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Immigration reform has come to the forefront of the political arena again, most recently sparked by the controversy surrounding Arizona Senate Bill (ASB) 1070. Mostly missing from these discussions is a focus on the impact upon lived human conditions that may result from such legislative reform. This article examines the literature regarding the stress and potential psychosocial trauma that may be associated with immigration and the acculturation process, with an emphasis on the effects of the ASB 1070. The article concludes by identifying relevant implications for research.

Family-school collaboration has been shown to increase positive educational and social outcomes for students. We propose an integrated theoretical model from which mental health counselors may intervene within the tiered intervention levels of the School-Wide Positive Behavioral Intervention and Support framework. We describe the use of a structural family therapy (SFT) framework to both assess the relationship between family and school personnel and identify objectives for family collaboration. Finally, we describe how techniques and processes from SFT and solution-focused therapy can be used to enhance the relationship and collaboration between families and school personnel.

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