“Discover Interpreting Patterns”

Date & Time: Sat. March 9, 2013 from 9-11:30am EST

Presenter: Sarah Wheeler with a possible special guest.

​​Location: iLinc (online workshop)”

RID 0.25 CEUs

Cost $30.00

WORKSHOP INFO LINK

Spend the morning in your PJ’s and join us in explore information related to your work and hard formed patterns that you may have developed over the years of interpreting.  We will be discussing how the habit loop affects your interpreting work and how you can reinforce positive interpreting habits through deliberate practice. Some of these practices we will discuss including journaling, self and peer reflection and mentorship. Workshop information is based on the book, “The Interpreters Journal. A Guide for lifelong Learning and Self Care for Interpreters and Wink’s Views article on Deliberate Practice.”​Space is limited to 25 participants.

Please contact ASL Links at asllinksnc@gmail.com with accommodations requests at least 10 days before the event.​

CEUs are sponsored by NCRID. NCRID is an Approved RID CMP Sponsor for Continuing Education Activities.

​This PS workshop is offered at a total of 0.25 CEUs at the “Little” Content Knowledge Level.

​This workshop is designed for people working in the interpreting field and interested parties of the interpreting field.

EDUCATIONAL OBJECTIVES:

Participants will leave with an enriched understanding of habit loops, examining biases, and self-awareness within their work. Have a better definition of the meanings of deliberate practice and reflective practice. Participants will gain new tools and strategies that can be incorporated within their daily work as interpreters. These strategies can include purposeful journaling, mentoring, and tracking data.

ASL LINKS – (Home) 

E-MAIL: asllinksnc@gmail.com

Part 2 – Strike a Pose

Webcast

 March 23, 2013

9:00 AM – 12:00 PM (Central Time)

 0.3 PS CEUs

Cost: $35

“Models are metaphors: ways of seeing one set of behaviors in terms of some other. Of course interpreters are not, never have been, and never will be machines, but if we think of some of the good qualities of efficiently running machines, it is useful to make the analogy. Throughout our brief history we have attempted to better understand what it is we do, and how we should be doing it. As our skills and knowledge grow, we are better able to make appropriate choices.”

In this webcast we will be discussing the most popular models from both a historical and practical application. Which is the best? Which model is the right one? Which model serves our clients and our professionalism the best? So, strike a pose and lets look at the virtual application of these philosophies and see which one looks and functions best.

Participants will: 

Have a clear understanding of the various interpreting models used historically; will understand the appropriateness for selecting the best model to be used; and will have a working knowledge and practical application of why these ideas and concepts are important for interpreters and the clients we serve.

About the Presenter

David W. Hylan, Jr., MS, CI/CT, LA Level V

David Hylan holds a Master of Science degree in Deaf Education and a Bachelor of Science degree in Speech, both from Lamar University. He has been employed at the Betty and Leonard Phillips Deaf Action Center for the past 27 years and serves as the Center’s Executive Director. He has provided over 35 years of professional services as an interpreter and mentor. David is one of the founding members of the Louisiana Coalition of Service Providers and has provided interpreting services on the college level as well as in medical, legal and governmental situations. He holds RID Certifications, Certificate of Interpreting (CI) and a Certificate of Transliteration (CT), serves as an RID Local Test Administrator (LTA) and holds a State of Louisiana Level V certificate issued by the Louisiana Commission for the Deaf. He is a member of the National Registry of Interpreters for the Deaf and the Louisiana Registry of Interpreters for the Deaf. David has conducted workshops on the state and local level in the areas of sign language interpreter training, ethics and American Sign Language training. He has also taught courses in the area of deafness in postsecondary education situations.

Register HERE

Contact:  Raydra Hall

raydra@deafactioncenter.org

318-425-7781

With any questions.

I’m a Good Interpreter!…(I think)

Webcast

 March 9, 2013

9:00 AM – 12:00 PM (Central Time)

 0.3 PS CEUs

Cost: $35

What makes a truly “good” interpreter?  A seeming command of multiple languages?  Expertise in expressive or receptive skills?  Making complex concepts simple to understand?  Always knowing just what to say/sign as well as when and how to do so?

Surely, we’ve all watched other “good” interpreters at work, sometimes with admiration, wonder, or maybe even a tinge of jealousy.  But why do we label them “good”?  For that matter, why do we label ourselves “good”? (you know we do!) Do credentials, certification or background in themselves define us as interpreters, or are there other intangibles that affect who we are and how we go about our work?

Get ready to do some self-scrutiny as we discuss the various definitions of a “good” interpreter (and not so good) and focus on qualities that make them that way.  After that, delve into a discussion of the characteristics of interpreters that cannot be defined by a simple testing process, but that very well can determine if we, or others, are as “good” as we think.  By the end of this webcast, you may very well replace “I’m a good interpreter!” with, “How good an interpreter am I”?  Join me as we seek to find the answers together.

