Mental Health in the Context of Training Future Interpreters: The Case of Slovakia

Soňa Hodáková; Lívia Kodajová

doi:10.18778/1731-7533.23.05

Authors

Soňa Hodáková Constantine the Philosopher University in Nitra, Slovakia
Lívia Kodajová Constantine the Philosopher University in Nitra, Slovakia

DOI:

https://doi.org/10.18778/1731-7533.23.05

Keywords:

interpreter training, mental health, personality-based activities, public service interpreting

Abstract

Mental health is increasingly recognized as a critical issue in interpreter training. Interpreters frequently encounter cognitive and emotional stressors (Moser–Mercer et al., 1998; Valero-Garcés, 2005). Despite growing awareness, interpreter education often lacks structured support for emotional regulation and stress management – skills essential for maintaining performance and well-being. In Slovakia, the mental health of interpreters gained attention following the Ukrainian refugee crisis, which saw many interpreting students thrust into crisis situations with little preparation (Hodáková and Ukušová, 2023). This chapter, based on survey data from 116 students and 12 interpreting teachers across Slovak universities, highlights the urgent need to integrate resilience and personality-focused training into interpreter education. Recommendations include expanding Nitra’s 'Mental Hygiene' course and embedding personality-based activities into practical interpreting training, especially for future public service interpreters.

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