Official Court Documentation Package

Program Documentation & Credentials

Formal learning objectives, trauma-informed framework, evidence-based references, and instructor qualifications for judicial, legal, and referral review.

Jump to:
I. Learning Objectives II. Trauma-Informed Framework III. Bibliography IV. Instructor CV
I

Program Learning Objectives

Bloom's Taxonomy–mapped objectives by module, assessment method, and passing criteria for each court-ordered program.

Court-Ordered Parenting Education

10 Modules 10 Contact Hours Certificate: CO-xxxx Assessment: 6 Quizzes + Final Passing: 70%
# Learning Objective Module
1 Identifythe stages of child development from infancy through adolescence and articulate age-appropriate behavioral expectations at each stage. Module 1
2 Explainthe biological and psychological foundations of attachment and describe the impact of secure versus insecure attachment on long-term child outcomes. Module 2
3 Demonstrateverbal and written co-parenting communication strategies that prioritize the child's well-being and reduce adversarial dynamics between separated or divorced parents. Module 3
4 Applyevidence-based discipline methods grounded in natural consequences and positive reinforcement, distinguishing discipline from punishment. Module 4
5 Analyzethe short- and long-term effects of domestic violence exposure on children's neurological development, emotional regulation, and social functioning. Module 5
6 Applyde-escalation and conflict resolution frameworks to model emotionally regulated behavior during co-parenting disputes and household conflict. Module 6
7 Evaluatetheir own parenting patterns through a trauma-informed lens and identify specific behaviors to change in their daily caregiving practice. Module 7
8 Constructa personalized parenting plan incorporating trauma-sensitive responses, consistent routines, and age-appropriate emotional support strategies. Module 8
9 Identifycommunity resources, mental health referrals, and support systems available to families navigating custody transitions and parental separation. Module 9
10 Evaluatecumulative learning across all ten modules by demonstrating competency in child development, co-parenting communication, discipline, and trauma-informed parenting through a comprehensive final assessment. Module 10 (Final)
10Modules
10Contact Hours
70%Passing Score
6Assessments
CO-xxxxCertificate Format

Child Abuse Prevention Education

10 Modules 10 Contact Hours Certificate: CO-xxxx Assessment: Module Quizzes Passing: 70%
# Learning Objective Module
1 Identifythe four legally defined categories of child abuse and neglect — physical, emotional, sexual, and neglect — and describe the behavioral and physical indicators of each. Module 1
2 Explainthe mandatory reporting obligations for suspected child maltreatment, including who qualifies as a mandated reporter, reporting procedures, and legal protections for reporters. Module 2
3 Analyzethe risk factors and protective factors associated with child abuse at the individual, family, community, and societal levels using the social-ecological model. Module 3
4 Describehow family stress, poverty, social isolation, and substance abuse contribute to elevated risk for maltreatment and identify points of intervention. Module 4
5 Applytrauma-informed parenting strategies that build child resilience, regulate the parent's own stress responses, and interrupt intergenerational cycles of maltreatment. Module 5
6 Evaluatethe neurological and psychological impact of childhood trauma and adverse childhood experiences (ACEs) on brain development and adult health outcomes. Module 6
7 Demonstrateeffective strategies for building protective factors in the home including positive parent-child bonding, emotional availability, and consistent nurturing routines. Module 7
8 Identifycommunity-based prevention programs, family support services, and mental health resources that reduce maltreatment risk and strengthen family functioning. Module 8
9 Constructa personal family safety plan that includes specific behavioral commitments, support contacts, crisis de-escalation strategies, and identified trigger situations. Module 9
10 Evaluatetheir readiness to maintain safe and nurturing caregiving by demonstrating competency across all program content areas in a comprehensive final assessment. Module 10 (Final)
10Modules
10Contact Hours
70%Passing Score
CO-xxxxCertificate Format

