Fluent Essays

Sections 1.1- 2.3 must be completed. Scholarly research required and APA 6th edition a must.  The assignment format is attached. Please refer to working document for guidance. Proper corrections from formatting from prior reviews must be completed. Please use suggested references as guidance. Each section has its only individual requirements that must be followed.  For next week, work on your section 2.1 and 2.2.  Sources from meetinghttps://doi.org/10.1177/1524838018764160 https://journals.sagepub.com/doi/abs/10.1177/0886109915608218 https://journals.sagepub.com/doi/full/10.1177/1077801220954270 https://journals.sagepub.com/doi/full/10.1177/08862605211003168 https://journals.sagepub.com/doi/full/10.1177/08862605211013958 Search terms/possible theoretical frameworks coercive control theory continuum of violence economic empowerment self-efficacy Doctoral Project Plan (DPP) SCHOOL OF COUNSELING AND HUMAN SERVICES DOCTORAL PROJECT PLAN STATEMENT OF ORIGINAL WORK I understand that Capella University’s Academic Honesty Policy (3.01.01) holds learners accountable for the integrity of work they submit, which includes, but is not limited to, discussion postings, assignments, comprehensive exams, and the Capstone. Learners are expected to understand the policy and know that it is their responsibility to learn about instructor and general academic expectations with regard to proper citation of sources in written work as specified in the APA Publication Manual, 6th Ed. Serious sanctions can result from violations of any type of the Academic Honesty Policy, including dismissal from the university. I attest that this document represents my own work. Where I have used the ideas of others, I have paraphrased and given credit according to the guidelines of the APA Publication Manual, 6th Ed. Where I have used the words of others (i.e., direct quotes), I have followed the guidelines for using direct quotes prescribed by the APA Publication Manual, 6th Ed. I have read, understood, and abided by Capella University’s Academic Honesty Policy (3.01.01). I further understand that Capella University takes plagiarism seriously; regardless of intention, the result is the same. Signature for Statement of Original Work (MUST COMPLETE) Learner Name Ashley Cook Mentor Name Dr. Amy Lyndon Learner Email [email protected] Mentor Email [email protected] Learner ID 1367748 Date Capstone Project Plan Process You will use this form to successfully complete your keystone class, obtaining Milestone 1, and obtaining Milestone 2 approval. The goals of this process are: (1) facilitate the planning of the details of your doctoral research project, (2) allow for scientific merit review, and (3) facilitate your progress through the Capstone. You must obtain approval of your Doctoral Project Plan before seeking IRB approval, collecting data, and writing your Capstone manuscript. Approval of your Doctoral Project Plan (DPP) will satisfy the Capstone Milestone 2, indicating that the Doctoral Project Plan (DPP) has passed the scientific merit review part of the IRB process. The scientific merit process is designed to ensure that a proposed research study contains an appropriate level of scientific rigor and merit prior to ethical review. Rigor is achieved if the study is well-designed and has adequate resources so that participants are not exposed to unnecessary harms. Merit is achieved if the rights and welfare of the human research participants are protected **Obtaining Scientific Merit approval for the Doctoral Project Plan (DPP) does not guarantee you will obtain IRB approval. A detailed ethical review will be conducted during the process of IRB approval. How to Use This Form This Doctoral Project Plan (DPP) form is intended to help you plan the details of your Capstone Project. It provides a space for you to work out all the details of your design. Once you have obtained Doctoral Project Plan (DPP) approval, you should be able to easily expand on the information you have submitted here to complete the deliverable of your proposed Capstone Project and write the Capstone Final Report because these sections follow the outline of the Doctoral Capstone Report. It is recommended that you use this form in a step-by-step way to help you design your study. Expect that you will go through several revisions before obtaining approval of this form. Research planning is an iterative process; each revision often sparking the need for further revisions until everything is aligned. These iterations and revisions are a necessary and customary part of the research process. Do’s and Don’ts · Do use the correct form! · Don’t lock the form. That will stop you from editing and revising within the form. · Do complete the “Learner Information” and Section 1 first. · Don’t skip items or sections. If an item does not apply to your study, type “NA” in its field. · Don’t delete the descriptions and instructions in each section! · Do read the item descriptions carefully. Items request very specific information. Be sure you understand what is asked. · Do use primary sources to the greatest extent possible as references. Textbooks are NOT acceptable as the only references supporting methodological and design choices. Use textbooks to track down the primary sources. · If you change