he phrase undocumented immigrant, or its less charitable counterpart, illegal
T alien, tends to cause a stir in the media. The focus is on the paperwork, the
lack of permission or legal status to be in the United States. However, for
counselors to work effectively with this population, it is helpful to spend some time
considering the second part of that phrase: immigrant.
For a person to decide to leave all
that is known, familiar and comforting
behind, he or she is likely in a state
of considerable duress. Among the
stressors that push immigrants to leave
their homes are grinding poverty and
starvation, threatened or actual violence,
extortion from gangs, ethnic or religious
discrimination and lack of hope that their
situation will improve. Whether their
journey involves hiding in a container
in a cargo ship, clinging to the top of
a moving train or walking through
difficult terrain, it is not a decision to be
taken lightly. Such a journey can last for
months and be extremely perilous.
A person who decides to undertake
such a journey as the best available
option is already living in a state
of physical, mental and emotional
deprivation. We encourage counselors
to consider the challenges posed by the
pervasive stressors present in the persons
home country, the possible trauma
encountered on the journey and the
difficulty of living in the shadows in a
new land where so much is strange
and unfamiliar.
We have several goals with this article.
We wish to clarify terminology and
definitions to generate an accurate
understanding of this population,
describe some of the challenges facing
families with undocumented members
in the United States, outline some
commonly occurring mental health issues
among undocumented immigrants and
provide counselors with some resources
and ideas about how to respond to
these clients. In addition to building
individual capacity to respond among
counselors, we hope to inspire advocates
in our profession to consider systems-
level responses or ways we can promote
more equitable access to the support
systems that undocumented immigrants
often need. We are focusing on the
undocumented portion of the immigrant
population because of the severity of their
needs and the relative scarcity of resources
to meet those needs.
In terms of definitions, immigrants are
people who leave their home country to
live (temporarily or permanently) in a
host country. They differ from refugees,
which are defined as individuals fleeing
persecution, war or natural disaster. The
United Nations classifies refugees as a
protected group, and if a host country
offers these individuals asylum, it comes
with automatic legal status. Immigrants
can apply to receive temporary legal status
based on a special function (such as a
work visa or student visa), or they may
become eligible for residency through a
qualified family member who is a U.S.
citizen. However, there are caps on each
category (i.e., not every person who
wishes to come to the U.S. to work or
study may do so). Deferred Action for
Childhood Arrivals (more commonly
known as DACA) is a temporary
permission to work that does not provide
true legal standing in the U.S., and it can
potentially be revoked by executive action.
It is important to have a trusted
source for accurate information about
immigration, especially when so much
inaccurate information abounds in
other public sources. In particular,
counselors may wish to become familiar
with eligibility for health and human
services for undocumented immigrants.
A helpful source for this information is
the National Immigration Law Center
website {nilc.org), which provides details
about eligibility for health care services,
education, workers rights, drivers
licenses, economic support programs and
so on.
It also is important for counselors to
be aware that differences exist between
federal and state immigration policies
and practices. Some states have created
April 2017 | Counseling Today | 35
restrictive laws to govern activities such
as enrolling an undocumented child
in school, presenting for services in an
emergency room and applying for a
drivers license. Thus, it is incumbent
upon counselors to understand the
climate and laws within their states and
local communities. The current policy
climate is changing rapidly, so staying up
to date is essential.
C o m m o n c h a lle n g e s
Each immigrant family with at
least one undocumented member is
unique, but some typical challenges do
exist. For adult immigrants who are
undocumented, there are daily concerns
about detection by the authorities,
potential deportation and separation
from other family members. Even an act
as simple as driving to the grocery store
can be perilous without a drivers license,
so undocumented immigrants may
adopt the mantra trust no one and try
to live in the shadows, undetected. The
newest guidelines from the Department
of Homeland Security (dhs.gov/executive-
orders-protecting-homeland) include
a broader definition of priorities for
deportation. This change has generated
enormous fear in the immigrant
community.
Many undocumented immigrants must
work jobs in which they are paid as part
of the underground economy. Thus,
they are not able to speak out against
unsafe workplace conditions or unfair
or discriminatory practices for fear of
retribution. These jobs often pay poverty-
level wages and involve hard manual labor.
