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Running head: EFFECTS OF TRANSITIONAL HOUSING ON HOMELESS CHILDREN

The Effects of Transitional Housing on Homeless Children:


A Research Study
Buckley, Casasola, Charlton, Keniry, Zakerski
University of South Carolina

EFFECTS OF TRANSITIONAL HOUSING ON HOMELESS CHILDREN

Introduction
Our group has decided to focus on The Hannah House, which serves as transitional
housing for women and children. The degree of homelessness and need for transitional housing
among women and children in South Carolina is vast. According to data collected by MckinneyVento Educational Programs, more than 11,272 of South Carolinas children experience
homelessness each year (South Carolina, 2010). The Hannah House provides housing for these
women and children for three to six months. We plan to evaluate the programs and services set
forth by the Hannah House, which cater to their young residents. Some services provided by
Hannah house include parenting classes, youth bible studies, and tutoring for both adults and
children. These services are offered to residents through the Hands Up Program. The Hands Up
Program focuses on the importance of education and personal development. We plan to evaluate
whether or not the Hands Up Program is effective in supporting the overall development and
growth of the children involved.
The purpose of this study is to gain a better understanding of how participation in the
Hands Up Program during time spent in transitional housing affects young children on different
levels of development, including their emotional, cognitive and social development between the
time they enter transitional housing and the time they leave. The studys target will be the
children in transitional housing who are participating in the Hands Up Program. Our focus will
be geared towards improving the childrens development; this study can also potentially
strengthen the family unit as a whole.
The research question we plan to pose is relevant to social work; there is a need to focus
on vulnerable populations such as women and children in transitional housing. The information

EFFECTS OF TRANSITIONAL HOUSING ON HOMELESS CHILDREN

we plan to gather could possibly improve the lives and development of these young residents.
Providing extra support for their overall well-being can possibly make an impact.
After considering the details of our study, we propose the hypothesis that based on the
effectiveness of the Hands Up Program, a childs development will be effected in the areas of
emotional, cognitive and social development after a significant amount of time spent in
transitional housing. We will explore the areas of child development and well-being that are
affected throughout the study in order to pinpoint areas where The Hannah House could insert
helpful programs.
Literature Review
The proposed study focuses on The Hannah House, transitional housing for women and
young children in Columbia, South Carolina. Currently, more than 11,272 of South Carolinas
children experience homelessness each year (South Carolina, 2010). With the number of
homeless women and children within the United States steadily increasing, young children that
are residents of transitional housing are considered a vulnerable population. The purpose of this
research study is to gain a better understanding of how time spent in transitional housing affects
the population of young children on different levels of development; the study specifically
focuses on levels related to social, cognitive and emotional development. The information we
plan to gather through the evaluation of services provided could possibly improve the lives and
development of children currently living in transitional housing.
Child Risk Factors Associated with Development
After reviewing current literature displays that there is a correlation between
socioeconomic factors and a childs development. An article titled Socioeconomic and
Biological Risk Factors for Developmental Delay in Early Childhood found that there is a direct
correlation between socioeconomic factors, such as low level maternal and paternal education
level, greater than three children in the home, and low level income on a childs development

EFFECTS OF TRANSITIONAL HOUSING ON HOMELESS CHILDREN

(Ozkan, Senel, Arslan, & Karacan, 2012). The article also stated in its conclusion that
socioeconomic factors were just as relevant as biological factors, such as low birth weight,
gestational age at birth, and maternal age less than 20 years old, when assessing a childs
development (Ozkan, et al., 2012).
Another article on how housing characteristics affect a childs well-being found that for
low-income families, who face notable challenges in accessing safe, stable, and affordable
housing, the housing context may be particularly influential (Coley, Leventhal, Lynch, & Kull,
2013, p. 1777). Considering the young age of many residents of the Hannah House, our group
will take special consideration on the instability that transitional housing may or may not present.
According to the 2013 article, residential instability also has been linked to poor developmental
outcomes (Coley, et al., 2013, p. 1779). While evaluating the development of child residents,
researchers must consider all aspects of socioeconomic, biological and oppression factors that
the child encounters on a daily basis while living in transitional housing.
Emotional development in Transitional Housing
When children move to transitional housing, they are leaving behind friends, schools, and
their sense of familiarity, directly affecting their emotional development. An article describes
some of the problems that arise in children that are homeless or from unstable homes, including
less access to health care. Homeless children also have three times the normal rate of emotional
and behavior problems, such as anxiety, depression, sleep problems, withdrawal and aggression
(McCoy-Roth et al., 2012, p. 2). Children in transitional housing have had their lives uprooted
and therefore need attention and treatment for emotional and behavioral problems that may
occur.
Additionally, research shows that 80% of mothers and children that are homeless have
previously experienced domestic violence (McCoy-Roth et al., 2012, p.2). While it is important
to remember that not all of the children living in the Hannah House have experienced violence or