About the Presenter

Earl Harden began learning ASL in the early 1990s in his hometown of New Orleans, LA, when his sister (now an RID-certified interpreter in Brooklyn, NY) began learning ASL to be able to communicate with a Deaf girl who attended worship services in their congregation.  In the process of obtaining an Associates’ Degree in Drafting from Delgado Community College in New Orleans (1993), Earl took ASL I and II, which only strengthened his desire to delve deeper into his Deaf studies.  In January 1995, Earl relocated to Patterson, NY to serve as a volunteer at the Watchtower Educational Center.  He regularly associated with the Deaf communities of upstate New York and Connecticut, where his knowledge of ASL was expanded and refined.  He initially worked with the Audio/Video department on ASL drama projects as playback operator, later serving as camera operator and proofreader for several ASL programs.   Working with on-camera Deaf talent and off-camera Deaf translators, Earl interpreted stage directions, seminars, and other programs.  His duties also involved contacting Deaf talent and organizing casts for ASL Bible dramas, and assisting with storyboarding, direction, and editing of ASL video productions. In late 2006, Earl and his wife moved to the Dallas/Ft. Worth area, where he earned his BEI certification and interpreted for various colleges and interpreting agencies, including training with Sorenson VRS.  In August 2012, Earl, his wife, and 3-year-old son relocated to Shreveport, LA, where Earl currently serves as a Staff Interpreter at The Betty and Leonard Phillips Deaf Action Center.   Now that the preoccupation of relocating and welcoming a second child into the world has somewhat subsided, Earl will pursue his RID certification to better serve the Deaf community – and because he simply cannot allow his older sister to beat him at everything.

Register HERE 

Contact:  Raydra Hall

raydra@deafactioncenter.org

318-425-7781

With any questions.

CEUs at the last minute!

At the end of your cycle and find you are short on CEUs? Don’t fret!!!

Signs of Development can process CEUs virtually up to the last minute.

For Full Information Go to Their Website:

http://www.signs-of-development.org/website/CEUs.html

Finding Accredited Online Real Estate Schools

There are a number of schools that provide real estate courses online. You could just do a Google search to find one that seems right, but how do you know if you are getting the best deal? It’s important to make sure you are getting the best bang for your buck when it comes to getting licensed, as some say passing the state exam can be a bit tough. Here are some things to look out for to make sure you are choosing the right online real estate school.

The services that the best online real estate schools offer you are:

- The first one is simple. Make sure you like the layout and format of the online school. It sounds silly, but if you are going to be spending hours staring at your screen, make sure you are satisfied with the way the site looks.

- Provide you the feature of 24-hour online education. You don’t want to be restricted to taking your online courses only during business hours. The point of these courses are convenience, so don’t fall for a school that offers a less expensive price, but limits your access.

- Have reputable instructors that can provide assistance when you have a question. Sometimes, just seeing it on the screen doesn’t answer your question, so having a knowledgeable person to clarify difficult questions is essential to a good school.

- Choose a school that offers exam prep courses. It’s one thing to go through all of the course material, but it’s another to pass your test. Having an idea of what is going to be on the test is helpful for making sure you pass the first time.

So, if you’re lucky enough to be in one of the limited states that offer online real estate schools, follow these steps to make sure you are choosing the right school. Better yet, check out www.RealEstateWebSchools.com to compare top online real estate schools all in one place. Then, get out there and find that perfect piece of investment property to add to your retirement portfolio. Best of luck!

Very often, the on-the-job demands of a profession outweigh the time available to devote to learning. Professionals striving to remain current with both their daily duties and professional concerns are looking for methods of acquiring Continuing Education without the inconvenience of leaving the work area and incurring travel expenses.

There are some highly accomplished training providers in Texas that offer the benefits of being in a classroom environment with the convenience and cost savings of online training. They offer continuing education (CE) training courses to professionals like Electricians, Air conditioning & Refrigeration contractors, Cosmetologists, and Tow truck operators.  Their company is certified to offer these courses in specific US States like Texas, Oklahoma, Georgia, Ohio, Iowa, Montana, Alaska, Delaware and Oregon. There are several benefits offered by these course providers. Some of them include:

· The students who complete their TDLR (Texas Department of Licensing and Regulation) approved courses like Electrician CE, Cosmetology CE, Air Condition CE and Tow CE, are able to get their respective professional licenses renewed.

· All courses are only offered online; individuals can take the course from any computer that has Internet access.

· Their website keeps track of every course an individual takes, the answers that they select, and the scores for each exam.  It also gives performance benchmarks and lets them know instantly how they are doing in all areas.

· The course can be paused at any time for later use.  In addition, users are able to log-in and log-out as many times as they like.

