Rosemead Graduate School of Psychology Catalog: 1975-1976

1975-1976 Catalog

Rosemead Graduate School of Psychology

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.

CONTENTS

Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The Discipline of Counseling Psychology. . . . . . . . . . . . 8 Administration and Faculty . . . . . . . . . . . . . . . . . . . . . . . . 10 Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Finances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 General Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Degree Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Personal and Professional Growth Activities. . . . . . . . . . 23 Curriculum ..................................... 26 Sample Curriculum .............................. 26 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Board of Trustees ............................... 36 Statement of Faith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Student Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

CALENDAR 1975-1976

SPRING SEMESTER, 1975 Feb. 3

Classes Begin

Mar. 3-6

Lectureship-Visiting Lecturer

Mar. 21-30 May 12-15

Easter Vacation

Pre-registration for Summer School and Fall Semester, 1975

May 22

Last Day of Classes Final Examinations Graduation 3 p.m.

May 26-29

June 1

SUMMER SCHOOL, 1975 June 16-19

Comprehensive Examinations

June 9 July 17

Classes Begin

Last Day of Classes

FALL SEMESTER, 1975 Sept. 2

Orientation, New Student Registration

Sept. 3

Classes Begin

Sept. 29-Oct. 2

Spiritual Emphasis Week

Sept. 8-11 Nov. 27 Dec. 1-4

Comprehensive Examinations

Thanksgiving Holiday

Pre-registration for lnterterm and Spring Semester

Dec. 11

Last Day of Classes Final Examinations

Dec. 15-18

Dec. 19

Christmas Vacation Begins

INTERTERM, 1976 Jan. 5

Classes Begin

Exams and Last Day of Classes

Jan. 30

SPRING SEMESTER, 1976 Feb. 2

Classes Begin

Mar. 1-4 Apr. 9-18 May 10-13

Lectureship-Visiting Lecturer

Easter Vacation

Pre-registration for Summer School and Fall Semester, 1975

Last Day of Classes Final Examinations Graduation 3 p.m.

May 21

May 24-27

May 30

SUMMER SCHOOL, 1976 June 16-19

Comprehensive Examinations

June 7 July 30

Classes Begin

Last Day of Classes

1975

FEBRUARY

JANUARY

MARCH

s 4

2 9

10 11

5 6

10 11 12 13 14 15

12 13 14 15 16 17 18 10 11 12 13 14 15 19 20 21 22 23 24 25 16 17 18 19 20 21 22 16 17 18 19 20 21 22 26 27 28 29 30 31 23 24 25 26 27 28 23 24 25 26 27 28 29 30 31 APRIL MAY JUNE s M T w T F s s M T w T F s s M T w T F s 1 2 3 4 5 1 2 3 1 2 3 4 5 6 7 6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13 14 13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21 20 21 22 23 24 25 26 18 19 20 21 22 23 24 22 23 24 25 26 27 28 27 28 29 30 25 26 27 28 29 30 31 29 30 JULY AUGUST SEPTEMBER s M T w T F s s M T w T F s s M T w T F s 1 2 3 4 5 1 2 1 2 3 4 5 6 6 7 8 9 10 11 12 3 4 5 6 7 8 9 7 8 9 10 11 12 13 13 14 15 16 17 18 19 10 11 12 13 14 15 16 14 15 16 17 18 19 20 20 21 22 23 24 25 26 17 18 19 20 21 22 23 21 22 23 24 25 26 27 27 28 29 30 31 24 25 26 27 28 29 30 28 29 30 31 OCTOBER NOVEMBER DECEMBER s M T w T F s s M T w T F s s M T w T F s 1 2 3 4 1 1 2 3 4 5 6 5 6 7 8 9 10 11 2 3 4 5 6 7 8 7 8 9 10 11 12 13 12 13 14 15 16 17 18 9 10 11 12 13 14 15 14 15 16 17 18 19 20 19 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27 26 27 28 29 30 31 23 24 25 26 27 28 29 28 29 30 31 30