EFFECTS OF TRANSITIONAL HOUSING ON HOMELESS CHILDREN

lived on the streets, researchers will consider that children will experience different emotions and
problems; every childs experience should be viewed individually. Another article displays how
children can be negatively affected by the attitudes of parents and their housing quality. The
article explains how researchers have found that qualities of poor housing such as peeling lead
paint, rodent problems, and exposed wiring can directly impact children by contributing to
physiological stress (Levine-Coley, Leventhal, Doyle Lynch, & Kull 2013, p. 1). This stress
can lead to inhibitions in emotional stability. The research study will focus specifically on
measuring the link between a childs emotional development and their stay in transitional
housing as primary factors in their overall well-being.
Cognitive Development in Transitional Housing
According to the current research, homelessness and poverty may also cause a delay in
childrens cognitive and language development. According to Willard and Kulinna, more than
80% of families in transitional housing are female-head (Willard, A.L., & Kulinna, P.H. 2012, p.
16). These women who act as the head of household, are amongst the poorest in the nation and
have very low education levels. It is crucial for childrens literacy development to begin
immediately. However, most women have little to no college education, which may ultimately
affect their abilities to care for a child, sustain employment, and provide for themselves with
general individual care. In their article, Willard and Kulinna state that a study done in an after
school program for homeless children in Bronx, New York provided effective one-on-one
tutoring, homework assistance, and theme-based educational activities to accelerate learning;
this supports that children thrive in an environment that supports literacy development with oneon-one instruction (Willard, A.L., & Kulinna, P.H. 2012).
Additionally, changing schools frequently hinders a childs academic progress due to the
need to adapt to different environments. Oftentimes, children are not enrolled in school while
they are living in a shelter, which leads to learning gaps. (Sinatra, R., & Eschenauer, R., 2012).

EFFECTS OF TRANSITIONAL HOUSING ON HOMELESS CHILDREN

Another study found that an effective method for childrens literacy skills progression might be
to provide shelters with free books to sustain their literacy levels while they live in the shelter.
The article claims low socioeconomic status and few books in the home were reasons for the
achievement gap in reading between white and minority students (Willard, A.L., & Kulinna, P.H.
2012). While cognitive development may typically rank high amongst a parents goals for their
children, the efforts may not always be carried out at home. This further reveals the need for
research on childrens development in order to develop interventions to promote cognitive
development.
Social Development in Transitional Housing
Living with instability in transitional housing for children under the age of 18 can be
detrimental to social development. Some instabilities could include family income, parental
employment, family structure, and the out-of-home contexts of school and child care
(Sandstorm & Huerta, 2013). The article by Sandstorm and Huerta focuses on the effect of
different types of instability on children and their development, stating that children from birth
through age nine showed that moving two or more times during the first two years of the childs
life led to increased internalizing behaviors at age 9, such as anxiety, sadness, and withdrawal
(Sandstorm & Huerta, 2007). When homelessness negatively impacts a childs neighborhood and
school district, it may also negatively affect the childs peer relationships and their ability to start
and maintain friendships.
Another article titled Trauma Among Homeless Youth focuses on the effects of trauma
that likely occur before and during homelessness. A common trauma experienced by homeless
children is abuse. These rates of abuse vary across studies, ranging from 17 to 35 percent for
sexual abuse and 40 to 60 percent for physical abuse and neglect (Schneir et al., 2007). Due to
the effects of abuse, many homeless youth suffer from anxiety disorder, depression, Post
Traumatic Stress Disorder, and other mental health issues. As a result, many street youth create