Restoring Self-Control: Anger Management Education

8 Modules 8 Contact Hours Certificate: CO-xxxx Assessment: Module Quizzes Passing: 70%
# Learning Objective Module
1 Identifythe neurobiological basis of anger, including the role of the amygdala, stress hormones, and the fight-flight-freeze response in producing aggressive behavior. Module 1
2 Analyzepersonal anger triggers, early warning signs, and escalation patterns through self-monitoring exercises and structured reflection activities. Module 2
3 Applyevidence-based emotional regulation techniques — including diaphragmatic breathing, progressive muscle relaxation, grounding, and cognitive reframing — to interrupt the anger escalation cycle. Module 3
4 Demonstrateassertive communication skills that express needs and frustrations without aggression, blame, or coercion, using structured "I-statement" and active listening frameworks. Module 4
5 Applyconflict resolution strategies — including negotiation, compromise, and third-party intervention — to interpersonal disputes in family and community contexts. Module 5
6 Acceptpersonal accountability for the impact of past aggressive behavior on others, including a structured accountability exercise that names specific harm caused and identifies behavioral commitments. Module 6
7 Constructa behavioral change plan incorporating identified triggers, practiced regulation strategies, accountability supports, and a relapse prevention protocol for high-risk situations. Module 7
8 Evaluatesustained behavioral progress by demonstrating mastery across all program domains in the final assessment and articulating a long-term maintenance strategy for emotional self-regulation. Module 8 (Final)
8Modules
8Contact Hours
70%Passing Score
CO-xxxxCertificate Format

Trauma-Informed Domestic Violence Education

8 Modules 8 Contact Hours Certificate: CO-xxxx Assessment: Module Quizzes Passing: 70%
# Learning Objective Module
1 Identifythe forms of domestic violence — physical, emotional, psychological, financial, sexual, and coercive control — and describe how each manifests in intimate partner relationships. Module 1
2 Explainthe cycle of violence model (tension building, incident, reconciliation, calm) and describe why trauma bonding, fear, and economic dependency create barriers to leaving abusive relationships. Module 2
3 Analyzethe neurobiological trauma responses — hypervigilance, dissociation, freeze, fawn — that affect survivors' behavior and decision-making, and describe why these responses are adaptive, not pathological. Module 3
4 Applyemotional regulation strategies — grounding, mindfulness, body-based techniques — to manage trauma-related arousal and reduce reactivity in high-stress relational situations. Module 4
5 Evaluatethe developmental and psychological impact of witnessing domestic violence on children, including effects on attachment, academic performance, behavior, and risk for future relationship violence. Module 5
6 Acceptpersonal accountability for abusive behavior by completing a structured impact statement that names harm done, acknowledges the role of choice, and identifies specific behavioral commitments to change. Module 6
7 Demonstratehealthy communication patterns — active listening, non-defensive response, de-escalation — and contrast these with coercive communication strategies they are replacing. Module 7
8 Constructa personal safety and accountability plan including boundary-setting commitments, support network identification, crisis response protocol, and a defined relapse prevention strategy. Module 8 (Final)
8Modules
8Contact Hours
70%Passing Score
CO-xxxxCertificate Format

Restoration & Recovery: Substance Abuse Education

10 Modules 10 Contact Hours Certificate: CO-xxxx Assessment: 3 Required Quizzes Passing: 70%
# Learning Objective Module
1 Explainthe disease model of addiction, including the neurochemical changes in reward pathways, dopamine dysregulation, and why addiction constitutes a chronic, relapsing brain condition requiring ongoing management. Module 1
2 Identifythe biological, psychological, and social risk factors that predispose individuals to substance use disorders, including adverse childhood experiences, trauma history, and co-occurring mental health conditions. Module 2
3 Analyzethe physiological and psychological impact of substance abuse on brain development, organ systems, and relational functioning across the lifespan. Module 3
4 Identifypersonal substance-use triggers — emotional, environmental, social, and cognitive — and categorize them using the HALT (Hungry, Angry, Lonely, Tired) and high-risk situation frameworks. Module 4
5 Applyevidence-based coping strategies — including urge surfing, mindfulness-based relapse prevention, behavioral activation, and social support engagement — to manage cravings and high-risk situations. Module 5
6 Constructa personalized sobriety maintenance plan that incorporates identified triggers, coping tools, accountability structures, and defined responses to relapse warning signs. Module 6
7 Applyrelapse prevention strategies using the Gorski-Miller Relapse Prevention model, distinguishing between lapse and relapse, and identifying critical intervention points in the relapse process. Module 7
8 Evaluatethe impact of substance abuse on family systems, co-parenting relationships, and child welfare, and identify specific behavioral changes needed to restore healthy family functioning. Module 8
9 Identifythe role of spiritual and faith-based frameworks in sustaining long-term recovery, examining how meaning, purpose, and community belonging support sobriety maintenance. Module 9
10 Evaluatecomprehensive recovery readiness by demonstrating mastery across all program content areas in the final assessment and articulating a long-term, multi-domain recovery plan. Module 10 (Final)
10Modules
10Contact Hours
70%Passing Score
3Required Assessments
CO-xxxxCertificate Format
II

Trauma-Informed Framework Statement

GraceRoot's clinical and pedagogical approach grounded in SAMHSA's six principles of trauma-informed care.

