Court-Ordered Parenting Education
Court-Ordered Parenting Education
Target Population: Adults ordered by a court of law to complete a parenting education program, including parents involved in child protective services proceedings, family court cases, or as a condition of probation. The program is suitable for parents of children ages 0–18 across all socioeconomic and cultural backgrounds.
Program Philosophy: This program integrates trauma-informed principles, evidence-based behavioral science, and faith-integrated perspectives to foster lasting behavioral change. The program recognizes that many parents presenting for court-ordered services have themselves experienced adverse childhood experiences, systemic trauma, and disrupted attachment histories. The curriculum approaches participants with dignity, meeting them where they are while holding clear expectations for growth and accountability.
Theoretical Framework: The program is grounded in SAMHSA's six principles of trauma-informed care (safety, trustworthiness, peer support, collaboration, empowerment, and cultural/historical/gender issues), Cognitive Behavioral Therapy (CBT) as applied to parenting cognitions and behavior patterns, Attachment Theory (Bowlby, Ainsworth), and the Psychoeducational Model of structured skills transmission. Faith integration is woven throughout as an optional but central thread, referencing scripture and spiritual frameworks as resources for resilience.
Program Duration and Format: Ten self-paced online modules totaling a minimum of 10 course hours. Each module requires approximately 60 minutes of active engagement. The platform enforces sequential module completion and records time-on-task. Assessment quizzes are embedded at designated modules with a 70% passing threshold; a 50-question comprehensive final exam requires 80% to pass.
- Define the core principles of trauma-informed parenting and explain how adverse childhood experiences (ACEs) affect parenting behavior.
- Identify and describe at least three healthy attachment styles and contrast them with insecure attachment patterns.
- Demonstrate knowledge of age-appropriate developmental milestones for children across early childhood, middle childhood, and adolescence.
- Apply positive discipline techniques — including natural consequences, logical consequences, and behavior reinforcement — to at least two realistic parenting scenarios.
- Distinguish effective communication strategies from counterproductive patterns (criticism, defensiveness, stonewalling, contempt) in the parent-child relationship.
- Construct a personal parenting plan that identifies goals, challenges, and support resources.
- Analyze the relationship between unresolved parental trauma, emotional dysregulation, and child behavioral outcomes.
- Evaluate co-parenting conflict scenarios and select strategies consistent with child-centered parenting.
- Demonstrate understanding of child development research as it relates to the long-term effects of healthy versus harmful parenting practices.
- Articulate how faith, spirituality, and community support can serve as resilience resources in the parenting journey.
| Module | Title | Duration | Content Topics | Methodology | Assessment |
|---|---|---|---|---|---|
| 1 | Foundations of Trauma-Informed Parenting | 60 min | ACEs overview; trauma's impact on parenting; SAMHSA principles; generational cycles; program orientation | Text instruction, case vignettes, reflection exercise | 10-Q MC Quiz, 70% pass |
| 2 | Attachment and the Parent-Child Bond | 60 min | Attachment theory (Bowlby, Ainsworth); secure vs. insecure attachment; responsive caregiving; bonding after disruption | Text instruction, research summaries, interactive reflection | 10-Q MC Quiz, 70% pass |
| 3 | Child Development Across the Lifespan | 60 min | Developmental milestones (0–3, 3–8, 8–12, 12–18); Piaget's stages; Erikson's psychosocial tasks; age-appropriate expectations | Text instruction, milestone charts, case studies | 10-Q MC Quiz, 70% pass |
| 4 | Positive Discipline: Teaching Without Harm | 60 min | Discipline vs. punishment; logical/natural consequences; behavior reinforcement; timeouts vs. connection-based responses; authoritative parenting | Text instruction, scenario analysis, worksheet | 10-Q MC Quiz, 70% pass |
| 5 | Communication and Emotional Connection | 60 min | Active listening; emotion coaching; Gottman's "Four Horsemen"; repair attempts; age-appropriate emotional conversations | Text instruction, dialogue examples, reflection form | 10-Q MC Quiz, 70% pass |
| 6 | Managing Parental Stress and Emotional Regulation | 60 min | Stress and the dysregulated parent; nervous system basics; co-regulation; grounding techniques; self-care as parenting competency | Text instruction, skill practice exercises, reflection | 10-Q MC Quiz, 70% pass |
| 7 | Co-Parenting, Conflict, and Child Safety | 60 min | High-conflict co-parenting; parallel parenting; shielding children from adult conflict; safety planning; court system navigation | Text instruction, case studies, interactive plan | 10-Q MC Quiz, 70% pass |
| 8 | Cultural Humility and Diverse Family Systems | 60 min | Cultural influences on parenting; racial/ethnic identity development; LGBTQ+ family considerations; immigrant family stressors; kinship caregiving | Text instruction, diverse vignettes, perspective-taking reflection | 10-Q MC Quiz, 70% pass |
| 9 | Faith, Community, and the Supported Parent | 60 min | Faith as resilience resource; spiritual community support; scripture on parenting; building a village; connecting to local/national resources | Text instruction, scripture integration, resource mapping exercise | 10-Q MC Quiz, 70% pass |
| 10 | Final Comprehensive Assessment & Personal Parenting Plan | 90 min | Review of all modules; case integration scenarios; personal parenting plan construction; commitment statement; certificate eligibility verification | Review deck (10 slides), written reflection, comprehensive quiz | 50-Q Final Exam, 80% pass |
Per-Module Quizzes (Modules 1–9)
10 multiple-choice questions per module. Drawn from a validated question bank. Unlimited retakes permitted. Passing required to advance.
