Current research on job stress in interpreting signals an existential threat – to long-term career plans and, if the primary work setting is VRS or educational settings, even to interpreters’ health. Stress, burnout and early departure or attrition are the most researched and ongoing topics in the field, starting as early back as the 1980s. In response to this, there is increased talk about work-life balance, setting boundaries, and self-care. All of this signals that perhaps, interpreting is not a life-long career or, maybe, we are missing effective interventions that result in career sustainability.

This presentation compares and contrasts professional development with practitioner development. We will consider how current educational activities within the field are designed and the degree to which they result in the formation of interpreting practitioners. Further, we will imagine other ways to consider practitioner development – those which are also normative and restorative.