ROSEMEAD GRADUATE SCHOOL OF PSYCHOLOGY
1409 North Walnut Grove Avenue Rosemead, California
Inquiries regarding admission to The Rosemead Graduate School of Psychology should be addressed to:
Office of Admissions Rosemead Graduate School of Psychology 1409 North Walnut Grove Avenue Rosemead, California 91770
Announcements in this catalog concerning regulations, fees, curricula, or other matters are subject to change without notice.
CONTENTS
Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
8
General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
The Discipline of Counseling Psychology . . . . . . . . . . . . . . . . . . . . . .
Psychology and Christianity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
Finances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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General Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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21
Degree Requirements
Personal and Professional Growth Activities . . . . . . . . . . . . . . . . . .
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Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Sample Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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36
Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Statement of Faith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
38
Student Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42
5
CALENDAR 1971-72
Fall Semester, 1971-72
September 13-14
Faculty and Committee Meetings
September 16-17
Orientation and Registration
September 17
Student-Faculty Reception
September 20
Classes Begin
November 20-28
Thanksgiving Vacation
Registration for Spring Semester, 1971-72
December 13-16
December 18-Jan. 2
Christmas Vacation
January 20
Last Day of Classes
January 24-27
Final Examinations
Spring Semester, 1971-72
February 7
Classes Begin
March 25-April 2
Easter Vacation
May 1-4
Registration for Summer School, 1972 Pre-registration for Fall Semester, 1972-73
May 25
Last Day of Classes
May 29-June 1
Final Examinations
Summer Session, 1972
June 12
Classes Begin
July 5
Last Day of Classes
July 6, 7
Final Examinations
6
1971 Calendar
FEBRUARY
MARCH
JANUARY
APRIL
S M
S M
T W T F S
T W T F S
S M
S M
T W T F S
T W T F S
1 2 3
4
6
1 2 3
5
1 2
1 2 3
4
6
5
9
8
9 10 11 12 13 15 16 17 18 19 20
9
7
6
10 11 12 13
10
9
6
8
8
8
4 5
7
7
7
3 4 5
11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
14 15 16 17 18 19 20 21 22 23 24 25 26 27
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 31 25 26 27 28 29 30
14 21 22 23 24 25 26 27
28
28 29 30 31
MAY
JULY
JUNE
AUGUST
S M
T W T F S
S M T W T F S
S M
S M
T W T F S
S
T W T F 5 6
1
1 2 3 4
5
1 2 3
1 2 3 4
7
4
9 10 11 12
8
8
6
5
9
2 3
6
7
7
8
7
6
9 10
5
4
8
10 11 12 13 14
13 14 15 16 17 18 19 20 21 22 23 24 25 26
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 3024 31 25 26 27 28 29
11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
15 16 17 18 19 20 21 22 23 24 25 26 27 28
29 30 31
27 28 29 30
SEPTEMBER
NOVEMBER
OCTOBER
DECEMBER
F S
S M
S M
S M
F S S M
T W T F S
F S
T W
T W
T W
T
T
T
1 2 8 9
1 2 3
1 2 3
4
1 2 3
6
4
5
4
7
3
4 5 6
8
7
7
7
9 10 11 12 13
5 6
8 9 10 11
6
8 9 10 11
5
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 31 25 26 27 28 29 30
14 15 16 17 18 19 20 21 22 23 24 25 26 27
12 13 14 15 16 17 18 19 20 21 22 23 24 25
12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
28 29 30
26 27 28 29 30
1972 Calendar
JANUARY
FEBRUARY
APRIL
MARCH
S M
S
S M T W T F S
S M
S M T W T F S
T F S
T W
T W
T F
1
1
1 2
1 2 3 4
3
4
5
10 11
6
8
5
2 3 4
2 9
5
7
7
7
8
9
5
8
3
4
6
10 11 ll
8
9
6
6
7
12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 3024 31 25 26 27 28 29