70% Passing ThresholdComprehensive Final Exam (Module 10)
50 multiple-choice questions spanning all 10 modules. Proctored by platform sequencing — must complete all prior modules to access. Unlimited retakes.
80% Passing ThresholdReflection Exercises
Self-reflection forms embedded in Modules 6 and 10. Private, not graded. Designed to promote metacognitive engagement with course content.
Personal Parenting Plan
Structured action planning tool completed in Module 10. Identifies 3 parenting goals, key challenges, and community/spiritual support resources.
- Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C. H., Perry, B. D., … Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174–186.
- Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Lawrence Erlbaum.
- Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.
- Gottman, J. M., & DeClaire, J. (1997). Raising an emotionally intelligent child. Simon & Schuster.
- Perry, B. D., & Szalavitz, M. (2006). The boy who was raised as a dog. Basic Books.
- SAMHSA. (2014). SAMHSA's concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14-4884. Substance Abuse and Mental Health Services Administration.
- Siegel, D. J., & Hartzell, M. (2003). Parenting from the inside out. Tarcher/Penguin.
- van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.
- Webster-Stratton, C., & Reid, M. J. (2010). The Incredible Years program for children from infancy to pre-adolescence. Cognitive and Behavioral Practice, 17(4), 381–394.
- All 10 modules completed (sequential access enforced)
- Modules 1–9 quizzes passed at 70% or higher
- Module 10 comprehensive final exam passed at 80% or higher
- Minimum 10 course hours completed (time-on-task monitored by platform)
- Participant agreement and disclosure statement accepted at enrollment
- Certificate (CO-xxxx) auto-generated and available for download and submission to court representative
Participants requiring accommodations (including reading-level support, audio assistance, or extended time) may contact GraceRoot Institute at support@graceroot.institute. All course content is written at an accessible 8th–10th grade reading level. The platform is mobile-responsive and compatible with major screen readers.
Technology requirements: a current web browser (Chrome, Firefox, Safari, or Edge), stable internet connection, and a valid email address. No additional software is required. Content is accessible on tablets and smartphones.
Participants who encounter language barriers or literacy challenges are encouraged to contact the program administrator to discuss available support options, including referral to supplemental literacy resources.
Child Abuse Prevention
Child Abuse Prevention
Target Population: Adults mandated by court order or child protective services to complete child abuse prevention education. Includes parents, guardians, and caregivers involved in CPS cases, individuals on community supervision with child-related conditions, and mandated reporters seeking foundational training.
Program Philosophy: Child abuse prevention is most effective when participants understand the systemic, relational, and personal risk factors that precede abuse rather than responding only to isolated incidents. This program adopts a public-health prevention model combined with trauma-informed clinical principles and faith-based perspectives on human dignity and restorative accountability.
Theoretical Framework: The program draws from the CDC's Social-Ecological Model of violence prevention (individual, relationship, community, societal levels), SAMHSA trauma-informed care principles, Mandated Reporter guidelines, research from the National Child Traumatic Stress Network (NCTSN), and evidence-based parenting stress interventions. The Parenting Stress Index (PSI) framework is referenced throughout to help participants identify and address their own stress-related risk factors.
Duration and Format: Ten self-paced online modules totaling a minimum of 10 course hours. Each module averages 60 minutes of active engagement. Per-module quizzes at 70% passing threshold assess comprehension at each stage.
- Define physical, emotional, sexual, and neglectful forms of child abuse and identify behavioral indicators in children.
- Explain the social-ecological model of child maltreatment and identify individual, relationship, community, and societal risk factors.
- Describe the short- and long-term developmental consequences of child abuse, including neurological and psychological impacts.