EFFECTS OF TRANSITIONAL HOUSING ON HOMELESS CHILDREN

street families to find the unconditional love and support that they did not receive from their
parents/caregivers (Schneir et al., 2007).
The proposed research seeks to add to the current research on the developmental effect of
child homelessness and transitional housing. The proposed research will evaluate the specific
programs in place at the Hannah House in the areas of emotional, cognitive and social
development while considering each individual residents risk factors. The programs have not
currently undergone an impact evaluation and therefore we do not know if they are effective or
how effective they may be over time. The importance and potential impact of the study is broad,
as it could lead to enrichment of current programming within the Hannah House as well as the
development of new programs to further aid in the development of the children who are residing
there.
Agency Description: Hannah House
The Hannah House is an agency in Columbia, South Carolina that provides transitional
housing for women and children. Originally a hotel in the 1940s, Hannah House is now a Christ
Central Ministries housing facility equipped with about 40 beds. These rooms are divided into
one or two bedroom apartments as well as dormitory style living. The fourth floor has dormitory
style living, which can house 12 women with no children. The rest of the house has apartment
style living quarters; the one and two bedroom apartments are reserved for women with up to 5
children. The Hannah House facility included a kitchen, laundry facility, living and dining room,
a childrens play room, and staff offices in addition to the private residential living spaces. A
clothing boutique is also located in the basement of the Hannah House. The boutique consists of
clothing items that have been donated by individuals and other organizations.
The mission of Hannah House is to give hope to those without by teaching life skills
necessary to succeed in our society and to create a foundation in Jesus Christ ( About Us).
Further, their vision is to create a self-sufficient woman capable of caring for her children and

EFFECTS OF TRANSITIONAL HOUSING ON HOMELESS CHILDREN

building a future for her family (About Us). During a familys stay, which typically lasts
between three and six months, Hannah House provides residents with many services; some of
these services include counseling, spiritual counseling, job skills training, and parenting classes.
The Hannah House also provides three meals a day to the women and children, as well as
personal hygiene supplies. For children, there are multiple activities to become involved with
that creates the proper environment needed while the mothers focus on improving their skills and
building a healthy family. All children are encouraged to take part in bible study, YMCA summer
camp, an annual Christmas party, and an annual Easter party.
The Hannah House operates solely on donations. They accept both Memorial and
Honorarium Donations. One can donate to the Hannah House on their website while also
subscribing to their newsletter and following them on Instagram. Hannah House is a 501(c)(3)
organization, which makes all donations tax-deductible. There are no official paid positions
which volunteers extremely important. Students from the university as well as community
members are welcome to volunteer at the Hannah House.
Methods: Research Design
The research design will consist of two paper surveys (pre and post-tests) administered to
the parents or guardians of the children staying in the Hannah House. Parents or guardians are
selected as participants due to the young ages of children participating in the program. The
Parents or guardians will have more direct knowledge of the childs developmental progress. The
paper survey will include questions that ask the parent or guardian to rank the child through
levels of happiness, and signs of age-appropriate emotional and social development, as well as
their cognitive development as related to their level of competence in school. Questions will be
developed by the researchers to include several Likert scales that parents may use to rate the
levels of development in the child. There will also be a series of demographic questions related
to the child as well as the parent or guardian, as well as questions about the length of their stay in

EFFECTS OF TRANSITIONAL HOUSING ON HOMELESS CHILDREN

transitional housing and how many times they have considered themselves homeless. After
collecting the initial paper survey, participants will be given the option to participate in a
personal interview with the researchers, where they will be asked questions to further explain
their responses on the paper survey.
All paper surveys and interviews will be administered on-site at the Hannah House in the
general activity room. The location is suitable for this design because it offers the group tables
and chairs and maintains a comfortable, convenient and familiar setting to the participants. This
research design is the best option for the collection of data because the participants, as parents,
will be interested in the effects transitional housing on their child/childrens development. The
paper surveys are the least invasive and therefore generally acceptable for parents and guardians
that are participating in the study. They can choose sign up for a personal interview. The concept
of a post-test will be more challenging, considering many residents of the Hannah House do not
stay for more than three month periods. The researchers will be diligent in keeping up with
participants in order to obtain their post-test data.
Methods: Data Collection
The method for collecting data will be through two paper surveys (pre-test and post-test)
administered to the parent or guardian of the children at Hannah House to study the magnitude of
the positive or negative effects that transitional housing has on their lives. Voluntary interviews
will be offered for further explanation on their answers to the paper surveys. Surveys will be
administered over the course of three months that inquires on the levels of development of the
child - cognitive, emotional, social, etc. It will be measured on a Likert scale ranging between
strongly agree and strongly disagree. Challenges that may occur with collecting data is
losing track of families during the post-test as that many residents do not live there for more than
three months. In order to ensure validity and reliability, the interviews will clarify responses and

