Behind the WallInterpreting in Corrections SettingsAndrea Nelson, NIC Master, QMHI

About me

• 10 years interpreting experience.

• Certified 8 years (NIC-Master)

• Interned with Washington State DOC

• 10 years as a corrections interpreter.

• 16 years total experience in corrections settings.

• Recently earned Qualified Mental Health Interpreter certification.

And you?

• Name

• Where are you from?

• Why are you attending this workshop.

Agenda

10am • Workshop Intro • How do we approach the work? • Working within the system. • Applying our learning: practice cases

Break (10 minutes) ~ 11:30 • Inmate manipulation. • Boundaries. • Guest speaker - Holly Delcambre: ADA Compliance Manager, Washington State DOC

Break (5 minutes) ~ 12:50 • Putting it into practice - Role Play time! • Your Safety: • Physical • Emotional

• Evaluations/wrap up

4 things I want you to get out of this workshop

• Proactive tips for working with DOC staff.

• How to identify and prevent against manipulation.

• Setting strong boundaries with offenders.

• Applicable skills for staying safe.

Intro

Confidentiality

Confidentiality

• No names, no identifying details

• Share only what serves the work.

• Cloak of confidentiality

Respect

• All opinions are valid. (Even if you disagree.)

• You don’t know the whole story

• Learn from each other & help each other learn

How do we approach the work?

2 key themes

• Universal Precautions / Universal Respect

• Align with the goals of the institution and setting.

Universal Precautions Universal Respect2 important behaviors to practice …

&

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Align with the goals of the institution and setting.

• We are not allied with the offender.

• We are not allied with a particular staff member.

• Our work must support the goals of the environment.

“The goal of the environment should impact decision-making in interpreting.”

Dean and Pollard, The Demand Control Schema: Interpreting as a Practice Profession”

Goal of a correctional institution:

Security&

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Safety

Settings:4/4

Doctor appointment Dental procedureOffsite medical visitPrison hospitalMedical intake

Mental health assessmentChemical dependency screeningMedication managementChemical dependency treatmentAcute mental health infirmary Sex offender treatment

G.E.D. prepAdult basic educationComputer skills Life skills classTransition classPrison orientationGraduation

A.A. / N.A.WorkshopsVolunteer led programsFamily events

ChurchBible StudyChaplain visitReligious ceremony

Lawyer meetingInvoluntary meds hearingDisciplinary hearingParole board Law library

What are the goals of these settings?

Working within the system.

When World’s Collide

• What staff expects of you may conflict with your interpreter values.

• Power dynamics.

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There may be more than one “right” answer.

Ethical dilemma: a circumstance where two or more values are in conflict.

• Consider the professional value of the staff member.

• Clarify what interpreter value you are seeking to uphold.

• Is there overlap?

• Are there alternatives that achieve the goal without compromising values?

Finding a Solution.

• Be diplomatic.

• Suggest alternatives.

• Be open to compromise.

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Applying our Learning: Practice Cases

Case A

You are called to interpret a disciplinary hearing for an offender housed in solitary confinement. For the hearing, the offender is brought into a small room with a security glass window. You and the hearings officers are in room on the other side of the security window. At the conclusion of the hearing, the officer turns off the audio tape and tells you, “stop interpreting now. We are going to deliberate. When we’re ready to give our decision, we’ll tell you to start interpreting again.”

Key points: • The offender can clearly see the officers speaking and you not interpreting. • There is a speaker between the two rooms for use with hearing offenders. • There is an off switch on the speaker which can be used when the officers do

not want the hearing offender to hear their deliberations. • The hearing is a legally binding proceeding.

Case BYou are called to interpret for an involuntary medication hearing for a mentally ill Deaf offender. The offender is seated on a metal stool which is bolted to the wall and floor. They are handcuffed behind their back. A chain around their waist is bolted to the floor. When you mention to the escorting officer the offender will not be able to sign cuffed behind their back, they respond, “there’s no choice, it’s protocol.”

