Rosemead Graduate School of Psychology Catalog: 1973-1974

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

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