ASLIA SA A week in the life of an SA Interpreter - a statewide data collection tool September 2016

Transcription

1 ASLIA SA A week in the life of an SA Interpreter - a statewide data collection tool September 2016 The following presenta1on is summary of our findings.

2 ASLIA SA recognised that South Australia is embarking on a period of change; compulsory certicication for ALL interpreters, roll out of the NDIS, as well as the introduction of Educational Interpreter roles in South Australian High Schools. ASLIA SA developed a statewide data collection tool and reached out to accredited interpreters and those working in associated roles who facilitate communication between deaf and non-deaf individuals (e.g., SSOs, BSSOs and Employment Consultants). ASLIA SA is keen to support allies who carry out similar functions in their everyday work, as we each strive for our common goal for improved access through communication. The initial aims of the project were to: 1) Conduct a training needs analysis based on interpreters' real life experience to assist ASLIA SA in designing a professional development program to meet the identicied needs of interpreters. 2) Gather information about who we are, the areas we mostly work in and how we contribute to the profession in a labour sense. 3) Provide evidence to assist in any profession planning or lobbying efforts.

3 The three big ques-ons 1) Who are we? 2) Where are we and what are we doing? 3) What do we need to do our jobs Who are we?! Deaf/Hearing! Accredita1on! Educa1on! Interpreter Educa1on! How ohen do we work (part 1me, full 1me, casual)

4 Where are we and what are we doing?! Context! Working alone, co-interpreter, DI, this assignment required two interpreters! Language direc1on What do I need to do my job be@er?! Access to prepara1on! My co-interpreter and I worked well as a team! I felt confident talking to deaf or hearing clients prior, during or post assignment to resolve any issues! I experienced nega1ve self talk! What were the challenges?

5 Respondents were asked to complete a daily log of interpre1ng assignments that answered the three big ques1ons. Collec1on of demographic data and Day 1 Day 2 Day 3 Day 4 Day 5 General reflec1ons

6 Who are we? 37 responses demogrpahic informa1on 38% 38% 24%

7 Who are we? Level of accredita-on (Hearing/Deaf) Known Par1cipants Paraprofessional (H/D) 17/8 11/3 (14) Professional Not accredited (H/D) 5/4* (9) * Overseas accredita1on 38% 38% 24%

8 Education

9 Interpreter training Dip Int PG Dip Int Par-cipants Paraprofessional Professional Unaccredited 1 9 "56%#

10 How often do we work? F/T P/T F/T (S) Casual Other Nil Paraprofessional Professional /1* 1* Unaccredited *1 1 *1 5 1*/1**/ 1*** * Answered twice ** Volunteer *** Overseas accredita1on 4 skipped

11 Context Early Interven1on 1 Educa1on (Primary) 25 Educa1on (High School) 11 Educa1on (TAFE) 14 Educa1on (University) 33 Educa1on (Other training, short course) 7

12 Context Allied Health (Physiotherapy, OT, Chiro) 7 Medical (GP) 14 Medical (Hospital) 9 Medical (Specialist) 9 Medical (Other diabetes Educator, x-ray) 12 Psychology/Counselling 3 Dental 3

13 Context Legal (Advice) 1 Legal (Police, court) 1 NDIS 2 Community Service (Government agencies) 2 Tenancy 1 Financial 1

14 Context Workplace (mee1ng) 13 Workplace (training) Workplace (interview) 4 2

15 Context observations Educa1on 52% School % Adult % Health and well being 33.5% Private v public? Wish we asked $ Other 4.5% Workplace 11% % 1/3 in schools % 2/3 adult educa1on (TAFE & University likely to be booked in advance, two interpreters) % Health care: NDIS v Provision of interpreters for private health care appointments % NDIS 2. (0-15yrs) Full rollout July 2017? Will this change?

