Ph.D., C.U.N.Y. Hunter College School of Social Work (2009)
B.A., Skidmore College (1996)
L.M.S.W., Hunter College School of Social Work (1996)
The common thread in my teaching, scholarship, and service is elevating complexity and furthering the social work mission of social justice. As such as demonstrated in my scholarship, I work to find spaces where I can produce both theoretical and empirical knowledge that raise awareness of the complexity of racial and ethnic identity and trauma-informed care from a social justice lens.
I also work to find spaces where I can advance diversity and inclusion within Adelphi University, Adelphi School of Social Work and the New York City profit and social services communities. I approach each opportunity for service through the lens of social justice. As evident in my work, I have been able to collaborate with colleagues and executive staff at various organizations to gently push the boundaries to overcoming the resistance to institutionalize social justice and to find safe spaces to elevate and address issues of diversity and inclusion. Throughout my tenure at Adelphi I have been instrumental in locating and presenting readings and facilitating trainings that address the complexity of the human condition from many different perspectives and social locations. I encourage faculty, students and participants in my trainings to think more deeply about how we can create safe spaces for diverse voices and how our implicit bias can cause ruptures in the relationships we work so hard to build. I also train in our University Diversity program. My training focuses on white privilege.
Advanced Social Work Practice With Groups
Core Concepts In Child And Adolescent Trauma
My teaching specializations and interests include: Social Work Practice-Theory, Research and Epistemology;Trauma; Multicultural Social Work Education.
My clinical work centers around agency based trauma informed care from a social justice lens.
My research interests include: The social construction of racial and ethnic identity; trauma-informed practice through a social justice lens; and diversity, inclusion and leadership in higher education. My current research focuses on the nuances of race and culture among multiracial/Latinas and explores the negotiation of identity within various social contexts. My goal is to identify the impact that skin color has on the racial and ethnic identity development of Latino/as and subsequently on well-being. Certainly, the narrow focus of studying Latino/as as a racially homogeneous group overlooks the experience of racial identification among Latina/os. The second area of my research focuses on trauma-informed supervision and practice through a social justice lens. Currently, I am writing about trauma through a critical race lens in an attempt to include structural racism as part of the trauma narrative. My scholarly achievements in this area were developed directly from my clinical practice, including consulting with the nonprofit sector. Finally, I am researching ways to diversify the research and subsequent discussions on and about leadership within the academy to broaden the arena to include experiences of women of color.
Rani Varghese, Laura Quiros & Roni Berger (2018): Reflective Practices for Engaging in Trauma-Informed Culturally Competent Supervision, Smith College Studies in Social Work To link to this article: https://doi.org/10.1080/00377317.2018.1439826
Berger, R., Quiros, L., & Hatzis, J. (2017). The intersection of identities in supervision For trauma informed practice: Challenges and Strategies. The Clinical Supervisor. 1-20
Berger, R., & Quiros,L. (2016), Best practices for training trauma informed practitioners: Supervisors voice. Traumatology, 22, 145-154.
Altman, J., Goldberg, G., & Quiros,L. (2016), Literature and The Human Condition. Journal of Teaching in Social Work, 1-16. http://dx.doi.org/10.1080/08841233.2016.1264536
Araujo, B. & Quiros, L. (2014), The effects of racial socialization on the racial and ethnic identity development of Latinas. Journal of Latina/o Psychology.
Berger, R. & Quiros, L. (2014), Supervision for trauma-informed practice. Tramatology.
Quiros, L., Kay, L. & Montijo, A.M.. (2013), Creating emotional safety in the classroom and in the field. Reflections: Narratives of Professional Healing, 18 (2), 39-44.
Quiros, L. & Dawson, A. B. (2013), The color paradigm: The impact of colorism on the racial identity and identification of Latinas. Journal of Human Behavior, 23, 287-297.
Kim, T. K. & Quiros. L. (2013), Uncovering the dynamics of poverty in Korean households: A typology of the poor. International Journal of Business and Social Science, 4, 29-38.
Quiros, L. & Berger, R. (2013), Responding to the sociopolitical complexity of trauma: An integration of theory and practice. Journal of Loss and Trauma: International Perspectives on Stress and Coping.
Quiros, L. (2012), Raising the voice: Teaching through a multicultural lens. Journal of Teaching in Social Work, 32, 1-14.
Daniel, C. L. & Quiros, L. (2010), Disrupting the Dominant Discourse. The International Journal of Diversity in Organisations, Communities and Nations, 10/4, 283-294.
Savage, A., Quiros, L., Dodd, S. J., & Bonavota, D. (2007), Building trauma informed practice: Appreciating the impact of trauma in the lives of women with substance abuse and mental health problems. Journal of Social Work Practice in the Addictions., 7 (1/2), 91-116.
