The workshop agenda covers topics related to interpreting safely and effectively in corrections settings. It includes discussing how to approach the work while aligning with institutional goals, identifying and preventing inmate manipulation, setting strong boundaries, and tips for physical and emotional safety. Participants will practice scenarios and hear from a guest speaker on ADA compliance. The goals are to provide proactive tips for working with corrections staff, skills for identifying manipulation, maintaining strong boundaries with inmates, and applicable safety strategies.

1. Behind the Wall
Interpreting in Corrections Settings
Andrea Nelson, NIC Master, QMHI

2. About me
• 10 years interpreting
experience.
• Certified 8 years (NIC-Master)
• Interned with Washington State
DOC
• 10 years as a corrections
interpreter.
• 16 years total experience in
corrections settings.
• Recently earned Qualified
Mental Health Interpreter
certification.

3. And you?
• Name
• Where are you from?
• Why are you attending this workshop.

4. Agenda
10am
• Workshop Intro
• How do we approach the work?
• Working within the system.
• Applying our learning: practice cases
Break (10 minutes) ~ 11:30
• Inmate manipulation.
• Boundaries.
• Guest speaker - Holly Delcambre: ADA Compliance Manager, Washington State DOC
Break (5 minutes) ~ 12:50
• Putting it into practice - Role Play time!
• Your Safety:
• Physical
• Emotional
• Evaluations/wrap up

5. 4 things I want you to get out of this workshop
• Proactive tips for working with DOC staff.
• How to identify and prevent against manipulation.
• Setting strong boundaries with offenders.
• Applicable skills for staying safe.

6. Intro

7. Confidentiality
Confidentiality
• No names, no identifying details
• Share only what serves the
work.
• Cloak of confidentiality

8. Respect
• All opinions are valid.
(Even if you disagree.)
• You don’t know the whole story
• Learn from each other & help
each other learn

9. How do we approach the work?

10. 2 key themes
• Universal Precautions / Universal Respect
• Align with the goals of the institution and setting.

11. Universal Precautions Universal Respect
2 important behaviors to practice …
&
1/4

12. 2/4
Align with the goals of the institution and setting.
• We are not allied with the offender.
• We are not allied with a particular staff member.
• Our work must support the goals of the environment.
“The goal of the environment should impact decision-making in interpreting.”
Dean and Pollard, The Demand Control Schema: Interpreting as a Practice Profession”

13. Goal of a correctional institution:
Security&
3/4
Safety

14. Settings:
4/4
Doctor appointment
Dental procedure
Offsite medical visit
Prison hospital
Medical intake
Mental health assessment
Chemical dependency screening
Medication management
Chemical dependency treatment
Acute mental health infirmary
Sex offender treatment
G.E.D. prep
Adult basic education
Computer skills
Life skills class
Transition class
Prison orientation
Graduation
A.A. / N.A.
Workshops
Volunteer led programs
Family events
Church
Bible Study
Chaplain visit
Religious ceremony
Lawyer meeting
Involuntary meds hearing
Disciplinary hearing
Parole board
Law library
What are the goals of these settings?

15. Working within the system.

16. When World’s Collide
• What staff expects of you may
conflict with your interpreter
values.
• Power dynamics.
1/3

17. 2/3
There may be more than one “right” answer.
Ethical dilemma: a circumstance where two or more values are in conflict.
• Consider the professional value of the staff member.
• Clarify what interpreter value you are seeking to uphold.
• Is there overlap?
• Are there alternatives that achieve the goal without compromising values?

18. Finding a Solution.
• Be diplomatic.
• Suggest alternatives.
• Be open to compromise.
3/3

19. Applying our Learning: Practice Cases

20. Case A
You are called to interpret a disciplinary hearing for an offender housed in solitary
confinement. For the hearing, the offender is brought into a small room with a security
glass window. You and the hearings officers are in room on the other side of the
security window.
At the conclusion of the hearing, the officer turns off the audio tape and tells you,
“stop interpreting now. We are going to deliberate. When we’re ready to give our
decision, we’ll tell you to start interpreting again.”
Key points:
• The offender can clearly see the officers speaking and you not interpreting.
• There is a speaker between the two rooms for use with hearing offenders.
• There is an off switch on the speaker which can be used when the officers do
not want the hearing offender to hear their deliberations.
• The hearing is a legally binding proceeding.

