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Post-secondary academia centered financial wellness as a core curriculum for building financial capability and assets for all: Save, Earn, Learn Financial Freedom (SELFF) project

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Post-secondary academia centered financial wellness as a core curriculum for building financial capability and assets for all: Save, Earn, Learn Financial Freedom (SELFF) project

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Content SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 1
Capstone:
Post-Secondary Academia Centered Financial Wellness as a Core Curriculum for Building
Financial Capability and Assets for All: Save, Earn, Learn Financial Freedom (SELFF)
Project
Jamie Lynn Gonzales
University of Southern California
Suzanne Dworak-Peck School of Social Work
SOWK 725c: Capstone
Dr. Michael Rank
August 2023
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 2

Acknowledgments
I want to take the opportunity to thank the following people, without whom I would not have
started down the path of this journey. This experience has given ‘Fight On!’ a whole new meaning.

I would first like to thank the faculty at the University of Southern California’s Suzanne Dworak-
Peck School of Social Work for their utmost professionalism and for setting the bar very high. I
sincerely thank my Capstone committee members, Dr. June Wiley and Ivette Bibb, LCSW, for
taking time out of your busy schedules to help make this happen. I especially want to thank my
Capstone chair, Dr. Michael Rank, for sharing knowledge, insight, and unwavering support. Your
encouragement has inspired me to trust that I am a leader, disrupter, and change-maker.

To my husband, Gabriel, thank you for the Christmas gift of starting the application process for
this program so that my dream of becoming a Doctor of Social Work can finally become a reality.
Your love, patience, proofreading, and sleepless nights reassuring me that this is possible were the
North Star to my success. I could not have undertaken this journey without your support. There is
an honorary DSW with your name on it!

Thank you to my family, George, Linda, and Joey, for instilling the importance of education, hard
work, and finding ways around or through obstacles. A special thanks to my brother, Kenny, for
keeping me motivated, focused, grounded, and always laughing.

I would like to recognize my classmates, colleagues, friends, teammates, chemo-buddies, mentors,
and most of all, my BeMeBetter contractors, staff, and interns for helping where you could,
showing me grace when you could not, and cheering me on every step of the way.

I am forever grateful to the individuals who participated in my project, sharing their stories and
time. You provided the necessary data, feedback, and recommendations for this Capstone project’s
design and success.

Finally, a dedication to Rooster. Always in my lap, passenger seat, camera view, and heart.

“Destiny is not a matter of chance, it is a matter of choice; It is not a thing to be waited for, it is a
thing to be achieved.” - William Jennings Bryan

SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 3

Table of Contents
Acknowledgments 2
Executive Summary 5
Abstract 10
Positionality Statement 11
Problem of Practice and Literature Review 12
Conceptual Framework 18
Project Description 21
Methodology 26
Implementation Plan 30
Challenges 35
Ethical Consideration and Applying Design Justice Principles 36
Conclusion and Implications 38
References 40
Appendix A: Design Thinking Initial Capstone Scoping Tool 73
Appendix B: Design Brief 74
Appendix C: Elevator Pitch Video Link and Transcript 76
Appendix D: Save, Earn, Learn Financial Freedom (SELFF) Prototype Snapshot 77
Appendix E: Implementation Plan 78
Appendix F: Note-Taking Matrix Sample 79
Appendix G: Socio-Ecological Framework (Map) 85
Appendix H: Stakeholder Map 86
Appendix I: Conceptual Framework 87
Appendix J: Logic Model 88
Appendix K: Theory of Change Model 89
Appendix L: Save, Earn, Learn Financial Freedom (SELFF) Curriculum Presentation 90
Appendix M: Interview Questions (Version 1 and 2) 93
Appendix N: Survey Data and Samples(Version 1 and 2) 95
Appendix O: Design Criteria 98
Appendix P: Market Analysis 100
Appendix Q: UNM Financial Literacy Program Webpage and Link 103
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 4

Appendix R: Financial Plan 104
Appendix S: Communications Plan 105
Appendix T: EPIS Framework 106
Appendix U: Budget 107
Appendix V: #sheisme Awareness Campaign Short Form Videos (Link 1 and 2) 108
Appendix W: Awareness Campaign Infographic 109
Appendix X: FDIC Smart Money Infographic 110
Appendix Y: Prototype Link 111
Appendix Z: Save, Earn, Learn Financial Freedom (SELFF) Project Capstone Defense 112
Presentation

SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 5

Executive Summary
Problem Description
Just as every person deserves freedom from injustice, inequality, and abuse, they also
deserve financial freedom. The Save, Earn, Learn Financial Freedom (SELFF) Capstone project
addresses the knowledge and awareness gaps of Financial Capability (FC) and Economic Abuse
(EA) within the helping professions, which prevents opportunity, access, and adequate treatment
for lasting change of those served. FC is when a person possesses the knowledge and skills to
successfully obtain basic life necessities and the opportunity to access products and services that
help reach financial health (Sherraden et al., 2015; Vyvyan et al., 2014). FC comprises
knowledge on how to best manage money, the willingness to put that knowledge into practice,
the means to do so, and the belief that it can be done with the skills and knowledge or Financial
Self-Efficacy (Field, 2023). FC includes Financial Literacy (FL), which is the ability to wisely
manage one's financial resources for long-term financial security (Negi, 2023).
EA is coercive or deceptive behavior that controls or restricts an individual’s ability to
acquire or maintain the economic resources to which they are entitled (The White House, 2022).
EA has the most detrimental system-wide impact and is the number one reason victims stay with
or return to an abusive relationship (Economic Abuse: A Hidden Form of Domestic Violence,
2019; Grand Challenges for Social Work, 2022). EA directly affects a victim’s well-being by
preventing access to services and resources, causing extreme debt and the ability to thrive
independently, and remains the least recognized and most underreported form of intimate partner
violence (IPV) (Voth Schrag et al., 2019).
Initiatives focused on funding, research, and treating those under financial strain and
victims of Domestic Violence (DV) are abundant, yet the wealth gap drastically increases
annually due to a lack of knowledge and awareness. The lack of knowledge in professional
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 6

domains yields inconsistent terms and a lack of screening tools that contribute to limited
preventive and interventive measures. Expecting service providers to identify and employ
effective treatment, resources, prevention, and interventions without education and training is
unreasonable and unrealistic.
Capstone Project Relation to Grand Challenge of Social Work
The Grand Challenges for Social Work (GCSW) initiative (2016) is a framework of goals
for addressing catastrophic societal problems. SELFF is based on Financial Capability and Asset
Building (FCAB) for All, which falls under Just Society (Grand Challenges Initiatives-American
Academy of Social Work and Social Welfare, 2018). The concept of FCAB is that people need
financial access, opportunity, and assets to fulfill basic needs to have financial security and
achieve their full potential (Sherraden et al., 2015; Vyvyan et al., 2014). A just society is
obtained when a person and community achieve happiness, health, and safety through equitable
means (Just Society, n.d.). Equal access and opportunity remain out of reach for vulnerable
populations or members of our society that face insurmountable obstacles and limitations due to
physical, psychological, and social barriers preventing them from gaining access and opportunity
to resources needed to meet basic needs and thrive (Joszt, 2020).
Design Thinking Methodology
Design Thinking (DT) and related tools (See Appendix A, B, C, and F) were utilized
throughout and beyond this program. DT strategy questions: What is? What if? What wows? and
What works? were implemented in setting project boundaries, strategizing, and testing new
solutions. DT consisted of design briefs for identifying the problem, needs, and scope for
SELFF. What is? included two years of research (literature reviews, grey material, surveys,
program evaluations, and interviews) to identify insights and establish design criteria (See
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 7

