Rosemead Graduate School of Psychology Catalog: 1976-1978

The information contained herein reflects an accurate picture of Rosemead Graduate School of Psychology at the time of publication. However, the Graduate School reserves the right to make necessarychanges in procedures, policies, calendar, curriculum, and costs.

Catalog Design / by Roy Mathison

P. O. Box 6000 Rosemead, California 91770

Directions for Correspondence Mailing Address: Rosemead Graduate School of Psychology, P.O. Box 6000, Rosemead. California 91770. Telephone: (Area Code 213) 288-7082. Inquiries concerning specific information should be addressed as follows: Admission of Students Director of Admissions Business Affairs Controller Catalogs and Bulletins Director of Admissions Development Programs Director of Development Faculty Appointments Academic Dean Gifts and Bequests Director of Development Journal of Psychology and Theology Editor Press and Public Information Director of Development Rosemead Counseling Service Clinic Director Student Affairs Dean of Students Student Financial Aid Registrar Transcript of Records Registrar Veterans Affairs Registrar ................. . . .... . ..................................... ....................... . . . . . . . . . . . . . . . . . . . . . ............................. . . . . . . . . . . . . . . . . . . . . . . . . ......................... ................ ........................ ................................. ... ................................ .. ................................. . ......................................

Contents

Calendar

General Information

The Discipline of Counseling Psychology

The Integration of Psychology and Theology

Administration and Faculty

Facilities

Admission

General Requirements

Degree Requirements

Finances

Personal and Professional Growth Activities

Practicum

Suggested Curriculum

Course Descriptions

Board of Trustees

Statement of Faith

Student Register

Calendar 1976-1978

FALL SEMESTER1976 Aug . 31

FALL SEMESTER 1977 Aug. 30

Orientation, New Student Registration

Sept. 1 Sept. 6

Classes Begin

Aug. 31 Sept. 5

Labor Day Holiday

Labor Day Holiday Sept. 12-14 Comprehensive Examinations Sept . 26-29 Spiritual Emphasis Week Oct. 24 Veterans Day Holiday Nov. 24-27 Thanksgiving Day Holiday Nov. 28-Dec. 2 Preregistration for lnterterm and Spring Semester, 1978 Dec. 8 Last Day of Classes Dec. 12-15 Final Examinations Dec. 16 Christmas Vacation Begins INTERTERM 1978 Jan. 2 Classes Begin Jan. 23-27 Comprehensive Examinations Jan. 27 Final Examinations SPRING SEMESTER 1978 Jan. 30 Classes Begin Feb. 20 Washington's Birthday Holiday Feb. 27-Mar. 2 Lectureship- Visiting Lecturer Mar. 17-26 Easter Vacation May 8-12 Preregistration for Summer School and Fall Semester. 1978 May 18 Last Day of Classes May 19 Graduation 7:00 p.m. May 22-25 Final Examinations

Sept . 13-16 Sept. 27-30

Comprehensive Examinations Spiritual Emphasis Week

Oct. 25

Veterans Day Holiday

Nov. 25-28

Thanksgiving Day Holiday Nov. 29-Dec. 2 Preregistration for lnterterm and Spring Semester 1977 Dec. 9 Last Day of Classes Dec. 13-16 Final Examinations Dec. 17 Christmas Vacation Begins

INTERTERM 1977 Jan. 3

Classes Begin

Jan. 24-27

Comprehensive Examinations

Jan . 28

Final Examinations

SPRING SEMESTER 1977 Jan. 31

Classes Begin

Feb. 21 Washington's Birthday Holiday Feb. 28-Mar. 3 Lectureship - Visiting Lecturer Apr. 1-10 Easter Vacation May 9-12 Preregistration for Summer

School and Fall Semester 1977

May 19 May20

Last Day of Classes Graduation 7:00 p.m. Final Examinations

May 23-26

SUMMER SCHOOL 1978 June 6

Classes Begin

SUMMER SCHOOL 1977 June 6

June 12-16

Comprehensive Examinations Independence Day Holiday

Classes Begin

July 4 July 14

June 13-16

Comprehensive Examinations Independence Day Holiday

Final Examinations

July 4 July 15

Final Examinations

1976 Calendar

JANUARY

FEIRUARY

MARCH w ' 2 3 ' • s 9 10 II 12 f 16 17 18 19 23 2• 25 26 30 31

APRIL w

M I ' • s 6 7 8 II 12 13 14 IS 18 19 20 21 22 25 26 27 28 29 w ' s M w ' ' 2 3 • s 6 9 10 II 12 13 16 17 18 19 20 H)O >•,, 25 26 27 M.V

