1. Piecing Together Interpreting
Robyn K. Dean, FIPSE 2007
Piecing Together Interpreting
How to look at interpreting work through the
demand-control schema (DC-S)

2. Introduction to Demands & Controls
Any job can be divided up into demands (what the job requires of the employee) and controls (what the worker brings to bear in response to job demands).
Demands are about the job
Controls are about the worker

3. This understanding of work components and definitions of demands and controls was originally defined by Robert Karasek (1979) for his research on occupational health

4. Definitions of Demands
Requirements of the job
Factors that impact worker
Work challenges faced by employee
Demands are not necessarily demanding, just factors that impact work

5. Dean & Pollard’s Demand Categories
Robyn K. Dean, FIPSE 2007
Dean & Pollard’s Demand Categories
Environmental
That which is specific to the setting (i.e., goal, professional roles, terminology, physical surroundings)
Interpersonal
That which is specific to the interaction of the consumers and interpreter (i.e., culture, FOI, goals)
Paralinguistic
That which is specific to the expressive skills of the deaf/hearing consumers (i.e., style, pace, volume)
Intrapersonal
That which is specific to the interpreter (i.e., thoughts, feelings, physical reactions)

6. Environmental Demands
Robyn K. Dean, FIPSE 2007
Environmental Demands
Goal or purpose of setting
Terminology associated with this setting
Personnel or clientele in this setting
Physical surroundings of the setting
Room temperature
Chemicals and odors
Seating arrangements/sight lines
Lighting quality
Visual distractions
Background noise
Space (people, furniture, equipment)

7. Interpersonal Demands
Robyn K. Dean, FIPSE 2007
Interpersonal Demands
Dynamics that exist between all parties including the interpreter, such as:
Power & authority dynamics
Communication style and goals
Emotional tone or mood
Role and cultural differences
Communication flow (e.g., turn taking)
Relationship nuances (new, familiar, intimate)
“Thought worlds” of hearing & deaf people

8. Robyn K. Dean, FIPSE 2007 --Claude Namy (1977)
Quote about Thought Worlds
“Interpreting…is not merely transposing from one language to another. It is, rather, throwing a semantic bridge between two different cultures, two different thought worlds.”
--Claude Namy (1977)

9. Paralinguistic Demands:
Robyn K. Dean, FIPSE 2007
Paralinguistic Demands:
Idiosyncrasies of speaking
Volume
Pace
Accents
Clarity of speech
Physical position
Physical limitations
Interpreter’s notes: Notice we do not use “language” per se. It is more about the “raw material” an interpreter’s receives. If the interpreter understands the concept or not is another demand category. This is to say that linguistic demand covers the cognition of language and the manifestation of language but not necessarily the concepts involved. Confused? We can talk about this more.
Mental retardation
Stroke
Injured limb(s)
Intoxication
Arthritis
Other R.O.M.
Cerebral Palsy
Facial paralysis
AD/HD
Neck problems
Others?

10. Intrapersonal Demands
Robyn K. Dean, FIPSE 2007
Intrapersonal Demands
Feelings or ruminations one may have about:
one’s safety
one’s interpreting performance
liability
the people and the dynamics
the environment
physiological distractions
psychological responses or distractions

11. Definitions of Controls
Decision latitude afforded to the worker
Response to job demands
Better understood as noun and not verb (to control, to be in control, feel out of control are not accurate applications of control)
Controls are about the employee
Controls in interpreting must also include characteristics of interpreter (gender, age, ethnicity, etc.) because interpreting is a practice profession & about human interaction

12. Dean & Pollard’s Control Categories
Robyn K. Dean, FIPSE 2007
Dean & Pollard’s Control Categories
Pre-assignment controls: controls that exist or are employed before for the formal assignment.
Assignment controls: controls that are employed during the interpreting assignment.
Post-assignment controls: controls that are employed after the assignment is over.
Self-explanatory

13. Pre-assignment Controls
Robyn K. Dean, FIPSE 2007
Pre-assignment Controls
Physical, cognitive, and psychological attributes
Gender, age, ethnicity, etc.
Interpreting education: Direct and Indirect
Credentials: Certification or QA
Experience: Work-related and personal
Direct preparation for the assignment
Clothing
Contacts (team, hearing & deaf consumers)
Readings, prep materials, Internet

