ROSEMEAD SCHOOL OF PSYCHOLOGY
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ADDITIONAL EDUCATIONAL OPPORTUNITIES Training and Research Facilities Rosemead maintains an outpatient psychological service and training cen ter on the Biola campus. The clinic offers a wide range of psychological ser vices to adults and children. It also pro vides on-campus training opportunities for students. The clinic is equipped with one-way vision glass for case obser vation and video-taping facilities. Students will also receive super vised clinical experiences in a variety of practicum placements in the Greater Los Angeles Area. These agencies pre sent students with opportunities to work with clinical professionals with a variety of therapeutic orientations serv ing diverse populations. The agencies which regularly train Rosemead stu dents - surrounding school districts; community 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 experiences in professional settings working with ethnically and radicallydiverse popula tions. Students receive supervision both at their training sites and on cam pus with Rosemead faculty. The on campus supervision ensures an integra tion of classroom training and field experience. The practicum agencies are listed later in this catalog. Biola has a commitment to acade mic computing which prO\~des substan tial computing resources for Rosemead students and faculty. Biola has two com puters and a computer processing labo ratory which are the core of a Campus Information System. Resources avail able at the University' s Welch Com puter Center include two Digital Equip ment Corporation VAX 3100 worksta tions, three Hewlett Packard 9000 work stations, and a Digital Equipment Cor poration Decstation 2100, all networked together. Also available for students use are IBM, PC, PC-AT, and Macintosh microcomputers. SPSS-Xis available for statistical research. Operating systems include VMS, UNIX, and DOS. Academic and Clinical Consultants As a professional school located in a large metropolitan area, Rosemead uti lizes 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 con sultants, this roster is multidisciplinary
DEGREES OFFERED Master of Arts
and enables Rosemead to enrich its training programs. Academic and clin~ cal consultants do not serve as advisors to Rosemead students or chairpersons of dissertation committees but they do participate in all other academic acti~ ties. The following professional persons are either currentlyor recently involved in some aspect of Rosemead's academic or clinical programs: Terri Clark, M.D. University of Southern California: Psychiatry, Psychopharmacology Christal Daehnert, Ph.D. Rosemead School of Psychology: Clinical Supervision James Daehnert, Ph.D. Rosemead School of Psychology: Group Therapy William L. Edkins, Psy.D. Rosemead Graduate School of Professional Psychology: Private Practice John Gartner, Ph.D. University of Massachusetts: Treatment of Borderline Personalities Earl Henslin , Psy.D, Rosemead School of Psychology: Drug and Alcohol Abuse Ruth Ann Graybill , M.S.W Rutgers University: Family Systems Therapy and Supervision Avedis Panajian, Ph.D. United States International University ABPP: EarlyObject Relationships, Individual Psychoanalytic Psychotherapy Arthur L. Prescott, Ph.D. University of Southern California: School of Psychology: Clinical Supervision Nancy Smith , Psy.D. Rosemead School of Psychology: Group Therapy S. Philip Sutherland, Ph.D. University of Southern California: Individual Didactic Psychotherapy DISTINCTIVES Rosemead's major educational dis- tinctives are its strong professional train ing orientation and its goal of relating tl1e data and concepts of psychology to those of Christian theology. Since botl1 psychology and theology address the human condition, Rosemead's faculty
Dean: Patricia L. Pike, Ph.D. FACULTY Professors: Edwards, McQueen , Narramore, Poelstra, Worden Associate Professors: Coe, Duvall, Grace, Ingram,Jones, Kelley, Pike, Sorenson, Steinmeier, Strauss, Stroup Assistant Professors: Anderson, Brokaw, Dickens, Duerksen OBJECTIVES Introduction The Rosemead School of Psychol ogy of Biola University, in addition to its undergraduate work, offers gradu ate work leading to the Doctor of Psy chology (Psy.D.) , and the Doctor of Philosophy (Ph.D.) degrees in clinical psychology. Rosemead 's doctoral pro gram is accredited by the American Psychological Association. Training Models in Clinical Psychology In the past 20 years there has been a great deal of discussion and debate by psychologists over appropriate train ing models and degrees in clinical psy chology. During the 1950s and 1960s, most doctoral training in psychology followed the scientist professional model and culminated in the awarding of the Ph.D. These programs were designed to train scientifically oriented researchers and professionals. During the 1960s and I970s the need for training programs with stronger pro fessional orientations became apparent. Institutions like the University of Illinois, the California School of Professional Psy chology, the University of Denver, Baylor University, Rutgers University and the Rosemead Graduate School of Psychology were among the first to offer programs designed explicitly to provide doctoral training following either a professional (practitioner) or a professional-scientist (practitioner-&ientist) model of training. Without rejecting the need for training in the basic science areas of psychology, these programs began plac ing proportionately greater emphasis on the professional aspects of training. After two decades of discussion, debate and innovation, graduate training pro grams in clinical°psychology now cover a broad range of emphases from highly professional to highly scientific. Rosemead 's doctoral program fol lows a professional-scientist model of training with applicants selecting either the Psy.D. or the Ph.D. track depending on their vocational and training interests.
A master's degree is awarded as a student progresses in his or her doctoral program. Special application for a mas ter 's degree must be approved on an individual basis. Doctor of Psychology and Doctor of Phflosophy Rosemead's doctoral program in clinical psychology is designed primarily to train practitioners in professional psy chology. In contrast to the traditional scientist-professional model of training that is designed to train researchers or clinicians with strong research interests, Rosemead ' s doctoral program is designed for students interested in pur suing careers in applied areas of clinical psychology. While all students receive training in the basic areas of scientific psychology relevant to the practice of psy chology, the focus of Rosemead's doc toral training is on the development of professional skills and the utilization of theory and research in professional prac tice. Within this focus students may se lect either the Psy.D. or the Ph.D. track. Approximately 75% of Rosemead 's stu dents are enrolled in the Psy.D. track and 25% in the Ph.D. Except in unusual cir cumstances, students do not change tracks after admission. While both the Psy.D. and Ph.D. tracks have a common core of basic sci ence and clinical courses, students selecting Rosemead 's Psy.D. track are generally preparing for full-time posi tions as psychological practitioners. Those choosing Rosemead's Ph.D. track are interested in combining clinical work with other psychological compe tencies, such as teaching and research . Although Rosemead's Ph.D. program has more of a research focus than the Psy.D. program, it does not place the pri mary emphasis on the development of research skills to the extent that most sci entist-practitioner Ph.D. programs do. The program does not have the breadth and depth of research emphases for stu dents who desire to become the type of clinical researchers whose only use of clinical skills occur in the context of doing research. However, research training in Rosemead 's Ph.D. program is strong in a few selected areas of ongoing faculty research. Thus the Ph.D. track is particularly appropriate for students who de~ire both to develop quality clini cal skills and to develop research skills closely related to a faculty member's cur rently active research program.
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