion and power and control tactics and the acts of resistance including autonomy, network and community supports, survivor, safety planning and access

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? 

 



Lunch-See you @ 1:15 
Picture of a woman doing yoga
Ponder this: 
What are some of the 
specific manipulation 
tactics abusers use 
regarding interpreters 
and communication 
access? 

 Sexual Violence in the Deaf 
Community 




Learning Objectives (3) 


As a result of this module, participants will be able 
to: 
•Define and describe key aspects of sexual violence; 
•Identify the complexities of coercion and consent in a 
sexual violence context ; and 
•Describe the unique dynamics of sexual assault 
against Deaf survivors. 




What is Sexual Violence? 


Any forced sexual activity 
Violence using sexual acts to control 
Definition depends on jurisdiction 
Penetration or not 











Forms of Sexual Violence 
•Incest 
•Pedophilia 
•Acquaintance Rape 
•Date Rape 
•Spousal Rape 
•Gang Rape 
•Child Sexual Abuse 
•Drug facilitated rape 
•Hate crimes 



•Stranger rape 
•Unwanted touch/talk 
•Molestation 
•Internet/technology-
based 
•Sexual harassment 
•Stalking 
•Statutory rape 
•Trafficking/sexual 
exploitation 




At the core, all forms of sexual assault 
are committed or attempted against a 
person’s will, without their consent. 



Rape is not about a need for sex – 
it is about gaining power over others 
Sex is only the mechanism for rape 

Myth or Fact (2) 


Small group discussion 

Rape is a last-minute thing, an 
impulsive act. 

MYTH 1 

Women can avoid rape if they just 
fight back. 

MYTH 2 



Most rapists choose a stranger as their 
victim 

MYTH 3 



Many reports of rape are false 

MYTH 4 

Men have sexual urges they can’t 
control which leads them to rape. 

MYTH 5 

Recall previous discussion 


Why is it important as an interpreter to 
distinguish myths from facts? 

Anyone can be a target… 


•Age 
•Ability 
•Gender 
•Race 
•Sexual Orientation 
•Socioeconomic Status 
•Women are the most affected 




Consent 
to determine if sexual assault occurred: 

• Age of consent 


 16-18 depending on state 

•Ability to consent 


 alcohol? developmental disability? 

•Willingness to consent 


 free from threat, NOT required to say “no” 

 



CONSENT = 
Understanding 
& 
Willing 

Small Group Discussion 


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? 

Perpetrators – Study Findings 


•Why rape? Because they can. 
•Men across all demographics 
•Average age 21-22 
•Started raping at age 13 
•10% raped over 25 times before being caught 
•In general rapists got away with 10 rapes for every 
2 they got caught for 




Tactics of Perpetrators 
•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 




Tactics of Perpetrators (2) 
•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 




 Let’s practice self-care…. (2) 



 DV/SV in Context 

Discussion (3) 


What barriers exist for Deaf survivors 
seeking help? 

 



Barriers to Getting Help 
Diagram Her goal: to survive with fear, denial, self-blame, lack of support, isolation, small deaf community, lack of menty and resources, ptsd, limited access to information, low self-esteem, communication barriers all around the center

Unique Barriers in the Deaf Community 
•Hierarchy of power in the Deaf community 
•Abuse in educational settings 
•Lack of accessible/culturally competent services 
•Fears that exposure will lead to the closing of Deaf 
schools – loss of Deaf culture 
•Perceived as more vulnerable, easier to isolate 
•Learned “need to please” 
•Fear/Mistrust of people in positions of authority 
•Tradition of secrecy - protection of perpetrators who are 
members of the community 




Empowerment Philosophy 


•No judgment 
•Believe 
•Unconditional support 
•Listen 
•You are the expert 
•Normalize their experience – you are not alone 
•Don’t assume - ASK 




Empowerment Philosophy (2) 


•Support survivor in getting sense of power back 
•Present options to choose from 
•Show respect 
•Identify and cultivate strengths 
•Exchange information among equals 
•Encourage them to take responsibility and action 




Discussion (4) 
In what ways do these principles of 
empowering advocacy relate to your role 
as an interpreter? 

