This is an Example of the Title Page: The Title Should Go Here (In Title Case) Student’s Full Legal Name Department of Community Care and Counseling, Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education School of Behavioral Sciences Liberty University Read More
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This is an Example of the Title Page: The Title Should Go Here (In Title Case)
Student’s Full Legal Name
Department of Community Care and Counseling, Liberty University
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Education
School of Behavioral Sciences
Liberty University
Year
This is an Example of the Signature Page: The Title Should Go Here (In Title Case)
Student’s Full Legal Name
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Education
School of Behavioral Sciences
Liberty University, Lynchburg, VA
Year
Approved by:
Name and degree, Committee Chair
Name and degree, Committee Member
Abstract
The abstract summarizes the contents of the manuscript, starting with the purpose (see template below) or rationale of the study, the research questions (or at least the central research question), the methodology, and the results. The first sentence is not indented. Descriptions of the methodology should include the design, the sample, setting, and data collection and analysis methods. Approximately 250 words or less is recommended; however, some dissertation abstracts are a little longer. It is written in the future tense in the proposal document and past tense when the study is completed. No more than one page is allowable, and the abstract should be written as one, double-spaced paragraph. The abstract should include results of the study but should not include statistics. The word “Abstract” should be centered in bold title case and a Title heading. As an outline for your purpose statement, we recommend the template provided by Creswell (1994, 2003):
The purpose of this _________ (phenomenological, grounded theory, ethnographic, case) study is (was? will be?) to _______________ (understand? describe? develop? discover?) the _____________ (central phenomenon of the study) for _____________ (the participants) at __________ (the site). The theory guiding this study is (identify theory and cite theorist) as it (explain the relationship between the theory and your focus of inquiry)…. Briefly introduce proposed data collection and data analysis strategies.
Keywords: This is a list of 4-7 words (separated by commas) central to your study.
Copyright Page (Optional)
This page is optional. The section label is bold and centered, but not given a heading style because it does not need to be listed in the Table of Contents.
Dedication (Optional)
The dedication page is a page in which the candidate dedicates the manuscript. This page is optional.
Acknowledgments (Optional)
The acknowledgments page provides the opportunity for the candidate to acknowledge individuals who influenced the writing and completion of the dissertation. This page is optional.
Table of Contents
The Table of Contents lists the various chapters and subsections of the manuscript along with their page numbers. The Table of Contents should include the Abstract, Copyright Page (optional), Dedication (optional), Acknowledgements (optional), List of Tables, List of Figures, Chapter Titles, Level 1 headings, Level 2 headings, References, and Appendix or Appendices. These should be left justified. The subsections included should only be APA Level 1 and Level 2 headings within the manuscript. Level 1 headings should be indented one half inch and Level 2 headings should be indented one inch. Chapter titles and section headings are considered Title headings. The Title heading should be Level 1 style: bold, centered, and in title case, but not indented on the Table of Contents. Entries should be double-spaced.
List of Tables
The List of Tables cites the tables and the corresponding pages of each table. This enables the reader to easily locate the tables in the manuscript. The title of this page should be a Title heading, centered, 1 inch from the top of the page. Entries should be double spaced.
List of Figures
The List of Figures cites the figures and the corresponding pages of each figure. This enables the reader to easily locate the figures in the manuscript. The title of this page should be a Title heading, centered, 1 inch from the top of the page. Entries should be double-spaced.
List of Abbreviations
The title of this page should be a Title heading, centered, 1 inch from the top of the page. Entries should be double-spaced. Examples are provided below.
American Association of Christian Counselors (AACC)
Attachment to God Inventory (AGI)
Chapter One: Introduction
Overview
The purpose of Chapter One is to provide a framework for the research. The chapter should create reader interest, provide a foundation for the problem that necessitates the research, overview the context of literature in which the research is founded, identify the importance of the research for a specific audience, and briefly introduce the research via the research question(s). The Overview must clearly and concisely describe the contents and organization of the chapter. Remember that this is just an overview. Chapter One may vary in length from 10-15 pages for the final dissertation. You will go into more depth in Chapter Two.
Background
The Background section contains a summary of the most relevant literature and provides the historical (i.e., how the problem has evolved over time), social (i.e., contexts), and theoretical (e.g., important variables, the theoretical concepts, and the principles underpinning the research) contexts for the research problem. Each of the three contexts must be specifically examined using APA Level 2 headings for each. You should be sure to link and relate the background of the study to the proposed research. Questions that may be asked or addressed in this section may include, but are not limited to: What is the problem and why is it an interest? Who else is affected by the problem? What research has been done to investigate or address the problem? How will the proposed research extend or refine the existing knowledge in the area under study? Who will benefit or use the proposed research? What new information does the current research add to the body of existing literature regarding the topic? The majority of literature cited in this section should be no more than ten years old.
Situation to Self
This section provides an opportunity for you to articulate your motivation for conducting the study and identify the philosophical assumptions (ontological, epistemological, rhetorical, axiological) you bring to the research and the paradigm (positivism/post-positivism, constructivism, participatory, and pragmatism) that will guide the study. Keep in mind that qualitative research is written in the first person rather than third person voice.
Problem Statement
“A problem might be defined as the issue that exists in the literature, theory, or practice that leads to a need for the study” (Creswell, 1994, p. 50). A problem statement summarizes “the context for the study” and the main problem the researcher seeks to address (Wiersma, 1995, p. 404). It identifies the general problem, the specific problem, the focus of the research, and the population sample. The problem statement draws from the background section; it includes current (i.e., ten years or less since publication unless otherwise approved by your Chair) literature (three to five citations) to show that the proposed research is significant and relevant to the field. It should be stated clearly and unambiguously in one to two paragraphs. You should state: “The problem is….” In one to two focused paragraphs, convince the reader why the particular issue or problem your study is investigating needs to be done.
Purpose Statement
The purpose statement should follow the problem statement and clearly and succinctly state the focus and intentions of the proposed research. “The purpose statement should provide a specific and accurate synopsis of the overall purpose of the study” (Locke, Spirduso, & Silverman, 1987, p. 5) and begin with the following statement: “The purpose of this study is . . .” It foreshadows the research question(s), and the statement must be used consistently throughout the dissertation. You are encouraged to use the following template adapted from Creswell (2013):
The purpose of this _________ (phenomenological, grounded theory, ethnographic, case, historical) study is to _______________ (understand? describe? develop? discover?) the _____________ (central phenomenon of the study) for _____________ (the participants) at __________ (the site). At this stage in the research, ___________ (central phenomenon) will be generally defined as ________________ (a general definition of the central concept). The theory guiding this study is (identify theory and cite theorist) as it (explain the relationship between the theory and your focus of inquiry).
Although brief in nature, the problem and purpose statements are two very important aspects of the manuscript. These statements support the importance of the study and identify the goal of the research. All preceding writing within the manuscript should funnel into the problem and purpose statements, and all proceeding aspects of the manuscript should align with, support, and further expand upon the problem and purpose statements.