Some undocumented immigrants work
more than one job to make ends meet.
Adults who are undocumented are also
unlikely to have access to needed services
such as health, legal, educational and
other social support services, so they have
unmet needs in terms of physical and
mental health. In addition, it is common
for these adults to have experienced
some form of trauma physical or
sexual assault, robbery, threats, extortion,
bearing witness to murder during
their journey to the U.S., so there is
an accumulation of stressors that can
become quite profound.
Youth living in a family with at least
one undocumented member experience
some of the same stressors concerns
about deportation of a family member,
36 | ct.counseling.org | April 2017
adults to have experienced
some form of trauma
during their journey
to the U.S., so there is
an accumulation of
stressors that can become
poverty, lack of services, etc. But some
of their concerns are different. In most
cases, these youth will have access to basic
K-12 education, so they often acculturate
to U.S. language and culture norms more
quickly than do their parents. This can be
difficult in the early phases of adjustment,
but it does bring some benefit in terms
of language proficiency, educational
opportunity and socialization.
However, when their friends start
moving through rites of passage such
as getting a drivers license, landing a
first job or applying to college, youth
who are undocumented or who have an
undocumented parent have a strikingly
divergent experience. Some are already
aware of their legal status, but other
youth first learn about their lack of
documentation when they ask their
parents to assist with these normative
tasks. At this point, some youth become
disillusioned and depressed, believing
that all of their dreams and aspirations
are now beyond their reach. W ithout a
socially sanctioned way to participate in
society, these youth may become involved
in maladaptive coping strategies (e.g.,
gang involvement, substance abuse).
Other undocumented youth become
more determined and start fighting to
achieve their goals, even if they have to
create new systems outside of the defined
legal structures.
In both cases, it is unlikely that their
parents will be able to provide much
assistance, so undocumented youth
will almost always need advocates or
champions from outside of their group to
assist them. It is risky to identify oneself
as undocumented in todays hostile
political climate, so finding an advocate
is not a straightforward process. Adults
who are familiar with the signs and
signals that a youth (or a youths family
member) may be undocumented for
example, not driving, not applying
to college even with a good academic
record, having many absences from
school that are not typical may
find ways to reach out and indirectly
inquire about the youths circumstances
or offer resources. Counselors might
wish to review websites such as the
Department of Educations Resource
Guide: Supporting Undocumented
You th (www2. ed.gov/about/overvinu/fociis/
supporting-undocumented-youth.pdf and
the UCLA clearinghouse of resources on
undocumented youth {smhp.psych.ucla.
edu/qflundoc. html).
U sing e c o lo g ic a l system s th e o r y
It is important that counselors
understand the singular environmental
factors and societal barriers that have
the potential to affect the development
and mental health of undocumented
youth and families. This understanding
can prepare counselors to apply more
effective strategies when working with
undocumented clients or families.
Urie Bronfenbrenners ecological
systems theory may be a particularly
helpful tool for counselors in this regard.
Bronfenbrenners theory describes
human development in terms of
interactions between individuals personal
characteristics and their environmental
systems. The five environmental systems
are the microsystem, mesosystem,
exosystem, macrosystem and
chronosystem.
The microsystem is the most
immediate environment in which
an individual interacts. For children,
microsystems commonly consist of a
small group of people, such as parents,
siblings, schoolteachers, friends and
classmates. The mesosystem is the
interaction between microsystems, such
as the communications between parents
and teachers.
The exosystem is outside of ones direct
interaction but still has the potential
to impact ones mental health and
development because it directly influences
members of ones microsystem. This
might include a parents relationship
with his or her boss or co-workers, or
a teachers relationship with his or her
principal. A common example of the
influence of the exosystem on someone is
that of a parent who feels unappreciated
and disrespected at work and then
displaces that anger and frustration onto
his or her children.
The macrosystem is the largest
ecological system. It includes cultural
values and beliefs, and political and
economic systems. The chronosystem,
which includes constancy and change,
reflects the influence of time on ones
development.