1976

JANUARY

FEBRUARY

MARCH

s 3

s 7

s 6

T 5

2 9

1 8

2 9

10 11 12 13 14

10 11 12 13

11 12 13 14 15 16 17 15 16 17 18 19 20 21 14 15 16 17 18 19 20 18 19 20 21 22 23 24 22 23 24 25 26 27 28 21 22 23 24 25 26 27 25 26 27 28 29 30 31 29 28 29 30 31 APRIL MAY JUNE s M T w T F s s M T w T F s s M T w T F s 1 2 3 1 1 2 3 4 5 4 5 6 7 8 9 10 2 3 4 5 6 7 8 6 7 8 9 10 11 12 11 12 13 14 15 16 17 9 10 11 12 13 14 15 13 14 15 16 17 18 19 18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26 25 26 27 28 29 30 23 24 25 26 27 28 29 27 28 39 30 30 31 JULY AUGUST SEPTEMBER s M T w T F s s M T w T F s s M T w T F s 1 2 3 1 2 3 4 5 6 7 1 2 3 4 4 5 6 7 8 9 10 8 9 10 11 12 13 14 5 6 7 8 9 10 11 11 12 13 14 15 16 17 15 16 17 18 19 20 21 12 13 14 15 16 17 18 18 19 20 21 22 23 24 22 23 24 25 26 27 28 19 20 21 22 23 24 25 25 26 27 28 29 30 31 29 30 31 26 27 29 30 OCTOBER NOVEMBER DECEMBER s M T w T F s s M T w T F s s M T w T F s 1 2 1 2 3 4 5 6 1 2 3 4 3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25 24 25 26 27 28 29 30 28 29 30 26 27 28 29 30 31 31

GENERAL INFORMATION The Rosemead Graduate School of Psychology offers a broad range of courses and experiences relevant to the understanding and modifi cation of human behavior. Faculty members represent a number of specialties within the fields of psychology, education and theology. All graduate 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 education. In 1968 the Narramore Christian Foundation received per mission 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 conferred its first M.A. degrees in September 1972 and its first Ph.D. in June 1974. 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 Ob servatory 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 and Approval Western Association of Schools and Colleges In June 1973, the Accrediting Commission for Senior Colleges and Universities, Western Association of Schools and Colleges, acted to recognize the Rosemead Graduate School of Psychology as a Candi date for Accreditation. "A Recognized Candidate is a fully operative institution which has indicated its intent to work toward accredita tion, has provided evidence of sound planning and of the resources to implement these plans, and appears to have the potential to attain

accreditation within a reasonable time. Recognized Candidacy is not accreditation and does not assure or imply eventual accreditation." State of California, Department of Education The Superintendent of Public Instruction, State of California has issued to Rosemead Graduate School the "Approval to Grant De grees," pursuant to Education Code Section 29007 (a) (2). Veterans-Title 38, U.S. Code Rosemead has been approved for training of veterans under Title 38, U.S. Code. 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 interdisciplinary approaches to the study of behavior. One of the most prominent spokesmen for mutual cooperation between psychol ogy 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 disciplines in the metaphysical realm, here, in the study of personality in its social and ethical dimen sions, is a natural and favorable meeting place.

Seeing a need to relate biblical concepts to the field of human adjustment, the graduate program at Rosemead seeks to promote study and cooperation between psychology and related disciplines in an evangelical 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 primarily to meet the expanding need for professional psychologists who have an appreciation of biblical contributions in the understand ing 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 re spects the value of the scientist-professional model it is the philos ophy of this institution that there is a great need in American civiliza tion for highly trained professional psychologists who are equipped to deal with the pressing problems of humanity. Although the scien tist-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 be havior, intensive supervision and case consultation, and the personal sensitivity to deal with unique personalities in a variety of settings. These strategic elements have often failed to receive needed atten tion in the research-oriented programs following the scientist-profes sional model. 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 scien tific psychology. 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 essential to competent professional practice as well as to the evaluation of research and the development of research tech niques appropriate to the unique problems of professional psychology. In accordance with this philosophy Rosemead has developed a doctoral program combining scientific foundations in general and experimental psychology with courses and practicum facilities de signed to promote insights and skills necessary for effective profes sional service.