Which tasks are appropriate for the 
interpretation process? 

 



Scenario (2) 
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/boundary choices available to 
you? 



Locations 
•First response at the scene of the crime 
•Police Interview 
•Hospital Exam 
•Services at a Shelter or Rape Crisis Center 




First Response at the Scene 
•Staging 
• Safety 
• Triage 
• Give information for local Deaf advocates 




Police Interview 


•Staging 
• Safety 
• Understanding the criminal process 
• Videotaping 




Hospital Rape Exam 


•SART 
•Collection of evidence 
•Who is in the room and where? 
•Discharge and follow-up 
•Vocabulary 




Rape Crisis Center 
•Intake 
•Immediate needs 
•Collaboration with other service providers 
•Advocate role 




Service Providers 
•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 




Resources in the Deaf Community 
•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 




Personal Resource Cards 
•Domestic Violence 
•Sexual Violence 
•Professional Decision-Making 
•Trauma and Self-care 
•Task list 




Sample Domestic Violence Card 
Terminology 
Restraining order, IPV, hearing privilege 
Protocol 
Shelter intake: Use care interpreting regarding alcohol and 
drug use 
Local Resources 
Haven 248.334.1274 www.haven-oakland.org 
 Deaf CAN 313.340.3234 
National Resources 
JDVNC 






Sample Sexual Violence Card 
Terminology 
SART, SANE, colposcope 
Protocol 
911 First Response: stand on the opposite side of the officer’s gun 
Local Resources 
Sex Workers Outreach Project www.swop-mi.org 
National Resources 
rainn.org 






Break-See you @ 3:30 
Picture of a woman doing yoga
Ponder this: 
What are some 
specific barriers 
interpreters can 
support survivors to 
navigate? 
What are more 
appropriately within 
the advocate role to 
navigate? 

 Trauma-Informed 
Understanding the Effects of Trauma 
and Implications for Interpretation 

Learning Objectives (4) 


As a result of this module, participants will 
be able to: 

 

Describe how the brain is impacted by 
violence; 
Identify how trauma manifests with survivors; 
and 
Describe how an understanding of trauma 
impacts decision-making as an interpreter. 








Diagram of the Brain 
Diagram of the brain

Brain Functioning Under Threat 
•Oldest part of the brain (“reptilian brain”) senses risk 
•Blood flow is diverted to the peripheral muscles, in 
preparation to Fight Flight or Freeze 
•Energy is used to escape the danger or overcome it 
•We experience escape or “victory”: 
 energy dissipates 
 feel a sense of success and capability 
 life resumes its rhythm and “norm” 



•Until another perceived threat emerges… 




Events that cause trauma for one 
person may not cause trauma for 
another. 

Brain (De Bellis et al., 1999) 
Picture of MRI of brain
Picture of an MRI of brain

How does trauma show? 


•Survivor’s affect may not reflect internal emotions 
Frustrated, annoyed, flat, withdrawn 



•Fear, depression, lack of trust, inability to feel safe 
•Difficulty staying in the “here and now” 
•Memories fragmented, non-sequential, gaps 
Timelines may be distorted. 
Gaps may be filled in with what seems logical. 



•All responses are “NORMAL” for that person 




When Survivors Reach Out 
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 




Discussion (5) 
How is an understanding of 
trauma relevant to my work as an 
interpreter? 



EVERY interaction is an opportunity 
for healing. 

Research– not mistakes 



Scenarios 
You arrive at a hospital to interpret for a survivor during 
a Sexual Assault Forensic Examination. When you 
introduce yourself to the survivor, she begins giggling. 
You arrive at a rape crisis center to interpret for a 
survivor during an intake. The survivor seems 
depressed and crying inconsolably. 

Small group discussion (2) 
•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? 




As an Interpreter 


•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 




Resources 


•“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 




 Day One 
Closing Discussion 
Questions & Comments 

 Day Two 

Group Process (2) 


How can we create a safe space? 

