Good practice for working with interpreters
We're committed to supporting the diverse needs of our community and ensuring that all services are accessible and inclusive.
There are different types of interpreting services available, depending on the needs and preferences of children, young people and their families, including translation and transcription services. In addition, Nottinghamshire Deaf Society have been commissioned to provide interpreting services when working with the deaf community in Nottinghamshire.
This guide includes top tips for working with an interpreter when supporting families.
Before the session
- Using a trauma-informed lens, the needs of the family will be considered for the meeting, such as where and when the session will take place, and who will be invited.
- The worker will confirm the interpreter is qualified for the meeting and speaks the language and/or dialect needed.
- Extra time will be set out to brief the interpreter about everyone's role and the purpose and aims of the meeting.
- The interpreter will be able to share guidance about any cultural behaviours which could impact communication and the relationships during the session (e.g. shaking hands, eye contact, etc.)
- Specific words or phrases relating to the meeting or session will be explained clearly to the interpreter.
- Any relevant information about a child or young person and their family which is discussed will be done so according to the council's policy and principles of confidentiality.
- The interpreter will be briefed about any materials or resources that are going to be used in the session.
- The interpreter will be given the chance to ask any questions they may have about their role.
During the session
- The lead worker will introduce themself to everyone in the room self and ask the child, young person or family if they have any additional needs that need to be considered.
- Enough time will be set aside, as when using an interpreter this may require a longer session.
- Workers will check with the child, young person or family that they can understand the interpreter.
- Strengths-based language and short sentences will be used with more pauses than usual to allow the interpreter to capture the verbal interaction.
- The worker will speak directly to the child, young person or family, using simple vocabulary, avoiding euphemisms and abbreviations.
- The interpreter will be expected to translate as closely as possible what is being said.
- The interpreter should not to engage in a conversation with, or answer the question for the child, young person or family.
- Any non-verbal information which is considered important will be recorded.
- If the child, young person or family (or worker) is not happy with the interpreter, the session can be stopped and rearranged.
After the session
- The interpreter will have time to discuss the information gathered with the worker and/or family.
- Any important information that came to light during the session will be shared.
- The worker and interpreter may discuss anything they noticed during the session that could be improved when working with the family in the future.
- Records will state that an interpreter was present during the session, including their full name and language or dialect used.