Appendix F). What if? included brainstorming with various stakeholders to develop a relevant
concept. A stakeholder is a person or group interested in, influenced, and affected by service
delivery and outcome. What wows? provided identification and testing of key assumptions,
designing, finalizing, and prototype testing. What works? will continue well after the completion
of this doctoral program and consists of launching the pilot and feedback, which allows for
redesigning, improvements, and relaunching of a better product that meets the needs of the target
population.
Theory of Change
SELFF highlights the need for knowledge sharing and for the FL curriculum to start
early, closing the knowledge and FC gaps of service providers (See Appendix B). Financial
inequality and asset disparities remain constant across many groups and situations, especially
those experiencing financial strain (service providers) and IPV (EA). The desired outcome of
SELFF is increased awareness by educating users (students, providers) to effectively
disseminate knowledge and skills to prevent or help those experiencing the detrimental impacts
of financial inadequacies.
Project Goal Reliability
Several interrelated factors influence behavior. Changes in one of these factors impact
other interconnected factors, causing disruption by affecting how people think and act
(Theoretical Approaches in Social Work: Systems Theory, 2022). This theory of change suggests
that introducing change to one’s financial system will produce desired effects in interrelated
systems. With increased knowledge and awareness, financially capable individuals are breaking
the cycle of intergenerational poverty and financial dependence. Focusing on students in multi-
disciplinary fields creates lasting change when they become providers by treating greater
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 8

numbers of people and indirectly affecting families, communities, and generations. This goal is
realistically achievable over time.
Proposed Solution
The GCSW collaborative identified the following interventions to reduce vulnerable
populations’ economic suffering—financial literacy, vocational training, and improved access
and opportunity to financial services (Grand Challenges Initiatives-American Academy of Social
Work and Social Welfare, 2018). SELFF delivers these in a 15-week FL curriculum completed
during an undergraduate or graduate program in a helping professional field of study and
abbreviated seminar aimed at service providers (See Appendix L). The target population was
chosen because a single provider training one person or a classroom of people, while impactful
to those directly involved, does not make significant, lasting change on a grand scale. An
effective solution posits that taking a top-down approach while these students are in university or
vocational programs will instill the core curriculum they can apply as future service providers,
resulting in large-scale change at the micro-, mezzo-, and macro-system levels.
Proposed Solution Best Practices Alignment
The social work profession's mission is to improve well-being and assist in helping meet
basic needs and empower those who are vulnerable, oppressed, and living in poverty (NASW,
n.d.). SELFF also aligns with the seven ethical principles of best practices (service, social justice,
integrity, competence, importance of human relationships, and dignity and worth of the person)
by teaching, guiding, and empowering students how to become aware, practice, and pass
knowledge of FC by way of FL (NASW, n.d.).
Professional Significance
SELFF focuses on prevention, multi-disciplinary approaches, students, and service
providers. SELFF disrupts the knowledge and awareness gaps of the devastating effects of
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 9

financial incapability and EA on vulnerable people. SELFF empowers users to become more
educated, trained, financially astute, and confident. Increased FC results in overall health,
allowing the user to access opportunities to save, invest, and build assets. This cycle affects
multi-level systems within the person-in-environment on a large scale.
Project Implementation Plan and Future Action Summary
SELFF’s implementation plan was executed with promising results (See Appendix E).
Partnerships, collaborations, and networking with the following entities are ongoing: New
Mexico Domestic Violence Resource Center, Center of Innovation for Behavioral Health and
Wellbeing/Nusenda/New Mexico Children, Youth & Families Department Financial Literacy
for Youth workshop organizers, and ENVIVE Solutions, LLC Organizational & Leadership
coaching. An application was submitted to the NASW-NM Chapter to offer SELFF as a
Continuing Education (CE) seminar to licensed providers for immediate utilization. A
Financial Coach, Practice Manager, and BSW/MSW interns were included as up-scaling
SELFF for real-world application has begun. The creator of SELFF has become certified as a
Financial Social Worker through the Center for Financial Social Work.
The newly formed partnership with the Financial Coach and Practice Manager resulted
in a business plan to create a 501( c ) Non-Profit Organization (NPO). SELFF, the NPO, will
provide free FL groups, seminars, continuing education courses, and one-on-one coaching by
obtaining and utilizing grant funding for staff, material, training, and support. The search for
an NPO attorney, board members, and grant writers is ongoing, with projected completion
after the conclusion of this doctoral program. Approval for the FL course as an elective or core
class at local Social Work and other helping professions post-secondary education institutions
continues as the long-term goal of SELFF.
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 10

Abstract
The Save, Earn, Learn Financial Freedom Capstone project addresses the wicked
problem of Financial Insecurity and Economic Abuse by disrupting the knowledge and
awareness gaps of those in the helping professions by teaching financial capability and financial
literacy at the university level. The Grand Challenges for Social Work Initiative, Build Financial
Capability and Assets for All, identified financial inadequacies and economic abuse as the most
impactful on a systems-wide scale. Due to inadequate or absent education and training, direct
service providers are unaware of the signs, impact, and how to address these devastating
problems. Service providers’ lack of financial capability directly affects their ability to help
vulnerable populations thrive independently. Data from this project further supports the need for
financial capability awareness, education, and training, yet remains the least utilized and most
ignored form of core curriculum in post-secondary education. An effective way of addressing
this is through early education and training. Thus far, the research has supported the need for an
early, intersectional, and multi-disciplinary approach to disrupting the knowledge and service
gap that this lack of awareness leaves behind. SELFF allows service providers to obtain and pass
financial literacy knowledge to multitudes of stakeholders as it becomes a core component of
university programs and continuing education training using a top-down approach. The
expansiveness of SELFF’s curricula and seminars will help target populations gain invaluable
knowledge for a more comprehensive approach to prevent, identify, and implement practical
strategies to build financial capability and assets for all.
Keywords: economic abuse, financial dependence, financial capability, violence against
women, socio-ecological impact of economic abuse, feminization of poverty, intergenerational
poverty, financial literacy, financial efficacy, domestic violence impact
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 11

Positionality Statement
This Capstone topic has significant meaning on a professional and personal level. My
lived experience allows me the unique opportunity to take a multi-dimensional approach to form
project insights, needs, and solutions. As a member of a helping profession, closing the
knowledge gap and helping others thrive while reaching financial freedom keep me motivated
and a driving force in the community. I wholeheartedly believe everyone has the right to
financial freedom, especially the most vulnerable, who face insurmountable barriers to access
and opportunity.
While I view these interconnected perspectives as strengths, some limitations of bias and
unseen areas of others and self were present. First, there was a bias toward perpetrators of
economic abuse and men. This bias was partly due to the program requirement to narrow the
problem landscape and lack of research available, but also my belief in the femininization of
poverty and my own lived experience. Second, the unseen areas of self and others presented bias
and data gaps. My cultural norms of men as head of household and managing assets are a perfect
example. Another example is the geographical location of being in a poverty-stricken state. The
discussion of assets can be offensive when the target population is trying to find ways to survive
day to day.
Financial capability for a student and provider of social work is a term that remains
taboo. Service providers are expected to help change various aspects of a person’s life, yet
financial health is not an area of focus, even with most of those seeking services lacking
finances, assets, and resources. Financial capability at the student and provider level has never
been an area of importance, yet burnout is due primarily to provider financial incapability and
strain. By implementing SELFF, service providers using this curriculum can implement and pass
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 12

the knowledge to others exponentially faster than I can alone.
Problem of Practice and Literature Review
The GCSW collaborative identified an alarmingly high number of people with inadequate
financial standing, nearly 50%, across the US who could not meet their basic needs for longer
than three months (Grand Challenges Initiatives-American Academy of Social Work and Social
Welfare, 2018; Financial Inclusion, 2021; Sherraden et al., 2015). The Charles Schwab Modern
Wealth Survey conducted in 2019 found that 59% of Americans were one paycheck away from
homelessness, with the devastating effects of COVID-19 exacerbating the problem (Erin, 2022).
The continued inequality of marginalized populations further widens the wealth gap, which
floods the health, education, and vocational gaps, creating resource deserts that increase poverty
and illness in individuals and communities.
Abuse and money are deeply interconnected as money, power, and violence intersect in
multiple ways and involve stakeholders within various systems. Vulnerable populations in the
margins of our communities, already facing unjust societal norms, experience increased barriers
to equal and inclusive access to economic security opportunities. These excluded populations
experience the most detrimental and long-lasting impact, specifically, people experiencing abuse
within intimate relationships where they are financially dependent upon their abuser (making it
difficult to leave) due to EA tactics. EA within intimate relationships is when a perpetrator
weaponizes the financial stability of their partner by imposing control or behaving in a coercive
manner (Adams et al., 2008; Economic Abuse: A Hidden Form of Domestic Violence, 2019;
Financial Abuse, 2022; Haifley, 2021; Ranganathan, 2021; Stylianou, 2018a, 2018b; Voth
Schrag, 2015; Voth Schrag et al., 2019). Adams et al. (2008) define EA as the behavior that
controls a woman’s ability to acquire, use, and maintain economic resources (p. 564). This
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 13

controlling behavior threatens the woman’s economic security and potential for self-sufficiency.
These behaviors are known or unknown to victims and can be committed by either the
perpetrator, the victim under duress, or both (Economic Abuse: A Hidden Form of Domestic
Violence, 2019; Financial Abuse, 2022; Haifley, 2021; Ranganathan, 2021; Stylianou, 2018a,
2018b; Voth Schrag, 2015; Voth Schrag et al., 2019).
EA is a tremendous opposing force that contributes to financial deficiencies and
incapability. The continued financial inequality and exploitation further widens the wealth gap,
which increases the health, education, and vocational gaps, finally creating resource deserts that
contribute to poverty and illness within individuals and communities. To put things into
perspective, 10 million adults, or 20 people per minute, experience a form of DV annually in the
US, with more recent reports putting the number at 12M (Gavin & Kruis, 2021). Of the 10
million adults experiencing physical, sexual, or psychological abuse, 94%-99% were also
experiencing EA (East, 2021; Economic Abuse: A Hidden Form of Domestic Violence, 2019;
Haifley, 2021; National Coalition Against Domestic Violence, 2022; Passi, 2018; Stylianou,
2018a, 2018b; Voth Schrag, 2015; Voth Schrag et al., 2019). In the UK, one in five women and
one in seven men experience EA by their intimate partner (Elkin, 2019). Of those experiencing
EA, only two in five recognized the behaviors at the onset. One in four women continued to
experience EA after leaving the relationship, while eight in ten said they experienced the abuse
well after five years (London Metropolitan University, 2015).
The alarmingly high prevalence rates of EA have devastating impacts on the individual,
familial, community, and global scales. For instance, the financial costs of EA are $5.8B lost
annually due to decreased work productivity, nearly $4B spent on medical and mental health
services, $8B spent on a national level, and $8T, or 11% of the Gross Domestic Product (GDP),
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 14

