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Dr. Royse is the author or co-author of these seven books:
Royse, D., Staton-Tindall, M., Badger, K. & Webster, J. M. (2009). Needs Assessment. Oxford University Press.
Royse, D., Thyer, B. & Padgett, D. Program Evaluation: An Introduction. Brooks/Cole (5th edition 2009)
Royse, D. Research Methods in Social Work. Brooks/Cole (6th edition, 2010)
Royse, D., Dhooper, S. S. & Rompf, E. L. Field Instruction: A Guide For Students. Allyn & Bacon (6th edition 2010)
Montcalm, D. & Royse, D. (2002). Data Analysis for Social Workers. Needham Heights, MA: Allyn & Bacon. (1st edition)
Royse, D. (2001). Teaching Tips For Collge And University Instructors: A Practical Guide. Needham Heights, MA: Allyn & Bacon.
Royse, D. How Do I Know It's Abuse?. Springfield, IL: CC Thomas, 1994.
Additionally, he has authored or co-authored approximately 70 peer-reviewed articles in professional journals. Recent research interests have included projects involving cancer screening and burn survivors. He has also chaired 12 Ph.D. dissertations on a variety of topics.
Elizabeth Lewis Rompf earned her B.A. in sociology from St. Mary’s College, Notre Dame, IN., her M.S.W. from the University of Kentucky, and her doctorate in Higher Education at the University of Kentucky. She joined the College of Social Work as an instructor, eventually attaining Associate Professor.
Dr. Rompf served as Director of the Undergraduate Program and as Field Director. As Field Director she led efforts to create a Field Advisory Board, implement a Practicum Review Board, develop guidelines for student study abroad initiatives, establish evaluative criteria for Field Professors and Field Instructors, and write the “College of Social Work Handbook and Field Education Manual.”
Dr. Rompf has co-authored the book Field instruction: A guide for social work students, (5th ed.), presented at national and regional conferences, and published in peer-reviewed journals on topics such as open adoption, family-friendly workplaces, spousal abuse and the criminal justice system, and teaching social work practice. She holds certification in Aging from the Ohio Valley Appalachia Regional/Geriatric Education Center, Open Adoption Counseling, and Child Birth Education. She completed the Council on Social Work Education’s Curriculum Development Institute Program on aging and participated as Resource Faculty for the UK Gerontology Center. She co-evaluated the Gerontology Certificate at Sanders Brown Center and presented at the National Conference for Gerontological Social Work Education.
Since 1987, Dr. Rompf has been the PI for the Public Child Welfare Certification Program. She co-leads the College initiative, funded by the Hartford Foundation, to integrate gerontological research and practice across the curriculum and she reviews for the journal of Gerontology and Geriatrics Education. She engages in research on future KY nursing home care. Dr. Rompf co-chairs the College’s Faculty Appointment and Tenure Committee and serves on the College’s Curriculum Committee and the Undergraduate Committee. She has participated in fifteen doctoral committees, both as member and outside reviewer. She teaches undergraduate practice, field education, and the capstone M.S.W. course.
The College elected her to the University Senate and to the University Undergraduate Council. The President appointed her to the “Initiative on Undergraduate Education” Committee, and the Provost to the “Review and Evaluation Committees” for the Center on Drug and Alcohol Abuse, and the Office of Minority Affairs. The Provost also appointed her to two Dean Search Committees. She is past treasurer of the Kentucky Association for Social Work Educators, former director of the Lexington Catholic Social Services Bureau and Birthright of Lexington. She volunteered on the Kentucky Social Welfare Foundation for nine years. Dr. Rompf was appointed to a six year term on the Lexington Diocesan Commission for Women.
Surjit Singh Dhooper is Professor Emeritus, College of Social Work, University of Kentucky. His professional experience, spread over 40 years, included both practice and teaching. He had was involved with direct practice as well as administrative and community organizational work in health care settings for 18 years and taught at both undergraduate and graduate levels for over 22 years. He also held academic administrative positions such as Director of the Ph.D. Program and Director of Graduate Studies in the College of Social Work. He was awarded an endowed professorship - Constance Wilson Professor of Mental Health in 2000 which he occupied until his retirement.