M ' w 2 3 • s 9 10 II 12 16 17 18 19 23 2• 25 26

s M • s II 12 18 19 25 26 s M I 2 8 9 I S 16 22 23 29 30

2 9

3 10 17 2• 31

I 8 IS 22 29

6 7 13 I• 20 21 27 28

6 13 20 27

2 9

3 10 17 2•

7 8 ,. IS 21 22 28 29

6 8 13 ,. IS 20 21 22 27 28 29 7 AUGUST I w 3 ' • s 10 II I 2 17 18 19 2• 25 26 31 DECEMIEII w ' I ' 2 7 8 9 14 IS 16 21 22 23 28 29 30

16 23 30

JUNE

JULY

f s • s II 12 18 19 25 26

T w

T f I 2

M • s II 12 18 19 25 26

I 8 IS 22 29

I 2 3

3 10 17 2• 31

7 I • 21 28

6 13 20 27

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6 13 20 27

6 9 13 14 IS 16 20 21 22 23 27 28 29 30 7 8 N0VfM8ER w ' 2 3 ' • s 9 10 II 12 16 17 18 19 23 2, 25 26 30 f

SEPTEMBER

OCIOIER

s • II 18 25

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M I

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3 10 17 2• 3 1

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s 6 12 13 19 20 26 27

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1977 Calendar

JANUARY

FEBRUARY

MARCH

APRIL

F s s M T w

s M

T F s s M T w

T w

F s s M T w

F s

3 10 17 24

3 10 17 24 31

2 9

5 12 19 26

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4 11 18 25

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7 14 21 28

6 13 20 27

5 12 19 26

6 13 20 27

7 14 21 28

8 15 22 29

9 16 23

7 14 21 28

3 4 10 11 17 18 24• 25

7 14 21 28

9 16 23 30

8 15 22

6 13 20 27

5 12 19 26

8 15 22 29

18 25

16 23 30

18 25

MAY

JUNE

JULY

AUGUST

s M

F s s M T w

F s

T F s s M

T w

2 9

3 10 17 24 31

7 14 21 28

I 8

6 13 20 27

3 10 17 24

5 12 19 26

4 11

2 9

3 10 17 24 31

6 13 20 27

5 12 19 26

4 11

4 11 18 25

7 14 21 28

6 13 20 27

8 15 22 29

5 12 19 26

9 16 23 30

3 10 17 2 4 ) I

7 14 21 28

6 13 20 27

7 14 21 28

8 15 22 29

5 12 19 26

9 16 23 30

4 11

8 15 22 29

16 23 30

18 25

15 22 29

16 23 30

18 25

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

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F s s M T w

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5 12 19

8 15 22

6 13 20

3 10 17

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7 14 21

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5 12 19

4 11 18

8 15 22

16 23

9 16

16 23

25 26 27 28 29 30

25 26 27 28 29 30 31

13 10 24 11 25 26 27 28 29 27 28 29 30

1978 Calendar

JANUARY

FEIRUARY

MARCH

APRIL

s s

M T w ' f s s M ' w T f s s M T w T f s I 2 3 I 2 3 I s 6 ,. 7 8 9 10 II • s 6 7 8 9 10 II • 2 3 s 6 7 8 IS 16 17 18 12 13 ,. IS 16 17 18 9 10 II • 12 13 14 IS 12 13

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19 20 21 22 23 2• 25

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16 17 18 19 20 21 22 l)>o 24 25 26 27 28 29

26 27 28

JUNE

JULY

AUGUST

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20 21 22 23 2• 25 26

25 26 27 28 29 30

28 29 30 31

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27 28 29 30 31

SEPTEMBER

OCTOBER

DECEMBER

NOVEMBER

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General Information

The Rosemead Graduate School of Psychology offers graduate programs leading to the M.A., Ph.D., and Psy.D. degrees in psychology.

