Signature for Statement of Original Work (MUST COMPLETE)

Learner Name

Ashley Cook

Mentor Name

Dr. Amy Lyndon

Learner Email

[email protected]

Learner ID

(MUST BE COMPLETED)

Learners, please insert your answers directly into the expandable boxes that have been provided.

Program Evaluation and Data Analytics

Professional Product

Action Research Monograph

Program Evaluation

Professional Product

Service Project

Change Management Plan

Please, use single-spaced, Times Roman 11 pt. throughout the form – the boxes will expand as you input text.

Clearly describe the topic of the Capstone Project.

This section should include:

        FIRST PARAGRAPH:  State the topic of the capstone project. The topic statement should include the problem or opportunity for improvement in the project.  The concepts of the topic must be clear and focused and well supported in the literature.

o    Begin this paragraph with, “The topic is…”

        SECOND PARAGRAPH: Describe the significance of this topic to Human Services AND the specialization within your program. Include a statement about the practical implications of the project by describing the impact of this Capstone Project on the organization or community of interest



Example – The topic of this capstone project is the effectiveness of a transitional summer program, Helping Others, Inc., on middle school student’s chance of success (graduation) in high school. 

The topic should be correctly formed:

        The topic should be appropriate for the specialization.

        The topic should use appropriate language for key concepts/phenomena.

        The type of action proposed should be specified.

        The community of interest/organization/program or community and target population should be named.

        The concepts should be appropriately focus

        The topic should be supported by at least ten (10) citations.

        The topic should be in alignment with current literature and the DHS Programs of Professional Practice.

Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.

The significance of this topic to human service is to help human services personnel to use their resources more effectively by providing victims training on how to use these financial resources. The majority of abusers use economic abuse to control victims (VothSchrag et al., 2020). The impact of this project is to people of the community of interest helping victims of domestic violence and their families remain in stable housing and have financial independence. Through this capstone topic, the aim is to empower women with financial literacy that would help them in their lives.

Most victims experience some type of financial abuse, which reduces their financial literacy (VothSchrag et al., 2020). Thus, they will need assistance with maintaining the long-term shelter. Without having many organizations that are willing to take care of the plight the people are facing, the goals of the human services field would not be easily fulfilled (Juing et al., 2021). Human service programs can help victims through the programs that have been put in place along with hotlines that are focused directly on these issues. Housing is among the three most essential life requirements. Haven helps victims who have been financially abused by building a healthy, empowering, and strengthening them by looking into what is the cause of the situation and how they can come up with an idea that can change it (Soibatian, 2017). The Haven has many programs like housing, children support, women support groups, income, and employment service groups. The supporting services try to assist the individuals with materials and supplies that will help the individuals with low income to have daily needs. The victims sometimes are helped by social workers or churches that focus on stabilizing them and creating a budget that will finance the living (Jennifer, Patrick, 2011). However, it is projected that over one billion people are today living in insufficient housing conditions in urban areas. “In most cities, there are more than half of the population who lives in informal settlements in what can be described as life and health-threatening” (Ortiz-Ospina & Roser, 2017, p 3). More than 100 million people are homeless globally, and data shows that there are increasing propositions of women and children. The statistics given give a clear picture of the dire need for having quality housing globally.

It is indisputable that homelessness continues to be a grand challenge in our country and globally. In addressing the problem of homelessness, our organization has been putting up measures to ensure that we prevent people from becoming homeless in the first place. This includes outreach efforts targeting at-risk people in short-term case management (Moretti, 2017).

Write a brief statement of the problem or need for improvement at the capstone site or program. Clearly describe the gap in current practice, service, process, policy, and/or the identified outcome. Identify the performance gap you wish to close and the potential root causes of the problem.

This section should include:

        FIRST PARAGRAPH: Write a brief statement that fully describes the problem being addressed.  This paragraph introduces the problem that is informing the research and warrants the need for this study.

o    Begin this paragraph with the statement, “The problem is…”

Example: The problem is that Helping Others, Inc’s transitional summer program has not consistently improved high school graduation rates.

        SECOND PARAGRAPH: Identify the need for the study.  The need should be directly related to the problem presented in the first paragraph. It must identify a gap in current practice, service, process, policy, or programs.  It must identify the need for the research and the desired outcome.

Example: This study is needed because high school graduation rates are decreasing in the service community where Helping Others Inc. provides its transitional summer program.  Decreased graduation rates have negatively affected the unemployment rate in the area.

Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.

