The Impact of Trauma among Undocumented ChildrenBy Group 2 .docx

The Impact of Trauma among Undocumented Children
By Group 2: Christina Rivera, Brooklyn Amay, Damaris Meza,
and Talita Rivera
Introduction
Among the United States population there resides many
undocumented immigrants with families. About 44.7 million
immigrants lived in the United States in 2018 according to
Migration Policy Institute (MPI). Over the years we have seen
how many families have been separated from their families
whether it's at the border or from their own homes. The impact
of trauma among undocumented immigrant children is severe. In
this presentation we are going to be talking about how
severe the trauma that these kids face during these traumatic
experiences.
Goals/Objectives of Presentation
● To discuss the effects of trauma on child development-CR
● To examine mental conditions that result from trauma among
children. T.R
● To identify interventions offered to reduce disorders as a
result of

trauma. T.R
●
Brooklyn, Christina,
Talita and Damaris
Definition of Important Terms
Guarnaccio,P., Lopez,S. (1998)
● Self-esteem- focuses on issues
of self-identity and the extent to
which the child feels valued in
important social contexts such as
family , peer group, school, and
broader community
● Psychosocial distress- often
assessed by eliciting a range of
symptoms, emotions, and
behaviors.
● Psychiatric disorder- a
constellation of symptoms and
behaviors that cohere in
particular ways and more
severely impair the child’s ability
to function.
- CR
● Asylum Seekers- a person who has
left their home country as a political
refugee and is seeking asylum in
another.

● Lutheran Immigration and
Refugee Service (LIRS)- non-profit
organization that welcomes and
supports refugees and migrants
entering the United States.
● Program Adaptation- support the
settlement and adaptation of
newcomers by funding settlement
organizations to provide direct
services.
-BA
● Trauma- a psychic disorder resulting from severe mental and
physical
stress.
● PTSD (Post Traumatic Syndrome Disorder)- helplessness and
fear resulting from past life experiences.
● Psychopathology- the study of behavioral and psychological
dysfunction in mental disorders.
Damaris
-T.R
Why is this Important
❖ It is important to discuss this topic because
many people do not realize the short and
long-term effects on the child and their
community.

❖ “Immigrants and their U.S.-born children
now number approximately 90 million
people, or 28 percent of the overall U.S.
population, according to the 2019 Current
Population Survey (CPS)” (Bolter, 2020).
Aspects that impact immigrant children
The constant need for change in children’s
environment
○ Can cause confusion
○ Leave them in a vulnerable state
● Children lack cognitive development depending on their
age and they may not understand fully the effects of
constantly having to move or be with another family.
● Becoming accustomed to a new place may cause other
challenges such as lack of resources, the need to learn a
different language or learning about their new immediate
environment.
Christina
Aspects that impact immigrant children
The child’s mental health
● Distress and resilience seem to be common factors that these
children endure during these times
especially on their age of impact.

● Guarnaccio & Lopez(1998), mention three different
dimensions
○ Self-esteem
○ Psychosocial distress
○ Psychiatric disorder
● Immigrant children go through a lot at such a young age and
professionals should try to lessen the trauma that
these children may experience by being more knowledgeable
and providing more intervention programs to
help.
Christina
Mental health of children
❖ Mental health problems that can arise may include
depression, anxiety, and other types of
psychological stress. Depending on the age of the child and the
severity of the situation they are
encountering, these effects may vary.
❖ Forced parental-child separation can be caused by the child’s
parents being deported, arrested,
taken to a detention center, etc. All of these cases can leave the
child vulnerable and left without any
direction.
❖ Post- traumatic stress symptoms can be caused by a
combination of trauma, a lack of a strong
family environment/support, and stigma or shame that might be
from other children around them.
Christina

Mental health of children cont.
❖ According to the study done by Rojas-Flores,Clements,
Hwang Koo, & London (2017), the results
indicated that children tend to internalize the issues regarding
their parent’s immigration status and
that children with parents at risk show higher levels of PTSD
symptoms than the other children.
❖ There needs to be more support for the need of clinical and
mental health interventions for the child
population. There should be more programs in place to help
families with children that are going
through these situations. The younger the child is the harder it
may be to find coping strategies to
help them.
Christina
Effects of PTSD on immigrant children
❖ Hart (2009), discusses The Interactive
Factors (IF) framework that can help
illustrate some effects of PTSD of
immigrant children.
❖ This framework uses three levels: the
biological level, the cognitive level and
the behavioural level, as well as
recognising the influence of a child’s
environment at all three levels.

