Rosemead Graduate School of Psychology Catalog: 1973-1974


1409 North Walnut Grove Avenue Rosemead, California

Inquiries regarding admission to The Rosemead Graduate School of Psychology should be addressed to:

Office of Admissions Rosemead Graduate School of Psychology 1409 North Walnut Grove Avenue Rosemead, California 91770

Announcements in this catalog concerning regulations, fees, curricula, or other matters are subject to change without notice.


Calendar ................................................................................ . ................. .


General Information .......................................... .. .. .. .................. .



The Discipline of Counseling Psychology ......................................... .


Psychology and Christianity ........................... ............ .. .. .................... .


Administration and Faculty ................................................................. .


Facilities ... ............. ......... ....... .. .. ...... ..................... .................................... .



Finances .. ... ............................................................. .. .......... .. ....................


General Requirements ....................... ...................... ............ ......... ... .. ... ..


Degree Requirements ................................... ............ .. ......... .. ..................


Personal and Professional Growth Activities ....................................


Curriculum ............................................................. .............. ........ .......... ...



Course Descriptions .................................... ................ .. ...... .... ................

Sample Curriculum ..................................................................... ... ..........


Board of Trustees ................................................ .................... ...............


Statement of Faith ............................................................................ .. ....


Student Body .... ... .............................................. .. ..................................



CALENDAR 1973-74

Fall Semester, 1973

September 10-11

Faculty Retreat and Committee Meetings

Orientation and Registration for New Students

September 13-14

Student-Faculty Reception

September 14

Classes Begin

September 17

Spiritual Emphasis Week

October 22-25

Thanksgiving Holiday

November 22

Registration for Spring Semester, 1974

December 10-13

Christmas Vacation

December 15-Jan. 1

Classes Resume

January 2

Last Day of Classes

January 17

Final Examinations

January 21-24

Spring Semester, 1971

Classes Begin

January 28

Lectureship-Visiting Lecturer

March 11-14

Easter Vacation

April 12-21

Registration for Summer School, 1974 Pre-registration for Fall Semester, 1974-75

May 6-9

Last Day of Classes

May 23

Final Examinations

May 28-31

Comprehensive Examinations

June 10-13

Summer Session, 1974

Classes Begin

June 10

Last Day of Classes

August 2





JANUARY S M T W T F S 1 2 3 4 5 6

JULY S M T W T F S 1 2 3 4 5 6 7

JANUARY S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 16 27 28 29 30 31 FEBRUARY S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 MARCH S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 APRIL S M T W T F S 1 2 3 4 5 6

JULY S M T W T F S 1 2 3 4 5 6

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 AUGUST S M T W T F S 1 2 3 4

7 8 9 10 11 12 l3 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

FEBRUARY S M T W T F S 1 2 3 4 5 6 7 8 9 10

AUGUST S M T W T F S 1 2 3

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 SEPTEMBER S M T W T F S 1 2 3 4 5 6 7 8

4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

MARCH S M T W T F S I 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 OCTOBER S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 OCTOBER S M T W T F S 1 2 3 4 5 6

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

APRIL S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 MAY S M T W T F S 1 2 3 4 5

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 16 27 28 29 30 31 NOVEMBER S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 DECEMBER S M T W T F S 1 2 3 4 5 6 7 8

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 MAY S M T W T F S 1 2 3 4

NOVEMBER S M T W T F S 1 2 3 4 5 6 7 8 9

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 JUNE S M T W T F S 1

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

JUNE S M T W T F S 1 2 3 4 5 6 7 8 9


2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30


The Rosemead Graduate School of Psychology offers a broad range of courses and experiences relevant to the understanding and modifica­ tion of human behavior. Faculty members represent a number of special­ ties within the fields of psychology, education, and theology. All gradu­ ate programs are designed to meet the individual needs of students preparing for careers in professional psychology. History The Rosemead Graduate School of Psychology has developed from the outreach of the Narramore Christian Foundation. This Foundation, incorporated in 1958, is an evangelical Christian organization devoted to the furtherance and application of the fields of psychology and edu­ cation. In 1968 the Narramore Christian Foundation received permis­ sion to grant the M.A. and Ph.D. through the Rosemead Graduate School of Psychology. In 1970 the Rosemead Graduate School of Psy­ chology was incorporated separately and began its academic program with the first class of students. Rosemead, California The city of Rosemead is a part of the greater Los Angeles metro­ politan area. It is strategically situated near key freeways which make major attractions of Southern California easily accessible. Located in a major population center, abundant opportunities exist for intellectual, cultural, and recreational activities. Among the many places of special interest within easy driving dis ­ tance are Disneyland, Knott's Berry Farm, Huntington Library, Holly­ wood Bowl, Dodger Stadium, Anaheim Stadium, Mount Wilson Observa­ tory, and the Los Angeles Music Center. The Rosemead Graduate School of Psychology does not provide on­ campus housing facilities. There are numerous apartments and houses for rent within convenient distance of the school. Accreditation On June 21, 1971 the Accrediting Commission for the Senior Col­ leges and Universities of the Western Association of Schools and Col­ leges acted to recognize the Rosemead Graduate School of Psychology as a Correspondent of the Commission. The Commission explains Cor­ respondent status by the following statement. "The classification given to a collegiate institution, not necessarily yet in operation, which has indicated its intent to work toward accredi-