The Haven explores a variety of options through local resources and the needs of the victims (MacKenzie et al., 2020). This helps The Haven address the most affected people and use the available local resources, making access to affordable houses easier (Polvere et al., 2018). The major goal is to ensure that everybody can live in a house that is decent and affordable (Benerjee & Bhattacharya, 2020)

In response, this capstone is needed because financial literacy training is needed to help survivors of domestic violence gain financial independence. This project seeks to empower women so that they may be less likely to return to an abuser if they are to stay financially independent. This capstone fills a gap by developing training to improve the financial literacy of domestic violence victims. The rate of domestic violence is 185 incidents per 100,000 population annually (Shinn & Khadduri, 2020); these estimates suggest improving financial literacy can prevent between 6 to 20 domestic violence incidents per 100,000 population from occurring each year. This capstone will help The Haven improve women’s financial literacy and hopefully increase the ability of domestic violence victims to remain economically independent.

Specialization Chair Topic Approval

•      After completing Section 1, Keystone or Capstone Learners should submit the DPP form to your Keystone Instructor or Capstone Mentor for approval.

•      Collaborate with your Keystone Instructor or Capstone Mentor until you have approval for Section 1, “Topic Approval.”

•      After you have received your Mentor’s approval for Section 1, your form will be submitted for SMR review.

Approved

Deferred

Not Ready For Review

Reviewer Name: Dr. Elissa Dawkins

Reviewer signature: Elissa Dawkins

Date: 3/13/2021

Comments: Thank you for submitting your topic plan for review. Your topic is approved. Please review my comments above. In addition, you will need to obtain newer, primary references to support your topic. You will need to include scholarly literature to back up the need for the program evaluation. Schedule some time with a librarian and the writing center to tweak this.

This section should further expound on the research problem and will include a SUMMARY of the review and synthesis of the research literature on the topic. This should include citations from at least 15 Articles but should indicate that you have performed a full review of the literature on the topic.

This section should include:

        A statement about the body of existing literature on the topic.

        A summary of recent research findings on the topic highlights the most relevant findings of the proposed study.

        A demonstration of how the proposed research could add to the existing literature on the topic.

Be sure to provide appropriate in-text citations and include references in the reference section.

Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.

*This will not be your Capstone Project literature review but an initial foundation. You will continue to add to your literature review throughout your Capstone.

Strong leadership is very important in helping in effectively engaging the public and surmounting barriers that are met while enhancing affordable housing. Strong leadership can motivate and inspire people to reach financial independence (Kottke et al., 2018). Financial literacy can help people to manage their money and finances effectively and afford their housing (Katula, 2012). Many people have limited knowledge of investing that leads them to make poor financial decisions. Many people struggle with investing and saving due to a lack of financial literacy (Bullock et al., 2020). It requires addressing two very great challenges: defining the problem and creating a very strong and long-lasting solution (Fowler et al., 2019). Leaders are required to articulate and create a compelling vision for the solution to the housing problem. If this is not ensured, the affordable housing efforts may get lost among the competing needs of the community (Mackenzie et al., 2020). Therefore, the leaders have a great role in assuring that their cause receives the attention that it deceives as well as the necessary funding for the program (Quests et al., 2016).

If a program is sufficiently funded, it would mean that the chances of more people benefiting from the program increase. Women are more affected by gender violence than are men (Bullock et al., 2020). Many female IPV victims are left stranded after domestic violence with nowhere to go, some with limited or no financial literacy to manage their finances (Bramley & Fitzpatrick, 2018). Women are more affected by IPV, The female victims of IPV, especially domestic violence. This is the group that needs significant help regarding financial literacy (Benerjee & Bhattacharya, 2020).

Provide a rationale supported by current information regarding the need for this Capstone Project.

This section should include:

        The results of a needs assessment or an analysis for the project.

        A description of issues identified in the workplace, project, or community.

        Any relevant population and organizational demographics and statistics related to the proposed Capstone Project.

        A description of why the study is important.

        A description of whom the study will benefit.

Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.

Most of the women The Haven helps struggle after divorce because they may have been used to stay-at-home mothers and also limited financial literacy. After divorce, most women have no savings and are left on their own. Even after divorce, women struggle with legal and financial issues (Polvere et al., 2018). The research will help The Haven get more information and data to work with improving victims’ ability to maintain their housing, along with other financial benefits (Quests et al., 2016).

The Haven looks at various options through local resources and the needs of the victims (Mackenzie et al., 2020). This helps The Haven address the most affected people and use the available local resources, making the construction of affordable houses easier (Muir et al., 2017). The major goal is to ensure that everybody can live in a house that is decent and affordable (Shinn & Khadduri, 2020). “The problem requires to be addressed urgently so that communities can have an effective, caring system for providing to the needs of the homeless people” (Gan et al., 2017, p. 23).

