mead\ 11 eckh chapel. \'arious opporwnitic, arc providcd during the academic year for students and their spouscs to gather in fac ulty homes for fcllo11 ship and inrcgr,nion of firsr-1car srndcnts into the Rosemead communitv. Students are aho encouraged to bccornc invoh cd in one of the many local churches in the Southcrn California area.
theologv ha, e 10111e , ·crv differ ent data and 111erhodologies, their O\'C.:rlappinp; contcnt, goa ls and principle, prm ide a rich resource for interdisciplinary st ud ,, Iss ues _growing out of th ese overlapping concerns co, er a range of top ics relating to research, theory and clin ical practice. B) encouragin g chi, ,rnd, l{ oscmead is am;111pt ing to train psychologists with a hroad , ie11 of hu111an narnre that includes a ,ensirivir, to the reli giou, dimension of lifc. Through ir, interaction with members of t hc Christ ian co111111u nit y, Rose mead i, aho co111111 i rtcd ro demonstrating to the churc h rhc potenrialh significant co ntribu tions an undcrsrnnding of the data and 111ethods of psvchology can make tO the Churc h 's role of 111inistering; t0 the II hole person. Family/Child Studcnts desiring to focus the ir professional practice on children, couples or fami li cs mav rake an emphasis in Fa111ily Child Ps,chologv. Thi s e111pha si, requires completion of the fo l lo11·ing; clccti1<; courses in addi tion to the regular docroral rcqu1re111cnts: Advanced Assessment of Individuals with Disabilities Family Psychology and Psychopathology Marriage and Family Therapy I and II Introduction to Child and Adolescent Therapy Advanced Child and Adolescent Therapy Cognitive/Behavioral Therapy with Children Studcnts e111phasi;,ing in Fa111iil-Child Psycholog, aho write the ir dissertations or doc toral rcscarch papcr, in a familv child arca , spend thcir year-long ourparicnr practicu111 in a setting 11 hcn; at kast one-half of their 11,,rk is with c hildren, couples or fa111ilics, and complctc an intern ship in a scning 11·hcre at lease one thi rd of their 11ork is with a fa111ily-child population. They n1a1 also elect other fam il y rclated co11rsc, such as De, ·clop ment of Religious l 'ndcrsrand ing in Children and Adolescents, 1 l uman Scxualir,· and Co111111u nity \lenral I lcalth: Psyc hoedu cat ion al and Prc,·cnrivc i\lodc ls.
Quantitative Methods
,rich Adolescents, i\larriagc and Famil y Therap y, Group Thcr ap ,·, Cogni ri vc/13chav ior Therapy with Ch ildren, Biofeedback, and Psyc hotherapy w ith Children. During the third yea r m ost do ctora l students rake two or three psychorherapv lab courses, work in an adu lt outpatient practicum scu ing, and bcgin indi v id ua I training therapy. This therapy is designed to gi, ·e the swdcnt first- hand exper ience in the rolc of a client and is cons id e red an oppo rrunitv for both per sonal growth and for learning ther apeutic principles and techniques . A minimum of 50 hours of indi vidual tra ining arc requi red. Such issues as timin g;, choice of thera pist and specific goa ls a rc deter mined by srndents in conjunction with th e ir advisors and the Clini cal Training Co111mincc. \\'hen doctoral swdcnts reach their fourth year, most of their ti me is spent in e lectives in rhe therap), integration and general psvchology courses; ad,anccd practicum ass ignments ; and indr.: pcndcnt srnd v or research. This stcp-by-srcp progression in pro fessional tr a inin g experiences gives the student perso nal experi ence with a II id e range of person a liti es in a variety of setti ngs and provides the necessa ry prepara tion for a full-time internship dur ing the fifth year of study, The internship is planned as an intensive clinical cxpcricnci.:: ro help srndcnts integrarc the varied clements of their pre parati on in psvchology inw a congruent pro fessional role. All internships must be faculty approved in order to ensure a high leve l of profes sional expe ri ence for the srnde nL Pl aceme nt in pract icum agen c ies is made b y the direcror of c lini cal training a nd intcrnships are obtained by the studcnt co n sonant with rhe internship guide lines of t he sc hool, Th e facu ltv is active in helping select and obrain suc h placements. Christian Activities As members of a Chr ist ian university comm unit y, R osc- 111 ead's facu lty believe the relat ing of one's faith w an academic discipline goes beyond the theo ret ica l and academic, Opportuni ties for fellowship, dialogue and worship are seen as , ital pans of the roral educational process. Consequently, a ll s rnd cnts a rc expected w participate in Rosc-
The faculty arc developing a minor in quanrirarivc 111erhods for students in the PhD prog ram. Thi s minor prol'idcs extraordinaril y strong training in resea rch methods and data ana lvs is, Sec the cu rrent Rosemead st udcnt handboo k or the Associate D ean for Graduate Students to obtain further informa tion about this minor. Professional Growth and Training Ar the heart of an effective training progran1 in professiona l psvchology is the opportun ity to dc, ·clop the personal in sights an d skills neccssarv for empathic and effective interaction in a wide range of settings. In order to meet chi, need, Rosemead has d e,·c loped a seq uence of expe ri e nces designed to promote per sona l gro11 th and compctencv in interpersonal relationships as well as specific c lini ca l skills. Beginning in their first ,car of study, students participarc in a varic t v of' acri, ·irics designed to promote professional awareness and personal g;rmnh. Th e first year acti\ irics in clude acti\·e training in empathy ski lb and on campus prcpracricum experience. The prcpracticum course consists of cxc rciscs w assess and facili tate intcrpcrsonal ski ll s, and the initial op porwniry for rhe student to work with a voluntee r co ll ege client in a helping ro le. During the second vcar, stu dents usually participate in group training therapy. As group mem bers, srndents personally experi e nce some of the g rowth-prod uc ing; aspects of gro up counsc ling . In add ition to group therapy, stu dents begin their formal practicum and psychotherapy lab courses in t he seco nd 1'ea r. Sw dcnrs arc placed in s uc h profes sional facilities as outpatient clin ics, hospitals, college cou nse ling centers, public schoo ls and com munir,· hca lth organi;,ar ions on the basis of their individual readi ness, nceds and intcresrs. These practicum experiences arc supcr- 1·iscd both bv Rosc111ead's faculty and qualified profcssionals work ing in the practicum agcnc ies . In the psyehorhcrap) lab courses, srndents rccei,·c both in s truction and supervised exper ience, offer ing clinical services from t he t hc orc ri cal or ienta t io n of the course. Students elect lab courses from offe rin gs s uch as Psvchothera py
GRADUATION REQUIREMENTS
Thc major :\ I, ,\., 1'11. D. and l'h. I), degrcc requirement, arc summari;,cd bclo11, Since all srn dents take a set of ba,ic cour,cs in scientific pS1chologv as well as in clinical psycholog,· and theology, the first three ,cars or rhc Psi.I} and l'h.D, tracks arc 1cr1 ,imilar.
Master's Degree in Clinical Psychology
t\lthough lfoscmead docs not offer a tcrminal .\L1,tcr's pro gram, a \ laster of 1\rrs in clinical ps)cholog1 i, granted after t hc complction or the fir,t t11 o ycar, of either the Ph.D. or l'w.D. cur riculum. including;: r\, 1\ minimum of-lS scmcstcr hours· in psycholog, (includ ing practicum and pSl chothcrap) lab courses), 13. A minin111rn of ninc semester hours in thcolog,, and C, ,\ minimum of one , ·car of resident g;raduatc work. (The final scmt.:stcr mu-,c be in residence.) D. A rransfcr maximum of 9 units in thcolog, and 9 uni ts in ps'>cholog, ma, be counted wward the j\ l, f\, in C lini cal l' sycho logv, "I l ours" and "unit," arc intcrchang;eable throughout th is SCCC10l1.
R~2 • Rosemead School of Pryc hology
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