Christina
Hart (2009)
What is being done to educate
Conclusion
References
Batalova, J., Batalova, J. B. J., Blizzard, B., & Bolter, J. (2020,
March 31). Frequently Requested Statistics on Immigrants and
Immigration in the United States. Retrieved from
https://www.migrationpolicy.org/article/frequently-requested-
statistics-immigrants-and-immigration-united-states
Broder, T., Moussavian, A., & Blazer, J. (2015, December).
Overview of Immigrant Eligibility for Federal Programs.
Retrieved February 19, 2020, from
https://www.nilc.org/issues/economic-support/overview-
immeligfedprograms/
Danese, A., & Baldwin, J. R. (2017). Hidden wounds:
inflammatory links between childhood trauma and
psychopathology.
Annual review of psychology, 68, 517-544.
Fass, P. S. (2019). The kids we don’t protect. Time
International (South Pacific Edition),194(3), 21–22.

http://ezproxy.montclair.edu:2048/login?url=http://search.ebsco
host.com/login.aspx?direct=true&db=bth&AN=137480186&s
ite=eds-live&scope=site
Guarnaccio,P., Lopez,S. (1998).The mental health and
adjustment of immigrant and refugee children. Child And
Adolescent
Psychiatric Clinics Of North America, 7(3), 537-553.
Hamblen, J., & Barnett, E. (2016). PTSD in children and
adolescents. National Center for PTSD, in www. ncptsd. Org.
https://www.migrationpolicy.org/article/frequently-requested-
statistics-immigrants-and-immigration-united-states
https://www.nilc.org/issues/economic-support/overview-
immeligfedprograms/
host.com/login.aspx?direct=true&db=bth&AN=137480186&site
=eds-live&scope=site
References
Hart, R. (2009). Child refugees,trauma and education:
interactionist considerations on social and emotional needs and
development. Educational Psychology in Practice, 25(4), 351–
368.
Immigration Options for Undocumented Immigrant Children.
(2018). Retrieved February 19, 2020, from
https://castor.house.gov/uploadedfiles/immigration_options_for
_undocumented_immigrant_children.pdf

Malizia, N. (2017). The psychological trauma in children and
adolescents: scientific and sociological profiles. Sociology
Mind,
7(01), 11.
Mares, S., Newman, L., Dudley, M., & Gale, F. (2002). Seeking
refuge, losing hope: parents and children in immigration
detention. Australasian Psychiatry, 10(2), 91.
Rojas-Flores, L., Clements, M. L., Hwang Koo, J., & London, J.
(2017). Trauma and psychological distress in Latino citizen
children following parental detention and deportation.
Psychological Trauma: Theory, Research, Practice, and Policy,
9(3), 352–361. https://doi.org/10.1037/tra0000177
Roth, B. J., Crea, T. M., Jani, J., Underwood, D., Hasson III, R.
G., Evans, K., Zuch, M., & Hornung, E. (2018). Detached and
afraid: U.S. immigration policy and the practice of forcibly
separating parents and young children at the border. Child
Welfare, 96(5), 29–49.
Walkley, M., & Cox, T. L. (2013). Building Trauma-Informed
Schools and Communities. Children & Schools, 35(2),
123–126.
https://castor.house.gov/uploadedfiles/immigration_options_for
_undocumented_immigrant_children.pdf
https://doi.org/10.1037/tra0000177

Group 2 Annotated Bibliography
The topic that we chose for our project is the impact of trauma
among undocumented immigrant children. We have each chosen
a sub-topic that correlates with our main topic. Christina chose
sources that talked more in depth of the effects of trauma on
child development. Talita’s subtopic focuses on an overview
of the trauma that these children go through. Brooklyn’s
subtopic is based on detention centers and the separation of the
child from their families. Damaris’s subtopic looks closely into
federal programs and laws that can help undocumented children.
Christina Rivera
adjustment of immigrant and refugee children. Child And
Adolescent Psychiatric Clinics Of North America, 7(3), 537-
553.
This article compares the similarities and the differences that
immigrant children have with refugee children. The situations
that these groups of children face may have been very different,
but they are sometimes similar in a different sense that needs to
have more light shed on them. The first main point that the
author makes is the constant need for change in the child’s
environment. Changes in the environment can cause much