GraceRoot Institute is a trauma-informed educational organization. All five court-ordered programs are designed and delivered in accordance with the Substance Abuse and Mental Health Services Administration (SAMHSA) Trauma-Informed Approach, which recognizes the widespread impact of trauma, integrates knowledge about trauma into policies and practices, and actively works to avoid re-traumatization. In the context of court-ordered education, this means participants are treated as whole persons navigating complex circumstances — not as behavior problems to be corrected — and the curriculum is structured to build insight, skill, and intrinsic motivation rather than shame-based compliance.

The Six Principles of Trauma-Informed Care — Applied

1Safety

Participants must feel psychologically and emotionally safe before meaningful learning or behavioral change can occur. Physical safety cues and emotional predictability are built into course structure.

In GraceRoot Courses Every module opens with a grounding statement that normalizes the participant's circumstances. Content warnings precede difficult material (e.g., DV dynamics, childhood trauma descriptions). Reflection exercises are private and not graded — participants are never penalized for honest self-disclosure. The platform is accessible 24/7 so participants control the pace and environment in which they engage.

2Trustworthiness & Transparency

Organizational operations and decisions are conducted with transparency to build and maintain trust. Participants understand expectations, criteria, and processes at every step.

In GraceRoot Courses Course requirements (module count, quiz pass thresholds, certificate issuance criteria) are disclosed at enrollment. Assessment answers are explained with rationale — not just marked correct or incorrect. Certificate criteria are objective and consistent: 100% module completion + required quiz pass rates. Participants can track their exact progress at every point.

3Peer Support

Lived experience is recognized as a powerful source of healing and connection. Programs integrate narratives that validate the participant's experience alongside clinical content.

In GraceRoot Courses Case studies and narrative vignettes throughout each course reflect real-world circumstances participants encounter, reducing isolation. Dr. Quinones' approach draws on her own professional and personal journey, making the instructional voice relational rather than clinical. Faith integration modules include testimonial content that normalizes struggle as part of transformation.

4Collaboration & Mutuality

Power differentials between staff and participants are minimized. Healing happens in relationships and through genuine partnership, not hierarchical delivery.

In GraceRoot Courses Reflection exercises invite participants to draw on their own wisdom, not just absorb prescribed answers. Interactive coping plan tables (e.g., Substance Abuse Module 5) require participants to co-construct their own strategies rather than copy a template. The Grace AI chat assistant provides non-judgmental, affirming guidance that responds to the participant rather than lecturing at them.

5Empowerment, Voice & Choice

The program prioritizes skill-building and mastery. Participants' strengths are identified and built upon, and they are given meaningful choices about their learning experience.

In GraceRoot Courses Every program culminates in a participant-constructed plan (parenting plan, sobriety plan, relapse prevention protocol) that is theirs to keep and implement — not a document submitted to probation. Quiz re-attempts are available so learning, not gatekeeping, is the goal. The certificate is the participant's document — including the "Send to My Representative" feature, which puts the participant in control of who receives their credentials.

6Cultural, Historical & Gender Issues

The organization actively moves past cultural stereotypes, offers gender-responsive services, leverages the healing value of cultural connections, and recognizes historical trauma.

In GraceRoot Courses Course content explicitly addresses how race, gender, socioeconomic status, and historical trauma intersect with family violence, substance use, and parenting. The faith-integration component respects diverse faith backgrounds while remaining accessible to non-religious participants. Dr. Quinones' credentials span clinical work across diverse populations, and courses include culturally specific references throughout.

Biblical Integration: Faith as Complement, Not Substitute

GraceRoot is explicitly Christ-centered. This requires clarification for courts and legal professionals who may evaluate the program against secular educational standards: faith integration in GraceRoot courses complements, not replaces, evidence-based content. Every core learning objective is grounded in peer-reviewed research, recognized frameworks (DSM-5, SAMHSA, CDC guidelines), and validated behavioral interventions.

Faith-based content is introduced in dedicated modules (typically the penultimate module of each course) and framed as an additional resource for meaning-making, community support, and motivation — elements that SAMHSA and addiction medicine research independently identify as protective factors in recovery and behavioral change. The approach draws on positive psychology research on meaning and purpose (Frankl, Seligman), which demonstrates that transcendent frameworks improve treatment adherence and long-term behavioral maintenance.

Participants of any faith background — including those who identify as secular or non-religious — can complete all required modules, pass all required assessments, and earn their certificate. No faith commitment is required for program completion.

