An interpreter receives an assignment to interpret for a student who is deaf, who's parents are friends with the interpreter. During the assignment, the student begins to develop behavior problems. When the interpreter see's the students parents at a community event, the parents inquire about their child's behavior in school. 

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The problems in this scenario are:

1. The relationship the interpreter has outside of work with the parents of the student.

2. The interpreter accepted an assignment that has dual roles.

3. The student is experiencing behavior problems.

4. The parents are asking about the student’s behavior.

The interpreter could:

1. Say “The teacher would know better than I would, I tend to focus on either interpreting or working with whatever student I’m supposed to be helping.”

2. Redirect the question to the student. “Have you asked (student) how he feels about it?”

3. Inform the parents the interpreter is bound by confidentiality and can’t discuss that, and then inform the teacher the parents were asking.

The interpreter should:

The interpreter should inform the parents the interpreter is bound by confidentiality and can’t discuss that, and then inform the teacher the student's parents asked about the student. This is the best decision because it enables the interpreter to uphold the following CPC tenants:

1.1 (Share assignment-related information only on a confidential and “as-needed” basis) – The student’s parents are not part of the educational team, and therefore the teacher should be the one discussing the student’s behavior problems with the parents, not the interpreter.

2.5 (Refrain from providing counsel, advice, or personal opinions) – While the interpreter can believe the student’s behavior is a problem, it is still a personal opinion and therefore should not be shared with the client, or anyone else.

3.3 (Avoid performing dual or conflicting roles) – Discussing the student’s behavior with the parents would be a conflict because the interpreter has changed their role from a communication facilitator to someone who has a personal stake in the situation.

3.8 (Avoid actual or perceived conflicts of interest that might cause harm or interfere with the effectiveness of interpreting services) – Sharing information about the student’s behavior further blurs the line between the interpreter’s roles. The interpreter again is no longer an unbiased language facilitator, but someone who is friends with the student’s parents. This is a conflict of interest and might cause harm to the interpreter-client trust dynamic.

3.10 (Refrain from using confidential interpreted information for the benefit of personal or professional affiliations) – The interpreters place in the classroom should not be used as conversation material outside of the assignment because it may benefit the relationship the interpreter has with the parents.

Short term impacts:

Deaf Consumer:

• The deaf consumer can continue to benefit from the interpreter-client trust dynamic without feeling as though the interpreter will report back to parents.  

• Will not be in trouble with parents based on the interpreter’s feelings regarding his behavior.

• Has chance to resolve problems with teacher before involving parents.

• Learns how interpreters are expected to uphold confidentiality in assignments.

Hearing Consumer:

• Teacher is enabled to reach out to parents if/when they feel it is necessary.

• Teacher may better understand how the interpreter’s role works.

• Teacher gains a better understanding of the student’s home situation. (that the parents want to be informed)

• Avoids dealing with conflict that may arise from interpreter not following CPC.

Interpreter:

• Is enabled to uphold the CPC.

• Maintains professional and personal boundaries.

• Can continue to work on the assignment with the student.

• Enables deaf consumer.

Interpreting Community:

• Avoids having to become involved to resolve conflict of violations of CPC

• Is represented by an ethical interpreter

• Learns from interpreter’s experience

• Does not have to replace interpreter

Long Term Impacts:

               Deaf consumer:

• Maintains understanding of how interpreter-client relationships are supposed to be.

• Maintains professional relationship with interpreter.

• Feels comfortable using interpreters in the future.

• Learns about proper channels for conflict resolution.

Hearing consumer:

• Understands interpreter’s role in classroom.

• Gains experience in approaching parents regarding student’s behavior.

• Learns how to better work with interpreters on the educational team.

• Becomes more experienced in conflict resolution.

Interpreter:

• Gains professional experience.

• Is permitted to continue interpreting.

• Maintains professional and personal relationships.

• Is seen as an ethical interpreter by the community.

Interpreting community:

• The student will understand the interpreter’s role and use them in the future, providing work.

• Future interpreters in that classroom are not held to expectations that would violate the CPC.

• The interpreter becomes better suited to be a mentor for future interpreters.

• The profession of interpreting is represented by an ethical interpreter.

If I were the interpreter in this situation, my answer may change based on new or different information but I will always uphold the tenets of the CPC.