Significance of the Study
The significance of the study section contains a description of the contributions that the study makes to the knowledge base or discipline, both theoretically and empirically (i.e., How does it relate to other studies that are similar or that investigate the same issue?)
This section also includes a brief description of the practical significance of the study; why it is important to the location, organization, general population, or sample being studied (e.g., Why and how does it affect them? How will it improve the conditions, lives, work environment, etc.? How can this study be used on a wider scale to affect change to help a wider group of people or the organization as a whole?). References are very important here to lend additional credence and support the study. All assertions in this section need to be well supported by the literature. Citations are needed.
Research Questions
The proposed research question(s) should be derived from the problem and purpose statements. A well-written research question is feasible, clear, significant, and ethical. In qualitative studies, research questions are often philosophical or pragmatic in nature and ask about meaning, process, perceptions, or behavior. Qualitative research questions are usually broader and become more specific as you move into the actual data collection/analysis process. Identify at least three research questions. If one central research question is used, the subsequent questions are called sub-questions. Include a brief description and discussion of each one before moving to the next question, using the literature (including citations) to support the focus of the question. Remember that each research question will need to be addressed in the data collection, data analysis, and discussion sections of later chapters. Be sure these questions do not elicit simple yes/no responses. Note that traditional research hypotheses are not necessary or appropriate for most qualitative studies.
Definitions
Terms pertinent to the study should be listed and defined as the final section of Chapter One. All definitions in this section also need to be supported by the literature. Include terms that use abbreviations. Citations are needed. Dictionary definitions are not acceptable. Example:
Summary
Provide a chapter summary here. The Summary includes a succinct restatement of the problem and purpose of the study and provides a strong conclusion to the chapter.
Chapter Two: Literature Review
Overview
Homelessness among military service members in American has been an issue since middle to late nineteenth century. This problem became more known after the Vietnam War, which forced the Veteran Administration and the federal government to take step to address the issue of Veteran homelessness (Montgomery, 2021). The increase in veterans becoming homeless occur simultaneously with the increase in homelessness in the public sector (Nichter, Tsai, & Pietrzk, 2023). Additionally, the various conflicts that occurred following September 11, 2001, a new generation of services members became veterans (Frankfurt, Frazier, & Engdhl, 2017). The impact of these conflicts led to a massive increase in veterans becoming houseless (Culhane & Montgomery, 2019). h=
To this day, veteran homelessness continues to be a substantial and systemic problem in our society (Tsai & Byrne, 2019), despite the effort of federal, local, and state government to end it. Research has demonstrated that veterans are at an elevated risk for becoming homeless compared to non-veterans (Tsai & Kelton, 2022). Additionally, female veterans are an a much greater risk than their male peers and they must navigate challenges unique to females (Hassan, et al. 2023).
Research has demonstrated that there has been a decreased in male veterans leaving the homeless population. However, homeless among women veterans continues to grow an alarming rate. According to (Hamilton, et al., 2012), 1 in 4 females who become homeless are veteran, and they are a greater risk than civilian women. The visual dynamics of women veteran experiencing homelessness is completely different from their male peers, especially veteran women with children (Tsai, et l., 2014).
Each homeless veteran has a story regarding what was their pathway to homelessness, and each experience is unique to that person. This literature review will examine previous research, data, and literature on the problem of homeless veterans. The literature review will explore veteran homelessness from perspective of causes, including combat exposure, causes, risk factors such as trauma, substance abuse, stigma, lack of affordable housing and other associated factors. The negative impact of stigmas on the life of those experiencing homelessness is detrimental on every level and it stops some homeless people from seeking help (Reilly, 2017). Meaningful characteristics such as gender, race, and ethnicity will be examined during this review.
Additional thoughts regarding homelessness overall with a focused on veteran homelessness. As a result of military services, many corners of society including services providers and policy
makers consider veterans a protected population. Therefore, veteran homelessness is much more than a veteran not having a permanent and safe place to live. According to (Watts, 2017), homelessness is an ethical issue, and he offers three reasons why members of society and clinicians are ethically obligated to work to eradicate not just to end veterans’ homelessness but all homelessness. The reasons are as follow: 1) Past and present research has shown that homelessness harms people’s health and overall quality of life, 2) homelessness harms the health system, and 3) homelessness on many levels is a result of inequitable policies, practices, and choices our society has made (Watts, 2017).
However, additional research has shown that homelessness is riddled with complexities. An individual experience of homelessness is not caused only by unequal policies, and practices, as there are other contributing factors. Varies literature has suggested that individuals’ experience of homelessness depends on a complex interplay between individual, interpersonal, and socioeconomic factors. For example, research has shown that personal struggles can put undue stress on interpersonal relationships, with family, and intimate partners, which can impact potential housing support in a negative way. However, research suggests that socioeconomic factors often dictate the likelihood of a person becoming homeless (Fowler, et al., 2019)
Additionally, and from the perspective of the importance of homeless veterans and the importance of healthcare as a human rights imperative. Prior research has shown that have found that prior negative health care experiences have influenced their decision to seek assistance and medical care. Homeless veterans can be a prideful group of people, which can get in the way of seeking help when in a homeless crisis. Veterans’ attitude about seeking care, and the impact of miliary culture also may play a role in the veteran experience on the pathway
to homelessness. Many veterans who have had a negative experience with the VA health care system may refuse to go to a veterans housing program. This issue is compounded by the stigmatization of the veteran homeless population, inflexible health care systems, long wait- time for appointments and trust issues. (O’Toole, et al., 2015).
Across the great United States is an on-going and complex problem of veteran homelessness.
There is almost a universal school of thought that veterans are a protected population and deserve to be treated with the utmost dignity and respect for their military services and sacrifice. When one witnessed veteran without adequate housing, protection from the elements, and equitable access to person-centered healthcare could be viewed as a stain on the soul and consciousness of our nation. The homeless population is subject to inhumane treatment, poor quality of life, and to be seen as invisible. Maslow’s hierarchy of needs would have veteran homelessness and homelessness as an issue glued to the bottom one and two tiers. All homeless veterans have a story as to why or what led them to the traumatic experience of homelessness. Despite the similarities in their stories, each veteran’s struggle and plight is as unique as the respective homeless veterans’ fingerprints (Morand, 2022).
The priority and the intent of this review is to explore and examine those lived experiences so we can get a better understanding of their struggle as gratitude for their service to a grateful nation. Additionally, this literature review will focus on research pertaining to the theoretical framework, research studies that examined the problem, including possible causation, and risk factors. Furthermore, the literature review will also take a hard-look at the studies that focus on gaps in services relating women veterans including families. As part of this review there will be research that focuses trauma including military sexual trauma, combat exposure, moral
injury, substance abuse and mental health l among other relevant issues. There will also be an analysis of programs, best-practiced interventions, and possible solutions, and implications for further research.