It is the primary goal of the Rosemead Graduate School of Psychology to provide students with necessary tools for a broad understanding of human behavior including the psychological and theological formulations regarding the nature of personality function ing. Having this foundation, a sec ond goal is to provide graduates with training necessary to enable them to make application of fact and theory to the pressing prob lems of humanity. The achieve ment of these objectives requires the following:

(1) Knowledge and understanding of the content, theory and methodolog ical procedures of psychology as a science (2) A basic grounding in the theological view of man (3) Specialized knowledge of personality development and functioning including healthy as well as pathological methods of adaptation (4) Understanding of overall human functioning as it relates specifically 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 techniques to alter maladaptive functioning (7) Competence in the execution and evaluation of psychological and educational research (8) Awareness of professional and ethical relationships in appropriate fields of research, theory and practice Graduate programs are designed to balance formal course instruc tion 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 com plete the equivalent 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.

THE DISCIPLINE OF COUNSELING PSYCHOLOGY

As a distinct discipline, Counseling Psychology is relatively new. Historically it has emerged from the related fields of psychological measurement, vocational guidance and personality development. As such it has significant overlap with disciplines such as clinical psychol ogy, educational 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 adoles cents and adults. In comparison to educational and school psycholo gists, the counseling psychologist places a lesser emphasis on the educational environment, diagnosis of learning disabilities and special education programs. He places a greater emphasis on self-awareness, vocational planning 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 psycholo gists. In addition, the counseling psychologist places relatively greater stress on personality growth of "normal" individuals, utilization of personal and environmental assets and family and vocational fulfill ment. Graduates of a doctoral program in Counseling Psychology find employment in a wide range of settings. Many are employed in col lege 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 in creasingly involved in community education, interdisciplinary pro grams, consultant activities and a variety of related professional roles. The question is sometimes asked, "Why mix psychology and Christianity?" 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 irrelevant, unfruitful or basically antagonistic. The evangelical theologian is sometimes threatened by the psychologist's stress on objective validation and his seeming disdain of the supernatural and scientifically immeasurable. This scientific objectivism is viewed as a direct attack on the concept of "faith," the very heart of the Chris tian religion. Added to this is the theologian's alarm over therapeutic methods which encourage 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 intellectually honest approach to problem solving. Without going into depth on this complex issue, part of the seeming conflict is based upon insufficient understanding, lack of communication and the ever-present problem of personal defensive ness 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 fulfilled a key role in counseling. Before the advent of modern psycho logical and psychiatric therapy, the great bulk of personal counseling was conducted 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 coun sel. With this phenomenon has come a dichotomy between "spiritual" and "psychological" counseling. This has the advantage of encourag ing 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 Christianity. 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 righteous man availeth much." These basic areas of mutual inter est are typical of many complex theoretical and practical concerns where fruitful interdisciplinary 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 per sonal fulfillment.

ADMINISTRATION and FACULTY

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; Administration of Psychological Services

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

Cyril J. Barber, Director of the Library B.R.E. Winnipeg Bible College Th.M. Dallas Theological Seminary M.A. Rosary College Graduate School of Library Science D.Lit. University of London Areas of Specialization: Library Administration; Bibliographical Research; Systematic Theology

David W. Cabush Coordinator of Professional Training A.B. California State University, San Diego M.S. California State University, San Diego Ph.D. Michigan State University Areas of Specialization: Psychotherapy; Group Therapy; Supervision

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

John H. Aussenhofer, Treasurer

Thomas F. Brady B.A. University of South Dakota M.A. Arizona State University Ph.D. Arizona State University Areas of Specialization: Personality; Counselor Supervision

