COUNSELING AND HUMAN SERVICES
This is a working document. Please see attached, review all comments and correct them. Please find scholarly sources that feature, victims, homeless, financial literacy. Each section needs 15 citations and must be formatted APA 8 edition.
As a reminder about APA style in citations and references, the OWL at Purdue is a *great* site to help with formatting if you need reminders:
Citations: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html
References – Articles: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_articles_in_periodicals.html
References – Books: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_books.html
And here’s the website you use to find the DOI links: https://apps.crossref.org/SimpleTextQuery
Thanks!
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) |
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Learner Name |
Ashley Cook |
Mentor Name |
Dr. Amy Lyndon |
Learner Email |
Abrown213@capellauniversity.edu |
Mentor Email |
Amy.lyndon@capella.edu |
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.
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:
- 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.
- 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.
- 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
- Work with your Capstone Mentor to complete and make any necessary refinements to the DPP form.
- 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.
- 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.
- 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.
- 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
- 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.
- Once your Mentor has approved your Ethics Paper, you will complete your IRB application through IRBManager and submit any accompanying materials.
- 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
- 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.
- Work with your Mentor and Doctoral Committee to set a date for the conference call.
- 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. |
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| Learner Name | Ashley Cook |
| Learner Email | Abrown213@capellauniversity.edu |
| Learner ID Number | 1367748 |
| Mentor Name | Dr.Amy Lyndon |
| Mentor Email | Amy.lyndon@capella.edu |
| Specialization (check one) | Leadership and Organizational Management
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
Professional Product |
| Deliverable (check one) | Research Paper
Action Research Monograph Program Evaluation Professional Product Service Project Change Management Plan
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| Section 1. Topic Endorsement
Please, use single-spaced, Times Roman 11 pt. throughout the form – the boxes will expand as you input text.
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| 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. 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 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.
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| The topic of this capstone project is improving Haven’s ability to assist victims in establishing independent financial ability to retain long-term housing. Housing is among the three most essential life requirements. 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.
Most importantly, the rapid urbanization necessitates more access to better housing in the cities. It is important examining the ways of improving the quality of housing, which means making sure that everyone is capable of finding a safe, decent, and affordable house within the areas where they work, shop, study, and play (Ng, & Neo, 2019). This is what Have is doing; it is looking 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. 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). Housing is an important aspect in ensuring that people live in a healthy environment and stay away from diseases. When I was walking downtown during election coverage, I saw how homeless people were shivering and trying their best to stay warm and cozy using different materials like worn-out blankets and clothes (Dunn, Rawson & Rogers, 2021). The children are the most affected. As all these happen, a person out there does not have a shelter or a place to call home (Polvere, Barness, & Lee, 2018). 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 (Carla, 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%2f14733250211027630Kottke, 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) 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 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
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| 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. 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 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.
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| The problem is finding adequate and appropriate housings is one of the biggest service-related challenges that the Haven faces (Shinn, & Khadduri, 2020). “This is especially because the recent rate of growth of population together with the steady force of population from the rural areas to the urban centers is very high” (Bramley, & Fitzpatrick, 2018). There has been a quick rise in the number of changes and growth that prompts people demanding for better and more houses (Lima, et al., 2020). There has been a great shortage of housing, especially when it comes to low-income earners (Quests, Duggan, & Cooper, 2016). The cause of the shortage of tenement houses can be attributed to various factors such as high costs of land, lack of finances, high cost of building materials, and the increasing population trends (Sikorska, 2021). 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 construction 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).
The study is needed since there are few studies that are conducted looking at the reasons as to why there are a lot of people who are today turning out to be homeless and what is being done to ensure that the homelessness issue is being addressed (Fowler et al., 2019). As this paper illustrates, homelessness is a very huge problem in the whole world (Bullock, et al., 2020). “The imbalance between supply and demand especially brings this, cost and poor-quality housing among other factors” (Kottke, Abariotes, & Spoonheim, 2018). There is a need to come up with plans to resettle them through various programs. Some of these programs include affordable housing that will be accessible to all and out of cold programs (Morton, et al., 2018).
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%2f0020764020922890Bullock, 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.2020.112945Mackenzie, O., Trimbur, C., & Vanjani, R. (2020). An Isolation Hotel For People Experiencing Homelessness. The New England Journal Of Medicine, 383(41). DOI: 10.1056/NEJMc2022860Morton, 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
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| 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. |
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Approved Deferred Not Ready For Review Reviewer Name: Reviewer signature: Date: Comments:
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| 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. |
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According to Muir et al. (2017many households in urban areas have to cope with increasingly crowded conditions. The increasing number of people in the major cities makes it very hard for people to accommodate decent houses. Some people are forced to live in very crowded dwellings (Lima, et al., 2020). Therefore, various organizations are taking the initiative to ensure that they end the problem of housing and ensure that homelessness does not become an issue to the people regardless of their social or economic status (Polvere et al., 2018). 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, Abariotes, & Spoonheim, 2018). Strong relationships among the affordable housing developers, housing developers, and service providers is very important in the achievement of the set goals and objectives (QuesStrong and creative leadership is very important in helping in effectively engaging the public and surmounting barriers that are met in the course of enhancing affordable housing (Gan et al., 2017). 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, Trimbur, & Vanjani, 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). 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. 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%2f0020764020922890Bullock, 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.2020.112945Mackenzie, O., Trimbur, C., & Vanjani, R. (2020). An Isolation Hotel For People Experiencing Homelessness. The New England Journal Of Medicine, 383(41). DOI: 10.1056/NEJMc2022860Morton, 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
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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. 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.
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| The need assessment is very important in this case because it helps in 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, Barness, & Lee, 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).
The Haven looks at various options through local resources and the needs of the victims (Mackenzie, Trimbur, & Vanjani, 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 statisticsgive 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). 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%2f0020764020922890Bullock, 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.2020.112945Mackenzie, O., Trimbur, C., & Vanjani, R. (2020). An Isolation Hotel For People Experiencing Homelessness. The New England Journal Of Medicine, 383(41). DOI: 10.1056/NEJMc2022860Morton, 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
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| 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.
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. |
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| 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.
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| 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: 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.
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| 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.
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| 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. |
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| 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).
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Section 4. Research Methodology
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| 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). |
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| 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. |
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| 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. |
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| *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.
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| 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.
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| 4.5 Sample Size
For each data source, describe the sample size, and provide references to support sample size decisions. |
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| 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.
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| 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. |
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| 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).
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| 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. |
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| 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. |
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| 5.4 Participant Contact
How will potential participants first be contacted? How will participants be contacted following the study? |
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| 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. |
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| 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.
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| 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. |
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| 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.
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| 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.
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Section 7. References
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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.
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| First DPP Review | ||||||||||||||||||||||||||||||||||||
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Approved Deferred Not Ready For Review Reviewer Name: Reviewer signature: Date:
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| Second DPP Review | ||||||||||||||||||||||||||||||||||||
| Approved
Deferred Not Ready For Review Reviewer Name: Reviewer signature: Date:
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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.
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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.
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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).
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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.
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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 |
Complete Answer:
