ROSEMEAD SCHOOL OF PSYCHOLOGY
Rosemead School ofPsychology
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Dean: Keith J. Edwards, Ph. D.
emphasis from highly professional to
ical researchers whose onlyuse of clin- ical sk ill s occur in th e context of doing research. However, research training in Ro semead's Ph .D. pro- gram is strong in a few selected areas of ongoing faculty research. Thus the Ph.D. track is particularlyappropriate for students who desire both to deve lop quality clinical skills and to develop research skills closely related to a facu lty member 's currently active research program. ADDITIONAL EDUCATIONAL OPPORTUNITIES Training and Research Facilities Rosemead maintains an outpatient psychological ser.1ce and training cen- ter on the Biola campus. The clinic offers a 111de range of psychological ser- 11ces to adults and children. IL also pro- 11des on-<:arnpus training opportunities for students. The cli ni c is equipped with one-way 11sion glass for case obser- va tion and video-taping facil ities. Students will also receive super- vised clinical experiences in a variety of practicum placements in the Greater Los Angeles Area. These agencies present students with oppor- tu ni ties to work with clinical profes- sionals with a variety of therapeut ic orientations sen,ing diverse popula- tions. The agencies which regularly train Rosemead students - surround- ing school districts; community men- tal health centers; child, adolescent and adult treatment centers; outpa- tient clinics; and private and public psychiatric hospitals - ensu re that Rosemead students will gain a breadth of clinical experiences in professional se ttings working with ethnicall y and rad ically diverse population s. Stu- den_ts receive supervision both at their tra ining sites and on campus with Rosemead faculty. The on-campus supervision ensures an integration of classroom training and fie ld experi- ence. The pract icum agencies are listed later in this catalog. Biola has a commitment LO acade- mic comput ing which provides sub- stamial computing resources for Rose- mead students and facu lty. Biola has two computers and a computer pro- cessing laboratOI)' which are the core of a Campus Information System. Resources available at the University's Welch Computer Center include two Digital Equipment Corporation VAX 3100 workstat ions , three Hewleu Packard 9000 works tations, and a Digi-
ta! Equipment Co rporation Decsta- tion 2I00 all networked together. Also ava il able for students use are IBM , PC, PC-AT and Macintosh microcomputers. SPSS-X is ava ilable for statistical research. Operating sys- tems include VMS, UNIX, and DOS. Academic and Clinical Consultants As a professional school located in
Dean of Administration:
highly sciemi fi c.
Richard.). Moh li ne, M.Ed. , M.Div.
Rosemead 's doctoral program fo l- lows a professional-scientist model of trainin g with app licants selec ting either the Psy.D. or the Ph.D. track depending on their vocational and
FACULTY
Professors: Guy, Edwards, Narramore,
Poelstra, Worden
Associate Professors: Duvall, G,Jce,
training interests.
Hawkins, Ingram, Kelley, McQueen , Mohline , Pike, Quek, Su·auss, Stroup
DEGREES OFFERED
a large metropolitan area, Rosemead util izes the se rvices of a number of persons from the larger professional l!1...
Master of Arts
Assistan t Professors: Coe, Sand11k
A master 's degree is awarded as a studem progresses in his or her doc- toral program. All other exceptions for a master 's degree must be approved on an individual basis. Doctor of Psychology and Doctor of
OBJECTIVES
communi ty in its academic and clini- cal programs. Whether as pan-time faculty or as consultants, this roster is multidisc iplinary and enab les Rose- mead to enrich its traini ng programs. Academic and cl inical consultants do not sen,e as advisors to Rosemead stu- dents or chair-persons of dissertation committees bu t they do participate in all other academic activities. The fo l- lowing professional persons are either currently or recently involved in some aspect of Rosemead's academic or clin ical programs: Terri Clark, M.D. University of Southern Californ ia: Psychiatry, Psychopharmacology Christal Daehnen, Ph.D. Rosemead School of Psychology: Cl inical 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 ofTheology: Married Couples Group Therapy John Gartner, Ph.D. Uni versity 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: FamilySystems Therapy and Supervision
Introduction
The Rosemead School of Psychol- ogy of Biola niversity, in addition to its undergraduate work , offers gradu- ate work leading to the Master of Arts (M.A .), the Doctor of Psyc hology (Psy.D. ) and the Doctor of Philosophy (Ph.D. ) degrees in clinical psychology. Rosemead's doctoral program is accred ited by the American Psycho-
Philosophy
Rosemead's doctoral program in clinical psychology is designed primarily to train practitioners in professional psy- chology. In contrast to the traditional sciemist-professional model of training that is designed LO train researchers or clin icians 11~th strong research interests, Rosemead' s doctoral program is designed for students interested in pur- suing careers in applied areas of clinical psychology. \%ile all students receive training in the basic areas of scientific psychology relevam to the practice of pS)c chology, the focus of Rosemead 's doc- toral training is on the development of professional skills and the utilization of theoryand research in professional prac- tice. 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 PS)'.D. track and 25% in the Ph.D. Except in unusual cir- cumstances , students do not change
logical Association.
Training Models in Clinical
Psychology
In the past twemy years there has been a grea t deal of discussion and debate by psychologists over appropri- ate traini ng models and degrees in clinical psychology. During the 1950s and I960s, most doctoral training in psychology followed the scientist pro- fessional model and culminated in the awarding of the Ph.D. These programs were designed to train sciemificallyori- emed researchers and professionals. During the I960s and I970s the nee d for tra inin g programs with stronger professional or ienta ti ons became apparent. Instituti ons like the University of Illinois, the Califor- nia School of Professional Psychology, the Un ive rsity of Denver, Baylor Uni- versity , Rutgers Univers ity and the Rosemead Graduate School of Psy- chology were among the first LO offer programs designed expli ci tly to pro- vide doctoral training follo11~ng either a professional (prac titioner) or a pro- fession al-scienList (practi tioner-scien-
tracks after admission.
While both the Psy.D. and Ph.D. track have a common core of basic sci- ence and clini ca l cou rses, swdents selecting Rosemead 's Psy.D. track are ge nerally preparing for full-time posi- tions as psychological practitioners. Th ose choosi ng Ro semead 's Ph.D. track are imerested in combi ning clin- ica l wo rk with other psyc hological competencies, 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 th e primary emph as is on the developme!ll of research skills to the ex tent that most scientist-pranitioner Ph.D. programs do. The program does not have the breadth and depth of researc h emphases for students who desire LO become the type of din -
tist) model of training.
Without rejecting the need fo r training in the basic science areas of psychology, th ese programs began plac in g proportionatel y grea ter emphasis on the professional aspects of u·aining. After two decades of dis- cussion , debate and innovation, grad- uate training programs in cl in ical psy- chology now cover a broad range of
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