Key points: • The offender has a history of assaulting staff. • The unit has a room separated by safety glass but it only fits 2-3 people and there are 10 staff

present at this hearing. • There are several alternate pieces of restraining equipment in the unit control booth that allow

the offender to be handcuffed in front, still with very restricted signing movement. • Only the Lieutenant can authorize using the alternate equipment. His office is in another

building. • The hearing is being audio taped. You will be asked to state your name for the record. • The decision of the hearing is legally binding.

Small Group Work:

• What is the goal situation?

• What is the professional value of the staff member?

• What interpreter value(s) am I seeking to uphold?

• What solutions achieve the goal without compromising values?

• Practice! What would you say to the staff member?

Inmate Manipulation

The bad news

• You will be manipulated.

• It’s a matter of when not if.

• Small acts often lead to more serious compromises (testing).

The Good News

• You can take steps to protect yourself.

• Be proactive.

• How you respond can make a big difference.

4 Key skills

• Learn to identify manipulation.

• Minimize opportunities.

• Recognize when you’ve been manipulated.

• Understand what to do if you’ve been manipulated.

Identifying manipulation.

Consider the life of an offender…

• Lots of down time. • Very few privileges. • Minimal personal possessions. • Minimal financial resources. • Prison food / small portions. • Very little interaction with members of opposite sex. • Lack of autonomy / lack of control. • Often facing decades (or a lifetime) locked up. • For Deaf offenders, you may be the only person they see who speaks their language.

If this was your life, what would motivate you?

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Goals of manipulation2/5

• A conversation with a female

• A conversation in ASL • Having someone listen to

their story • A smile • To give you a present

• A pack of gum • Good coffee • Cigarettes • Rules bent • Drugs and alcohol • A cell phone • A message passed • A relationship

Minimizing opportunities

• Set and maintain strong boundaries.

• Be mindful of body language and demeanor (yours and theirs).

• Pay attention.

• Learn offender’s M.O.’s.

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Boundaries4/5

• Never share personal information.

• Don’t engage when offenders tell you personal information.

• Be mindful of your interactions with staff / other interpreters.

• No physical contact of any kind.

• Just because someone else does it, doesn’t mean you should.

What if I realize I’ve been manipulated?5/5

• If you realize in the moment, immediately stop it and/or leave the situation.

• Alert the appropriate staff when necessary.

• Take steps to prevent further manipulation.

• Utilize reflective practice.

Guest Speaker:

Holly Delcambre ADA Compliance Manager | Washington State Department of Corrections

Putting it into practice: role play time!

Role play scenario A

You are interpreting in a G.E.D. prep class in a medium security men’s facility. The majority of the student’s work is independent, so you have a lot of down time. You sit off to the side when not needed. Today, you’ve brought a book, to read while waiting.

There are 15 total students in the class. There is one teacher, a contractor from a local community college and 1 offender who works as a T.A.

The Deaf student is absorbed in their work. There is a hearing student who just joined the class and has been staring at you a lot. Today, while the teacher is busy helping someone across the room, the student approaches you and tries to engage you in conversation.

Key points: • Informal structure / lots of downtime. • Teacher across the room. • Offender/student has been staring at you a lot. • You have a book and are seated off to the side.

Role play scenario B

You are interpreting an A.A. meeting. It is lead by offenders with one outside volunteer “sponsor”.

The Deaf participant arrives at the beginning of the movement period. You’ve never worked with them before. While waiting for the meeting to start, the Deaf offender starts chatting with you.

They tell you that you look familiar and they’re sure they know you from the outside. They start telling you about their life on the outside, trying to figure out a connection. They are asking you some questions, but mostly they are telling you about their life in the local Deaf community. You realize you know a lot of the same people.

Key points: • First time working with this offender. • You know a lot of the same people from the Deaf community. • They insist they know you from somewhere.

Physical safety

Safety Toolbox

•Be aware.

•Partner with staff.

•Have a plan.

Communication access is important…

But so are you!

Emotional Safety

Taking care of you

• Develop a (removable) armor.

• Remember you are doing an important job.

• Have a support system.

• The power of ritual.

• Self care.

Recap: 5 takeaways

• Balance caution with respect.

• Work with the system, not against it.

• Be mindful of everything.

• Corrections is difficult, but rewarding work.

• Safety above all.

Thank you!

Andrea Nelson

andrea@ASLbridges.com