confusion in a child’s life and leave them in a more vulnerable
state. Children lack cognitive development depending on their
age and they may not understand fully the effects of constantly
having to move or be with another family. Becoming
accustomed to a new place may cause other challenges such as
lack of resources, the need to learn a different language or
learning about their new immediate environment. Another main
topic that this article explores is the mental health of immigrant
and refugee children. Distress and resilience seem to be
common factors that these children endure during these times
especially on their age of impact. There are three dimensions
that the article seems to talk about most. They are self-esteem,
psychosocial distress, and psychiatric disorder. The conclusions
made from this article shows that there is not one group that
“suffers” more than the other. There may be different subgroups
of children that may have been more at a disadvantage. For
example, second generation immigrant children may fail to
develop language competence which can put them at a higher
risk for school performance and mental health problems. Some
suggestions that are very important that the author suggests are
having more multicultural staff in services that are geared to
help these populations of children. In addition, staff that works
close with this population should receive intensive training that
will create more trust with the children. Refugee and immigrant
children go through a lot at such a young age and professionals
should try to lessen the trauma that these children may
experience by being more knowledgeable and providing more
intervention programs to help.
Hart, R. (2009). Child refugees, trauma and education:
interactionist considerations on social and emotional needs and
development. Educational Psychology in Practice, 25(4), 351–
368.
This article focuses on the effects of trauma and emotional and
social needs of child refugees. The author tried to compare
research about general traumatic experiences and PTSD (post-

traumatic stress disorder) from child refugees compared to adult
refugees. According to Hart (2009), “A child who is not given
the opportunity to talk about their experiences may find it more
difficult to deal with their emotional consequences” (p.355).
Not talking about the problems that are surrounding these
children’s lives, causes more internal damage and makes it
harder for children to find an outlet to their stress. Instead, they
bottle up their problems without discussing it which makes it
worse in the end. Like undocumented children, refugee children
need be accustomed to quick change such as a different
environment family and school related. Constant changes to a
child’s environment can make it difficult for that child to build
trust with others and puts them in a position where they need to
be more responsible even if they are not ready.
This article would be used to discuss different approaches that
can be used to treat children with PTSD symptoms such as
group and family therapy and other programs that can be
available and the various challenges that these children face.
This article also touches on school-based intervention programs
that can help children become more comfortable in the setting
of the school and working through their troubles.
Rojas-Flores, L., Clements, M. L., Hwang Koo, J., & London, J.
(2017). Trauma and psychological distress in Latino citizen
children following parental detention and deportation.
Psychological Trauma: Theory, Research, Practice, and Policy,
9(3), 352–361.https://doi.org/10.1037/tra0000177
This article suggests that parent-child separation through
deportation causes traumatic stress that can directly impact a
child’s mental health. Mental health problems that can arise
may include depression, anxiety, and other types of
psychological stress. Depending on the age of the child and the
severity of the situation they are encountering, these effects
may vary. The study done in the article, measured PTSD (post-
traumatic stress disorder) symptoms and other psychological
stress of children aged 6-12 with at least one undocumented

parent at risk. Forced parental-child separation can be caused by
the child’s parents being deported, arrested, taken to a detention
center, etc. All of these cases can leave the child vulnerable and
left without any direction. Post- traumatic stress symptoms can
be caused by a combination of trauma, a lack of a strong family
environment/support, and stigma or shame that might be from
other children around them. These results were compared to
children with parents that have a legal status. The results
indicated that children tend to internalize the issues regarding
their parent’s immigration status and that children with parents
at risk show higher levels of PTSD symptoms than the other
children. The results also showed that children that had a parent
suddenly detained or deported showed higher levels of trauma
and psychological stress. After this study had taken place, the
author suggested that there needed to be more support for the
need of clinical and mental health interventions for the child
population. There should be more programs in place to help
families with children that are going through these situations.
The younger the child is the harder it may be to find coping
strategies to help them.
Talita Rivera
Danese, A., & Baldwin, J. R. (2017). Hidden wounds:
inflammatory links between childhood trauma and
psychopathology. Annual review of psychology, 68, 517-544.
The article’s content focuses on the association of trauma
during childhood and psychopathology in an individual’s later
years. It comprises different sophisticated discussions, some of
which involve experimental studies conducted on both humans
and animals to establish how trauma affects psychopathology.
Also included are discussions on the relationship between
inflammation and psychopathology and that of childhood trauma
and inflammation. Eventually, the authors discuss in detail how
surveys of certain aspects can help in identifying some of the
most significant links between childhood trauma, inflammation,