on a global level (Economic Abuse: A Hidden Form of Domestic Violence, 2019; Lomborg,
2017; Peterson et al., 2018; National Coalition Against Domestic Violence, 2022; Social
Solutions, 2022; Voth Schrag et al., 2019). The total umbrella costs of DV report an exorbitantly
high amount of nearly $3.6T per year (Economic Abuse: A Hidden Form of Domestic Violence,
2019; Peterson et al., 2018; The National Domestic Violence Hotline, 2022; The National
Coalition Against Domestic Violence, n.d.; Social Solutions, 2022; Voth Schrag et al., 2019).
A review of the historical perspective of how vulnerable populations, women, have
become economically dependent is essential for identifying causal factors and patterns of how
perpetrators of IPV gain and maintain such a stronghold in relationships. Understanding and
acknowledging the history of gender and marital inequality is imperative to finding practical
solutions to eradicate this identified problem. Gender and marital inequality growing from male
oppression and privilege have been barriers for women since the nation’s colonial period
(Conner, 2014). This oppression saw physical and sexual abuse against women, ultimately
paving the way for male economic dominance, male violence, women’s financial dependence,
gender-typing in the workforce, and this behavior’s legal and social justifications.
Economic challenges are not the only negative experiences women face. Women’s status
in marriage, the workforce, and property ownership laws solidified acceptance of ongoing
suppression. For example, early marriage laws and social norms viewed wives as men’s
property. Men were granted power, control, decision-making, and sole ownership over property,
finances, sexual activities, and liberty. This law also pertained to unmarried women, who were
still not allowed to own property. Her father or brother first owned her property, then her
husband when they wed (Conner, 2014; Mshweshwe, 2020).
Many aspects contribute to the prevalence of this financial incapability. The
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 15

financialization and neoliberalism of modern life have increased income and wealth inequality,
especially the financial vulnerability of socio-economically disadvantaged families. Millions of
racial and ethnic minority families are affected by the absence of access to vital financial
services, which excludes opportunities to accumulate assets (East, 2021; Financial Inclusion,
2021; Grand Challenges for Social Work, 2022; Haifley, 2021; Kim & Xiao, 2020; Johnson et
al., 2022; Passi, 2018; Ranganathan, 2021; Sharp-Jeff, 2021; Social Solutions, 2022; Stylianou,
2018a, 2018b; Voth Schrag, 2015; Voth Schrag et al., 2019; Weissman, 2020).
Additional examples of the many aspects that contribute to the financial inequality of
women are gender-typing and the widening gender pay-gaps when women were permitted to
work (usually when the man could or would not), having no legal ability to determine how her
income was used. Historic property and criminal law practices set the building blocks for the
barriers preventing a woman from freeing herself from abuse and the patriarchal culture,
religion, traditions, norms, laws, and ideals legitimizing violence against women worldwide
(Conner, 2014). Krob and Steffen (2015) state that various Christian theologies built from a male
superiority stance see women as inferior by nature, legitimizing the domination of women (p.
2376). These ingrained impacts require much more consideration, research, and attention.
To further understand how the target population is affected by financial insecurity and
EA, the interwoven nature of how this problem continues to exist is demonstrated using the
socio-ecological framework (See Appendix G), which reflects systems theory as the model
displaying the interplay of various systems in a person’s environment (Bronfenbrenner, 2005,
2009; Ranganathan, 2021). The well-being of a victim of EA is significantly affected by aspects
of their macro-, mezzo-, and micro-systems. For example, a woman living in a poverty-stricken
community at a low-SES level has minimal access to resources and opportunity to obtain
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 16

adequate housing, education, financial resources, food, medicine, and access to medical and
mental health services resulting in lifelong adverse effects on her and her families’ well-being.
On a larger scale, marginalized populations’ continued and growing inequality further widens
these resource gaps, which floods the health, education, and vocational landscapes, finally
creating resource deserts that increase poverty and illness in individuals and communities. These
psychosocial impacts highlight the connection between financial and individual health and why it
is essential to eradicate the problem of financial incapability and EA.
The importance of interdisciplinary perspectives, research, knowledge sharing,
collaborations, and partnerships are crucial for the successful development and solution
implementation to eradicate financial incapability, EA, and the dire widespread impact.
Identifying stakeholder perspectives and unique needs is imperative for an accurate,
comprehensive problem landscape and practical solutions. Stakeholders consist of good and bad
actors, champions, and ancillary supports. They are individuals, organizations, and communities.
Some are obvious, and others are unexpected allies.
Analyzing stakeholders is essential because knowing who, what, why, when, where, from
whom, and what works or does not work in current and potential practices, interventions, and
systems is vital for lasting change. Stakeholders are those impacted by the wicked problem from
a micro- to macro-level. A stakeholder analysis is a tool that evaluates the needs and perspectives
of the wicked problem from each stakeholder’s standpoint (Aligica, 2006). The stakeholder
analysis evaluates how and why the problem impacts stakeholders and assesses their needs and
expectations from start to finish.
The identified stakeholders were selected as key players for analyzing the problem due to
their direct experience and the impact of financial inadequacies. A stakeholder analysis focuses
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 17

on EA via a stakeholder map that outlines the influence on solutions and the power to delegate
resources for assuring implementation support (See Appendix H). For example, most EA-related
studies focus on the victim and not the perpetrator (Boyko, 2017). Most perpetrators receive
shame-based, atonement-focused treatment and are not asked why they offend, what needs were
missing, what would have prevented the abuse, and what will work in the future to prevent
recidivism. As per the socio-ecological systems theory, the perpetrator is influenced by how their
systems interact and influence change. When identifying stakeholders, this complexity also
supports intersectionality, interdisciplinary, and inter-jurisdictional needs (Atewologun, 2018;
Boyko, 2017).
The first group of key players are those to engage very closely. They have the most
substantial influence and support in ensuring solution implementation. Funders, legislative
bodies, advocacy groups, lobbyists, and professional associations have proven to be the most
powerful entities in bringing policies, laws, and funding to fruition. These actors develop, shape,
and support policies for the solution, intervention, or program implementation. For example,
programs or interventions for treating EA cannot occur without support and partnerships with
insurance companies, taxpayers, policymakers, and national, state, and local regulators. These
actors determine whether an evidence-based practice will get funding or approval.
The next group comprises those receiving and providing services, referral sources, and
partnerships. The target population comprises users, implementors, and champions of the
solution. However, they do not have much decision-making capacity. They give high support but
a low influence on whether the solution is funded or approved. However, without them, there is
no need for a solution. Their needs must be met to maintain high satisfaction, commitment, and
buy-in. These actors are clients, families, mental health and medical providers, administration,
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 18

management, community members, and other service providers.
The third group has high influence but low support for implementing solutions to end
EA. They are shown consideration and are kept informed due to their high-power abilities. They
assess, research, synthesize, and disseminate knowledge—for example, the governing mental
health bodies and academic and private research partnerships, all at the national, state, and local
levels. Marketing and social media have proven very influential but provide little support and
power to make changes by obtaining approval or funding.
The final group is those with the least power and interest. They are the least influential
and supportive of proposed initiatives and solutions but directly interact with other stakeholders.
They are secondary and tertiary level stakeholders most likely to refer other stakeholders to
primary actors. These actors are indirect service providers, employers, the justice system,
schools, and those who oppose the solutions. This group is vital to the discovery process as they
often identify problem areas and gaps in knowledge.
Conceptual Framework
Solution Conceptual Framework, Logic Model, and Theory of Change
The intersections of money and abuse occur in various directions and involve multiple
systems. Understanding theoretical frameworks is necessary to understand the interwoven nature
of how this problem continues to exist. The foundational frameworks used throughout data
collection and Capstone project formation are Socio-Ecological Theory (Bronfenbrenner, 2005,
2009), Transformative Learning Theory (Mezirow, 1997), and Intersectionality (Crenshaw,
2019). The first model, socio-ecological theory, is a framework used to demonstrate the
interplay and bi-directional influence of change on various systems in a person’s environment
(Bronfenbrenner, 2005, 2009; Ranganathan, 2021). Inter- and intra-system values, beliefs, and
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 19

