Cultural Responsiveness Exam 3

Chapter 9: Working with Interpreters

We are legally and ethically mandated to use interpreters in our work.

True

Interpreter vs translator

Interpreters work with SPOKEN words

Translators work with WRITTEN content

In COSD we will use interpreters, but the responsibility of how good and effective they are lies on the practitioner

Two types of Interpreting

1) Consecutive - 1 person speaks, then the other … takes time

2) Simultaneous - Interpreter speaks as it is being said

The need for an interpreter

• The place of work should facilitate interpreting access; we are also bound by an ethical stance. If the place you plan to work doesn’t provide that, it's a red flag

• The use of telephonic interpreter services should be limited to unique situations where other options are not possible , a little hard to work with without the human preference

Bilingual Skills

2 - BICIS

CALP

BICS - Basic Interpersonal Communications

• surface language

• social language

• NOT academic/professional skills

If you can go to an arabic speaking restaurant and order food and ask to go to the restroom

Around a year to develop

CALP - Cognitive Academic Language Proficiency

• Even when there is CALP, professional language knowledge may be lacking

• 5-10 years to develop

• Even if they do have these skills it doesn’t mean they know professional jargon or legal boundaries of engaging in different spaces such as HIPPA

Interpreting Apps

Apps do NOT meet the federal requirements for a qualified interpreter

Affordable Care Act 2024 - Section 1557 - defines a qualified interpreter

• has proficient communication and comprehension of English and another language (including ASL)

• Interpreters effectively, accurately, and impartially using specialized vocab

• adheres to ethical principles including patient confidentiality

The National Standard for CLAS (Culturally and Linguistically Appropriate Services) by US Department of Human Health Services

CLAS Standard 4

• Title VI of Civil Rights act of 1964

• anyone receiving insurance from federal gov, certain laws protect that person and dictate how the institution has to operate, such as providing language interpretation

Interpreters DOs and DON’TS

DONT : Random bilingual speakers are not appropriate

There are strict Health Insurance Portability and Accountability Act (HIPAA) regulations in place to protect

Random bilingual speakers are not appropriate.

• There are strict Health Insurance Portability and

Accountability Act (HIPAA) regulations in place to protect

the confidentiality of health information.

• Simply speaking another language is not sufficient to be a

professional interpreter.

Interpreters should NOT socialize or give advice to a client.

• Most common errors made by untrained interpreters: omission

of information and answering for both the professional and the

second language.

• The use of family members as interpreters is inappropriate.

• The use of children interpreters is STRICTLY prohibited by

standard 6 of CLAS

Individuals with Disabilities in

Education Act (IDEA)

Federal Law

The Individuals with Disabilities Education Improvement Act (IDEA 2004) mandates that assessments occur in the

language of the individual.

Top 3 Reasons Why Interpreters Make Errors

1) Unqualified

2) Inadequate second language skills

3) Lack of understanding of cultural beliefs and traditions

• Failure to provide appropriate language services is a significant cultural misstep, which shows a high degree of disrespect for the individual.

BID Process

When Working With an Interpreter

B = Briefing

• Occurs before the assessment or intervention session

• The client is not present

• Review the facts

• Express areas of concern

• Review confidentiality

• Review terms/concepts that might come up

• Address cultural considerations

The practitioner should ensure that the interpreter has the information needed.

I = Interaction

I= Interaction

• Consider who will be present

• The professional is always the one “speaking” directly to the

client/family.

• The professional remains in their role.

• Remember that 55% of our communication is through body language.

D = Debriefing

• Occurs after the assessment or intervention session

• The client is not present

• Interpreter can mention any culturally relevant aspects of the interaction that

they noted

• Discuss responses

• Prepare for the next steps

Practitioners must disclose exactly how an interpreter was used

in their report

Risks in the Interpreting Process

• Serious errors can occur when the interpreting is not done

correctly.

• There can be medical misunderstandings leading to poor treatment

• There can be misdiagnosis

• There can be impaired relationships between patients and practitioners

• The errors resulting from poor interpreting are considered

knowledge-based errors, based on the delivery of incomplete

or inaccurate information to the individual