tation and which, having provided evidence of sound planning and the resources to implement these plans, appears to have the potential for attaining this goal within a reasonable time. Correspondent status is not accreditation nor does it assure or even imply eventual accreditation." Objectives Historically the problems of human adjustment have been handled in isolated fashion by disciplines such as medicine, psychology, and religion. The past twenty-five years have seen growing interest in inter­ disciplinary approaches to the study of behavior. One of the most prominent spokesmen for mutual cooperation between psychology and religion is O. H. Mowrer. In his book, The Crisis in Psychiatry and Religion, Mowrer points to the study of personality as a common ground for interdisciplinary contributions.

Religion is, of course, deeply concerned with man as person and personality; and in their shifting perception of man-as-body to man-as-person, psychology and psychiatry find themselves looking again with renewed interest and respect, at religious precept and practice. Whatever may be the incompatibility of religion and these secular disci­ plines in the metaphysical realm, here, in the study of personality in its social and ethical dimensions, is a natural and favorable meeting place.

Seeing a need to relate Biblical concepts to the field of human ad­ justment, the graduate program at Rosemead seeks to promote study and cooperation between psychology and related disciplines in an evan­ gelical Christian environment. A unique emphasis of the program is the integration of psychological and theological concepts in theory, practice and research. The Rosemead Graduate School of Psychology was established pri­ marily to meet the expanding need for professional psychologists who have an appreciation of Biblical contributions to the understanding of human behavior. To meet these goals the Rosemead Graduate School of Psychology follows a professional model rather than the traditional scientist-professional model. While Rosemead fully respects the value of the scientist-professional model it is the philosophy of this institution that there is a great need in American civilization for highly trained professional psychologists who are equipped to deal with the pressing problems of humanity. Although the scientist-professional model may meet the needs of the researcher and academician it does not do justice to the student preparing for an applied career in the field of psychology. Thorough preparation for professional practice in psychology must include extensive experience with both normal and pathological behavior, intensive supervision and case consultation, and the personal sensitivity to deal with unique personalities in a variety of settings. These stra­ tegic elements have often failed to receive needed attention in the re­ search-oriented programs following the scientist-professional model. 10

In following the professional model the Rosemead Graduate School of Psychology continues to stress the importance of the scientific method and of a working knowledge of the data and theory of scientific psy­ chology . It is essential for a psychological practitioner to be grounded in the data of his science and to develop an objective, inquiring spirit. Training in general psychological theory and research is considered essen­ tial to competent professional practice as well as to the evaluation of research and the development of research techniques appropriate to the unique problems of professional psychology. In accordance with this philosophy Rosemead has developed a doc­ toral program combining scientific foundations in general and experi­ mental psychology with courses and practicum facilities designed to pro­ mote insights and skills necessary for effective professional service. It is the primary goal of the Rosemead Graduate School of Psy­ chology to provide students with necessary tools for a broad understand­ ing of human behavior including the psychological and theological for­ mulations regarding the nature of personality functioning. Having this foundation, a second goal is to provide graduates with training necessary to enable them to make application of fact and theory to the pressing problems of humanity. The achievement of these objectives requires: (1) Knowledge and understanding of the content, theory and meth­ odological procedures of psychology as a science. (2) A basic grounding in the theological view of man. (3) Specialized knowledge of personality development and function­ ing including healthy as well as pathological methods of adapta­ tion. (4) Understanding of overall human functioning as it relates spe­ cifically to educational and vocational endeavors. (5) Personal sensitivity and effective interpersonal skills. (6) Ability to diagnose properly the effectiveness of personality and intellectual adjustment and utilize appropriate therapeutic tech­ niques to alter maladaptive functioning. (7) Competence in the execution and evaluation of psychological and educational research. (8) Awareness of professional and ethical relationships in appropri­ ate fields of research, theory and practice. Graduate programs are designed to balance formal course instruction with small seminars, case observation, supervised counseling experience and participation in original research projects. In order to cover the large body of material in psychology all students complete the equiva­ lent of four years of full-time study and internship in psychology. The theological requirements which entail approximately one full year of study are in addition to the psychology requirements. This additional preparation in theology lengthens the program to a minimum of five years of full-time study beyond the bachelor's degree.