norms also influence the behaviors and actions of individuals. These perspectives contribute to
developing implicit and explicit boundaries, rules, and expectations. Examples of barriers to
change within these ideals are culture and gender-specific beliefs about the role in the
community, family, and finances. For instance, conflicting views about gender-related aspects of
economic capability prevent obtaining financial freedom and independent living. Introducing
new knowledge about FC and FL in one system area will influence positive change in
surrounding areas, ultimately changing the narrative.
Second, transformative learning theory states that change occurs by expanding general
and individualized perceptions of the self and environment by challenging learned beliefs
(Mezirow, 1997). The model involves the reciprocal interplay of psychological, conviction, and
behavioral components. An individual with new conflicting knowledge experiences a
disorienting dilemma, forcing self-reflection, encouraging experimentation with a new role, and
finally reintegrating the knowledge and roles into the system influencing change. This theory is
considered due to the evolving, multi-disciplinary, DEI nature and consideration of stakeholders’
input, thus meeting the needs and knowledge gaps identified in the research, problem landscape,
and current solutions.
Lastly, the intersectionality theory is a model in which aspects facing individual members
of multiple vulnerable groups must account for how identification in these marginalized groups
and situations intersect and influence the perspectives and experiences of their world
(Atewologun, 2018; Crenshaw, 2019). In this case, an intersectionality framework explains how
the simultaneous interactions of a person’s identity, race, SES, marital status, education level,
religion, and culture influence the presence of oppressive, dominated, and discriminative systems
in which they must navigate to survive (Intersectionality and School Psychology: Implications
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 20

for Practice, n.d.).
These theoretical foundations complement each other by addressing gaps in research,
knowledge, and implementation of practices, providing a complete model in which causes and
solutions are identifiable. These models demonstrate how one seemingly small change, such as
information dissemination, can influence large-scale, long-term change for the greater good of
society. These changes are imperative to society because, as change-makers, service providers
are the front-line and first responders to an unhealthy society. The input of disrupting solutions to
social systems will result in a cascading effect, thus creating change envisioned by the designers
of the helping professions and GCSW initiatives.
The SELFF logic model summarizes the program's key components and explains the
evaluation design and implementation process (See Appendix J). The inputs and resources to
implement SELFF include the target population – students in post-secondary, helping profession
field of study education programs and qualified personnel with expertise in human service
delivery. Students and clients benefit from SELFF, even though licensed service providers and
staff at local agencies are the program's targeted end users. The identified population will be
responsible for implementing and disseminating SELFF information and skills at community
agencies of practice. Additional inputs include new research and best practices for FL training,
curriculum, research, additional partnerships, and allocating funding necessary for SELFF
implementation. The target population, modules, and those served influence SELFF's primary
activities. SELFF comprises a 15-week curriculum and an abbreviated four- or eight-hour
seminar as two separate yet sequential activities addressing FC and service providers'
knowledge, awareness, and treatment gaps. Additional activities include coaching and consulting
with interested groups as they wish to become institutions committed to increasing FC, FL, and
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 21

EA awareness.
There are anticipated changes in students' knowledge, awareness, and behavior as they
progress through the curriculum and complete SELFF. SELFF outcomes demonstrate a persistent
dedication to assisting others in developing their financial capability and reaching financial
stability and independence regardless of circumstances or situations. SELFF is aware that
educating people about FL and EA does not always change their financial behavior. Significant
influences include monetary values, norms, beliefs, history, culture, and one’s relationship with
money (Resources | Financial Social Work, n.d.). These influences may cause users to adopt
viewpoints regarding money and economic priorities that are at odds with the lessons found in
SELFF. This innovation connects knowledge and awareness with action and aligns with the
Theory of Change. With these factors in mind, SELFF is committed to helping create a world
where everyone can access resources, opportunities, and economic equality.
Project Description
SELFF consists of two programs: a 15-week Financial Wellness curriculum and an
abbreviated four- to eight-hour Continuing Education seminar. SELFF aims to increase FC and
EA awareness, education, and training for service professionals by targeting university students
in service-related fields. SELFF enables users to utilize and teach FL to improve financial
stability and disrupt the severe impact of systemic poverty and related economic resource
deserts. Introducing the FL and EA curriculum at the university level as a foundational
competency before service providers enter their respective professions makes SELFF innovative
and unique. The target population is the up-and-coming champions necessary to be a driving
force that can exponentially disseminate information, disrupting the detrimental impact these
knowledge, awareness, and service gaps present.
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 22

SELFF’s programs are available in-person and virtually by utilizing university-provided
classrooms and the chosen virtual platform of the partnering university. The abbreviated
Continuing Education training seminar is also available for one-on-one coaching. Financial
Social Workers, Financial Coaches, Interns, Staff, Volunteers, and Peers are facilitators of the
curriculum within their local communities. The stakeholder-centered perspective is aligned with
best practices as SELFF empowers students and trainees to master and further disseminate
knowledge and skills, causing far-reaching, lasting problem disruption and systematic change.
SELFF integrates a program evaluation process, bringing users’ voices to the table by
considering their needs. Pre-, post-, and post-retest-evaluations administered collect feedback
used for program improvement.
Theory of Change
The theory of change that SELFF is based on is that introducing change to the realm of
one’s financial domain using FC as the catalyst will produce the desired effects in interrelated
systems (See Appendix K). For example, when one learns skillful ways to manage finances, feels
empowered, and desires more economical access and opportunity, they no longer depend on the
financial assistance of others. Teaching FL continues through role modeling for their children
and reference networks, changing their SES and contributing, building, and living in more
prosperous communities.
Solution Landscape
The basis of SELFF is the re-emergence of the introduction of FL and FC curricula into
schools of social work. This solution has been identified as essential for facilitating long-term
change by providing the knowledge, training, and tools necessary to help remove the financial
barriers facing at-risk populations (Center for Social Development: George Warren Brown
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 23

School of Social Work, n.d.; Frey et al., 2017; Huang et al., 2018; Huang et al., 2020; Loke et al.,
2016; Sherraden et al., 2016; University of Maryland, Baltimore, 2017; Vyvyan et al., 2014).
The GCSW collaborative identified FL, vocational training, and improved access and
opportunity to financial services as interventions for reducing vulnerable populations’ economic
suffering (Grand Challenges Initiatives-American Academy of Social Work and Social Welfare,
2018). FC is imperative as it creates opportunity and access to financial resources. FL is taught in
various institutions, but most of these programs still fail to reach those in most need—for
example, the homeless (Huang et al., 2018; Urban Institute, 2021).
Multi-disciplinary federal, state, and local programs also address FCAB by implementing
solutions to increase opportunity and access (Huang et al., 2018; Santiago et al., 2017;
Weissman, 2021). The U.S. Financial Literacy Education Commission (2011) implements
similar solutions by creating a national strategy to improve financial knowledge. Reports on
program effectiveness are mixed as most financial literacy programs are one-time, stand-alone
curricula, and research has shown that if FC skills do not include healing one’s relationship with
money and are not practiced continuously, the ability diminishes (Resources | Financial Social
Work, n.d.; Christy & Valandra, 2017). Only recently have professions outside of Social Work
taken a client-centered, empathetic approach. The fields of psychology, psychiatry, medicine,
nursing, economics, sociology, criminology, law, technology, neoliberalism, and implementation
science, among others, are actively researching ways to identify evidence-based solutions (Çera
et al., 2020; Ivanov et al., 2020; Kim et al., 2003; Panos & Wilson, 2020; Mandell & Schmid;
Natalier, 2018; Ranganathan, 2021; Sundborg et al., 2012).
A new solution from financial institutions introduces free accounts, offering low
minimum account opening deposits, no overdraft fees, low bank service fees, small-dollar loans,
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 24

credit-builder loans based on a borrower’s ability to make payments rather than credit scores,
and new technology that can reach the un/underbanked. Additionally, organization collaboration
facilitates public programs such as state-sponsored college savings plans, refund-to-savings
initiatives to provide asset-building opportunities, and new policies that provide flexible
retirement savings programs to people without access to employer-sponsored plans (Huang et al.,
2018). Public and private organizations are introducing more programs into systems where
individuals experiencing financial strain participate. Although these solutions are a step in the
right direction, these programs still do not reach marginalized families. Programs such as Child
Development Accounts (CDA) and the Annie E. Casey Foundation’s Center for Working
Families (CWF) model solve this barrier. These programs have shown progress in increasing FL,
college attendance, homeownership, and retirement planning (Financial Inclusion, 2021; Huang
et al., 2018; Urban Institute, 2021).
Other promising solutions are federal agencies eliminating asset limits for public
assistance programs. Examples of this solution are seen in 34 states adopting this practice and
promoting vulnerable families’ access to Individual Development Accounts (IDA), increasing
the opportunity for asset-building, and decreasing the reliance on state and federal assistance
(Huang et al., 2018). Additional examples of these solutions are the Financial Links for Low-
Income People (FLLIP) and Health Professional Opportunity Grants (HPOG) education and
training programs offered to marginalized individuals for financial literacy training (The Urban
Institute, 2021). Other promising solutions are Denver, Colorado’s Home Ownership Program
(HOP) and the Family Self-Sufficiency (FSS) program (Santiago et al., 2017).
Prototype Description
SELFF builds on the Federal Deposit Insurance Corporation (FDIC) Money Smart
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 25

