Rosemead Schoo I of Psycho Io gy
th e la rge r professional commu nity in its academic and c linical programs. Whether as part-time faculty or as consultants, this ros ter is multidi scip linar y and enables Rosemead to enrich its trai ning programs. Academic and clinical consu ltants do nor serve as advisors to Rosemead students or chairpersons of dissertation committees but they do part ic i pate in all other academic activi ties. The following professional persons a re either c urrentl y or recently involved in some aspect of Rosemead's academic or clini ca l programs: Christal Daehnert. Ph.D. Rose mead School of Psychology: C lini ca l Supe rvision James Daehnert. Ph.D. Rosemead School of Psychology: Group Therapy C lini cal Supervision William L. Edk ins, Psy.D. Rosemead G raduate School of Professional Psychology: Private Practice John Gartner, Ph.D. University of tvlassachusetts: Treatment of Borderline Personalities Earl Henslin. Psy.D. Rosemead School of Psychology: Drug and Alcohol Abuse Ruth Ann Graybi ll. M.S.W. Rutgers University: Family Systems l'herapy and Supervision Avedis l'anajian, Ph.D. United States International Univers ity ABPP: Earl y Obj ect Relationships, Indi vid ual Psychoana lytic Psychotherapy Arthur L. Prescott, Ph .D. Un iversity of Southern Ca lifornia: School of Psychology: C linica l Supervision Nancy Sm ith . Psy.D. Rosemead School of Psycho logy: Group Therapy S. Philip Sutherland, Ph.D. Uni versity of Southern Ca lifornia: Indi vidual Didactic Psychotherapy
ADDITIONAL EDUCATIONAL OPPORTUNITIES Training and Research Facilities
Dean: Patricia L. Pike, Ph.D.
chology now cover a broad range of emphases from hi ghl y profes sional co highl y scientific. Rosemead's doctoral program follows a professional-scientist model of traini ng with applicants selecting either the Psy.D. or the Ph.D. track depending on their vocational and trai ning interests .
FACULTY Professors: Duvall, Edwa rds , Ingram, McQueen, Narramore. Poelstra, Worden Associate Professors: Anderson, Coe, Grace. M. Hall, T. Hall, Jones, Kelley, Pike, Sorenson, Steinmeier, Strauss, Stroup Assistant Professors: C imhora, Vasquez
Rosemead maintains an out patient psychological service and training center on the Biota cam pus. The c lini c offers a wide range of psvc holog ical services tu ad ult~ and childre n. It also pro vides on-campus training oppor tunities for students. The clinic is equipped with video-tapin g facilities for case observation. Students also receive super vised c lin ica l experiences in a variety of practicum placements in the G reate r Los Angeles Area. These agenc ies present students with opportunities to work with clinical professionals in a varietv of therapeutic orientations serv ing diverse populations. The agencies that regularly train Rosemead students - surround ing school districts; community mental health centers; child, ado lescent and ad ult treatment cen ters; outpatient clinics; and pri vate and public psychiatric hospi tals - ensure that Rosemead stu dents will ga in a breadth of clini ca l experiences in professional settings working with ethnically and radically diverse popul at ions . Students receive supervision both at their training sites and on campus with Rosemead faculty. The on-campus supervision ensures an integra tion of class room training and field experi ence. Hecent and c urrent practicum agencies are listed later in this cata log. · Biola ha s a commitment to academic com puting which pro vides substantial computing resources fur Rosemead students and faculty. Biola has two com puters and a computer processing laboratory which are the core of a Camp us Inform at ion System. O ur student labs a re equipped with num e rous Pentium and Apple PowerPC workstations. We also have a Computer Sci ence Alcove eq uipped with the latest Pentium. Pentium Pro and Pentium II pl atfo rm s running either Windows NT or Linux. Academic and Clinical Consultants As a professional school located in a large metropolitan area. Rosemead utilizes the serv ices of a numbe r of persons from
DEGREES OFFERED Master of Arts
A mas ter 's degree is awa rded as a student progresses in the doctora l program. Special appli cat ion for a terminal master 's degree must he approved on an individual hasis. Doctor of Psychology and Doctor of Philo.sophy Rosemead' s doctoral program in clinical psychology is designed primarily co train practitioners in professional psychology. It is designed for students interested in pursuing ca ree rs in applied areas of clinical ps yc ho logy. While a ll students rece ive train ing in the basic areas of scientific psychology re levant to th e prac tice of psychology, the focus of Rosemead ' s doctoral trainin g is on the development of profes sional skills and the utilization of theory and resea rc h in profes sional practice. Within this focus students may select eit her the l's y.D. o r the Ph.D. track. Approximately 67% of Rose mead's students are enrolled in the Psy.D. track and 33% in the Ph.D. Except in unusual c ircum stances. students do not c hange tracks after admission. While both the Psy.D. and Ph.D. tracks have a common core of basic science and c lini ca l courses, st udents sel ecting Rose mead 's Ps,·.D. track are genera ll y preparing for full-time positions as psychological practitioners. Those c hoosing Rosemead's Ph.D. tra c k are interested in combining clinical work with ot her ps yc holog ica l competen c ies , s u c h as teaching a nd researc h. Research training in Rosemead ' s Ph.D. program is strong in selected areas of ongo ing faculty research. Thus the Ph.D. track is particularly appro priate for students who desire hotl1 to develop quality c lini ca l skills and to develop research skills related to clinical pract ice.
OBJECTIVES Introduction
The Rosemead School of Psy cho logy of Biola Uni ve rsity, in addition co it~ undergraduate work. offers grad ua te work lead ing to the Doctor of Psychol o1,'Y (Psy.D.), and the Doctor of Philosophy (Ph.D.) degrees in c lini ca l psychology. Rosemead's doctoral program is accredi ted by the American Psy chological Association. Training Models in Clinical Psychology In the past 30 years there has been a g reat deal of discussion and debate by psycholog is ts over appropr iate training models and degrees in c lini ca l psvcho logy. During the 195 0s and 1960s , most doctoral training in ps yc hol ogy followed the scientist profes sional model and c ulminated in the awarding of the Ph.D. These programs were designed co train scientifically oriented researchers and professiona ls. During the I960s and 1970s the need for training programs with stronger professional orien tations became appa rent. Institu tions like the Univers it y of Illi nois, the Ca liforni a School of Pro fessional Psychology, the Univer sity of Denver. Bavlor Un iversity. Rutgers Un iversity and the Rose mead Gradua te School of Psy c hologv were among the first tu offer programs designed explic itl y tu provide doctoral training following either a profession a l (pract itioner) or a professional sc ie ntist (practit ioner-sc ient ist ) model of training. Without rejecting the need for training in the basic science areas of psychology, th ese pro grams began placing proportion ately greater emp hasis on the professional aspects of training. After three decades of discussion. debate and innovation, g raduate training programs in clinical psy-
DISTINCTIVES
Rosemead's major educa tional distinctives are its strong professional training orientation and its goa l of relatin g the data and co ncepts of psychology to those of C hristian t heol ogy. Since both psychologv and theol ogy add ress the human cond ition,
Rosemead School of Prychology • R ~ 1
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