Consequently, all students are expected co participate in Rose mead 's weekly chapel as well as a year-long fellowsh ip group. The fellowship groups begin in the first year of the st11denc ' s pro gram . These activities pri1vide an opportunity for students and their spouses co flesh out the per sonal implications of their faith and integrative study. They also provide opportunity for informal , out of c lass interaction with fac ulty spouses and ocher members of the Rosemead communit y. Swdencs are also encouraged co become involved in one of the m a n y loca l c hurches in the Southern California area.
Rosemead ' s fa c ulty believes there is a great deal co be gained by an interdisciplinary srndy of the nature of persons. Co nse quentl y, all students cake a series of theology courses and integra tion seminars designed to srndy the relationship of psychological and theological conceptions of human functioning . This series of courses lengthens Rosemead's doctoral program by approxi matel y one year beyond most four-year clinical programs. While recognizing chat the disciplines of ps yc hology and theology have some very differ ent data and methodologies, their ove rlapping co ntent , goals and principles provide a ri ch resource for interdisc iplinary srndy. Issues growing out of these overlapping concerns cover a range of topics relatin g co researc h, theory and clinical practice. By encouraging chis srndy Rosemead is accempc ing co train psycholog ists with a broad view of human narnre chat includes a sensitivity co the reli gious dimension of life. Through its interac tion with members of the C hristian community, Rose mead is also committed co demonstrating to the c hurch the pocencially significant contribu tion s an understanding of the data and methods of psychology can make co the Church's role of ministering to the whol e person. Scudencs desirin g co focus their professional practi ce on childn:n, couples or families may cake an emphasis in Family C hild Psychology. This empha sis requires completion of the fol lowing elective courses in addi tion co the regul a r doctoral requirements: Advanced Assessment of Child (instead of Measurement and Assessment Ill: Projectives) Family Psychology and Psychopathology Marriage and Family Therapy I and II Psychotherapy with Children Psychotherapy with the Adolescent Cognitive/Behavioral Therapy with Children Students emphasizing in Family-Child Ps yc hology also write their dissertations or doc toral research papers in a family child area, spend their year-long outpatient practicum in a setting
where at lease one-half of their work is with children, couples or families, and complete an intern ship in a setting where ac lease one third of their work is with a family-child population. They m ay also elect ocher family related courses such as Develop ment of Religious Understanding in C hildren and Adolescents, Human Sexuality and Commu nity Meneal Health: Psychoedu cacional and Preventive Models. Professional Growth and Training At the hea rt of a n effective training program in professional psychology is the opporrnnicy to deve lop the personal insi ghts and skills necessary for empathic and e ffe c tive interac tion in a wide range of settings. In order co meet chi s need, Rosemead has developed a sequence of experi ences designed en promote per sonal growth and competency in interpersonal relationships as well as specific clinical skills. Beginning in their first year of study, students parti c ipate in a variety of activities designed co promote professional awareness and personal growth. The first year acti v ities include active training in empathy skills and on campus prepracci cum experience. The prepraccicum course consists of exercises co assess and facili tate interpersonal skills, and the initial opportunity for che srndent co work with a volunteer college client in a helping role. During the second year, stu dents usuall y participate in group training therapy. As group mem bers, students persona ll y experi e nce some of the growth-produc ing aspects of group counseling. In addition co group therapy, scu d en cs begin their · formal practicum and ps yc hotherapy lab comses in the second year. Scu dencs are placed in such profes sional facilities as outpatient clin ics, hospitals , college counseling centers, public schools and com munit y health organizations on the basis of their individual readi ness, needs and interests. These prac ticum experiences are super vised both by Rosemead's faculty and qualified professionals work ing in the practicum agencies. In the ps yc hotherapy lab courses, srndencs receive both instruction and supervised experience, offer ing clinical services from che the oretical orientation of che course.
Students elect lab courses from offerings suc h as Psyc hotherapy with Adolescents , Marriage and Family Therapy , Group Ther apy, Cognitive/Behavior Therapy with Children, Biofeedback, and Psychotherapy with Children. During the third year most doctoral students take two or three ps yc hothe rapy lab courses, work in an adult outpatient practicum seccing, and begin indi vid ua I training therapy. This therapy is designed co give the st11denc first-hand experience in the role of a client and is consid ered an opportunity for both per sonal growth and for learning ther apeutic principles and techniques. A minimum of SO hours of indi vidual training are required. Such issues as timing, choice of thera pist and specific goals are deter mined by srndents in conjunction with their advisors and the Clini cal Training Commiccee. When doctoral students reach their fourth year, most of their time is spent in electives in the therapy, integration and general psyc hology co urses ; advanced practicum assignments; and inde pendent srndy or research. This seep-by-seep progression in pro fessional training e xpe rien ces gives the student personal experi ence wich a wide range of person alities in a variety of seccings and provides the necessary prepara ti on for a full-time inte rnship dur ing che fifth year of study. The internship is planned as an intensive clinical experiem:e co help srndencs integrate the varied elements of their preparation in ps ychology into a congruent pro fessi o n al role . All internships_ muse be faculty approved in order co ensure a hi gh level of profes sional experience for th e student. Placement in practicum agen cies is made by the director of clinical trainin g and internships are obtained by the student con sonant with che internship guide lines of the school. The faculty is active in helping select a nd obtain such placements. Christian Activities As members of a Christian universit y community, Rose mead 's faculty believe the relat ing of one 's faith to an academic disc ipline goes beyond the theo retical and academic. Opporrnni cies for fellowship, dialogue and worship are seen as vital pares of che cocal educational process.
GRADUATION REQUIREMENTS
The major M.A., Ps y.D. and Ph.D. degree requirements a re summarized below. Since all scu dents cake a sec of basic courses in scientific psychology as well as in clinical psychology and theology, the firsr three years of the Psy.D. and Ph.D. rracks are very similar.
Master's Degree in Clinical Psychology
Although Rosemead does not offer a terminal Master's pro gram, a , l\lascer of Arcs in clinical ps yc hology is granted after the completion of the firsr cwo years of either the Ph.D. or Psy.D. cur ri culum , inc luding: A. A minimum of 4.'i semester hours • in psychology (includ ing pract icum and psy chotherapy lab courses), B. A minimum of nine semester hours in theology, and C. A minimum of one year of resident graduate work . (The fin al semester muse be in reside nce.) •·'Hours" and hunits " are interchangeable throughout chis section.
R ~ 2 • Rosemead School of P~chology
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