any design elements after your DPP is approved, you must submit a revised Doctoral Project Plan. A current DPP must be on file before your IRB application is submitted. GENERAL INSTRUCTIONS Complete the following steps to prepare and submit your DPP for Scientific Merit Review (SMR) approval for your doctoral Capstone Project. · Keystone Learners: Your Keystone Instructor will facilitate the initial process. · Capstone Learners: Your Mentor will facilitate this process. CITI Research Training Mentees must complete the CITI Research training and submit your CITI completion certificate to your Keystone Instructor. CITI Training Module Milestone 1: Topic Approval Complete Section 1 (1.1 and 1.2) of the DPP form for topic approval. There are two ways to achieve Milestone 1: 1. If Section 1 of your DPP meets the rigor for a viable topic, your keystone instructor will submit for school review. Receiving 80\% on the DPP does not mean that it is ready for the topic plan review. a. You will work on all sections of the DPP during the Keystone Course, even if you do not achieve topic approval. This will allow the Keystone Instructor to introduce you to the necessary components of the Doctoral Project Plan. 2. If Section 1 is not submitted for topic approval during the Keystone Course (HMSV8700), your Mentor will submit the topic plan in the Capstone Course – HMSV9971. Milestones 2: Doctoral Project Plan 1. Work with your Capstone Mentor to complete and make any necessary refinements to the DPP form. a. If you did not receive topic approval in the Keystone Course, you will refine sections 1 (1.1 and 1.2) and submit to your Capstone Mentor. Your Capstone Mentor will submit section 1 for topic approval. After topic approval, you will proceed to step 2. 2. Once you have topic approval (whether in the Keystone or Capstone Course), you will refine and complete sections 2 – 7 in the DPP form. Make sure all sections are aligned with the DHS Programs of Professional Practice and the DHS Doctoral Capstone Handbook. —changes in one section could necessitate changes in another section. 3. After you have a polished version, you should review the DPP criteria with the rubric to ensure you have provided the required information to demonstrate you have met each of the scientific merit criteria. 4. Submit the completed form to your Capstone Mentor. Scientific Merit Review(SMR) The scientific merit reviewer will review each item against a rubric to determine whether you have met each of the criteria. You must meet all the criteria at a level of “Proficient” or greater to obtain reviewer approval. The reviewer will designate your Doctoral Project Plan (DPP) as one of the following: · Approved · Deferred · Not Ready for Review If the Doctoral Project Plan (DPP) is Deferred or Not Ready for Review: · The SMR reviewer will provide feedback on any criteria that you have not met. · You are required to make the necessary revisions and obtain approval for the revisions from your Mentor. · Once you have Mentor approval for your revisions, your Mentor will submit your Doctoral Project Plan (DPP) for a second review. · You will be notified if your Doctoral Project Plan (DPP) has been approved or deferred for revisions. · Up to three attempts to obtain Scientific Merit Review (SMR) approval are allowed. Researchers, Mentors, and Reviewers should make every possible attempt to resolve issues before the Doctoral Project Plan (DPP) is deferred for the third time. If a learner does not pass the scientific merit review on the third attempt, then the case will be referred to the Research Chair and/or Program Chair in your School for review, evaluation, and intervention. · While you await approval of your Doctoral Project Plan (DPP), you should begin working on your Ethics Paper. Your Mentor has a template for you to follow. · Once you have gained approval on your DPP (Milestone 2), you are ready to submit your Ethics Paper and IRB application and supporting documents for review by the IRB Committee. Milestone 3: IRB Approval 1. Once you obtain SMR approval, you will begin and complete an eight to 10 page ethics paper. This paper is a conceptual analysis of ethical principles typically related to all professional Capstone Projects. Your Mentor has a template for you to follow. 2. Once your Mentor has approved your Ethics Paper, you will complete your IRB application through IRBManager and submit any accompanying materials. 3. Consult the Research and Scholarship area within iGuide for IRB forms and detailed process directions. **You are required to obtain scientific merit approval (SMR) before you may receive IRB approval. Obtaining SMR approval does not guarantee that IRB approval will follow. Milestone 4: Pre-Data Collection Call 1. Once you have gained approval by the IRB, you are ready to schedule your Pre-Data Collection Conference Call. You may not proceed to data collection until you have completed this call. 2. Work with your Mentor and Doctoral Committee to set a date for the conference call. 3. Upon successful completion of the Pre-Data Collection Conference Call, your Mentor will mark Milestone 4 complete, and you may proceed with data collection. Learner and Specialization Information (MUST BE COMPETED) Learners, please insert your answers directly into