ROSEMEAD SCHOOL OF PSYCHOLOGY
as vital parts of the tota l educational process. Consequently, all students are expected to participate in Rosemead's weeklychapel as well as a one year-long fellowship group. The fe llowship groups begin in the first year of the student's program. These activities provide an opportunity fo r studen ts and their spouses to flesh out the personal impli cations of their fa ith and in tegrative sn,dy. They also provide oppommity for in fo rmal, out of class in teraction with facu lty spouses and other members of the Rosemead communi ty. Sn1dents 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 summari zed below. Since all students take a set of basic courses in scientific psychology as we ll as in clinical psychology and theol ogy, the fi rst th ree years of the Psy. D. and Ph.D. tracks are very similar.
DISTINCTIVES
practicum placements, and begin indi vidual training therapy. This therapy is designed to give the student fi rst-hand experience in tJ1e role of a cl ient and is considered an opportuni ty fo r both personal growth and for the learning of therapeutic principles and techniques. Aminimum of 50 hours of indi,~dual training are requi red. Such issues as timing, choice of therapist and specific goals are dete rmined by students in crntjunction with their advisors and the Profess ionalTraining Commi ttee. When doctoral snidents reach their fourtJ1year, most of their time is spent in independent study, electives and practicumexpe1iences. This step-by-step progression in pro fessional training experiences gives the student personal experience with a wide range of person al ities in a variety of settings and provides cl1e necessaiy preparation for a full-time internship during the fifth year of sn,dy. The internshi p is plan ned as an intensive cl in ical expe1ience to help sn1- dents integrate the varied elements of their preparation in psychology in to a congruent professional role. Al l in tern ships must be facu lty approved in order to ensure a high level of professional experience for the student. Placement in practicum agencies is made by the direc tor of cl inica l training and in te rn ships are obtai ned by the student conso nant with the in ternship guidelines of the school. Christian Activities As membersof a Christian university communi ty, Rosemead's facul ty believe the relating of one's fa ith to an acade mic discipline goes beyond the theoreti cal and cognitive. Oppornmities for fel lowship, dialogue and worship are seen
where at least one third of their work iswith a family-child population. They may also elec t oth er fa mil y related courses such as Development of Reli gious Understanding in Children and Adolescents , Human Sexuali ty and Communi ty Mental Health: Psychoed ucational and.Preventive Models. Professional Growth and Training At the heart of an effective training program in profess ional psychology is the opportuni ty to develop the personal in sights and skill s necessa ry fo r 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. Beginning in th eir fir st year of study, students parti cipate in a variety of ac tivities designed to promote pro fess ional awa reness and pe rso nal growth. The first year activities include active training in empathy skills and on-campus preprac ticum experience. The prepracticum course consists of exercises to assess and fac ilitate in ter personal skills, and the initial opportu ni ty for the student to work with a vol unteer college cl ient in a helping role. During the second yea r, all stu de nts participate in group training tJ1erapy. As group members, students personally experi ence some of the growth-p roducing aspec ts of group counseling. In addition to group ther apy, students beg in their fo rmal pract icum and psychotherapy lab courses in the second year. Students are placed in such professional facili ti es as outpatient clinics, hospi tals, col lege counseling centers, public schools and communi ty health organi zations on the basis of their individual readi ness, needs and interes ts. These practicum.experiences are supervised both by Rosemead's facu lty and quali fie d pro fessio nals wor king in the practicum agencies. In the psychother apy lab courses, students receive both instruction and supm ~sed experience, offering clinical servi ces from the theo retical orientation of the course. Stu dents elect lab courses from offerings such as Psychotherapy with Adoles cents, Marriage and Family Therapy, Group Therapy, Behavior Th erapy, Psychodynamic Therapy, Biofeedback, and Psychotherapywith Children. During the third year most doc toral students ta ke two or three psy chotherapy lab courses, continue their
Rosemead's major educational di& tinctives are its su-ong professional trai n 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 facul ty beli eves th ere is a great deal to be gained by an in terdi sciplinary 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 di sci plines of psychology and theology have some very different data and me thod ologies, their overlapping content, goals and principles provides a rich resource for in te rdisciplimuy sn1dy. Issues grow ing out of these overlapping concerns cove r a range of to pi cs relat ing to research, theory and clinical prac ti ce. By encouraging this study Rosemead is attempting to train psychologists with a broad view of human na ture th at 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 demonstra ting to the church the potentially significant conu·ibutions an understanding of the data and methods of psychology can make to the Church's role of ministering to the whole person. Psy. D. students desiring to focus their professional prac ti ce on children, couples or families may take an empha sis in Family-Child Psychology. This emphasis requires completion of the fo llowing elective courses in addi tion to the regular doctoral requirements: Advanced Assessment of Child (instead of Measurement and Assessment 111: Projectives) Family Psychology and Psychopathology Marriage and Family Therapy Iand II Psychotherapy with Children Psychotherapy with the Adolemnt Behavior Modification with Children and Parents Students emphas izing in Family Child Psychology also wri te their dis sertations or doctoral research papers in a family-child area, spend their year long outpatient practicum in a setting where at least one-half of their work is with children, coupl es or families, and compl ete an internship in a se tting
Master's Program in Clinical Psychology
AMaster ofArts in cli nical psychol ogy will be granted after the comple tion of the fi rst two years of either the Ph.D. or Psy.D. curriculum, including: A. Aminimumof 45 semester hours* in psychology (including practicum and psychotherapylab courses) , B. Aminimum of nine semester hours in theology, and C. Aminimum of one year of resi dent graduate work. (The fi nal semester must be in res idence. ) *"Hours" and "units" are in te r- changeable throughout this section.
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