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Title
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Becoming an Interpreter: Navigating Feedback, Fear, and Professional Identity Through Reflective Practice
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Creator
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Aidan Hare
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Degree Name
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Master of Arts in Interpreting Studies
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Project Type
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action_research_project
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Date
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3/20/2026
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Abstract
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Novice American Sign Language–English interpreters often experience impostor syndrome, which can undermine confidence despite adequate training and performance. Feedback plays a central role in professional development, yet it is not always delivered constructively and may be influenced by horizontal violence within the field. This autobiographical action research study examined how feedback, both constructive and harmful, intersects with impostor syndrome and professional identity formation during early career practice. Data were collected over 15 months through self-reflection journals, feedback logs, and Demand Control Schema supervision documentation. Findings indicate that even a single incident of horizontal violence can result in prolonged psychological distress, particularly when feedback is delivered publicly. In contrast, structured supervision supported cognitive reframing and validation, contributing to increased confidence and meaning-making. However, impostor syndrome remained persistent, and responses to support varied. These findings suggest that while supervision is a valuable intervention, addressing impostor syndrome may require more comprehensive and sustained approaches within the profession.
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Keywords
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professional identity formation
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reflective practice
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communication
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Committee Member
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Erin Trine
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Elisa Maroney
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Rights
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Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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text
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Image;StillImage
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data