Through proper leadership and the training protocol I look to incorporate, The Haven has a hand in helping victims of domestic violence and sexual assault to acquire financial literacy that would enable to manage their finance and budget (Polvere et al., 2018). However, a training program specifically geared towards domestic violence victims that is informed by scholarly and practitioner-based beset practices would strengthen their ability to help their clients. This would include them being able to pay for their houses and other daily expenses. Financial literacy would be a tool that would assist the victims to be able financially independent and live better lives and ensure that the problem of homelessness is addressed (Quests et al., 2016). The issue of housing is especially relevant for survivors, as abusers deliberately cause housing insecurity (Valentine & Breckenridge, 2016). Housing can be considered to be affordable if it is below 30% of the total income. According to the U.S. Department of Housing and Urban Development, if a family pays for a house for more than 30%, this becomes a burden to the family. This gives a clear picture of the dire need for having quality housing globally (Ortiz-Ospina & Roser, 2017). Most importantly, the rapid urbanization necessitates more access to housing as more than half of humanity is now living in the cities (Morton, et al., 2018). It is important examining the ways of enhancing the quality of housing, which means ensuring that everybody is capable of finding a safe, decent, and affordable house within the areas where they work, shop, study, and play (Kottke et al., 2018).

Briefly describe the primary theoretical framework or model to be used for the study that will serve as the lens through which you will view the research problem and research questions.

NOTE:  The theoretical foundation should be a theory from your discipline that supports the topic and should reflect on how you understand the topic and constructs in the study. To select the theory of model for the study, review the DHS Programs of Professional Practice.

This section should include:

·         A review or discussion of the theory that will guide the project.

·         An explanation of how the theory or model defines the variables or constructs of the study.

·         An explanation of how the theory or model will guide the study.

·         A list and explanation of any study assumptions.

Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.

The Haven gives financial education to women to help them overcome the homeless problem. The Haven gives personal attention to ensure that they have paramount success in their finances. They give investment advice to their clients that are personalized based on their financial goals (The Haven, n. d.).

The study assumptions of the study are that all women are not financially literate and that men have more financial literacy as compared to women. Globally, most finances are handled by men (Voth Schrag et al., 2019) and a majority of abusers exert financial control (Postmus et al., 2020).

The other assumption is that all women struggle to get affordable houses and manage their finances after divorce. It is assumed that most women are confined to home duties in the household environments (Lu, 2021).

In this section, you will define your role, position, and how positionality will impact your research study.

This section should include:

·         The title of your role or position in the organization, program, or community in your site.

·         A description of your job duties at the site.

·         A description of how your position will impact the research project.

·         A statement that identifies if you are an insider (work or volunteer with the organization) or outsider, or a collaborator with insiders (no affiliation, but working with stakeholders within the organization).

Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.

Current position: Non-affiliated community researcher

My current position with The Haven is as an outsider. I have no affiliation with The Haven at this time but may apply with the organization as a human service volunteer. Volunteers with The Haven help the organization improve the quality of victims’ care and support in their day-to-day operations and assist victims with immediate needs. Volunteer tasks may include assisting victims with housing needs, literature reviews, completing applications, filing papers, assisting staff with errands, and other miscellaneous things that can be assigned to help The Haven run smoothly.

The training will be another resource that The Haven will be able to provide to all victims that are serviced through the Haven.

Please describe the specific practical implications of your findings that can be used by the stakeholders.

This section should include:

         Minimum of (2) paragraphs. Every statement must be supported by the literature

        A description of the specific practical implications (who may benefit) from the research that can be used by any or all of the following stakeholders:

o    the population being studied,

o    practitioners, clinicians, or medical practitioners,

o    community-based service providers or health organizations,

o    educators, colleges/universities or

o    the wider community itself.

Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.

REMEMBER

NOTE: Be cognizant of the limitations and scope of the proposed research.  Do not promise practical implications that are beyond the scope of the research.

The information gathered from the literature will help providers conduct important financial literacy training for domestic violence victims. These providers, specifically at The Haven, will be in a better place to help the victims of sexual assault and domestic violence. The Haven foundation aims at the treatment and prevention of sexual assault and domestic violence.

The mutual support from the wider community has helped the foundation be a success. With the support of the wider community, the victims feel comfortable having access to the support needed for their recovery. The practitioners in The Haven counselling program benefit from a training program, as they can serve individuals of all ages who have experienced sexual assault and domestic violence (The Haven, n.d.). The councilors need the information to address the safety concerns and needs of sexual assault and domestic violence survivors. The research will make it easier for the counseling clients to be identified and assisted referral for health and financial assistance, personal protection orders, and housing resources.