- Identify mandated reporter obligations, including definitions, timelines, and reporting procedures under Texas state law.
- Demonstrate stress-recognition skills by identifying personal warning signs before they escalate to harmful behavior.
- Apply three or more evidence-based protective factor strategies to reduce child maltreatment risk in the home environment.
- Construct a personal safety plan that includes de-escalation strategies, trusted contacts, and community resource connections.
- Analyze case vignettes involving child maltreatment risk and select trauma-informed, protective responses.
- Explain how faith, community accountability, and restorative practices can function as prevention resources.
- Demonstrate knowledge of child-safe home environments and age-appropriate supervision standards.
| Module | Title | Duration | Content Topics | Methodology | Assessment |
|---|---|---|---|---|---|
| 1 | Understanding Child Abuse: Types, Signs, and the Law | 60 min | Definitions of abuse/neglect; behavioral indicators; prevalence data; Texas state statutes (TFC Ch. 261); mandatory reporting | Text instruction, legal reference tables, Parenting Stress Inventory baseline | 10-Q MC Quiz, 70% pass |
| 2 | Risk Factors and the Social-Ecological Model | 60 min | CDC social-ecological model; individual risk (mental health, substance use, history); family/relationship risk; community stress; societal factors | Text instruction, risk factor mapping exercise, case study (Marcus) | 10-Q MC Quiz, 70% pass |
| 3 | Developmental Impact of Maltreatment | 60 min | Neurological effects of early trauma; ACEs research (Felitti et al.); developmental delays; attachment disruption; long-term mental health outcomes | Text instruction, brain development diagrams, research summaries | 10-Q MC Quiz, 70% pass |
| 4 | Protective Factors: Building Safe Families | 60 min | Protective Factors Framework (CSSP); parental resilience; social connections; knowledge of child development; concrete support; social-emotional competence | Text instruction, self-inventory, protective factor strengthening plan | 10-Q MC Quiz, 70% pass |
| 5 | Parenting Stress and Anger: Recognizing the Warning Signs | 60 min | Parenting Stress Index interpretation; escalation patterns; ACE-triggered reactivity; co-regulation; break strategies; help-seeking | Text instruction, PSI reflection tool, personal inventory | 10-Q MC Quiz, 70% pass |
| 6 | De-escalation and Crisis Prevention | 60 min | Crisis cycle (trigger–escalation–crisis–de-escalation–recovery); de-escalation tactics; creating space; calling for help; community crisis resources | Text instruction, scenario-based practice, safety plan template | 10-Q MC Quiz, 70% pass |
| 7 | Sexual Abuse Prevention: Knowledge and Action | 60 min | Definitions and statistics; grooming behaviors; age-appropriate body safety conversations; internet safety; disclosure protocols; trauma response | Text instruction, talking-points guide, parent-child dialogue scripts | 10-Q MC Quiz, 70% pass |
| 8 | Neglect: When Absence Becomes Harm | 60 min | Definitions of neglect (physical, educational, emotional, medical); poverty vs. neglect distinction; supervisory neglect; systemic barriers and resources | Text instruction, vignette analysis, resource navigation exercise | 10-Q MC Quiz, 70% pass |
| 9 | Accountability, Repair, and Moving Forward | 60 min | Restorative accountability; trauma-informed apology; rebuilding trust with children; navigating CPS systems; faith-based frameworks for restoration | Text instruction, guided reflection, restoration letter exercise | 10-Q MC Quiz, 70% pass |
| 10 | Integration and Personal Safety Plan | 60 min | Review of all modules; finalized personal safety plan; resource directory; certificate eligibility; post-program support options | Review deck, plan completion, final quiz | 10-Q MC Quiz, 70% pass |
Per-Module Quizzes (All 10)
10 multiple-choice questions per module. Sequential access enforced — must pass to advance. Unlimited retakes permitted.
70% Passing ThresholdParenting Stress Inventory (Module 1)
Baseline self-inventory embedded in Module 1. Non-graded. Results stored privately for participant self-reflection throughout the course.
Personal Safety Plan (Module 10)
Structured completion of a de-escalation and crisis prevention plan. Identifies triggers, coping strategies, and emergency contacts.
- Centers for Disease Control and Prevention. (2022). Preventing child abuse and neglect. National Center for Injury Prevention and Control. https://www.cdc.gov/violenceprevention/childabuseandneglect/
- Child Welfare Information Gateway. (2019). Protective factors approaches in child welfare. U.S. Department of Health and Human Services, Children's Bureau.
- Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., … 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.