and psychopathology.
The article which contains discussions about the findings of an
empirical study, illustrates that children who are subjected to
stressful experiences in their early life are at risk of developing
certain mental disorders. The systemic inflammatory response to
these distresses could have specific negative implications on the
child which can affect one's overall growth and development.
Among the most significant components that are likely to be
negatively affected include brain development, behavioral
reactions of the child, and sensitivity to subsequent stressors.
As such, childhood trauma is expected to have significant
adverse implications on one's mental health characteristics
entailing psychopathology. The early-age stressful experiences
affect a child’s brain functioning system leading to specific
abnormalities as the individual grows through various stages of
development. Moreover, the authors have concluded with an
extensive summary of how childhood trauma leads to the
elevation of inflammation that affects psychopathology. As
such, it is recommendable to employ particular anti-
inflammation strategies that would help reduce inflammation
among traumatized children.
Hamblen, J., & Barnett, E. (2016). PTSD in children and
adolescents. National Center for PTSD, in www. ncptsd. org.
The report that was produced by the US Department of Veteran
Affairs covers a wide range of information regarding Post-
traumatic Stress Disorder (PTSD) as one of the most significant
implications of childhood trauma. It is an article that is based
on logic and factual statistics about how certain aspects that
happen in one’s childhood can lead to unwanted mental health
conditions as one grows and transforms from one stage to
another. The author has comprehensively elaborated most of the
information associated with PTSD among children and
adolescents, making it easier for the target audience to
understand the content.
PTSD, although it was almost unidentifiable among young
children, is influenced by specific life experiences that render

one to respond in fear, helplessness, or horror to some extent.
Among the situations that the author identifies that could
traumatize a child include violence such as during kidnapping
or rape, exposure to unfavorable community environments, war,
and peer suicide, among other factors associated with living as
undocumented immigrants. Most of the individuals who go
through such events are vulnerable to trauma as studies have
indicated that among the participants involved, 15 of 43% and
14 of 43% of girls and boys, respectively, have gone through at
least one traumatic event during their childhood. As such,
several factors, including the trauma's severity, parental
support, and the living environment, have been identified as
some of the significant influences of PTSD during childhood.
Besides, the author illustrates that mental disorder varies among
children of various ages, wherein it is less noticeable among
very young individuals than among young adolescents. Also, for
comprehensiveness, other impacts of trauma have been
identified and elaborated to develop a broad discussion
regarding the issue. It is, hence, necessary to have appropriate
intervention measures that could be implemented to reduce the
problems of PTSD, which is one of the impacts of trauma
among children.
Malizia, N. (2017). The psychological trauma in children and
adolescents: Scientific and Sociological Profiles. Sociology
Mind, 7(01), 11.
The article’s content is sophisticated and comprehensively
elaborated to ensure the relation of psychological trauma and
the growth of a child has been discussed to a no small extent.
The author focuses the efforts on insisting on some of the most
basic and essential aspects concerned with childhood traumatic
events ranging from how they occur, the impacts, and some of
the significant interventions that can be put in place to reduce
the risks on one's mental health. The report, which focuses on
children and adolescents, has been classified in various
substantial subdivisions that are precisely titled to enable the