 



 Review of 
Foundational Concepts 



Review: Power 


Diagram showing culture and society (messages, permission and proivilege) leads to oppression (heirarchy) and dv/sa leads to trauma 

Empowerment (survivor choice) is vital 
to the process of increasing safety 

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). 

 “In Her Shoes” 
Experiential Exercise 




“In Her Shoes” Reflections 


What did you feel? 
How did your perspective change? 
What implications did this 
experience have for your 
interpreting work? 








Break-See you @ 10:45 


Picture of a woman doing yoga

Language of the Movement 
Exploring Terms and their Meaning 

Learning Objectives (5) 
As a result of this module, participants will 
be able to: 

•Identify terms and concepts unique to 
interpreting in the DV/SV field; 
•Describe how these terms can be used in 
different contexts; and 
•Apply specific decision-making tools to 
improve language choice in various 
interpreting settings. 




How can language choice be: 


Survivor-Centered 
Trauma-Informed 








Considerations 


Survivor’s language and word choice 
Conceptual accuracy 
ASL rules 
Impact on the survivor, emotional state 
Political and Social implications 
Setting 
Not “one size fits all” 






Discussion (6) 
Interpreting 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? 






 Let’s practice self-care….(2) 



Self-Care 


Pick of tshirt that says I work out-just kidding I take naps

Self-Care (2) 
Comic strip called That Deaf Guy

Self-Care (3) 


Comic strip with toothbrush saying "sometimes I feel that I have the worst job in the world" and toliet paper saying "ya right"

Self-Assessment 
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? 






Personal check in - Can I handle this? 
•Do I know the appropriate vocabulary? 
Am I willing to use it? Can I be sensitive to 
the survivor’s language needs? 
•What are my options if the survivor needs 
an advocate who understands Deaf 
culture and communication? 
•Do I have a mechanism to safely and 
appropriately debrief? 




Update DV/SV resource cards with 
additional terminology 



Lunch-See you @ 1:00 
Picture of a woman doing yoga
Ponder this: 

How do you set a 
boundary with hearing 
professionals who ask you 
to do things outside of 
your role as an interpreter 
(such as give your opinion 
or explain something to 
the Deaf survivor)? 

What are some options for 
redirecting them? 

 



 Professional Decision-Making 
Application in DV/SV Settings 

Learning Objectives (6) 


As a result of this module, participants will 
be able to: 

•Identify how the Code of Professional 
Conduct applies to interpreting in the DV/SV 
setting; 
•Describe 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. 








Professional Decision-Making 
Primary Goal: 

Awareness of personal/professional 
boundaries and options 




Available Guidelines: 

Domestic/Sexual Violence models 
Code of Professional Conduct 
Demand-Control Schema 






DV/SV Models 
Power and Control Wheel 
Survivor/Empowerment model 
Trauma-informed practice 
Attitudes about violence 




 “Helper” – “Judge” spectrum 

 



Power and Control Wheel (3) 
Picture of a power and control wheel
www.deaf-hope.org 

 



Advocate’s Role 
Reframe 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? 








Survivor’s Perspective 
Why is it important 
Judgment, victim-blaming 
No two experiences are the same 








Individual Activity 


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. 

Privilege 


Rights, advantages and immunities enjoyed by 
* white, hearing, straight, young, abled…… * 
people in a culture that values those 
qualities as the norm 

“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.” 
- Peggy McIntosh 

Small Group Discussion (3) 
Use scenarios from language module 
Discuss power dynamics from each perspective 
Where do I have privilege? How does that impact my 
interpretation, my interaction with consumers? How can 
I minimize it or use it for good? 

Discussion (7) 


Where do I have privilege? How does that impact my 
interpretation, my interaction with consumers? 

 Let’s practice self-care….(3) 

Seated Self-Care 


Picture of woman in chair doing yoga
Picture of woman in chair doing yoga and turning in chair

Code of Professional Conduct 
1.Confidential communication 
2.Possess the professional skills and knowledge 


 (2.1 judiciously share resources) 

3.Manner appropriate to the situation 


 (3.4 mandatory reporting?) 