- National Child Traumatic Stress Network. (2020). Complex trauma: Facts for caregivers. NCTSN.
- SAMHSA. (2014). Trauma-informed care in behavioral health services. Treatment Improvement Protocol (TIP) Series 57.
- Texas Family Code, Title 5, Chapter 261 — Investigations of Report of Child Abuse or Neglect.
- Zolkoski, S. M., & Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34(12), 2295–2303.
- All 10 modules completed in sequence
- All 10 module quizzes passed at 70% or higher
- Personal Safety Plan completed in Module 10
- Minimum 10 course hours (platform-monitored)
- Participant agreement accepted at enrollment
- Court-ordered certificate auto-generated (CO-xxxx)
Accommodation requests may be submitted to support@graceroot.institute. Content is written at an 8th–10th grade reading level with structured vocabulary support. The platform is accessible on desktop and mobile browsers with screen-reader compatibility. Participants experiencing hardship in completing the program due to documented circumstances should contact the program administrator before the court-mandated deadline.
Restoring Self-Control: Anger Management
Restoring Self-Control: Anger Management
Target Population: Adults ordered by a court to complete anger management education, including individuals on probation or parole with anger-related conditions, parties involved in domestic disturbance cases (non-DV-specific), and individuals in conflict-related civil proceedings. Also appropriate for voluntary participants seeking anger regulation skills.
Program Philosophy: Anger is not inherently pathological — it is a valid emotional signal that, without proper management, produces destructive consequences. This program teaches participants that anger has neurological, psychological, and spiritual dimensions, and that sustainable change requires understanding the roots of dysregulation rather than simply suppressing the symptom. The trauma-informed approach acknowledges that anger is frequently a secondary emotion masking underlying hurt, fear, or shame.
Theoretical Framework: Cognitive Behavioral Therapy (Aaron Beck, Albert Ellis — Rational Emotive Behavior Therapy), Dialectical Behavior Therapy (DBT) emotion regulation and distress tolerance modules, polyvagal theory (Stephen Porges), mindfulness-based stress reduction (MBSR), and scripture-based accountability frameworks. The program integrates Gottman's relationship science as applied to conflict and communication.
Duration and Format: Eight self-paced online modules totaling a minimum of 8 course hours. Per-module quizzes at 70% passing threshold gate progression.
- Explain the neurological basis of the anger response, including the amygdala hijack and the role of the prefrontal cortex in regulation.
- Identify personal anger triggers, physical warning signs, and escalation patterns using a structured self-monitoring tool.
- Apply at least three evidence-based de-escalation techniques (breathing regulation, grounding, cognitive restructuring) to role-played scenarios.
- Distinguish between passive, aggressive, and assertive communication styles and demonstrate assertive communication in written exercises.
- Analyze the relationship between unresolved trauma, core beliefs, and anger reactivity using the CBT cognitive model.
- Apply Gottman's Four Horsemen framework to identify communication patterns that escalate conflict and propose repair alternatives.
- Construct a personalized anger management plan identifying triggers, early warning signs, coping strategies, and accountability supports.
- Evaluate the role of faith, community, and personal responsibility in sustaining long-term anger regulation.
| Module | Title | Duration | Content Topics | Methodology | Assessment |
|---|---|---|---|---|---|
| 1 | Understanding Anger: The Biology, the Brain, and the Behavior | 60 min | Anger as signal vs. weapon; amygdala hijack; prefrontal regulation; fight/flight/freeze; anger myths and cultural norms | Text instruction, neuroscience explainer, self-inventory, reflection | 10-Q MC Quiz, 70% pass |
| 2 | Triggers, Patterns, and the Anger Cycle | 60 min | Trigger identification; escalation cycle; early warning signs; anger logs; situational vs. dispositional anger; primary vs. secondary emotions | Text instruction, anger cycle diagram, personal trigger mapping | 10-Q MC Quiz, 70% pass |
| 3 | De-escalation and Emotional Regulation Techniques | 60 min | Breathing techniques (box breathing, 4-7-8); grounding (5-4-3-2-1); TIPP (DBT); time-out protocol; bilateral stimulation; polyvagal techniques | Text instruction, guided practice exercises, skill rehearsal | 10-Q MC Quiz, 70% pass |
| 4 | Cognitive Restructuring: Changing What You Tell Yourself | 60 min | CBT thought records; cognitive distortions (catastrophizing, mind-reading, overgeneralization); REBT; challenging core beliefs; self-talk revision | Text instruction, thought record worksheets, case analysis | 10-Q MC Quiz, 70% pass |
| 5 | Communication, Conflict Resolution, and Relational Integrity | 60 min | Passive/assertive/aggressive styles; I-statements; Gottman's Four Horsemen + antidotes; repair attempts; fair fighting rules; conflict de-escalation | Text instruction, dialogue analysis, communication role-plays | 10-Q MC Quiz, 70% pass |
| 6 | Trauma Roots: When Anger Is a Secondary Emotion | 60 min | Anger as defense against hurt/fear/shame; ACE connections; attachment wounds; therapeutic processing overview; shame resilience (Brown) | Text instruction, emotion beneath anger exercise, reflection journal | 10-Q MC Quiz, 70% pass |
| 7 | Accountability, Forgiveness, and Restorative Action | 60 min | Personal accountability model; making amends; restorative justice concepts; forgiveness research (Worthington); faith frameworks; repairing relationships | Text instruction, amends letter framework, accountability reflection | 10-Q MC Quiz, 70% pass |
| 8 | Your Anger Management Plan and Long-Term Commitment | 60 min | Integrated personal anger management plan; maintenance strategies; relapse prevention; community support; spirituality as grounding; next steps | Text instruction, plan construction tool, commitment statement, review deck | 10-Q MC Quiz, 70% pass |
Per-Module Quizzes (All 8)
10 multiple-choice questions per module. Sequential enforcement. Validated question banks targeting module-specific learning objectives.