the expandable boxes that have been provided. Learner Name Ashley Cook Learner Email [email protected] Learner ID Number 1367748 Mentor Name Dr.Amy Lyndon Mentor Email [email protected] Specialization (check one) |_| Leadership and Organizational Management |X| Program Evaluation and Data Analytics Specialization Chair Name Specialization Chair Email Committee Member #1 Name Committee Member #1 Email Committee Member #2 Name Committee Member #2 Email Capstone Type (check one) |_| Research Paper |X| Professional Product Deliverable (check one) Research Paper |_| Action Research Monograph |_| Program Evaluation Professional Product |X| Service Project |_| Change Management Plan Section 1. Topic Endorsement Please, use single-spaced, Times Roman 11 pt. throughout the form – the boxes will expand as you input text. 1.1 Capstone Topic (2 paragraphs) 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. · 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 students 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 clearly specified. · The community of interest/organization/program or community and target population should be named. · The concepts should be appropriately focused. · 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 topic of this capstone project is improving Haven’s ability to assist victims in establishing independent financial ability to retain long-term housing. Haven looks at making the current housing more reasonably priced, building improved, and low moderate-income houses using the existing building materials to help create a community where every person can live in. The Haven is a is a local non-profit agency that provides emergency temporary shelter and services to victims of family violence and sexual assault. The Haven is dual-programmed and has two emergency facilities: The Battered Women’s Shelter, which serves victims of family violence, and the Rape Crisis Center, which serves victims of sexual assault. Both programs have a 24-hour toll-free crisis line, staffed by trained personnel, that is available to anyone wishing to utilize the emergency facilities or the Outreach Programs. This capstone will explore the gender, violence, and economic abuse. Financial impediments play a major role in restricting the freedoms enjoyed by women who are abused by their intimate partners (citation). A batterer is empowered by his partner’s financial dependence, and a woman’s autonomy is diminished by her abuser’s financial control. Moreover, financial instability is one of the greatest reasons why, after gaining freedom, a woman who experiences battering has limited choices and may ultimately acquiesce to her partner’s attempts to reconcile (citation). Economic instability is a link that binds a woman to her abuser (cite). Regardless of the interventions, law enforcement, family, friends, or the Haven, as long as she remains financially dependent upon her abuser, it is exceedingly difficult for a woman who experiences intimate partner violence to stop the batterer’s control. Economic independence can provide freedom from abuse (citation). Most victims experience some type of financial abuse, which reduces their financial literacy. Thus they will need assistance with maintaining 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 are able to help victims through the programs that have put in place along with hotlines that are focused directly on these issues. Housing is among the three most essential life requirements. Haven helping victims that have been financially abused by building a healthy, empowering and strengthening them by looking into what is the cause of the of the situation and how they can come up with an idea that can change it (Soibatian, 2017). The Haven have 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 supply that will help the individuals with low income to have daily needs. The victims sometimes are helped by social workers or churches that focuses in stabilizing them and creating a budget that will finance the living (Jennifer O & Patrick M, 2011). However, it is projected that over one billion people are today living in insufficient housing conditions in the 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). 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).  References Bramley, 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 Carla Moretti (2017) Social housing mediation: education path for social workers, European Journal of Social Work, 20(3), 429-440. DOI: 10.1080/13691457.2017.1314934 Dunn, M., Rawson, M., & Rogers, A. (2021). Rural housing: Competition and choice (3rd ed.). Routledge. https://doi.org/10.4324/9781003132950 Gan, X., Zuo, J., Wu, P., Wang, J., Chang, R., & Wen, T. (2017). How affordable housing becomes more sustainable? A stakeholder study. Journal of Cleaner Production, 162, 427-437. https://doi.org/10.1016/j.jclepro.2017.06.048 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 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. 