As a distinct discipline, Counseling Psychology is relatively new. Historically it has emerged from the related fields of psychological meas­ urement, vocational guidance and personality development. As such it has significant overlap with disciplines such as clinical psychology, edu­ cational psychology, counseling and guidance and personnel psychology. A general goal of the counseling psychologist is the facilitation of personal development of people of all ages. To narrow this somewhat, the counseling psychologist generally emphasizes work with adolescents and adults. In comparison to educational and school psychologists the counseling psychologist places a lesser emphasis on the educational en­ vironment, diagnosis of learning disabilities and special education pro­ grams. He places a greater emphasis on self-awareness, vocational plan­ ning and personal development. While the counseling psychologist deals with people at all points on an adjustment continuum his "clients" typically do not exhibit as severe personality disturbances as those seen by clinical psychologists. In addi­ tion, the counseling psychologist places relatively greater stress on per­ sonality growth of "normal" individuals, utilization of personal and environmental assets and family and vocational fulfillment. Graduates of a doctoral program in Counseling Psychology find employment in a wide range of settings. Many are employed in college counseling centers with faculty appointments in psychology or education. Others are in public schools, outpatient clinics, private practice, research facilities and hospitals. With recent emphasis on community mental health services counseling psychologists are increasingly involved in com­ munity education, interdisciplinary programs, consultant activities and a variety of related professional roles. 12


The question is sometimes asked, "Why mix psychology and Chris­ tianity?" As a matter of fact, some feel that mutual cooperation of these disciplines is fruitless since one or the other is seen to be either irre,le­ vant, unfruitful or basically antagonistic. The evangelical theologian is sometimes threatened by the psychologist's stress on objective valida­ tion and a seeming disdain of the supernatural and scientifically im­ measurable. This scientific objectivism is viewed as a direct attack on the concept of "faith," the very heart of the Christian religion. Added to this is the theologian's alarm over therapeutic methods which encour­ age acting out of impulses such as sex and hostility as means of freeing clients from neurotic inhibitions. On the other hand, the psychologist views the metaphysical aspect of Christianity to be either at odds with his scientific approach or at least outside of his domain. He is frequently frustrated by what he views as an overemphasis on the hereafter at the expense of facing the issues of the present. The very concept of faith is thought to exclude an intel­ lectually honest approach to problem solving. Without going into depth into this complex issue, part of the seem­ ing conflict is based upon insufficient understanding, lack of communi­ cation and the ever-present problem of personal defensiveness and ego involvement. Granted , there are realistic issues and conflicting thought. But these conflicts lie largely between theory and theory or between explanations of fact rather than between fact and fact. Psychology and biblical Christianity actually have potentially ex­ tensive mutual contributions to make. Historically the minister has ful­ filled a key role in counseling. Before the advent of modern psychological and psychiatric therapy the great bulk of personal counseling was con- 13

ducted by the local religious leader. With the crystallization of the new discipline of psychology there is a shift occurring which sees many people turning to professionals within this field for counsel. With this phenomenon has come a dichotomy between "spiritual" and "psychologi­ cal" counseling. This has the advantage of encouraging both the minister and the psychologist to function within their area of specialization. Unfortunately, however, men are not divided into clear-cut spiritual and psychological entities. This bifurcation works against a holistic approach which deals with the total physical, spiritual and emotional needs of man. Psychology and Christianity possess a mutual goal of human health and happiness. The apostle Paul, for example, in writing to the church at Galatia, writes that a mature Christian's faith will produce love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self­ control. These positive personality variables are certainly a key goal of applied psychology. Basic principles such as conditioning and the importance of early experience are also shared. For example, Proverbs 22:6 reads, "Train up a child in the way that he should go and when he is old, he will not depart from it." Some techniques are also held in common by psychology and Chris­ tianity. Therapeutic psychology places great stress on insight, honesty, and group and individual catharsis. In Psalm 51 David wrote, "Thou desirest truth in the innermost part of the heart." And the apostle James wrote, "Confess your faults one to another, and pray one for another, that ye may be healed. The effectual fervent prayer of a right­ eous man availeth much." These basic areas of mutual interest are typical of many complex theoretical and practical concerns where fruitful inter­ disciplinary dialogue can be held. The methods and insights of psychology can also make significant contributions to the Christian church as it attempts to fulfill its role in reconciling men to God and leading them to wholeness and personal fulfillment.


