Roles, Relationships and Boundaries

1. Roles, Relationships and Boundaries Chapter 4.1.1 Defining the Roles

2. Overview This presentation provides an overview of the role of the SSP. The role: what does an SSP do? • Distinctions: SSP versus other roles • Skills needed by SSPs • Relationships, Communication and Boundaries Specificskillsaredevelopedinothermodules and expanded upon in other presentations.

3. THE ROLE

4. The Role • What does an SSP do? • The SSP is the link that connects the deaf-blind person to people and things in the informal environment.

5. The SSP Provides visual and auditory information for the DB person to navigate, make informed choices, and participate in a given environment.

6. Navigating Outdoor Environment

7. Participating in a Deaf Expo

8. Making Informed Choices

9. DISTINCTIONS

10. SSPs versus … • SSP are not interpreters, advocates, personal care assistants, or friends. • The SSP focuses on providing visual and auditory information as opposed to producing translations (of language), speaking for, ‘helping’ or equally sharing the experience.

11. Interpreters The interpreter provides translation in more formal environments where communication (language) is the focus. For example: • Doctor’s offices • Meetings at work • Classroom lectures or discussions • Religious services

12. Advocates • Advocates speak on behalf of others, especially in legal contexts. • Advocates speak on behalf of others, especially when the balance of power is unequal. • SSPs do not speak for deaf-blind people.

13. Personal Care Assistants PCAs or home health care workers provide personal assistance to help an individual maintain independent living. They may: • Provide light housekeeping and homemaking tasks: cooking, cleaning • Help clients get out of bed, bathe, dress, and groom, and • Provide instruction and psychological support.

14. Friends • Friends share equally in decisions. The relationship is mutual and the power is equal. • In contrast, an SSP goes where the deaf-blind person wants to go, does what the deaf-blind person wants to do, and looks to the deaf-blind person for decisions.

15. Conflict of Interest • When is there a conflict of interest? • Interpretersworkforthedeaf-blindperson. • SSPs work for the deaf-blind person. • Thusthedeaf-blindpersonisinaposition of authority in both instances and in both cases, the interpreter and the SSP are dedicated to providing information. • SSP-Interpreter: No conflict of interest.

16. SSP SKILLS

17. SSP Skills • Providing Sighted-Guide • Being Observant • Conducting a Visual analysis • Providing Descriptions • Exercising Social Skills • Exercising Organizational Skills

18. Guiding

19. Principles for Guiding • Respect: Don’t pull, push, or ‘handle’ the DB person. • Do take your time, don’t rush. • Focus: Do pay attention, don’t be distracted by other conversations. • Think: Do be aware, conscious of what you are doing and why.

20. Being Observant Whatkindsofthingsmake‘anenvironment’ • Color, light, movement • Size, shape, orientation • People, mood • Changes

21. What do you see? What would you describe? Why?

22. What do you notice?

23. Visual Analysis • What do you describe & why? What is important about it? • What are the component parts, the elements? • What relationship does each part have to the whole? • What relationship does it have to the DB person?

24. Providing Descriptions Why are you describing certain elements? • Functional: where to hang your coat, refreshments • Orientational: how many, how much, how soon • Interesting: new decorations, styles, patterns • Social: what people are doing, the mood or tone of people there.

25. Environment • Context: Where are you? • Setting: What type of place is it? Who is there, what are they doing? • Details: What do the people look like, how are they dressed? • Ambiance: what is the mood?

26. What is the style?

27. What is the ambiance/mood?

28. What is interesting?

29. Who is here? What are their relationships to one another? What are they doing? What is the mood? How do you know? • Clerks ready to help • Friends and acquaintances • People doing interesting things

30. Social Skills • Start with manners but go further. • Include ‘reading’ others – their mood, their intent beyond what they say. • Include self-discipline and control of emotions. • Require communication skills. • Are based in respect for self and for others.

31. Organization SSPs need to be organized in order to: • Plan time well • Communicate any time constraints to the person for whom you are working in a timely fashion • Prioritize information • Be timely in filling out any necessary paperwork

32. RELATIONSHIPS AND BOUNDARIES

34. Relationships • SSPs often work with the same few DB people over several (or many) years. They often get to know one another well. • In order to be a healthy relationship it must involve communication, have boundaries and be balanced (although not equal).

35. Nancy Sommer says: • “I like my SSPs to be relaxed and take their time, not be nervous or anxious. After a while you will get to know me and what I like. • While we’re doing things, I like information in advance, like if we are getting on the subway, when the train is coming, which way the seats are arranged. It’s less awkward.”

36. Nancy Sommer, cont. • I like visual information about … things that are interesting… unusual. • “When we go shopping, I’ll tell you what I’m looking for, as well as the colors and style. Then you go ahead and look around, and if you are not sure whether a particular item is what I’m looking for, that’s fine, go ahead and show me things.” • “Also,thepriceisimportant;lookforsales.”

37. Communication is Ongoing “How much time I want to spend browsing depends on my energy, and the time we have. I like the SSP to tell me what is there so I can make a decision based on what I want that day. Some things I’m never interested in like candles, but other things it will depend.”

38. Feedback “If I tell you [the SSP] what I prefer, or offer correction, don’t take it personally and get upset. It’s just information about how to work with me; it’s not personal.”

39. Boundaries • By ‘boundaries’ we mean knowing what is mine and what is another person’s: which feelings, opinions, needs are mine, and which are those of the person for whom I’m working. • If the deaf-blind person makes an informed choice that is different from the one the SSP would make, the SSP knows (and respects) that it is the deaf-blind person’s choice, not hers/his.

40. Boundaries - Exercises • In the curriculum, there are lessons which include ‘scenarios’ designed to discuss these issues. • As you read and go through these exercises, consider which role you are in (SSP, interpreter, friend etc.), how you would react within each role, and why.

41. Conclusion • The role of SSP is unique and distinct from that of interpreter, advocate, friend and so on. • It requires specific skills to facilitate the connection between the DB person and the environment. • Given information from the SSP, the DB person is responsible for their own choices and decisions.