William Hoppe, M.D., Creighton University School of Medicine: Psychi atry; Psychopharmacology George R. Martindale, Ph.D. , University of Oregon: Adlerian Psycho therapy and Administration of Psychological Services Avedis Panajian, Ph.D., ABPP: Early Object Relationships, Individual Psychoanalytic Psychotherapy Arthur L. Prescott, Ph.D. , University of Southern California: School Psychology; Clinical Supervision S. Philip Sutherland, Ph.D., University of Southern California: Individ ual Didactic Psychotherapy; Psychotherapy Supervision Adrin C. Sylling, Ph.D , University of South Africa: Individual Didactic Psychotherapy ROSEMEAD'S DISTINCTIVES Rosemead'smajor educational distinctives are its strong profession al training 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 believes there is a great deal 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 psychologi cal and theological conceptions of human functioning. This series of courses lengthens Rosemead's doctoral program by approximately one year beyond most four year clinical programs. While recognizing that the disciplines of psychology and theology have some very different data and methodologies, their overlapping content, goals and principles provide a rich resource for interdisciplin ary study. Issues growing out of these overlapping concerns cover 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 interaction with members of the Christian community, Rosemead is also committed to demonstrat ing to the church the potentially significant contributions an under standing of the data and methods of psychology can make to the Church's role of ministering to the whole person. PsyD. students desiring to focus their professional practice on children, couples or families may take an emphasis in Family-Child Psychology. This emphasis requires completion of the following elective courses in addition to the regular doctoral requirements: Advanced Assessment of Children (instead of Assessment III: Projectives) Family Psychology and Psychopathology Personality II: Object Relations Marital and Family Evaluation and Intervention I and II Psychotherapy with Children Psychotherapy with the Adolescent Behavior Modification with Children and Parents Students emphasizing in Family-Child Psychology also write their dissertations 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, couples or families , and complete in internship in a setting where at least one third of their work is with a family-child population. They may also elect other family related courses such as Development of Religious Understanding in Children and Adolescents, Human Sexuality, and Community Mental Health: Psychoeducational and Preventive Models. PROFESSIONAL GROWTH AND TRAINING At the heart of an effective training program in professional psy chology is the opportunity to develop the personal insights and skills necessary for empathic 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 competency in interpersonal relationships as well as specific clinical skills.
Beginning in their first year of study, students participate in a variety of activities designed to promote professional awareness and personal growth. The first year activities include active training in empathyskills and on-campus prepracticum experience. The prepracticum course consists of exercises to assess and facilitate interpersonal skills, and the initial opportunity for the student to work with a volunteer college client in a helping role. During the second year, all students participate in group training therapy As group members , students personally experience some of the growth producing aspects of group counseling. In addition to group therapy, students begin their formal practicum and psychotherapy lab courses. Students are placed in such professional facilities as outpatient clinics, hospitals, college counseling centers, public schools and com munity health organizations on the basis of their individual readiness, needs and interests. These practicum experiences are supervised both by Rosemead's faculty and qualified professionals working in the practicum agencies. In the psychotherapy lab courses students receive both instruction and supervised experience offering clinical services from the theoretical orientation of the course. Students elect lab courses from offerings such as Psychotherapy with Adolescents , Marriage and FamilyEvaluation and Intervention, Group Therapy, Behavior Therapy, Psychodynamic Psychotherapy, Biofeedback and Psychotherapy with Children. During the third year most doctoral students take two or three psychotherapy lab courses, continue their practicum placements and begin individual 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 therapeu tic principles and techniques. Between 50 and 200 hours of individual training are required. Such issues as timing, choice of therapist and specific goals are determined by students in conjunction with their advisors and the Professional Training Committee. When doctoral students reach their fourth year most of their time is spent in independent study, electives and practicum experiences. This step-by-step progression in professional training experiences gives the student personal experience with a wide range of personalities in a variety of settings and provides the necessary preparation for a full-time internship during the fifth year of study. The internship is planned as an intensive clinical experience to help students integrate the varied elements of their preparation in psychology into a congruent profes sional role. All internships must be faculty approved in order to insure a high level of professional experience for the student. Placement in practicum agencies is made by the director of clinical training and internships are obtained by the student consonant with As members of a Christian university community, Rosemead's facul ty believe the relating of one's faith to an academic discipline goes beyond the theoretical and cognitive. Opportunities for fellowship , dialogue and worship are seen as vital parts of the total educational process. Consequently, all students are expected to participate in Rosemead's weekly chapel as well as two year-long fellowship groups. 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 implications of their faith and integrative study. Theyalso 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. DEGREE REQUIREMENTS AND SAMPLE PROGRAMS The major M.A., Psy.D. and Ph.D. degree requirements are summa rized below. Since all students take a set of basic courses in scientific psychology as well as in clinical psychology and theology, the first three years of the PsyD. and Ph.D. tracks are very similar. the internship guidelines of the school. CHRISTIAN ACTMTIES
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