He was among 250 nationally prominent, most published, social work scholars in the 1980s in a study by the Virginia Commonwealth University School of Social Work. He authored or coauthored five books, about 50 journal articles, and over 20 book reviews, and presented papers at many national and international conferences. Besides Field Instruction: a Guide for Social Work Students, his books include Social Work and Transplantation of Human Organs (1994), Social Work in Health Care in the 21st Century (1997), and Social Work Practice with Culturally Diverse People (2001). He was a consulting editor and/or book reviewer for many professional journals including Journal of Social Work Education, Social Work, Health and Social Work, Journal of Gerontological Social Work, Journal of Social Service Research, andJournal of International & Comparative Social Welfare. He served as amember of several university, community, and national committees and boards, such as the National Committee on Racial and Ethnic Diversity, the Board of Trustees of the Legal Defense Service, and the Aging Practice Section Committee of the National Association of Social Workers. He also served as a Site Visitor on behalf of the Commission on Accreditation, Council on Social Work Education.
IN THIS SECTION:
1.) BRIEF
2.) COMPREHENSIVE
BRIEF TABLE OF CONTENTS:
Chapter 1: Field Instruction and the Social Work Curriculum
Chapter 2: The Partnership with Social Service Agencies
Chapter 3: Getting Started
Chapter 4: The Intern: Learning New Roles and Practicing Safety
Chapter 5: Contexts in Which Social Workers Operate
Chapter 6: Client Systems: The Recipients of Service
Chapter 7: Acquiring Needed Skills
Chapter 8: Legal and Ethical Concerns
Chapter 9: Pragmatic Concerns
Appendix A: Problem-Oriented Recording
Appendix B: Example of a Student Intern Evaluation Form
COMPREHENSIVE TABLE OF CONTENTS:
Preface
Chapter 1: Field Instruction and the Social Work Curriculum
Overview
Why Field Instruction?
What Is the Role of the Faculty Field Liaison?
What Is the History of Field Instruction in Social Work?
What Are the Current Standards for Field Instruction?
Are There Different Types of Field Placements?
How Are Students Prepared for Field Instruction?
How Are Students in Field Placement Supervised?
How Are Classroom Learning and Field Instruction Integrated?
What Is the Purpose of Field Seminars?
Do Students with Undergraduate Field Instruction Get Credit When They Work toward a Master’s Degree in Social Work?
Is It Possible for a Student to Have a Field Placement Where He or She Is Also Employed?
Exercises
Chapter 2: The Partnership with Social Service Agencies
Overview
Why Do Agencies Accept Student Interns?
How Are Field Agencies Chosen?
How Are Field Instructors Selected?
How Are Agencies and Students Matched?
What Specifically Are Social Service Agencies Looking for in Student Interns?
What is the Difference between Public and Private Agencies?
How Do I Gather Information on Possible Practicum Agencies Ahead of Time?
Exercises
Chapter 3: Getting Started
Overview
How Do I Find an Agency That Meets My Needs?
How Do I Prepare for the Practicum Interview?
What Can I Do to Deemphasize Little or No Work Experience?
Is It Wise to Admit My Weaknesses?
How Should I Respond to Questions about My Educational Preparation?
Getting Oriented—What Can I Expect on the First Day?
How Do I Develop a Learning Contract?
Points to Remember about the Learning Contract
How Will the Agency Evaluate My Performance as a Student Intern?
What Do I Do if the Field Instructor Becomes Incapacitated?
Exercises
Chapter 4: The Intern: Learning New Roles and Practicing Safety
Overview
How Much Will I Be Given to Do?
How Much Will I Be Supervised, and by Whom?
How Do I Make Supervision Work for Me?
How Will My Faculty Field Liaison Evaluate Me?
How Do I Juggle All My Roles Simultaneously?
Do I Need to Worry About My Personal Safety in the Field Practicum?
What is a Risk of Harm Scan?
What are Risk Assessments?
How Do I Manage Angry and Hostile Clients?
What Other Precautions Can I Take?
What Should I Keep In Mind When Making a Home Visit?
How Do I Know If I’m Stressed Out?
How Can I Effectively Manage the Stress in My Life?
