Demand Control Schema presentation

Daniel Greene, Phoenix College IPP205, September 18, 2012
Demand–Control Schema
… because “it depends” isn’t good enough.

Necessity is the mother of invention:
Our historical lack of sufficient schema
✤ Methods of Instruction:!
✤ Focus on language and culture!
✤ “It all depends...” insufﬁciencies!
✤ Rhetoric vs. de facto practice (what you say vs. what you do)!
✤ Perception of interpreting:!
✤ by deaf and hearing consumers!
✤ by novice and experienced interpreters
Citation: Dean, R. K. & Pollard, R. Q (2011). Context-based ethical reasoning in interpreting: A demand control schema perspective. Interpreter and Translator Trainer, 5(1), 155-182.

Origins of Demand–Control Schema
✤ Job Demand–Control Theory (Karasek,
1979; Karasek & Theorell, 1990)!
✤ “No job is inherently stressful.”!
✤ Jobs entail “demands” and “controls”!
✤ Demands = job challenges faced by
worker!
✤ Controls = resources available to that
worker!
✤ Demand–Control Schema for
Interpreting (Dean & Pollard, 2001)!
✤ Developed in response to interpreter:!
✤ Stress!
✤ Injury!
✤ Attrition

Job demands, job decision latitude, and mental
strain: Implications for job redesign (Karasek, 1979)
Low Demands + Low Control =
“Passive” Job
High Demands + Low Control =
“High Strain” Job
Low Demands + High Control =
“Low Strain” Job
High Demands + High Control =
“Active” Job
Job 
Demand
Job Control (job decision latitude)
Citation: Karasek, R., & Theorell, T. (1990). Healthy work. New York: Basic Books.

Demands & Controls signed “D” and “C”
Image source: https://www.grc.nasa.gov/www/k-12/UEET/StudentSite/dynamicsofﬂight.html

Demands vs. Controls
Challenges Resources
“What is the job asking of me?” “How am I responding?”
What needs handling Decision Latitude
Job Interpreter

Categorizing Interpreting Demands: EIePIa
Eee–Eye–Pee–Eye Oh!
✤ Environmental: That which is specific to the setting; e.g., physical surroundings, terminology,
personnel/clientele, goal!
✤ Interpersonal: That which is specific to the interaction of the consumers and interpreter; e.g.,
culture, goals, fund of information (FOI)!
✤ Paralinguistic: That which is specific to the expressive skills of the deaf/ hearing consumers;
e.g., style, pace, volume, speech impediments!
✤ Intrapersonal: That which is specific to the interpreter; e.g., thoughts, feelings, physical
reactions

Constellation of
Concurrent Demands
& the Main Demand
The pressing problem in a cluster of circumstances
Main
Demand
Concurrent Demands

Constellation of Demands vs. Main Demand:
Which one do you think is the main demand?
✤ Four people in the doctor’s ofﬁce:!
✤ Doctor!
✤ Deaf mother!
✤ Deaf baby!
✤ Me (interpreter)!
✤ Baby is screaming.!
✤ I can’t hear the doctor.!
✤ Fluorescent lights!
✤ Linoleum tile ﬂoors!
✤ Sterilized instruments!
✤ Doctor is 45 years old.!
✤ Doctor is from India.!
✤ Baby has colic.!
✤ I am hungry.

Controls
Pre-assignment During assignment Post-assignment
education!
experience!
research!
role-playing
acknowledgments!
self-talk!
interventions!
adjusted translations!
prior relationships!
CPC!
role metaphors
supervision!
debrieﬁng/venting!
follow-up!
self-care

Ethical & Effective Controls (Dean & Pollard)
Too Liberal
(therefore ineffective
or unethical)
Ethical & Effective
Decisions & Actions
Too Conservative
(therefore ineffective
or unethical)
!
Liberal Conservative
Citation: Dean, R. K. & Pollard, R. Q. (2005). Consumers and service effectiveness in interpreting work: A practice profession perspective’, in 
M. Marschark, R. Peterson, and E. Winston (Eds.) Interpreting and Interpreter Education: Directions for Research and Practice. New York: Oxford University Press, p. 270.!