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also a pilot test can be done to determine if they are prompting the kind of responses needed to
measure the hypothesis.
Some factors to be mindful of are the cultures of study participants. Depending on the
familys worldview, answers will be different according to how they define levels of happiness
and what they define human development to be. Also, literacy levels will vary, so those
administering the surveys can intervene so this does not affect results. It is important that during
the conduction of personal interviews, all responses are made valuable and useful through
conveying the appropriate attitude and communication skills.
Methods: Sample Design
A non-probability sampling method will be used in the research study. The sample being
collected is not randomized. Each child who resides in the Hannah House over a 3-month period
will be considered for sampling. Using a non-probability sampling method was the best choice
when considering the time, difficulty, and expense of drawing a probability sample.
The specific sampling method to be used is a convenience sample. A convenience sample
has been chosen because our group is utilizing available participants from the Hannah House.
The close proximity allows us to collect the sample in a timelier manner. Using this method will
also minimize any costs associated with gathering a sample.
Only focusing on sampling those who are residents of the Hannah House may be seen as
a weakness due to the relatively small sample size. It would be difficult to generalize our
findings, being that our sample size is limited to residents living in the Hannah House. This
sample design is the best choice because it is cost efficient and easy to conduct.
Protection of Human Subjects
During this study, the protection of the human subjects is essential in order to benefit the
subjects and the research study. The protection of human subjects will be achieved by voluntary
participation and informed consent. Before the start of the study, all of the subjects will be aware
that they are potentially going to be in the study. They will be fully informed about the
procedures in the study and the potential risks and they will give their consent in order to

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participate. The participant has the option to weigh the risks and benefits of the study that were
given to them. After all the subjects are acquired for the study, we will use confidentiality in our
study to protect their identities. Our research design includes pretests and posttests; because of
this, the researchers will be able to determine the identity of the participant who completed each
test in order to benefit the study and assess progress over time. The subjects will also have the
opportunity to do personal interviews and the interviewer will maintain their confidential status.

References
Levine Coley, R. L., Leventhal, T., Lynch, A. D., & Kull, M. (2013). Relations between housing
characteristics and the well being of low-income children and adolescents.
Developmental Psychology, 49(9), 1775-1789. doi: 10.1037/a0031033
Levine Coley, R., Leventhal, T., Doyle Lynch, A. D., & Kull, M. (2013). Poor quality housing is
tied to children's emotional and behavioral problems. How Housing Matters, 1-4.
Retrieved February 9, 2015, from www.macfound.org
McCoy-Roth, M., Mackintosh, B., & Murphey, D. (2012). When the Bough Breaks: The Effects
of Homelessness on Young Children. Child Trends, 3(1), 1-10. Retrieved February 8,
2015, from childtrends.org

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Ozkan, M., Senel, S., Arslan, E., & Karacan, C. (2012). The socioeconomic and biological risk
factors for developmental delay in early childhood. European Journal Of Pediatrics,
171(12), 1815-1821. doi: 10.1007/s00431-012-1826-1
Sandstorm, H., & Huerta, S. (2013). The Negative Effects of Instability on Child Development:
A Research Synthesis. Urban Institute, 1-57.
Schneir, A., Stefanidis, N., Mounier, C., Ballin, D., Gailey, D., Carmichael, H., & Battle, T.
(2007). Trauma Among Homeless Youth. National Child Traumatic Stress Network, 2(1),
1-7.
Sinatra, R., & Eschenauer, R. (2012). Results of Innovative and Supportive Learning Programs
for Homeless Children and Adults. Learning Environments Research, 15(3), 403-417.
South Carolina; America's Youngest Outcasts: State Report Card on Child Homelessness. (2010,
January 1). Retrieved February 11, 2015.
Willard, A. L., & Kulinna, P. H. (2012). Summer Literacy Intervention for Homeless Children
Living in Transitional Housing. Journal Of At-Risk Issues, 17(1), 15-21.

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