History The Rosemead Graduate School of Psychology 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 permission from the State of California to grant the M.A. and Ph.D. through the Rosemead Graduate School of Psychology. In 1970 the Rosemead Graduate School of Psychology was separately incorporated and began its academic program with the first class of students. Rosemead conferred its first masters degrees in September 1972 and its first doctoral degree in June 1974. Rosemead, California The city of Rosemead is a part of the greater Los Angeles metropolitan area. It is strategically situated near key freeways which make major attractions of southern California easily accessible. Located in a major population center, abundant oppor tunities exist for intellectual, cultural, and recreational activities. Among the many places of special interest within easy driving distance are Disneyland, Knott's Berry Farm, Huntington Library, Hollywood Bowl, Dodger Stadium, Anaheim Stadium, Mount Wilson Observatory, and the Los Angeles Music Center.

Rosemead's Non-Discrimination Policy

In conformity to Title IX of the Education Amendments of 1972, the Rosemead Graduate School of Psychology admits students of any race, color, sex, or national and ethnic origin to all the rights, privileges, programs and activities generally ac corded or made available to students at the school. Rosemead does not discriminate on the basis of race, color, sex, or national and ethnic origin in the administration of its educational policies, admissions policies, scholarship and loan programs, employment practices, and athletic and other school-administered programs. Rosemead is an equal opportunity / affirmative action employer.

General Information

Accreditation

Rosemead Graduate School of Psychology is fully accredited by the Western Association of Schools and Colleges, the agency responsible for granting accreditation to colleges and universities in the western United States. Accreditation, granted on March 2, 1976 made Rosemead the first free-standing professional graduate school of psychology in the United States to have achieved regional accreditation.

General Information

Veterans Education

Rosemead has been approved for the training of veterans entitled to educational benefits under the provisions of Title 38, U.S. Code. The Registrar's office provides certification of enrollment for financial benefits and liaison between the Graduate School and the regional office of the Veterans Ad ministration regarding benefit payments, advisement on current benefits, and changes in legislative regulations and procedures. Veterans having used their benefits at other schools should plan to submit their transfer requests at least one month prior to enrollment at Rosemead. Objectives The basic uniqueness of the Rosemead Graduate School of Psychology is its commitment to the integration of theological and psychological concepts of personality development and functioning. 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, however, seen growing interest in interdisciplinary approaches to the study of behavior. One prominent spokesman for this movement 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 a 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 prac tice . 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 dimensions, is a natural and favorable meeting place. Seeing a need to relate theological concepts to the study of personality, the graduate programs at Rosemead seek to promote this interdisciplinary ap proach within an evangelical Christian environment. Another major objective of the Rosemead Graduate School of Psychology is to offer a training program designed to meet the expanding need for professional psychologists. In response to needs for doctoral education with a professional training emphasis, Rosemead has developed a Doctor of

General Information

Psychology (Psy.D.) program stressing practical experience and supervision in stead of the development of research skills. Students in this program spend most of their last academic year in practicum and elective therapy courses in stead of dissertation research. Rosemead also offers a more traditional Ph.D. program for students con templating academic or research careers. This program focuses on the develop ment of both research and professional skills and culminates with a doctoral dissertation. Rosemead attempts to provide all students with necessary tools for a broad understanding of human behavior including the psychological and theological formulations of the nature of personality functioning. Having this foundation, students can then focus on either the application of psychological facts and theories to the pressing problems of humanity or on the development of new knowledge through research and academic pursuits. The achievement of these objectives requires the following: (1) Knowledge and understanding of the content, theory, and methodological 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 the effectiveness of therapeutic and intellectual adjustment and uti lize appropriate therapeutic techniques to alter maladaptive functioning (7) Competence in the evaluation and/or execution of psychological research (8) Awareness of professional and ethical relationships in appropriate fields of research, theory, and practice Graduate programs are designed to balance formal course instruction with small seminars, case observations, and supervised counseling experience. All Ph.D. students also participate 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 psy chology. 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 psychology, educational psychology, counseling and guidance, and personnel psychology. While in actual practice it is sometimes difficult to differentiate between the doctoral level counseling psychologist and the doctoral level clinical or educational psychologist some general differences usually do exist. In comparison to the clinical psychologist the counseling psychologist generally places a greater emphasis on the normal personality. His counselees typically do not exhibit as severe personality disturbances as those seen by clinical psychologists. The counseling psychologist also emphasizes normal developmental concerns rather than focusing exclusively on psychopathology and remediation. For example the counseling psychologist typically places greater stress on vocational planning and on environmental assets and family interactions than the clinical psychologist. In comparison to educational psychologists the counseling psychologist generally places lesser emphasis on the educational environment, the diagnosis and remediation of learning disabilities and special education programs. Graduates of doctoral programs 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 the recent emphasis on community mental health services, counseling psychologists are increasingly involved in community education, inter disciplinary programs, consultant activities, and a variety of related professional roles. Rosemead's doctoral programs in Counseling Psychology are designed to train well rounded graduates who can function in a variety of professional roles including direct counseling services, consultation, and teaching. Approximately seventy-five percent of Rosemead's graduates have taken positions as staff psychologists at outpatient psychological clinics or mental hospitals. The rest have accepted faculty appointments in educational institutions.