Undocumented immigrant status
can influence all aspects of a persons
ecological system. In the microsystem,
immigration may affect the relationships
among and between family members.
The combination of fewer community
and financial resources plus the need
to stay obscure or in the shadows may
reduce the number of microsystems that
undocumented youth and families have.
For example, documented youth may
engage in more extracurricular activities
than do undocumented youth. This
expands the microsystems of documented
youth to include additional people, such
as teammates, music teachers and coaches.
Immigration, and particularly
undocumented immigration, may also
change traditionally microsystemic
relationships into exosystemic
relationships. For example, it is common
for undocumented families to immigrate
to the United States in waves, with a
parent initially leaving children with
extended family members. This can
lead to parents becoming part of their
childrens exosystem for a period of
time. Later, when children are able to
immigrate to the United States to reunite
with their parents, the relationship
rapidly shifts back to one that is
microsystemic. These sudden shifts in
interactions can require an adjustment
period and strain the relationships
between undocumented youth and their
parents. Changes in microsystems can
also occur as the result of other factors
such as deportation.
Undocumented immigration may
also influence the mesosystem, or
interactions between microsystems,
particularly in reference to the quality
and frequency of such interactions. One
example is the relationship between
a childs schoolteacher and parents.
Language differences between parents and
teachers can affect the strength of this
relationship, which can in turn reduce the
ability of undocumented parents to be
fully involved in their childs school. This
can prove particularly challenging when
difficult and complicated situations such
as discrimination or bullying occur.
The indirect aspect of the exosystem
may be particularly pronounced with
undocumented youth and families.
Parents who are trying to make ends
meet but who are not legally allowed
to work in the United States may work
long hours at very low-paying jobs and
experience exploitation, prejudice and
discrimination. Parents who experience
financial stress and fear of potential
deportation may inadvertently displace
their preoccupations onto their children
in the form of irritation and frustration.
This can negatively impact the mental
health and development of these youth.
The macrosystem also may have a
profound effect on mental health and
development. In particular, marginalized
groups such as undocumented youth

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 and families are particularly vulnerable
to economic and political trends.
This is certainly true in reference
to the legislation and execution ol
laws associated with undocumented
immigration. As previously mentioned,
R e a lity T h e ra p y undocumented youth who learn of their
undocumented status and the barriers
a n d S e lf-E v a lu a tio n : associated with that status in terms
of securing education, employment,
a drivers license and so on may be
T h e K e y t o C lie n t C h a n g e
particularly susceptible to feelings of
Robert E. Wubbolding despair, hopelessness, helplessness, anxiety
and fear.
Dr. Robert W ubbolding has written a very
Reality Therapy Unique factors associated with the
{HrUK * helpful book explaining a n d extending the role
Self-Evaluation: chronosystem also may be in play
o f clients self-evaluating their behavior. He
with individuals and families who
provides practical strategies fo r creating action
Tit* R i U j io are undocumented. In particular,
plans that lead to positive behavioral change
the possibility of change, such as
..
a n d his cases a n d sample dialogues bring these
deportation, may constantly be on
strategies to life.
the minds of undocumented youth or
Gerald Corey, EdD members of their microsystems. Changes
Professor Emeritus of Human Services (or a lack thereof) in immigration
and Counseling policies and laws may also affect the
California State University, Fullerton mental health of undocumented
individuals. For example, in 2010,
This is another brilliant book by Dr. Robert Dreamers anxiously awaited the prospect
Wubbolding, long-time trusted associate o f the late W illiam Glosser; M D . It is of gaining citizenship through federal
an insightfid guide to the process o f s e lf evaluation, which is a reliably effective legislation (known as the Dream Act).
way to fu lfill your own needs a n d be happy. However, this legislation was met with
Carleen Glasser barriers and did not pass Congress.