John D. Carter B.A. Wayne State University B.D. Conservative Baptist Theological Seminary M.A. The New School for Social Research Ph.D. The New School for Social Research Areas of Specialization: Personality Theory; Integration of Psychology & Theology; Research in Schizophrenia

Wayne E. Colwell 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; Staff and Intern Supervision

Keith J. Edwards B.Ed . University of Wisconsin

M.A. New Mexico State University Ed.D. New Mexico State University Areas of Specialization: Statistics; Research Design; Psychometric Theory

Kenneth H. Louden Acting Director, Rosemead Counseling Service B.A. University of Alberta M.Div. Fuller Theological Seminary Ph.D. Fuller Graduate School of Psychology Areas of Specialization: Psychopathology; Psychotherapy

Robert L. Saucy B.A. Westmont College

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

William M. Counts B.A. Princeton University

M.A. Southern Methodist University Th.M. Dallas Theological Seminary

Areas of Specialization : Theology; English Bible

J. Roland Fleck B.A. Bryan College

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

Emery W. Nester B.A. Bob Jones University

M.A. Arizona State University Ed.D. Arizona State University Areas of Specialization: Counseling Psychology; learning Disabilities

Gary H. Strauss B.Ed . Fresno State College

M.Ed. University of Northern Iowa Ed.D. Northern Illinois University Areas of Specialization: Counseling; Practicum Supervision

Being located in a large metropolitan area, Rosemead is able to draw on specialists from various fields to give additional variety and depth to curricular offerings. In recent semesters the following indi viduals have taught selected courses at Rosemead. SAMUEL McDILL, M .A. Specialization: Marriage and Family Counseling GEORGE R. MARTINDALE, Ph.D. Specialization: Marriage and Family Counseling ARTHUR PRESCOTT, Ph.D. (Candidate). Specialization: School Psychology and Assessment REX ROOK, M.D. Specialization: Psychiatry and Psychopathology J. JONES STEWART, M.D. Specialization: Gynecology, Obstetrics and Sexology in Marriage MAURICE WAGNER, Th.M., Ph.D. Specialization: Psychology of Religion NORMAN WRIGHT, M.A., M.R.E. Specialization: Marriage and Family Life Education

FACILITIES The Rosemead Graduate School of Psychology is housed in the new T. J. Reese Education Building, completed in the Winter 1974. This building houses the classrooms, library, faculty and administrative offices. It also houses the major on-campus training facility for stu dents. This training facility includes six student therapy offices, two child therapy rooms and one group therapy room all with audio/visual equipment. Another training facility available for students is the Rosemead Counseling Service. Staffed by 15 full-time professional personnel, this clinic provides approximately 15,000 hours of psychological ser vices annually. The large case load makes available a great amount of data for research studies as well as an abundance of clients for practicum and internship experience. In addition to basic therapy offices, the clinic contains facilities for play therapy and group ther apy, as well as observation rooms with one-way vision mirrors for training purposes. Local school districts, college counseling centers, community health organizations, private clinics and psychiatric hospitals are available for practicums and internship experiences, as well as for research projects.

ADMISSION

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 semester hours of credit in psychology, which must include at least one course each in General Psychology, Statistical Methods, Abnormal 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 administered 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, Princeton, New Jersey 08540 (4) Submit results of the Minnesota Multiphasic Personality Inventory 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 refer ences and two are character references (6) Appear for a personal interview with the admissions com mittee or its area representative. Since the doctoral pro grams are tailored toward professional application, it is important that students possess the personality strengths and character to deal effectively in a variety of interper sonal and professional relationships. Personal as well as academic screening avoids the pitfalls of allowing a stu dent to pursue a course of study in preparation for a voca tion which is potentially unsuited to his personality Registration deadline is February 16. Students may be accepted after February 16, however priority will be given to those who have met this deadline.

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 .................. .. . ............. . ... $1000.00 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 . ....... .. .. . ... . .. . 1040.00 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 financially. 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 beforehand with the Business Officer. 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 com pleted 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.