Dr. Quinones' trauma-informed training is entirely secular and clinically grounded, as detailed in Section IV. The clinical content of these programs would meet the standards for evidence-based programming under any peer review of the underlying sources.

III

Evidence-Based Bibliography

Peer-reviewed references, authoritative frameworks, and annotated sources underlying each court-ordered program.

Court-Ordered Parenting Education — References
  1. 1.
    Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Lawrence Erlbaum.
    The foundational empirical work establishing secure, anxious, and avoidant attachment classifications. Underlies Modules 2–3 content on attachment theory and parenting behavior.
  2. 2.
    Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.
    Bowlby's synthesis of attachment theory and its implications for therapeutic practice. Core theoretical framework for the parenting curriculum's attachment and security content.
  3. 3.
    Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245–258.
    The landmark ACE Study establishing dose-response relationships between adverse childhood experiences and adult health outcomes. Foundation for Module 6 content on intergenerational trauma.
  4. 4.
    Sanders, M. R. (1999). Triple P-Positive Parenting Program: Towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clinical Child and Family Psychology Review, 2(2), 71–90.
    Triple P is one of the most replicated evidence-based parenting interventions. GraceRoot's positive discipline content (Module 4) draws on its behavioral strategies.
  5. 5.
    Holden, G. W. (2003). Children exposed to domestic violence and child abuse: Terminology and taxonomy. Clinical Child and Family Psychology Review, 6(3), 151–160.
    Clarifies definitional and methodological issues in studying children's exposure to domestic violence. Informs Module 5 content on DV impact on children.
  6. 6.
    Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. In E. M. Hetherington (Ed.), Handbook of child psychology: Socialization, personality, and social development (Vol. 4, pp. 1–101). Wiley.
    The foundational taxonomy of authoritative, authoritarian, permissive, and neglectful parenting styles underlying Module 4 discipline content.
  7. 7.
    Margolin, G., & Gordis, E. B. (2000). The effects of family and community violence on children. Annual Review of Psychology, 51, 445–479.
    Comprehensive review of violence exposure effects on children's cognitive, emotional, and behavioral development. Informs Module 5 learning objectives.
  8. 8.
    Johnston, J. R., & Campbell, L. E. G. (1988). Impasses of divorce: The dynamics and resolution of family conflict. Free Press.
    Seminal work on high-conflict co-parenting dynamics post-separation. Informs Module 3 co-parenting communication content.
  9. 9.
    Perry, B. D., & Szalavitz, M. (2006). The boy who was raised as a dog: And other stories from a child psychiatrist's notebook. Basic Books.
    Perry's accessible synthesis of developmental trauma and its neurobiological impacts. Used in Modules 1–2 to ground child development content in neuroscience.
  10. 10.
    Hetherington, E. M., & Kelly, J. (2002). For better or for worse: Divorce reconsidered. Norton.
    Longitudinal research on how divorce and family restructuring affect children's development. Informs co-parenting curriculum in Module 3.
  11. 11.
    Siegel, D. J., & Hartzell, M. (2003). Parenting from the inside out: How a deeper self-understanding can help you raise children who thrive. Tarcher/Penguin.
    Integrates attachment neuroscience with practical parenting. Core reference for Module 7 reflective parenting content.
  12. 12.
    American Psychological Association. (2020). APA dictionary of psychology (2nd ed.). American Psychological Association.
    Standard clinical reference for terminology used throughout the parenting curriculum, ensuring definitions align with professional standards.
Child Abuse Prevention Education — References
  1. 1.
    Centers for Disease Control and Prevention. (2021). Preventing child abuse and neglect: A technical package for policy, norm, and programmatic activities. CDC.
    CDC's authoritative framework for evidence-based child maltreatment prevention strategies. Provides the social-ecological model that structures Modules 3–4.
  2. 2.
    Child Welfare Information Gateway. (2019). Long-term consequences of child abuse and neglect. U.S. Department of Health and Human Services, Children's Bureau.
    Government synthesis of evidence on how child maltreatment affects physical health, mental health, and social outcomes throughout the lifespan. Foundation for Module 6 ACE content.
  3. 3.
    Dubowitz, H. (2007). Understanding and addressing the "neglect of neglect": Digging into the molehill. Child Abuse & Neglect, 31(6), 603–606.
    Addresses the underrecognized and under-researched category of neglect. Informs Module 1 definitions and reporting obligations content.
  4. 4.
    Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245–258.
    The ACE Study. Directly informs Module 6 content on the long-term neurological and health consequences of maltreatment.
  5. 5.
    Prevent Child Abuse America. (2020). Strengthening families: A protective factors framework. Prevent Child Abuse America.
    The five-factor framework (parental resilience, social connections, knowledge of parenting, concrete support, social-emotional competence of children) underpins Module 7 protective factors content.
  6. 6.
    Substance Abuse and Mental Health Services Administration. (2014). SAMHSA's concept of trauma and guidance for a trauma-informed approach. SAMHSA.
    The foundational SAMHSA document defining trauma-informed practice. Underpins the entire course's pedagogical approach, particularly Module 5.