“D C C± RD” Sequence (Dean & Pollard)
Demand Control Consequence
(positive/negative)
Resulting Demand

Deontological vs.
Teleological Ethics
✤ Duty-bound ethics vs. Goal-oriented ethics!
✤ Deont- (Gr.) “being necessary” + -logy (the
study of). The study of duty & obligation.!
✤ Telos- (Gr.) “end” + -logy (the study of). The
explanation of phenomena by the purposes
they serve rather than by postulated* causes.!
✤ Values guide the means that serve the end.!
✤ *taken for granted, assumed to exist,
assumed to be a fact, assumed to be true. Photos courtesy of Bill Vicars, LifePrint.com
SERVE GOAL
DUTY OBLIGATION

What can working interpreters do?
✤ Predict/respond better to job demands!
✤ Identify job demands immediately and more conﬁdently apply control options!
✤ Communicate to consumers what you need on the job and why!
✤ Self-supervise: critique work before, during, and after; reﬁne control options!
✤ Engage in formal supervision with colleagues!
✤ Get additional (safe) training opportunities

What can interpreting students do?
✤ Ask instructor to further deﬁne or name the “it depends” factor(s).!
✤ Critique work of self, classmates, and instructor on control options/consequences.!
✤ Make your learning purposeful, not happenstance.!
✤ Learn more about settings in unique and more effective ways (independent study).!
✤ Ask mentors “what were you responding to?” if they don’t tell you why they did what they
did.

Remember: DC–S is a “best practice” process
for ethical decision–making (Dean & Pollard).

The interpreter’s “real” (hidden) introduction:
✤ I will need to change the words you have chosen.!
✤ I will need to add and delete information in translation.!
✤ You and the deaf person respond to my translation choices, not the original comments, which
leads and influences both of you and the resulting dialogue.!
✤ I will add my own judgment to what you mean and what the deaf person means.!
✤ My very presence and my needs will influence the flow of the interaction and your
relationship.

Technical Professions vs. Practice Professions
Professions such as Laboratory Science
and Engineering
Professions such as Medicine, Teaching,
and Law Enforcement
Removed from 
Social Interaction with Consumers
Dynamic, Interactive Social Conext
Rote Memorization Ethical Decisionmaking
Predictable Unpredictable

References
✤ Dean, R. K. & Pollard, R. Q. (2011). Context-based ethical reasoning in interpreting: A demand
control schema perspective. Interpreter and Translator Trainer, 5(1), 155-182. !
✤ Dean, R. K. (2011). Beyond deontology: Exploring the values of interpreting. Lecture presented
to the 1st cohort of the Master of Arts in Interpreting Studies, Western Oregon University,
Monmouth, OR.!
✤ Dean, R. K. & Pollard, R. Q. (2010). Teleological vs. deontological approaches to ethical
decision making. Workshop presented at the Conference of Interpreter Trainers, San Antonio,
TX.

References
✤ Dean, R. K. & Pollard, R. Q. (2006). From best practice to best practice process: Shifting ethical thinking
and teaching. In E. M. Maroney (Ed.), A new chapter in interpreter education: Accreditation, research and
technology: Proceedings of the 16th National Convention — Conference of Interpreter Trainers (pp. 119-131.)
Monmouth, OR: Conference of Interpreter Trainers.!
✤ Dean, R. K. & Pollard, R. Q. (2005). Consumers and service effectiveness in interpreting work: A
practice profession perspective’, in M. Marschark, R. Peterson, and E. Winston (Eds.) Interpreting and
Interpreter Education: Directions for Research and Practice. New York: Oxford University Press, p. 270.!
✤ Dean, R. K. & Pollard, R. Q. (2004, October). A practice-profession model of ethical reasoning. Views
21(9), 1, 29-29. Registry of Interpreters for the Deaf.!
✤ Dean, R. K. & Pollard, R. Q. (2001). Application of demand-control theory to sign language interpreting:
Implications for stress and interpreter training. Journal of Deaf Studies and Deaf Education, 6(1), 1-14.

Demand Control Schema presentation

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