Clyde M. Narramore, President B.A. Arizona State University M.A. Arizona State University M.A. Columbia University Ed.D. Columbia University

Areas of Specialization: Community Psychology and Administration of Psychological Services.

Richard J. Mohline, Administrative Vice President Diploma Moody Bible Institute B.A. Wheaton College M.Div. Gordon Divinity School M.Ed. Loyola University Areas of Specialization: Education Adminis­ tration ; Student Personnel Services

S. Bruce Narramore, Academic Vice President B.A. Westmont College M.A. Pepperdine College Theological Study: Talbot Theological Seminary Ph.D. University of Kentucky Areas of Specialization: Psychopathology, Psychotherapy; Integration of Theolog·ical and Psychological Conceptions of Personality Functioning.

John H. Aussenhofer, Treasurer


Wayne E. Colwell, Director of Professional Services B.S. John Brown University M.Div. Grace Theological Seminary

M.Ed. University of Arkansas Ph.D. Arizona State University Areas of Specialization: Counseling Psychology and Practicum Supervision.

David W. Cabush, Coordinator of Professional Training A.B. San Diego State College M.S. San Diego State College Ph.D. Michigan State University Areas of Specialization: Personality Theory, Psychotherapy.

Cyril J. Barber, Head Librarian B.R.E. Winnipeg Bible College Th.M. Dallas Theological Seminary M.A.

Rosary College Graduate School of Library Science

University of London


Arlys M. Acheson B.A.

Taylor University

M.A. Michigan State Ph.D. Michigan State University

Areas of Specialization: Clinical Psychology with Emphasis on Psychotherapy with Adolescents.

Thomas F. Brady B.A. University of South Dakota M.A. Arizona State University Ph.D. Arizona State University Areas of Specializa- tion: Personality and Counselor Supervision.


William M. Counts B.A. Princeton University M.A. Southern Methodist University Th.M. Dallas Theo­ logical Seminary Areas of Specializa­ tion: Theology and English Bible .

Kenneth H. Louden B.A.

University of Alberta

B.D. Fuller Theological Seminary Ph.D. (Candidate) Fuller Graduate School of Psychology Areas of Specialization: Psychopathology and Psychotherapy

Robert L. Saucy B.A.

Westmont College Th.M. Dallas Theological Seminary Th.D. Dallas Theological Seminary Area of Specialization: Systematic Theology.

J. Roland Fleck B.A. Bryan College

M.Ed. University of Georgia Ed.D. University of Georgia Areas of Specialization: Statistics and Research Methodology, Child Development.



The library, classrooms, and other academic facilities are presently housed at the headquarters of the Narramore Christian Foundation. A complete furnished, modern, educational building is planned for 1973. This will provide increased space for instruction rooms, seminars, re­ search equipment, and library facilities. Local school districts, private clinics, and psychiatric hospitals are available for practicum and internship experiences, as well as for research projects. The major training facility for students is the Rosemead Counseling Service. Staffed by ten full-time professional personnel, this Clinic provides approximately 15,000 hours of psychological services annually. This large case load makes available a great amount of data for research studies as well as an abundance of clients for practicum and internship experiences. In addition to basic therapy offices, this Clinic contains facilities for play therapy and group therapy, as well as observation rooms with one-way vision mirrors for training purposes. 18


As in most graduate programs in psychology, competition for ad­ mission is keen and enrollment is limited. In order to be admitted to full graduate standing the applicant must comply with the following: (1) Possess a baccalaureate degree from an accredited college or university with an average grade of at least "B" for the junior and senior years. (2) Present an undergraduate program including at least 18 semes­ ter hours of credit in psychology, which must include at least one course each in general psychology, statistical methods, Ab­ normal Psychology, Theories of Personality, and Learning. (3) Submit scores on the aptitude tests and the psychology advanced test of the Graduate Record Examination. This test is adminis- tered under the auspices of the Educational Testing Service. Information regarding testing dates and locations may be obtained by writing to the Educational Testing Service, Box 955, Prince­ ton, New Jersey 08540. (4) Submit results of the Minnesota Multiphasic Personality Inven­ tory and the Strong Vocational Interest Blank. These tests may be taken at most college testing services or from a licensed psychologist in clinic or private practice. (5) Submit five letters of recommendation on forms supplied by the graduate school. Three of these are academic references and two are character references. (6) Appear for a personal interview with the admissions committee or its area representative. Since the doctoral programs are tailored toward professional application, it is important that students possess the personality strengths and character to deal effectively in a variety of interpersonal and professional rela­ tionships. Personal as well as academic screening avoids the pitfalls of allowing a student to pursue a course of study in preparation for a vocation which is potentially unsuited to his personality. 19

