G-47 ROSEMEAD SCHOOL OF PSYCHOLOGY
Rosemead School ofPsychology
Rosemead's doctoral program follows a professional-scientist model of training with applicants selecting either the Psy.D. or the Ph.D. track depending on their vocational and training interests.
Rosemead's Ph.D. students carry out both an MA level research project and a research dissertation while Psy.D. students may either complete a dissertation or a doctoral re search sequence focusing on the utilization of research findings in clinical practice. Students interested in becoming re search psychologists with extensive train ing in scientific psychology and human and animal research should seek out a more tra ditional scientific-professional model of training. The research focus in both tracks of Rosemead's doctoral program is more on the consumption of research than the gen eration of new scientific findings.
Dean: Keith]. Edwards, Ph.D. Dean of Administration: Richard J. Mohline, LLD.
FACULTY Professors: Carter, Edwards, Narramore, Poelstra, Worden Associate Professors: Duvall, Guy, W. Hunter, Kelley, Larzelere, McQueen, Mohline, Polite, Strauss, Wong Assistant Professors: Gabrielsen, Grace, Hawkins, Pike
DEGREES OFFERED Master ofArts
Rosemead's MA degree is largely de signed as a stepping stone for students in the doctoral program. Under exceptional circumstances, however, a student may be admitted to a terminal two-year master's de gree in clinical psychology. Doctor ofPsychology and Doctor of Philosophy Rosemead's doctoral program in clinical psychology is designed primarily to train practitioners in professional psychology. In contrast to the traditional scientist-profes sional model of training that is designed to train researchers or clinicians with strong research interests, Rosemead's doctoral program is designed for students interested in pursuing careers in applied areas of clini cal psychology. While all students receive training in the basic areas of scientific psy chology relevant to the practice of psycholo gy, the focus of Rosemead's doctoral train ing is on the development of professional skills and the utilization of theory and re search in professional practice. Within this focus students may select either the Psy.D. or the Ph.D. track. Approximately 75%of Rosemead's students are enrolled in the Psy.D. track and 25% in the Ph.D. Except in unusual circumstances, students do not change tracks after admission. While both the Psy.D. and Ph.D. track have a common core of basic science and clinical courses, students selecting Rosemead's Psy.D. track are generally preparing for full-time positions as psycho logical practitioners. Those choosing Rosemead's Ph.D. track are interested in combining clinical and teaching activities. Although Rosemead's Ph.D. track has more of a research focus than the Psy.D., it does not place the primary emphasis on the de velopment of research skills as most scien tist professional Ph.D. programs do. · Research training in Rosemead's Ph.D. pro gram focuses on human research and is de signed to prepare professional psycholo gists who are critical consumers of research and able to conduct systematic investiga tions on topics of clinical relevance.
OBJECTIVES Introduction
ADDITIONAL EDUCATIONAL OPPORTUNITIES Training and Research Facilities
The Rosemead School of Psychology of Biola University, in addition to its under graduate work, offers graduate work lead ing to the Master of Arts (MA) , the Doctor of Psychology (Psy.D.) and the Doctor of Philosophy (Ph.D.) degrees in clinical psy chology. Rosemead's doctoral program is accredited by the American Psychological Association. Training Models in Clinical Psychology In the past twenty years there has been a great deal of discussion and debate by psy chologists over appropriate training models and degrees in clinical psychology. During the 1950's and 1960's, most doctoral train ing in psychology followed the scientist pro fessional model and culminated in the awarding of the Ph.D. These programs were designed to train scientifically orient ed researchers and professionals. During the 1960's and 1970's the need for training programs with stronger profession al orientations became apparent. Institutions like the University of Illinois, the California School of Professional Psychology, the University of Denver, Baylor University, Rutgers University and the Rosemead Graduate School of Psychology were among the first to offer programs designed explicitly to provide doc toral training following either a professional (practitioner) or a professional-scientist (practitioner-scientist) model of training. Without rejecting the need for training in the basic science areas of psychology, these programs began placing proportion ately greater emphasis on the professional aspects of training. After two decades of discussion, debate and innovation, graduate training programs in clinical psychology now cover a broad range of emphasis from highly professional to highly scientific.
Rosemead maintains an outpatient psy chological service and training center on the Biola campus. The clinic offers a wide range of psychological services to adults and children. It also provides on-campus training opportunities for students. The clinic is equipped with one-way vision glass for case observation and video-taping facili ties. Students also receive supervised clini cal experiences at the practicum agencies listed later in this catalog. Computer facilities for research are available on campus utilizing a Hewlett Packard 3000 with 512K bytes of core mem ory and 220 megabytes of on-line disk stor age and a Digital Equipment Corporation (DEC) VAX 11/780. Students also have ac cess to the IBM 370/158-3 computer at the University of Southern California with 6,000K bytes of core. Two widely used sta tistical packages are available: the Statistical Package for the Social Sciences (SPSS) and the Bio-Medical Computer Programs - · Series P. Compilers for both Basic and Fortran IV programming languages are also available. Rosemead also maintains re search laboratory space for animal and human research. Academic and Clinical Consultants As a professional school located in a large metropolitan area, Rosemead utilizes the ser vices of a number of persons from the larger professional community in its academic and clinical programs. Whether as part-time fac ulty or as consultants, this roster is multidis ciplinary and enables Rosemead to enrich its training programs. Academic and clinical consultants do not serve as advisors to Rosemead students or chair-persons of dis-
Made with FlippingBook flipbook maker