16 Language direction Over one week. Auslan into English 8% English into Auslan 33% Both language direc1ons 59%

17 Over one week. No. interpreters Observa1ons Yes, with a co-interpreter 47* 27% - Opp for support/reflec1on Yes, with a deaf interpreter 5* Educa1on Worked alone % (70%) No, but assignment required two interpreters 7 2 nd interpreter not avail Sick not replaced? Not requested Under resourced (Educ) *Deaf/hearing interpre-ng teams prevalent in Educa-on (Primary)

18 Challenges on the job Over one week. Linguis1c e.g., content or terminology 48 Unfamiliar signing style 10 Rela1onship with co-interpreter 1 Rela1onship with deaf or hearing clients 9 Role boundaries 19

19 Challenges on the job % No prepara1on % Tri-cultural situa1on % Deaf clients with disability (e.g., LD, ID) % Linguis1c varia1on (e.g., interstate) % Job went beyond booking 1me, had to go % Environment - background noise (mul1ple conversa1ons), distrac1ons, interrup1ons, 1ght space % Educa1on semng: behaviour management, lack of visual aids, subject specific language

20 Challenges on the job % Shared history between other speakers (cold) % Inexperienced speaker % Unfamiliar context % Signers/speakers (language direc1on), mix of deaf clients (different communica1on needs) % Client not familiar working with interpreter % Working with support workers % Travel % Cancella1ons and wai1ng around on jobs

21 ReClections on the week Rarely Some-mes Usually 1) I was given access to adequate preparation materials 2) My co-interpreter(s) and I worked well as a supportive team(s) 3) I was assigned to assignment(s) that were beyond my skill and confidence levels 4) I felt confident reflecting and analysing my performance in assignments on my own 5) I felt confident reflecting and analysing my performance in assignments with my cointerpreter(s) 6) I found linguistic content difficult e.g., terminology 77% 23% 14% 29% 57% 83% 17% 43% 57% 55% 18% 27% 19% 69% 12.5%

22 ReClections on the week Rarely Some-mes Usually 7) I felt confident talking to deaf or hearing clients 7% 40% 54% (P, D, P) to resolve any issues 8) I experienced negative self-talk 29% 57% 14% 9) I felt confident in my overall Auslan into English skills 10) I felt confident in my overall English into Auslan skills 11) I wasn t sure if I was making the right decisions in relation to my role as an interpreter 12) I came across an unfamiliar signer or signing style which was challenging 40% 60% 33% 67% 50% 43% 7% 60% 40%

23 IdentiCied Training Need Rated Rated Working well as a suppor1ve team Reflec1ng and analysing in teams 6 Assigned assignments beyond my skill 5 Talking to D/H clients to resolve issues Auslan into English 4 Unfamiliar signing styles 2 Decisions about role 4 Prepara1on 2 Linguis1c content 3 Reflec1ng and analysing my own performance English into Auslan 3 Nega1ve self-talk

24 Issues affecting your work as an interpreter Supply v DEMAND % Increasing demand, changing landscape % Pressure to accept work beyond skill/comfort level, affect on WHS and quality due to cogni1ve and physical fa1gue % Define pathway to the profession to increase pool Skills % Should be doing a be@er job % Would like to see skills enhanced % Improve pathway in the profession (mentoring)

25 Issues affecting your work as an interpreter Suppor1ng and communica1ng with each other % Working effec1vely as a team % Debrief and reflect in a team (framework) % Lack of feedback and knowledge about how to give it % Talk about professional behaviour % Talk about skills % Share informa1on (regular interpreters) % Concerns for reputa1on of industry and individuals % Everyone running around, no 1me to talk

26 Issues affecting your work as an interpreter Agencies % Alloca1ons to who and how jobs were being allocated, all agencies are different, overlooked % Do not feel valued by agencies % Policy needed when a 2 nd interpreter is not available, pressure to accept work, WHS % Expecta1ons of employers and employees % Work be@er together, improve communica1on and how to respond to client Qs about an agency % Professional development

27 Issues affecting your work as Prepara1on an interpreter % Prepara1on, prepara1on, prepara1on % Affects performance % Paid prepara1on 1me (industry wide) Deaf community % Educate Deaf community about interpre1ng Auslan - language acquisi1on % Access to intensive language classes outside of TAFE

28 Thank you to par1cipants! for their honesty and contribu1on. Thank you!