Literature Search Process
The various articles for this literature review were gathered utilizing several processes. For example, articles relating to this topic theoretical framework were retrieved utilizing terms such as conflict theory, veteran homelessness, homelessness, military service, combat exposure, trait theory, and veteran administration. Other terms that correlate with this study are risk factors, female veterans, posttraumatic stress, military sexual trauma, Veteran Administration, programs, public health, and interventions among other relevant terms. Various search engines were utilized to compile the articles needed to conduct this literature. They included Google Scholar, academic journals, PubMed, Medline, Sage Research, Social Science Abstracts, and the National Alliance to End Homeless research section among various search method.
Research Questions
According to (Creswell & Poth, 2018), research questions should be open-ended because they are the building blocks for developing an evidence-based research study.
Theoretical Framework
According to (Mago, et al., 2013), homelessness is a complex issue and is often interactive in nature. Additionally, social forces, such as addictions, interpersonal relationship demised, adverse childhood experiences, and mental illness are impacted by systemic forces that makes it difficult for people to combat their pathway to homelessness. Societal issues such as affordable housing, intergenerational poverty, livable wages, and inadequate mental health services. Collectively, these factors impact levels of homelessness because of this dynamic relationship (Mago, et al., 2012).
Furthermore, there are multiple schools of thought on how and why people become homeless. Therefore, it is appropriate to examine different theoretical framework perspectives in this research literature review. The proposed theoretical framework for this literature review will focus on two theories, Conflict Theory and Trait Theory. I am taking this approach to determine what societal systems and policies may have a profound impact on veterans becoming homeless (Conflict Theory, Rossel, 2013). Additionally, this theoretical framework will focus on the behaviors and decisions of the homeless individual that may have led to them becoming homeless (Trait Theory, Allport, 1937). Utilizing theories to understand homelessness helps us to better understand this enduring social and ethical problem from the perspective of the homeless and societal influence.
The ideology of conflict theory was utilized to develop the foundation for this literature review and proposed research study. Conflict theory is a theoretical concept in sociological thinking that was crystallized in the 1950s. Basically, conflict theory operates under the assumption that societies exhibit structural power division leading to resource inequalities
which lead to conflicting interests and the development of a permanent underclass (Rossel, 2013). Conflict theory was first developed by Karl Marx and can be defined as a theory that society is in a state of continuous conflict because of fierce competition for limited resources which could lead to savage inequalities (Kelly, 2023). This can be one of the pathways to a state of homelessness for the disadvantaged members of society.
Additionally, conflict theory operates from the premises that social order is maintained by domination and power. This power and domination are maintained by suppressing the poor, powerless, unfair policies, limited resources, systemic barriers, and overall savaged inequalities. Furthermore, conflict theory is undergirded by social and economic institutions which are used as tools to maintain societal inequality. Various scholars and advocates of conflict theory also suggest that capitalism is the engine that drives obscene inequalities in our society. Therefore, conflict theory can be edifying in explaining and helping us understand a wide range of social issues/problems, including poverty, homelessness, discrimination, and other protracted social problems. (Kelly, 2023).
The primary ideology of conflict theory is social inequality, division of resources, and conflicts among the oppressed and different socioeconomic classes. According to (Taylor, 2013), homelessness is a multi-faceted concept that is riddled with complexities, and she analyzed homelessness from the perspective of oppressive violence and against the humanity and dignity of homeless individuals. According to (Fowler, et a., 2019), the concept of homelessness, despite the various risk-factors relating to homeless veterans, such as the impact of combat exposure, posttraumatic stress, moral injuries, and addictions issues. The impact of socioeconomic factors is often the driving force whether an individual become homeless.
Based on this analysis and the essential tenets of conflict theory, it can be used to understand the social factors and systems as to why homelessness happens and continues to be an enduring and protracted social and public health problem. Therefore, this theory is relevant to this study as one the causations of veteran homelessness. Various scholars, social scientists, and social justice advocates utilized this theory to research and develop solutions to the enduring problem of homelessness.
Conflict theory operates from the premises that homelessness is not just based on conventional risk factors such as addiction, unhealthy personal behaviors, and mental health. Homelessness is influenced and impacted by continuous social inequalities and social stratification (Rossell, 2013).
An additional theoretical framework that was explored to provide a basis for this literature review and proposed research is the Trait Theory. According to (Slysz, 2021), trait theories in personality psychology, whose common thread is treating traits as essential components in the description of individual personality. There of several trait theories including Allport’s Theory, Cattell Theory and Gray’s Theory of biopsychological theory of personality among several others. The trait theory that will be my primary focus for this proposed study on veteran homelessness will be the Allport theory (1937).
Gordon Allport was one of the initial researchers to develop the concept of trait theory, and he was instrumental in making it an essential ideology of personality psychology. Allport (1937), suggested that there are three levels trait including 1) Cardinal Trait, which are the traits that individuals build their whole life around, and usually develop later in life. Examples of cardinal traits in descriptive terms are narcissistic, Christ-like, and angry disposition. 2) Central traits
which allude to the person’s significant characteristics or personal attributes which are the tenets for the foundation of a person’s personality. Examples of central traits that may be used to describe a person include intelligent, nervous, introvert and candid (Allport, 1937).
3) Secondary Traits which focus on the behaviors patterns of a person that may happen under certain circumstances such as when a person is stressed or becomes nervous regarding something that makes them uncomfortable. This trait is also related to attitudes or personal choices. Examples of secondary traits anxieties or being impatient (Allport, 1937).
Additionally, his premise was that personality was biologically developed but could be impacted and influenced by environmental factors. Literature has shown that there is not a consensus on the definition of trait by the founders of this theory, they do agree that it is a disposition to demonstrate behavior in a consistent pattern in various situations (SLYSZ, 2021).
Allport (1937) definitions in its simplest define argues that traits a dimension of individual differences in tendencies to demonstrate a steady pattern of thoughts, feelings, and behavior as a reaction to their environment and the situations they may be in. Regarding its relationship to veterans’ homelessness. Trait theory may give credence to the school of thought regarding the influence of negative behaviors, unhealthy lifestyle and poor decision making as a major influence on veterans becoming homeless.
Despite the stance of advocates of the conflict theory being a causation of homelessness, often veteran homeliness is influenced a great deal by the veteran reactions and behaviors to the stressors of life. Trait Theory does not blame the veteran for becoming homeless, but it does help us to understand patterns of behaviors which may be a pathway to homelessness. The central tenets of the trait theory are relevant to this proposed research study because it
can be utilized to examine the veterans’ patterns of behaviors and characteristics that put them at an elevated risk for becoming homeless because of their negative traits.
Traits are diverse and everyone can possess positive and negative traits. The literature also acknowledged the strength of the trait theory regarding the influence of biological factors in personality development, Additionally, the other strength was that most traits are consistent, but the person behaviors can change depending upon the circumstances and their reaction to it.
