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)
Editorial Board Member Journal of Teaching in Social Work
Trauma-Informed DEI Consultaing
Affliate Partner Coston Consulting
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.
Incorporating Diversity and Inclusion into Trauma-Informed Social Work incorporates discussions of leadership, racism and oppression into a new understanding of how trauma and traumatic experience play out in leadership and organizational cultures.
Chapters unpack ideas about the intersections of self, trauma and leadership, bridging the personal and professional, and illustrating the relationship between employees and leaders. Discussion questions and reflections at the end of each chapter offer the opportunity for the reader to understand their own vulnerabilities in relation to the subject matter. This book reconceptualizes cultural competency, trauma and leadership in the context of the 2020 COVID-19 pandemic and views theories and practices through a lens of diversity and inclusivity.
Incorporating Diversity and Inclusion into Trauma-Informed Social Work is an expansive guide for students in social work, one that explores and explains how trauma and difference manifest in how we communicate, lead and work with each other.
Trauma-Informed Supervision Core Components and Unique Dynamics in Varied Practice Contexts, 1st Edition
This book compiles important recommendations from trauma-informed practitioners, supervisors, and researchers who share their professional reflections and personal stories based on their hands-on experiences across mental health and medical contexts.
The intersection of identities in supervision for trauma-informed practice: Challenges and strategies
Roni Berger, Laura Quiros, and Jamie R. Benavidez-Hatzis, LCSW
Joyce, P, Quiros, L. and Waller, B. (2021). Honoring liminality: Teaching critical and race-gendered approaches in doctoral social work education. Social Work Education. DOI: 10.1080/02615479.2021.1908986
Quiros, L., R. Varghese., & T. Vanidestine (2019). Disrupting the single story: Challenging dominant trauma narratives through a critical race lens: Traumatology.
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..
Vanidestine, T., Quiros, L. (2021). Moving Beyond Cultural Competency: Interrogating Whiteness, White Privilege, and White Supremacy. NASW-PA Annual Conference.
This workshop will engage participants in an educational dialogue about the privilege and supremacy related to the concept of Whiteness within the micro, mezzo, and macro levels of society. Until very recently, the social work profession has framed race and racism through the lens of cultural competence and diversity that often resulted in a colorblind analysis of social systems and de-emphasizing the structural consequences of racism (Social Work Policy Institute, 2014). Moreover, these models frame racial concepts in social work education, practice, and research so that Black Indigenous People of Color (BIPOC) are the focal groups without naming or interrogating the dominant “White culture” or the concept of Whiteness that underpins it (Yee, 2005).
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.
Dr. Quiros, Dr. Varghese & Dr. Vanidestine, Adelphi University (New York); addressing the
gap in the trauma literature that does not take up racial oppression as a form of “trauma”
and ultimately disrupting the trauma narrative by centering race, racism and whiteness.
Her Majesty’s Prison and Probation Service: National Psychology Services cordially welcomes us
to attend the ‘HMPPS: National Psychology Services Continuing Professional Development Annual
Conference’, during 12 th -16 th October, 2020. This is a virtual event due to international restrictions
as a result of the corona virus (Covid 19) pandemic.
The theme of this year’s ‘HMPPS: National Psychology Services Continuing Professional
Development Annual Conference’ is Diversity, Inclusion and Belonging; with a focus upon well-
being in practice. We welcome you to join us and share your knowledge and experience in relation
to implications of race, racism and whiteness upon the trauma narrative.
The Steering Committee of Social Work Voices, LLC (SWV) Is Proud to Announce
The 2019 Social Work Voices Intellectual Conversations and Conversation Leaders
Being Brown and Black in White Spaces: The Impact of Race
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
Links provided to external websites, including personal faculty sites, do not imply an endorsement by Adelphi University of those sites, their content, or associated products and services.