Computer facilit ies for research are available on campus utilizing a Hewlett Packard 3000 with 5 I 2K bytes of core memory and 220 megabytes of on-line disk st orage Students also use the IBM 370/ I 58-3 computer at the University of Sout hern California with 6,000K bytes of core. Rosemead has two computer termi nals, a GE Te r mi net 30 with dual magnetic cassettes, I 32 character printer and a ADM vi deo t er minal. The Terminet 30 can be used to access the HP 3000 or the IBM, 370/ 158-3 for time shari ng or remote job entry batch processing. Two w idely used statistical packages are available: the St at is tical 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 a re search laboratory providing space for ani mal and human research . Academic and Clinical Consultants As a professional school located in a large metropol itan area, Rosemead utilizes the services of a number of persons from the larger professional community in its ac ademic and cli nical programs. Whether as part-time faculty or as consultants, this ros ter 1s multidisciplinary and enables Rosemead to enrich its training programs Academic and clinical consultants do not serve as advisors to Rosemead students or chairpersons of dissertat ion committees but they do participate in al l other aca demic activit ies. The fol lowing professional persons are either currently or have been recently involved in some aspect of Rosemead's academic or clinical programs : Ollie Backus, Ph.D., University of Wiscon sin: Individual Didactic Psychotherapy Charles Bradshaw, Ph.D , Claremont Graduat e School: Development al Psy chology David Cabush, Ph.D. Michigan State Uni versity: Individual Didact ic Psycho t herapy Chr istal Daehnert, Ph.D., Rosemead School of Psychology Cli nical Super v1s1on
and theological conceptions of human functioning This series of courses lengthens Rosemead's doctoral programs 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 interdiscipl in ary study. Issues growing out of these overlapping concerns cover a range of topics relating to research, theory and clini cal practice. By encouraging this study Rosemead is attempting to train psycholo gists with a broad view of human nat ure that includes a sensitivity t o the religious di mension of life. Through its interaction w ith members of the Chr istian community, Rosemead is also committed to demon strating to the church the potentially signifi cant contributions an understanding of the data and methods of psychology can make to the Church's role of ministering to the whole person. Professional Growth and Training At the heart of an effective training pro gram in professional psychology is the op portunity to develop the personal insights and skills necessary for empathic and effec tive interaction in a wide range of settings. In order to meet this need, Rosemead has developed a planned sequence of exper iences designed to promote personal growth and competency in interpersonal relationships as well as specific clinical skills. Beginning in their first year of study, stu dents participate in a variety of activities designed to promote professional aware ness and personal growth. The first year activities include active training in empathy skills and on-campus prepracticum experi ence. The prepracticum course consists of exercises to assess and facilitate interper sonal skills, and the initial opportun ity for the student to work w ith a volunteer col lege client in a help ing role.
John E. Exner, Ph.D., Cornell University: Personality Assessment; Rorschach Ruth Ann Graybill, M.SW, Rutgers Uni versi ty Family Systems Therapy and Su perv1s1on J. Roland Fleck, Ed.D, University of Geor gia D issertation Supervision and Re search in Deve lopmental Psychology George R. Ma1-tindale, Ph.D. University of Oregon Adlerian Psychotherapy and Admin istration of Psychological Services Avedis Panajian, Ph.D, Diplomate in clinical psychology of the American Board of Professional Psychology : Early Object Relationships, Individual Psychoanalytic Psychotherapy Arthur L. Prescott, Ph.D , Un iversity of Southern California School Psychology; Clinical Supervision Andrew Rooks, M.D, Wayne State Un i versity, School of Med icine Psych iatric Consultation Gaius Steiner, Ph.D, Southern California Institute of Psychology Clinical Super v1s1on S. Philip Sutherland, PhD, University of Southern California Group Psychother apy: Psychotherapy Supervision Adrin C Sylling, PhD, Unive1-sity of South Africa Individual Didact ic Psycho therapy Donald F. Tweedie, Ph.D, Boston Universi ty: Individual Didactic Psychotherapy Stanley Wang, M.D, Stanford Univers ity: Psychopharmacology Rosemead's Distinctives Rosemead's major educational distinctives are its strong professional train ing orientation and its goal of relating the data and concepts of psychology to those of Christian theology. Since both psycholo gy and theology address the human condi tion, Rosemead 's faculty believes there is a great deal to be gained by an interdisci pl in ary study of the nature of persons. Conse quently, all students take a series of theol ogy courses and seminars designed to study the relationship and psychological
Dur ing the second year, all student s par ticipate in group traini ng therapy. As group members, students personally experience some of the growth producing aspects of group counseli ng. In addition to group therapy, students begin their formal practicum. Students are placed in such professional fac ilities as outpatient clinics, hospita ls, col lege counseli ng centers, public schools and community healt h organiza tions on the basis of their individual readi ness, needs and int erests. These practicum experiences are supervised both by Rosemead's faculty and qualified professionals working in the practicum agencies. During the third year most doctoral stu dents begin their individual training ther apy. 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 therapeutic pri nciples and tech niques. Between 50 and 200 hours of indi vidual traini ng are required. Such issues as timing, choice of therapist and specific goals are determined by students in con junction with their advisors and the Profes sional Train ing 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 prep aration 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 psycholo gy into a congruent professional role. All internships must be faculty approved in or der to insure a high level of professional experience for the student. Placement in practicum agencies is made by the director of clinical t rai ning and internships are obtained by the stu dent consonant w ith the internship guide lines of the school.
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