The weakness of the trait theory was that it cannot definitively determined a person behavior, despite this weakness, it does provide a viable rationale for individuals negative behaviors and reactions to their issues, situations, and environment (Slysz, 2021). Also, research has shown that personality traits, once developed, are usually a part of their personal character throughout their lifespan. Certain traits are developed later in life and people become known because of their traits (Allport, 1937).
Definitions and Key Terms
According to (Taylor, 2013). Homelessness is a multi-dimensional concept for which there is not a universally accepted definition exists. Many pundits homeless from the perspective of not having a place to live, but it is more complex than that. Despite the lack of agreement, there are various schools of thought on the definition of homelessness including structure and chronic (Mabhla, et al, 2017). For this literature review, I will take a multi-dimensional approach to the definition. The McKinney-Vento Homeless Assistance Act of 1987 defines homelessness as an individual who lacks an adequate night residence. However, this Act
focuses on the educational rights of children and young people experiencing homelessness (Balshem, 2011).
The most appropriate definition for this research study is the definition of homelessness. developed by the Department of Housing and Urban Development (HUD). Their definition consists of four categories and the definition that aligned with this research is Category one: Literally Homeless. Homelessness in Category one is defined as an individual or family who lacks a fixed, regular, and adequate nighttime residence. An individual is also considered homeless if their nighttime residence is not meant for human habitation.
This definition also includes emergency shelters, transition housing, hotels/motels paid for with government funds at the local, state, and federal level. According to HUD, a person is considered chronically homeless if they have been homeless a total of 4 times in the past 3 years but their time homeless must equal to 12 months (HUD, n. d.) This definition is appropriate for this study on the lived experienced of homeless veterans.
The term “veteran” refers to an individual who served active duty in the military and was discharged or released from active duty under conditions other than dishonorable honorable (Montgomey, 2021). Other key terms that are related to veteran homelessness are Housing First which is an intervention that offers unconditional permanent housing to homeless people as quickly as possible (Goering, 2015). Other key terms related to veteran homelessness include HUD-Vash voucher program which is a criteria-based program. The veteran must also need case management and must have a history of being chronically homeless. Additionally, the veteran must have the cognitive ability to be self-sufficient in daily living skills.
Other key terms related to the research on the lived experience of homeless veterans are harm-reduction, low-barriers housing program, compensated work therapy, posttraumatic stress, and moral injuries among many others. Veterans who have been exposed to combat may struggle with the issue of moral injury and is not much discussion on this concept.
Nevertheless, moral injury is a significant risk-factor for many veterans. According to (Frankfurt, et al., 2017), defines moral injury the deleterious impact of acts of commission on veteran mental health. Example of a commission is killing non-combatants; example of an omission is
failing to report an unlawful act. Moral injuries can lead to PTSD and other adverse mental health issues which are major risk factors for homeless veterans (Frankfurt, et al., 2017).
Thie articles I examined for this literature review and for this proposed study has given me a greater understanding of the complex issue of veteran homelessness. Many scholars and policy makers viewed the concept of homelessness with a narrow view, but homelessness is a complex ethical and public health issue. The experience of homelessness is undergirded by a collective process between the individual, interpersonal and socioeconomic factors (Fowler et al. 2019). Veterans who have been and are currently homelessness pathway to homelessness was unique to them, but the literature has revealed that there is various commonality that many of the veterans have common. These common themes the research revealed included mental health and addiction issues, combat exposure, negative discharges, lack of resources, PTSD, and significant prevalence rates among other commonalities. The following sections will focus on these risk factors.
Statistical and Prevalence Data
According to the United States Interagency Council on Homelessness (USICH, 2018) nearly 10% of all adults experiencing homelessness in the United States are veterans of the U.S. military. This means that on any give day or night, nearly 40,000 veterans experience homelessness in our nation (USICH, 2018). According to the winter Point-In-Time count conducted in 2017, under the auspices of the Department of Housing and Urban Development (USICH, 2018) cities and localities across the nation. The data estimated nearly 25,000 veterans were staying in shelters or transitional housing programs, while nearly 16,00 were staying in places not meant for human habitation.
These places included living in cars, under bridges and overpass encampments or on the street. Additionally, according to the research there are no states in the country reporting no homeless veteran. PIT count reports that nearly 1.3 of homeless veterans live in just two states (California (24.5%) and Florida (7.4%) (USICH, 2018). The data reports that these numbers could be even higher, because of veterans living invisible lives and existence. Additionally, the lifetime prevalence of homelessness was 10.2 %. More than 8 out of 10 veterans reported their first homeless experiences following their transition from active duty with a mean of 10.6 years
post-discharge. The literature concluded the impact of the following was instrumental why veterans become homeless: adverse childhood experiences, complex trauma, inadequate income, and substance use disorder. Furthermore, homeless veterans are at a higher risk of committing suicide or having suicide ideation (Nichter, et al., 2023).
Gender Representation:
According to data gathered from the Homeless Management Information System (HMIS), as reported in HUD’s Annual Assessment Homeless Report to Congress (HUD, 2018). The report shows veterans who are homeless are males over 50 years old residing in urban communities. In 2017, over 90% of veterans experiencing homelessness were males. The data on women reported about 9% of women veterans reported as being homeless. Additionally, women veteran was twice as likely as non-veteran women to find themselves homelessness (USICH, 2018). According to the data, women make up over 15% of all acute duty service members and in the coming years there will be more females veterans, many who be at risk to become homeless (Nichter, et al., 2022). The literature has suggested that 1 in 4 females who become homeless are veterans (Hamilton, et al., 2012).
Homeless Families/Household make-up:
USICH (2018) reported that nearly 3% of veterans experiencing homelessness were in families with children. Additionally, women veteran who find themselves homeless are ore likely than not to be a part of a family with children versus male veterans. The average veteran homeless family’s household size was nearly 4 people at 3.6 (Department of Veteran Affairs, 2016).
Racial Demographics:
Veterans struggle with homeless living in shelters or transitional housing program were overwhelming were Black or African, in comparison to veterans (38.2% vs. 11.2%), in 2017. These numbers are similar when it comes to female veterans as evidenced African American women were more like to be housing insecure (41% vs. 265%). Whereas about 21% of veterans identified as being on groups other than white, or as and Hispanic (HUD, USICH, 2018).
Other Groups of At-risk Veterans:
We are living longer on society, and veterans that are aging are at an elevated risk for becoming homeless as evidenced the average age of homeless veterans in shelters in 2016 was
over the age of 51, and elderly veteran aged 62 or older struggling with homelessness over a 6- year period increased to nearly 54% in 2017. Additionally, the research suggests that aging and older veterans may be among many veterans who are homeless or at an elevated risk of becoming homeless. Furthermore, this group we more than likely to have age-related complex and chronic health conditions including disabilities (Weber, 2018).
There are also the generations of veterans from American conflicts as of result of 9-11.
