Rosemead Graduate School of Psychology Catalog: 1973-1974


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

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