Our Philosophy

PHILOSOPHY OF TREATMENT

High Frontier provides a fully integrated therapeutic and experiential milieu conducted within the framework of Positive Peer Culture (PPC), a values-based and process-oriented model utilizing a system of cognitive strategies and interventions. PPC strives for long-term change by teaching and internalizing core values of pro-social and positive behavior such as altruism, responsibility, acceptance, self-worth and autonomy.

Treatment teams actively develop individual and group strategies and interventions that challenge a student’s distorted thinking patterns based on negative behaviors and values. These strategies and interventions are designed to teach students the benefits of accepting mature, proactive, and pro-social responsibilities. The development of a positive value system based upon social interest is the most important tool for problem resolution and will achieve long-term change more effectively than promoting compliance based upon external rewards and consequences.

By "integrated" we mean that all aspects of the therapeutic and social milieu revolve around the core concepts of PPC and that the individual, group and family therapy sessions are integrated into the milieu of PPC. In other words, all types of social interactions, including therapy sessions, formal education and even recreation share a commonality of purpose: to teach a positive value system based upon the concepts of altruism, responsibility, self-worth, acceptance and autonomy. Formalized group therapy sessions act as a teaching catalyst for the therapeutic work that permeates a student’s social day and serve the milieu versus the more common practice of the converse being true.

In Positive Peer Culture, the students are an integral part of the helping process and are fully incorporated into the social and experiential milieu. The development of altruism, responsibility, self-worth, acceptance and autonomy, and the internalization of these qualities, requires the student to be an active part of the helping process. These qualities are developed as the treatment process exposes and provides insight into the student’s previously unsuccessful efforts to discover identity, status and a self-concept based upon negative behaviors.

The exposure of problems in a highly supervised environment is the most effective way to address the problem, and thus allows students to show their problems as an opportunity for help versus something to be avoided. The process takes place in a social and experiential manner, at the time and place of occurrence and is focused on the "here and now" interactions of the student with his or her group and with staff. Through this process students learn that the acceptance of responsibility, rather than compliance based on rules and punishment, is the better road map to their desired ends.

Furthermore, integrating the students into the experiential and social milieu recognizes and capitalizes on the fact that students are modeling their behavior most strongly after other peers. The influence of peers exists and is paramount to each student. To ignore this reality is to jeopardize achieving long-term positive change in any student. High Frontier brings this tremendous power into the mainstream of the therapeutic process so it may be adult-guided and influenced towards positive ends. Young people entering the program quickly learn their new role rises above simple obedience; and their role models are staff as well as other students. Students are asked and taught to become of service to their peers and to take a meaningful role and responsibility in helping others. As they learn how to be of value to others, students develop the self-worth necessary to establish and maintain better relationships, behaviors and goals.

PHILOSOPHY OF EDUCATION

The education program at High Frontier focuses on (1) excellence in teaching, (2) integrating the PPC model into the school, and (3) providing a state-of-the-art learning environment for our students. Our Teachers believe that excellence in teaching is achieved through a variety of skills, such as superior knowledge of the content area, classroom management and organization, class preparation, and instructional methods.

These skills, however, must be augmented with the ability to establish a positive relationship with the student in order to become a great teacher and instill a desire for learning. Teachers are able to build positive relationships with students based upon enthusiasm for the subject matter, a love of learning, a devotion to working with students, respect, the ability to listen and learn from your students, and the ability to relate the subject matter to each student’s world.

The PPC Model is fully integrated into our education program. The education staff is trained in the PPC Model and a Teacher is designated for each student’s Treatment Team. Each class is limited to one group of about 9 students. Each group rotates through their class schedule as a cohesive unit. This organization addresses negative behaviors more successfully because the student is with a small group of peers who are familiar with his/her background, problems and treatment objectives and are therefore able to help as problems arise.

This organization also maintains a low student to teacher ratio, meaning that each student can receive individualized attention and more active learning time in each class; and the Teacher is also able to provide better supervision. Additionally, students within a group are expected to provide assistance to their fellow students in academic problem areas. This method – mentoring – is well supported by research and is consistent with the PPC model. We expect each student to serve a valuable role in helping their fellow peers and recognize that each student will have strengths to offer to his/her group members.

High Frontier’s education program offers the following curriculum: Math, Science, English/Literature, History, Spanish, Art, and Physical Education.

Courses are competency-based and credits are issued when competencies are met. Many students are able to make up credits by participating in credit recovery through the University of Texas, as well as the computer-based PLATO program. Additionally, students may take college credits, as appropriate, through our computer-based remote learning program.

In August, 2007, High Frontier opened our new administrative, library and computer learning center, including a large auditorium. This new building is approximately 7,000 square feet and is in addition to the following:

8 classrooms with computer/Internet access
Science classroom and laboratory
Art studio and display area
Full-size indoor basketball court / gymnasium
Weight room and aerobics machines/area
Horticulture area and greenhouse

The educational program is operated by the Fort Davis Independent School District on our campus. Students earn a high-school diploma from the District and the State of Texas. High Frontier School has been recognized by the State of Texas as an exemplary campus for 2 out of the three previous years, and is ranked as one of “America’s Best High Schools” by US News and World Report for 2008.