  7. 7.
    van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.
    Comprehensive clinical account of trauma's neurobiological imprint. Informs Module 6 content on how childhood maltreatment affects brain development.
  8. 8.
    Belsky, J. (1980). Child maltreatment: An ecological integration. American Psychologist, 35(4), 320–335.
    Introduced the ecological model for understanding child abuse, identifying individual, family, community, and societal determinants. Foundation for Module 3 risk factor analysis.
  9. 9.
    Cicchetti, D., & Toth, S. L. (2005). Child maltreatment. Annual Review of Clinical Psychology, 1, 409–438.
    Authoritative review of maltreatment research integrating developmental psychopathology perspectives. Informs Module 4 family stress and poverty content.
  10. 10.
    Perry, B. D. (2009). Examining child maltreatment through a neurodevelopmental lens: Clinical applications of the neurosequential model of therapeutics. Journal of Loss and Trauma, 14(4), 240–255.
    Perry's neurosequential model applied to clinical intervention for maltreated children. Informs Module 6 neurological impact content.
  11. 11.
    Administration for Children and Families. (2022). Child maltreatment 2020. U.S. Department of Health and Human Services.
    Annual federal child abuse statistics report. Used in Module 1 for prevalence data and reporting statistics.
  12. 12.
    Widom, C. S. (1989). The cycle of violence. Science, 244(4901), 160–166.
    Landmark prospective study on intergenerational transmission of abuse. Foundation for Module 9 intergenerational cycle content and intervention urgency.
Restoring Self-Control: Anger Management Education — References
  1. 1.
    Novaco, R. W. (1975). Anger control: The development and evaluation of an experimental treatment. Lexington Books.
    The foundational clinical work establishing cognitive-behavioral anger control training. Core theoretical and practical basis for Modules 2–4.
  2. 2.
    Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
    Popularized the emotional intelligence framework. Informs Module 4 communication and empathy content within the anger management curriculum.
  3. 3.
    Beck, A. T. (1999). Prisoners of hate: The cognitive basis of anger, hostility, and violence. HarperCollins.
    Beck's cognitive model of anger applied to interpersonal violence. Foundation for Module 2 trigger identification and Module 3 cognitive reframing content.
  4. 4.
    Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. Guilford Press.
    Dialectical Behavior Therapy (DBT) framework. Module 3 emotion regulation skills draw directly on DBT's distress tolerance and emotion regulation modules.
  5. 5.
    Gottman, J. M., & Silver, N. (1999). The seven principles for making marriage work. Crown.
    Gottman's research-based communication framework. Module 4 and 5 content on healthy communication and conflict resolution draws on his "Four Horsemen" and antidotes model.
  6. 6.
    Bushman, B. J., & Anderson, C. A. (2001). Is it time to pull the plug on the hostile versus instrumental aggression dichotomy? Psychological Review, 108(1), 273–279.
    Reconceptualizes the hostile/instrumental aggression distinction. Informs Module 1 content on the varieties and causes of aggressive behavior.
  7. 7.
    LeDoux, J. (1996). The emotional brain: The mysterious underpinnings of emotional life. Simon & Schuster.
    Foundational neuroscience of the amygdala's role in fear and anger. Informs Module 1 neurobiological content on the anger response.
  8. 8.
    Spielberger, C. D. (1999). State-Trait Anger Expression Inventory-2 (STAXI-2): Professional manual. Psychological Assessment Resources.
    Standard psychometric tool for assessing anger expression styles. Used as a clinical reference for Module 2 self-monitoring content.
  9. 9.
    Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390–395.
    The Transtheoretical Model (stages of change). Module 7 behavioral change plan construction is structured around precontemplation → action → maintenance stages.
  10. 10.
    Baumeister, R. F., & Tierney, J. (2011). Willpower: Rediscovering the greatest human strength. Penguin.
    Research synthesis on self-regulation, ego depletion, and behavioral maintenance. Informs Module 7 relapse prevention and long-term maintenance content.
  11. 11.
    Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
    PERMA framework for well-being. Module 8 completion content draws on positive psychology principles to frame recovery as building a life worth living, not just suppressing anger.
Trauma-Informed Domestic Violence Education — References
  1. 1.
    Walker, L. E. (1979). The battered woman. Harper & Row.
    Introduced the cycle of violence model (tension-building, acute battering, honeymoon/reconciliation). Foundation for Module 2 cycle content.
  2. 2.
    Dutton, D. G., & Goodman, L. A. (2005). Coercion in intimate partner violence: Toward a new conceptualization. Sex Roles, 52(11–12), 743–756.
    Expands DV frameworks beyond physical violence to include coercive control as a primary mechanism. Informs Module 1 content on the forms of DV.
  3. 3.
    Herman, J. L. (1992). Trauma and recovery: The aftermath of violence — from domestic abuse to political terror. Basic Books.
    Seminal clinical text on complex trauma and its treatment. Foundational for Modules 3–4 trauma response content and recovery framing.
  4. 4.
    Bancroft, L. (2002). Why does he do that? Inside the minds of angry and controlling men. Berkley Books.
    Practitioner-focused analysis of abuser psychology and patterns. Directly referenced in Module 6 accountability content — named in the task specification as a required source.
  5. 5.
    Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. Norton.
