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 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 ob servation of varied modes of professional service on and off campus, seminars to assess and facilitate interpersonal skills, and a prepracticum course where the stu dents 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 as pects of group counseling. In addition to group therapy, students begin their formal practicum. Students are placed in such professional facilities as outpatient clinics, hospitals, college counseling centers, public schools, and community health organi zations on the basis of their individual readiness, needs, and interests. These prac ticum experiences are individually supervised by Rosemead's full-time faculty and qualified professionals working in the practicum agency. During the third year most doctoral 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 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 in dependent study, electives, and practicum experiences. The step-by-step progres sion 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 provide the necessary experience and preparation to serve as a basis for a full-time internship during the fifth year of study. The internship is planned as an intensive clinical experience where the student may integrate the varied elements of his preparation in psychology into a congruent professional role. For most students the primary internship objective is experience and supervision in ongoing counseling and psychotherapeutic procedures. All in ternships 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 practicum and internships. Placement in these agencies is made by the Director of Clinical Training. In addi tion to these agencies, all students receive professional supervision by Rosemead's clinical faculty. Practicum assignments are in accord with the student's developmen tal needs and interests. Internships are obtained by the student consonant with the Internship Guidelines of the school. 16
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