''.As Rosemead continues to strengthen and enhance our programs, I see a continuation of two ofour main directions; the first being our strong emphasis on professional training and the second, our work on the integration ofpsychology and theology. Rosemead's primary uniqueness is our integrative focus. The faculty are actively involved in relating their scholarly and professional activities to the Christian faith." Dr. S. Bruce Narramore Dean of Rosemead School ofPsychology ROSEMEAD SCHOOL OF PSYCHOLOGY t~~~~ihor BIOLA Dean: S. Bruce Narramore, Ph.D. Dean of Administration: Richard J. Mohline, LL.D. FACULTY Professors: J . Carter, Edwards, Lewis, B. Narramore, Poelstra, Associate Professors : Brady , Duvall, Kelley, McQueen, M. Rogers, Strauss Assistant Professors: Edkins, W. Hunter, Polite, Shepperson, Wong INTRODUCTION
The Rosemead School of Psychology of Biola University, in addition to its undergraduate work, offers graduate work leading to the Master of Arts (M.A.), the Doctor of Psychology (Psy. D.) and Doctor of Philosophy (Ph.D.) degrees in clinical psychology . Rosemead's Psy.D. program is provisionally accredited by the American Psychological Association. TRAINING MODELS IN CLINICAL PSYCHOLOGY In the past twenty years there has been a great deal of discussion and debate by psychologists over appropriate training models and degrees in clinical psychology. During the 1950 's and 1960's, most doctoral training in psychology followed the scientist pro fessional model, and culminated in the awarding of the Ph.D. These programs were designed to train scientifically oriented researchers and professional s. During the I960'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 Profes sional 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 profes sion (practitioner) or a professional-scientist (practitioner scientist) model of training . Without rejecting 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 a decade of discussion , debate and innovation , graduate training programs in clinical psychology now cover a broad range of emphasis from highly professional to highly scientific. These programs can be roughly categorized into professional, profes sional-scientist, scientist-professional. Professional programs generally award the Psy.D. degree. Professional-scientist pro grams may culminate in either the Psy.D. or the Ph .D. and scientist-professional programs culminate in the Ph.D .
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