Person-centered+risk+assessment+-+A+case+study+at+Holy+Trinity

**Person-centered risk assessment: A case study at Holy Trinity**  Michael Binetsch, Post-Baccalaureate Research Assistant, Saint Louis University [ mbinetsc@slu.edu] Jennifer Brilley, Saint Louis University jbrilley@slu.edu] Aneta Pietraszek, Saint Louis University apietra2@gmail.com] Bryan Sokol, Saint Louis University bsokol1@slu.edu]



** Keywords: ** Risk assessment, risk factors, variable-centered approach, person-centered approach, high school volunteers

** Track **** : **Student development and learning

** Format: **Poster presentation


 * Date & time: **Thursday 9:00
 * Location: **Salon 4 / Salon 9

**Summary:** Holy Trinity is an underserved, predominantly African American catholic school dedicated to providing students with the academic and spiritual growth necessary for successful high school and college endeavors. Students’ risk levels (high vs. low) and self-regulatory abilities (high vs. low) were assessed based upon observations made during the after-school Academy Classes program. Risk levels were evaluated using a person-centered approach to risk assessment, which considers how specific risk factors interact across various systems of an individual’s environment. Implications for the Academy Classes acting as a type of protective factor again high risk environments are discussed. In addressing issues related to risk, it is important to identify a proper method for assessing risk. The research literature provides two general approaches to risk assessment: the variable-centered approach and the person-centered approach.

The behaviors of the students at the school appeared to be consistent with those typically associated with children growing up in either high or low risk environments. Additionally, the academy classes seemed to be serving as a type of protective factor, which could be useful to help develop student resiliency in spite of high risk environments and low self-regulation. This has important implications for the development of micro-level interventions (e.g., after-school programs) and macro-level interventions (e.g., changes to public policy), which could serve as protective factors for children, families, and communities in high risk environments.

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