Rosemead School ofPsychology Dean: Keith J. Edwards, Ph. D.

applicants selecting either the Psy.D. or the Ph.D. track depending on their vocational

students who desire both to develop quality clinical skills and to develop research skills closely related to a faculty member's cur­ rently active research program.

Dean of Administration:

Richard J. Mohline, M.Ed..

and training interests.

FACULTY Professors: Edwards, Narramore, Poelstra, Worden Associate Professors: Duvall, Guy, W. Hunter, Ingram, Kelley, McQueen, Mohline, Strauss, Wong Assistant Professors: Grace, Hawkins, Pike


ADDITIONAL EDUCATIONAL OPPORTUNITIES Training and Research Facilities Rosemead maintains an outpatient psy­ chological service and training center on the Biola campus. The clinic offers a wide range of psychological services to adults and chil­ dren. It also provides on-<:ampus training op­ portunities for students. The clinic is equipped with one-way vision glass for case observation and video-taping facilities. Students will also receive supervised clin­ ical experiences in a variety of practicum placements in the Greater Los Angeles Area. These agencies present students with oppor­ tunities to work with clinical professionals with a variety of therapeutic orientations serving diverse populations. The agencies which regularly train Rosemead students - surrounding school districts; community mental health centers; child, adolescent and adult treatment centers; outpatient clinics; and private and public psychiatric hospitals - ensures that Rosemead students will gain a breadth of clinical experiences in profes­ sional settings working with ethnically and radically diverse populations. Students re­ ceive supervision both at their training sites and on campus with Rosemead faculty. The on-<:ampus supervision ensures an integra­ tion of classroom training and field experi­ ence. The practicum agencies are listed later in this catalog. Computer facilities for research include a VAX. 11/780 with 8 megabytes of RAM and 30 available DEC Vf-100 terminals, a personal-<:omputer lab with Macintosh and IBM-AT compatible computers. Available programs include general statistical pack­ ages, such as SPSS-X, MYSTAT, NCSS, and specialized statistical programs, such as EQS and the SURVIVAL module of SYS. TAT. Compilers are available for FOR­ TRAN, BASIC, and C languages. In addi­ tion, other statistical packages are available through our account at the University Computer Center at the University of Southern California. Academic and Clinical Consultants As a professional school located in a large m~tropolitan area, Rosemead utilizes the ser­ vices of a number of persons from the larger

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 ofPsychology and Doctor of Philosophy Rosemead's doctoral program in clinical psychology is designed primarily to train practitioners in professional psychology. In contrast to the traditional scientist-profes­ sional 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 pursuing careers in applied areas of clini­ cal psychology. While all students receive training in the basic areas of scientific psy­ chology relevant to the practice of psycholo­ gy, the focus of Rosemead's doctoral train­ ing is on the development of professional skills and the utilization of theory and re­ search in professional practice. Within this focus students may select either the Psy.D. or the Ph.D. track. Approximately 75% of Rosemead's students are enrolled in the Psy.D. track and 25% in the Ph.D. Except in unusual circumstances, students do not change tracks after admission. While both the Psy.D. and Ph.D. track have a common core of basic science and clinical courses, students selecting Rosemead's Psy.D. track are generally preparing for full-time positions as psycho­ logical practitioners. Those choosing Rosemead's Ph.D. track are interested in combining clinical work with other psycho­ logical competencies, such as teaching and research. Although Rosemead's Ph.D. pro­ gram has more of a research focus than the Psy.D. program, it does not place the prima­ ry emphasis on the development of re­ search skills to the extent that most scien­ tist-practitioner Ph.D. programs do. The program does not have the breadth and depth of research emphases for students who desire to become the type of clinical re­ searchers 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 particulary appropriate for

OBJECTIVES Introduction

The Rosemead School of Psychology ofBiola University, in addition to its undergraduate work, offers graduate worn: leading to the Master of Arts (MA), the Doctor of Psychology (Psy.D.) and the Doctor of Philosophy (Ph.D.) degrees in clinical psychology. Rosemead's doctoral pro­ gram is accredited by the American PsychologicalAssociation. Training Models in Clinical Psychology In the past twenty years there has been a great deal of discussion and debate by psy­ chologists over appropriate training models and degrees in clinical psychology. During the 1950s and 1960s, most doctoral training in psychology followed the scientist profes­ sional model and culminated in the award­ ing of the Ph.D. These programs were de­ signed to train scientifically oriented re­ searchers and professionals. During the 1960s and 1970s the need for training programs with stronger profession­ al orientations became apparent. Institutions like the University of Illinois, the California School of Professional Psychology, 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 doc­ toral training following either a professional (practitioner) or a professional-scientist (practitioner-scientist) model of training. Without rejecting the need for training in the basic science areas of psychology, these programs began placing proportion­ ately greater emphasis on the professional aspects of training. After two decades of discussion, debate and innovation, graduate training programs in clinical psychology now cover a broad range of emphasis from highly professional to highly scientific. Rosemead's doctoral program follows a professional-scientist model of training with

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