The Student Intern’s “Bill of Rights”
Myths I Can Do Without
Exercises
Chapter 5: Contexts in Which Social Workers Operate
Overview
What Are the Differences among Volunteer, Student, and Employee Roles?
What Do I Need to Know about Interdisciplinary Team Meetings?
Can a Friend Supervise Me?
Should I Contract with Clients?
What Do I Need to Know about Agency Recording?
How Do I Refer a Client to Another Agency or Professional?
What Is Managed Care?
How Does Managed Care Affect Social Work Practice?
What Specialized Knowledge and Skills Are Important in a Managed Care Environment?
Should I Share Personal Information with Clients?
How Do I Work with Difficult Office Staff and Supervisors?
What Is Evidence-based Practice?
Why Is Evidence-based Practice Essential for Social Workers?
How Do I Prepare for Evidence-based Practice in My Own Work?
What Is HIPAA?
How Does HIPAA Affect Social Work and Social Workers?
Exercises
Chapter 6: Client Systems: The Recipients of Service
Overview
Who Are Clients?
What Is It Like to Be a Client?
What Do Clients Expect from Me?
Should I Inform Clients That I Am a Student?
How Do I Know If I Am Helping My Clients?
What Do I Do When a Client Won’t Talk?
What Do I Do When the Client Who Won’t Talk Is a Child?
Why Do I Need to Work with Clients Who Are Different from Me?
What Opportunities Do Social Workers Have to Work with Diverse Clients?
What Are the Most Important Practice Principles for Working with Clients Who Are Different from Me?
What Do I Need to Know to Work with People with Disabilities?
How Do I Work with Lesbian, Gay, Bisexual, and Transgendered People?
What Is It Like to Work with Small Groups of Clients?
Will I Be Working with Families?
What are the Common Characteristics of Minority Families?
How Should These Commonalities Inform My Practice With Minority Families?
What Is Macro Practice?
Exercises
Chapter 7: Acquiring Needed Skills
Overview
Do Most Student Interns Feel Nervous and Inadequate?
What Skills Might I Be Expected to Develop?
How Do I Start Interviewing a Client?
How Do I Begin to Help the Clients Who Are Assigned to Me?
What Is Process Recording?
I’m Self-Conscious about My Ability to Write Well. Will This Be a Problem?
What Should I Keep in Mind When Making a Home Visit?
What Do I Need to Know About Child Abuse?
How Does One Assess for Child Abuse?
How Do I Report Child Abuse?
How Do Recognize a Client Who Is Suicidal?
How Can I Prepare to Deal with Suicidal Clients?
What Do I Do If I Suspect My Client Plans to Attempt Suicide?
How Do I Transfer a Case?
How Do I Terminate Services with a Client?
References
Chapter 8: Legal and Ethical Concerns
Overview
What Legal Terms Should Social Work Students Know?
What Should Social Work Students Know About Testifying In Court?
What Happens If I Make a Mistake in My Practicum?
What Is Malpractice?
Do I Need Liability Insurance?
Can Confidential Client Material Ever Be Shared?
May I Audio- or Videotape Clients?
What Is an Ethical Dilemma?
Can Ethical Dilemmas Be Avoided?
How Do I Avoid Rushing into Ethical Dilemmas?
How Do I Resolve Ethical Dilemmas?
May I Accept a Gift from a Client?
Is It Ever Permissible to Date Clients or Coworkers?
What Do I Do if I Observe Something Illegal or Unethical?
How Do I Handle Agency Secrets?
How Do I Handle Sexual Harassment?
Exercises
Chapter 9: Pragmatic Concerns
Overview
What Do I Do If I Get Sick or Am Running Late and Miss My Appointments?
Will I Be Asked to Share a Desk or Office?
How Do I Keep Track of Time in the Practicum?
Am I Permitted to Accumulate Overtime or Compensatory Time?
How Do I Learn to Leave My Work at the Agency?
What Do I Do If I Am Given Too Much or Too Little Responsibility?
What Do I Do When I Am Having a “Down” Day?
What Do I Do When Things Are Not Going Well?
How Do I Plan for My Next Practicum?
Should I Consider Doing a Practicum Abroad?
Am I Cut Out for Social Work?
Exercises
Appendix A: Problem-Oriented Recording
Appendix B: Example of a Student Intern Evaluation Form
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