70% Passing ThresholdPersonal Anger Management Plan (Module 8)
Comprehensive personalized plan covering triggers, early warning signs, de-escalation strategies, communication goals, and accountability contacts.
Reflection Exercises (Modules 2 & 6)
Private self-reflection journals — not graded. Designed to deepen engagement with trigger mapping and trauma-root exploration.
- Beck, A. T. (1979). Cognitive therapy and the emotional disorders. Penguin Books.
- Brown, B. (2010). The gifts of imperfection. Hazelden Publishing.
- Ellis, A., & Harper, R. A. (1975). A new guide to rational living. Wilshire Book Company.
- Gottman, J. M., & Silver, N. (1999). The seven principles for making marriage work. Crown Publishers.
- Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. Delacorte.
- Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. Guilford Press.
- Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. W. W. Norton.
- Worthington, E. L., Jr. (2006). Forgiveness and reconciliation: Theory and application. Brunner-Routledge.
- All 8 modules completed in sequence
- All 8 module quizzes passed at 70% or higher
- Personal Anger Management Plan completed in Module 8
- Minimum 8 course hours (platform-monitored)
- Participant agreement accepted at enrollment
- Court-ordered certificate auto-generated (CO-xxxx)
Participants may request accommodations at support@graceroot.institute. Content written at 8th–10th grade reading level. Platform is screen-reader compatible and mobile-responsive. Participants should notify the program administrator if mental health concerns arise during the course — referrals to licensed counselors are available.
Trauma-Informed Domestic Violence Education
Trauma-Informed Domestic Violence Education
Target Population: Adults ordered by court to complete domestic violence education as a condition of probation, parole, deferred adjudication, protective order compliance, or family court resolution. This is an educational program — not a substitute for batterer intervention programming (BIP) where such programming is specifically ordered.
Program Philosophy: Domestic violence exists on a spectrum rooted in power, control, and unresolved trauma. Education alone does not end abuse — but it equips individuals with the knowledge framework required for deeper behavioral change. This program takes a gender-inclusive, intersectional approach that recognizes DV in all relationship types. It centers victim safety and offender accountability while maintaining a trauma-informed lens toward all participants.
Theoretical Framework: The Duluth Power and Control Wheel (Pence & Paymar), Lenore Walker's Cycle of Violence, SAMHSA trauma-informed care principles, Judith Herman's trauma and recovery framework, motivational interviewing principles, and restorative justice theory. The program integrates scriptural perspectives on covenant, dignity, and accountability alongside clinical frameworks.
Duration and Format: Eight self-paced online modules totaling a minimum of 8 course hours. Per-module quizzes at 70% passing threshold.
- Define domestic violence and identify the full spectrum of abusive behaviors: physical, emotional, psychological, financial, sexual, and coercive control.
- Explain Walker's Cycle of Violence and apply it to a case vignette, identifying tension-building, explosion, honeymoon, and calm phases.
- Analyze the Duluth Power and Control Wheel and identify at least five control tactics by name and behavioral description.
- Describe the neurological and psychological trauma responses experienced by DV survivors, including hypervigilance, dissociation, and complex PTSD.
- Identify community resources for DV victims, including hotlines, shelters, legal advocacy, and safety planning tools.
- Distinguish between healthy and unhealthy relationship dynamics using evidence-based criteria (Gottman Relationship Health indicators).