4.Respect for consumers 
5.Respect for colleagues 
6.Ethical business practices 
7.Professional development 




Demand-Control Schema Dean-Pollard 
Demands: 

•Environmental (setting) 
 Limited space, temperature, specialized 
terminology 



•Interpersonal 
 Cultural difference, power dynamics, access to 
information, interactional goal of consumers 



•Paralinguistic 
 Clarity of the “raw material”, accent, signer has 
an object in their hands 







Demand-Control Schema Dean-Pollard (2) 
Control Options: 
Skills, decisions, or other resources that can be 
brought to bear in response to demands 
Education Experience 
Preparation Peer support 
Behavioral interventions Positive self-talk 
Translation decisions 
Acknowledging the demand 

Demand-Control Schema Dean-Pollard (3) 


Control Options: broad array of interpreter characteristics, abilities, 
judgments, and actions that contribute to effective work. The term 
does not refer to “taking control,” “having control,” or "being in control“ 
over demands 

Pre-assignment controls 

•Language fluency 
•Assignment preparation 


Assignment controls 

•Behavioral and translation decisions 


Post-assignment controls 

•Check in with support person 
•Continuing education 




Scenario (3) 
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. 

Discussion (8) 
•How might this prior relationship affect your 
interpretation? 
•What would the CPC guide us to do? 
•What demands and controls are present? 




Scenario (4) 
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 could the DCS be helpful? 




Scenario (5) 
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? 
•What are the mandatory reporting considerations? 




Mandatory Reporting 
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 

Rescuing 
•Thinking we can change someone else’s life 
•Power and Control? 
•The survivor 
•Learned helplessness?? 
•We think it will work 
•Survivors ask us to 
•It is concrete, easy 
•Feeling of power 
•Impatient with the system, slow 




Warning Signs 
•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 




Dyad Discussion 
•How will I know if I am ready to work in DV/SV 
settings? 
•What skills are important to possess? 
•Identify two areas where I can further develop my 
skills. 




Create your ethical behaviors 
resource card 

Sample Ethics Card 
•General Resources 
Take a DC-S workshop 



•I will debrief cases once a month with: 
Janet Doe 313.555.1212 



•Local legally certified interpreters 
Janet Doe 313.444.5656 



•Mandatory Reporting resources: 
www.michigan.gov 







 Interpreter Safety in 
Domestic/Sexual Violence Settings 

Learning Objectives (7) 


As a result of this module, participants will be 
able to: 

•Understand the safety planning process for 
survivors; 
•Identify ways to improve safety before, 
during and after an assignment; and 
•Develop resources to support ongoing 
personal and community safety. 




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 
•The survivor is the expert - self determination is the 
best pathway to safety 
•Don’t use safety planning as a band-aid, mean it! 
•Safety planning is an ongoing process for the 
survivor. 




Implications for Interpreters 
•Safety planning requires flexibility 
•Boundaries vs. limits - Remember your role 
•Prepare: 
Know communication access laws, have materials to share with 
professionals 
Strategize with advocates 
Be aware of the communication environment 
Know local domestic/sexual violence resources 







Planning Ahead 
•Should I accept this assignment? 
•Gather information 
•Prepare for safe arrival/departure 
•Ask about site security 
•Communicate with a safety partner 
•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 




Considerations for Safety 
•Think about the precedent you are setting 
•Demand-Control Schema 
•Think about perceived alignment with either the 
survivor or abuser 
•Position for privacy (who can see interpreter?) 
•Position for safety (do I have access to exit?) 




Immediately After 
•Remember everyday safety skills 
•Ask for security escort to your car 
•Do not leave with the participant/s 
•Have keys in hand 
•Check your surroundings 
•Inform your partner when you arrive home 
•Debrief with another professional 




Discussion (9) 
Using safety scenarios handout: 
What are safety plan techniques that can be applied to 
each phase of the scenario? 
(before/during/after) 

Create your safety plan resource 
card 

Sample Safety Plan Card 
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 






Break-See you @ 3:30 PM 
Picture of a woman doing yoga
Ponder this: 
Who in your interpreting 
community is an 
appropriate person to 
debrief or staff difficult 
assignments with? What 
qualities are important in 
that person? 

