mental health centers; child, adolescent and adult treatment centers; outpatient clinics; and private and public psychiatric hospitals—ensure that Rosemead students will gain a breadth of clinical experience in professional settings working with diverse populations. Students receive both supervision at their training sites and additional clinical consultation on campus with Rosemead faculty. The on-campus supervision ensures an integration of classroom training and field experience. Recent and current practicum agencies are listed later in this catalog. Biola has a commitment to academic computing which provides substantial computing resources for Rosemead students and faculty. The Welch Computing Center offers desktop computing and printing services with both Macintosh and Windows computers. General productivity software is available as well as Bible, graphic arts, video production, and statistical software. The lab is open 100 hours a week with on-duty assistance from the IT Helpdesk. The School of Business and Library ʼ s Instructional Labs often serve as an open lab for Library research, email, and word processing. There are also a number of smaller departmental labs on campus dedicated to students of their respective majors. Further, Biola believes the wireless network should extend connectivity to those areas where a wired network port is not available. Biola has multiple wireless access points installed around campus. Most campus common areas have been equipped with wireless access. Academic & Clinical Consultants As a professional school located in a large metropolitan area, Rosemead utilizes the services of a number of persons from the larger professional community in its academic and clinical programs. Whether as part-time faculty or as consultants, this roster is multidisciplinary and enables Rosemead to enrich its training programs. Academic and clinical consultants do not serve as advisors to Rosemead students or chairpersons of dissertation committees but they do participate in other academic or consultation activities. The following professional persons are either currently or recently involved in some aspect of Rosemead ʼ s academic or clinical programs: Christal Daehnert , Ph.D. ; Rosemead School of Psychology: Clinical Supervision James Daehnert , Ph.D. ; University of South Carolina: Cognitive Psychology University of California Irvine Alzheimer Disease Center William L. Edkins , Psy.D. ; Rosemead Graduate School of Professional Psychology: Private Practice David Martin , Ph.D. ; Harbor UCLA Medical Center Avedis Panajian , Ph.D. ; United States International University ABPP: Early Object Relationships, Individual Psychoanalytic Psychotherapy Jody A. Ward , Ph.D. ; Rosemead School of Psychology Drug & Alcohol Abuse; Private Practice Distinctives Rosemead ʼ s major educational distinctives are its strong professional training orientation and its goal of relating the data and concepts of psychology to those of Christian theology. Since both psychology and theology address the human condition, Rosemead ʼ s faculty believes there is a great deal to be gained by an interdisciplinary study of the nature of persons. Consequently, all students take a series of theology courses and integration seminars Rosemead School of Psychology: Group Therapy Clinical Supervision Malcom B. Dick , Ph.D. ;
designed to study the relationship of psychological and theological conceptions of human functioning. This series of courses lengthens Rosemead ʼ s doctoral program by approximately one year beyond most four-year clinical programs. While recognizing that the disciplines of psychology and theology have some very different data and methodologies, their overlapping content, goals and principles provide a rich resource for interdisciplinary study. Issues growing out of these overlapping concerns cover a range of topics relating to research, theory and clinical practice. By encouraging this study, Rosemead is attempting to train psychologists with a broad view of human nature that includes a sensitivity to the religious dimension of life. Through its interaction with members of the Christian community, Rosemead is also committed to demonstrating to the church the potentially significant contributions an understanding of the data and methods of psychology can make to the Church ʼ s role of ministering to the whole person. Family / Child Students desiring to focus their professional practice on children, couples or families may take the following elective courses in addition to the regular doctoral requirements: Family Psychology & Psychopathology Marriage & Family Therapy I & II Introduction to Child & Adolescent Therapy Advanced Child & Adolescent Therapy It is suggested that students concentrating in Family-Child Psychology also write their dissertations or doctoral research papers in a family-child area, spend their year-long outpatient practicum in a setting where at least one-half of their work is with children, couples or families, and complete an internship in a setting where at least one third of their work is with a family-child population. They may also elect other family related courses such as Development of Religious Understanding in Children and Adolescents, and Human Sexuality. Professional Growth & Training 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 sequence of experiences designed to promote personal growth and competence in interpersonal relationships as well as specific clinical skills. Beginning in their first year of study, students participate in a variety of activities designed to promote professional awareness and personal growth. The first year activities include active training in empathy skills and on-campus pre-practicum experience. The pre- practicum 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 a helping role. During the second year, students usually participate in interpersonal training therapy. As participants, students personally experience some of the growth-producing aspects of interpersonal relationships. In addition, students begin their formal practicum and psychotherapy lab courses in 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 supervised both by Rosemead ʼ s faculty and qualified professionals working in the practicum agencies. In the psychotherapy lab courses, students receive both instruction and supervised experience, offering clinical services from the theoretical orientation of the course. Students elect lab courses from offerings such as Emotion Focused Therapy, Psychotherapy with Children and Adolescents, Marriage and Family Therapy, Group Therapy, Cognitive / Behavior Therapy, Gestalt Therapy, Attachment Theory and Neurofeedback.
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