10 11 12 13 14 15
13 14 15 16 17 18 19 20 21 22 23 24 25 26
16 17 18 19 20 21 ll 23 30 2431 15 26 27 28 29
27 28 29
MAY
AUGUST
JUNE
JULY
S M T W T F S
S M T W T F S
T F S
S M
S M
T F S
T W
T W
1 2
1 2
5 6
1
1 2
3
4
5
3
3
4
4
7 9 10 11 12 13 14 15 16 17 18 19 20 8 21 22 23 24 25 26 27
9 10
8
6
10 11 12
5
7
9
8
6
5 6
7
7 8
3
4
2 9
11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
13 14 15 16 17 18 19 20 21 22 23 24 25 26
10 11 12 13 14 15
16 17 18 19 20 21 22 23 30 24 31 25 26 27 28 19
28 29 30 31
27 28 29 30 31
SEPTEMBER
DECEMBER
OCTOBER
NOVEMBER
S M T W T F s
S M T W T F S
S
T W
W
S M
S
T F
T
T F
S M
I 2
1 2 3 4
1
6
1 2
5
7
9 2
3
4
9
8 9 10 II 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
3 4
6
7 8
5
7
8
9 10 11
6
7
8
6
5
3
4
5
13 14
15 16
10 11 12
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 31 25 26 27 28 29 30
12 13 14 15 16 17 18 19 20 21 22 23 24 25
17 18 19 20 21 22 23 24 25 26 27 28 29 30
29 30 31
26 27 28 29 30
GENERAL INFORMATION
The Rosemead Graduate School of Psychology offers a broad range of courses and experiences relevant to the understanding and modifica tion of human behavior. Faculty members represent a number of special ties within the fields of psychology, education, and theology. All gradu ate programs are designed to meet the individual needs of students preparing for careers in professional psychology. History The Rosemead Graduate School of Psychology has developed from the outreach of the Narramore Christian Foundation. This Foundation, incorporated in 1958, is an evangelical Christian organization devoted to the furtherance and application of the fields of psychology and edu cation. In 1968 the Narramore Christian Foundation received permis sion to grant the M.A. and Ph.D. through the Rosemead Graduate School of Psychology. In 1970 the Rosemead Graduate School of Psy chology was incorporated separately in anticipation of its official open ing in September, 1970. Rosemead, California The city of Rosemead is a part of the greater Los Angeles metro politan area. It is strategically situated near key freeways which make major attractions of Southern California easily accessible. Located in a major population center, abundant opportunities exist for intellectual, cultural, and recreational activities. Among the many places of special interest within easy driving dis tance are Disneyland, Knott's Berry Farm, Huntington Library, Holly wood Bowl, Dodger Stadium, Anaheim Stadium, Mount Wilson Observa tory, and the Los Angeles Music Center. The Rosemead Graduate School of Psychology does not provide on campus housing facilities. There are numerous apartments and houses for rent within convenient distance of the school. Objectives Historically the problems of human adjustment have been handled in isolated fashion by disciplines such as medicine, psychology, and 8
religion. The past twenty-five years have seen growing interest in inter disciplinary approaches to the study of behavior. One of the most prominent spokesmen for mutual cooperation between psychology and religion is O. H. Mowrer. In his book, The Crisis in Psychiatry and Religion, Mowrer points to the study of personality as a common ground for inter-disciplinary contributions.
Religion is, of course, deeply concerned with man as person and personality; and in their shifting perception of man-as-body to man-as-person, psychology and psychiatry find themselves looking again with renewed interest and respect, at religious precept and practice. Whatever may be the incompatibility of religion and these secular disci plines in the metaphysical realm, here, in the study of personality in its social and ethical dimensions, is a natural and favorable meeting place.