Victims of domestic violence often make several attempts to leave an abusive partner and are forced to return for economic reasons (Shackelford, 2020). Economic self-sufficiency is frequently the difference between violence and safety for many victims. Yet financial literacy training can improve survivors’ long-term outcomes (Warren et al., 2019). Domestic violence advocates must be prepared to address many of the economic issues that victims face and facilitate opportunities for victims to learn how they can improve their economic situation. A financial literacy training program may help most with the issues of economic control (i.e., controlling access to financial knowledge) and economic exploitation (i.e., perpetrator destroys victims’ financial resources or credit) (Stylianou, 2018). Issues such as budgeting, identity theft, banking, predatory lending, violence in the workplace, housing, and credit, all play a role in ending domestic violence (NCDAV, n.d.). In addition, research shows that the resource loss experienced by IPV victims mediates the relationship between psychological abuse and mental health (Sauber & O’Brien, 2020), indicating that financial literacy and subsequent economic success may help alleviate victims’ poor mental health outcomes.

The people who benefit most from these implications are the individuals from the community of interest who have been enrolled in the program. The practitioners are considered the employees of The Haven, caseworkers, social workers, intake coordinators, and others. The victims and their families will benefit because they will be able to manage their finances. Financial literacy gives the ability to be able to effectively cater for their expenses in addition to being able to afford housing stability (). The wider community would be the landlords and the other people in the community who help with the housing needs. When financial literacy is best understood by the victims and their families, they would be on the right path to financial freedom addition, The Haven has also a residential program that is exclusively for sexual assault and domestic violence victims and their children (Shackelford, 2020).

Recognizing that a lack of financial stability is one of the biggest deterrents for women who are considering leaving an abusive relationship, the Kentucky Domestic Violence Association (KDVA) formed its Economic Justice Project in the early 2000s. The program has domestic violence shelters. It is committed to providing community domestic violence services. Their purpose is to offer mutual support to the victims of domestic violence that would collectively advocate for the victims and their children. Through a network of member organizations, the Economic Justice Project offers Individual Development Accounts, free tax preparation, financial education, and other asset-building services to survivors of domestic violence (Economic Justice Project, 2021) The survivors of domestic violence are taught how to effectively manage their finances. The Haven continues to connect with the community through engagement, advocacy, and education to ensure that the survivors are in a better position to support themselves.

State the purpose of the study. The purpose of the study is to answer the research question or provide practical answers to a problem or weaknesses of the current practice, service, or process, policy.

This section should include:

        A summary of the intended outcomes of the study.

        An identification of who can benefit from this research and how they might benefit.

        A statement of the purpose of the study and the need that it addresses.

        A statement about the outcomes or findings of the Capstone Project and how they will be sustained.

Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.

List the primary research question and any sub-questions that the proposed study will address.  The research question(s) should be correctly formed.

This section should include a research question(s) or sub-questions that:

        Align with the research problem, the research topic, and the Capstone title.

        Identify the intended analysis.

        Is phrased in a way that will be answered by the intended methodology and analyses.

        Identify the specific variables to be explored, use language consistent with the research design or approach, and identify the population being studied.

Qualitative Example: How can DHS caseworkers help the homeless population become self-sufficient?

Quantitative Example: How does employee morale in millennial research analysts affect creativity?

Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.

What are the best means of providing that financial literacy training to domestic violence victims?

The Capstone Project Title should be correctly formed:

        The title should be aligned with the Research Problem (1.2) and Research Question (2.2), (use the same terminology for all).

        The title should reflect the key variables or constructs to be studied.

        The title should reflect the method to be employed in the research.

        The title should be concise (12 words or less).

Financial Literacy Training: Rebuilding Financially After Domestic Violence

Section 4. Research Methodology

Briefly describe the Capstone Project research design.

This section should include:

        A description of the methodology (qualitative or quantitative).

        A description of the design (case study, generic qualitative, correlation, etc.).

        A description of the type of action research (participatory action, critical action research, action science research, or appreciative inquiry).   

        A description of what data will be collected (validated instruments, interviews, archival data, organization policies, and procedures, etc.).

        A description of data analysis that will be used (thematic analysis, descriptive statistics, inferential statistics).

List and describe each variable and the data collection instrument or measurement tool you will use to collect these data. These should include standardized questionnaires, demographic data, and surveys, etc.  See Appendix A for an example of a completed chart. Only standardized instruments can be used in quantitative studies.

Attach a copy of each instrument you plan to use as an appendix to the  Capstone research form.

*Insert more rows as needed

There are no quantitative instruments for this service project, as this is not study.

List and describe each qualitative construct and the data collection method you will use to collect these data. Include the alignment of the data collection source with the concept. See Appendix B for an example of a completed chart.

Attach a copy of the interview guide you plan to use

as an appendix to the Research Plan.

*Insert more rows as needed

No qualitative interview questions. There are constructs involved in the development of this service project, but are not attached to any interview questions.

Only complete if the research study is greater than minimal risk.

