ROSEMEAD SCHOOL OF PSYCHOLOGY
til•l-ill~ll·!•I SCHOOL OF PSYCHOLOGY
ADDITIONAL EDUCATIONAL OPPORTUNITIES Training and Research Fae/I/ties Rosemead maintains an outpatient psychological service and training cen- ter on the Biola campus. The clinic offers a wide range of psychological ser- vices to adults and children. It also pro- vides on-campus training opportunities for students. The clinic is equipped with one-way vision glass for case obser- vation and video-taping facilities. Students also receive supervised din- ical experiences in a variety of practicum placements in the Greater Los Angeles Area. These agencies present students with opportunities to work with clinical professionals in a variety of therapeutic orientations serving diverse populations. The agencies which regularly train Rose- mead students - surrounding school districts; community mental health cen- ters; child, adolescent and adult treat- ment centers; outpatient clinics; and pri- vate and public psychiatric hospitals - ensure that Rosemead students will gain a breadth of clinical experiences in pro- fessional settings working with ethnically and radically diverse populations. Stu- dents receive supervision both at their training sites and on campus with Rose- mead faculty. The on-campus supervi- sion ensures an integration of classroom training and field experience. Recent and current 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. Our student labs are equipped with numerous Pentium and Apple PowerPC workstations. We also have a Computer Science Alcove equipped with the latest Pentium, Pen- tium Pro and Pentium II platforms run- ning either Windows NT or Linux. 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 con- sultants, this roster is multidisciplinary and enables Rosemead to enrich its training programs. Academic and clini- cal consultants do not serve as advisors to Rosemead students or chairpersons of dissertation committees but they do participate in all other academic activi-
DEGREES OFFERED
ties. The following professional persons are either currently or recently involved in some aspect of Rosemead's academic or clinical programs: Terri Clark, M.D. University 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 Clinical Supervision William L. Edkins, Psy.D. Rosemead Graduate School of Professional Psychology: Private Practice John Gartner, Ph.D. University of Massachusetts: Treatment of Borderline Personalities Earl Henslin, Psy.D. Rosemead School of Psychology: Drug and Alcohol Abuse Ruth Ann Graybill , 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 Arthur L. Prescott, Ph.D. University of Southern California: School of Psychology: Clinical Supervision 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 dis- tinctives are its strong professional training orientation and its goal of relating the data and concepts of psy- chology to those of Christian theology. Since both psychology and theology address the human condition, Rose- mead's faculty believes there is a great deal to be gained by an in terdiscipli- nary study of the nature of persons. Consequently, all students take a series
Dean: Patricia L. Pike, Ph.D.
FACULTY
Master ofArts
Amaster 's degree is awarded as a student progresses in his or her doctoral program. Special application for a m~ ter 's degree must be approved on an individual basis. Doctor of Psychology and Doctor of Philosophy Rosemead's doctoral program in clinical psychology is designed primarily to train practitioners in professional psy- chology. In contrast to the traditional scientist-professional 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 pur- suing careers in applied areas of clinical psychology. While all students receive training in the basic areas of scientific psychology relevant to the practice of psy- chology, the focus of Rosemead's doc- toral training is on the development of professional skills and the utiliz.ation of theory and research in professional prac- lice. 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. tracks have a common core of basic sci- ence and clinical courses, students selecting Rosemead's Psy.D. track are generally preparing for full-time posi- tions as psychological practitioners. Those choosing Rosemead's Ph.D. track are interested in combining clinical 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- enlist-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 only use of clinical skills occur in the context of doing research. However, research training in Rosemead's Ph.D. program is strong in selected areas of ongoing fac- ulty research. Thus the Ph.D. track is particularly appropriate for students who desire both to develop quality clini- cal skills and to develop research skills closely related to a faculty member's cur- rently active research program.
Professors: Edwards, McQueen, Narramore, Poelstra,Worden Associate Professors: Coe, Duvall, Grace, Ingram.Jones, Kelley, Pike, Sorenson, Steinmeier, Strauss, Stroup Assistant Professors:Anderson, Brokaw, Cimbora, Dickens OBJECTIVES Introduction The Rosemead School of Psycho!- ogy of Biola University, in addition to its undergraduate work, offers gradu- ate work leading to the Doctor of Psy- chology (Psy.D.), and the Doctor of Philosophy (Ph.D.) degrees in clinical psychology. Rosemead's doctoral pro- gram is accredited by the American 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 1950s and 1960s, 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 1960s and 1970s the need for training programs with stronger pro- fessional orientations became apparent Institutions like the University of Illinois, the California School of Prof~onal Psy- chology, 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 doctoral training following either a professional (practitioner) or a professional-scientist (practitioner-5Cientist) model of training. Without rejecting 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 emphases from highly professional to highly scientific. Rosemead's doctoral program fol- lows a profes.sional-scientist model of training with applicants selecting either the Psy.D. or the Ph.D. track depending on their vocational and training interests.
l!!...
Made with FlippingBook flipbook maker