21. Case B
You are called to interpret for an involuntary medication hearing for a mentally ill Deaf offender. The
offender is seated on a metal stool which is bolted to the wall and floor. They are handcuffed behind
their back. A chain around their waist is bolted to the floor.
When you mention to the escorting officer the offender will not be able to sign cuffed behind their
back, they respond, “there’s no choice, it’s protocol.”
Key points:
• The offender has a history of assaulting staff.
• The unit has a room separated by safety glass but it only fits 2-3 people and there are 10 staff
present at this hearing.
• There are several alternate pieces of restraining equipment in the unit control booth that allow
the offender to be handcuffed in front, still with very restricted signing movement.
• Only the Lieutenant can authorize using the alternate equipment. His office is in another
building.
• The hearing is being audio taped. You will be asked to state your name for the record.
• The decision of the hearing is legally binding.

22. Small Group Work:
• What is the goal situation?
• What is the professional value of the staff member?
• What interpreter value(s) am I seeking to uphold?
• What solutions achieve the goal without compromising
values?
• Practice! What would you say to the staff member?

23. Inmate Manipulation

24. The bad news
• You will be manipulated.
• It’s a matter of when not if.
• Small acts often lead to more
serious compromises (testing).

25. The Good News
• You can take steps to protect
yourself.
• Be proactive.
• How you respond can make a
big difference.

26. 4 Key skills
• Learn to identify manipulation.
• Minimize opportunities.
• Recognize when you’ve been manipulated.
• Understand what to do if you’ve been manipulated.

27. Identifying manipulation.
Consider the life of an offender…
• Lots of down time.
• Very few privileges.
• Minimal personal possessions.
• Minimal financial resources.
• Prison food / small portions.
• Very little interaction with members of opposite sex.
• Lack of autonomy / lack of control.
• Often facing decades (or a lifetime) locked up.
• For Deaf offenders, you may be the only person they see who speaks their language.
If this was your life, what would motivate you?
1/5

28. Goals of manipulation
2/5
• A conversation with a
female
• A conversation in ASL
• Having someone listen to
their story
• A smile
• To give you a present
• A pack of gum
• Good coffee
• Cigarettes
• Rules bent
• Drugs and alcohol
• A cell phone
• A message passed
• A relationship

29. Minimizing opportunities
• Set and maintain strong boundaries.
• Be mindful of body language and demeanor (yours and
theirs).
• Pay attention.
• Learn offender’s M.O.’s.
3/5

30. Boundaries
4/5
• Never share personal information.
• Don’t engage when offenders tell you personal information.
• Be mindful of your interactions with staff / other interpreters.
• No physical contact of any kind.
• Just because someone else does it, doesn’t mean you should.

31. What if I realize I’ve been manipulated?
5/5
• If you realize in the moment, immediately stop it and/or
leave the situation.
• Alert the appropriate staff when necessary.
• Take steps to prevent further manipulation.
• Utilize reflective practice.

32. Guest Speaker:
Holly Delcambre
ADA Compliance Manager | Washington State Department of Corrections

33. Putting it into practice: role play time!

34. Role play scenario A
You are interpreting in a G.E.D. prep class in a medium security men’s facility. The
majority of the student’s work is independent, so you have a lot of down time. You sit
off to the side when not needed. Today, you’ve brought a book, to read while waiting.
There are 15 total students in the class. There is one teacher, a contractor from a
local community college and 1 offender who works as a T.A.
The Deaf student is absorbed in their work. There is a hearing student who just joined
the class and has been staring at you a lot. Today, while the teacher is busy helping
someone across the room, the student approaches you and tries to engage you in
conversation.
Key points:
• Informal structure / lots of downtime.
• Teacher across the room.
• Offender/student has been staring at you a lot.
• You have a book and are seated off to the side.

35. Role play scenario B
You are interpreting an A.A. meeting. It is lead by offenders with one outside
volunteer “sponsor”.
The Deaf participant arrives at the beginning of the movement period. You’ve never
worked with them before. While waiting for the meeting to start, the Deaf offender
starts chatting with you.
They tell you that you look familiar and they’re sure they know you from the outside.
They start telling you about their life on the outside, trying to figure out a connection.
They are asking you some questions, but mostly they are telling you about their life
in the local Deaf community. You realize you know a lot of the same people.
Key points:
• First time working with this offender.
• You know a lot of the same people from the Deaf community.
• They insist they know you from somewhere.

36. Physical safety

38. Safety Toolbox
• Be aware.
• Partner with staff.
• Have a plan.

39. Communication access is important…
But so are you!

40. Emotional Safety

41. Taking care of you
• Develop a (removable) armor.
• Remember you are doing an
important job.
• Have a support system.
• The power of ritual.
• Self care.

42. Recap: 5 takeaways
• Balance caution with respect.
• Work with the system, not against it.
• Be mindful of everything.
• Corrections is difficult, but rewarding work.
• Safety above all.

43. Thank you!
Andrea Nelson
andrea@ASLbridges.com