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. retrieved from: The Opportunities, Risks and Possibilities of Social Impact Investment for Housing and Homelessness by Kristy Muir, Michael Moran, Fabienne Michaux, Suzanne Findlay, Ariella Meltzer, Chris Mason, Ioana Ramia, Richard A. Heaney :: SSRN Comment by Amy Lyndon: Put actual website here, not the sentence hyperlinked. Ng, K., & Neo, Y. (2019). Housing Problems and Social Work Advocacy in a Home-Owning Society. Journal of Scoail service Research, 46(5), 671-684. Ortiz-Ospina, E., & Roser, M. (2017). Homelessness. Our World in Data. retrieved from: Homelessness - Our World in Data 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 Jennifer,Patrick.(2011). The Role of Financial Education in Improved Housing.https://www.findevgateway.org/sites/default/files/publications/files/mfg-en-paper-the-role-of-financial-education-in-improved-housing-jun-2011.pdf. Soibatian, V. (2017). Exploring Ecological Factors Influencing Economic Advocacy for Domestic Violence Survivors. College of Science and Health Theses and Dissertations. 240. https://via.library.depaul.edu/csh_etd/240. Comment by Amy Lyndon: Dissertations aren’t considered good sources to use. They’re not peer-reviewed or journal articles. They can sometimes be used but should be avoided when possible. This needs to be removed. 1.2 Research Problem (2 Paragraphs) 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. · 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 clearly identify a gap in current practice, service, process, policy, or programs. It must clearly 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 human services field increasingly recognizes economic and financial abuse within intimate partner relationships, for this reason the human services field has worked continuously to develop financial empowerment programs to empower survivors for their financial future (citation). The problem is domestic violence and intimate partner violence (IPV) victims struggle with financial independence in recent years, researchers have come to recognize economic and financial abuse as a unique form of abuse commonly used by IPV perpetrators to gain and maintain control over their victim (Postmus et al., 2016). Broadly defined, financial abuse includes behavior’s that control a victim’s “ability to acquire, use, and maintain resources thus threatening her economic security and potential for self-sufficiency” (Adams et al., 2008, p. 564) and is almost always a precursor to physical abuse. For example, Adams (2011) reports that 99\% of IPV victims experience financial abuse. Similarly, Postmus et al. (2012) report that 94\% of the IPV survivors they surveyed experienced some form of financial abuse. The Haven is able to provide short-term housing needs to victims for up to a 3-month period, but once the short term shelter ends, victims struggle with maintaining the housing independently. Many victims suffer because their credit scores have been destroyed by their partner or simply because of lack of knowledge. Partners often destroy victims’ credit by harassing them to use their social security numbers. Victims are not able to get or retrieve this information of their resources because many of the abusers closely monitor the websites that they will visit. The lack of financial security is brought by the lack of ability to access safety, so the housing takes the initiative of educating the victims on how to secure their income (Robin & Osub, 2020). The Haven explores a variety of options through local resources and the needs of the victims (MacKenzie et al., 2020). This helps Haven address the most affected people and use the available local resources, making the access of affordable houses easier (Polvere et al., 2018). The major goal is ensuring that everybody can live in a house that is decent and affordable (Benerjee, & Bhattacharya, 2020). Comment by Amy Lyndon: This is one of the ones we saw today, I think! It’s the same author. Comment by Amy Lyndon: Very good!! In response this capstone is needed because, , such as financial literacy training is needed to help survivors of domestic violence gain financial independence. Yet, a major deficiency in the debate is empirical evidence that the proposed interventions, which seek 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 the gap by examining the impact of improving financial literacy of domestic violence victims. Given the sample domestic violence rate is 185 incidents per 100,000 population annually (citation), 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 show how improving women’s financial literacy can significantly reduce domestic violence through several mechanisms. First, financial literacy in the female population is significantly lower compared to the male population – i.e., the gender gap in financial literacy (Fonseca et al., 2012; Hasler & Lusardi, 2017; Lusardi & Mitchell, 2008, 2014). This inequality makes women susceptible to financial abuse by their partners. Therefore, improving financial literacy can help women be aware of and identify financial abuse when it first happens, and stop the cycle of violence. That is, conditional on women’s income level, by closing the gap in financial knowledge and preventing financial abuse, financial literacy re-establishes women’s economic independence and bargaining position in the partnership, which in turn reduces domestic violence. Comment by Amy Lyndon: See comment above. References Bramley, G., & Fitzpatrick, S. (2018). Homelessness in the UK: who is most at risk?. Housing Studies, 