Field tests must be completed for qualitative interview questions if the study is greater than minimal risk. 

According to 45 CFR 46.102(i), minimal risk means, “The probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests.”

If you are unclear about the nature of the study, please consult with the Research Chair or Capella’s IRB.  IRB approval is not required before a field test is conducted.  The results of the field test should be submitted as part of the IRB application once the DPP is approved.  Field test experts should be practitioners in the field that are knowledgeable about the topic.  You may use a Capella faculty who has a relevant background.

This section should include:

        A list of the original interview questions (before the field test).

        A rationale for each original interview question that explains how the question will provide answers to the specific research question.

        The identification of field test experts (name and credentials).

        A description of the suggestions, comments, or recommendations from the field test experts.

        A list of the final, updated interview questions.

Detail the actual data analyses to be conducted to address each research question.

For each research question and sub-question provide the following:

        A description of the data source.

        A description of how raw data will be analyzed (transcription, calculation of scaled variables, etc.).

        A description of how data will be managed, processed, and prepared.

        The method of qualitative analysis or statistical analysis.

        A description of how data will be stored and protected.

For each data source, describe the sample size, and provide references to support sample size decisions.

Identify the key (A) theoretical, (B) topical, and (C) methodological assumptions of the Capstone Project.

This section should include:

A.    A description of the theoretical assumptions will include the fundamental constructs of the theoretical foundation that you selected in Section 2.3.

B.    A description of the topical assumptions will include the assumptions revealed from previous research, the literature on the topic, and assumptions made by researchers in the field.

C.    A description of the methodological assumptions will include an explanation of the epistemological, ontological, and axiological philosophical assumptions that support the research methodology.

A.    Theoretical assumptions

The theoretical assumption of economic empowerment theory is that disempowerment is created through structural oppression, powerlessness, and marginalization through structural oppression and economic privation (Brenton, 1994; Gutierrez & Nurius, 1994; Hasenfeld, 1987). The theory aims to reduce the powerlessness that has been created for the oppressed and the vulnerable. The other assumptions that are controversial are that economic empowerment promotes individualism and that it is a source of unmitigated competition which may bring conflicts among those that have been empowered (Wilkinson, 1998).

B.     Topical assumptions

The assumption is that women have less financial literacy than men. Most of the victims of domestic violence are women. The other assumption is that the survivors will be helped, and they will have financial literacy that enables them to budget and manage their finances to cater to their expenses and housing. The training may not be able to help survivors overcome structural barriers, such as sexism and racism that disempower women.

C.       Methodological Assumptions

The assumption is that the social reality exists independently of human interpretation and understanding. There is an external reality that is independent of what one may understand or think. The Haven staff or volunteers who would conduct the training may understand and things differently from external reality. Thus, all training materials will include detailed instructions. The other assumption is that reality can only be understood through the human mind. Ontology deals with existing things while epistemology deals with what can be known and how it can be known. One assumption is that the women who take part in this training are able to retain the knowledge and are able to practice these financial literacy skills.

Evaluate the weaknesses of the Capstone Project at this time.

This section should include:

        The areas that need to be improved before starting the Capstone Project.

        The areas that cannot be improved.

        The reasons for not redesigning to address any of the limitations identified.

Some sources may be behind a paywall; solution is to use interlibrary loan.  If the source is from a for profit business, I may email and ask to get access to it.

For each data source, describe the sampling plan. Describe how you plan to select the sample. Include the steps you will take to recruit participants.

This section should include:

        A brief description of the data source, the sampling plan, and inclusion and exclusion criteria.

        The recruitment strategies (where applicable).

Exclusions: Dissertations because they are not peer reviewed.

Describe the organization or site(s) from which you expect to draw the sample.

This section should include:

        The name of the agency.

        The type of agency (profit, non-profit) government).

        (The population served.)The agency’s mission and/or human services they provide.

The Haven’s mission is to empower the survivors of domestic violence and help the individuals heal by addressing sexual assault and domestic violence by intimate partners heal by addressing and preventing sexual assaults and domestic violence. As a non-profit organization, I have a comprehensive program that caters to DV and sexual assault victims. All people in society have rights regardless of their traditions, and they are out to be protected from abusive perpetrators. The organization and the program are survivor-centered and help the victims live safely without fear.

Non-profit organization

The Haven is a temporary shelter that assistance to victims of domestic violence and sexual assault.

Mission Statement: It is our goal at The Haven to provide victims with the necessary information, resources, protected head start, and supportive follow-up to transition out of a violent lifestyle and into successful independent living. The Haven aims to provide for the immediate primary needs of family violence and sexual assault clients, including food clothing, legal advocacy, mental health assistance, and referral for medical care. The Haven interfaces with local, state, and national resources, provides transitional assistance along with the re-education of the victim and family to promote a non-violent lifestyle and educates all aspects of the local community regarding family violence and sexual assault (The Haven, 2021, para 1).