Cadiz, S., Savage, A., Bonavota, D., Hollywood, J., Butters, E., Neary, M., & Quiros, L. (2004), The portal project: A layered approach to integrating trauma into alcohol and other drug treatment for women. Alcoholism Treatment Quarterly., 22 (3/4), 121-140..
Quiros, L. (2000), A struggle for myself. Reflections: Narratives of Professional Healing..
Quiros, L. & Araujo, B. (2016). Postcolonial Theory and Latina Racial Identity: Practice and Pedagogical Implications. In CSWE APM. Atlanta, GA.
Joyce, P., & Quiros, L. (2016). Not just another apple: Using fictions to teach social work theories and epistemologies for qualitative research,. In Twelveth International Congress of Qualitative Inquiry. University of Illinois, Urbana-Champaign.
Vanidestine, T., & Quiros, L. (2016). Connecting the discourse of racial and ethnic health disparities to racism and whiteness. In White Privilege Conference Symposium. Union Institute, New York, NY.
Joyce, P., & Quiros, L. (2015). Negotiating liminality within qualitative research and pedagogy. In Eleventh International Congress of Qualitative Inquiry. University of Illinois, Urbana-Champaign.
Berger, R. and Quiros, L. (2014). Supervision for trauma-informed practice. In Tenth International Interdisciplinary Conference on Clinical Supervision. Adelphi University, Garden City, NY.
Araujo, B., & Quiros, L. (2013). The Influence of Colorism on Racial Identification and Racial Identity Among Latinas. In SSWR 2013 Annual Conference Presentation. San Diego, CA.
Quiros, Laura. (2012). Caribbean Latinas: Race & Belonging. In Caribbean Studies Association: Unpacking Caribbean Citizenship(s): Rights, Participation and Belonging. Le Gosier, Guadeloupe.
Quiros, L. & Kyriakakis, S. (2011). Raising the voice: The empowerment of oppressed and marginalized women of color through the qualitative research process. In International Congress of Qualitative Inquiry. University of Illinois, Urbana-Champaign.
Daniel, C. L. & Quiros, L. (2010). Disrupting the Dominant Discourse: A New Vision of Human Behavior and Identity Development in Social Work Education and Practice. In 10th International Conference on Diversity in Organisations, Communities and Nations. Belfast, Ireland.
Quiros, L., Daniel, C. L., Gregg, G. & Kyriakakis, S. (2010). Keeping and Crossing Boundaries: Negotiating identities in qualitative research. In Sixth International Congress of Qualitative Inquiry. University of Illinois, Urbana-Champaign.
Quiros, L. & Hollywood, J. (2006). Trauma Informed Substance Abuse Treatment in the Therapeutic Community. In World Federation of Therapeutic Communities XXXIII World Conference. New York.
Quiros, L. (2004). Trauma Intervention Models: Seeking Safety. In National Trauma Conference. Baltimore, MD.
Cadiz, S. & Quiros, L. (2004). Trauma First and Central: Healing African-American and Latina Women. In NASW 36th Annual Addiction Conference. Fordham University, NYC.
CLE Credit in Diversity, Inclusion and Elimination of Bias *
Co-facilitating an all-day workshop on “Leading for Diversity, Equity, and Inclusion” with the Princeton AlumniCorps’ Emerging Leaders Program. We’ll be looking at the bridge between the personal and the professional in how our backgrounds can shape us, and we’ll be exploring how, as leaders, we can harness our self-awareness, community building, and authentic relationships to be mindful agents of change, equity, and inclusion in our work environments.
New York Women's Bar Association
CLE: Building Gender Equality and Confronting Bias
NYWBA's Advance Status Committee in conjunction with the Diversity Committee present a CLE Program
25th Anniversary Netter Center Higher Education-Community Partnerships for Democracy and Social Change
Media and New Technologies
John Jackson, Dean, School of Social Policy and Practice and Richard Perry University Professor, University of Pennsylvania, moderator Amitanshu (Amit) Das, Senior Fellow and Director GSE & SP2 Films, Graduate School of Education and School of Social Policy and Practice, University of Pennsylvania Jessa Lingel, Assistant Professor of Communication, Annenberg School for Communication, University of Pennsylvania Laura Quiros, Associate Dean for Academic Affairs, School of Social Work, Adelphi University Khadijah White, Assistant Professor of Journalism and Media Studies, School of Communication and Information, Rutgers University-New Brunswick
Adelphi University, Faculty Development Grant. Women of color from mixed ancestry: Negotiating identity within social environments. Awarded February 2, 2010 to Laura Quiros, Principal Investigator, $1,000.
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