Working Therapeutically with Interpreters in Mental Health: A Curriculum for Clinicians.

Given the increasing numbers of people who lack proficiency in spoken English, it would not be uncommon for American healthcare practitioners to encounter clients whose primary language is not English. Additionally, for those clinicians who specifically wish to work with immigrants, refugees or asylees, it is likely that their clientele will be comprised of LEP individuals and families. While many professional interpreters have completed formal training and been certified to provide their unique services, mental health clinicians rarely receive such training to help negotiate the complex dynamics inherent in working with LEP populations where the therapeutic relationship is altered with the addition of an interpreter. This training curriculum proposes the detailed, in-depth training for clinicians as recommended by numerous sources in the literature.

Transcending Cultural and Language Differences: Ethical Codes of Conduct for Translators and Interpreters in Afghanistan

This project examines what an ethical code of conduct would look like in Afghanistan through analysis of historical, cultural and linguistic aspects found within its regions, as well as an examination of ethical codes of conduct for translators and interpreters in other countries. While numerous ethical guidelines and codes of conduct for translators and interpreters exist throughout global communities, it seems that creating a successful standardized ethical code of conduct in Afghanistan may be difficult to achieve given cultural and linguistic complexities. An ethical code of conduct for translators and interpreters in Afghanistan should include particular focus on: cultural sensitivity and courtesy, impartiality, conflict of interest, options for withdrawal, as well as reflect the importance of Pashtunwali.

The Need for Professional Translation and Interpretation in School Districts

The language barrier prevents Latino students from experiencing academic success, and prevents Latino parents from participating in their children's education. Through a review of journal articles, research projects, doctoral dissertations, legislation, and books, this project studies the benefits and dangers of various methods of translating and interpreting in the education system, including issues created by language barriers in schools, common methods of translating and interpreting, and legislation addressing language barriers and education. The project reveals that schools use various methods to translate and interpret, including relying on children, school staff and machine translation, although such methods are often problematic and inaccurate. The project also reveals that professional translation and interpretation are superior to the various non-professional methods.