· Users can obtain help by using the support link or by sending a request to the company via email.

· These training providers also offer Corporate Accounts, which is a great way for companies and individuals to purchase courses in bulk at discounted pricing.

Online continuing professional education is much like a self-directed professional education. With the expert assistance of AbbaTraining.com, individuals can easily undergo the desired career advancement, comfortably and cost-effectively.

Disasters can be particularly traumatic to children. Sometimes, it can be difficult to determine the extent of the psychological trauma, and whether or not professional mental health services are indicated. This checklist is one way to assess a child’s mental health status.

Add up the pluses and minuses to obtain a final score. If the child scores more than 35, it is suggested you seek a mental health consultation.

Has the child had more than one major stress within a year BEFORE this disaster, such as a death in the family, a molestation, a major physical illness or divorce? If yes: +5

Does the child have a network of supportive, caring persons who continue to relate to him daily? If yes: -10

Has the child had to move out of his house because of the disaster? If yes: +5

Was there reliable housing within one week of the earthquake with resumption of the usual household members living together? If yes: -10

Is the child showing severe disobedience or delinquency? If yes: +5
Is the child showing any of the following as NEW behaviors for more than three weeks after the disaster?

Nightly states of terror? +5

Waking from dreams confused or in a sweat? +5

Difficulty concentrating? +5

Extreme irritability? +5

Loss of previous achievements in toilet or speech? +5

Onset of stuttering or lisping? +5

Persistent severe anxiety or phobias? +5

Obstinacy? +5

New or exaggerated fears? +5

Rituals or compulsions? +5

Severe clinging to adults? +5

Inability to fall asleep or stay asleep? +5

Startling at any reminder of the disaster? +5

Loss of ambition for the future? +5

Loss of pleasure in usual activities? +5

Loss of curiosity? +5

Persistent sadness or crying? +5

Persistent headaches or stomach aches? +5

Hypochondria? +5

Has anyone in the child’s immediate family been killed or severely injured in the disaster (including severe injury to the child)? +15
Note: Preoccupation with death, unusual accident proneness or suicidal threats are reasons for immediate consultations. It is also recommended that any child who has been seriously injured or who has lost a parent, sibling or caregiver by death, have a psychological evaluation and/or brief therapy.

Note: This checklist was developed under the auspices of Project COPE, a federal funded (FEMA) crisis counseling program activated in Santa Cruz, California, in response to the October 17, 1989 Loma Prieta Earthquake. The project provided individual, family and group counseling, agency debriefing services and a school intervention program. Over the course of 16 months, the project provided services to more than 25,000 individuals. Peter J. Spofford, M.S. served as Project COPE Director.

Promote the widespread understanding that women’s mental health is an essential part of their overall health.
Improve the interface of primary care and mental health services for women.
Accelerate research to increase the knowledge base of the role of gender in mental health and to reduce the burden of mental illnesses in both women and men.
Increase gender and cultural diversity in academic research and medicine.
Support efforts to track the mental health, distress, and well-being of women and girls in national, State, and large community-based surveillance systems.
Decrease the amount of time it requires to translate research findings on women’s mental health into practice.
Recognize the unique prevalence of trauma, violence, and abuse in the lives and mental health of girls, women, and female veterans. Address their effects and support promising new approaches that enhance recovery.
Address the cultural and social disparities that place women at greater risk for certain mental illnesses by including considerations of these disparities in diagnosis and intervention and by investigating ways to increase cultural competence in treatment approaches.
Promote a recovery-oriented, strengths-based approach to treatment for women promulgated by the recommendations of the President’s New Freedom Commission.
Build resilience and protective factors to promote the mental health of girls and women and aid recovery.
Meet the mental health needs of girls and young women as part of overall health care.
Visit http://www.aspirace.com/courses/course-browser.aspx for more on this topic

Incorporate gender issues and considerations in emergency preparedness and disaster planning, including mental health issues.
The Action Steps for Improving Women’s Mental Health represent a collaborative effort of women’s health experts across multiple agencies and offices of the U.S. Department of Health and Human Services (HHS) including the HHS Office on Women’s Health, Office of the Surgeon General, Substance Abuse and Mental Health Services Administration, Office of Minority Health, National Institute of Mental Health, National Institute on Drug Abuse, Indian Health Service, and Office of the Assistant Secretary for Policy and Evaluation. Its purpose is to spur positive changes. The hope is that policy planners, healthcare providers, researchers, and others will take up its suggested actions and help translate them into reality. In this way, we can promote improved mental health and a healthier future for the women and girls of America.

