At the Forefront of Addiction Treatment & Research

Addiction is not a character flaw; it is a complex, adaptive response to pain, trauma, and disconnection. My work as a somatic psychotherapist and addiction researcher focuses on providing evidence-based addiction treatment that helps individuals reconnect with their bodies, restore nervous system balance, and develop sustainable pathways to recovery. 

Drawing from cutting-edge research and decades of clinical experience, I offer trauma-informed care through body-based therapy for individuals dealing with substance use, behavioral addictions, or compulsive coping patterns. By integrating somatic psychotherapy, nervous system regulation, and relational therapy, clients are supported in accessing safety, agency, and long-term change.

As part of my commitment to evidence-based addiction treatment, I remain actively engaged in addiction research, exploring the intersections of trauma and recovery. My work contributes to a growing body of knowledge that supports more compassionate, effective, and embodied treatment models, particularly within the framework of trauma-informed care.

I collaborate with clinicians, researchers, and institutions dedicated to transforming the field of addiction through integrative approaches that honor the whole person—mind, body, and spirit. These collaborations promote somatic psychotherapy techniques that enhance recovery processes.

Areas of Focus:

- Somatic and polyvagal-informed addiction treatment

- Trauma and early attachment disruptions in addiction

- Nervous system regulation and relapse prevention

- Embodiment practices as alternatives to compulsive behaviors

- Research on integrative and body-centered recovery models

A gap in the recovery continuum: Is a San Antonio recovery high school the solution? 

This needs assessment explored whether establishing a recovery high school in San Antonio could address a critical gap in the local continuum of care for adolescents recovering from substance use. Researchers found that youth in recovery often lacked essential peer support within traditional academic settings, an element shown to be vital for sustaining long-term recovery. Through the lens of evidence-based addiction treatment, interviews with students and families revealed that mainstream schools frequently failed to provide the supportive environment needed to maintain sobriety. Furthermore, incorporating somatic psychotherapy and trauma-informed care within a recovery-focused education framework significantly improved motivation and engagement. In response, the task force proposed the creation of a recovery high school designed to integrate academic achievement with recovery support, envisioning a setting where students could thrive both educationally and emotionally.

Viverette, A., Vasquez, J., Moreno, N., Ruelas, R., Gomez, R.J. (2020).  A gap in the 

recovery continuum:  Is a San Antonio recovery high school the solution? Recovery High School Task Force. https://www.researchgate.net/publication/343224957_A_recovery_high_school_needs_assessment

In their own words: A content-analysis of post-treatment education among youth in recovery from a substance use disorder.  

This qualitative study explores the educational experiences of youth diagnosed with a substance use disorder (SUD) after receiving evidence-based addiction treatment. Youth in recovery face unique challenges to their sobriety when returning to school following treatment for an SUD. Researchers conducted two focus groups, one with youth (n = 8) and one with their parents (n = 6), to gain insight into youth educational experiences post-treatment. The findings highlighted educational difficulties for youth in traditional high school settings after treatment, emphasizing the need for trauma-informed care. In addition, parents and youth described the significance of their recovery communities in maintaining sobriety and successfully reintegrating into school. Implications for practice with youth in recovery, particularly those benefiting from somatic psychotherapy, are addressed.  

Bowie-Viverette, A., Vasquez, J., Ruelas, R., Moreno, N. & Gomez, R. (2024). In Their Own Words: A Content-analysis of Post-treatment Education among Youth in Recovery from a Substance Use Disorder. School Social Work Journal, 49(1), 1-17. https://www.ingentaconnect.com/content/iassw/sswj/2024/00000049/00000001/art00004

The Effects of a Recovery High School Program on Recovering Adolescents' Resilience.   

Research shows a relationship between adverse childhood experiences (ACEs) and substance use disorders (SUD) among adolescents. Adolescents diagnosed with SUD also exhibit elevated ACEs. To address this increased risk, it is crucial to support resiliency and build protective factors through evidence-based addiction treatment. Additionally, maintaining adolescent engagement in outpatient substance use treatment services can be challenging, making it important to capitalize on the impact of short engagements with recovering adolescents in their school settings. The 90-day participation period in the current study was selected to align with the typical duration of substance use treatment programs, which often span approximately three months. This timeframe provides a meaningful benchmark for evaluating the potential of recovery high schools (RHS) as an intervention to enhance resilience using trauma-informed care. This study examines whether adolescents' engagement in an RHS over a standard 90-day period influences key indicators of resilience during early recovery. Secondary data gathered from 30 student participants at a South Texas RHS were analyzed. At baseline, the RHS administered the Teen Pediatric ACES and Related Events Screener as well as the Child and Youth Resilience Measure (CYRM-R). At 90 days, the CYRM-R was re-administered. Results showed resilience was higher after 90 days compared to baseline. Social workers can address resilience by utilizing trauma-informed care approaches, somatic psychotherapy, and other evidence-based interventions, leveraging student strengths to advance NASW social work practice with adolescents’ standards five and six (self-empowerment of adolescents and understanding adolescent needs).  