reader to have a comprehensive follow-up.
The author identifies abandonment as one of the common causes
of trauma among children, wherein parents or caregivers neglect
their responsibilities for taking care of the young ones. The
neglect by adults creates a stressful experience for the child that
it could have significant adverse impacts on his or her
development. As such, the content includes a discussion on the
various stages of child development from a very young age to
adolescence as an emphasis of how traumatic events are
different at various levels. Furthermore, multiple impacts of
trauma, including social effects, disassociation, and
derealization or depersonalization, have been discussed in-
depth. Each of the effects has been differently elaborated to
avoid confusion and also enables the reader to have a clear
understanding of the content. As a way of wrapping up the
entire discussion, various intervention methodologies have been
demonstrated, including how they can be implemented to reduce
the adverse effects of trauma on the children. With the
interventions, abandoned minors can be helped to recover and
normally live regardless of where they are located or living.
Brooklyn Amay
Fass, P. S. (2019). The kids we don’t protect. Time
International (South Pacific Edition), 194(3), 21–22.
The article stated how there are children we don’t protect,
which are the immigrants that get separated from their parents.
In Texas after the Trump administration ended the family
separation policy lawyers visited a detention center and
witnessed some uncomfortable things. Once It was reported to
the media, others spoke up about what they had seen. The
author explains how there were babies with no diapers, sleeping
on floors due to overcrowded cells, no access to meals or
showers. This would have to be my least favorite source

because there wasn’t so much information about how they were
treated or felt. With a topic like this I feel the author should
have got into full description about what those people have seen
or were there any change. But to know that many places don’t
treat those children right is still a shock for me because they are
just innocent children that want their parents and caregivers.
Mares, S., Newman, L., Dudley, M., & Gale, F. (2002). Seeking
refuge, losing hope: parents and children in immigration
detention. Australasian Psychiatry, 10(2), 91-96.
This article focuses on the children in immigration detention
losing hope in life. This observation the author decided to do
what happened between December 2001 and March 2002 in
Australia at a detention center. The authors decided to go for
visits and hear from the children and their experience. Some
pictures were given that the children drew from their experience
of life at the detention center. Those were helpful since most of
them were young and didn’t know how to communicate fully.
The author included them for a reason, and I think it’s because
others can understand more through pictures than just words.
Roth, B. J., Crea, T. M., Jani, J., Underwood, D., Hasson III, R.
G., Evans, K., Zuch, M., & Hornung, E. (2018). Detached and
afraid: U.S. immigration policy and the practice of forcibly
separating parents and young children at the border. Child
Welfare, 96(5), 29–49.
The article is about the background of children who are
immigrants and in transitional foster care due to the separation
from their families. It also discusses the data from a study they
gathered by interviewing a few staff members that serve the
children that were separated from their parents at the border.
The authors describe how the staff witnesses the children's
depression and behavior and how they form solutions to make
them feel comfortable. They know the children have been
through so much trauma already, they wouldn’t want to cause
any more towards them. It’s written in full detail and I believe
it’s one of the best sources I’ve chosen. Knowing that staff from

these departments care about young children makes a difference
in my eyes, they just try their best for every single one of them.
Damaris Meza
Konings, P. (2017). Protecting Immigrant Children's Right to
Education. Retrieved from
https://www.americanbar.org/groups/public_interest/child_law/r
esources/child_law_practiceonline/child_law_practice/vol-
36/mar-apr-2017/protecting-immigrant-childrens-right-to-
education-/
This article talks about all the challenges undocumented
children face when it comes towards their education. In 1982,
there was a law passed Plyer vs. Doe which stated that
undocumented children have the right to free public education
just like anyone else. The law states, “we are unable to find in
the congressional immigration scheme any statement of policy
that might weigh significantly in arriving at an equal protection
balance concerning the State’s authority to deprive these
children of an education.”3 In other words, the undocumented
status of these children does not “provide a rational basis for
depriving them an education.”4 Rather, “by denying these
children a basic education,” the Court said, “we deny them the
ability to live within the structure of our civic institutions, and
foreclose any realistic possibility that they will contribute in
even the smallest way to the progress of our Nation. Such
discrimination can hardly be considered rational.” (Konings,
2017). This article also points out the difficulties undocumented
children face when enrolling to school, finding the funds to go
to school, language barriers, etc. For example, some schools
have illegally asked their social security from both them and
their family members knowing they don’t have those types of
documents.
In conclusion, this article talks about how we can change these
barriers undocumented students must face when enrolling into
schools. It states, removing enrollment barriers, provide English
programs, offer therapeutic services for immigrant children who