33(1), 96-116. retrieved from: Full article: Homelessness in the UK: who is most at risk? (tandfonline.com) Benerjee, D., & Bhattacharya, P. (2020). The Hidden Vulnerability Of Homelessness In The Covid-19 Pandemic: Perspectives From India. International Journal Of Social Psychiatry. https://doi.org/10.1177\%2f0020764020922890 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 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., and 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. Gan, X., Zuo, J., Wu, P., Wang, J., Chang, R., & Wen, T. (2017). How affordable housing becomes more sustainable? A stakeholder study. Journal of Cleaner Production, 162, 427-437. retrieved from: How affordable housing becomes more sustainable? A stakeholder study - ScienceDirect 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. retrieved from: Access to Affordable Housing Promotes Health and Well-Being and Reduces Hospital Visits (nih.gov) Lima, N., Souza, R., Feitos, P., Moreira, J., Silva, C., & Neto, M. (2020). People Experiencing Homelessness: Their Potential Exposure To Covid-19. Psychiatry Research, 288. https://doi.org/10.1016/j.psychres.2020.112945 Mackenzie, O., Trimbur, C., & Vanjani, R. (2020). An Isolation Hotel For People Experiencing Homelessness. The New England Journal Of Medicine, 383(41). DOI: 10.1056/NEJMc2022860 Morton, M., Dworsky, A., Matjasko, J., & Curry, S. (2018). Prevalence And Correlates Of Youth Homelessness In The United States. Journal Of Adolescent Health, 62(1) 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. retrieved from: The Opportunities, Risks and Possibilities of Social Impact Investment for Housing and Homelessness by Kristy Muir, Michael Moran, Fabienne Michaux, Suzanne Findlay, Ariella Meltzer, Chris Mason, Ioana Ramia, Richard A. Heaney :: SSRN Ortiz-Ospina, E., & Roser, M. (2017). Homelessness. Our World in Data. retrieved from: Homelessness - Our World in Data 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 Sikorska, A. (2021). Housing Law in Poland-From the Cooperative Model to Flat Ownership. Sustainable Housing. DOI: 10.5772/intechopen.986444 Shinn, M., & Khadduri, J. (2020). In the Midst of Plenty: Homelessness and What to do About it. Wiley Quests, G., Duggan, A., & Cooper, G. (2016). A Gender Lens on Affordable Housing. Re:gender. https://www.icrw.org/wp-content/uploads/2016/11/gender_lens_on_affordable_housing_by_regender_final-1.pdf Robin, B. & Osub, A. (2020). Ensuring Domestic Violence Survivors’ Safety Retrieved 10th Aug 2021 from https://www.americanprogress.org/issues/women/reports/2020/08/10/489068/ensuring-domestic-violence-survivors-safety/ Learners 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: Reviewer signature: Date: Comments: Section 2. Rationale for Study 2.1 Capstone Project Problem Background This section should further expound on the research problem and will include a brief 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 that 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. By strengthening partnerships among various entities and setting unified goals and targets, it is easier to increase the supply of affordable housing, preserve the existing units, and ensure access for people at the biggest risk of homelessness (Kottke et al, 2018). One -way victims can learn to help themselves obtain a normal life is by using the money given as the funding to help individuals start businesses and show them how to manage (Soibatian, 2017). Financial education provides victims with budgeting skills, the know- how to balance checkbooks, understanding how to prevent identity theft, and understanding the lending activity and know how to manage their debts. The women are also given rental property that will help them in starting a new life, given child and spousal support that will gives them the opportunity to properly support their children to go to school. Such programs also help them to get a stable job and can get insurance through them (Oliver et al., 2019). Comment by Amy Lyndon: Do you mean rental property or other forms of property? Strong and creative leadership is very important in helping in effectively engaging the public and surmounting barriers that are met while enhancing affordable housing (Gan et al., 2017). Comment by Amy Lyndon: This seems disconnected from the other paragraphs. Think about what other types of information would go with this. The people who are entrusted with developing affordable housing are required to come up with a better plan and a vision of a better housing plan and display the zeal and perseverance required in overcoming the barriers and achieving the results (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). This is where the leaders come in. they 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 (Muir, et al., 2018). Comment by Amy Lyndon: This is still important, BUT your topic is financial literacy to help them get here, but not fix their housing issues yourself.. Main focus is victims struggle to sustain the housing they’re given. They heed financial literacy to stand on their own to sustain their housing long-term.” Comment by Amy Lyndon: Read and cite original source if this (and other citations) are from these authors’ literature reviews. In most cases, the opponents of the affordable