The Integration of Psychology and Theology

Historically the minister or religious leader has filled a key role in mental health. Before the advent of modern psychological and psychiatric therapies, the great bulk of personal counseling was conducted by religious leaders. With the crystallization of the new discipline of psychology a shift occurred which saw many people turning away from the minister and to the psychologist for counsel. With this phenomenon has come a dichotomy between "religious" and "psychological" counseling. This differentiation has the advantage of en couraging both the minister and the psychologist to function within their area of specialization. Unfortunately, however, men are not split into religious and psychological entities. This bifurcation works against a holistic approach which deals with the total physical, spiritual, and emotional needs of man. As a Christian institution, Rosemead is committed to an effective interface and integration of psychology and theology. Several areas of theology and psy chology are speaking to the same issues. Anthropology is a good example. A concurrent study of concepts like the nature of man, sin, and psychopathology can do much to provide a more comprehensive understanding of the nature of man. What, for example, is the relationship of the biblical concept of sin to the psychological concept of mental illness? And how can bibl ical teachings on sin and the nature of man be reconciled to psychological concepts like self-esteem and self-acceptance? Similarly the theological concepts of growth known as sanctification need to be put side by side with psychological concepts of growth. Biblical principles like confession (James 5:16), fellowship (Acts 2:42), admonishment (Colossians 3:16), and support (Galatians 6:1-2) need to be related to current psy chotherapeutic concepts. Theological and psychological concepts also merge constructively in the study of religious development and behavior. Research and theoretical findings can do much to clarify the development and functioning of religious values and concepts from infancy through adulthood. Rosemead believes an interdisciplinary study of these and similar issues can serve the dual purpose of providing future psychologists with a holistic view of man and awakening the church to the potentially very significant contributions of psychology to its role of reconciling men to God and leading them to wholeness and personal fulfillment.

Administration and Faculty

----

·t --~ ~ -.

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 Executive 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

Thomas E. Elkin Academic Dean B.A. Belhaven College B.D. Columbia Theological Seminary Ph.D. School of Psychology, Fuller Theological Seminary Areas of Specialization: Clinical Psychology; Consultation

Arthur C. Hammers Director of Development Moody Bible Institute California State University at Long Beach Kennedy-Sinclaire School

Paul A. Dibble Controller

B.S. University of Colorado

Gene Byron Director of Foundation Relations

B.A.Tennessee Temple College

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

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

David W. Cabush Director of Clinical 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

Nancy S. Duvall Coordinator of Training, Rosemead Counseling Service

A.B. Agnes Scott College M.A.T. Duke University Ph.D. University of North Carolina Areas of Specialization: Personality Assessment; Psychotherapy; Supervision

J. Roland Fleck Co-editor, Journal of Psychology and Theology B.A. Bryan College

M.Ed. University of Georgia Ed.D. University of Georgia

Areas of Specialization: Child Development; Research In Religious Behavior; Measurement

