Publication Date

2015

Document Type

Dissertation

Department

School for Social Work

Keywords

Deportation, Hispanic, Children, Immigration, Quantitative, Hispanic American children-Psychology, Children of illegal aliens-Psychology, Deportation-United States-Psychological aspects, Separation anxiety in children, Post-traumatic stress disorder in children

Abstract

This study hypothesized that children with a disrupted attachment due to deportation will have a higher severity of trauma, anxiety, and depression than those without parental deportation. Disrupted attachments in children may lead to lifelong psychological challenges, and trauma can be a consequence of these separations (NCLR, 2008). The current study examined children with behavioral problems who participated in the Lazos program at DePelchin Children's Center in Houston Texas. Children who parents had been deported were compared to another group who had not suffered parental deportation to examine the impact of deportation. The Lazos program served primarily Hispanic chidren with behavioral problems through a CBT intervention delivered in English or Spanish. During the Lazos program, several measures were administered at baseline and posttest to participating children, including the Behavior Assessment System for Children which is comprised of two subscales, the Adaptability Index, and the Behavior Symptoms Checklist, The Trauma Symptom Checklist for Children alternate version, the Posttraumatic Stress Disorder Reactive Index and the Proxy for Attachment Scale. These measures were used to examine the impact of parental deportation. There were no statistically significant differences on key measures between the children with and without parental deportation. Some possible explanations include power limitations due to the small sample of children with deportation, and the elevated baseline levels of trauma, anxiety and depression, which may be expected in a clinical sample.

Language

English

Comments

iv, 162 pages. Ph.D dissertation-Smith College School for Social Work, 2015. Includes bibliographical references (pages 116-128)

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