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Financial Literacy Updates

Financial Literacy Updates

Financial Literacy Updates

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 concerning the 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 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

Mentor Email


Learner ID





Capstone Project Plan Process

You will use this form to 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 before ethical review. Rigor is achieved if the study is well-designed and has adequate resources so that participants are not exposed to unnecessary harm. 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 the form.

· To 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.



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 their 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 it 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 it 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 from 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



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

Learner Name Ashley Cook
Learner Email
Learner ID Number 1367748
Mentor Name  
Mentor Email  
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 Comment by Elissa Dawkins: Hi Ashley, Thank you for submitting your topic. Currently, it is DEFERRED. Please see my comments throughout 1.1 and 1.2. Please do not delete my comments and turn on track changes so that I can see the changes that you have made when you resubmit. Thanks! Dr. Dawkins 3/11/2021

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. Comment by Elissa Dawkins: The second paragraph of 1.1 does not discuss what is needed as described here.

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

The topic should be correctly formed:


· The topic should be appropriate for the specialization.

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

· The type of action proposed should be specified.

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

· The concepts should be appropriately focus

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

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



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


The topic of this capstone project is improving The Haven’s ability to assist victims in establishing their independent financial ability. The 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 ( The Haven 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 (The Haven, This capstone will explore domestic violence and economic or financial abuse as the background for creating training protocol on financial literacy for domestic violence victims for use by The Haven. Financial impediments play a major role in restricting the freedoms enjoyed by women who are abused by their intimate partners (Juing et al., 2021). 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 (Ortiz-Ospina, & Roser, 2017). Economic instability is a link that binds a woman to her abuser (Carla Moretti 2017). 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 (Bramley & Fitzpatrick,2018).


The significance of this topic to human service is to educate people, research more information about the issue of domestic violence and sexual assault. The information gathered in this research would help the program to be in a better position to help the affected people. The impact of this project is to people of the community of interest live without fear by helping victims of domestic violence and sexual assaults together with their families escape abuse and can create safer lives. Through this capstone topic, the aim is to completely eradicate sexual assault and domestic violence as well as empower people with financial literacy that would help them in their lives.



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

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


References Comment by Amy Lyndon: Move ALL references to section 7 and put in alphabetical order.

Bramley, G., & Fitzpatrick, S. (2018). Homelessness in the UK: who is most at risk? Housing Studies33(1), 96-116.

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.

Gan, X., Zuo, J., Wu, P., Wang, J., Chang, R., & Wen, T. (2017). How does affordable housing become more sustainable? A stakeholder study. Journal of Cleaner Production162, 427-437.

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.

Kottke, T., Abariotes, A., & Spoonheim, J. B. (2018). Access to affordable housing promotes health and well-being and reduces hospital visits. The Permanente Journal22.

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. Ng, K., & Neo, Y. (2019). Housing Problems and Social Work Advocacy in a Home-Owning Society. Journal of Social service Research, 46(5), 671-684.

Ortiz-Ospina, E., & Roser, M. (2017). Homelessness. Our World in DataHomelessness – 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).

Jennifer, Patrick. (2011). The Role of Financial Education in Improved Housing.


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 identify a gap in current practice, service, process, policy, or programs. It must identify the need for the research and the desired outcome.


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

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



The problem is that the victims of domestic violence lack financial literacy and knowledge to retain long-term housing. The human services field increasingly recognizes economic and financial abuse within intimate partner relationships (Shinn, & Khadduri, 2020); for this reason, the human services field has worked continuously to develop financial empowerment programs to empower survivors for their financial future (Sikorska, 2021). 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 victims (Polvere, Barness, & Lee, 2018). 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 frequently a precursor to physical abuse. For example, Adams (2011) reported that 99% of IPV victims experience financial abuse. Similarly, Postmus et al. (2012) reported that 94% of the IPV survivors they surveyed experienced some form of financial abuse. The Haven can provide short-term housing needs to victims for up to three months, but once the short-term shelter ends, victims struggle with maintaining the housing independently (The Haven ( Many victims suffer because their credit scores have been destroyed by their partners or simply because of a lack of knowledge. Partners often destroy victims’ credit by harassing them to use their social security numbers. Victims are not able to 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 a lack of access to safety, so the housing takes the initiative of educating the victims on how to secure their homes (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 The Haven address the most affected people and use the available local resources, making access to affordable houses easier (Polvere et al., 2018). The major goal is to ensure that everybody can live in a house that is decent and affordable (Benerjee & Bhattacharya, 2020)

In response, this capstone is needed because financial literacy training is needed to help survivors of domestic violence to 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 developing training to improve the financial literacy of domestic violence victims. Given the sample, the domestic violence rate is 185 incidents per 100,000 population annually (Shinn, & Khadduri, 2020), these estimates suggest improving financial literacy can prevent between 6 to 20 domestic violence incidents per 100,000 population from occurring each year. This capstone will show how improving women’s financial literacy can significantly reduce domestic violence. 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.




Bramley, G., & Fitzpatrick, S. (2018). Homelessness in the UK: who is most at risk?. Housing Studies33(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.


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.

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.

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 does affordable housing become more sustainable? A stakeholder study. Journal of Cleaner Production162, 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 Journal22. retrieved from: Access to Affordable Housing Promotes Health and Well-Being and Reduces Hospital Visits (

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


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.

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

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). Amid Plenty: Homelessness and What to do About it. Wiley

Quests, G., Duggan, A., & Cooper, G. (2016). A Gender Lens on Affordable Housing. Re: gender.

Robin, B. & Osub, A. (2020). Ensuring Domestic Violence Survivors’ Safety.


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