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 cal endar 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 per 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 the Committee on Academic Qualifica tions. A student may be allowed only two C's; a third C will elimin ate him from the program. No grade other than an I may be altered once it has been re ported to the Registrar unless an error was made in grading or re cording. These changes can only be made upon written approval of the instructor, the Registrar and the Committee on Admissions and Academic Qualifications. 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 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 consul tation 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. A total of nine hours of psychology and nine hours of Bible or theology may be applied to the M.A. degree. Credit by Examination No graduate credit will be given by examination. Students who possess an excellent background in an area of study may petition the Committee on Admissions and Academic Qualifications for waiver of a required 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 with in 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 insurance as a part of their registration fee.

DEGREE REQUIREMENTS The Master of Arts Degree: This degree is not considered a ter minal degree. No students will be admitted for graduate study unless they intend to pursue the Ph.D. degree. The M.A. degree in Counseling 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 Counsel ing Psychology signifies completion of a course of study designed to prepare 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 comple tion of an original research project and one year of supervised intern ship in an approved setting. For students without previous graduate study, the Ph.D. program requires approximately five years of full time study. The basic sequence of requirements for the doctorate is outlined below. A total of 107 units of academic work plus 18 units of dissertation research are required to complete the requirements 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 66 academic units and 12 units of practicum courses. Theology: All students shall complete a minor in theology which includes 21 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 psychologi cal concepts in research, theory and practice. Dissertation Research: 18 units of dissertation research are required prior to granting the Ph.D. (2) Comprehensive Examinations All students must pass a set of comprehensive examinations covering the following areas: psychological development, psychological functioning, psy chological intervention, and psychology and theology, plus a set of advanced questions that are formulated by the student's advisor and his doctoral com mittee. These examinations are given three times each year and serve as the major means of evaluating the student's suitability to continue studies toward the Ph.D. The examinations may be taken any time after completion of 75% of the course work and must be taken prior to the Professional Qualifying Examina tion. The student must pass at least three of the four basic areas to avoid retaking the entire examination. If he passes at least three areas he need only retake one or two areas failed. Only two retakes of the examination are allowed. (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 successful completion of the doctoral program. (4) Admission to Candidacy Official candidacy for the doctorate signifies an advanced stage in the stu dent's progress and is accompanied by a redefinition of full-time enrollment which enables the student to place greater emphasis on his practicum experi ence, internship, and dissertation and a lesser emphasis on formal course work. In order to be admitted to candidacy the student must have the following: (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 his Doctoral Committee

(5) Professional Qualifying Examinations The purpose of this examination is to evaluate a student's readiness to pursue a full-time internship in professional counseling. It may be taken any time after three of four basic areas of comprehensive examinations have been passed and six months prior to internship. The primary focus is upon the fol lowing: (a) Therapeutic skills (b) Theoretical orientation (c) Professional-ethical issues (6) Internship All students are required to complete 1500 hours of internship in an ap proved setting prior to graduation. 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 professional 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 prior to the beginning of the student's internship. Five weeks prior to expected graduation the candidate must submit three approved bound copies of his dissertation. For further information refer to Student Dissertation Guidelines . (8) Final Oral Examination The final examination is an oral defense of the dissertation.

PERSONAL and PROFESSIONAL GROWTH ACTIVITIES

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 Psychol ogy has developed a planned sequence of experiences designed to promote personal growth and competency in interpersonal relations. Beginning in their first year of study students participate in a variety of activities designed to promote professional awareness and personal growth. Included are observation of varied modes of pro fessional service on and off campus, seminars to assess and facilitate interpersonal skills, and prepracticum where the student will begin to work with clients. During the second year all students participate in group didactic therapy. As group members, students personally experience some of the growth producing aspects of group counseling. In addition to group therapy, students begin their formal practicums during the second year. Students are placed in such professional facilities as

