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 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 Christian theology. Since both psychology and theology address the human condi tion, Rosemead' s faculty believes there is a great deal to be gained by an interdisciplinary study of the nature af persons. Consequently, all students take a series of theology courses and seminars designed to study the relationship of psychalagical 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 psychalagy and theology have some very different data and methodologies, their overlapping content, goals and principles provide a rich resource far 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 abroad view of human nature that includ~s asensitivity to the religious dimension of life. Through its interaction with members of the Christian community, Rosemead is also committed to demonstrating ta the church the potentially significant contributions an understanding of the data and methods of psychology con make to the Church's role of ministering to the whole person. PROFESSIONAL GROWTH AND TRAINING At the heart of an effective training program in professional psychology is the opportunity to develop the personal insights and skills necessary far empathic and effective interaction in a wide range of settings. In order to meet this need, Rosemead has developed aplanned 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, studentsparticipate 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 far 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 course. Students are 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 are supervised both by Rosemead's faculty and qualified professionals working in the practicum agencies. In the psychotherapy lab course 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 Family Evaluation and Intervention, Group Therapy, Behavior Therapy, Psychodynamic Psychotherapy, Biofeedback and Psychotherapy with Children. During the third year most doctoral students take two or three psycotherapy 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 far both personal growth and far the learning of therapeutic 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 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 far 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 a congruent professional role. All internshipsmust be faculty approved in order to insure ahigh level of professional experience far the student. Placement in practicum agencies is made by the director af clinical training and internships are obtained by the student consonant with the internship guidelines of the school. CHRISTIAN ACTIVITIES As members of aChristian university community, Rosemead's faculty believe the relating of ones faith to an academic discipline goes beyond the theoretical and cognitive. Opportunities far fellowship, dialogue and worship are seen as vital parts of the total educational process. Consequenriy, all students are expected to participate in Rosemead's weekly chapel as well os two year-long fellowship groups. The fellowship groups begin in the first year of the student's program. These activities provide an opportunity far students and their spouses to flesh out the personal implications of their faith and integrative study. They also provide opportunity far 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 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 are very similar. GRADUATION REQUIREMENTS FOR TERMINAL MASTER'S PROGRAM IN CLINICAL PSYCHOLOGY AMaster 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 semes ter- hours of academic work with the fallowing distribution:
(1) aminimum of 36 semester hours in psychology (2) aminimum of nine semester hours in theology B. Aminimum of one year of resident graduate work.
GRADUATION REQUIREMENTS FOR THE PSY.D. IN CLINICAL PSYCHOLOGY (1) RESIDENCE AND COURSE WORK Aminimum of four years of residence is required far the doctorate. While the doctorate is not awarded simply far completion of stated course work, there are basic unit requirements far 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 completeaminimum of 97 semester hours in psychology. These 97 units must include at least 21 unitsselected 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 total psychology hours requirement. Theology: All students must complete a minor in theology which includes a minimum of 17 semester units. Integration Seminars: All students participate in a series of six seminars (14 units) devoted to the integration of a variety of theological and psychological concepts in research, theory and practice.
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