Advocate Testimonials

Need for the Project

Students often struggle in transitioning from an alternative education setting back to their mainstream middle or high school campus. Challenges to a successful transition include falling behind academically, returning to negative influences from peer groups, and the inability to adjust to a less structured environment. These challenges often set the student on a course toward a revolving door between the alternative educational setting and their assigned campus. Both the student and school benefit from a smooth transition back into the traditional classroom setting.

Contact us at amy.l.onofre@ttu.edu or call 806.834.1636.

Project Design

CAPS is dedicated to working with this vulnerable population by serving as an advocate for the student and a liaison for school administration during this time of transition. Students are identified who meet the CAPS criteria and are willing to learn new and appropriate life skills in order to function more successfully in the school setting. A CAPS team advocate will meet weekly with the student. During each session, advocates will listen to the student's needs and relay concerns through a CAPS developed reporting system. CAPS also facilitates life skills groups for the schools.

Integration of Services

Stakeholders for this project include:

• CAPS Advocates
• Students at risk
• Middle School Administrators
• High School Administrators
• Alternative Education Settings ( JJAEP, Priority Intervention Academy)

Resources

This program is part of the Center for Adolescent Resiliency at Texas Tech. It is a partnership with Covenant Health and presently focuses on the Lubbock Independent School District to work with vulnerable student populations to build resilience and promote success.

Services Provided

• One on one meetings
  • Weekly meetings take place between the advocate and student during a time that works well with the student's schedule and does not interfere with core classes. These meetings are 30 minutes to 1 hour in duration. It is during these meetings that goal setting and obstacles are explored through wellness lessons and discussions. However, if the student reveals an immediate need, it is discussed in lieu of what was planned.
• Groups
  • Different types of groups are available based on the need of the students/school. Options include, but are not limited to, life skills, emotional regulation, self-esteem, and grief.
• Established curriculum
  • Curriculum developed by our team is used for our groups and individual students. We use a comprehensive wellness approach to look at the whole child: physically, socially, emotionally and behaviorally.