These post-9-11 veterans are not as large in numbers compared to veterans of previous wars, but nonetheless they are at-risk for experiencing homelessness. The era of veterans is more racially diverse, among their ranks is more women. The post 9-11 veterans have an elevated rated of service-connected disability and are not financially sound as older veterans. The research also suggests that the behavioral needs of these veteran may be different than those from previous war, that includes high rates of posttraumatic stress, but a lower substance used disorder and other mental health issues (Metraux & Smith, 2018).
Veteran Homelessness – Risk Factors
During the literature review, I have come across a diverse set of risk factors related to why veterans become homeless and why it continues to be an enduring problem for the nation.
Many of the risk factors are common such as substance use disorder, trauma/mental health issues, and breakdown of interpersonal relationships. The literature suggests that if we are to eradicate veteran homelessness, policy makers and community service providers must expand our knowledge of different risk factors (Harris, et al., 2017). Additionally, according to (Tsai, 2017), 31 studies published from 1987 to 2014 compared veteran homelessness to non-veteran homelessness. Their examined reported that the strongest and most consistent risk-factors for veteran homelessness were substance abuse and mental illness follow by low-income/adverse childhood experiences and interactions with the criminal justice system (Tsai & Rosen, 2015).
An often-overlooked influence on veterans becoming homeless is family of origin issues and complex childhood trauma. Veterans that come from families that experience homelessness as a child are impacted by this experience in adulthood. Complex childhood trauma can impede the veteran’s ability to cope with the challenges of life, poor-decision-making, risky behaviors,
and substance use and this trauma can be the gateway to adult mental health issues which can become a pathway to homelessness (McCormack & Thomas, 2017).
Military Sexual Trauma (MST) has often been an over-looked risk-factors as a pathway to homelessness because many of the veterans (male and females) choose to suffer in silence. The devastating consequences of MST do not end with physical or psychological trauma and put the victim at a much higher risk of becoming homeless (veterans). Male and female veterans who reports MST are more vulnerable to homelessness in both short and long-term following their discharged form active duty. Males’ veterans were at differentially great risk as evidence research has shown that male veteran’s level of positive screening was in some studies higher than their female peers (Brignone, 2016). However, according to the literature, one in four- woman veterans who utilized the Veterans Health Care System positive for MST and may need trauma-sensitive care (Bergman, et al. 2019).
Research has suggested that combat exposure plays a meaningful role on veterans becoming homeless. However, most veterans who served in combat do not become homeless. According to (Ackerman, et al., 2020), veterans exposed to single combat experience risk-factors for becoming homeless is 27% and veterans who are exposed to multiple combat deployments risk factors for becoming homeless sits at 38%. However, the research suggested that the pre- deployment mental and physical of the veteran and if they are under the age of 30, and their level of resilience has a contributing factor. In addition, the economic impact using a cost calculation model suggests that combat exposure has contributed to over 4600 veterans becoming homeless at a cost of f54 million in related spending (Ackerman, 2020).
Once service members leave active duty, many often face significant challenges during their transition phase. Many of these veterans leave home sober, and stable, but when they return, they are somewhat different, and they feel isolated. Many veterans developed serious mental health issues and many of these issues begin to manifest themselves before they transition from the military. One of the most common mental health diagnoses for many homeless veterans is posttraumatic stress disorder (PTSD) and is a significant risk factors for veteran becoming homeless (Evans, et al, 2018). There are various other risk-factors that contributed to veteran homelessness including the veteran interaction with the criminal justice system, moral
injury, sensation seeking and aggression which maybe influence by the cultural of the military (Harris, et al., 2017).
GAPS in Services
Women veterans may be subjective to a variety of traumatic situation before, during and after they leave active duty. Women veterans are subjective to intimate partnered violence, military sexual trauma, moral injury, and various mental health challenges. Homeless women veterans faced unique challenges in comparisons to their male peers, and are force are to do things just to survive such as force sexual act, unintended pregnancy, and prostitution. The literature reports that women veterans are more than two times as likely as non-veteran women to experience homelessness Additionally, homeless female veterans with substance abuse, physical health conditions, and mental health issues have high rates of accessing service (Burkhardt & Hogan, 2015 & Montgomery & Byrne, 2014). However, there us a lack of housing services available single females, particularly those female veterans with children (Hassan et al, 2023). Many of the shelters and housing programs are geared toward housing males’ veterans, while the female veteran and their children do not have many options which put them at further risk (Mahmoodi, et al., 2021).
Proposed Interventions/Solutions
The Veteran Administration and the Federal government have made a pledge to eradicate veteran homelessness. Despite this pledge, veterans’ homelessness continues to be an enduring and protracted social, economic, and public health problem. Homelessness is a multifaceted and complex issue that requires a proactive approach to solve ii versus reactionary programs and policy. According to the research as system dynamic model test assumptions of policy for ending homelessness. Furthermore, this model suggests that prevention provides a leverage point within the system because helping people to remain stably house yields positive reduction in the veteran homeless population. Therefore, the need exists for polices that develop into a client-centered coordinated prevention effort. A complex system approach focuses on exploring capacities and constraints for effectively solving homeliness (Fowler, et al., 2019).
Other possible solution that will assist in combating veteran homelessness is an expansion of the Housing First Model along the HUD-Vash voucher programs which will include models that meet the needs of elderly and disable veterans with a focus on geriatrics. Solutions and interventions should be focused on the trauma informed care approach that address multiple risk factors that acknowledges the veteran’s traumatic experiences and is undergirded by a holistic approach that leads to healing and recovery (Hamilton, et al., 2011). Additionally, the research has shown that there is a significant gap-in-services and programs for homeless single women veterans and women veteran with children. There is a need for a Gendered-Centered Approach (Kim, et al., 2019) as it relates to services delivery for women veterans and their families that incudes transitional housing programs designed to address the unique challenges that women veteran must navigate that is family and children-focus (Tsai, et al., 2014).
Conclusion
This literature review confirmed that despite the government efforts, and the Veteran Administration idealistic commitment to end veterans’ homelessness, it is still a complex and ever-evolving problem for veterans, and our nation. Additionally, this literature review showed that the factors associated with veteran homelessness are multi-dimensional including substance use and mental health issues being the strongest pathway into homelessness.
However, risk-factors such as combat exposure, military sexual trauma, low-income, lack of affordable
housing, relationship break-up and negative behaviors and poor-decision making by the veteran amongother factors. Also, this literature confirmed the impact and influence that public policy may have on theissue of homelessness including economic policies, and social inequality. Moreover, this literature exposed the gap-in-services for women veterans and families of women veterans. Additionally, this literature review suggested that more research is warranted to address the unique challenges of women veterans and their families, included more resource made available to them. Research is also needed to address the high recidivism rate of chronically homeless veterans, particularly those being served under the Housing First Model. Lastly further research is needed to address the needs of the aging homeless veteran populations.
