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Supporting Intimate Partner Violence Survivors Who Have Experienced Homelessness or Housing Instability
No full textBackground: Intimate partner violence (IPV) is the leading cause of homelessness among females in the United States (Sullivan et al., 2022; Sullivan et al., 2023). Additionally, Pavao et al. found that “women who experienced IPV in the last year had almost four times the odds of reporting housing instability than women who did not experience IPV.” (2007).
Primary Research Goal: The purpose of this review is to help address the needs of survivors of intimate partner violence (IPV) who have experienced homelessness or housing instability (HI).
Research Questions: The research question is three fold, first looking at how experiencing intimate partner violence impacts the likelihood of an individual to experience homelessness or become homeless? Then asking what barriers do individuals who have experienced both homelessness and intimate partner violence face when accessing community resources such as emergency shelter, long-term housing, and support services? Finally, what elements constitute programs that successfully serve survivors of domestic violence/intimate partner violence who experience homelessness?
Findings: With this research, a culmination of reasons were found to increase the likelihood of someone to experience homelessness or housing instability after leaving an IPV relationship. In addition, multiple needs and barriers were identified through the review of programs currently available to this population.
Intervention/Policy Implications: Recommendations for intervention and policy include revising the current structure of programs aimed to serve this population, to include more comprehensive services that address the needs this population is experiencing. Additionally, looking at how the healthcare system can serve as a resource to this population and the importance of access to quality and affordable healthcare. Finally, proposing an increase in federal and state funding for these programs to restructure their programs and add additional resources in underserved communities
UNI Athletics - Campus/Community Collaboration / Human Interactions
Get PDFIn this session we would share how the rest of campus and our community can partner with athletics in mutually beneficial ways. UNI Athletics has a unique platform that reaches thousands of students, community members, and alumni through several different touchpoints including 100+ home athletic events, community service/outreach, and more. These home athletic events are a great place right here on campus to meet colleagues, hold office meetings/gatherings, and showcase your campus pride
Notes for the Stalled, v17n08, May 2025
Get PDFContents:
--- De Stress Days --- Extended Hours --- Work in Progress --- Congratulations!https://scholarworks.uni.edu/libnotes/1149/thumbnail.jp
2025 Runner-up Award Winner, Anna Anderson, at the Mary Ann Bolton Undergraduate Research Award Ceremony [Photo 2]
No full textAlt Text: 2025 Runner Up Award Winner Anna Anderson (middle) with Mary Ann Bolton (left) and Dean of Library Services Theresa Westbrock (right).https://scholarworks.uni.edu/bolton_photos/1037/thumbnail.jp
This Is Theatre: Deconstructed Repetition and Theatre-in-Education during Covid-19
Get PDFThis project report is a practical application of deconstructed repetition model, I devised by merging Augusto Boal and Baz Kershaw, in an undergraduate Composition Writing class in Louisiana State University, Baton Rouge, U.S. As the facilitator Deconstructed repetition means cost-effective repetition of personal and local stories for introspection in order to engage the community members, address the oppression, and celebrate the local culture. The four stipulations of the models are: avoiding the Western canon (or hegemonic voice), making the audience(s) see direct and indirect oppression, circumventing commodification while maintaining audience interest, and celebrating local culture instead of downright criticizing it. For this specific project I set two project goals i.e. exploring personal truth and undergoing ideational transaction. I define ideational transaction as participants self-teaching themselves about the issue, exploring their subjective experiences with objective angles, and finding solutions to their issues. Activist practitioners provide multiple deconstructed repetition techniques among which I selected Story Circle to implement the model. I taught my class the Composition Writing curriculum and as the joker I created an imaginary space for them to deconstruct their stories. In the fifteen-week-long Spring 2021 semester, the students participated in five story circles i.e. “Zoom/In Person Class Issues, Toxic Household, Effect of Social Media, Dealing with Loss,” and “Body Insecurity.” I measured successful ideational transaction through their two main assignments, i.e. “Observation Logbook” and “Final Essay.” The spect-actors explored their truth via analyzing their own stories through a series of assignments, self-learning about the same issue in society, and going through ideational transaction where they came up with suggestions to solve the issue in their Louisiana State University (LSU) community
Joker Forum Theatre as A Classroom Teacher: Qualitative Research Data.
Get PDFThe task of maintaining the focus and interest of students on the teaching and learning process in the classroom is still a challenge for teachers of Moral Education subject. Students who do not pay attention, cannot understand moral values, accept and show commitment to them. The failure of students to focus will also fail the effort to produce moral human beings. Meanwhile, the role of theater in the field of education is also undeniable. Therefore, a form of community theater named Forum Theatre has been used as a pedagogy of teaching Moral Education among preservice teachers. In the context of this study, a unique element in Forum Theatre, namely the ‘Joker’ element was used to play the role of classroom teacher. Thus, the lecturer and the preservice teachers has played the role of Joker to implement the teaching and learning process in the classroom. In this study, lecturer and preservice teachers were involved in the four steps of Forum Theatre. Preservice teacher as a Joker has conducted teaching and learning sessions in the form of micro teaching to other classmates
2025 University of Northern Iowa Softball Overall Statistics
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--- Batting Statistics--- Pitching Statistics--- Fielding Statisticshttps://scholarworks.uni.edu/amg/1460/thumbnail.jp
Joyful Justice
Get PDFPolitical Science is not an obviously joyful discipline, and wrestling with injustice in the classroom is not an intuitive way to open the door to joy. But when students and professor alike practice compassion for victims of injustices (such as sexual violence and white supremacy) and for each other, they sometimes find the kind of common ground that allows joy into the room. Treating one another as peers in a community aimed at seeking to understand what justice is and what it feels like, we experience justice as beautiful, shared work that we can practice at a small scale, setting the standard for how all our work should feel