In addition to these specific requirements, the admissions committee will give preference to students with strong undergraduate backgrounds. Maximum preparation in the biological and social sciences is recom­ mended. Students desiring admission for the fall semester should com­ plete their applications by February 15th. FINANCES Since no facilities are available on campus for room and board, it is impossible to give an accurate estimate of the total cost of study at the Rosemead Graduate School of Psychology. Finances expended for room and board vary greatly with the individual need. Students can find local housing in a large range of prices. Other specified fees are listed below: Tuition $800.00 Professional Growth Fee 100.00 Application Fee (not refundable) 15.00 Late Registration 5.00 General Fees (Includes Registration, Library, Accident and Medical Insurance) 40.00 Estimated Tuition and Fees per Semester, excluding Application Fee 940.00 Graduation Fee 25.00 Financial Assistance There are a limited number of scholarships, assistantships and low interest loans available to entering students. These range from remission of tuition to a maximum of $2400 annually plus remission of tuition. The assistantships require approximately 20 hours of work weekly. The first two years of graduate study are typically the most difficult finan­ cially. After that time, most students are either receiving financial assist­ ance or have secured part-time employment of a psychological nature in one of the many mental health facilities nearby. Students in need of financial aid should make requests for this along with their application for admission. Payment of Bills All bills are to be paid by the announced due date to the bursar for each term unless other satisfactory arrangements have been made before­ hand with the Administrative Vice President. Refunds Rosemead Graduate School of Psychology will refund a sum which does not vary more than 10 per cent from the exact pro rata portion of such tuition, fees and other charges that the length of the completed portion of the course bears to its total length. The date of withdrawal is the date on which the Registrar is in­ formed in writing by the student of the intention to withdraw. General fees are not refundable. 20

GENERAL REQUIREMENTS Classification of Students

Students meeting all entrance requirements including graduation from an accredited undergraduate college will be classified as regular graduate students. A student who does not fulfill all entrance require­ ments may be admitted on a provisional status until he corrects the deficiency. Any such deficiencies must be removed within one calendar year of a student's admission as a provisional student. Grades Required for Graduation Students wishing to obtain a graduate degree must maintain con­ sistently high academic performance. An overall B average is required for all degrees. Only grades of A, B or C earn graduate credit. Grades of all students are recorded in the Office of the Registrar. Grading is done on the following basis: A-Superior achievement -four grade points per unit B-Above average achievement -three grade points pe·r unit C-Minimum passing performance -two grade points per unit E-Failure -no grade points I-Incomplete -no grade points S-Satisfactory -no grade points WP- Withdrawal Passing -no grade points WE-Withdrawal Failing - no grade points An Incomplete is a grade given to a student by the instructor for circumstances beyond the student's control. (Illness, etc. ) A student must appeal for an Incomplete to the instructor before the end of the semester. An Incomplete incurred in one semester must be made up by the end of the first nine (9 ) weeks of the next semester or the grade will automatically become an "E" and can be made up only by repetition of the course. The only exception to this rule is for extreme hardship as determined by Committee on Academic Qualifications. A student may be allowed only two C's; a third C will eliminate him from the program. No grade other than an I may be altered once it has been reported to the Registrar unless an error was made in grading or recording. These changes can only be made upon written approval of the instructor, the Registrar and the committee on Admissions and Academic Qualifi­ cations. Dropping of Courses Courses may be dropped without assignment of a grade during the first four weeks of the semester. A grade of WP or WE will be recorded for classes dropped after this time until the last day that classes meet. Student Loads The normal full-time load for a graduate student is twelve to sixteen hours per semester. No student will be allowed to carry over sixteen units 21

in any semester and no full-time student may carry less than nine units until he has been admitted to candidacy. Students engaged in outside work must adjust their academic loads in consultation with their faculty advisor. Transfer Credit Doctoral candidates may transfer up to thirty semester hours of psychology and up to fifteen hours of theology graduate study from an accredited school. No courses may be transferred if the grade is below a B. Credit by ExarninaUon No graduate credit will be given by examination. Students who possess excellent background in an area of study may petition the com­ mittee on Admissions and Academic Qualifications for waiver of a re­ quired course on the basis of examination. No credit is given on this basis, however. Time Limit for Degrees All course and academic requirements must be completed within eight years of the beginning of the student's graduate study at Rosemead. Student Health Services Due to the limited student body enrollment, no health services are available on campus. All students are provided with group health insur­ ance as a part of their registration fee. DEGREE REQUIREMENTS The Master of Arts Degree: This degree signifies the completion of the core requirements for the Doctor of Philosophy degree and is not considered a terminal degree. No students will be admitted for graduate study unless they intend to pursue the Ph.D. degree. The M.A. degree in general psychology will be awarded to students who successfully complete a prescribed program of graduate study including the following : (1) A total of 45 units of academic work