outpatient clinics, hospitals, college counseling centers, public schools and community health organizations on the basis of their individual readiness, needs and interests. These practicum experiences are indi vidually supervised by either Rosemead's full-time faculty or qualified professionals working in the practicum agency. During the third year most students begin their individual didactic therapy. This therapy is designed to give the student first hand expe rience in the role of a client and is considered an opportunity for both personal growth and for the learning of therapeutic principles and techniques. Between 50 and 200 hours of individual didactic are required. Such issues as the exact timing, choice of therapist and specific goals are determined by the student in conjunction with his advisor and the professional training committee. By the time a student reaches his fourth year most of his time is spent in independent study, electives and practicum experiences. The step-by-step progression in professional training experiences gives the student personal experiences with a wide range of personalities in both church-related and secular institutions. It is intended to pro vide the necessary experience and preparation to serve as a basis for a full-time internship during the fifth year of doctoral study. The internship is planned as an intensive clinical experience where the student may integrate the varied elements of his preparation in Counseling Psychology into a congruent professional role. For most students the primary internship objective is experience and super vision in ongoing counseling and psychotherapeutic procedures. All internships must be faculty approved in order to insure a high level of professional growth experience for the student. Listed below are the off-campus practicum and internship agen cies where Rosemead students received supervised professional experience during the previous academic year. Placement in these agencies is made under the Coordinator of Professional Training. In addition to these agencies, all students also receive professional expe rience in Rosemead's psychological clinic, the Rosemead Counseling Service and its Clinical Training Center. Practicum assignments are in accord with the student developmental needs and interests. Intern ships are obtained by the student consonant with the Internship Guidelines of the School.

AGENCY COORDINATOR/SUPERVISOR

AGENCY

*Donald Arnett, M.D.

Alhambra Psychiatric Hospital Outpatient Clinic

*Samuel Mayhugh, Ph.D. *Andrea McAlleean, M.A. *Vincent Morris, Ph.D. *I. H. Hart, Ph.D. *R. Andrew Gardner, Ph.D. *I. H. Perkins, M.D. *Robert Moebius, M.D., Ph.D.

Angeles Clinic

Azusa Pacific College

Biola College

Camarillo State Hospital

Mr. Richard Johnson *Vernon G. Bugh, M.D.

Foothill Community Psychiatric Clinic

Gordon Naylor, Ph.D. Art Prescott, Ph.D. (Candidate)

Hacienda-La Puente Schools

*George Martindale, Ph.D. Glenn A. Chaffee, Ph.D.

Hacienda Psychological Services Metropolitan Guidance Center (MI)

*Carl Bauer, Ph.D.

Montebello Schools

Ronald W. Ohlson, Ph.D. Rowland Shank, Ph.D. Arthur E. Jongsma, Jr., Ph.D.

Ohlson Psychological Services (AK)

Philhaven Hospital (PA)

Pinerest Christian Hospital (MI)

Sister Timothy

St. Joseph School

William H. Colley, Ph.D.

Veterans Administration Hospital (IN)

*Gary Voorman, M.D.

Voorman Clinic

M. Harold Burke, M.A. *These individuals hold adjunct faculty appointments with Rosemead Graduate School of Psychology.

West Covina Schools

CURRICULUM All students take the same set of core courses or demonstrate competency in those academic areas during their first two years of study. These courses give the student a broad background in general psychology and in theology and prepare him for the comprehensive examinations which come at the completion of the spring semester of the second year of graduate study. In addition to the core curricu lum, all students take a series of courses designed to develop profes sional skills in Counseling Psychology. These courses must be com pleted prior to the internship. The student spends his remaining time in elective study, integration seminars in psychology and theology, dissertation research and one full year of internship in an approved setting. TENTATIVE FIVE YEAR PROGRAM Required Courses Included

INTERTERM

FALL

SPRING

SUMMER

1st Year P530 History / Systems of Psychology P531 Psychology of Learning P501 Measurement