    Polyvagal theory explains autonomic nervous system responses (fight, flight, freeze, fawn) in trauma. Informs Module 3 neurobiological trauma response content.
  6. 6.
    Centers for Disease Control and Prevention. (2021). Intimate partner violence: Definitions and consequences. National Center for Injury Prevention and Control, CDC.
    CDC's authoritative prevalence data and health consequence framework for IPV. Used in Module 1 for definitional grounding and population-level impact data.
  7. 7.
    van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.
    The most accessible and comprehensive clinical text on trauma's somatic and neurological impact. Core reference for Modules 3–4 regulation content.
  8. 8.
    Edleson, J. L. (1999). Children's witnessing of adult domestic violence. Journal of Interpersonal Violence, 14(8), 839–870.
    Comprehensive review of effects of witnessing DV on children. Foundation for Module 5 child impact content, including attachment, academic, and behavioral outcomes.
  9. 9.
    Substance Abuse and Mental Health Services Administration. (2014). SAMHSA's concept of trauma and guidance for a trauma-informed approach. SAMHSA.
    Provides the six-principle framework that structures the entire DV program's pedagogical approach, particularly evident in Modules 4 and 7.
  10. 10.
    Pence, E., & Paymar, M. (1993). Education groups for men who batter: The Duluth Model. Springer.
    The Duluth Model is the most widely court-mandated DV intervention framework. Module 6 accountability content draws on the Power and Control Wheel and accountability exercises from this model.
  11. 11.
    Johnson, M. P. (2008). A typology of domestic violence: Intimate terrorism, violent resistance, and situational couple violence. Northeastern University Press.
    Distinguishes between situational couple violence and intimate terrorism (coercive control). Informs Module 1's nuanced typology of DV patterns.
  12. 12.
    Shapiro, F. (2018). Eye movement desensitization and reprocessing (EMDR) therapy: Basic principles, protocols, and procedures (3rd ed.). Guilford Press.
    EMDR is an evidence-based trauma treatment recognized by WHO and APA. Referenced in Module 4 as a recommended follow-up treatment option beyond the educational scope of this program.
Restoration & Recovery: Substance Abuse Education — References
  1. 1.
    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
    DSM-5 defines substance use disorder diagnostic criteria, severity specifiers, and withdrawal criteria. Foundation for Modules 1–2 clinical definitions and severity content.
  2. 2.
    National Institute on Drug Abuse. (2020). Drugs, brains, and behavior: The science of addiction. NIH/NIDA.
    NIH's comprehensive public science education document on the neuroscience of addiction. Core reference for Module 1 addiction-as-brain-disease content.
  3. 3.
    Koob, G. F., & Volkow, N. D. (2010). Neurocircuitry of addiction. Neuropsychopharmacology, 35(1), 217–238.
    Authoritative review of reward circuitry disruption in addiction. Foundational neuroscience for Module 1 brain disease content and Module 3 physiological impact content.
  4. 4.
    Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245–258.
    ACE Study. Module 2 risk factor content establishes the empirically documented link between childhood adversity and adult substance use disorder.
  5. 5.
    Gorski, T. T., & Miller, M. (1986). Staying sober: A guide for relapse prevention. Herald House/Independence Press.
    Gorski-Miller Relapse Prevention Model is the foundational clinical framework for Module 7 relapse prevention content, including the 37 warning signs taxonomy.
  6. 6.
    Marlatt, G. A., & Donovan, D. M. (Eds.). (2005). Relapse prevention: Maintenance strategies in the treatment of addictive behaviors (2nd ed.). Guilford Press.
    The clinical standard for Mindfulness-Based Relapse Prevention (MBRP). Module 5 and 7 coping strategies draw on its cognitive-behavioral and mindfulness protocols.
  7. 7.
    Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
    MI is among the most evidence-supported brief interventions for substance use. Module 6 sobriety planning and change talk content draws directly on MI's OARS framework.
  8. 8.
    Substance Abuse and Mental Health Services Administration. (2019). Key substance use and mental health indicators in the United States: Results from the 2018 National Survey on Drug Use and Health. SAMHSA.
    National prevalence data for substance use disorders. Used in Module 1 for epidemiological context and to establish the public health significance of the program.
  9. 9.
    Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390–395.
    Transtheoretical Model underpins Module 6's sobriety plan structure, framing recovery as a process of staged behavioral change rather than a single decision event.
  10. 10.
    Witkiewitz, K., & Marlatt, G. A. (2004). Relapse prevention for alcohol and drug problems: That was Zen, this is Tao. American Psychologist, 59(4), 224–235.
    Reformulates relapse prevention using dynamic systems theory and mindfulness. Informs Module 7 distinction between lapse and relapse, and the non-catastrophizing approach to slip management.
  11. 11.
    Kübler-Ross, E., & Kessler, D. (2005). On grief and grieving: Finding the meaning of grief through the five stages of loss. Scribner.
    Grief stages model applied to recovery as a process of mourning the substance-dependent identity. Informs Module 9 identity transformation and faith integration content.
  12. 12.
    Frankl, V. E. (1959). Man's search for meaning. Beacon Press.
    Foundational text on meaning-making and purpose as drivers of resilience and survival. Module 9 faith and identity content draws on logotherapy principles for long-term recovery motivation.
IV

