Katie Bentley, March 20, 2014, Case Analysis Photo-CPR Class

Identified Goal of the Environment: To be able to properly perform CPR and be able to use the
AED. The students will be checked off for competency in both
of these areas and their ability to perform the necessary steps
before moving to the next level of their training.

Environmental Demands:
The acoustics in the room are not good. The sound tends to bounce off the walls.
The ventilation in the room is poor. The room is very stuffy, hot, and not
comfortable.
When the fan comes on it is loud, which causes background noise in the room and
makes it sometimes difficult to hear whoever is speaking.
Sightlines are sometimes difficult with the consumer when she is performing the
specific duties. For example when she is down close to the manikin blowing air into
the mouth, etc.
Specific terminology related to CPR and an AED that are used during this
assignment.

Interpersonal Demands:
Thought world issue since the instructor has never worked with a Deaf person before
and is very dubious about their ability to be able to handle an emergency situation.
The instructors mood and feelings of being anxious that communication will go
smoothly.
The instructors communication style of being indirect by saying, tell her this
any time she wants to speak to the Deaf student.
The Deaf student is required to have a quick response with the appropriate action
and be able to describe her actions, when the instructor calls out what is happening
with the patients status (turn taking).

Paralinguistic Demands:
The Deaf student can sometimes be difficult to understand when she gets nervous,
stops signing, and only uses her voice. She prefers to voice for herself but sometimes
the other students are unable to understand her.

Intrapersonal Demands:
I am able to hear them making side comments about me related to my work, even
though it may be positive, comparing me to a previous interpreter.
My own nerves of this being my first CPR class I have interpreted.
My own feelings about how the instructor feels about the Deaf student and if they
really have the ability to handle a situation when CPR would be required.

Possible Pre-Assignment Controls:
Wear two layers of clothing so I could possibly shed a layer if the room is hot.
Research terminology and concepts related to CPR, an AED, etc. and how to
sign/convey them.
Discuss with another colleague that has had some experience with interpreting an
assignment like this and if they have any insight into what typically takes place to
get a sense of what the nature of the assignment may be like.
Consult with instructor to explain that the communication will flow as smoothly as
possible through the use of an interpreter and what to expect (pre-conferencing).

Possible Intra-Assignment Controls:
Move closer to the person speaking so that I am able to hear more clearly what they
are saying.
o Resulting Demand: The sightlines to the Deaf student have now become
worse.
Shed a layer of clothing so as to not get too warm.
Move close enough to the Deaf consumer and at a sightline necessary due to the
nature of the action she is performing so that she is able to see me.
Inform the instructor, at an appropriate time, that to make communication go even
smoother she can just speak to the Deaf student, like she would any of the other
students instead of saying tell her this...
o Resulting Demand: The instructor feels annoyed that I tried to correct her
previous communication style.
Inform the instructor that I am just a couple seconds behind the source message, as I
have to understand what I hear before I can interpret, therefore when it is the Deaf
students turn and she needs to have a quick response, she may be just a few seconds
behind as she can not answer until she has finished watching the interpretation.
o Resulting Demand: The instructor gets frustrated that the communication is
not going as smoothly as she would like and feels like this student is always
behind the others.
Ask the Deaf student if she would like me to voice for her if the other students are
having a difficult time hearing her.
o Resulting Demand: The Deaf student becomes even more nervous now that
she is trying to voice but the fact that the other students cant understand her.
o Resulting Demand: The Deaf student is annoyed I even asked to voice for her
when she already established that she wanted to voice for herself.
Breathe and keep my feelings and emotions related to what is taking place inside.
Try to relax and breathe.

Possible Post-Assignment Controls:
Consult with other colleagues some better ways to sign/convey the concepts related
to this assignment.
Debrief from this assignment with what all happened and reflect on my own
interpreting to strategize some ways to better interpret these concepts next time and
to also analyze what worked effectively and what needs improvement.
Research other terminology and concepts related to this assignment to be better
prepared next time.




Effective Conservative Control:
To not ask the student if she wanted me to voice for her since she established that
she preferred to voice for herself.

Effective Liberal Control:
Inform the instructor at an appropriate time, that to make communication go even
smoother she can just speak to the Deaf student, like she would any of the other
students instead of saying tell her this...

Unethical Conservative Control:
When I am unable to hear because of the background noise of the fan, just inform the
Deaf student that I can not hear and do nothing to do and fix the problem and gain
access to the source message.

Unethical Liberal Control:
Educate the instructor sternly on how Deaf people are just like everyone else and just
because they cant hear doesnt mean that they do not have the ability to handle an
emergency situation like this and tell her that that comment was very rude.

Overall, the controls that I chose tend to be more toward the liberal side. I tend to favor more
liberal controls rather than conservative. I feel that the choices I make in my controls being more
liberal, help to serve the goal of the interpreted interaction more effectively. If demands present
themselves and I tend to side more on the conservative side or chose not to take much action, I feel
that I am doing a disservice to the goal of the interpretation for the consumers. If there are demands
present that I can adequately try to resolve effectively, I feel I need to do so to be in service to the
goal at all times.