(a) A minimum of 36 semester units in Psychology (b) A minimum of 9 semester units in Theology (2) One year of resident graduate study

The Doctor of Philosophy Degree: The Ph.D. degree in Counseling Psychology signifies completion of a course of study designed to pre­ pare students for professional careers in psychology. It includes solid grounding in general psychology and research techniques. In addition to basic course requirements, it requires successful completion of an original research project, and one year of supervised internship in an approved setting. For students without previous graduate study, the Ph.D. program requires approximately five years of full-time study. The 22

basic sequence of requirements for the doctorate is outlined below. A total of 108 units of academic work is required to complete the require­ ments for the Ph.D. in Counseling Psychology. (1) Residence A minimum of four years of residence is required for the Ph.D. While the doctorate is not awarded simply for completion of stated course work there are basic unit requirements for the doctorate. Psychology: All students must complete a minimum of 78 semester hours in psychology. This includes at least 63 academic units and 15 units of practicum courses. Theology: All students shall complete a minor in theology which in­ cludes 18 semester units. Integration Seminars: All students participate in a series of four team­ taught seminars devoted to the integration of a variety of theological and psychological concepts in research, theory and practice. (2) Comprehensive Examination All entering students are required to demonstrate academic com­ petence in several areas of general, scientific psychology. This compet­ ence must be shown both by completion of courses in the psychology and theology core curriculums and by successful completion of the com­ prehensive examinations, usually taken at the close of the second year of residency. Students who are qualified by virtue of previous work may petition to demonstrate proficiency in specific areas by examination rather than by taking the core courses in that area. No unit credit is given in these instances, however, and the student must still successfully complete the comprehensive examinations. All students must pass a set of comprehensive examinations cover­ ing the following areas: Measurement, Learning, Statistics and Re­ search Design, Personality, and Development. Students also take an integration examination in psychology and theology. These examinations are given in June and October each year and serve as the major means of evaluating the student's suitability to continue studies toward the Ph.D. If a student does not successfully complete all sections of the examination he may repeat them at the next scheduled administration. (3) Preliminary Oral Interview and Admission to Doctoral Study After completion of comprehensive examinations, all students have an oral interview to evaluate their progress and potential for success­ ful completion of the doctoral program. (4) Admission to Candidacy Official candidacy for the doctorate signifies an advanced stage in the student's progress and is accompanied by a redefinition of full-time enrollment which enables the student to place greater emphasis on his practicum experience, internship, and dissertation and a lesser emphasis on formal course work. In order to be admitted to candidacy the student must have: (a) Passed the comprehensive examinations

(b) Successfully completed preliminary oral interview (c) Completed one year residence after successfully completing the comprehensive examinations (d) Approval of dissertation topic by Doctoral Com­ mittee 23

(5) Professional Qualifying Examinations In addition to the comprehensive written examination in the funda­ mentals of psychology and theology, all students must also pass an intensive examination in the area of counseling psychology. This exami­ nation covers advanced academic study and practicum experiences and is designed to evaluate the students readiness to pursue a full-time professional internship and to complete the remaining doctoral require­ ments. (6) Internship All students are required to complete one year of full-time intern­ ship in an approved setting. This internship may consist of two years of experience on a half-time basis. (7) Dissertation A dissertation evidencing high attainment in original scholarship must be submitted by all Ph.D. candidates. Since Rosemead is a pro­ fessional school, the dissertation topic will usually be closely related to the student's applied professional interests. The dissertation topic and proposal must be approved by the candidate's advisory committee. Five weeks prior to graduation the candidate must submit two ap­ proved typewritten copies of his dissertation. The two final copies are read by all committee members prior to the final oral examination. (8) Final Oral Examination The final examination is an oral defense of the dissertation. In some instances the candidate may also be examined in other areas in which the advisory committee has requested additional preparation.



