The Linguist

14 The Linguist Vol/62 No/1 thelinguist.uberflip.com FEATURES join support groups facilitated by clinicians. However, when the clinicians have little or no experience and training in working with interpreters, participants can find the process frustrating. In any case, designating the facilitator role to clinicians creates an asymmetrical power dynamic and hierarchical structure. These power issues could be addressed by training interpreters to facilitate reflective practice groups safely. Once trained, the interpreter-facilitators would be expected to continue with ongoing supervision of their facilitation practice. Such an initiative (i.e. training non-clinicians to facilitate intra-practitioner supervision) is not without precedent. 5 The Pásalo Project piloted a brief intervention to train interpreter-facilitators between 2019 and 2022, drawing on an apprenticeship approach. It was evaluated by 12 qualified and experienced interpreters. The two most important outcomes identified were learning about psychological safety; and learning how to listen and allow space for others to comment. Eight of the participants rated the course as highly effective in building their confidence to become an interpreter-facilitator of reflective practice/supervision groups. They then used the training as a springboard to provide intra-professional support for interpreters, including those who work with some of the most vulnerable people in our communities. It seems likely that reflective practice support could also contribute to more effective professional practice, but more research is needed in this area. Examples of reflective practice Public service interpreters generally work in a professional vacuum. Due to the confidential nature of their work, interpreters have traditionally had limited (or no) opportunities to share the challenges they may experience on their assignments. Recognising this, the In-Trans interpreting and translating service of the Grampian Regional Equality Council (GREC) based in Aberdeen, Scotland, organised discussion meetings for community interpreters, who raised issues such as burnout, lack of security and secondary trauma related to their work. In 2020, a more formal approach to cope with these issues was recommended, and in 2022 a reflective practice apprenticeship training programme was established. A group of five qualified (DPSI) volunteers were trained as facilitators for small reflective practice groups. The participants then cascaded their experience by running reflective practice sessions for other interpreters. Feedback for the first session was positive, with all of the participants asking for further sessions. They commented that they felt "understood", "validated", "relieved", "acknowledged" and "connected". The facilitators also receive monthly supervision sessions. A modest budget from NHS Grampian Endowment Fund Community Grants will enable this pilot project to continue and develop until March 2023. This funding aims to help people manage their own wellbeing, enabling community interpreters to feel less isolated, and to support themselves and each other through peer networks. Together with ongoing administrative support and encouragement from In-Trans/GREC, this gives hope for the future. A similar initiative was launched in 2020, when the Pásalo Project led eight events on reflective practice for about 100 attendees. Since then, more than 20 practitioners have participated in regular reflective practice groups. This also takes them one step towards becoming facilitators themselves. The intention is to continue with apprenticeship programmes, webinars on theoretical knowledge, and a module where theory and practice are combined, so that more practitioners can learn how to become interpreter-facilitators. REFLECTIVE PRACTICE Training can be provided so that interpreters gain the skills to facilitate reflective practice sessions, supported by ongoing supervision IMAGES © SHUTTERSTOCK

• Cover