have experienced trauma, and provide legal representation for
an immigrant child. Making sure all these are provided ensures
a child has the education one needs to have a brighter future.
Martinez, O., Wu, E., Sandfort, T., Dodge, B., Carballo-
Dieguez, A., Pinto, R., Rhodes, S. D., Moya, E., & Chavez-
Baray, S. (2015). Evaluating the impact of immigration policies
on health status among undocumented immigrants: a systematic
review. Journal of immigrant and minority health, 17(3), 947–
970. https://doi.org/10.1007/s10903-013-9968-4
This article is about the laws that undocumented immigrants
have when it comes to healthcare. It also talks about the
stressors undocumented immigrants face because they have no
healthcare benefits. There are many policies that state that
undocumented immigrants aren’t allowed to specific types of
healthcare. Meanwhile some healthcare policies allow
undocumented immigrants to be allowed to some form of
healthcare “beyond emergency care, primary and secondary
care. However, this entitlement often involved administrative
procedures, including the completion of applications and forms,
that when put into practice, impaired access to care to a certain
extent.” (Martinez, 2015) There have been many studies where
it has shown that undocumented immigrants compared to
citizens are more likely to have depressions, PTSD, and other
health problems because they are prohibited to health care and
are scared to get any help because of deportation. In conclusion,
this article focused on certain policies that should be passed to
help undocumented immigrants when it comes to healthcare.
Undocumented immigrants not being allowed to certain
healthcare is part of a global problem that much be changed and
is slowly coming to a change.
Walkley, M., & Cox, T. L. (2013). Building Trauma-Informed
Schools and Communities. Children & Schools, 35(2), 123–126
This article talks about how trauma can affect child

development and how important it is to have trauma-informed
schools. There are different types of stress that can occur in a
child’s life whether it’s good stress that teaches them life
lessons or toxic stress (being the worst.) The article states how
sometimes schools misinterpret kids for having “attention
deficit disorder, oppositional-defiant disorder, conduct disorder,
and other diagnoses that prevent exploration of effective
interventions for healing from the trauma” (Cox, 2013) Our
topic is about the trauma undocumented children may face in
their everyday lives. Children being separated by their parents
can cause immense stress to a child’s life. Undocumented
children with undocumented parents or documented children
with undocumented parents live with the stress of them getting
deported or if their parents will get deported one day, which can
cause a lot of trauma and stress into their lives. Children spend
most of their days at school so having people know how to deal
with kids who are dealing with stress is extremely important
and helpful in these situations. The article talks a lot about
stress and trauma but one point that was valid for my topic was
the intervention programs schools can do to help kids who are
dealing with stress/trauma. “Schools interested in becoming
trauma responsive must partner with early care and education
programs to design a continuum of support services across the
prenatal through college age spectrum.” (Cox, 2013) These
intervention programs help kids or early teens with making sure
they have positive early childhood experiences which helps
them in the future live a positive and healthy life.
In conclusion, the article's main idea is to make sure all kids
from K-12 are all taken care of no matter the type of trauma
they have encountered. Schools just want to make sure that kids
feel safe whether it’s at school, on the bus, or at home.

among undocumented
immigrant children. We have each chosen a sub
-
topic that correlates with our main topic.
Christina chose sources that talked more in depth of the effects
of trauma on child
development.
Talita’s subtopic focuses on an overview of the trauma that
these children go through.
Brooklyn’s subtopic is based on detention centers and the
separation of the child from their
families. Damaris’s subtopic looks closely into federal progr
ams and laws that can help
undocumented children.
Christina Rivera
adjustment of immigrant and refugee
children.
Child And Adolescent Psychiatric Clinics Of North America
,
7
(3), 537
-
553.
This article co
mpares the similarities and the differences that immigrant
children
have with refugee children. The situations that these groups of

children face may
have been very different, but they are sometimes similar in a
different sense that
needs to have more ligh
t shed on them. The first main point that the author makes
is the constant need for change in the child’s environment.
Changes in the
environment can cause much confusion in a child’s life and
leave them in a more
vulnerable state. Children lack cognitive
development depending on their age and
they may not understand fully the effects of constantly having
to move or be with
another family. Becoming accustomed to a new place may cause
other challenges
such as lack of resources, the need to learn a different
language or learning about
their new immediate environment. Another main topic that this
article explores is
among undocumented
immigrant children. We have each chosen a sub-topic that
correlates with our main topic.
Christina chose sources that talked more in depth of the effects
of trauma on child development.
Talita’s subtopic focuses on an overview of the trauma that
these children go through.
Brooklyn’s subtopic is based on detention centers and the
separation of the child from their
families. Damaris’s subtopic looks closely into federal
programs and laws that can help
undocumented children.
Christina Rivera