At the heart of an effective training program in Counseling Psy­ chology is the opportunity to develop the personal insights and skills necessary for empathic interaction in a wide range of settings. In order to meet this need the Rosemead Graduate School of Psychology has de­ veloped a planned sequence of experiences designed to promote personal growth and competency in interpersonal relations. In the first year of training all students are involved in a Christian service activity. This may include a variety of teaching and outreach activities in local churches and Christian organizations. These experiences are designed to give the student a grasp of the goals and methods avail­ able to the church as well as some of the problems encountered. They also provide the student with opportunities to communicate the relevancy of his faith to a variety of individuals and needs. These experiences are coordinated with formal academic study in theology, especially the course, "Seminar in Christian Living." Students are also introduced to the methods of professional psy­ chology during their first year of study. This is accomplished through (a) observation of individual and group counseling and (b) personal growth experiences. In order to promote personal insight and growth, all students are required to be involved in both group and individual counseling during their training program. One year of group therapy and between 50 and 200 hours of individual counseling are required. The choice of a theraptist and the extent of this personal counseling is determined by the student in conjunction with his advisor and chosen therapist. During the first academic year, students also receive their first ex­ perience in personality evaluation. Coupled with a continuation of case observation and personal growth experiences the psychological testing associated with a two-course sequence in personality evaluation and practicum experiences constitute the major interpersonal and profes­ sional activities of the second year. The third year of study continues a series of formal practicum ex­ periences which later culminate in an approved internship of one year's duration. These individually supervised practicums include both diag­ nostic and counseling experiences in a variety of professional facilities such as outpatient clinics, hospitals, college counseling centers and public elementary and secondary schools. By the time a student reaches his fourth year most of his time is spent in independent study, electives and practicum experiences. This step-by-step progression gives the student personal experiences with a wide range of personalities in both church-related and secular institu­ tions. It is intended to give students broad experiences and preparation which serve as a solid basis for future postdoctoral specialization. 25


All students take the same set of core courses or demonstrate com­ petency in those academic areas during their first two years of study. These courses give the student a broad background in general psy­ chology and in theology and prepare him for the comprehensive exami­ nations which come at the completion of the spring semester of the second year of graduate study. The following courses comprise the re­ quired core curriculum:


P501 Measurement P502 Statistics P601 Research Design

P511 Psychology of Learning P513 Theories of Personality I P513 Theories of Personality II P524 Developmental Psychology


T501 Seminar in Christian Living T504 Biblical Studies

T511 Theology I T512 Theology II T611 Theology III T612 Theology IV

In addition to the core curriculum all students take a series of courses designed to develop professional skills in Counseling Psychology. These courses must be completed prior to the internship. Required courses in this sequence are:

P500 Introduction to Professional Psychology P651 Career Development

P522 Assessment of Intelligence P621 Assessment of Personality P653 Vocational Counseling

P521 Psychopathology and Diagnosis I P521 Psychopathology and Diagnosis II P602 Principles of Counseling P631 Advanced Techniques in Counseling and Psychotherapy P641 Group Techniques in Counseling P691-696 Practicum Following completion of these courses the student spends his re­ maining time in elective study, integration seminars in psychology and theology, dissertation research and one full year of internship in an approved setting. 26



P500 Introduction to Professional Psychology (3) An orientation to the profession of psychology including lectures and case observations.

P501 Measurement (3)

A survey of basic methods used in constructing and standardizing psychological tests and principles involved in interpretation of test scores. Prerequisite: Undergraduate statistics

P502 Statistics (3)

Lecture and laboratory covering sampling and statistical inference. The course includes both parametric and nonparametric hypothesis testing. Prerequisite: Undergraduate statistics

P511 Psychology of Learning (3)

A comparison of major learning theories and an investigation of experimental contributions to the study of basic processes includ­ ing conditioning, motivation, inhibition, generalization and dis­ crimination. Prerequisite: Undergraduate course in Learning

P513 Theories of Personality I (3), II (3)

A critical evaluation of primary sources of selected personality theories including Freudian, neo-Freudian, phenomenological and learning theorists. Prerequisite: Undergraduate course in Personality

P521 Psychopathology and Diagnosis I (3), II (3)

The classification, dynamics, diagnosis and etiology of mental dis­ orders. Attention is also given to the concepts of normality and mental illness and other theoretical issues involved in the classifi­ cation of personality abnormalities. Major diagnostic emphasis is placed on the Rorschach and the integration of case history data with a diagnostic battery into a meaningful case report . 27

P522 Assessment of Intelligence (3)

The first of a three-course sequence directed toward competence in administration, scoring and interpretation of psychological tests. Attention is given to theoretical issues in intelligence and the use of the Stanford Binet and Wechsler Scales.

P524 Developmental Psychology (3)

Major theoretical systems relevant to developmental psychology are examined with emphasis upon the study of both cognitive, and affective changes manifested in childhood and adolescence.

P601 Research Design (3)

A continuation of P502 including analysis of variance and covari­ ance and the design and interpretation of experimental research. Prerequisite: P502

P602 Principles of Counseling (3)

A general introduction to the theory, methods and practice of counseling and psychotherapy. Major emphasis is placed on client­ centered counseling and on techniques and variables which cut across various schools of thought.

