G-48 ROSEMEAD SCHOOL OF PSYCHOLOGY
Arthur L. Prescott, Ph.D. University of Southern California School Psychology: Clinical Supervision Pan1ela Scavio, Ph.D. California School of Professional Psychology: Therapy Nancy Smith, Psy.D. Rosemead School of Psychology: Group Therapy S. Philip Sutherland, Ph.D. University of Southern California: Individual Didactic Psychotherapy DISTINCTIVES Rosemead's major educational distinc tives 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 condi tion, Rosemead's faculty believes there is a great deal to be ga ined by an interdisci plinary study of the nature of persons. Consequently, all students take a series of theology courses and seminars designed to study the relationship of psychological and theological conceptions of human functioning. This series of courses length ens Rosemead 's doctoral program by approximately one year beyond most four year clinical programs. While recognizing that the disciplines of psychology and theology have some very different data and methodologies, their overlapping content, goals and prin ci pies provides a rich resource for interdis ciplinary study. Issues growing out of these overlapping concerns cover a range of topics relating to research, theory and clinical 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 reli gious dimension of life. Through its inter action with members of the Christian community, Rosemead is also committed to demonstrating to the church the poten tially significant contributions and under standing of the data and methods of psy chology can make to the Church's ro le of ministering to the whole person. Psy.D. students desiring to focus their professional practice on children, couples or families may take an emphas is in Family-Child Psychology. This emphasis requires completion of the following elec tive courses in addition to the regu lar doc-
toral requirements: ADVANCED AsSESSMENT OF CHILD (INSTEAD OF MEASUREMENT AND AsSESSMENT Ill: PROJECTIVES) FAMILY PSYCHOLOGY AND PSYCHOPATHOLOGY MARRJAGE AND FAMILY THERAPY I AND II PSYCHOTHERAPY WITH CHILDREN PSYCHOTHERAPY WJTH THE ADOLESCENT BEHAVlOR MODIFICAllO 1 WITH CHILDREN AND PARENTS Students emphasizing in Fami ly-Child Psychology also write their dissertations or doctoral research papers in a fami ly child area, spend their year-long outpa tient 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 Understanding in Children and Ado lescents, 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 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 competency in interpersonal relationships as well as specific clinical skills. Beginning in their first year of study, ' students participate in a variety of activi ties designed to promote professional awareness and personal growth. The first year activiti es include active training in empathy ski ll s and on-campus prepracti cum experience. The prepracticum course consists of exercises to assess and fac ilitate interpersonal skills, and the ini tial opportunity for the student 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 for mal practicum and psychotherapy lab
ACADEMIC AND CLINICAL CONSULTANTS
As a professional school located in a large metropolitan area, Rosemead uti lizes the services of a number of persons from the larger professional community in its academic and clinical programs. Whether as part-time faculty or as consul tants, this roster is multidisciplinary and enables Rosemead to enrich its training programs. Academic and clinical consul tants do not serve as advisors to Rosemead students or chair-persons of dissertation committees but they do par ticipate 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 Bock, Ph.D. Fuller School of Psychology: Therapy Terri Clark, M.D. Univers ity of Southern California: Psychiatry, Psychopharmacology Christal Daehnert, Ph.D. Rosemead School of Psychology: Clinical Supervision James Daehnert, Ph.D. Rosemead School of Psychology: Group Therapy 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 Gartner, Ph.D. University ofMassachusetts: Treatment of Borderline Personalities Earl Henslin, Psy.D. Rosemead School of Psychology: Drug and Alcohol Abuse Ruth Ann Grayb ill , M.S.W. Rutgers University: Family Systems Therapy and Supervision Avedis Panajian, Ph.D. United States International University ABPP: Early Object Relationships, Individual Psychoanalytic Psychotherapy
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