Financial Education (FDIC: Money Smart - a Financial Education Program, n.d.). Money Smart
is available for young people (K – 12
th
grade), young adults (16 – 24 years), adults, older adults,
and small businesses (See Appendix Y). The program can encourage partnerships with banks and
other community organizations. SELFF is innovative as it includes a module on EA, focuses on
students of helping professions, and is taught in universities. SELFF is self-contained and does
not need much to take place. Policy changes at the university level by means of adding SELFF as
an elective or core class is the strategy.
The GCSW initiative of FCAB is growing globally in notoriety and importance. The
premise of the GCSW initiative FCAB is that people need financial access, opportunity, and
assets to fulfill basic needs to have financial security and achieve their full potential (Sherraden
et al., 2015; Vyvyan et al., 2014). Current FCAB solutions addressing the problem are FL,
access, and opportunity programs within public and private organizations. FC is imperative as it
creates opportunity and access to financial resources, and FL provides the skills to implement the
learned skill sets successfully. SELFF’s target population and program goals align with this
initiative.
SELFF employs a Conceptual Framework - P Model paradigm that describes the target
population, stakeholder roles, data collection process, desired outputs, and solution (Research
Lectures, 2020) (See Appendix I). The target population profile consists of students at
participating post-secondary education universities. Interested multi-disciplinary professions will
also have access to the program and support staff (case managers, peers, volunteers) and clients
(victims, survivors, support system). The desired output is to increase awareness and the
financial capability of professionals and non-professionals to end financial incapability and EA
while helping members of our communities thrive and live independently. Implementing
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 26

SELFF’s 15-week FL curriculum in universities and the abbreviated course in various
environments will achieve the projected goal and outcomes.
Likelihood of Success
The rationale behind SELFF is that teaching FC at the foundational level increases
stakeholder contact, effective service delivery, and successful outcomes. The successful
implementation factors of SELFF are continued offering by the university, steady enrollment,
positive feedback, retainment, and employment. Requests for guest speaking engagements,
seminars, and training also prove successful implementation. The likelihood of success is
heightened as SELFF takes a multi-disciplinary, knowledge-sharing, and collaborative approach.
The more voices brought to the table, the more realistic and needs-based the curriculum will
become. The proof is in the numbers, meaning falling EA and financial inequality numbers will
evidence ultimate success.
Methodology
Human-Centered Design
To ensure a human-centered design, SELFF employed DT techniques and tools (see
Appendix A and Appendix B). The initial phase collected data, while the second phase
synthesized peer-reviewed journal articles and grey material (non-peer-reviewed articles,
newspaper articles, OP-EDs, social media content, websites, infographics, short-form videos, and
documentaries). The third phase expanded phases one and two’s focus by adding curriculum-
specific training, material, and content. Online databases accessed were the University of
Southern California’s digital libraries, EBSCOhost, Google Scholar, ResearchGate, ProQuest,
Academia, ScienceDirect, APA PsychNet, PubMed, government sites (SAMHSA), and publisher
sites (SAGE and Oxford). In-person interviews, focus groups, and surveys with multi-
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 27

disciplinary participants and those who experienced IPV in Albuquerque, NM, were also
completed with focus questions measuring knowledge and awareness (See Appendix M and N).
Design Criteria
DC answers the following objectives: must, could, should, and won’t (Liedtka, 2011). A
snapshot of SELFF DC is that the program must share knowledge and awareness to future
service providers (students) for employing FL to help numerous stakeholders become
independent and self-sufficient to improve their well-being (See Appendix O). SELFF could use
peers and volunteers to facilitate a broader scope and lower costs. SELFF should decrease the
time from education (student) to use (professional) of FL and link basic survival needs to engage
users and motivate buy-in of the action process for financial independence. SELFF won’t make
an already shameful topic more difficult by enforcing strict requirements for participation. A
more comprehensive opportunity factor that sparked SELFF's creation was initiating the FL
curriculum to helping profession programs.
Market Analysis, Financial Plans, and Implementation Strategy
A market analysis of SELFF and a similar FL program at a local university, The
University of New Mexico, School of Law- Financial Education Program, was conducted (See
Appendix P and Q). UNM’s FL program caters to high school students at one location in
Albuquerque, NM. The structure is also based on a 15-week semester and has an additional
course for law students and other interested community members (Financial Literacy Program:
School of Law | the University of New Mexico, n.d.). SELFF is focused on future service
providers while they are enrolled in their respective undergraduate/graduate programs in several
locations, with the goal of these future service providers sharing knowledge, awareness, and
services with stakeholders they contact. Although UNM is a better-known institution, SELFF’s
target population directly affects more people in the long-term.
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 28

A Financial Plan and Implementation strategy will be used to see SELFF to fruition. The
start-up period is projected to take twelve months, from October 1, 2023, to September 30, 2024
(See Appendix R and F). Grant funding, fee-for-service, and fund raising will cover the start-up
costs, and the budget will enable the implementation of the foundational aspects of SELFF
within the mental health practice of BeMeBetter’s brick-and-mortar service location in New
Mexico. Start-up revenue is estimated at $25,000, and expenses will reflect the higher costs of
new program development. The first full year of operations is the fiscal period of October 1,
2024, to September 30, 2025. The revenue needed to operate for the year is $27,000, which also
consists of the revenue from direct service, fund raising, and an estimated grant award. This
fiscal year’s operating line-item costs are different to reflect month-to-month expenses rather
than start-up costs (See Appendix U). High front-end spending is an investment of short-term
risk and minimal surplus at the end of the start-up period for growing surplus predictions
annually.
Impact and Social Change Assessment
Identifying and considering a SELFF’s social change impact is imperative and will utilize
feedback from the pre-, post-, and post-retest surveys, user self-reports, and continued stake
holder engagement to maintain program relevance, improvements, and scalability. Ongoing
program evaluations will assure fidelity to SELFF’s mission, values, goals, and desired
outcomes. SELFF impact and change assessments will also consist of administering the Social
Impact Assessment (SIA) framework (Arce-Gomez et al., 2015). SIA is a process for identifying,
analyzing, assessing, managing, and monitoring a project's potential positive and negative social
impacts.
Stakeholder Involvement
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 29

Stakeholder involvement is an intricate part of the methodological framework as
demonstrated in a Stakeholder map (See Appendix H). This process started during the problem
landscape synthesis of the data collected and is required for accurate and comprehensive problem
and solution landscapes. When identifying stakeholders, this complexity also supports
intersectionality, interdisciplinary, and inter-jurisdictional needs (Boyko, 2017). The key
stakeholders were identified by evaluating why the entity is a stakeholder, how the problem
impacts them, why they are impacted, and their expectations from start to finish. For example,
key stakeholders often ignored are those with a strong influence but low support (service
receivers, service providers, referral sources, and partnerships) and those with low influence and
low support (non-mental health-related service providers, opposers, the justice system, schools,
and employers). It is crucial to meet their needs as the problem directly impacts them, and their
inclusion will have a significant impact.
Communications Strategies
A communications strategy was developed to start the process of knowledge
dissemination and awareness of the problem and SELFF (see Appendix S). A corresponding
social media campaign with the hashtag #sheisme will raise awareness on Twitter, Instagram,
LinkedIn, and Facebook (Jamie Gonzales, 2022a, 2022b). This strategy started and continues to
include updated information and solutions, the #sheisme EA awareness campaign material, and
the SELFF FL curriculum (See Appendix V and W). The #sheisme campaign will continue to
spread awareness of recognizing signs and behaviors of economic abuse and how to help self and
others recover and live independently. This social media campaign will link to SELFF and other
resources to combat financial strain and EA. The BeMeBetter website also will have a tab for all
materials, relevant resources, and strategies for escape, recover, and financial planning. These
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 30

