Task 4
Apply the Code of Ethics for the interpreting profession.
Knowledge and Skill Statements
Knowledge of:
1. Code of Ethics (NAD & RID) expectations for professional behavior
2. Consequences for violating code of ethics
3. Philosophical background for the code of ethics
4. Laws that supersede the code of ethics (e.g., child abuse)
Skill in:
1. Recognizing the impact of personal values and professional conflicts
2. Applying the Code of Ethics (NAD and RID) to various settings (educational, occupational, governmental, medical, etc.)
3. Distinguishing difference between appropriate and inappropriate practices
4. Recognizing when mediation and adjustment (cultural or situational) are necessary in applying the Code of Ethics
9 comments:
Add your resource here and how it applies to this task.
NAD-RID Code of Professional Conduct
The entire NAD-RID Code of Professional Conduct fits into this section. I would just suggest being familiar with it. I'm not going to put down the entire thing here, but I think we are all pretty familiar with it from NIC Prep class. If you are a little shaky, just go back and review it again. I also put in specific tenets from the CPC that fit in other tasks!!
Cokely's article "Exploring Ethics: A Case for Revising the Code of Ethics" focuses on this task. The point of the article was to encourage RID to re-examine the deontological Code of Ethics and approach it with a more teleolgical approach. (That sounds familiar because that was the basis for Dean and Pollar's DC-S.) He suggested that the code be written in as a list of rights (for the participants, interpreters and hiring agencies) that the profession supports. Each right is described "Participants have the right to expect that in all respects interpreter/transliterators will conduct themselves in a fiar and impartial manner" then supported by a value "Interactional impartiality" and then a description of the "Inherent Obligation". I believe this article was used to support the creation of the current CPCs and the DC-S approach to ethical decision making. This article opened the door for the profession to think less about what's "right or wrong" but to start thinking about why those codes were in place and what values do they support.
RID Association Bylaws
Of all the tasks, the RID Bylaws fit best in this task. I suggest reading through the bylaws, because it is impossible for me to list them all here. It is an easy read and will be good information to know for the test. Below are some of the different categories the bylaws cover.
Article I. Name of Organization.
Article II. Objective of Organization
Article III. Membership
Section 1:
Voting Members- Certified or Associate Members
Non-voting Members
- Certified Member Inactive
- Certified Member Retired
- Student Member
- Supporting Member
- Organizational/ Institutional Member
Section 2: Eligibility for each category of membership.
Section 3: Voting Rights and Requirements
Section 4: Termination of membership or certification
Section 5: Reinstatement
Section 6: Change of Membership Category
Section 7: Membership Sections
Section 8: NAD-RID Code of Professional Conduct Compliance
Article IV: Directors
Section1: Composition of Board of Directors
Section 2: Powers and Limitations
Section 3: Duties
Section 4: Qualifications
Section 5: Term of Office
Section 6: Nominations and Elections
Section 7: Vacancies
Section 8: Meetings of Directors
Section 9: Quorum
Article V: Committees
Article VI: Meetings of Members
Article VII: Regional Organization
Article VIII: Affiliate Chapters
Article IX: Mail Referendum
Article X:Inspection Rights and Corporate Seal
Article XI: Fiscal Year of the Corporation
Article XII: Fees, Dues and Assessments
Article XIII: Amendment of Bylaws
Article XIV: Non-Discrimination Policy
Article XV: Amendment of the Article of Incorporation
Article XVI: Dissolution of the Corporation
Article XVII: Parliamentary Authority
Interpreting: An Introduction
Frishberg discusses ethics involved with interpreting as well as etiquette of interpreting.
Included is the idea of being discreet, maintaining confidentiality, staying impartial to all parties involved in the interpreted situation, rendering accurate interpretations, and proper ways of requesting compensation.
So You Want to Be an Interpreter
Humphrey and Alcorn discuss what it means to be a professional in the field of interpreting. They also discuss ethics of interpreting and provide some guidelines for interpreters to conduct themselves in a professional manner. They also provide some guidance on how to make ethical decisions as well as a summary of the most important points of the Code of Professional Conduct. They discuss empowering the consumer, accurately conveying the message, accepting assignments that you are qualified for, preserving trust of consumers by practicing confidentiality, respecting consumers by keeping a professional distance, and knowing your limits.
Just to add something about Cokely's article. I think he was really emphasizing the need for interpreters to understand the values and principles behind the CPCs. If we can critically analyze and discuss these principles and values then we can make changes to the Code of Ethics as needed and think more about the consequences of our decisions in our work and less about the "rules" of the profession.
Reading Between the Signs -
She also discusses the history of the Code of Ethics (the book was published before the current CPCs were published). Originally RID was composed of family members of deaf community members and their focus was "serving" the deaf community, then as interpreter training programs were developed there was a great change in the field. Now graduates of these ITPs were not personally connected to the deaf community and they wanted to change the RID's focus less on "service" and more on "professionalism", which also hurt RID's relationship with the Deaf Community in general. Suddenly, RID was requesting that there be no deaf people involved in the certification process, which negatively affected the relationship between RID and NAD. Which led us to the current CPCs which were co-authored with NAD and this new wave of interpreters that want to rebuild the relationship with the deaf community and recognize that professionalism and service do not need to be discrete philosophies.
Notes:
I wasn't really sure where to put this, so here it is.
LAWS
1965- PL 89-333: The Vocational Rehabilitation Act of 1965
- Identified sign language interpreting as a service for Deaf clients of vocational rehabilitation for the first time, marking the beginning of paid interpreting opportunities for sign language interpreters in the U.S.
1973- PL 93-112 Rehab Act of 1973
Section 501 (employment practices of the Fed govt)
Section 503 (Fed contractors)
Section 504 (Recipients of Fed Assistance)
- Defines "handicapped individuals" and their rights. Mandates fully accessible rehab services to members of disability groups. This means that agencies and institutions receiving federal funds must be accessible- past secondary institutions, business, criminal legal proceedings, and medical settings, etc. have to provide sign language interpreters and other forms of access accommodation.
1975- PL 94-142 Education for All Handicapped Children Act
- Requires that disabled children be educated in the "least restrictive environment". This has led to the widespread integration of disabled children within regular classrooms and has resulted in a proliferation of interpreting jobs within elementary and secondary schools.
1978- PL 95-539 The Court Interpreters Act of 1978
- Mandates the use of only certified interpreters when non-English speaking litigants are involved in Federal Court.
1978- PL 95-602 Rehabilitation Amendments of 1978
Sec. 101- mandates the use of personnel trained in the use of the client's native language or mode of communication.
Sec. 304- provides money that currently (as of 2001) funds 12 federal interpreter education centers.
1991- Americans with Disabilities Act
- Applies the concept of "equal access" to the private business sector. ADA requires businesses of a certain minimum size to provide interpreters to Deaf employees, TTYs, etc.
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