Rosemead Programs cont.
PROFESSIONAL GROWTH AND TRAINING
J. Roland Fleck, Ed.D., University of Georgia Dissertation Supervision and Research in Developmental Psychology George R. Martindale, Ph.D., University of Oregon Adlerian Psychotherapy and Administration of Psychological Services James A. Oakland, Ph.D., University of Washington Individual Psychotherapy Robert J. Postman, Ph.D., California School of Professional Psychology, L.A. Neuropsychology Arthur L. Prescott, Ph.D., University of Southern California School Psychology; Clinical Supervision Andrew Rooks, M.D., Wayne State University, School of Medicine Psychiatric Consultation Ario J. Siegersma, L.C.S.W., M.S.W., Wayne State University Group Didactic Psychotherapy W. Thomas Snipes, Ed.D., University of Georgia Educational Psychology Gaius Steiner, Ph.D., Southern California Institute of Psychology Clinical Supervision S. Philip Sutherland, Ph.D., University of Southern California · Group Psychotherapy; Psychotherapy Supervision Adrin C. Sylling, Ph.D. , University of South Africa Individual Didactic Psychotherapy Donald F. Tweedie, Ph.D., Boston University Individual Didactic Psychotherapy Stanley Wong, M.D., Stanford University Psychopharmacology ROSEMEAD'S DISTINCTIVES Rosemead's major educational distinctives are its strong profes sional training orientation and its goal of relating the data and concepts of psychology to those of Christian theology. Since both psychology and theology addres s the human condition , Rosemead's faculty believes there is a great deal to be gained by an interdisciplinary study of the nature of persons. Consequently , all students take a series of theology courses and seminars designed to study the relationship and psychological and theolog ical 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 theolo gy have some very different data and methodologies , their over lapping content , goals and principles provide a rich resource for interdisciplinary study . Issues growing out of these overlapping concerns cover a range of topics relating to research , theory and clinical practice . By encouraging thi s study Rosemead is attempt ing to train psychologists with a broad view of human nature that includes a sensitivity to the religious dimension of life . Through its interaction with members of the Christian community, Rosemead is also committed to demonstrating to the church the potentially significant contributions an understanding of the data and methods of psychology can make to the Church's role of ministering to the whole person .
At the heart of an 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 has developed a planned sequence of experiences designed to pro mote personal growth and competency in interpersonal rela tionships as well as specific clinical skills. Beginning in their first year of study , students participate in a variety of activities designed to promote professional awareness 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 interpersonal skills , and the initial opportunity for 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. 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 profession als working in the practicum agencies. During the third year most doctoral students begin their indi vidual training therapy . This therapy is designed to give the student first-hand experience in the role of a client and is consid ered an opportunity for both personal growth and for 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 experi ences. This step-by-step progression in professional training ex perien·ces gives the student personal experience with a wide range of personalities in a variety of settings and provides the necessary preparation for a full-time internship during the fifth year of study. The internship is planned as an intensive clinical experi ence to help students integrate the varied elements of their prep aration in psychology into a congruent professional role . All internships must be faculty approved in order to insure a high level of professional experience for the student. Placement in practicum agencies is made by the director of clinical training and internships are obtained by the student con sonant with the internship guidelines of the school.
DEGREE REQUIREMENTS AND SAMPLE PROGRAMS
The major M.A. , Psy.D . and Ph .D. degree requirements are summarized below. Since all students take a set 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 . programs are very similar.
144
Made with FlippingBook flipbook maker