Chapter Two is often the longest chapter of the dissertation. The minimum length must be 30 pages, but most are longer. Its purpose is to provide a context for the present research and to demonstrate its importance based on the problem demonstrated via the literature as well as the need or gap in the literature. Chapter Two is comprised of at least four sections: (a) the Overview, (b) a Theoretical (or Conceptual) Framework section, (c) a Related Literature section, and (d) a Summary. Subheadings at Level 2 and Level 3 are often necessary. Often at least 100–200 articles are integrated in the construction of this chapter. The majority of the literature cited in the chapter should be current (i.e., ten years or less since publication), though it is understood that some seminal studies published more than ten years ago are appropriate in certain sections and discussions. Seek Chair approval if you are uncertain about a source. The Overview must clearly and concisely describe the contents and organization of the chapter.
Theoretical Framework
This section should provide the reader with a direct connection to the conceptual or theoretical framework that will effectively guide the study and allow the findings to be situated within a greater context. According to Maxwell (2005),
The point is not to summarize what has already been done in the field. Instead, it is to ground your proposed study in the relevant previous work, and to give the reader a clear sense of your theoretical approach to the phenomena that you propose to study. (p. 123)
Start by describing the theory(ies), including origination and major theorist(s). Next discuss how the theory(ies) has advanced or informed the literature on your topic. Conclude by articulating how your specific research focus relates to the theory and how it may potentially advance or extend the theory(ies). Examples of theoretical frameworks include Bandura’s (1986) Social Cognitive Theory, Maslow’s (1954) Hierarchy of Needs, Knowles (1980) Adult Learning Theory, etc. Situating your study and focus of inquiry within an established theoretical framework helps establish the significance of the study.
Related Literature
The purpose of this section is to provide a tight synthesis (not simply a study-by-study summary like an annotated bibliography) of the existing knowledge on this topic and link this existing knowledge to the proposed study. Remember that this section is the argument for the significance of the study. It communicates what has been examined on the topic(s), what has not been examined or how understanding on the topic is still developing, and how the study can fill the gap or further understanding in the field.
Summary
This section should provide a focused summary of what is currently known, what is not known, and how your proposed study can specifically address gaps in the existing literature.
General notes:
It is important to remember that Chapter Two is not a library, that is, a summary of facts or summaries of relevant research, but rather a critical argument. Derived from Rudestam and Newtons’ (2007) Surviving Your Dissertation, here are some keys to a successful construction of a literature review:
relationships among research articles. Avoid composing a literature review that is a library of facts. That is, make sure your literature review is a coherent argument that leads to the problem statement or description of the study you are proposing. Your literature review should begin with a clear statement of your goal and be followed by a structured argument.
Chapter Three: Methods
Overview
The Overview may begin with a brief restatement of the nature and purpose of the study. It must clearly and concisely describe the contents and organization of the chapter. The purpose of Chapter Three is to present the procedures, research design, and analysis for the present research study. That is, it provides the reader with the details of what will occur during the execution of research. Descriptions in this chapter should be comprehensive and in sufficient detail as to permit the replication of the study. Chapter Three contains several subsections; they are listed below.
Design
In the Design section, the planned type of study (e.g., qualitative) and research design (e.g., phenomenology, case study, ethnography, grounded theory, or historical research) should be identified. Identify (a) why the study is qualitative, (b) why the general design is appropriate, and (c) why the specific type of design was selected. Additionally, the research design type should be fully defined (with a brief history of the research design type) with citations. Further, a concise rationale for the research design and a concise description of the implementation of the design should be included. The purpose and the research design should be consistent with the research questions proposed as well as the procedures described. Be sure to also identify and describe the specific approach within the approach. For example, if selecting a phenomenological study, be sure to identify what type (e.g., hermeneutic, transcendental, consensual, etc.). If conducting a case study, identify whether it is a single instrumental, collective, or intrinsic case study. Be sure to provide a clear rationale, linking the design to your purpose. Throughout this section, refer to primary qualitative research texts for the proper design description and use them to support your rationales.
Research Questions
Restate just the research questions from Chapter One – no literature.
Setting
Depending on your design, you may choose to title this section “Site” or “Setting.” In this section, the setting (or the site) of the study should be described (e.g., geographic location, school system, the course, etc.). Just as you should be purposefully selecting your participants for a qualitative study, it is also important to provide a rationale for your site selection. Convenience alone is not sufficient. Only important features which have bearing on the present study should be included. The following questions should be addressed: Why was this setting (site) chosen for this project? What does the organization look like with regards to leadership, organizational structure, etc.? Describe it with details. Pseudonyms for both individuals and institutions should be provided in this section as well.
Participants
In the Participants section, the sample pool, the sample size, type of sample (e.g., theoretical, purposive), and sampling procedures (e.g., convenience, snowball sample, maximum variation, etc.) should be clearly explained and each decision should be supported by research citations. Demographic information (age, ethnicity, gender, etc.) should be described in narrative or tabular form. If using a published survey or questionnaire to identify or describe participants, be sure to gain permission to use and explain here how the survey was developed and how validity and reliability were established. If generating your own, you need to address face and content validity and describe any piloting procedures used. This is not considered a data collection method.
Given the nature of qualitative research, pseudonyms should be provided. Support all practices from research literature with citations. The number of participants will most often range from 6-15 or higher.
Procedures
In the Procedures section, the steps necessary to conduct the study are outlined. This includes, but is not limited to, information about securing Institutional Review Board (IRB) approval, eliciting participants for the study, gathering the data, and recording procedures.
The Researcher’s Role
In this section you must clearly and thoroughly explain your role as the “human instrument” in the study. You must be straightforward about your relationship to the participants, your role in the setting or research site, and any bias or assumptions you bring to the study that may influence how you view the data or conduct your analysis. Your role must also be articulated in light of the chosen design and the implications of this role on the data collection and data analysis procedures must be addressed.
Data Collection
A critical aspect of qualitative inquiry is rigorous data collection techniques. For most qualitative designs, the only required data collection method is interviews. Others are also often used and may include, but are not limited to, observations (participant and/or direct), document analysis (e.g., archival records, journals, letters, etc.), artifact analysis (e.g., photographs), and researcher field notes/theoretical memos. Discuss the data collection strategies in the order in which they will be conducted (and order the sub-sections for each individual strategy below in the same sequence) and explain why you have chosen this particular sequence. These data collection procedures should follow the recommendations of established qualitative researchers in the field (e.g., Erlandson, Harris, Skipper, & Allen, 1993; Lincoln & Guba, 1985; Merriam, 1988; Miles & Huberman, 1994; Patton, 1980, 1990, etc.).