adjustment of immigrant and refugee
children. Child And Adolescent Psychiatric Clinics Of North
America, 7(3), 537-553.
This article compares the similarities and the differences that
immigrant children
have with refugee children. The situations that these groups of
children face may
have been very different, but they are sometimes similar in a
different sense that
needs to have more light shed on them. The first main point that
the author makes
is the constant need for change in the child’s environment.
Changes in the
environment can cause much confusion in a child’s life and
leave them in a more
vulnerable state. Children lack cognitive development
depending on their age and
they may not understand fully the effects of constantly having
to move or be with
another family. Becoming accustomed to a new place may cause
other challenges
such as lack of resources, the need to learn a different language
or learning about
their new immediate environment. Another main topic that this
article explores is
Group Project Rubric
Criteria
10

Exceeds Expectations
8
Meets the Standard
5
Needs Improvement
0
Insufficient
I. Annotated
Bibliography
No grammatical/spelling errors.
Perfect APA format. Contained
additional appropriate sources.
Reveals a solid understanding of
the topic as evidenced by
references to readings and
outside material.
One or two grammatical/spelling
errors. APA format consistent.
Contained minimal appropriate
sources. Reveals adequate
understanding of the topic as
evidenced.
Many grammatical/spelling
errors. APA format not
consistent. Lacked
appropriate sources.
Reveals a restricted

understanding of the topic.
Did not submit Annotated
Bibliography
Criteria
5
4
Meets the Standard
2
Needs Improvement
0
Insufficient
II. PowerPoint
Presentation
No errors throughout ppt. Perfect
cohesive and structured
presentation. Visually appealing
and provided additional
information.
Few to no errors throughout ppt.
Adequate cohesive and
structured presentation.
Contained all required
information.

Many errors throughout ppt.
Lack of cohesive thoughts
or structure, or missing
required information.
Did not submit
PowerPoint
Criteria
10
8
Meets the Standard
5
Needs Improvement
0
Insufficient
III. Public
Speaking
video
Posture and verbal
communication throughout
presentation was excellent.
Clear understanding of content

discussed without cue cards or
notes.
Posture and verbal
communication adequate. Clear
understanding of content
discussed with minor errors or
use of notes to assist.
Posture and verbal
communication
unsatisfactory. Basic or
minimal understanding of
content discussed. Many
errors or heavy reliance on
notes.
Did not submit video
TOTAL________/25
CHAD 340 GROUP PROJECT
The purpose of the group project is to: 1) collaborate with your
peers, 2) apply what you have learned throughout the course, 3)
utilize outside research – all of which are vital tools within the
work of child advocacy – and create an advocacy-based
presentation, aimed at providing awareness and education of
your topic.

Your group can choose one of the three topics listed:
1) The Impact of Trauma among Undocumented Immigrant
Children 2) Youth Homelessness & the Juvenile Justice System
3) Childhood Health Problems & “Food Deserts”
Groups will be randomly assigned at the beginning of the course
and you are responsible for communicating with your group.
By the end of Learning Module 3, each group is responsible for
submitting a Group Project Update: A list of paragraphs
summarizing each member’s progress on the group project (one
paragraph for each member - one submission per group). In your
paragraph, you should include:
· the topic your group chose, your sources,
· a brief summary of the content of your sources, and
· how your group is progressing so far.
· Remember, each group member must have a total of 3 sources
each.
· Also describe any challenges your group is facing.
· Note: The sources each group member should provide are the
sources being used in the group's annotated bibliography (each
group member needs to have 3 sources each) and should then be
used in your section of the group PowerPoint, since the
PowerPoint is your presentation of what you have learned.
Please message the instructor if you have any questions!
· Failure to submit this will result in up to 10 (ten) points
deducted from THE GROUP's final grade. If the group submits
incomplete summaries, the group's assignment grade will incur
in this consequence.
Group Project Policy: Students are required to contact the
professor (by phone and/or email), if they are not assigned to
any group ASAP, prior to the "Project Update" assignment
deadline. Students are also required to inform the professor in
advance of the project deadline, about any possible problems
with their group (e.g. communication difficulties, writing styles
and citation problems, lack of compliance with submissions,
etc.).
Additionally, ALL complaints about group members' difficulties

