cally on-going, highly participative, and is available both Smith may be the first step in developing a mechanism for online and in-person. For a full discussion of the findings a more formalized practice of supervision in the interpretfrom this research see Curtis (2017). ing field. Case Study of a Supervision Program Although not yet common practice, there are precedents for ongoing peer reflective practice programs for signed language interpreters (see Anderson, 2012; Hetherington, 2012; Judd, 2015; Maffia, 2014; Smith, Cancel, & Maroney, 2012). One example of such a program is the Professional Supervision for Interpreting Practice Program (PSIP) an ongoing year-long transition program for recent graduates of Western Oregon University’s undergraduate interpreting program (Smith et. al., 2012). Throughout the life of this grant-funded program (20122018), 26 supervision leaders and 15 mentors were trained and 73 recent graduates were provided with postgraduation mentoring and supervision. In the PSIP program, supervision leaders and recent graduates log in to virtual meeting rooms once a month. Recent graduates take turns sharing cases from their interpreting practice and the group helps flesh out the context using the DC-S framework. Participants may then discuss the interplay of demands and controls and the role of values in decision making, brainstorm additional control options, or role play how to implement control options within the given context. Benefits of these supervision sessions for graduates include the opportunity to discuss their work in a safe, confidential, professional place; improved selfreflection; a better understanding of decision-making; increased control options; supportive relationships with colleagues; not feeling alone; and validation (Smith et al., 2012). Recommendations and Moving Forward A final salient finding from this research was that there may be barriers to accessing supervision and the results suggest there is not yet enough supply to meet demand. How then do we move forward in promoting the practice of supervision in our field? The first step would be to develop an infrastructure that would a) provide opportunities for supervision, b) develop criteria for the training and credentialing of supervision leaders, and c) serve as a hub for iterative research. New organizations such as the Interpreting Institute for Reflection-in-Action and Supervision (IIRAS) founded by Robyn K. Dean and Amanda R. www.rid.org
The results of my research indicate that practitioners who engage in peer group supervision experience improved collegial relationships; might these normative benefits help us increase collegiality, reducing instances of horizontal violence, and expanding and strengthening communities of practice? Might the evidence of restorative benefits of supervision such as support, validation, and stress management, help us mitigate the harmful impacts of vicarious trauma and burnout? Could formative benefits such as gaining a new perspective on our work, increasing control options for addressing work demands, and a providing a better understanding of decision making help recent graduates bridge the gap between graduation and certification? Perhaps by putting our heads together with our colleagues in reflective practice we can start to address these issues for the benefit of practitioners, consumers, and the field. References Anderson, A. (2012). Peer support and consultation project for interpreters: A model for supporting the well-being of interpreters who practice in mental health settings. Journal of Interpretation, 21(1), 9–20. Bishop, V. (1998). Clinical supervision: What is it? Why do we need it? In V. Bishop (Ed.), Clinical supervision in practice: Some questions, answers and guidelines (pp. 14–21). London, England: Macmillan Press LTD. doi:10.1007/978-0-230-20817-9_1 Brunero, S., & Stein-Parbury, J. (2008). The effectiveness of clinical supervision in nursing: an evidenced based literature review. Australian Journal of Advanced Nursing, 25(2), 86-94. Retrieved from https://opus.lib.uts.edu.au/ handle/10453/12822 Corey, G., Haynes, R., & Moulton, P. (2014). Clinical supervision in the helping professions: A practical guide (2nd ed.). Alexandria, VA: American Counseling Association. Curtis, J. (2017). Supervision in signed language interpreting: Benefits for the field and practitioners. (Master’s thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/42/ Dean, R. K., & Pollard, R. Q. (2001). Application of demand-control theory to Sign Language interpreting: Implications for stress and interpreter training. 61