- Demonstrate accountability by identifying personal behaviors consistent with abusive patterns and articulating specific behavioral change commitments.
- Evaluate how cultural, spiritual, and gender norms can both facilitate and hinder DV recognition and help-seeking.
| Module | Title | Duration | Content Topics | Methodology | Assessment |
|---|---|---|---|---|---|
| 1 | What Is Domestic Violence? Definitions, Scope, and Impact | 60 min | Legal definitions; types of abuse (physical/emotional/sexual/financial/coercive); prevalence statistics; gendered and gender-inclusive perspectives; impact on victims and children | Text instruction, case study, definition mapping exercise | 10-Q MC Quiz, 70% pass |
| 2 | The Cycle of Violence and the Power and Control Wheel | 60 min | Walker's Cycle of Violence (4 phases); Duluth Power & Control Wheel (10 tactics); Equality Wheel; coercive control framework (Stark); cycle recognition in personal history | Text instruction, wheel analysis, cycle mapping to case vignette | 10-Q MC Quiz, 70% pass |
| 3 | Trauma and the Survivor: Understanding What Victims Experience | 60 min | Trauma response (hypervigilance, freeze, fawn); complex PTSD; trauma bonding; learned helplessness; lethality risk; why victims stay | Text instruction, survivor-perspective case narrative, trauma response explainer | 10-Q MC Quiz, 70% pass |
| 4 | Children and Domestic Violence | 60 min | Witnessing DV as ACE; developmental impact by age; child behavioral responses; co-occurring child maltreatment; protective factors for children in DV homes | Text instruction, developmental impact chart, vignette analysis | 10-Q MC Quiz, 70% pass |
| 5 | Healthy Relationships: What They Look Like | 60 min | Gottman relationship health indicators; boundaries; mutual respect; equity vs. equality; communication health; identifying unhealthy patterns in self | Text instruction, relationship health inventory, positive relationship skills practice | 10-Q MC Quiz, 70% pass |
| 6 | Accountability and Breaking the Pattern | 60 min | Moving from denial to accountability; minimization and rationalization patterns; the accountability ladder; behavior change readiness (TTM stages); cognitive restructuring for abusive thinking patterns | Text instruction, accountability reflection, stage-of-change self-assessment | 10-Q MC Quiz, 70% pass |
| 7 | Cultural, Spiritual, and Community Dimensions | 60 min | Cultural norms that normalize DV; religious misuse vs. scriptural accountability; intersectionality (race, gender, immigration status); community resources; faith communities as advocates | Text instruction, intersectional case analysis, resource connection exercise | 10-Q MC Quiz, 70% pass |
| 8 | Moving Forward: Commitment, Change, and Restoration | 60 min | Personal behavior change plan; accountability commitments; support network mapping; restorative action concepts; spiritual frameworks for transformation; next steps | Text instruction, behavior change plan, commitment statement, review deck | 10-Q MC Quiz, 70% pass |
Per-Module Quizzes (All 8)
10 multiple-choice questions per module. Sequential access enforced. Validated banks targeting each module's learning objectives. Unlimited retakes permitted.
70% Passing ThresholdAccountability Reflection (Module 6)
Structured personal accountability exercise. Non-graded, private. Prompts participant to identify specific behaviors consistent with abusive patterns and articulate behavioral commitments.
Personal Behavior Change Plan (Module 8)
Final action planning tool identifying specific behavioral changes, support contacts, and accountability commitments.
- Domestic Violence Hotline. (2023). What is domestic violence? The National Domestic Violence Hotline. https://www.thehotline.org/resources/what-is-domestic-violence/
- Herman, J. L. (1992). Trauma and recovery: The aftermath of violence — from domestic abuse to political terror. Basic Books.
- Pence, E., & Paymar, M. (1993). Education groups for men who batter: The Duluth model. Springer.
- SAMHSA. (2020). Intimate partner violence and child abuse considerations during COVID-19. Substance Abuse and Mental Health Services Administration.
- Stark, E. (2007). Coercive control: How men entrap women in personal life. Oxford University Press.
- Walker, L. E. (1979). The battered woman. Harper & Row.
- World Health Organization. (2021). Violence against women prevalence estimates, 2018: Global, regional and national prevalence estimates for intimate partner violence against women and global and regional prevalence estimates for non-partner sexual violence against women. WHO.
