G-50 ROSEMEAD SCHOOL OF PSYCHOLOGY
sertation committees but they do participate in all other academic activities. The following professional persons are either currently or have been recently involved in some aspect of Rosemead's academic or clinical programs: David Cabush, Ph.D. Michigan State University: Individual Didactic Psychotherapy Christal Daehnert, Ph.D. Rosemead School of Psychology: Clinical Supervision William L. Edkins, Psy.D. Rosemead Graduate School of Professional Psychology: Private Practice Leland Eliason, Ph.D. Boston University, School of Theology: Married Couples Group Therapy John E. Exner, Ph.D. Cornell University: Personality Assessment; Rorschach Ruth Ann Graybill, M.S.W. Rutgers University: Family Systems Therapy and Supervision J. Roland Fleck, Ed.D. University of Georgia: Individual Didactic Therapy William Hoppe, M.D. Creighton University School of Medicine: Psychiatry; Psychopharmacology George R. Martindale, Ph .D. University of Oregon: Adlerian Psychotherapy and Administration of Psychological Services Avedis Panajian, Ph.D. United States International University ABPP: Early Object Relationships, Individual Psychoanalytic Psychotherapy Arthur L. Prescott, Ph.D. University of Southern California: School Psychology; Clinical Supervision S. Philip Sutherland, Ph.D. University of Southern California: Individual Didactic Psychotherapy; Psychotherapy Supervision Adrin C. Sylling, Ph.D. University of South Africa: Individual Didactic Psychotherapy
Understanding in Children and Adolescents, Human Sexuality and Community Mental Health: Psychoeducational and Preventive Models. Professional Growth and Training At the heart of an effective training pro gram in professional psychology is the op portunity to develop the personal insights and skills necessary for emphatic and effec tive interaction in a wide range of settings. In order to meet this need, Rosemead has developed a sequence of experiences de signed to promote personal growth and competency in interpersonal relationships as well as specific clinical skills. Beginning in their first year of study, stu dents participate in a variety of activities de signed to promote professional awareness and personal growth. The first year activi ties include active training in empathy skills and on-campus prepracticum experience. The prepracticum course consists of exer cises to assess and facilitate interpersonal skills, and the initial opportunity for the stu dent to work with a volunteer college client in a helping role. During the second year, all students par ticipate in group training therapy. As group members, students personally experience some of the growth producing aspects·of groups counseling. In addition to group therapy, students begin their formal practicum and psychotherapy lab courses. Students are placed in such professional fa cilities as outpatient clinics, hospitals, col lege counseling centers, public schools and community health organizations on the basis of their individual readiness, needs and interests. These practicum experiences are supervised both by Rosemead's faculty and qualified professionals working in the practicum agencies. In the psychotherapy lab courses, students receive both instruc tion and supervised experience offering clin ical services from the theoretical orientation of the course. Students elect lab courses from offerings such as Psychotherapy with Adolescents, Marriage and Family Therapy, Group Therapy, Behavior Therapy, Psychodynamic Therapy, Biofeedback and Psychotherapy with Children. During the third year most doctoral stu dents take two or three psychotherapy lab courses, continue their practicum placements and begin individual 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 learaing of therapeutic
DISTINCTIVES Rosemead's major educational distinctives are its strong professional training 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 faculty be lieves there is a great deal to be gained by an interdisciplinary study of the nature of per sons. Consequently, all students take a series of theology courses and seminars designed to study the relationship of psychological and theological conceptions of human function ing. This series of courses lengthens Rosemead's doctoral program by approxi mately one year beyond most four year clini cal programs. While recognizing that the disciplines of psychology and theology have some very different data and methodologies, their over lapping content, goals and principles pro vides a rich resource for interdisciplinary study. Issues growing out of these overlap ping concerns cover a range of topics relat ing to research, theory and clinical practice. By encouraging this study Rosemead is at tempting to train psychologists with a broad view of human nature that includes a sensi tivity 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 significant contributions and understanding of the data and methods of psychology can make to the Church's role of ministering to the whole person. Psy.D. students desiring to focus their pro fessional practice on children, couples or fam ilies may take an emphasis in Family-Child Psychology. This emphasis requires comple tion of the following elective courses in addi tion to the regular doctoral requirements: ADVANCED AsSESSMENT OF CHILD (INSTEAD OF MEASUREME T AND AsSESSMENT III: PROJECTIVES) FAMILY PSYCHOLOGY AND PSYCHOPATHOLOGY MARRJAGE AND FAMILY THERAPY I AND JI PSYCHOTHERAPY WITH CHILDREN PSYCHOTHERAPY WITH THE ADOLESCENT BEHAVIOR MODIFICATION wrrn CHILDREN AND PARENTS Students emphasizing in Family-Child Psychology also write their dissertations or doctoral research papers in a family-child area, spend their year-long outpatient practicum in a setting where at least one half of their work is with children, couples or families, and complete an internship in a setting where at least one third of their work is with a family-child population. They may also elect other family related courses such as Development of Religious
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