This section should include:

        The name of the authorized individual allowing the use of the organization or site.

        A statement of whether the site has an IRB.

        The process to obtain permission to access the stakeholders, population, or data source.

Lola Rivera, Volunteer Coordinator, and Tiffanie Thomas, Case Manager

The site does not have an IRB.

How will potential participants first be contacted? How will participants be contacted following the study?

N/A, there are no participants.

Describe the steps and time it will take to complete the Capstone Project. Provide a quarter-by-quarter listing of activities from start to finish. Describe the exact procedures that will be needed to carry out this study.  This should read like a recipe for conducting the study. Be sure to include all the necessary details so that someone else would be able to follow this to replicate the study. (See Appendix C for an example of a completed chart.)

This section should include:

        A step-by-step description of exactly how the research will be conducted.

*Insert more rows as needed

Describe the plan for providing feedback to stakeholders and the dissemination of the Capstone Project findings.

This section should include:

The specific type of meeting (focus group, board meeting, community meeting, presentation meeting, etc.).

        The specific audience (executive administrators, directors, board members, stakeholders, etc.).

        The type of information that will be disseminated (written executive summary, verbal presentation of results, etc.).

        The key messages are based on stakeholder feedback.

        The timeline for the feedback.

If the board has feedback, I will incorporate those changes within weeks, following up with the chosen board representatives.

Once approved, the board members would choose to disseminate it to the trainers who will be the case workers employed by The Haven. Case workers are currently responsible for the connecting of the victims to the finance and ensuring all conditions are met for release of the money and housing information.

Describe the action sought by the project and how the action plan will be implemented.

For example, the development of a task force that will be implemented by the organization with community members.

The case workers will schedule the training for their clients according to their need, either as individual or group sessions (depending upon the outcome of the recommendations for such training). Ideally, this training will occur regularly and build in follow-up testing and evaluation by The Haven.

Describe any ethical considerations given the sample and/or topic.

This section should include:

        An explanation of how you plan to protect participants during recruitment, data collection, and data analysis.

        A description of any ethical concerns related to researcher positionality and how the concerns will be addressed.

        A description of any possible coercion and how it will be avoided.

Describe any risk to the participants and/or the organization. Reference the CITIT course for more information about minimal risk studies.

This section should include:

        A statement of whether the study is more than minimal risk.

        A statement of whether the study collects data from a vulnerable population.

        A description of any special steps will be taken to protect participants.

Section 7. References

List all references used in proper APA Style. You should include a minimum of 30 for the research plan but will need at least 50 for the Final Capstone Project.

References

Baumol, W. J. (1977). Economic theory and operations analysis. Prentice-Hall.

Birkenmaier, J., & Sherraden, M. (2013). Financial education and capability: Research, education, policy, and practice. Oxford University Press.

Bomsta, H., & Sullivan, C. M. (2018). IPV survivors’ perceptions of how a flexible funding housing intervention impacted their children. Journal of Family Violence, 33, 371-380. https://doi.org/10.1007/s10896-018-9972-5

Brenton, (1994). On the meaning of empowerment and empowerment-oriented social work practice. Social Work With Groups, 17, 23-37.

Brimley, G., & Fitzpatrick, S. (2018). Homelessness in the UK: who is most at risk? Housing Studies, 33(1), 96-116. https://doi.org/10.1080/02673037.2017.1344957

Bullock, H., Reppond, H., Truong, S., & Singh, M. (2020). An intersectional analysis of the feminization of homelessness and mothers’ housing precarity. Journal of Social Issues, 76(4), 835-858. https://doi.org/10.1111/josi.12406

Dunn, M., Rawson, M., & Rogers, A. (2021). Rural housing: Competition and choice (3rd ed.). Routledge. https://doi.org/10.4324/9781003132950

Economic Justice Project. (2021, August 25). KDVA: http://www.kdva.org/projects/economicjusticeproject.html

Finley, S. Y. (2021). Financial literacy, financial liberation. Financialization, Financial Literacy, and Social Education, 113-127. https://doi.org/10.4324/9781003020264-7

Fowler, P., Hovmand, P., Marcal, K., & Das, S. (2019). Solving homelessness from a complex systems perspective: Insights for prevention responses. Annual Review of Public Health, 40, 465-486. https://doi.org/10.1146/annurev-publhealth-040617-013553

Fonseca, R., Mullen, K. J., Zamarro, G., & Zissimopoulos, J. (2012). What explains the gender gap in financial literacy? the role of household decision-making. Journal of Consumer Affairs, 46(1), 90–106. https://doi.org/10.1111/j.1745-6606.2011.01221.x

Gan, X., Zuo, J., Wu, P., Wang, J., Chang, R., & Wen, T. (2017). How does affordable housing become more sustainable? A stakeholder study. Journal of Cleaner Production, 162, 427-437. https://doi.org/10.1016/j.jclepro.2017.06.048

Gutierrez, L. M., & Nurius, P. (Eds). (1994). Education and research for empowerment practice. Seattle: Center for Policy and Practice Research, University of Washington.

