Academics

Young women come to Fulshear with varying academic histories, abilities, and aspirations. As such, each student has a customized academic program designed to meet her current needs and future goals. Options range from study programs for equivalency exams all the way to college classes on local campuses. Our education staff assesses each student's current academic status and her unique set of academic strengths and goals. Based on this analysis, we construct a specific plan of academic coursework, skill building, and-if necessary-remediation with the input of the student herself.

Students wanting to prepare for and apply to college may take college prep classes, standardized test-prep courses (SAT, ACT), and standardized tests. We also assist students in putting together and submitting college and/ or vocational school applications.

Personalized academic plans are constructed from a wide range of academic offerings that include:

Independent Study: Accredited high school classes are available through Wharton County Junior College, University of Houston, Texas Tech, New Haven High School, and other reputable schools with distance learning options. College level classes are available through University of Houston, University of Texas and Wharton County Junior College. Students taking independent study coursework are assisted with course selection and instructional support. Students can use these courses to retake previously completed courses for a higher grade, earn credits to complete high school, or work toward a college degree.
Home High School: Some students' home high schools will allow them to complete their high school coursework at Fulshear independently, under the supervision of Fulshear's education staff.
Equivalency Exam: Students who qualify may study for and take their high school equivalency exam (GED) through nearby community colleges.
College or Vocational School: Students have the option of applying to and enrolling in a local college, university, or vocational school for their Phase Three program of independent apartment living.

Therapists can help this neural "reprogramming" along by creating a safe, affirming, supportive context in which the young-adult trauma victim can explore past events but have a different emotional experience when they do this exploration. This helps the young woman re-experience previously traumatizing experiences without feeling overwhelmed emotionally.

It can be so difficult for a parent to process their child’s trauma that they may unwittingly minimize and deny the severity of the situation—it’s just too much to take in. When this is the case, parents may miss the forest for the trees, i.e. they may unintentionally ignore the underlying trauma in favor of a myopic, but perhaps less disturbing, focus on acting out behaviors that are merely symptomatic of the trauma. Their daughter's distance, anger, anxiety, and situational avoidance may distract the parent from the painful cause of these symptoms.

While many teens initially view community service as an unwelcome chore, it becomes a highlight for many students over the course of treatment.