Rosemead School ofPsychology


sultants, this roster is multidiscipl ina1y and enables Rosemead to enrich its training programs. Academic and clini­ cal consultants do not se1ve as advisors to Rosemead students or chai r-persons of dissertation committees but they do participate in all other academic activi­ ties. The fo llowing professional persons are either currently or recently involved in some aspect of Rosemead's academic or clinical programs:

ADDITIONAL EDUCATIONAL OPPORTUNITIES Training and Research Facilities Rosemead maintains an outpatient psychological service and train ing cen­ ter on the Biola campus. The clinic offers a wide range of psychological ser­ vices to adults and chi ldren. It also pro­ vides on-<:ampus u-aining opportunities for studen ts. The cl in ic is equipped with one-way vision glass for case obser­ vation and video-taping facilities. Students will also receive super­ vised clin ical expe1iences 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 se1v­ ing diverse populations. The agencies which regu larly train Rosemead stu­ dems - surrounding school districts; communi ty mental hea lth centers; chi ld, adolescent and adult treatment centers; outpatient cl inics; and private and public psychiatric hospitals - ensure that Rosemead students will gain a breadth of clinical experiences in professional settings working with ethnicallyand radically diverse popula­ tions. Students receive supervision both at their training sites and on cam­ pus with Rosemead facu lty. 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 provides 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 avai l­ able at the Unive rsity's Welch Com­ puter Center include two Digital Equip­ ment Corporation VAX 3100 works ta­ tions, three Hewlett Packard 9000 work­ stations, and a Digital Equipment Cor­ poration Decstation 2100 al l networked toge ther. Also available for students use are IBM, PC, PC-AT and Mac in tosh microcomputers. SPSS-X is available for statistical research. Operating sys tems include VMS, UN IX, and DOS. Academic and Clinical Consultants As a professional school located in a large metropolitan area, Rosemead uti­ lizes the sm~ces of a number of persons from the larger professional community in its academic and clinical programs. Whether as part-time faculty or as con-

Dean of Administration: Richard]. Moh line, M.Ed ., M.Div. FACULTY Professors: Edwards, Guy, Narramore, Poelstra, Worden As.lOciate Professors: Duvall , Grace, Hawkins, Ingram, Kelley, McQueen, Moh line, Pike, Quek, Strauss, Stroup Assistant Professors: Coe, Duerksen OBJECTIVES Introduction The Rosemead School of Psychology of Biola University, in add iti on to its undergraduate work, offers graduate work leading to the Master ofAns (M.A.) , the Doctor of Psychology (Psy.D. ) and the Doctor of Ph ilosophy (Ph.D.) degrees in clin ical psychology. Rosemead's doc­ toral program is accredited by the Ameri­


A master's degree is awarded as a student progresses in his or her doctoral program. All other exceptions for a master 's degree must be approved on an individual·basis. Doctor of Psychology and Doctor of Philosophy Rosemead 's doc toral program in clinical psychology is designed primari ly to train practitioners in professional psy­ chology. In contrast to the tradi tional scientist-professional model of train ing 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 traini ng in the basic areas of scientific psychology relevan t to the practice of psy­ chology, the focus of Rosemead's doc­ toral training is on the development of professional skills and the utiliza tion 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. track have a common core of basic sci­ ence and clin ical co urses, students selecti ng Rosemead's Psy. D. track are generally preparing for full -time posi­ tions as psychologica l practitioners. Those choosing Rosemead's Ph.D. track are in terested in combining cli ni cal 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 on ly 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 appropria te fo r students who desire both to develop qual ity clini­ cal skills and to develop research skills closelyrelated to a faculty member's cur­ rentlyactive research program.


Terri Clark, M.D.

Un iversity of Sou thern Californ ia: Psychiatry, Psychopharmacology

Christal Daehnert, Ph.D. Rosemead School of Psychology: Clinical Supervision James Daehnen, Ph.D. Rosemead School of Psychology: Group Therapy William L. Edki ns, Psy. D. Rosemead Graduate School of Professional Psychology: Private Practice Leland Eliason , Ph.D. Boston University, School ofTheology: Married Coupl es Group Therapy John Gartner, Ph.D. University of Massachusetts: Treatmen t of Borderline Personalities Earl Hen sli n, Psy. D. Rosemead School of Psychology: Drug and Al cohol Abuse Ruth Ann Graybill , M.S.W. Rutgers University: Family Systems Therapy and Supervision Avedis Panajian, Ph.D. United States International University ABPP: EarlyObject Re lationshi ps, Indi,~dual Psychoanalytic Psychoth erapy Arth ur L. Presco tt , Ph .D. University ofSouthern Cal ifornia: School of Psychology: Clinical Supervision Pamela Scavio, Ph.D. California School of Professional Psychology: Therapy Nancy Smith, Psy. D. Rosemead School of Psychology: Group Therapy S. Phi lip Sutherland, Ph.D. University of Southern California: Individual Didactic Psychotherapy

can Psychological Association. Training Models in Clinical Psychology

In the past 20 years there has been a great deal of discussion and debate bypsychologists over appropriate train­ ing models and degrees in clinical psy­ chology. During the I950s and I960s, 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 I960s and 1970s 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 Un iversity, Rutgers University and the Rosemead Graduate School of Psychology were among the first to offer programs designed explicitly to provide doctoral training fo llowing either a professional (practitioner) or a professional-scientist (practitioner-oeientist) model of training. Withou t rej ect ing 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 emphasis from highly professional to highly scientific. Rosemead 's doctoral program fo l­ 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.

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