Interviews
At the outset of each of the sub-sections for the individual data collection strategies, you should identify the data collection strategy, fully define it in the context of qualitative inquiry (with citation), explain the data collection strategy in layman’s terms (if appropriate), and justify its appropriateness for your research. Discuss any logistics (when/where/how/with whom will data be collected, recording, etc.) and explicate which of your research questions will be answered by this data collection strategy. It is important to demonstrate that interview (and focus group) semi-structured questions are generated from and grounded in the literature on your topic. Your questions should be included in a numbered list with an item-by-item discussion of each question and its basis in the literature. Here is an example as it must appear in your paper:
Standardized Open-Ended Semi-Structured Interview Questions
Questions one through five are knowledge questions (Patton, 2015), and are designed as follow-up questions to the worldview development timelines that will have been previously created and submitted by the participants. These questions are intended to be relatively straightforward and non-threatening, and will ideally serve to help develop rapport between the participant and me (Patton, 2015). The questions will be adjusted as necessary for each participant, based on the data included on each individual timeline.
Fowler (1981) suggested that for adolescents, the formation of complex systems of values and beliefs is primarily a subconscious task. Only after one progresses out of synthetic-conventional faith does a person begin to develop a deep awareness of one’s faith. With this new awareness comes the capacity to consciously reflect on one’s faith and to make intentional choices about what to include in a workable system of meaning. Furthermore, Sire (2015) concluded that components of a person’s worldview may be consciously or unconsciously held. Therefore, it is important to ask questions that will help participants reflect on their level of awareness of their own worldview and on the progress they have made in examining and evaluating their worldview. Questions six through eight are designed for these purposes.
Question nine invites the participant to reflect on his or her worldview as compared to his or her parents’ worldview. Several studies suggest that there is a strong correlation between an individual’s worldview and that of his or her parents (Brickhill, 2010; Kimball, Boyatzis, Cook, Leonard, & Flanagan, 2013; Perkins, 2007). Probing about parent worldviews will help to discover a more complete picture of influences on worldview development. Since research suggests that family is such a significant factor in worldview development, it is likely that participants will mention their parents in some way in the context of their timeline. If participants have already discussed parental influence, this question may not need to be asked.
The tenth question invites the participant to take another person’s perspective, which is often helpful in gaining new insights (Patton, 2015). It is also a non-threatening question, allowing the participants to talk more in-depth about the phenomenon of worldview development, without requiring them to be highly vulnerable. However, it is hoped that the question will lead to keeping the interview moving along in an engaging fashion and yielding valuable data. This is particularly important given the nature of the question that follows.
Question 11 is the first question that will likely require a relatively high degree of vulnerability, and for this reason, I chose to not ask it until the interview is well underway. Ideally by this time in the interview, a good rapport will have been established (Patton, 2015), and therefore the participant will be willing to share more intimate details about his or her struggles in developing a Biblical worldview. For several researchers, personal struggle is an important component of worldview development (Bryant, 2011; Fowler, 1981; Mayhew, 2012; Mayhew, Seifert, & Pascarella, 2012).
Questioning truth seems to be a key element of the passage from an adolescent faith to an adult faith (Fowler, 1981; King, Clardy, & Ramos, 2014). Question 12 is designed to elicit some of the questions participants may have asked as part of the process of developing their worldview. I will be particularly attentive to the concept of cognitive dissonance that such questions can cause (Bryant, 2011; Ciarrochi & Heaven, 2012; Fowler, 1981). I will also be prepared to probe further with the participants in order to gain additional data about how they felt about and how they responded to questions that were suggested by becoming exposed to alternate worldviews held by others (Mayhew, 2012; Mayhew, Seifert, & Pascarella, 2012).
Questions 13 and 14 are designed to put participants into role-playing contexts, which can help the participants to think more deeply about their own worldview development by inviting them to step outside of themselves and become an observer, or co-researcher (Patton, 2015; Creswell, 2013). Questions 15 and 16 put the participant in the role of expert on worldview development, which is yet another way to elicit different and valuable data. To encourage maximum value from these questions, I have crafted them to include prefatory statements, which will help to transition the participants into the role of expert (Patton, 2015).
Question number 17 is a one-shot question (Patton, 2015), designed to give the participant one further opportunity to offer valuable insight. This one-shot question also serves as the closing question (Patton, 2015), giving the participant freedom to add to what has already been said, keeping him or her in the role of expert on his or her own life and story. From my experience in asking thousands of such questions as a life coach, I have found that these one-shot, parting questions often yield a tremendous amount of valuable information, when the interview or discussion could very easily have been otherwise shut down.
— End example—
By explaining in detail the purpose of each question, you not only establish the validity of your questions, but also establish the basis for your discussion of findings in relation to the literature in Chapter Five. After developing the questions, discuss in your Procedures that you will get experts in the field to review, and then pilot the interview with a small sample outside of your study sample to ensure clarity of questions and wording. The anchoring in the literature and the expert review should be conducted prior to your proposal defense; the piloting needs to be done after you receive IRB approval to collect data.
Surveys/Questionnaires
All surveys and questionnaires must elicit qualitative, not quantitative data. If using a published survey or questionnaire, be sure to gain permission to use it and explain here how the survey was developed and how validity and reliability were established. If generating your own, you need to address face and content validity and describe piloting procedures.
Document Analysis
Document analysis may be applied to a variety of sources including, but not limited to legal documents, records, meeting minutes, letters, diaries, etc. Every effort should be made to incorporate primary, as opposed to secondary sources. Identify and describe the specific documents collected. Provide a specific rationale for why each type of document was selected.
Focus Groups
Focus groups provide an opportunity for the researcher to interact with multiple participants at the same time. Focus groups are especially useful for exploring complex, multi-layered concepts from the perspectives of the participants. Focus group questions must be developed and reported using the same format as interview questions (see Interview section above).
Observations
If conducting observations, develop and include in the appendices your observation protocol (examples are provided in most qualitative research texts), and be sure to address both descriptive and reflective field notes. Be sure to discuss whether observations will be scheduled or unscheduled, and whether you will be a participant or non-participant observer. Identify frequency and duration of observations.
Data Analysis
In this section the data analysis procedures should be identified and a concise rationale for each type of analysis should be provided. Be sure that your analysis procedures are aligned with your research design. For example, open, axial, and selective coding are appropriate for grounded theory studies, but not necessarily for other designs. As another example, if conducting a transcendental phenomenological study, be sure to order the primary sources for this design (e.g., Moustakas, 1994) and describe these design-specific procedures in depth. Be sure to use the primary resources on your topic to guide your development of this section. While secondary sources (e.g., course textbooks) provide good overviews of different research designs and analysis procedures, they typically lack the detailed procedural information needed to write Chapter Three. You need to provide enough detail that someone can replicate your study by following procedures outlined in this chapter. Further, as your study may involve multiple forms of data collection in order to achieve triangulation, you need to discuss how you will analyze each set of data and then synthesize findings across all three (or more) sets of data. Some form of coding, along with bracketing and memoing, are tools commonly used to organize data and identify recurring themes for many qualitative data analysis strategies. If you are employing these tools while you analyze data, be sure to discuss them here (fully defined and cited). Additionally, if you will use a Qualitative Data Analysis Software (QDAS) such as ATLAS, NVivo, Ethnograph, or MaxQDA, discuss that in this section as well. Surveys and quantitative instruments cannot be analyzed in accordance with analysis procedures for textual (qualitative) data. If utilizing quantitative instruments, be sure to clearly address how you will analyze and then integrate or triangulate the quantitative findings with the qualitative.