housing projects will normally underestimate the affordability that these housing can bring to the community (Benerjee, & Bhattacharya, 2020). However, being worthy of trust is a very important aspect that can help people put their trust in the people who have offered to solve homelessness (Morton, et al., 2018). This begins with open and clear communication with every person. Some of the ways that resources can be mobilized to resettle the homeless include donations and partnerships (Shinn, & Khadduri, 2020). Church donations and community funding are some of the strategies that can be used in donating to the homeless. Through the public sectors partnering with the private sector, funds can be collected for settling these people (Ortiz-Ospina, & Roser, 2017). References Bramley, G., & Fitzpatrick, S. (2018). Homelessness in the UK: who is most at risk?. Housing Studies, 33(1), 96-116. Benerjee, D., & Bhattacharya, P. (2020). The Hidden Vulnerability Of Homelessness In The Covid-19 Pandemic: Perspectives From India. International Journal Of Social Psychiatry. https://doi.org/10.1177\%2f0020764020922890 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 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 Gan, X., Zuo, J., Wu, P., Wang, J., Chang, R., & Wen, T. (2017). How affordable housing becomes more sustainable? A stakeholder study. Journal of Cleaner Production, 162, 427-437. 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. retrieved from: Access to Affordable Housing Promotes Health and Well-Being and Reduces Hospital Visits (nih.gov) Lima, N., Souza, R., Feitos, P., Moreira, J., Silva, C., & Neto, M. (2020). People Experiencing Homelessness: Their Potential Exposure To Covid-19. Psychiatry Research, 288. https://doi.org/10.1016/j.psychres.2020.112945 Mackenzie, O., Trimbur, C., & Vanjani, R. (2020). An Isolation Hotel For People Experiencing Homelessness. The New England Journal Of Medicine, 383(41). DOI: 10.1056/NEJMc2022860 Morton, M., Dworsky, A., Matjasko, J., & Curry, S. (2018). Prevalence And Correlates Of Youth Homelessness In The United States. Journal Of Adolescent Health, 62(1) 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. retrieved from: The Opportunities, Risks and Possibilities of Social Impact Investment for Housing and Homelessness by Kristy Muir, Michael Moran, Fabienne Michaux, Suzanne Findlay, Ariella Meltzer, Chris Mason, Ioana Ramia, Richard A. Heaney :: SSRN Oliver, R., Alexander, B., Roe, S., & Wlasny, M. (2019). The economic and social costs of domestic abuse. Retrieved 11 August 2021 from 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. retrieved from: Homelessness - Our World in Data 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 Shinn, M., & Khadduri, J. (2020). In the Midst of Plenty: Homelessness and What to do About it. Wiley Soibatian, V. (2017). Exploring Ecological Factors Influencing Economic Advocacy for Domestic Violence Survivors. College of Science and Health Theses and Dissertations. 240. https://via.library.depaul.edu/csh_etd/240. Quests, G., Duggan, A., & Cooper, G. (2016). A Gender Lens on Affordable Housing. Re:gender. https://www.icrw.org/wp-content/uploads/2016/11/gender_lens_on_affordable_housing_by_regender_final-1.pdf 2.2 Need for the Project and Evidence to Make Change 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. Comment by Amy Lyndon: Do you have any information from The Haven about what they do for financial planning for their clients? That would be helpful for this bullet point. · A description of issues identified in the workplace, project, or community. Comment by Amy Lyndon: Can you find any sources – including from The Haven – about the struggles of women coming from DV in terns of either financial literacy or in establishing long-term housing? Is there anything from the housing industry? · Any relevant population and organizational demographics and statistics related to the proposed Capstone Project. Comment by Amy Lyndon: What are the demographics of The Haven staff? (this is your population). Do they need to be licensed counselors? What experience or education do they need to do this job? 2) What about what population does The Haven serve? While you might not be able to get exact numbers, they should be able to provide you with some patterns. For example, number of people they serve, how many have children (and at what ages), race/ethnicity, their ages, etc. · A description of why the study is important. · A description of whom the study will benefit. Comment by Amy Lyndon: Describe how this will benefit The Haven, as well as the DV victims/families they serve. 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. Doing a clear research providing an unbiased statistical perspective on the immediate needs within the homeless community. Literally, a homeless person is a person lacking a permanent standard and ample residence (Polvere et al, 2018). It is beyond doubt that homelessness continues to be a grand challenge in our country and globally (Shinn & Kadduri, 2020). 