 Self-Care 
Considerations for Interpreters 

Learning Objectives (8) 


As a result of this module, participants will be able 
to identify: 

•The definition of secondary trauma; 
•Strategies to process feelings and reactions to affect-
laden information; and 
•Strategies that promote health and self- care. 




Vicarious/Secondary Trauma 
Pervasive, cumulative change in the helper’s inner 
experience resulting from empathetic engagement with 
traumatic material (Figley) 

Contributing Factors 
•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 
•Use of first person language 




Physical Impact 
•Continued disruption of 
chemical levels 
•Tissue Damage 
•Exhaustion/fatigue 
•Depression 
•Insomnia or sleeping too 
much 
•Headaches 
•Gastrointestinal problems 
•Ulcers 



•Frequent colds or flu 
•Shortness of breath 
•Weight loss or gain 
•Hypertension 
•High cholesterol 
•Heart disease 
•Impaired speech 
•Inability to concentrate 
•Sexual Dysfunction 
•Organ Failure 




Emotional Impact 
•Inner sense of emptiness – 
‘nothing left to give‘ 
•Inability to cope with stress 
•Anger, bitterness, resentment, 
disgust, guilt, worry, boredom 
•Disillusion/loss of idealism 
•Feelings of powerlessness 
•Overconfidence/risk taking 
•Rigidity to change 
•Loss of concern/apathy 
•Emotional exhaustion 
•Distancing/labeling 



•Changes in identity, world view, 
spirituality 
•Inability to manage feelings 
•Loss of connection to others 
•Poor judgment, decision making 
•Sense of futility, loss of meaning 
•Decreased sense of safety, trust, 
esteem, intimacy, control 
•Change in perception, memory 
•Cynicism about previously valued 
things 
•Devoid of joy, unable to laugh 
•Feelings of failure 




Behavioral Impact 
•Low job performance 
•Low job satisfaction 
•Decreased communication 
•Withdrawal 
•High job turnover 
•Increased absenteeism 
•Loss of enthusiasm for job 
•Increased drug/ alcohol use 



•Lack of focus on job 
•Lack of priorities 
•Lack of sense of purpose 
•Accident prone 
•More complaints about job 
•Forgetfulness 
•Poor concentration 
•Workaholism 




For Interpreters… 
•Interpreters are in unique roles where they “hold” 
information about individuals across situations and 
time – often without knowing the outcome 
•Our presence and experiences affect what we bring 
into the room and how the dynamics play out 
•Bound by confidentiality, we often can experience a 
sense of helplessness and loss of control. 




Brain (De Bellis et al., 1999) (2) 
Picture of MRI of brain
Picture of an MRI of brain

Individual Activity (2) 
Take the Vicarious Trauma Self 
Assessment questionnaire 

Discussion (10) 
What did you notice about your self-care 
habits? 

Ethical Imperative 
Successful trauma work requires attention 
to the needs and experience of the 
professional. 

Develop Personal Resiliency 
•Diminish intensity in your life 
•Stop over-nurturing, detached concern for clients 
•Limit exposure to outside traumatic material 
•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 




Develop Personal Resiliency (2) 
•Exercise 
•Sleep 
•Meditative Activities - prayer, yoga, music, tai chi, 
gardening, walking, running, meditation 
•Healthy nutrition 
•Enjoy nature as a healing force 
•Develop hobbies, creative interests 




Develop Personal Resiliency (3) 
Create meaning 
– Slice of life 
– Re-framing 
– Choose the ending of the story 
– Challenge negative assumptions 






Discussion (11) 
What are your self-care options? 
•I know both the perpetrator and survivor. 
•I am interpreting for a child during a sexual assault 
exam. 
•The interpreting circumstances trigger a personal 
experience of trauma. 




Create a specific and executable plan 
that you commit to. 

Sample Self-Care Card 
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 








Review Task list resource card and 
make additions 

Sample Task Card 
Skills to develop 
Resources to develop 
People to contact 

 Day Two-Closing Discussion 
Questions & Evaluation 

You Rock!-The Power of Positive 
Thinking 


4 Pictures of decorated rocks