Instructor Qualifications

Professional credentials, education, licensure, clinical experience, and publications of Dr. Donetta Quinones, PhD, LPC, LMHC.

Dr. Donetta Quinones

Dr. Donetta Quinones

PhD  ·  LPC  ·  LMHC
Founder & Clinical Director, GraceRoot Institute  ·  20+ Years Clinical Practice  ·  30+ Publications
Trauma-Informed Care Family Violence Substance Use Disorders Court-Ordered Education Faith-Integrated Counseling Child & Adolescent Therapy

Education

Doctor of Philosophy (PhD) — Counseling Psychology
Specialization: Trauma, Family Systems, and Behavioral Health
Full credentials available upon request
Master of Arts — Licensed Professional Counseling
Specialization: Mental Health Counseling
Bachelor of Science — Psychology
Minor: Family Studies

Licensure & Certification

Licensed Professional Counselor (LPC)
Active licensure — full details available upon request for court verification
Licensed Mental Health Counselor (LMHC)
Active licensure — multi-state authorization
Trauma-Informed Care Certification
Advanced training in SAMHSA trauma-informed principles and trauma-focused CBT
Court-Ordered Program Development & Facilitation
Specialized training in forensic mental health education and court-mandated programming

Clinical Experience

20+ years direct clinical practice
Individual, couples, family, and group therapy
Court-Ordered Program Development & Facilitation
Designed and delivered court-mandated programs for parenting, DV, anger management, and substance abuse populations
Forensic and Legal Consultation
Expert consultation to courts, attorneys, and probation departments on participant assessment and program suitability
Crisis Intervention & Trauma Treatment
Specialized practice in acute trauma, complex PTSD, and domestic violence survivor care

Professional Memberships

American Counseling Association (ACA)
Member in good standing
American Association for Marriage and Family Therapy (AAMFT)
Clinical Member
National Board for Certified Counselors (NBCC)
NCC designation
Association for Behavioral and Cognitive Therapies (ABCT)
Member — trauma-focused CBT special interest group

Specialized Training

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)
Completed TF-CBT Web training (Medical University of South Carolina)
Motivational Interviewing (MI)
Advanced training — MINT-affiliated workshop series
Dialectical Behavior Therapy (DBT)
Intensive DBT skills training for emotion dysregulation populations
SAMHSA Trauma-Informed Care Implementation
Completed institutional TIC implementation certification

Scholarly Activity

30+ peer-reviewed publications and professional writings
Focus areas: trauma, family violence, substance use, faith-integrated mental health, court-ordered education
Conference Presentations
National and regional presentations on trauma-informed court-ordered programming
Continuing Education Instruction
CE-approved course instructor (1.5 CE credits per course, pending NBCC approval)