William F. Hunter Registrar / Director of Admissions

B.A. Northwestern College M.A. (Marriage and Family Counseling) Fuller Theological Seminary Th.M., D.Min. Golden Gate Baptist Theological Seminary Areas of Specialization: Marriage and Family Life Education and Counseling

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

Gary H. Strauss Dean of Students

B.Ed. Fresno State College M.Ed. University of Northern Iowa Ed.D. Northern Illinois University Areas of Specialization: Counseling; Vocational Development; Practicum 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

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

Benedict B. Cooley

B.A. San Francisco State College M.A. University of Illinois Ph.D. University of Illinois Areas of Specialization: Learning Theory; Behavior Therapy

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

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

PART-TIME FACULTY

The following individuals are regularly involved in Rosemead's academic program on a part-time basis. In addition to teaching, these faculty are also available for student advisement, supervision, and other faculty activities.

William M. Counts BA Princeton University

MA Southern Methodist University Th .M. Dallas Theological Seminary

Areas of Specialization: Theology; English Bible

Robert L. Saucy B.A.Westmont College

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

Shannon M. Ozbun B.S.W. University of Kansas M.S.W. University of Kansas Areas of Specializations: Social Work; Intake Interviewing

ADJUNCT FACULTY 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. These adjunct faculty generally do not have ongoing involvement in Rosemead's academic program. Instead, they teach on occasion in their area of specialization. The following individuals have taught selected courses at Rosemead in recent semesters. Samuel McDill, M.A., D.Min. Specialization: Marriage and Family Counseling George R. Martindale, Ph.D. Specialization: Marriage and Family Counseling Arthur Prescott, Ph.D. 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 DIDACTIC THERAPISTS In addition to Rosemead's faculty, several local clinicians serve as group or individual didactic therapists for Rosemead's student professional growth program. Maurice Wagner, Ph.D. Samuel L. Mayhugh, Ph.D. Adrin C. Sylling, D.Phil. James A. Oakland, Ph.D. Donald F. Tweedie, Jr. , Ph.D.

Facilities The Rosemead Graduate School of Psychology is housed in the T. J. Reese Education Building, completed in the Winter 1974. This building houses the library, faculty offices, classrooms, and the Clinical Training Center, Rosemead 's major on-campus training facility for students. This training facility includes six student therapy offices, two child therapy rooms, and one group therapy room all with audio/visual equipment. Another on-campus training facility available for students is the Rosemead Counseling Service. Staffed by 12 full-time professional personnel, this clinic provides approximately 11,000 hours of psychological services annually. The large case load makes available an abundance of clients for practicum and in ternship experience. In addition to basic therapy offices, the clinic contains facilities for play therapy and group therapy, 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 also available for practicum and internship experiences. Rosemead does not provide on-campus housing facilities. There are, however, numerous apartments and houses for rent within convenient dis tance of the school.

Admission

As in most graduate programs in psychology, competition for admission is keen and enrollment is limited. In order to be admitted to full graduate stand ing the applicant must comply with the following: (1) Possess a baccalaureate degree from an accredited college or uni versity with an average grade of at least "B" for the junior and senior years. (2) Present an undergraduate program including either a major in psy chology or a minimum of 30 semester hours of credit in psychology. This 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 references and two are character references. (6) Appear for a personal interview with the admissions committee or its area representative. Since Rosemead's programs include professional experience, it is important that students possess the personality strengths and character to deal effectively in a variety of interpersonal and professional relationships. Personal as well as academic screening avoids the pitfalls of allowing a student to pur sue a course of study in preparation for a vocation which is poten tially unsuited to his personality. A fee of $35 is due and payable to the Graduate School following notification to have this interview. Registration deadline is February 16. Students may be accepted after February 16, however priority will be given to those who have met this deadline.