or performances, will ONLY be accepted prior to four weeks
before the project submission deadline. Students will have 11
weeks to fix and address group problems with the professor. NO
COMPLAINTS ABOUT GROUP MEMBERS PERFORMANCES
WILL BE ACCEPTED IN THE LAST FOUR WEEKS BEFORE
THE PROJECT SUBMISSION DEADLINE.
This Group Project assignment will be divided in three parts.
The total assignment grade will be worth 25% of your grade.
Below is a description of each of the three parts:
1) Annotated Bibliography (10%): An annotated bibliography is
a list of peer-reviewed sources with a brief summary (250 words
minimum) accompanying each citation. The summary should
highlight the valuable information within the source, while
summarizing the main idea.
Each group member will be responsible for writing annotations
for three sources each – therefore, if you are in a group of 5,
you should have a total 15 peer-reviewed sources. There should
be one annotated bibliography submission per group.
2) PowerPoint Presentation (5%): The PPT should highlight
what you have learned about your topic and present that
information in a visually appealing, informative way. (The best
way to think about the PPT is to imagine you work for any
agency that wants to give a presentation within the community
regarding one of the above topics – you need to create a
presentation that grabs the audience’s attention, provides
important knowledge, and demonstrates the need to learn for
your topic). Each group member will be responsible for a
minimum of 5 content slides each (this does not include title,
closing, references, pictures/videos, etc) – therefore, if you are
in a group of 5, you should have at least 25 slides minimum.
There should be one PPT submission per group.
Your PPT should include all of the following Titles:
Introduction
Goals/Objectives of Presentation
Definition of Important Terms

Why is this important
What is being done to remedy or educate (e.g.
prevention/intervention)
Conclusion
References
Along with any other information you believe is needed.
3) Video Submission Presenting Your Information (10%): Each
group member must submit an individual video (can be done
using a smart phone, lap top, etc) presenting YOUR portion of
the Group PowerPoint. The goal of this is to see how much
you’ve learned and how you are able to present that
information. The Reference section of the PPTs should NOT be
included in the videos. Each group member will be responsible
for presenting the slides he/ she developed in the video.
ALL VIDEOS SHOULD BE UPLOADED ONTO YOUTUBE
(for a tutorial on how to upload a private youtube video, go to
the help section on youtube.com or review the step by step
process at the bottom of the syllabus). Students' Videos should
be a maximum of 10-15 minutes long. NO VIDEOS WILL BE
ACCEPTED OVER EMAIL. Students and the PP need to be
seen on the videos. You may use the computer to display the PP
next to you and have someone record your presentation or you
may also use a PP printout of the presentation, and display the
printout on your video. You will be expected to introduce your
subtopic, explain what you found out about it through the
articles you read, and summarize your subtopic and your
conclusions. The expectation is that you will be "teaching" your
subtopic based on the research you did. Videos with opinions
without any scientific support will NOT be considered
appropriate.
Important Notes:
· You must cite research on your PowerPoint and list them in a
Reference section.
· The annotated bibliography part of the Group Project should
also include detailed scholarly information about the chosen

topic.
· For your annotated Bibliography, Do not use any font greater
than “12,” with 1 inch margins. You may use bigger fonts on
your PPT.
· I expect all assignments to be spell-checked and proofread for
appropriate grammar and punctuation. Poorly proofread
submissions will affect your grade.
· Please note: the following sources will not be accepted, and
should not be cited in the
annotated bibliography:
o Wikipedia
o Citations from newspapers/magazines (e.g. New York Times,
USA Today) o Citations from unofficial reports (e.g. reports
compiled by a small non-profit organization operating locally).
o Unofficial internet websites (only websites of government
agencies and established private organizations can be used). If
you are uncertain whether or not a particular source of
information is acceptable, please consult with the instructor in
advance.
· In addition, you are expected to use APA format to cite your
sources, both in the body of your PowerPoint and in the
Annotated Bibliography.
· The Writing Center at MSU is an excellent resource, and it is
highly recommended you consult with the professionals there
for assistance.
· You can also find information on APA format on the following
websites: http://library.montclair.edu/guides/apa_style.pdf
http://owl.english.purdue.edu/owl/resource/560/01/

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