President, William Glasser, Inc. This was a huge blow to many who
were leaning on this legislation for
This unique resource discusses the core concepts of self-evaluation the prospect of stability, opportunities
and the WDEP system of reality therapy, and answers the commonly for education and careers, and other
asked question: How do I intervene with clients who appear to privileges of full citizenship.
be unmotivated to make changes in their behavior? Detailed More recently, political rhetoric and
interventions and sample counselor-client dialogues throughout the actions associated with securing the U.S.
book illustrate work with clients dealing with posttraumatic stress, border and enforcing immigration laws
anger issues, grieving and loss, self-injury, antisocial behavior, more strictly have created a great deal of
career concerns, relationship problems, and more. Dr. Wubboldings uncertainty and fear in undocumented
techniques are readily applicable to mental health and educational immigrant communities.
settings, with cross-cultural application to clients of various ages.
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their experiences of discrimination,
exploitation and barriers. Helping parents
to express their frustrations may reduce
the chances of them displacing anger
and frustration onto other members of
the family unit. Counselors can also help
parents problem-solve and cope with

3 8 | c t.c o u n s e lin g .o r g | A p r i l 2 0 1 7
challenging aspects of their lives, such as
dealing with disrespectful co-workers or
prejudicial bosses. In addition, counselors
can help parents prepare for worst-case
scenarios, such as steps they could take in
the event that one or both parents were
detained or deported.
Concerning the mesosystem, counselors
can help youth and families develop their
relationships with other microsystems,
such as teachers and other school
personnel. In particular, it is important
for counselors to help undocumented
youth and parents brainstorm ways
to respond to school personnel about
school issues such as academic struggles,
behavioral challenges, discrimination
and bullying. W ith clients permission,
counselors working with undocumented
youth and families may also consider
taking on an advocacy role with school
systems, particularly when discrimination
and unresolved bullying are occurring.
W ith respect to the macrosystem,
counselors may consider advocating
for changes in the law regarding
illegal immigration. This may include
advocating for pathways to citizenship,
better access to community resources
and so on. It also may take the form
of advocating against movements or
legislation that would be harmful to
undocumented youth and their families.
Counselors can also help youth
and families draw upon and cultivate
resilience. This may take the form of
helping clients to remember the struggles
and obstacles they have already been
through and rediscover the strengths they
possess that have helped them navigate
these trials.
C a s e s tu d y
The following is a brief case study of
a counseling experience that one of the
article authors had with an undocumented
family. Specific names and circumstances
have been changed to protect the
familys identity. Many of the details of
this case are common experiences that
undocumented families face.
Marcus, an undocumented immigrant
who is 14 and speaks Spanish, was
referred to you by the school social
worker. Marcus attends the first
session with his 45-year-old mother,
Elizabeth, who also speaks Spanish and is
undocumented. Elizabeth shares with you
that she immigrated alone to the United
States 10 years ago. Because of financial
difficulties, she had to leave Marcus with
her parents in her country of origin.
A few months before this first session,
Marcus was able to join his mother in
the U.S. Elizabeth shares that Marcus
refuses to call her mom and acts very
standoffish toward her.
Marcus shares that he doesnt know
why he had to come to the United
States. He says that he was happy in his
country of origin and misses his friends,
grandparents and cousins. He also says
that he doesnt like school, that English is
difficult for him to learn and that students
at the school pick on him. He says he can
understand the names the other kids call
him and the mean things they say. He
doesnt have enough command of English
to fight back with his words, however, so
he uses his fists. Marcus has used his fists
to fend off verbal attacks a number of
times and, on each occasion, he has been
suspended from school.

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In this case example, Marcus
microsystem changed suddenly. He
was uprooted from the only life he had
known, where he had friends and close
connections to extended family. Using
Bronfenbrenners model as a reference, we
see that Marcus was separated from his
ecological system a system in which
he knew the explicit and implicit cultural
beliefs, values and rules and interacted
with people who looked like him and
shared his language. His microsystem
changed from that of friends,
grandparents, uncles, aunts and cousins
to that of his mother and a schoolteacher.
Furthermore, Marcus mother, who
for many years had been part of his
exosystem someone who influenced
his life indirectly but didnt interact with
him outside of an occasional phone
call and letter became his primary
microsystem. Elizabeth, who missed her
son dearly and felt guilty for not being
there to raise him, wanted desperately to
pick up where they had left off before she
immigrated to the United States. Marcus
was not able to reciprocate her feelings,
which hurt Elizabeth deeply.