Hamdar, B. C., Hejase, H., El-Hakim, F., Le Port, J. A., & Baydoun, R. (2015). Economic empowerment of women in Lebanon. World Journal of Social Science Research, 2(2), 251-265. https://doi.org/10.22158/wjssr.v2n2p251

Haque, A., & Zulfiqar, M. (2016). Women’s economic empowerment through financial literacy, financial attitude and financial wellbeing. International Journal of Business and Social Science, 7(3), 78-8.

Hasenfeld, Y. (1987). Power in social work practice. Social Service Review, 61, 469-483.

Hasler, A., & Lusardii, A. (2017). The gender gap in financial literacy: A global perspective. Global Financial Literacy Excellence Center. https://gflec.org/wp-content/uploads/2017/07/The-Gender-Gap-in-Financial-Literacy-A-Global-Perspective-Report.pdf

The Haven. (n.d.). https://www.valdostahaven.org/

Huyugüzel Kişla, G. (2019). Women empowerment in the time of crisis. Women’s Economic Empowerment in Turkey, 28-42. https://doi.org/10.4324/9780429053153-3

Islahi, A. A. (2020). Economic empowerment of women in Islam. Economic Empowerment of Women in the Islamic World, 21-38. https://doi.org/10.1142/9789811212154_0002

Jarecke, J., Taylor, E. W., & Hira, T. K. (2014). Financial literacy education for women. New Directions for Adult and Continuing Education, 2014(141), 37-46. https://doi.org/10.1002/ace.20083

Juing, H., Jaime, J., & Lee, S. (2021). Mental health in subsidized housing: Readiness to assist residents with mental health issues In Subsidized Housing From The Perspectives Of Housing Employees. Qualitative Social Work. https://doi.org/10.1177%2f14733250211027630

Karaa, İ. E. (2019). Does family democratization explain the financial literacy of women? Women’s Economic Empowerment in Turkey, 91-112. https://doi.org/10.4324/9780429053153-8

Katula, S. L. (2012). Creating a haven for employees who are victims of domestic violence. Nursing Forum, 47(4), 217-225. https://doi.org/10.1111/j.1744-6198.2012.00278.x

Khan, R., & Brewer, G. (2021). Financial abuse and control of siblings. The SAGE Handbook of Domestic Violence, 794-808. https://doi.org/10.4135/9781529742343.n48

Klein, L. B., Chesworth, B. R., Howland-Myers, J. R., Rizo, C. F., & Macy, R. J. (2021). Housing interventions for intimate partner violence survivors: A systematic Review. Trauma, Violence, & Abuse, 22(2), 249-264. https://doi.org/10.1177/1524838019836284

Kottke, T., Abariotes, A., & Spoonheim, J. B. (2018). Access to affordable housing promotes health and well-being and reduces hospital visits. The Permanente Journal, 22, 17-79. 10.7812/TPP/17-079

Krigel, K., & Benjamin, O. (2020). From physical violence to intensified economic abuse: Transitions between the types of IPV over survivors’ life courses. Violence Against Women, 27(9), 1211-1231. https://doi.org/10.1177/1077801220940397

Lee, R. A. (2017). The affordable option: Charlotte Street manufactured housing. The Unsheltered Woman, 277-282. https://doi.org/10.4324/9781351302203-22

Lu, S. (2021). Financial literacy education program post-financial housing crisis. Research Anthology on Personal Finance and Improving Financial Literacy, 504-517. https://doi.org/10.4018/978-1-7998-8049-3.ch027

Lusardi, A., & Mitchell, O. S. (2008). Planning and financial literacy: How do women fare? American Economic Review, 98(2), 413-417. https://doi.org/10.1257/aer.98.2.413

Lusardi, A., & Mitchell, O. S. (2014). The economic importance of financial literacy: Theory and evidence. Journal of Economic Literature, 52 (1), 5-44. https://doi.org/10.1257/jel.52.1.5

Mackenzie, O., Trimbur, C., & Vanjani, R. (2020). An isolation hotel for people experiencing homelessness. The New England Journal of Medicine, 383(41). https://doi.org/10.1056/NEJMc2022860

McOrmond-Plummer, L., Levy-Peck, J. Y., & Easteal, P. (2017). Perpetrators of intimate partner sexual violence: A multidisciplinary approach to prevention, recognition, and intervention. Routledge.

