ROSEMEAD SCHOOL OF PSYCHOLOGY
DISTINCTIVES
as vital parts of the total educational proces.1. Consequently, all sn1dents are expected to participate in Rosemead 's weekly chapel as well as a one year-long fellowship group. The fellowship groups begin in the first year of the student's program. These activities provide an opportunity for students and their spouses to flesh out the personal impli- cations of their faith and integrative study. They also provide opportunity for informal , out of class interaction with faculty spouses and other members of the Rosemead community. Students are also encouraged to become involved in one of the many local churches in the Southern California area. GRADUATION REQUIREMENTS The major M.A., Psy.D. and Ph.D. degree requirements are summarized below. Since all students take a set of basic courses in scientific psychology as well as in clinical psychology and tl1eol- ogy, the first three years of the Psy.D. and Ph.D. tracks are very similar.
where at least one third of their work is with a family-child population. They may also elect other family related courses such as Developmen t of Reli- gious Understanding in Children and Adolescents, Human Sexuality and Community Mental Health: Psychoed- ucational and Preventive Models. Professional Growth and Training At the heart of an effective training program 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 compe- tency in interpersonal relationships as well as specific clinical skills. Beg inning in their first year of study, students participate in a variety of activities designed to promote pro- fessiona l aware ness and personal growth. The first year activities include active training in empathy ski lls and on-campus prepracticum experience . The prepracticum course consists of exercises to assess and facilitate inter- personal skills, and the initial opportu- nity for the student to work with a vol- unteer college client in a helping role. During the second year, all stu- dents participate in group train ing therapy. As group members, students personally experience some of the growth-producing aspects of group counseling. In addition to group ther- apy, students begin their forma l practicum and psychotherapy lab courses in the second year. Students are placed in such professional faci li- ties as outpatient clin ics, hospitals, col- lege counseling centers, public schools and community health organizations on the basis of their individual readi- ness, needs and int erests. These practicum experiences are supervised both by Rosemead's faculty and quali- fied professionals working in the practicum agencies. In the psychother- apy lab courses, students receive both instruction and supervised experience, offering clinical services from the theo- retical orientation of the course. Stu- dents elect lab courses from offerings such as Psychotherapy with Ado les- cen ts, Marriage and Family Therapy, Group Therapy, Behavior Therapy, Psychodynamic Therapy, Biofeedback, and Psychotherapy with Children. During the third year most doc- toral students take two or three psy- chotherapy lab courses, continue their
practicum placements, and begin indi- vidual training therapy. This therapy is designed to give the student first-hand experience in the role of a client and is considered an opportunity for both personal growth and for the learning of therapeutic principles and techniques. Aminimum of 50 hours of individual training are required. Such issues as timing, choice of therapist and specific goals are determined by students in conjunction wi th their advisors and the Profes.1ional Training Committee. When doctoral stt1dents reach their fourth year, most of their time isspent in independent study, elec tives and practicum experiences. This step-by-step progression in professional training experiences gives the student personal expe1ience with a wide range of person- alities in a variety of settings and provides the necessaiy preparation for a full-time internship during the fifth year of study. The internship is planned as an intensive clinical expe1ience to help stu- dents integrate the varied elements of their preparation in psychology into a congruent profes.1ional role. All intern- ships must be facul ty approved in order to ensure a high level of professional experience for the student. Placement in practicum agencies is made by th e director of clin ical training and internships are obtained by th e student consonant with the in ternship guidelines of the school. Christian Activities As members of aChristian university communi ty, Rosemead's faculty believe the relating of one's faith to an acade- mic discipline goes beyond the theoreti- cal and cognitive. Opportunities for fel- lowship, dialogue and worship are seen
Rosemead's major educational di,- tinctives are its strong profes.1ional train- ing 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 condition , Rosemead's faculty beli eves there is a great dea l to be gained by an interdisciplinary 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 func- tioning. This series of courses length- ens Rosemead's doctoral program by approximately one year beyond most four-year clinical programs. While recognizing that the disci- plines of psychology and theology have some very different data and method- ologies, their overl apping content, goals and principles provides a rich resource for interdisciplinary study. Is.1ues grow- ing out of these overlapping concerns cove r a range of topics relating to research, theory and clinical practice. By encouraging this study Rosemead is attempting to train psychologists with a broad view of human nature that includes a sensitivity to the religious dimension of life. Through its interac- ti on with members of the Chri st ian communi ty, Rosemead is also commit- ted to demonstrating to tl1e church the potentially significant contributions an understanding of the data and methods of psychology can make to the Church's role of ministering to thewhole person. Psy.D. students desiring to focus tl1eir profes.1ional practice on children, couples or families may take an empha- sis in Family-Child Psychology. This emphasis requ ires completion of the following elective courses in addition to the regular doctoral requirements: Advanced Assessment of Child (instead of Measurement and Assessment Ill: Proje<tives) Family Psychology and Psychopathology Marriage and Family Therapy Iand II Psychotherapy with Children Psychotherapy with the Adolescent Behavior Modilkation with Chadren and Parents Students emphasizing in Family- Child Psychology also write their dis- sertations or doctoral research papers in a family-child area, spend tl1eir year- long outpatient practicum in a setting where at least one-half of their work is with ch ildren, couples or families, and complete an internship in a sett ing
Master's Program in Clinical Psychology
AMaster of Arts in clinical psychol- ogy will be granted after the comple- tion of the first two years of either the Ph.D. or Psy.D. cun-iculum, including: A. Aminimum of 45 semester hours* in psychology (including prac ticum and psychotherapy lab courses) , B. Aminimum of nine semester hours in theology, and C. Aminimum of one year of resi- dent graduate work. (The final semester must be in residence.) *"Hours" and "units " are inter- changeable throughout this section.
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