Although Elizabeth had lived in the
United States for a decade, she had
interacted primarily with other Spanish
speakers and largely remained in the
shadows to avoid detection. Therefore,
she struggled to communicate with
school personnel at Marcus school and
did not know how to help her son deal
with the bullying that he experienced.
The counselor should take into account
a number of factors when conceptualizing
and treating this family. Systemically, it
is important to recognize the changes
(chronosystem) that have occurred in the
lives of both Elizabeth and Marcus and
how they are adjusting to those changes.
The counselor might help Elizabeth
recognize the adjustments that Marcus is
experiencing and assist her in developing
realistic expectations regarding their
relationship. It also would be beneficial
to further assess her relationship and
interactions with Marcus school
(mesosystem) and co-construct strategies
to help her figure out what is going on in
school and how to advocate for her son.
The counselor also might consider ways
that he or she can advocate appropriately
on behalf of the family.
40 | ct.counseling.org | A p ril 2017
The counselor also might assess
Marcus exosystem by understanding the
stressors that Elizabeth faces in her daily
life. These include working multiple
jobs, experiencing pressure from family
members in her country of origin to
help out financially and dealing with
ongoing fears of deportation. If Elizabeth
is facing a great deal of stress and anxiety,
the counselor could take care to validate
Elizabeths emotions and provide her with
stress-reduction tools.
The counselor can work with Marcus to
develop healthy strategies for dealing with
the verbal abuse he reports experiencing at
school. The counselor also might work to
broaden Marcus microsystem by looking
into community programs in which
Marcus might be interested, including
sports programs, after-school programs or
a mentorship program.
Conclusion and resources
Seemingly insurmountable barriers exist
for undocumented children and families,
but counselors can take a number of
steps to facilitate the mental health
of these clients. It can be particularly
helpful to conceptualize undocumented
families circumstances from a systemic
perspective, such as Bronfenbrenners
ecological systems theory. It also is helpful
to validate clients experiences while
drawing upon their resources, including
the resilience and skills they have used to
overcome past trials and struggles.
Finally, it is important for counselors
to be aware of the resources that exist
to help undocumented families. The
following resources will get you started.
The American Psychological
Associations guide to working with
immigrant-origin clients: apa.org/
topics/immigration/immigration-report-
professionals.pdf
Immigrant Legal Resource Center:
ilrc. org/for-immigrants-para-
imnigrantes/know-your-rights
The College Board guidance on
advising undocumented students:
professionals, collegeboard. com/guidance/
financial-aid/undocumented-stndents
Kaiser Family Foundation
information on access to health care:
kaiserfamilyfoundation.files.ivordpress.
com/2013/02/8420.p d f
In addition, we recommend the
following books for those who wish to
deepen their personal understanding
of the narratives of undocumented
immigrants:
Enriques Journey: The Story o f a Boys
Dangerous Odyssey to Reunite With His
Mother by Sonia Nazario
Underground America: Narratives o f
Undocumented Lives compiled and
edited by Peter Orner
Knowledge Share articles
are developed from sessions
presented at American Counseling
Association conferences.
Laura M. Gonzalez is an associate
professor in the School of
Education at the University of
North Carolina at Greensboro,
having received a Ph.D. in
counselor education from North
Carolina State University and
an M.Ed. in college counseling
from the University of Delaware.
In addition, she has conducted
research and outreach to the
Latino immigrant community with
the goal of enhancing educational
access. Contact her at lmgonza2@
uncg.edu.
Nathaniel N. Ivers is an assistant
professor in the Department
of Counseling at Wake Forest
University. He received his
master's in counseling from Wake
Forest University and a Ph.D.
in counseling and counselor
education from the University
of North Carolina at Greensboro.
He has published research and
conceptual papers related to
Latino immigrants and has
provided counseling to the
Spanish-speaking immigrant
population in North Carolina.
Contact him at iversnn@wfu.edu.
Letters to the editor:
ct@counseling.org
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