Sandy Vanstrom’s January Field Period with the Chautauqua County group home in Falconer led to a job offer.

“I will start this summer and hope to continue working there as I pursue my master’s degree,” said Vanstrom, a unified childhood/special education major with a concentration in communications.

Chautauqua County group home “houses teens who are under Department of Social Services custody, court-ordered placements, and some self-referrals,” according to Vanstrom. “Here, the teens learn independent living skills and learn how to manage behaviors in a way that allows for successful life experiences.”

As a youth counselor during the month-long internship, Vanstrom spent her days “basically ‘hanging out’ with the residents.”

“I was there to talk them through any problems that occurred throughout the day, as well as support them in their ventures outside of the home,” said Vanstrom. “I was responsible for maintaining order in the house and encouraging the residents to live by a policy of ‘normative culture.’ Normative culture involves taking responsibility, valuing safety, becoming goal directed, and showing respect for others.”

Vanstrom attended a training session to prepare her to work with residents experiencing severe trauma that often resulted in violent behavior. She engaged in “extensive” training last summer to prepare for the job, and also worked “occasional” weekends during the summer and fall.

“In the beginning, it was difficult working with teens, simply because I am not that much older than they are,” said Vanstrom. “I had to find a way to use my age as an advantage, rather than a disadvantage.”

Vanstrom’s experiences in the home have allowed her “to appreciate the affect that a difficult home life can have on a student.

“The residents I worked with gave me a sample of what it is like to be helpless, which is something that I will cherish because it has given me a new outlook on how to work with students who have only known a life of struggle,” said Vanstrom. “I can understand why some students wouldn’t appreciate education because they have lost the desire to set goals to improve their own lives. I know I will walk away from this experience with new tools to help students in similar situations, and I hope to show them a way out of difficult times.”

-- Tanya Cornell-Kestler