outlets will give stakeholders a place to learn more about the effects of financial incapability and
EA and be aware of how SELFF can disrupt the devastation.
Implementation Plan
As crucial as assessing for evidence-based practice (EBP), sound innovation and
implementation planning is also imperative. The Exploration, Preparation, Implementation,
Sustainment (EPIS) framework allows for a vigorous, well-balanced, and valid evaluation of
innovative programs and interventions in which providers, funders, and users can confidently
participate (See Appendix T). EPIS key phases direct and describe the implementation process
within and across an outer and inner context (EPIS Framework, n.d.-a). A goodness of fit
assessment was conducted using the EPIS framework for SELFF implementation in
Albuquerque, NM (EPIS FRAMEWORK, n.d.-b), as Albuquerque universities currently do not
use an FL curriculum as a core class/elective in post-secondary education programs or CU
seminars. SELFF’s goal remains to teach service providers when they are students in university
programs so they can later spread FC and EA knowledge and awareness. Implementing change
for SELFF comes with seen and unforeseen barriers and facilitators (not to be confused with
curriculum facilitators). Addressing these barriers and facilitators within the inner and outer
contexts of the identified problem is necessary for successful EBP, intervention implementation,
and sustainment. One barrier and one facilitator within the inner-outer context of each EPIS
phase are identified and briefly discussed in the following literature.
EPIS Framework - Inner Contexts
The first step in the EPIS framework is the Exploration phase. It comprises information
gathering and discovery. Implementors evaluate various stakeholders’ perspectives and priorities
while identifying champions and resistance. This step aims to identify facilitators and barriers to
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 31

address challenges in the preparation phase. One barrier to the exploration phases’ inner context
is stakeholder characteristics, specifically the stakeholder’s readiness for change. An identified
facilitator is the user’s adopter characteristics of the perceived need for change. Staff could
advocate for community partners to respond to the needs of FL and EA knowledge and
awareness at the university level within the service location.
The Preparation phase consists of planning and outreach for the EBP, gaining internal
and external support. Plan development for addressing barriers and capitalizing on facilitators
occurs during this step. An identified inner context barrier for the preparation phase is financial
values, cultural embeddedness, and beliefs (Aarons et al.; 2010, EPIS Framework, n.d.-a, n.d.-b,
Stahmer et al., 2019). A potential facilitator for the preparation phase is SELFF’s characteristic
of role specialization. The identified service institutions are extensive and specialized to serve a
diverse population, addressing the need for diversity, equity, and inclusion in the target
population.
The third phase of EPIS is Implementation. The EBP is activated, reviewed, and adapted
for effective use at this stage. A significant barrier to the inner context is the receptive context of
users and participants. Participants and users must buy into the innovation as they are the
program and intervention implementers participating in additional training and adapting their
ideology, values, and goals to meet the needs of diverse consumers. The user adopter
characteristics of demographics in adaptability are influential facilitators. A diverse staff with
lived experience will be more open to serving a diverse population and readily adaptable to
change (Aarons et al., 2010; EPIS Framework, n.d.-a, n.d.-b; Stahmer et al., 2019).
The Sustainment phase is the final step of the EPIS framework. Sustainment helps
implementors find ways to keep the evidence-based practice ongoing. A closed community’s
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 32

characteristics embedded in a guarded culture can be a significant barrier. Once training is
complete and heavy support by financial entities decreases over time, will the users adopt the
new culture long-term or revert to the original behaviors of financial incapability? An imperative
facilitator is fidelity monitoring and support by providing continued training, resources,
coaching, and a focus on repairing the user’s relationship with money. If SELFF demonstrates
commitment and fidelity, users will follow their lead. Quality assurance and feedback allow
users to feel heard and have concerns addressed quickly for a more effective outcome (Aarons et
al., 2010; Stahmer et al., 2019).
EPIS Framework - Outer Contexts
The EPIS framework’s outer organizational characteristics are also pertinent to SELFF’s
successful implementation and sustainment. An outer context barrier identified within the
Exploration phase is user advocacy. Persuading and increasing support for systematic change is
based on the target population’s demographics, needs, and priorities within universities. An
identified facilitator capitalizes on the intraorganizational networks of professional and academic
partnerships (Aarons et al., 2010; Stahmer et al., 2019). Support and peer-reviewed research
utilizing collaborative professional, community, and academic expertise can counter the
argument that FC is not a core component of social work and the related helping service fields of
study and practice.
A Preparation phase barrier is the existence of local legislation but no allocated funds for
enacting the policies. Depending on the socio-political climate and whether it is an election year,
promising programs to voters win elections but fail users when funding is not written into
government budgets and implementation of programs is not possible. A facilitator utilizes
advocacy via marketing and awareness campaigns on the local and national levels.
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 33

A significant barrier in the outer context of the Implementation phase is funding.
Obtaining funding for the startup costs associated with the new program, administration,
training, and support staff are preventing innovations from getting off the ground. Considering
the target service area is a poverty-stricken location, self-pay for services is rarely an option.
This limitation requires partnering organizations to receive financial backing from unguaranteed
grants, fund raising, and state-and employment- health insurance plans that require licensed
clinicians to provide services. A facilitator for this phase is that the intervention developer
remains engaged during the program’s implementation. SELFF’s developer and parent company
are well-known and utilized in the community.
The facilitation described above creates a barrier within the Sustainment phase. An area
of concern is whether SELFF fits existing service funds, fee-for-service requirements, and
ongoing funding. During this phase, an identified facilitator is to ensure a positive ongoing
relationship between professional-academic collaborators for continued quality assurance
through research and program evaluations. This research yields the support required when
applying for funding outside of standard insurance payments (Stahmer et al., 2019).
Line-Item Budget
SELFF will need to secure $25,000 in total revenue from various sources for program
implementation at the startup. Personnel expenses are expected to be well over $625, and
operating expenses well over $950 per month. SELFF will have a limited surplus for
contingency and reserves after deducting the total expenses from the projected revenue. The
startup fiscal year (FY1) will operate with a skeleton crew of the program developer until fiscal
year two (FY2) obtains additional grants and funding streams with successful program outcomes.
The total personnel expenses include a part-time salary and benefits for a Financial Social
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 34

Worker during FY1, adding a Project Manager in FY2, with the hopes that revenue grows
annually along with staff (Marketing Director, Administrative Assistants, and Trainers).
SELFF’s non-profit status provides opportunities for alternative funding streams managed by a
Board of Directors, but the NPO structure is a new area for the developer; therefore, the process
is still in the beginning phases of exploration and assessment.
Assessment Methods
Program evaluation for SELFF utilizes direct and indirect assessment methods focusing
on impact and outcomes. Factors considered and tools employed are testing (pre- post-, and post-
retest), participation (attendance, completion, certificates, tracking), data collection (surveys),
financial reports (budget), outcomes (knowledge attainment and use, behavior, health, and
situational improvements), and summative (testimonials). Ongoing program evaluations will
continuously assess student learning outcomes, curriculum effectiveness, fidelity, and results
analysis to make changes for program improvements.
Stakeholder Involvement
As described in previous sections, stakeholder involvement is essential for SELFF's
success. Working closely with universities, multi-disciplinary helping professions, community
partners, and participants/users ensures a seat at the table. Numerous organizations across
extensive professions have created FL programs, but building relationships with these entities
will result in knowledge sharing, awareness, collaboration, and coordination for comprehensive
interventions. Networking and forming partnerships will create referral sources and offer
differing perspectives on the problem of financial incapability outside the scope of social work.
Communication Strategies
The soft launch of the communications campaign #sheisme has occurred and will
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 35

continue to develop by adding the work of SELFF (Jamie Gonzales, 2022a, 2022b). The
#sheisme awareness campaign educates those unaware of EA and financial incapability.
#sheisme remains an internet-based awareness campaign available on various social media
platforms—for example, Twitter, Instagram, LinkedIn, Facebook, and the parent company
website. These platforms can provide data, short-form videos, blogs, images, infographics, and
resources addressing financial insecurity and EA. Various stakeholders can access this
information to increase their knowledge and awareness about the devastating effects of EA and
financial incapability, occurrence rates, and solutions within SELFF to disrupt the problem.
Challenges
Challenges, Limitations, and Obstacles
As with most programs, if not all, SELFF encountered challenges, limitations, and
obstacles. The first challenge is a lack of awareness. Extensive, comprehensive data was difficult
to find, and collaborators had never heard of the term (especially in the case of EA). These
factors highlight the next challenge, a low sense of importance. The stigma that poverty is a
choice, or a series of bad choices, places FC and EA as a low priority. The perception common
with helping professions, namely Social Work, is that the focus is never on money. The topic of
financial health is almost taboo in most domains. Trying to navigate successfully through the
neoliberal world without the knowledge, awareness, ability, access, and opportunity to thrive
independently is hopeless. This challenge also applies to direct service providers.
The identified limitations were participants' and users’ focus on survival. Revisiting the
notion that Social Workers “don’t do it for the money” has reinforced low pay and undeserving
by providers, payors, and field culture. The reality is that Master level, licensed social workers
can barely meet their basic needs and are serving through their daily survival. Along with the
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 36

people they serve, they do not have FC and cannot guide others to become financially stable.
Expecting Cultural differences also presented as a limitation for SELFF. Some participants’
cultural values, beliefs, and norms identify the man as head of household and manager of
finances. Discussion about gaining knowledge about current financial situations and plans for
improvement using FL was not well received.
The lack of a collaborative approach perspective was an obstacle during this process.
Most potential partners contacted viewed SELFF as competition to their product and declined
knowledge-sharing opportunities. Developer bias was another obstacle that had to be overcome.
Due to lived experience, the developer’s bias toward specific populations (perpetrators) created a
blind spot in empathy, research focus, and objectivity. Recognition, reflection, and implementing
SELFF on a small platform and scaling up addressed most of these challenges. The developer
took the initiative to share knowledge, hoping future partners will reciprocate and refocus efforts
on human-centered design. These limitations can also be addressed by forming strong, multi-
disciplinary relationships.
Applied Leadership Strategies
The capstone process required the employment of applied leadership skills. Innovation,
creativity, adaptability, critical thinking, and decision-making were essential for completing the
capstone project. Relationship building was a primary focus of SELFF and the most difficult as
the developer is from a uni-disciplinary private practice in the mental health profession. This
process called for honest, open communication, team member connection, capitalizing on
personal and professional strengths, setting clear goals and expectations, providing/receiving
feedback, welcoming new ideas, and clarifying motivations (Lunenburg, 2012).
Ethical Consideration and Applying Design Justice Principles
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 37