P605 Behavior Modification (3)

Theories and techniques in the assessment and modification of be­ havior of children and adults using a variety of learning procedures.

P612 Seminar in Personality (2)

A series of seminars devoted to an in-depth study of major per­ sonality theories. Each seminar deals with one of the following theories: Behavioristic, Psychoanalytic, Phenomenological, Adlerian, or Sulli­ vanian. Prerequisite: P513

P613 Seminar in Adolescent Psychology (3)

The study of normal development of the young person from puberty to adulthood. Also included is the consideration of issues relevant to the selection and application of appropriate therapeutic intervention. 28

P614 Community Mental Health I: Child Rearing (2)

A seminar on child rearing practices with spetial attention to the parent-child relationship. A program for community education of parents will be developed by each student.

P615 Community Mental Health II: Community Resources (2) An investigation of federal , state, county and local agencies, both public and private, involved in preventive and corrective efforts to bring emotional well being to citizens of the community. Emphasis on helping the psychologist to make coordinated use of available services for treatment programs. P616 Community Mental Health III: The Culturally and Economically Disadvantaged (2) An inquiry into the life styles of the so-called culturally disad­ vantaged groups, particularly the educationally and economically deprived. Counseling and therapeutic methods are examined and altered on the basis of cultural differences in order to increase professional effectiveness.

P621 Assessment of Personality (3)

An introduction to the evaluation of personality functioning. Major emphasis is placed on projective tests including Thematic Apper­ ception Test and the Rorschach administration, scoring and inter­ pretation.

P631 Advanced Techniques in Counseling and Psychotherapy (3)

An in-depth study of the counseling relationship and the process of therapy. Special attention is given to the concepts of transfer­ ence, countertransference, resistance and interpretation. Prerequisite: P602

P632 Research Problems in Personality and Psychotherapy (2)

A consideration of experimental approaches to the study of per­ sonality and psychotherapy. Special emphasis is placed on problems in design and execution of research in these areas. Prerequisite: Permission of instructor 29

P641 Group Techniques in Counseling (3)

Theory and process in group counseling. Psychotherapeutic tech­ niques and research applied to group procedures. Peer support and intervention as process variables.

P642 Psychotherapy with Children (3)

The nature and treatment of common emotional and behavioral problems of childhood. This course includes observational and thera­ peutic experiences with children. Prerequisites: P521

P651 Career Development (3)

Rationale for the development of interest in the human organism. Educational, vocational, social, and religious interests are studied as well as early and later determinants of choice .

P653 Vocational Counseling (3)

The application of techniques of counseling and findings of career psychology to vocational planning. Theories of vocational choice are studied and applied to the process of helping clients develop occupational objectives. Thorough acquaintance will be made with the Dictionary of Occupational Titles, the Occupational Outlook Handbook, and several career information library services avail­ able for commercial, school, and private use. Prerequisite: P651

P661 Computer Methods in Psychological Research (3)

Application of computer methods to research design and analysis. Computer programming for correlational and factor-analytic studies.

P671 Marriage and The Family (3)

An examination of current theories, and thought regarding court­ ship and mate selection; marital adjustment and family disorgani­ zation; family life cycle, role analysis, intermarriage, transactional behavior and fertility.

P691-696 Practicum (1-6)

Individually supervised clinical experiences including diagnostic and therapeutic activities. Practicum agencies include both inpatient and 30

outpatient facilities, public school systems and college counseling centers. Prerequisites: P611 and permission of instructor P701 College Teaching of Psychology (2) A seminar on teaching methods including the development of course objectives, outlines, lectures and evaluations. A seminar and practicum course in case supervision. Students are responsible for supervising the professional experiences of less advanced students. P703 Organization and Administration of Psychological Services (1) A seminar dealing with administrative issues such as personnel, finances, community relations and supervision. P702 Principles and Practices in Case Supervision (3)

P711 Seminar in Ethical and Professional Issues (2)

A study of the ethics of professional psychology and relationships to other professional individuals and organizations. Special atten­ tion is given to the American Psychological Association's Code of Ethics.

P712 Independent Study (1-4)

Individual work, directed reading, or special problems under the supervision of a member of the faculty with whom specific arrange­ ments have been made. P721 Dissertation Research (0-5) Research for the doctoral dissertation including library research, field observation and research, and dissertation writing. Prerequisite: Successful completion of comprehensive examinations and permission of major advisor. P731 Internship in Counseling Psychology Professional experience in an approved internship facility. Prerequisites: Successful completion of comprehensive examinations and course sequences in personality diagnosis and counseling tech­ niques. 31

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