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Mental Disorders are Disabling

The burden of mental illness on health and productivity in the United States and throughout the world has long been profoundly underestimated. Data developed by the massive Global Burden of Disease study,¹ conducted by the World Health Organization, the World Bank, and Harvard University, reveal that mental illness, including suicide,² ranks second in the burden of disease in established market economies, such as the United States (Table 1-1).
Mental illness emerged from the Global Burden of Disease study as a surprisingly significant contributor to the burden of disease. The measure of calculating disease burden in this study, called Disability Adjusted Life Years (DALYs), allows comparison of the burden

*Disability-adjusted life year (DALY) is a measure that expresses years of life lost to premature death and years lived with a disability of specified severity and duration (Murray & Lopez, 1996).

**Disease burden associated with“mental illness” includes suicide.

of disease across many different disease conditions. DALYs account for lost years of healthy life regardless of whether the years were lost to premature death or disability. The disability component of this measure is weighted for severity of the disability. For example, major depression is equivalent in burden to blindness or paraplegia, whereas active psychosis seen in schizophrenia is equal in disability burden to quadriplegia.

By this measure, major depression alone ranked second only to ischemic heart disease in magnitude of disease burden (see Table 1-2 ). Schizophrenia, bipolar disorder, obsessive-compulsive disorder, panic disorder, and post-traumatic stress disorder also contributed significantly to the burden represented by mental illness.

Source: Murray & Lopez, 1996.

Mental Health and Mental Illness: Points on a Continuum

As will be evident in the pages that follow, “mental health” and “mental illness” are not polar opposites but may be thought of as points on a continuum. Mental health is a state of successful performance of mental function, resulting in productive activities, fulfilling relationships with other people, and the ability to adapt to change and to cope with adversity. Mental health is indispensable to personal well-being, family and interpersonal relationships, and contribution to community or society. It is easy to overlook the value of mental health until problems surface. Yet from early childhood until death, mental health is the springboard of thinking and communication skills, learning, emotional growth, resilience, and self-esteem. These are the ingredients of each individual’s successful contribution to community and society. Americans are inundated with messages about success—in school, in a profession, in parenting, in relationships—without appreciating that successful performance rests on a foundation of mental health.

Many ingredients of mental health may be identifiable, but mental health is not easy to define. In the words of a distinguished leader in the field of mental health prevention, “. . . built into any definition of wellness . . . are overt and covert expressions of values. Because values differ across cultures as well as among subgroups (and indeed individuals) within a culture, the ideal of a uniformly acceptable definition of the constructs is illusory” (Cowen, 1994). In other words, what it means to be mentally healthy is subject to many different interpretations that are rooted in value judgments that may vary across cultures. The challenge of defining mental health has stalled the development of programs to foster mental health (Secker, 1998), although strides have been made with wellness programs for older people (Chapter 5).

Mental illness is the term that refers collectively to all diagnosable mental disorders. Mental disorders are health conditions that are characterized by alterations in thinking, mood, or behavior (or some combination thereof) associated with distress and/or impaired functioning. Alzheimer’s disease exemplifies a mental disorder largely marked by alterations in thinking (especially forgetting). Depression exemplifies a mental disorder largely marked by alterations in mood. Attention-deficit/hyperactivity disorder exemplifies a mental disorder largely marked by alterations in behavior (overactivity) and/or thinking (inability to concentrate). Alterations in thinking, mood, or behavior contribute to a host of problems—patient distress, impaired functioning, or heightened risk of death, pain, disability, or loss of freedom (American Psychiatric Association, 1994).

This report uses the term“mental health problems” for signs and symptoms of insufficient intensity or duration to meet the criteria for any mental disorder. Almost everyone has experienced mental health problems in which the distress one feels matches some of the signs and symptoms of mental disorders. Mental health problems may warrant active efforts in health promotion, prevention, and treatment. Bereavement symptoms in older adults offer a case in point. Bereavement symptoms of less than 2 months’ duration do not qualify as a mental disorder, according to professional manuals for diagnosis (American Psychiatric Association, 1994). Nevertheless, bereavement symptoms can be debilitating if they are left unattended. They place older people at risk for depression, which, in turn, is linked to death from suicide, heart attack, or other causes (Zisook & Shuchter, 1991, 1993; Frasure-Smith et al., 1993, 1995; Conwell, 1996). Much can be done—through formal treatment or through support group participation—to ameliorate the symptoms and to avert the consequences of bereavement. In this case, early intervention is needed to address a mental health problem before it becomes a potentially life-threatening disorder.

HIV and AIDS CEUS 

Description

Differentiate between HIV and AIDS
Identify causes
Learn epidemiology
Learn the historical framework related to the development of HIV/AIDS
Become familiar with the impact HIV/AIDS on culture
Identify and recognize common stigmas associated with HIV/AIDS
Increase familiarity with the relationship between HIV/AIDS and mental health
Increase familiarity with the relationship between HIV/AIDS and substance abuse
Develop the ability to identify the characteristics and method of assessment and treatment of people who live with HIV/AIDS.