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 (Gan, et al., 2017). This includes outreach efforts targeting at-risk people in short-term case management (Bramley, & Fitzpatrick, 2018). Comment by Amy Lyndon: All research has bias. We can put strategies in place to minimize the bias, but not eliminate it. Comment by Amy Lyndon: Your topic isn’t “homeless people,” but domestic violence victims who are trying to maintain long-term housing after being in a shelter. THAT’s the group you need to cite about. Just based on the title, I don’t think the Polvere et al. (2018) article is the right group. Comment by Amy Lyndon: This may be relevant, but I’m doubtful about the rest of the paragraph. Probably a less-relevant source for your population. The Haven looks at various options through local resources and the needs of the victims (Mackenzie et al, 2020). This helps 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 goals are ensuring that everybody can live in a house that is decent and affordable (Sikorska, 2021). “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).  Through proper leadership, Haven will be able to build affordable houses and ensuring that the problem of homelessness is addressed (Quests, et al., 2016). The statistics give 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). Comment by Amy Lyndon: Which are? Provide the statistics as evidence. References Bramley, G., & Fitzpatrick, S. (2018). Homelessness in the UK: who is most at risk?. Housing Studies, 33(1), 96-116. retrieved from: Full article: Homelessness in the UK: who is most at risk? (tandfonline.com) Benerjee, D., & Bhattacharya, P. (2020). The Hidden Vulnerability Of Homelessness In The Covid-19 Pandemic: Perspectives From India. International Journal Of Social Psychiatry. https://doi.org/10.1177\%2f0020764020922890 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 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 Gan, X., Zuo, J., Wu, P., Wang, J., Chang, R., & Wen, T. (2017). How affordable housing becomes more sustainable? A stakeholder study. Journal of Cleaner Production, 162, 427-437. retrieved from: How affordable housing becomes more sustainable? A stakeholder study - ScienceDirect 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. retrieved from: Access to Affordable Housing Promotes Health and Well-Being and Reduces Hospital Visits (nih.gov) Lima, N., Souza, R., Feitos, P., Moreira, J., Silva, C., & Neto, M. (2020). People Experiencing Homelessness: Their Potential Exposure To Covid-19. Psychiatry Research, 288. https://doi.org/10.1016/j.psychres.2020.112945 Mackenzie, O., Trimbur, C., & Vanjani, R. (2020). An Isolation Hotel For People Experiencing Homelessness. The New England Journal Of Medicine, 383(41). DOI: 10.1056/NEJMc2022860 Morton, M., Dworsky, A., Matjasko, J., & Curry, S. (2018). Prevalence And Correlates Of Youth Homelessness In The United States. Journal Of Adolescent Health, 62(1) 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. retrieved from: The Opportunities, Risks and Possibilities of Social Impact Investment for Housing and Homelessness by Kristy Muir, Michael Moran, Fabienne Michaux, Suzanne Findlay, Ariella Meltzer, Chris Mason, Ioana Ramia, Richard A. Heaney :: SSRN Ortiz-Ospina, E., & Roser, M. (2017). Homelessness. Our World in Data. retrieved from: Homelessness - Our World in Data 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 Sikorska, A. (2021). Housing Law in Poland-From the Cooperative Model to Flat Ownership. Sustainable Housing. DOI: 10.5772/intechopen.986444 Shinn, M., & Khadduri, J. (2020). In the Midst of Plenty: Homelessness and What to do About it. Wiley Quests, G., Duggan, A., & Cooper, G. (2016). A Gender Lens on Affordable Housing. Re:gender. https://www.icrw.org/wp-content/uploads/2016/11/gender_lens_on_affordable_housing_by_regender_final-1.pdf 2.3 Theoretical Foundations 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. Comment by Amy Lyndon: Financial literacy Domestic violence Financial control by partner/abuser Lack of personal control over finances Traditional marriage – men control finances Traditional gender roles Empowerment 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. 2.4 Researchers Positionality 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. 2.5 Practical Implications Please describe the specific practical implications of your findings that can be used by the stakeholders. This section should include: · A minimum of two (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: · the population being studied, · practitioners, clinicians, or medical practitioners, · community-based service providers or health organizations, · educators, colleges/universities or · 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. Section 3. Research Theory 3.1 Purpose of the Study 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. 3.2 Research Question(s) 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 clearly 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. 3.3 Capstone Project Title 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). Section 4. Research Methodology 4.1 Summary of 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). 4.2a Quantitative Measures and Instruments 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. Variable Type Variable Name Survey/Questions/ Calculations Variable Level of Measurement Instrument Name Reliability Estimates *Insert more rows as needed 4.2b Qualitative Constructs and Interview Guide 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. Data Source Specific Data Source Constructs of Interest Specific Interview Question *Insert more rows as needed *4.3 Field Tests 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. 