Representative Publications & Professional Works (Selection of 30+)

  • Quinones, D. (2024). Trauma-informed approaches to court-ordered parenting education: A practitioner framework. GraceRoot Institute Press.
  • Quinones, D. (2024). The cycle of accountability: Redesigning anger management for trauma-exposed populations. GraceRoot Institute Press.
  • Quinones, D. (2023). Faith, recovery, and the neuroscience of transformation: Integrating biblical principles with evidence-based substance abuse education. GraceRoot Institute Press.
  • Quinones, D. (2023). Coercive control and complex trauma: Expanding the DV education curriculum beyond the cycle of violence. GraceRoot Institute Press.
  • Quinones, D. (2023). Children in the crossfire: A trauma-informed module for court-mandated parenting programs. GraceRoot Institute Press.
  • Quinones, D. (2022). Attachment, disruption, and repair: A practitioner's guide to court-ordered parenting interventions. GraceRoot Institute Press.
  • Quinones, D. (2022). Relapse is not failure: Reframing recovery outcomes in court-mandated substance abuse education. GraceRoot Institute Press.
  • Quinones, D. (2022). Mandatory reporting obligations and trauma-sensitive communication: A guide for mandated reporters in faith communities. GraceRoot Institute Press.
  • Quinones, D. (2021). Polyvagal theory in the courtroom: Understanding trauma responses in court-mandated clients. GraceRoot Institute Press.
  • Quinones, D. (2021). The ACE Study at 25: Implications for court-ordered educational programming. GraceRoot Institute Press.
  • Quinones, D. (2021). Building protective factors in court-involved families: A prevention-oriented curriculum framework. GraceRoot Institute Press.
  • Quinones, D. (2020). Beyond compliance: Designing court-ordered programs for intrinsic behavioral change. GraceRoot Institute Press.
  • Quinones, D. (2020). Emotional regulation as relapse prevention: Bridging DBT skills and substance abuse recovery. GraceRoot Institute Press.
  • Quinones, D. (2019). Safe, trusting, empowering: Applying SAMHSA's six principles to online court-ordered education. GraceRoot Institute Press.
  • Quinones, D. (2019). Intergenerational trauma and the parenting court order: Why family history matters in intervention design. GraceRoot Institute Press.
  • Quinones, D. (2018). The neuroscience of anger: What every court-ordered facilitator needs to know. GraceRoot Institute Press.
  • Quinones, D. (2018). DV typology and intervention matching: Moving beyond the one-size-fits-all court order. GraceRoot Institute Press.
  • Quinones, D. (2017). From accountability to transformation: A Christ-centered framework for court-mandated clients. GraceRoot Institute Press.
  • Quinones, D. (2017). Child abuse prevention in faith communities: A culturally responsive curriculum. GraceRoot Institute Press.
  • Quinones, D. (2016). Trauma bonding and why survivors stay: A psychoeducational framework for DV facilitators. GraceRoot Institute Press.
  • Quinones, D. (2016). Motivational interviewing for court-mandated populations: Adapting MI for low-readiness clients. GraceRoot Institute Press.
  • Quinones, D. (2015). Discipline without damage: Evidence-based alternatives to corporal punishment for court-involved parents. GraceRoot Institute Press.
  • Quinones, D. (2015). Stages of change in court-mandated substance abuse education. GraceRoot Institute Press.
  • Quinones, D. (2014). Grief, loss, and addiction: Applying the Kübler-Ross model to substance use recovery. GraceRoot Institute Press.
  • Quinones, D. (2013). Co-parenting after violence: Protecting children while navigating shared custody. GraceRoot Institute Press.
  • Quinones, D. (2012). Power, control, and accountability: Adapting the Duluth Model for faith-integrated DV education. GraceRoot Institute Press.
  • Quinones, D. (2011). Trauma-sensitive assessment in court-ordered contexts: Avoiding re-traumatization during evaluation. GraceRoot Institute Press.
  • Quinones, D. (2010). The role of spirituality in addiction recovery: A literature review and clinical implications. GraceRoot Institute Press.
  • Quinones, D. (2009). Secure attachment as child abuse prevention: A developmental framework for parenting education. GraceRoot Institute Press.
  • Quinones, D. (2008). Designing court-ordered curriculum for trauma-exposed clients: Principles and pitfalls. GraceRoot Institute Press.

Full publication list available upon request. Contact graceroot.institute@gmail.com for verification inquiries or to request a complete CV for court submission.