14. Assignment Controls Identifying demands Positive Self-talk
Robyn K. Dean, FIPSE 2007
Assignment Controls
Identifying demands
Positive Self-talk
Direct interventions
Interpretations/Translations
Prior Relationships
Code of Ethics/Code of Professional Conduct
Role metaphors (machine, window, telephone line, Bi-Bi, Ally)

15. Post-assignment Controls
Robyn K. Dean, FIPSE 2007
Post-assignment Controls
Supervision
Formal (with supervisor)
Informal (with colleagues)
Debriefing/venting
With support system
Follow up
With people involved
With further education
With referring party
Self-care

16. Dean & Pollard’s application
Robyn K. Dean, FIPSE 2007
Theoretical Construct of DC-S
Dean & Pollard’s application
Karasek’s concepts:
Demands
Controls
Environmental
Interpersonal
Paralinguistic
Intrapersonal
Pre, During, & Post

17. Example of DC-S Analysis

18. First Grade Classroom at Reading Time
The teacher in a first grade class has called her students over to the carpet for story time. The story is about penguins and their adventures as a performing group. The students are seated on the carpet and listening to the continuing story of the penguins. There is an interpreter seated next to the teacher and a deaf student seated on the carpet in the middle facing both teacher and interpreter.

19. Environmental Demands
Goal: Education
Entertainment
Personnel/Clientele:
20 first graders: Most Caucasian, some African-American
Teacher: Hispanic female, mid-30’s
Physical Surroundings: students seated on “reading carpet”, crowded, teacher in front on rocking chair, visually busy walls, door to the hallway is open, gerbil cage with running wheel
Terminology: associated with penguins, performance, specific character names, vocabulary and grammar instruction

20. Interpersonal Demands
Robyn K. Dean, FIPSE 2007
Interpersonal Demands
Teacher uses facial expressions and gestures for correcting children
A student complains she can’t see the picture
Teacher asks students to predict what might happen
The story is visually interesting and students are fascinated watching the interpreter
Student calls out “How do you sign penguin?”
Another student is sneaking candy from his pockets and distributing it to some; others ask but he refuses; teacher is not aware

21. Paralinguistic Demands
“Read” material
Teacher has a Hispanic accent
She reads slowly and pauses for emphasis
Deaf kid signs with one hand (other hand is propping himself up) using his voice
Kid’s are whispering to each other about the candy
Intermittent noise from the hallway makes the story hard to hear

22. Robyn K. Dean, FIPSE 2007
Demands

23. Intrapersonal Demands
In order to get a good idea of intrapersonal demands for this scenario, you will have to place yourself as an interpreter in this scenario. Imagine yourself in this job. What intrapersonal demands would you be facing?
Share your intrapersonal demands with your classmates; note the differences for a later discussion about the interaction of demands and controls!

24. Pre-assignment Controls
Read the chapter ahead of time
Find a comfortable place to sit
Make sure I am placed close enough to the teacher and the book
Mentally prepare myself for a lot of distracting sights and sounds
Ask teacher if some signs from the story could be taught to the class (via deaf student and/or interpreter) so to avoid too many interruptions during story and to encourage interest in their classmate’s language

25. Assignment Controls
Use good visual ASL (use of space and facial expressions) to show the comedic and active nature of the story
Make teacher’s subtle correction of behavior more overt by “signing” the inferred meaning
Make eye contact with the boy passing out candy and give the “I see you” facial expression
Make eye contact with students who are watching the ASL with interest and smile with encouragement

26. Assignment Controls
When the deaf student signs with one hand use consecutive interpreting to figure it out, if still unclear ask for clarification, highlighting the disclarity or ask student to use both hands
Pause with teacher to show similar emphasis techniques in ASL
Use sign vocabulary taught to class deliberately for those paying attention

27. Post-Assignment Controls
Briefly highlight any plot changes or developments in the story with deaf student to ensure clarity of translation
Encourage students’ new vocabulary and encourage interaction with deaf student after story (redirecting attention back to their classmate)
Thank teacher for taking time out at the beginning of the story to respond to students’ curiosity
Consider whether the “candy” disruption should be reported to the teacher and ask for guidance on future behavior issues ( i.e., how she would like me to deal with them -- ignore or report).

28. Piecing Together Any Assignment
Any interpreting assignment will have EIPI demands for interpreters. If you can piece together EIPI demands either before the assignment (and be ready for them by employing pre-assignment controls) or when you walk into any job, you will be able to respond to these demands more effectively which is good for you and your consumers.