trust, and empathic understanding. Integration is the discovery of the rela tionship which exists between biblical data and the facts and principles of psychology. While recognizing that the disciplines of psychology and theology have some unique elements and differing methodologies, Rosemead is com mitted to an effective interface between these disciplines. Rosemead believes that such integrative study in areas of mutual concerns can serve the dual purpose of providing future psychologists with a fuller view of man, and awakening of the Church to the potentially significant contribution of psychol ogy in its role of ministering to the whole person. PERSONAL AND PROFESSIONAL GROWTH At the heart of an effective training program in Professional Psychology is the opportunity to develop the personal insights and skills necessary for empathic and effective interaction in a wide range of settings. In order to meet this need, Rosemead has developed a planned sequence of experiences de signed 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. These activities include active training in basic empathy skills and a preprac ticum experience. The prepracticum course consists of exercises to assess and facilitate interpersonal skills, and the initial opportunity for the student to work with a volunteer college client in the professional helping role. During the second year all students participate in group training 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 practicum. Students are placed in such professional facilities as outpa tient clinics, hospitals, college counseling centers, public schools, and com munity health organizations on the basis of their individual readiness, needs, and interests. These practicum experiences are individually supervised by Rosemead's full-time faculty and qualified professionals working in the prac ticum agency. During the third year most doctoral students begin their individual training 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 training are required. Such issues as timing, choice of therapist, and specific goals are determined by the student in conjunction with his advisor and the Professional Training Committee. Students are referred to the Didactic Therapy Guidelines for further details. When a doctoral 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 experience with a wide range of personalities in a variety of settings. It is intended to provide the necessary preparation to serve as a basis for a full-time internship during the fifth year of study. 18
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