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 st udent who does not fulfill all entrance requirements 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 studen t. Foreign Students Foreign students, whose native language is not English, must submit scores on the Test of English as a Foreign Language (TOEFL) . Information concerning this test may be obtained by writing Test of English as a Foreign Language, Box 899 , Princeton, New Jersey, U.S.A. 08540. The TOEFL requirement will be waived only for students who have successfully completed at least one year of study at a regionally accredited college or university in the United States. Before submitting an application for admission to Rosemead, overseas applicants should be assured of financial support to cover all Graduate School and personal ex penses during the period of their residence at Rosemead. The school does not present ly have funds available for scholarships for overseas students. Grades Required for Graduation Students wishing to obtain a graduate degree must maintain consistently 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 WF- Withdrawa l Faili ng no grade points AUD- Audit no grade points R- Di ssertat ion Research in Progress no grade points IP- Internship in Progress no grade points . . . . . . ....... ........ ..... ............ ........ ........ . . . . ................ .. .............. . . ..... . . . . ...... . .... . .. . . ... ... . . . ....................... ........ . ........... .... .............. . ...... ......... ...................... .......................... An Incomplete is a grade given t o a student by the instructor for cir cumstances beyond the student's control (Illness, etc.). A student must appeal for an Incomplete to the instructor before the end of the semester. An In complete incurred in one semester must be made up by the end of the first

General Requirements

nine (9) weeks of the next semester or the grade will automatically become an E. An E 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 Qualifications. A student may only be allowed a combination of two E's and/or two C's; a third C and/or E brings automatic elimination 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 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 12 to 15 hours per semester. No student will be allowed to carry over 15 units in any semester and no full-time student may carry less than 9 units until he has been ad mitted 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 30 semester hours of psychology and up to 15 hours of theology graduate study from an accredited school. No courses may be transferred if the grade is below a B. A total of 9 hours of psy chology and 9 hours of Bible or theology may be applied to the M.A. degree. Some practicum experience can be transferred with the permission of the Coordinator of Professional Training. 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 Ad missions 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 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 insurance as a part of their registration fee.

Degree Requirements

The Master of Arts Degree: This degree is not considered a terminal degree. No students will be admitted for graduate study unless they intend to pursue the doctorate. 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 work

The Doctor of Psychology Degree: The Psy.D. degree signifies completion of a course of study designed to train practitioners in counseling psychology. Psy.D. candidates take additional practicum and elective psychotherapy courses designed to produce highly qualified psychological practitioners. The Psy.D. dissertation is done in an area of study relating to professional psy chotherapy. For students without previous graduate study, the Psy.D. program requires approximately five years of full-time study. The Doctor ofPhilosophy Degree: The Ph.D. degree in Counseling Psychology signifies completion of a course of study designed to prepare students for careers in academic psychology. It includes solid grounding in general psy chology 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-t ime study. Only a limited number of students may be admitted to the Ph.D. program each year. (1) Residence A minimum of four years of residence is required for the doctorate. Whi le the doctorat e is not awarded simply for completion of stated course work, there are basi c unit requirements for the doctorate. Psychology: Ph.D. students must complete a minimum of 84 semester hours in psychology in addition to a doctoral dissertation. This includes at least 72 academic units, of which 12 un its must be selected from PL elective psychotherapy courses, and 12 units of practicum. Psy.D. students must complete a minimum of 94 semester hours in psychology. This includes at least 76 academic units, of which 21 units must be selected from PL elective psy chotherapy courses, and 18 units of practicum. Theology. All students must complete a minor in theology which includes a minimum of 20 semester units. Masters Research Ph.D. students must spend a minimum of 400 hours on an approved research project during their first two years of graduate study.

Degree Requirements

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. Dissertation Research: 18 units of dissertation research are required prior to granting the Ph.D. The Psy.D. requires 8 units of dissertation research. (2) Preliminary Oral Interview and Admission to Doctoral Study All students have an oral interview to evaluate their progress and potential for successful completion of the doctoral program. This interview comes after the completion of three semesters in residence. (3) Comprehensive Examinations All students must pass a set of comprehensive examinations covering the following areas: psychological development, psychological functioning, psychological intervention, and psy chology and theology. Students also must pass an advanced examination formulated by the student's advisor and his doctoral committee. These examinations are given three times annually and serve as the major means of evaluating a student's suitability to continue studies toward the doctorate. The examinations may be taken any time after completion of 75% of the course work and must be taken prior to the Professional Qualifying Examination or the Professional Interview. 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. (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) Successfully completed the Preliminary Oral Interview (b) Passed the Comprehensive Examinations (c) Received approval of dissertation topic by Doctoral Committee. (5) Professional Interview All Ph.D. students must successfully complete a professional interview that evaluates the student's readiness for internship This interview can be taken any time after three of the four basic areas of the comprehensive examinations have been passed and must be com pleted six months prior to internship. The interview committee may require the student to complete additional course work, practicum, or other professional growth experiences prior to beginning the internship.

Degree Requirements

(6) Professional Qualifying Examination Psy.D. students must successfully complete an examination designated to evaluate their readiness for a full -time internship in professional counseling. It may be taken any time after three or four basic areas of comprehensive examinations have been passed and must be completed six months prior to internship. The examining committee may require the student to complete additional course work, practicum, or other professional growth experiences prior to beginning the internship. (7) Internship All students are required to complete 1500 hours of clinical internship prior to graduation. The internship may consist of two years of experience on a half-time basis. All internships are to be approved in advance by the Professional Training Committee. For further details refer to the Internship Guidelines. (8) Completion of Didactic Therapy All students must receive certification of completion of didactic therapy from the Coor dinator of Professional Training. (9) Dissertation A dissertation evidencing high attainment in original scholarship must be submitted by all doctoral candidates. The dissertation topic and proposal must be approved by the can didate's advisory committee prior to the beginning of the student's internship. Five weeks prior to expected graduation the candidate must submit to the Registrar the original and four copies of his dissertat ion signed by his dissertation committee. For further information refer to the Student Dissertation Guidelines.

(10) Final Oral Examination The final examination is an oral defense of the dissertation.

Finances

Since no facilities are available on campus for room and board, it is impossi ble 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 and Fees Tuition (full-time, 9-15 hrs.) $1300.00 Professional Growth Fee 200.00 Application Fee (not refundable) 15.00 Admissions Interview Fee (not refundable) 35.00 Late Registration 10.00 General Fees (Includes Registration, Library, Accident & Medical Insurance) 40.00 Estimated Tuition & Fees per Semester, excluding Application Fee $1540.00 Dissertation Binding Fee $35.00 Dissertation Microfilming 35.00 Dissertation Copyright (not mandatory) 15.00 Transcript (first copy free) 2.00 Graduation Fee 25.00 . . . . . . . . . . . . . . .... . ..... .. .. . . . ... . . ......... . ..... . .... .. . . . . . . .... . ....... . ...... .... . ........... ... .... . .. .. . .. . . ........ .............. . ................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... . . . . . . . . . . ................. , .. , . . . ..... . .... ... . . . . . , . . , . . . .. .. , ... . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . , .. , . . , . . , . . . .... ..... . ................................. , .. , .. , .. , .. , ... lnterterm: $80 per class hour plus $15 Registration Fee Summer School: $80 per class hour plus $40 Registration Fee Financial Assistance There is 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 re quire approximately 20 hours of work weekly. The first two years of graduate study are typically the most difficult financially. Most students make applica tion to outside agencies for financial aid and loans. 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. All accounts must be paid in full before the doctoral degree may be granted. 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 informed in writing by the student of the intention to withdraw. General fees are not refun dable.

Personal and Professional Growth Activities

At the heart of an effective training program in Counseling Psychology 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 developed a planned sequence of experiences designed to promote personal growth and competency in in terpersonal relations. Beginning in their first year of study students participate in a variety of ac tivities designed to promote professional awareness and personal growth. Included are observation of varied modes of professional service on and off

Personal and Professional Growth Activities

campus, seminars to assess and facilitate interpersonal skills, and a preprac ticum course where the students begin their initial experience in the professional helping role. 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 individually 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 experience 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 timing, choice of therapist, and specific goals are determined by the student in conjunction with his ad visor and the Professional Training Committee. When a student reaches his fourth year most of his time is spent in indepen dent 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 in stitutions. It is intended to provide 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 stu dent 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 supervision 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 off-campus professional agencies where Rosemead students have recently received supervised clinical experience in practica and internships. Placement in these agencies is made under the Coordinator of Practicum. In addition to these agencies, all students also receive professional experience in Rosemead's on-campus counseling center. Practicum assign ments are in accord with the student developmental needs and interests. Internships are obtained by the student consonant with the Internship Guidelines of the school.

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