GRADUATE STUDIES
Deon: S. Bruce Narramore, Ph.D. Deon of Administration: Richard J. Mohline, LLD. FACULTY Professors: Corter, Edwards, lewis, Narramore, Poelstra, Worden Associate Professors: Duvall, Guy, W. Hunter, Kelley, Larzelere, McQueen, Mohline, Strauss Assistant Professors: Gabrielson, Howkins, Mortinez, Pike, Polite, Wong INTRODUCTION T he Rosemead School of Psychology of Biolo University, in addition to its undergraduate work, offers graduate work leading to the Moster of Arts (M.A.), the Doctor of Psychology (Psy.D.) and Doctor of Philosophy (Ph.D.) degrees in clinical psychology Rosemeod's doctoral program is accredited by the American Psychological Association. TRAINING MODELS IN CLINICAL PSYCHOLOGY In the post twenty years there hos been agreat deal of discussion and debate by psychologists over appropriate training models and degrees in clinical psychology. During the l 950's and l 960's, most doctoral training in psychology followed the scientist professional model and culminated in the awarding of the Ph.D. These programs were designed to train scientifically oriented researchers and professionals. During the l 960's and l 970's the need for training programs with stronger professional 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 doctoral training following either a professional (practitioner) or a professional-scientist (practitioner-scientist) model of training. Without reiecting the need for training in the basic science areas of psychology, these programs began placing proportionately 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 brood range of emphasis from highly professional to highly scientific. Rosemead's doctoral program follows aprofessional-scientist model of training with applicants selecting either the Psy D. or the Ph.D. track depending on their vocational and training interests. DEGREE PROGRAMS Master of Arts Rosemeod's M.A. degree is largely designed os ostepping stone for students in the doctoral program. Under exceptional circumstances, however, astudent may be admitted to o terminal two-year master's degree in clinical psychology. Doctor of Psychology and Doctor of Philosophy Degrees Rosemeod's doctoral program in clinical psychology is designed primarily to train practitioners in professional psychology. In contrast to the traditional scientist professional 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 clinical psychology. While oil students receive training in the basic areas of scientific psychology relevant to the practice of psychology, the focus of Rosemead's doctoral training is on the development of professionol skills and the utilization of theory and research in professional practice. Within this focus students may select either the Psy.D. or the Ph.D. track. Approximately 75% of Rosemeod's students ore enrolled in the Psy.D. track and 25% in the Ph.D. Except in unusual circumstances, students do not change tracks ofter admission. While both the Psy.D. and Ph.D. tracks hove acommon core of basic science and clinical courses, students selecting Rosemeod's Psy.D. track ore generally preparing for full-time positions as psychological practitioners. Those choosing Rosemeod's Ph.D. track ore interested in combining clinical and teaching activities. Although Rosemead's Ph.D. track hos more of a research focus than the Psy.D., it does not place the primary emphasis on the development of research skills as most scientist professional Ph.D. programs do. Research training in Rosemead's Ph.D. program
focuses on human research and is designed to prepare professional psychologists who ore critical consumers of research and able to conduct systematic investigati ons on topics of clinical relevance. Rosemeod's Ph.D. students carry out both on M.A. level research project and a research dissertation while Psy.D. students may either complete adissertation or a doctoral research sequence focusing on the utilization of research findings in clinical practice. Students interested in becoming research psychologists with extensive training in scientific psychology ond human ond animal research should seek out a more traditional scientist-professional model of training. The research focus in both tracks of Rosemead'sdoctoral program is more on the consumption of research than the generation of new scientific findings. TRAINING AND RESEARCH FACILITIES Rosemead maintains an outpatient psychological service ond training center on the Biolo campus. The clinic offers owide 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 gloss for case observation and video-toping facilities. Students also receive supervised clinical experiences at the practicum agencies listed later in this catalog. Computer facilities for research ore available on campus utilizing a Hewlett Packard 3000 with 512K bytes of core memory and 220 megabytes of on-line disk storage and aDigital Equipment Corporation (DEC) VAX 11 /780. Students also hove access to the IBM 370/158-3 computer at the University of Southern California with 6,000K bytes of core. Two widely used statistical packages ore 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 ore also available. Rosemead also maintains research laboratory space for animal and human research. ACADEMIC AND CLINICAL CONSULTANTS As aprofessional school located in alarge metropolitan area, Rosemead utilizes the services of anumber of persons from the larger professional community in its academic and clinical programs. Whether as port-time faculty or as consultants, this roster is multidisciplinary and enables Rosemead to enrich its training programs. Academic and clinical consultants do not serve as advisors to Rosemead students or chairpersons of dissertation committees but they do participate in all other academic activities. The following professional persons ore either currently or hove been recently involved in some aspect of Rosemeod's academic or clinical programs: David Cobush, Ph.D., Michigan State University: Individual Didactic Psychotherapy Christal Doehnert, Ph.D., Rosemead School of Psychology: Clinical Supervision William L. Edkins, Psy.D., Rosemead Graduate School of Professional Psychology; Private Practice Leland Eliason, Ph.D., Boston University, School of Theology; Married couples group therapy John E. Exner, Ph.D., Cornell University: Personality Assessment; Rorschach Ruth Ann Graybill, M.S.W, Rutgers University Family Systems Therapy and Supervi sion Cheryl Fuller, Ph.D., Rosemead School of Psychology: Psychological Assessment, Clinical Supervision J. Roland Fleck, Ed.D, University of Georgia Individual Didactic Therapy William Hoppe, M.D., Creighton University School of Medicine: Psychiatry; Psychophormocology George R. Martindale, Ph.D., University of Oregon: Adlerion Psychotherapy and Administration of Psychological Services Avedis Ponojion, 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: Individual Didactic Psychotherapy; Psychotherapy Supervision Adrin C. Sylling, Ph.D., University of South Africa: Individual Didactic Psychotherapy
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