Moretti, C. (2017). Social housing mediation: Education path for social workers, European Journal of Social Work, 20(3), 429-440.  https://doi.org/10.1080/13691457.2017.1314934

Muir, K., Moran, M., Michaux, F., Findlay, S., Meltzer, A., Mason, C., … & Heaney, R. A. (2017). The opportunities, risks, and possibilities of social impact investment for housing and homelessness. https://doi.org/10.18408/ahuri-7110101

National Endowment for Financial Education (NEFE) (n.d.). https://www.nefe.org/

NCADV (n.d.) Financial education. https://ncadv.org/financial-education

Ngo, P. T., & Puente Moncayo, D. (2021). Can financial literacy reduce domestic violence? SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3809469

Oliver, R., Alexander, B., Roe, S., & Wlasny, M. (2019). The economic and social costs of domestic abuse. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/918897/horr107.pdf.

Ortiz-Ospina, E., & Roser, M. (2017). Homelessness. Our World in Data.  https://ourworldindata.org/homlessness?source=post_page

Polvere, L., Barness, C., & Lee, E. (2018). Housing needs of grandparent caregivers: grandparent, youth, and professional perspectives. Journal of Gerontological Social Work, 61(5). https://doi.org/10.1080/01634372.2018.1454566

Postmus, J. L., Hoge, G. L., Breckenridge, J., Sharp-Jeffs, N., & Chung, D. (2020). Economic abuse as a invisible form of domestic violence: A multicountry review. Trauma, Violence, & Abuse, 21(2), 261-283. https://doi.org/10.1177/1524838018764160

Quests, G., Duggan, A., & Cooper, G. (2016). A gender lens on affordable housing. https://www.icrw.org/wpcontent/uploads/2016/11/gender_lens_on_affordable_housing_by_regender_final-1.pdf

Robin, B. & Osub, A. (2020). Ensuring domestic violence survivors’ safety.

https://www.americanprogress.org/issues/women/reports/2020/08/10/489068/ensuring-

domestic-violence-survivors-safety/

Sanders, C. K. (2013). Financial capability among survivors of domestic violence. Financial Capability and Asset Development, 84-107. https://doi.org/10.1093/acprof:oso/9780199755950.003.0024

Sauber, E. W., & O’Brien, K. M. (2020). Multiple losses: The psychological and economic well-being of survivors of intimate partner violence. Journal of Interpersonal Violence, 35(15-16), 3054-3078. https://doi.org/10.1177/0886260517706760

Shinn, M., & Khadduri, J. (2020). Amid plenty: Homelessness and what to do about it. Wiley.

Stylianou, A. M. (2018). Economic abuse within intimate partner violence: A review of the literature. Violence & Victims, 33(1), 3-22. https://doi.org/10.1891/0886-6708.33.1.3

Tlapek, S. M., Knott, L. H., & Voth Schrag, R. (2021). A process to identify and address barriers to providing financial capability programming to survivors of intimate partner violence. Families in Society: The Journal of Contemporary Social Services, in press. https://doi-org.library.capella.edu/10.1177/10443894211031484

United States Department of the Treasury (n.d.) Financial Literacy and Education commission. https://home.treasury.gov/policy-issues/consumer-policy/financial-literacy-and-education-commission

Valentine, K., & Breckenridge, J. (2016). Responses to family and domestic violence: Supporting women? Griffith Law Review, 1–15. https://doi.org/10.1080/10383441.2016.1204684

Voth Schrag, R. J., Edmond, T., & Nordberg, A. (2020). Understanding school sabotage among survivors of intimate partner violence from diverse populations. Violence Against Women, 26(11), 1286–1304. https://doi.org/10.1177/1077801219862626

Warren, A., Marchant, T., Schulze, D., & Chung, D. (2018). From economic abuse to economic empowerment: Piloting a financial literacy curriculum with women who have experienced domestic and family violence. Affilia: Journal of Women and Social Work, 34(4), 498-517. https://doi.org/10.1177/0886109919868828

Wilkinson, A. (1998). Empowerment: Theory and practice. Personnel Review, 27(1), 40-56.

Yamawaki, N., Riley, C., & Gardner, N. (2018). The effects of gender-role traditionality and gender of abuser on attitudes toward intimate partner violence and perceived body size of the victim and abuser. Partner Abuse, 9(3), 230-248. https://doi.org/10.1891/1946-6560.9.3.230

Approved

Deferred

Not Ready For Review

Reviewer Name:

Reviewer signature:

Date:

Deferred

Not Ready For Review

Reviewer Name:

Reviewer signature:

Date:

Approved

Deferred

Reviewer Name:

Reviewer signature:

Date: