GRADUATION REQUIREMENTS The major M.A. , Psy.D. and Ph.D. degree requirements are summarized below. Since all students take a set of basic courses in scientific psychology as well as in clinical psychology and theol­ ogy, the first three years of the Psy.D. and Ph.D. tracks are very similar.

During the third year most doc­ toral students take two or three psy­ chotl1erapy lab courses, continue their practicum placements and begin indi­ vidual training 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. Aminimum of 50 hours of individual training are required. Such issues as timing, choice of therapist and specific goals are determined by students in conjunction with their advisors and the Professional Training Committee. When doctoral students reach their fourth year most of their time is spent in independent study, electives and practicum experiences. This step-by­ step progression in professional training experiences gives the student personal experience with a ,vide range of person­ alities in a variety of settings and pro­ vides the necessary preparation for a full-time internship during the fifth year of study. The internship is planned as an intensive clinical experience to help students integrate the varied elements of their preparation in psychology into a congruent professional role. All intern­ ships must be faculty approved in order to ensure a high level of professional experience for the student. Placement in practicum agencies is made by the director of clinical training and internships are obtained by the student consonant with the internship guidelines of the school. Christian Activities As members of a Christian university community, Rosemead's facu lty believe the relating of one's faith to an acade­ mic discipline goes beyond the theoreti­ cal and cognitive. Opportunities for fel­ lowship, dialogue and worship are seen as vital parts of the total educational process. Consequently, all students are expected to participate in Rosemead's weekly chapel as well as a one year-long fellowship group. The fellowship groups begin in tl1e first year of the student's program. These activities provide an opportunity for students and their spouses to flesh out the personal impli­ cations of their faith and integrative study. They also provide opportunity for informal , out of class interaction with faculty spouses and other members of the Rosemead community. Students are also encouraged to become involved in one of the many local churches in the Southern California area.


with chi ldren, couples or families, and complete an internship in a setting where at least one third of their work is 1vith a family-<:hild population. They may also elect other fami ly re lated courses such as Development of Reli­ gious Understanding in Children and Ado lescents, Human Sexual ity and Community Mental Health: Psychoed­ ucational and Preventive Models. Professional Growth and Training At the heart of an effective training program in professional psychology is the opportunity to develop the personal insights and skills necessary for emphatic 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 compe­ tency 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 pro­ fessional awareness and personal growth. The first year activities include ac ti ve training in empathy ski lls and on-campus prepracticum experience. The prepracticum course consists of exercises to assess and facilitate inter­ personal skills, and the initial opportu­ nity for tl1e student to work with a vol­ unteer coll ege client in a helping role. During the second year, all stu­ dents participate in group training therapy. As group members, students personall y experience some of the growth producing aspects of group counse lin g. In addition to group therapy, students begin their formal practicum and ps yc hotherapy lab courses. Students are placed in such professional facilities as outpatient clinics, hospitals, college counseling centers, public schools and commu­ nity health organizations on the basis of their individual read iness, needs and interests. These practicum expe­ riences are supervised both by Rose­ mead 's faculty and qualified profes­ siona ls working in the practicum agencies. In the psychotherapy lab courses, students receive both instruc­ tion and supervised experience offer­ ing clinical sm>ices from the theoreti­ cal orientation of the course. Stu­ dents elect lab courses from offerings such as Psyc hotherapy with Adoles­ cen ts, Marriage and Family Therapy, Group Therapy, Behavior Therapy, Psychodynamic Therapy, Biofeedback and Psychotherapy with Children.

Rosemead's major educational dis­ tinctives are its strong professional train­ ing 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's facu lty 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 seminars designed to sn1dy the relationship of psychological and theological conceptions of human func­ tioning. This series of courses length­ ens Rosemead 's doctoral program by approximately one year beyond most four year clinical programs. While recognizing that the disci­ plines of psychology and theology have some very different data and method­ ologies, their overlapp in g content, goals and principles provides a rich resource for interdisciplinary study. Issues growing out of these overlap­ ping concerns cover a range of topics relating to research, theory and clini­ cal practice. By encouraging this study Rosemead is attempting to train psy­ chologists 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 sign ificant contribu tions and understanding of the data and methods of psychology can make to the Church's role of min­ istering to the whole person. Psy.D. students desiring to foc us tl1eir professional practice on chi ldren, couples or fami lies may take an empha­ sis in Family-Child Psychology. This emphasis requires completion of the following elective courses in addition to the regular doctoral requirements: Advanced Assessment of Child (instead of Measurement and Assessment Ill: Projectives) Family Psychology and Psychopathology Marriage and Family Therapy Iand II Psychotherapy with Children Psychotherapy with the Adolescent Behavior Modification with 0.1dren and Parents Students emphasizing in Family­ Child Psychology also write their dis­ sertations or doctoral research papers in a family-<:hild area, spend their year­ long outpatient practicum in a setting where at least one-half of their work is

Master's Program in Clinical Psychology

AMaster of Arts in clinical psychol­ ogy will be granted after the comple­ tion of the first two years of either the Ph.D. or Psy.D. curriculum, including: A. Aminimum of 45 semester hours* in psychology (including practicum and psychotherapylab courses), B. Aminimum of nine semester hours in theology, C. Aminimum of one year of resi­ dent graduate work, and D. The final semester must be in residence. *"Hours" and "units" are inter­ changeable throughout this section.

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