ROSEMEAD'S DISTINCTIVES Rosemead 's major educational distinctives are its strong professional training orientation and its goal of relating the data and concepts of psychology to those of Christion theology. Since both psychology and theology address the human condi tion, Rosemeod's faculty believes there is o great deal to be gained by on interdisciplinary study of the nature of persons. Consequently, □ II students toke o series of theology courses and seminars designed to study the relationship of psychological and theological conceptions of human functioning This series of courses lengthens Rosemead' sdoctoral program by approximately one year beyond most four year clinical programs. While recognizing that the disciplines of psychology and theology hove some very different dot□ and methodologies, their overlapping content, goals and principles provide a rich resource for interdisciplinary study. Issues growing out of these overlapping concerns cover arange of topics relating to research, theory and clinical practice. By encouraging this study Rosemead is attempting to train psychologists with obrood view of human nature that includes asensitivity to the religious dimension of life. Through its interaction with members of the Christion community, Rosemead is also committed to demonstrating to the church the potentially significant contributions on understanding of the data and methods of psychology con make to the Church's role of ministering to the whole person. Psy.D. students desiring to focus their professional practice on children, couples or families may toke 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 Ill 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-ore □, spend their year-long outpatient practicum in asetting where at least one-half of their work 1s with children, couples or families, and complete in internship in asetting 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 Adoles cents, Human Sexuality, and Community Mental Health: Psychoeducotionol and Preventive Models. PROFESSIONAL GROWTH AND TRAINING At the heart of on effective training program in professional psychology 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 hos developed asequence 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 avariety of activities designed to promote professional awareness and personal growth. The first year activities include active training in empathy skills 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 o 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 lob courses. Students ore placed in such professional facilities as outpatient clinics, hospitals, college counseling centers, public schools and community health organizations on the basis of their individual readiness, needs and interests. These practicum experiences ore supervised both by Rosemead'sfaculty 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 lob courses from offerings such os Psychotherapy with Adolescents, Marriage and family Evaluation and Intervention, Group Therapy, Behavior Therapy, Psychodynomic Psychotherapy, Biofeedback and Psychotherapy with Children.
During the third year most doctoral students take two or three psychotherapy lob 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 on opportunity for both personal growth and for the learning of therapeutic principles and techniques. Between 50 and 200 hours of individual training ore required. Such issues os timing, choice of therapist and specific goals ore 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 progres sion 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 afull-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 acongruent professional role. All internships must be faculty approved in order to insure ohigh level of professional experience for the student. Placement in practicum agencies is mode by the director of clinical training and internships ore obtained by the student consonant with the internship guidelines of the school. CHRISTIAN ACTIVITIES As members of aChristian university community, Rosemeod's faculty 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 os vital parts of the total educational process. Consequently, all students ore expected to participate in Rosemead'sweekly 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 on opportunity for students and their spouses to flesh out the personal implications 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 ore 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 summarized below. Since all students take aset of basic courses in scientific psychology as well as in clinical psychology and theology, the first three years of the Psy.D. and Ph.D tracks ore very similar. GRADUATION REQUIREMENTS FOR TERMINAL MASTER'S PROGRAM IN CLINICAL PSYCHOLOGY AMoster of Arts degree in clinical psychology will be awarded to students who successfully complete the prescribed program of study of the first years of the doctoral sequence, including: A. A minimum of 45 semester hours of academic work with the following distribution: GRADUATION REQUIREMENTS FOR THE PSY.D. IN CLINICAL PSYCHOLOGY (1) RESIDENCE AND COURSE WORK Aminimum of four years of residence is required for the doctorate. While the doctorate is not □ worded simply for completion of stated course work, there are basic unit requirements for the degree (133 semester hours). Each student is assigned afaculty advisor who assists in the planning of each semester's schedule of courses and supervises the student's progress in the program. for transfer credit, see under General Academic Information. Psychology: Psy.D. students must complete aminimum of 97 semester hours in psychology These 97 units must include at least 21 units selected from PlB elective psychotherapy courses, and 18 units of practicum. Students may apply up to six units of graduate coursework from the School of lntercultural Studies toward the (1) aminimum of 36 semester hours in psychology (2) ominimum of nine semester hours in theology B. Aminimum of one year of resident graduate work.
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