- All 8 modules completed in sequence
- All 8 module quizzes passed at 70% or higher
- Personal Behavior Change Plan completed in Module 8
- Minimum 8 course hours (platform-monitored)
- Participant agreement accepted at enrollment
- Court-ordered certificate auto-generated (CO-xxxx)
Accommodation requests may be submitted to support@graceroot.institute. Participants in active domestic violence situations are encouraged to contact the National DV Hotline (1-800-799-7233) prior to or during program enrollment. Content is written at an 8th–10th grade reading level. Participant safety is the priority — if a participant's enrollment creates safety risk, they should contact the program administrator for alternative arrangements.
Restoration & Recovery: Substance Abuse Education
Restoration & Recovery: Substance Abuse Education
Target Population: Adults mandated by court order to complete substance abuse education as a condition of probation, deferred adjudication, parole, drug court participation, or DWI/DUI sentencing. This is a psychoeducational program providing foundational knowledge about substance use disorders, not a treatment replacement. Participants requiring clinical intervention should be concurrently referred to licensed treatment providers.
Program Philosophy: Substance use disorders are complex biopsychosocial conditions — not moral failures. This program adopts a destigmatizing, trauma-informed, and recovery-affirming stance that respects participant dignity while providing clear, evidence-based education. The program integrates faith and spirituality as recognized dimensions of recovery (SAMHSA recovery model), alongside clinical frameworks, without requiring participants to hold any particular religious view.
Theoretical Framework: SAMHSA's Recovery-Oriented Systems of Care (ROSC), the Disease Model of Addiction (Leshner, NIDA), SAMHSA's four dimensions of recovery (health, home, purpose, community), Motivational Interviewing principles (Miller & Rollnick), the Stages of Change Transtheoretical Model (Prochaska & DiClemente), and harm reduction principles (Marlatt). Faith integration references SAMHSA's "spirituality and recovery" literature and scripture on restoration, identity, and purpose.
Duration and Format: Ten self-paced online modules totaling a minimum of 10 course hours. Per-module quizzes at 70% passing threshold. Key modules (6, 7, 10) require quiz passage as a certification gate. Module 5 includes an interactive coping plan tool.
- Define substance use disorder using the DSM-5 diagnostic framework and the biopsychosocial model of addiction.
- Explain the neurological mechanism of addiction, including dopamine reward pathways, tolerance, dependence, and withdrawal.
- Identify the short- and long-term physiological effects of alcohol, opioids, stimulants, cannabis, and other major substance categories on the brain and body.
- Analyze the relationship between trauma, ACEs, and increased substance use disorder risk using epidemiological evidence.
- Apply at least three evidence-based coping strategies as alternatives to substance use in a personally-relevant trigger scenario.
- Describe the stages of change model and identify where self-identified behavioral changes fall within those stages.
- Demonstrate knowledge of relapse prevention principles including warning signs, high-risk situations, and lapse vs. relapse distinctions.
- Identify community treatment and recovery resources: peer support, MAT (medication-assisted treatment), 12-step, SMART Recovery, and faith-based options.
- Evaluate the role of family, community, and spiritual support in sustaining long-term recovery.
- Construct a personal recovery plan identifying goals, triggers, coping strategies, and a support network.
| Module | Title | Duration | Content Topics | Methodology | Assessment |
|---|---|---|---|---|---|
| 1 | Understanding Substance Use Disorder: The Science of Addiction | 60 min | DSM-5 SUD criteria; disease model; biopsychosocial framework; stigma deconstruction; addiction as chronic condition; NIDA principles | Text instruction, DSM review, destigmatization exercise | 10-Q MC Quiz, 70% pass |
| 2 | The Brain and Addiction: Neurological Foundations | 60 min | Dopamine reward pathways; mesolimbic system; tolerance and neuroadaptation; dependence vs. addiction; prefrontal impairment; withdrawal neuroscience | Text instruction, brain diagrams, neuroplasticity overview | 10-Q MC Quiz, 70% pass |
| 3 | The Impact of Substance Abuse on the Brain and Body | 60 min | Substance-specific effects: alcohol, opioids, stimulants, cannabis, methamphetamine, benzodiazepines; organ system damage; co-occurring mental health disorders; polysubstance use | Text instruction, substance comparison charts, case analysis | 10-Q MC Quiz, 70% pass |
| 4 | Trauma, ACEs, and the Road to Substance Use | 60 min | ACE-SUD correlation (Felitti); self-medication hypothesis; intergenerational transmission; PTSD-SUD comorbidity; trauma-informed recovery approaches | Text instruction, ACE-risk framework, personal reflection (private) | 10-Q MC Quiz, 70% pass |