Vasquez, J., Bowie-Viverette, A. C., & Gomez, R. J. (2025). The effects of a recovery high school program on recovering adolescents’ resilience. Children & Schools. Advance online publication. https://doi.org/10.1093/cs/cdaf031

Investigating the relationships between recovery high school staff well-being & work engagement: Implications for leadership. 

Little is known about the characteristics of recovery high school human services and other professional staff who work in these specialized settings with adolescents in recovery from a substance use disorder, particularly in the context of evidence-based addiction treatment. This study examined staff experiences, backgrounds in substance use disorder, perceived social support, and work engagement. The measures employed included the ProQOL5, ACE questionnaire, the Multidimensional Scale of Perceived Support, and the Utrecht Work Engagement Scale. The Spearman rho results indicated a positive correlation between compassion satisfaction and dedication (rs(20)=.486, p<.05), suggesting that compassion satisfaction accounts for 24% of the variance in dedication; this indicates that staff who experience higher levels of compassion satisfaction are more dedicated to their roles. The findings underscore the importance of integrating principles of trauma-informed care and somatic psychotherapy into training for staff, enhancing both staff well-being and student support. Implications for staff and leadership are discussed. 

Vasquez, J., & Bowie-Viverette, A. C. (2025). Investigating the Relationships Between Recovery High School Staff Well-Being & Work Engagement: Implications for Leadership. Journal of Human Services, 44(1), 85–106. https://doi.org/10.52678/001c.143881

The characteristics of adolescent tailored substance use treatment facilities services: Results from a U.S. National Survey. 

There is a pressing need to monitor the healthcare environment or system to ensure timely and equitable access to evidence-based addiction treatment for adolescents with a substance use disorder. In response, this study investigated the characteristics of adolescent tailored substance use facility treatment services, including somatic psychotherapy and trauma-informed care approaches. Data were analyzed from the United States 2017 and 2019 National Surveys of Substance Abuse Treatment Services. Using Chi-square and Fisher’s exact tests, we compared the numbers of adolescent tailored substance use treatment programs from 2017 to 2019 and investigated differences. Results indicated significant decreases in forms of payment accepted, facility licensure type, and national treatment service availability from 2017 to 2019. However, an increase was observed at regional levels, with most regions showing an uptick in available services. This study demonstrated that key components of services can shift in a short timeframe. Given the need for adolescent tailored substance use treatment services, consistent and accessible options, including affordable trauma-informed care and evidence-based addiction treatment services, are essential. 

Bowie-Viverette, A.C., Vasquez, J. & Gomez. R.J. (under review). The characteristics of adolescent tailored substance use treatment facilities services: Results from a U.S. National Survey.

Examining Recovery High School Students’ Subjective & Objective Wellbeing. 

Recovery high schools (RHS) offer an essential environment for adolescents recovering from substance use disorders by providing evidence-based addiction treatment. Over the past decade, the effects of RHS on their students have been thoroughly researched. This study aimed to extend the existing knowledge base by addressing a notable gap in the data. We discovered no previous empirical research specifically examining the relationships between students’ depression levels, resilience, perceived wellbeing (PW), perceptions of being able to identify behavioral supports (ID), and perceptions of academic performance (AP). Utilizing secondary data from an RHS in the South, we conducted univariate and bivariate analyses, employing Fisher’s tests, Pearson’s correlation, and independent samples t-tests to investigate students (N=30) using the Patient Health Questionnaire 9-A scale, Brief Resilience Scale, and self-reported perceptions data. The univariate results indicated that most students perceived their subjective wellbeing positively. We observed statistically significant associations between PW and AP (p=<.001), and ID and AP (p=<.048). Additionally, an inverse relationship was found between brief resilience and depression levels (p=-.044). This research also emphasizes the importance of trauma-informed care and somatic psychotherapy approaches, as we discuss implications intended to advance RHS students' wellbeing both directly and indirectly through their social work provider. 

Vasquez, J. & Bowie-Viverette, A.C. (under review). Examining Recovery High School Students’ Subjective & Objective Wellbeing.