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It goes without saying that conference interpreting is a very stressful activity not least because it involves the performance of a series of complex cognitive and psychomotor operations in public or at least for the public. During the process of interpreting training the high levels of stress experienced by students when having to speak (interpret) in public can become one of the major obstacles in the early stages. Stress becomes evident through symptoms of anxiety currently defined by psychologists as a normal innate emotional alarm response to the anticipation of danger or threat. Anxiety emerges very soon during the early training stages even when students “only ” have to make monolingual presentations in front of their peers and teacher in language A or B. Those levels of anxiety do not decrease easily when monolingual presentations become real consecutive interpretations involving complex cognitive processes of language and cultural transfer. The climax is reached the day of the final consecutive interpreting examination where an attempt is made to simulate a real life situation at the University of Castellón. There are students who cannot stand the stress and abandon the exam moments before sitting it. Sometimes they even show physical symptoms (tears, difficulty in breathing, sickness, etc.). Many interpretation teachers feel they have to turn into ad hoc psychotherapists during office hours, trying to allay students ’ terrors of interpreting even after ordinary class sessions. The capacity to control stress has traditionally been considered one of the requisites for interpreting (Cooper, Davies and Tung 1982; Moser-Mercer 1985;
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