Trustworthiness
Trustworthiness addresses credibility, dependability, transferability, and confirmability. Each topic must be covered in detail under its own APA Level 2 subheading. In each subheading, fully define the aspect of trustworthiness (credibility, dependability, transferability, or confirmability) addressed and discuss its importance (with citations). Then, identify the methods whereby you propose to achieve each aspect of trustworthiness (triangulation, direct quotes, enumeration, member checks, prolonged engagement, etc.), fully defining each method (with citations). Methods for increasing trustworthiness include, but are not limited to, triangulation, member checks, prolonged engagement, negative case analysis, peer/expert review, external audit, etc.
Credibility
Credibility refers to the extent to which the findings accurately describe reality. Credibility depends on the richness of the information gathered and on the analytical abilities of the researcher.
Dependability and Confirmability
Dependability and confirmability are similar to reliability in quantitative studies and deal with consistency, which is addressed through the provision of rich detail about the context and setting of the study.
Transferability
Transferability is another aspect of qualitative research that should be considered; it refers to the possibility that what was found in one context is applicable to another context.
Ethical Considerations
Any ethical considerations or implications of the research should be discussed. These might include data storage (e.g., locked filing cabinets and password protection for electronic files) and usage, influence, confidentiality (e.g., use of site and participant pseudonyms), and any other potential issues that might arise and how they will be addressed.
Summary
Provide a chapter summary. The Summary provides a strong conclusion to the chapter.
Chapter Four: Findings
Overview
This chapter is not part of the plan, prospectus, or proposal. It is done after data collection and analysis. The purpose of Chapter Four is to present the results of the data analysis. This chapter is reserved for findings specifically. Methodological information should be discussed in Chapter Three. An interpretation and discussion of results should be reserved for Chapter Five. Chapter Four begins with a brief overview of the chapter content. The Overview should also include a brief restatement of the study purpose. The data, in the form of themes (narrative), charts, graphs, tables, or models, should then be presented. Data should be presented in the order in which the research questions were stated or according to themes generated, though the research questions should still be answered before concluding the chapter. The Overview must clearly and concisely describe the contents and organization of the chapter.
Participants
While the overall sample should be described or presented in tabular form in Chapter Three (e.g., sample size, age, ethnicities represented, gender, etc.), it is typical in qualitative dissertations to provide a rich description or portrait of each individual who participated in the study (using pseudonyms). Pseudonyms should be realistic, and reflective of the culture of your participants, but not in such a way that their anonymity could be compromised. You can organize these participant descriptions using Level 2 APA headings.
George
Sally
Etc.
Results
This section must be organized thematically and according to research questions, using two APA Level 2 sub-headings.
Theme Development
Theme Development (or some such name), under its own heading, must reflect the steps for data analysis described by the candidate in Chapter Three. Theme development must be supported using appropriate narrative and data from each data collection method, especially through the use of participant quotes. Do not simply list a series of participant quotes detached from any narrative. Unexpected codes and/or themes that do not correlate to specific research questions are also presented. Data from each collection method are clearly and meaningfully integrated into theme development. Codes, if developed, are presented in meaningful tables or appendices demonstrating how they were organized to inform themes.
Research Question Responses
Research Question Responses (or some such name), under its own heading, must supply narrative answers to each of the research questions using data collected, but primarily the themes developed in the previous section. Select participant quotes are appropriate to support the responses to the research questions.
Summary
Provide a chapter summary. The Summary includes a succinct conclusion to the chapter.
Chapter Five: Conclusion
Overview
This chapter is not part of the plan, prospectus, or proposal. Begin the Overview section with a brief restatement of the purpose of the study. The Overview must clearly and concisely describe the contents and organization of the chapter. Chapter Five is unique in that you are expected to use your own interpretations and ideas. Chapter Five consists of six sections: (a) an overview of the chapter, (b) a summary of the findings, (c) a discussion of the findings and the implications in light of the relevant literature and theory, (d) an implications section (methodological and practical), (e) an outline of the study delimitations and limitations, and (f) recommendations for future research.
Summary of Findings
Provide a concise summary of the study findings, briefly answering each research question. Do not merely cut and paste from the Chapter Four Results section.
Discussion
The purpose of this section is to discuss the study findings in relationship to the empirical and theoretical literature reviewed in Chapter Two. The empirical and theoretical literature discussions must be written under their own APA Level 2 headings. How does your study confirm or corroborate previous research? How does your study diverge from or extend on previous research? What novel contribution does your study add to the field? How does your study extend or shed new light on theory informing the topic?
Implications
The purpose of this section is to address the theoretical, empirical, and practical implications of the study. The theoretical, empirical, and practical implications must be written under their own APA Level 2 headings. Depending on the topic, it may be appropriate to include specific recommendations for various stakeholders, such as counselors, ministers, policy makers, administrators, teachers, parents, etc. Studies will vary on how much Christian worldview aspects relate to the topic. If Christian worldview considerations are not woven into the chapter five discussion due to the secular nature of the topic, include a separate subsection in the Implications section exploring how the Christian worldview informs an interpretation of the findings of your study.
Delimitations and Limitations
Delimitations are purposeful decisions the researcher makes to limit or define the boundaries of the study (e.g., only including participants over the age of 18, selecting an ethnographic over a phenomenological study, etc.). Describe the rationale behind decisions made to limit or define the scope and focus of the study.
Limitations are potential weaknesses of the study that cannot be controlled. They may be related to the design, the analysis, or the sample (e.g., gender, age, ethnicity, geographical location, etc.).
Recommendations for Future Research
In consideration of the study findings, limitations, and the delimitations placed on the study, provide multiple recommendations and directions for future research. Include an argument for what topics and populations should be studied, along with specific types of designs that should be employed.
Summary
Provide a summary of the study. From your Implications section, reiterate what you consider to be the one or two most important “take-aways” from the results of your research (you may consider including an anecdotal illustration).
References
All the references cited within the text should be listed in accordance with the most recent edition of the Publication Manual of APA. The reference title should be capitalized, bold, and centered.
Appendix or Appendices
The Appendices may include a variety of artifacts. An appendix of the completed dissertation should include the IRB approval letter. Other appendices may include informed consent/assent forms, surveys/questionnaires/instruments (with written permission only), protocols (interviews or observations), sample transcripts of interviews, theoretical memos, and other documents used to establish an audit trail. Any identifying or personal information (names, treatment centers, schools, cities, phone numbers, email addresses) should be eliminated. If numerous types of artifacts are included as appendices, each type should have a section labeled as Appendix A, Appendix B, etc. The appendix title should be in title case, bold, and centered.
Evan John