Ethical considerations and Design Justice (DJ) principles applied across disciplines,
stakeholders, and intersectionality ensure diversity, equality, and inclusion of access and
opportunity. One ethical consideration is the unintended consequence of more robust protections
for EA within the community, government, and corporate sectors (Corrie & McGuire, 2013). For
example, balancing more protections for EA while preventing increased criminal justice system
involvement. These paradoxical consequences increase desperately needed protections and
accountability, both legally and financially, but increase minority mass incarceration.
Exacerbated by the needs of the FCAB initiative, increased criminal justice system involvement
is also an identified GCSW that is biased and critically needs to be addressed (Grand Challenges
Initiatives-American Academy of Social Work and Social Welfare, 2018). This dilemma
highlights the need for collaboration and strong alliances.
Design Justice (DJ) principles are at the core of SELFF, allowing for a diverse and
inclusive engagement of problem scope, solution users, and stakeholders. DJ examples include
knowledge dissemination as the sole purpose of liberation from exploitive and oppressive
situations, voices of those directly affected by the solution as experts in their lived experiences,
ongoing facilitator accountability, accessibility, and knowledge sharing (Read the Principles,
n.d.). Employment of these principles highlights gaps in knowledge, services, and skills, giving
innovators insight into increasing access and opportunity for those left out.
Financial incapability and EA affect people of all genders, races, SES, and education
levels, with vulnerable populations the most affected. Contemporary research is emerging on the
importance of explicitly addressing equity, diversity, and inclusion, but the application of
findings is lacking. This equity, diversity, and inclusion message allows those interested in
partnerships and those needing services to relate to those involved in the system. Seeing similar
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 38

faces and situations increases comfort levels, feelings of belonging, and non-judgment. For
instance, African American and lower-income individuals report higher abuse rates, as does
young age, belief in strict gender roles, and depression. Relationship risk factors include
economic stress, conflict or instability, and unhealthy family relationships. Community risk
factors consist of unhealthy social norms or behaviors held in place by a matrix of norms, beliefs,
and schemas, while societal risk factors include traditional gender norms (Allstate Foundation,
2018; Carlyle at al., 2018; National Academies of Sciences, Engineering, and Medicine, 2018;
National Coalition Against Domestic Violence, 2020).
Conclusion and Implications
The problem and solution landscapes thus far have proven that the answer to why
financial instability and EA occur and how people are stuck, remain, or return to unhealthy
situations are not simple. One thing is clear: economic hardship remains the most impactful for
people experiencing stressful situations and all domains of their ecosystems. The lack of
economic stability and social system failures limit options for thriving, independence, finding
financial freedom, and achieving overall well-being. Change must occur on multiple systemic
levels within the intersections of the most vulnerable to disrupt this harmful cycle. Financial
capability and EA are complex and far-reaching; therefore, the solution must be comprehensive,
diverse, and inclusive. SELFF is human-centered, needs-based, and incorporates DEI,
knowledge, and awareness gaps by educating the educators and training the trainers, causing a
far-reaching, lasting, positive impact on facilitators, users, and the community. SELFF is
innovative as the target population and service locations bring core components of social work
and intersecting helping fields of study and practice back to prime teaching timeframes when
service providers are in their undergraduate/graduate programs focused on the core curriculum.
SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 39

Implications for Practice and Future Use
The rationale behind SELFF is that teaching financial capability at the foundational level
improves standard components of service delivery, best practices, and successful outcomes,
preventing burnout. A SELFF-trained user can teach FL and FC skills and increase awareness to
exponentially more users than one service provider addressing one stakeholder at a time by
taking a top-down approach to knowledge and skill dissemination. SELFF’s collaborative, goal-
oriented framework helps students and trainees enter their respective fields as knowledgeable
and efficacious professionals. SELFF involvement is not required for long-term FL and FC
knowledge sharing and application. By selecting FDIC - Money Smart Financial Education
program, multi- disciplined and experienced facilitators can educate an inclusive range of
interested users (FDIC: Money Smart - a Financial Education Program, n.d.). Students, service
providers, facilitators, and users can forward the knowledge to colleagues, clients, and
organizations for the betterment of the community, demonstrating significant ecosystem impact.
Advancing Next Steps
SELFF’s action plan, outlining advancing next steps, consists of the following
objectives—ongoing data exploration, synthesis, and application to keep the solution up-to-date
and relevant. Next, testing, retesting, and considering feedback while improving SELFF
components addressing stakeholder recommendations. The final objective is to follow through
on the non-profit status, grant application submissions, marketing, building partnerships, and
implementing SELFF’s action plan on a larger, official scale.

SAVE, EARN, LEARN FINANCIAL FREEDOM (SELFF) 40

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Appendix A
Design Thinking Initial Capstone Scoping Tool

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Appendix B
Design Brief
Design Brief
Project
Description
The purpose is to teach financial literacy and capability skills as a core
component to undergraduate and graduate students in helping professional
programs at local universities.

Increase financial capability knowledge and increase economic abuse
awareness through a day-long continuing education seminar.
Scope Inside: Students in undergraduate and graduate programs

Outside: Service providers, Volunteers, Peers, Staff, Contractors
Professors/Administrators/Board Members of Universities and
Community/Non-Profit/Religious organizations

Constraints: Gaining curriculum acceptance to major universities is
difficult, low priority level of importance

User and
Stakeholders
Designed for students in undergraduate and graduate programs

Stakeholders
 Students using curriculum
 Professors teaching curriculum
 Universities offering curriculum
 Administrators/Board members accepting curriculum
 Community/Non-Profit/Religious organizations requesting
curriculum

Exploration
Questions
What financial literacy services, tools, programs, and funding are available?
Economic abuse?

What is still needed to close knowledge and awareness gaps?

What are the anxieties around talking about money for stakeholders?

Are stakeholders requesting knowledge and awareness of financial
capability?

Are Professors/Administrators/Board members open to having financial
literacy as a core course or elective?

Will universities make financial literacy a core component of their
undergraduate and graduate programs?

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Will community stakeholders buy in?

Do facilitators and students committed to losing knowledge and awareness
gaps feel heard and supported by the administration?

What are community partners doing to support knowledge and awareness
campaigns?

What are community partners’ thoughts about bridging the knowledge and
awareness gaps?
Expected
Outcomes and
Success Metrics
Financial literacy curriculum offered in helping profession programs of
study in undergraduate and graduate universities.

Students have curriculum and resources to help bridge the knowledge and
awareness gaps.

Students feel confident and prepared for their professional careers.

People served by future service professionals are confident that their
providers are knowledgeable, aware, and financially capable of meeting
their needs.

Universities, State Licensing Boards, and Employers see improved
preparedness, confidence, and skills conducive to financial needs.

Community/Non-profit/religious organizations engage and commit to
offering or funding financial literacy curricula that will help close
knowledge and awareness gaps.

User self-reports will measure successful financial literacy, confidence in
feeling knowledgeable and financially capable, and prepared for action to
thrive independently and self-sufficiently.

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Appendix C
Elevator Pitch Video Link and Transcript
https://youtu.be/0OIeAU9yEGU
Transcript.
Jamie: When you envision Domestic Violence, do you see this? Or this?
Domestic violence comes in all shapes and sizes, but the most prevalent is economic abuse.
Why don’t they just leave?
42 million American women are victims of DV and face this question every year. That’s 20
people per minute.
99% of these abuse victims also experience economic abuse. It is the most significant barrier to
leaving an abusive relationship.
The abuse-return cycle continues because victims have no financial resources and absolutely no
idea what to do or how to do it. Imagine having to choose between staying with your abuser or
ending up homeless on the streets.
Those of you fortunate enough not to experience some degree of DV are still affected whether
you realize it or not. Our economy loses more than 8 billion dollars per year due to DV. Loss of
work productivity, emergency room visits, and strain on social services just to name a few.
Through my research, I have found that financial capability and asset-building interventions
break the cycle of abuse.
And While current interventions are showing progress, we need to take a preventative approach
because new research shows economic abuse occurring in younger populations.
This unfortunate trend pushes my objective of starting financial capability programs as early as
middle school. A curriculum in the service provider industry, for example, schools of social
work, is also on the agenda.
As I mentioned earlier, this must be system’s approach. I will collaborate with financial
institutions and other wrap-around community service agencies to employ these programs.
I will also reach out to representatives at the legislative level to fill current policy gaps that tie
the hands of courts and authorities.
My goal in implementing these programs is to break the economic abuse cycle using financial
capability because every person deserves financial freedom.