| 5 | Coping Skills and Trigger Management | 60 min | Trigger categories (people, places, emotions, situations); urge surfing; HALT framework; grounding techniques; coping skills repertoire; interactive coping plan | Text instruction, interactive coping plan tool (3 prefilled + 4 editable rows), reflection | 10-Q MC Quiz, 70% pass |
| 6 | Stages of Change and Treatment Options | 60 min | Prochaska & DiClemente's 5 stages; Motivational Interviewing overview; treatment continuum (detox, IOP, residential, outpatient); MAT; peer recovery support; SMART Recovery; 12-step | Text instruction, stage self-assessment, treatment continuum chart | 10-Q MC Quiz, 70% pass (REQUIRED for cert) |
| 7 | Relapse Prevention: Warning Signs, High-Risk Situations, and Recovery Maintenance | 60 min | Relapse as process vs. event; lapse vs. relapse distinction; AWARE model; cognitive, emotional, behavioral warning signs; high-risk scenario planning; self-efficacy building | Text instruction, scenario cards, relapse prevention planning exercise | 10-Q MC Quiz, 70% pass (REQUIRED for cert) |
| 8 | Family, Relationships, and Recovery | 60 min | Addiction's impact on family systems; codependency; enabling behaviors; family recovery roles; rebuilding trust; healthy communication in recovery; Al-Anon/Nar-Anon | Text instruction, family systems case study, communication skills practice | 10-Q MC Quiz, 70% pass |
| 9 | Faith, Identity, and Transformation in Recovery | 60 min | Spirituality as a recovery dimension (SAMHSA); identity renewal in recovery; shame vs. guilt in the recovery narrative; scripture on restoration; faith community as recovery support; purpose in recovery | Text instruction, 8 scripture reflection cards, 8-card review deck, faith-identity reflection | 10-Q MC Quiz, 70% pass |
| 10 | Final Assessment and Personal Recovery Plan | 90 min | Comprehensive review of all modules; personal recovery plan construction; 90-day action commitment; support network mapping; resource directory; certificate eligibility confirmation | 8-card review deck, personal recovery plan tool, commitment statement, final quiz | 10-Q MC Quiz, 70% pass (REQUIRED for cert) |
Per-Module Quizzes (All 10)
10 multiple-choice questions per module. Sequential access enforced. Validated question banks designed to Bloom's Taxonomy knowledge and comprehension levels.
70% Passing ThresholdRequired Certification Quizzes
Modules 6, 7, and 10 quizzes must be passed to unlock certificate. These modules address the core clinical competencies of the program (treatment options, relapse prevention, recovery planning).
3-Quiz Certification GateInteractive Coping Plan (Module 5)
Structured coping plan with 3 pre-populated examples and 4 editable rows. Persisted to the participant's profile. Non-graded, referenced in Module 7 relapse prevention work.
Personal Recovery Plan (Module 10)
Comprehensive final deliverable: 90-day recovery goals, trigger list, coping strategies, support network, and resource connections. Certificate issued upon completion.
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). APA Publishing.
- Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., … 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.
- Leshner, A. I. (1997). Addiction is a brain disease, and it matters. Science, 278(5335), 45–47.
- Marlatt, G. A., & Donovan, D. M. (Eds.). (2005). Relapse prevention: Maintenance strategies in the treatment of addictive behaviors (2nd ed.). Guilford Press.
- Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
- National Institute on Drug Abuse. (2020). Drugs, brains, and behavior: The science of addiction. NIDA. https://nida.nih.gov/publications/drugs-brains-behavior-science-addiction
- Prochaska, J. O., & DiClemente, C. C. (1984). The transtheoretical approach: Towards a systematic eclectic framework. Dow Jones Irwin.
- SAMHSA. (2012). SAMHSA's working definition of recovery. Substance Abuse and Mental Health Services Administration.
- SAMHSA. (2021). Key substance use and mental health indicators in the United States: Results from the 2020 National Survey on Drug Use and Health. HHS Publication No. PEP21-07-01-003.
- All 10 modules completed in sequence
- All 10 module quizzes passed at 70% or higher
- Modules 6, 7, and 10 quizzes passed (required certification gate)
- Personal Recovery Plan completed in Module 10
- Minimum 10 course hours (platform-monitored)
- Participant agreement accepted at enrollment
- Court-ordered certificate auto-generated (CO-xxxx)
Accommodation requests may be submitted to support@graceroot.institute. This is an educational program, not a treatment program. Participants experiencing active withdrawal symptoms or in medical crisis should seek emergency medical care immediately. For participants in active addiction or requiring clinical intervention concurrent with this program, referral to a licensed SUD treatment provider is strongly recommended. Technology requirements: current browser, stable internet, valid email. Mobile-responsive and screen-reader compatible.