4.4 Data Analysis 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. 4.5 Sample Size For each data source, describe the sample size, and provide references to support sample size decisions. 4.6 Assumptions 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 which will include the fundamental constructs of the theoretical foundation that you selected in Section 2.3. B. A description of the topical assumptions which 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 which will include an explanation of the epistemological, ontological, and axiological philosophical assumptions that support the research methodology. 4.7 Limitations 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. Section 5 Sample and Design (Approach) 5.1 Sampling and Recruitment 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). 5.2 Expected Site 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, nonprofit, government). · The population served. · The agency’s mission and/or human services they provide. 5.3 Site Permission 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. 5.4 Participant Contact How will potential participants first be contacted? How will participants be contacted following the study? 5.5 Action Plan and Time Frame 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. Quarter Activity Estimated time frame *Insert more rows as needed 5.6 Action Research Feedback Loop and Dissemination Plan 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 based on stakeholder feedback. · The timeline for the feedback. 5.7 Action That Will Result from This Project 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. Section 6. Ethics 6.1 Ethical Considerations 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. 6.2 Risk Assessment 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. First DPP Review |_| Approved |_| Deferred |_| Not Ready For Review Reviewer Name: Reviewer signature: Date: Second DPP Review |_| Approved |_| Deferred |_| Not Ready For Review Reviewer Name: Reviewer signature: Date: Third DPP Review |_| Approved |_| Deferred Reviewer Name: Reviewer signature: Date: APPENDIX A SAMPLE QUANTITATIVE MEASURES CHART Variable Type Variable Name Survey/Questions/ Calculations (see attached survey) Variable Level of Measure-ment Instrument Name Reliability Estimates Demo- graphics Gender Q#1 Nominal N/A Age Q#2 Interval N/A Ethnicity Q#3 Nominal N/A Type of neighborhood Q#4 Nominal N/A Independent Variables Cultural competence Q# 5 through Q# 19 All items on the scale will be summed together 1= Totally unprepared 2= Somewhat unprepared 3= Prepared but need practice 4= Ready to practice 5= Competent *The total number of questions in the cultural competency scale is 14. The range for the scale equals 14 to 70. The higher the number, the higher the level of cultural competency. Ordinal Attitude, Skills, Knowledge (ASK) Cronbach’s alpha in other studies ranged between .91-.95 for social work practitioners APPENDIX B SAMPLE QUALITATIVE DATA CHART Data Source Specific Data Source Constructs of Interest Specific Interview Question Archival Documents Agency Background Information Service statistics including numbers served, types of services provided, client demographics; diagnostic profiles (frequency and distribution); agency budgets, funding sources, the board of directors composition; staff data including licenses represented, years of service, length of employment, attrition rates, gender, racial and ethnic composition. Attitude toward gay men and women and gay affirmative practice. N/A Researcher Observation For the purposes of this case study, research observation will include participant as an observer (researcher spends an extended amount of time in the setting but does not play an actual role) and observer as a participant (researcher interacts, interviews, and questions people within the setting) as the observational approaches. Field notes will document the content of these observations and experiences within the setting and will provide a primary source of reflective data for the case study. Field notes must be detailed and descriptive, containing both the observed data and the researcher’s responses, feelings, and impressions of the setting (Patton, 2002). Attitude toward gay men and women and gay affirmative practice. N/A Individual Interviews Agency personnel Attitude toward gay men and women and gay affirmative practice. Can you describe the overall attitude of the agency toward discussing gay and lesbian issues? (see attached interview) Program Statements/Website Review/Media Review Agency mission statements, agency values/vision statements, diversity statements, client handbooks, brochures, web sites, Facebook, and other social media sites, newspaper clippings, video representations, electronic communications. Attitude toward gay men and women and gay affirmative practice. APPENDIX C SAMPLE TIMELINE CHART Quarter Activity Estimated time frame Q1 2017 Recruit agency supervisors Weeks 1-4 Q1 2017 Conduct face to face interviews with agency supervisors Weeks 1-10 1 Version 6.0 effective April 2020