P532 Devel- opmental I 3

P533 Developmental II

P535 Person- ality II

2 3 4 3 2

P534 Personality I T512 Theology II P522 Intelligence P690 Prepracticum

P621 Assessment

3 3

T501 Sem. in Chr. Living 3 P602 Prin. of Counseling 3 P550 Psych. Bibliography 1

2nd Year P521 Psychopathology

3 3

Elective

3 T504 Biblical Studies

3 3 3 2

T511 Theology I P603 Theories of

P653 Vocational P692 Practicum PT701 Integration

Counseling

3 3

P691 Practicum

Elective

3rd YEAR PT702 Integration T611 Theology Ill P502 Statistics P693 Practicum

PT703 Integration P694 Practicum T612 Theology IV

2 3 4 3 3

4 3 3 3

P601 Research

Elective

4th YEAR PT704 Integration P721 Dissertation Research

P721 Dissertation

Elective

6 3 3

Elective Elective

5th YEAR • Internship (one year-1500 hours) 26

COURSE DESCRIPTIONS

Psychology

P501 Measurement (3) A survey of basic concepts and principles of psychological measurement including factors influencing validity and reliability. Prerequisite: Undergraduate statistics P502 Statistics (3) Concepts and techniques involved in the analysis and interpretation of clinical and research data. Lecture and laboratory covering descriptive and inferential statistics. Major topics will include correlation and regression, tests of significance and introduction to analysis of variance. Both parametric

and non-parametric approaches will be covered. Prerequisite: Undergraduate statistics and P501 P521 Psychopathology and Diagnosis I (3), II (3)

The classification, dynamics, diagnosis and etiology of mental disorders. Attention is also given to the concepts of normality and mental illness and other theoretical issues involved in the classification of personality abnormal ities. P522 Assessment I (3) The first of a two-course sequence directed toward competence in adminis tration, scoring and interpretation of psychological tests. This course places emphasis on the Stanford Binet and Wechsler Scales with an introduction to case history methods and personality assessment tools. P530 Proseminar: History and Systems of Psychology (2) This course places particular emphasis on major theoretical systems includ ing Structuralism, Behaviorism, Gestalt Psychology, Functionalism, and Psy choanalysis and current developments from these systems. P531 Proseminar: Psychology of Learning (3) Includes a comparison of major learning theories and an investigation of experimental contributions to the study of basic processes including condi tioning, motivation, inhibition, generalization and discrimination. Prerequisite: Undergraduate course in learning

P532 Proseminar: Developmental Psychology I (3)

Concepts and processes involved in the understanding of the psychological development of the person from infancy through adulthood. Major theoreti cal systems relevant to Developmental Psychology are examined with em phasis upon the study of cognitive, affective and psychomotor changes manifested in childhood. P533 Proseminar: Developmental Psychology II (2) A continuation of P532 with major emphasis upon the study of adolescence and adulthood. Prerequisite: P532 P534 Proseminar: Theories of Personality I (3) This course includes a critical evaluation of primary sources of selected per sonality theories with special attention given to Freudian and neo-Freudian theorists. Prerequisite: Undergraduate course in personality P535 Proseminar: Theories of Personality II (2) The course includes a critical evaluation of the primary sources of selected personality theories with special attention given to phenomenological and selected learning theorists. Prerequisite: Undergraduate course in personality and P534 P550 Psychological Bibliography I (1) An introductory course designed to acquaint the entering student with the basic reference tools for research in psychology and theology. Required of all entering students. P601 Research Design (3) The logic of comparative experimentation and causal inference. Emphasis on problem definition, hypothesis formation, and design for drawing infer ence. Major emphasis on the concept of variance, partitioning variance, experimental and statistical control of variance. Analysis of variance models useful in clinical research will be emphasized. Contribution of the research process to the integration of psychology and theology is also considered. Prerequisite: P502 P602 Principles of Counseling (3) An introduction to different models of intervention applied in counseling psychology. An emphasis is placed upon interpersonal constructs and upon techniques and variables which cut across various schools of thought.

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48

Made with FlippingBook flipbook maker