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Appendix D
Save, Earn, Learn Financial Freedom (SELFF) Prototype Snapshot

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Appendix E
Implementation Plan

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Appendix F
Note-Taking Matrix Sample

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Note. A complete note-taking matrix is available upon request.

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Appendix G
Socio-Ecological Framework (Map)

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Appendix H
Stakeholder Map

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Appendix I
Conceptual Framework

Note. Cristobal & Cristobal (2017). Practical Research 2. South Triangle Quezon City: C&E
Publishing, Inc.

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Appendix J
Logic Model

Note. Smith, J. D., Li, D. H., & Rafferty, M. R. (2020). The Implementation Research Logic
Model: a method for planning, executing, reporting, and synthesizing implementation projects.
Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-01041-8

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Appendix K
Theory of Change Model

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Appendix L
Save, Earn, Learn Financial Freedom (SELFF) Curriculum Presentation

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Appendix M
Interview Questions Version 1 and Version 2
Interview Questions for Professionals (V1)
Participant ID: ____________ Date: ______________ Time: ____________

1. What type of services does your organization provide?
2. What is your title?
3. What type of clients does your organization serve?
4. Does your organization screen for IPV? Screen for Economic Abuse?
5. What does Economic Abuse mean to you?
6. How difficult is it to identify a victim of EA?
7. Do you feel confident in your financial literacy and the ability to teach clients financial
capability skills?
8. Where did you first learn about Financial Capability? EA?
9. Have you attended classes or seminars on Financial Capability? EA?
10. Have you received formal training on how to serve victims of EA?
11. Are you familiar with EA’s addition to VAWA this year?
12. In the population you serve, how would you rate the seriousness of EA?
13. What are the demographics of the population you serve experiencing EA? (Gender, age
range, race, SES, employment status, education level)
14. What are the economic barriers that your clients present?
15. What is the main reason your clients return or never leave their abuser?
16. In what other ways are the problems/needs of EA victims different or similar to other
victims of IPV?
17. What are the needs you have identified for your EA clients?
18. What services does your agency provide to EA victims?
19. What services have you had to refer out?
20. Do you think your current policies, procedures, and training are adequate to identify and
treat EA victims?
21. Does your organization have procedures to ensure safety, reporting, referrals, and
collaboration?
22. What are the most critical barriers you face in providing services?
23. Based on what you know about your clients, what are some reasons victims do not seek
services?
24. Besides sending and receiving referrals, what types of collaborative activities do you
engage in regarding EA victims?
25. Which agencies or individuals do you collaborate with for the collaborative activities
indicated above?
26. What do you or your organization need to help you better provide services to EA
victims?
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27. Based on your experiences, what assistance would other organizations need to improve
their services to victims of EA?
28. Additional comments or questions? Is there anything you think I should know or did not
ask?
29. Can you refer us to other organizations or individuals we should interview?
30. Could I contact you for follow-up questions?

Interview Questions for Non-Professionals (V2)

Participant ID: ____________ Date: ______________ Time: ____________

1. How would you describe yourself? (Gender, Age, Race, Ethnicity, Religion, Education,
SES, Employment status, Sexual Orientation)
2. What type of Intimate Partner Violence did you experience or commit? Physical,
Psychological, Sexual, Economic?
3. Were there any pre-physical behaviors that you can think of as major red flags to the
IPV?
4. What prevented you from seeking out help?
5. Have you ever heard of the terms Economic Abuse? Financial Abuse? Financial
Literacy? Financial Capability?
6. Did your providers, past and present, screen for economic abuse?
7. What was your experience?
8. What social supports did you go to for help?
9. What services are you familiar with regarding help/recovery from EA?
10. What are services missing that you feel would have helped more or sooner?
11. Are such programs, skills, or resources available and accessible in your community?
12. What would help make these services, resources, or referrals more accessible? (i.e.,
central database, app, website)
13. Were there negative encounters you experienced when being treated or seeking services?
14. Did your service providers possess this knowledge, skills, and information?
15. Were you confident in their knowledge, skills, and recommendations?
16. What would help you become more financially independent and secure?
17. How long did it take you to recover from your experience with economic abuse?
18. What would have made it more manageable, more tolerable?
19. Did you feel protected, safe, or listened to when seeking help?
20. Did you feel judged or shamed by support or providers?
21. What would you tell a friend going through economic abuse?
22. What would you tell your previous self during the different stages of the abuse?
23. Additional comments/questions? Is there anything you think I should know or did not
ask?
24. Can you refer us to other individuals we should interview?
25. Can I contact you for follow-up questions?

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Appendix N
Survey Data and Samples (Version 1 and 2)
Table N1. Participant Demographics

Note. Demographics Across Data Collection Methods

Table N2. Data Collection Methods Results

Note. Focus Question Results Across Data Collection Methods

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Figure N1. Professionals’ Survey Screenshot QR Code

Note. Screen sample of Economic Abuse knowledge dissemination and survey questions.

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Figure N2. Non-Professional Survey Screenshot and QR Code

Note. Screen sample of Trigger Warning, Informed Consent, and survey questions.

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Appendix O
Design Criteria

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Appendix P
Market Analysis

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Appendix Q
The University of New Mexico Financial Literacy Program Webpage and Link
https://lawschool.unm.edu/finlit/

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Appendix R
Financial Plan

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Appendix S
Communications Plan
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Appendix T
EPIS Framework

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Appendix U
Budget

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Appendix V
#sheisme Awareness Campaign Short Form Video Link (1)
The Invisible Hands of Domestic Violence [Video]
https://www.youtube.com/watch?v=pSPuTrV8Zkc

#sheisme Awareness Campaign Short Form Video Link (2)
#sheisme [Video]. YouTube.
https://www.youtube.com/watch?v=Ijc7G_vdCvw

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Appendix W
Awareness Campaign Infographic

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Appendix X
FDIC Money Smart Infographic

Note. FDIC: Money Smart - A Financial Education Program. (n.d.) https://www.fdic.gov/resources/
consumers/money-smart/index.html

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Appendix Y
Prototype Link
https://miro.com/app/board/uXjVMC_xr6g=/?share_link_id=186265299950

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Appendix Z
Save, Earn, Learn Financial Freedom (SELFF) Project Capstone Defense Presentation

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Abstract (if available)

Abstract The Save, Earn, Learn Financial Freedom Capstone project addresses the wicked problem of Financial Insecurity and Economic Abuse by disrupting the knowledge and awareness gaps of those in the helping professions by teaching financial capability and financial literacy at the university level. The Grand Challenges for Social Work Initiative, Build Financial Capability and Assets for All, identified financial inadequacies and economic abuse as the most impactful on a systems-wide scale. Due to inadequate or absent education and training, direct service providers are unaware of the signs, impact, and how to address these devastating problems. Service providers’ lack of financial capability directly affects their ability to help vulnerable populations thrive independently. Data from this project further supports the need for financial capability awareness, education, and training, yet remains the least utilized and most ignored form of core curriculum in post-secondary education. An effective way of addressing this is through early education and training. Thus far, the research has supported the need for an early, intersectional, and multi-disciplinary approach to disrupting the knowledge and service gap that this lack of awareness leaves behind. SELFF allows service providers to obtain and pass financial literacy knowledge to multitudes of stakeholders as it becomes a core component of university programs and continuing education training using a top-down approach. The expansiveness of SELFF’s curricula and seminars will help target populations gain invaluable knowledge for a more comprehensive approach to prevent, identify, and implement practical strategies to build financial capability and assets for all.

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Asset Metadata

Creator Gonzales, Jamie Lynn (author)

Core Title Post-secondary academia centered financial wellness as a core curriculum for building financial capability and assets for all: Save, Earn, Learn Financial Freedom (SELFF) project

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Degree Conferral Date 2023-08

Publication Date 09/07/2023

Defense Date 07/31/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag domestic violence impact,economic abuse,feminization of poverty,financial capability,financial dependence,financial efficacy,financial literacy,intergenerational poverty,OAI-PMH Harvest,socio-ecological impact of economic abuse,violence against women

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Rank, Michael (committee chair), Bibb, Ivette (committee member), Whiley, June (committee member)

Creator Email jamiegon@usc.edu,jamielynn@bemebetter.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113303424

Unique identifier UC113303424

Identifier etd-GonzalesJa-12328.pdf (filename)

Legacy Identifier etd-GonzalesJa-12328

Document Type Capstone project

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