Seeing a need to relate Biblical concepts to the field of human ad justment, the graduate program at Rosemead seeks to promote scientific study and cooperation between psychology and related disciplines in an evangelical Christian environment. A unique emphasis of the program is the integration of psychological and theological concepts in theory, practice and research. The Rosemead Graduate School of Psychology was established to further the study of psychology as a science and to meet the expanding need for professional psychologists who have an appreciation of Biblical contributions to the understanding of human behavior. To meet these goals the Rosemead Graduate School of Psychology follows a profes sional model rather than the traditional scientist-professional model. While Rosemead fully respects the value of the scientist-professional model it is the philosophy of this institution that there is a great need in American civilization for highly trained professional psychologists who are equipped to deal with the pressing problems of humanity. Al though the scientist-professional model may meet the needs of the re searcher and academician it does not do justice to the student preparing for an applied career in the field of psychology. Thorough preparation for professional practice in psychology must include extensive experience with both normal and pathological behavior, intensive supervision and case consultation, and the personal sensitivity to deal with unique personalities in a variety of settings. These stra tegic elements have often failed to receive needed attention in the re search-oriented programs following the scientist-professional model. In following the professional model the Rosemead Graduate School of Psychology places great stress on the importance of the scientific method and of a working knowledge of the data and theory of scientific psychology. It is essential for a psychological practitioner to be ground ed in the data of his science and to develop an objective, inquiring spirit. 9
Training in general psychological theory and research is considered essen tial to competent professional practice as well as to the evaluation of research and the development of research techniques appropriate to the unique problems of professional psychology. In accordance with this philosophy Rosemead has developed a doc toral program combining scientific foundations in general and experi mental psychology with courses and practicum facilities designed to pro mote insights and skills necessary for effective professional service. It is the primary goal of the Rosemead Graduate School of Psy chology to provide students with necessary tools for a broad understand ing of human behavior including the psychological and theological for mulations regarding the nature of personality functioning. Having this foundation, a second goal is to provide graduates with training necessary to enable them to make application of fact and theory to the pressing problems of humanity. The achievement of these objectives requires: (1) Knowledge and understanding of the content, theory and meth odological procedures of psychology as a science. (2) A basic grounding in the theological view of man. (3) Specialized knowledge of personality development and function ing including healthy as well as pathological methods of adapta tion. (4) Understanding of overall human functioning as it relates spe cifically to educational and vocational endeavors. (5) Personal sensitivity and effective interpersonal skills. (6) Ability to diagnose properly the effectiveness of personality and intellectual adjustment and utilize appropriate therapeutic tech niques to alter maladaptive functioning. (7) Competence in the execution and evaluation of psychological and educational research. (8) Awareness of professional and ethical relationships in appropri ate fields of research, theory and practice. Graduate programs are designed to balance formal course instruction with small seminars, case observation, supervised counseling experience and participation in original research projects. In order to cover the large body of material in psychology all students complete the equiva lent of four years of full-time study and internship in psychology. The theological requirements which entail approximately one full year of study are in addition to the psychology requirements. This additional preparation in theology lengthens the program to a minimum of five years of full-time study beyond the bachelor's degree.
10
THE DISCIPLINE OF COUNSELING PSYCHOLOGY
As a distinct discipline, Counseling Psychology is relatively new. Historically it has emerged from the related fields of psychological meas urement, vocational guidance and personality development. As such it has significant overlap with disciplines such as clinical psychology, edu cational psychology, counseling and guidance and personnel psychology. A general goal of the counseling psychologist is the facilitation of personal development of people of all ages. To narrow this somewhat, the counseling psychologist generally emphasizes work with adolescents and adults. In comparison to educational and school psychologists the counseling psychologist places a lesser emphasis on the educational en vironment, diagnosis of learning disabilities and special education pro grams. He places a greater emphasis on self-awareness, vocational plan ning and personal development. While the counseling psychologist deals with people at all points on an adjustment continuum his "clients" typically do not exhibit as severe personality disturbances as those seen by clinical psychologists. In addi tion, the counseling psychologist places relatively greater stress on per sonality growth of "normal" individuals, utilization of personal and environmental assets and family and vocational fulfillment. Graduates of a doctoral program in Counseling Psychology find employment in a wide range of settings. Many are employed in college counseling centers with faculty appointments in psychology or education. Others are in public schools, outpatient clinics, private practice, research facilities and hospitals. With recent emphasis on community mental health services counseling psychologists are increasingly involved in com munity education, interdisciplinary programs and a variety of consultant activities. 11
PSYCHOLOGY AND CHRISTIANITY
The question is sometimes asked, "Why mix psychology and Chris tianity?" As a matter of fact, some feel that mutual cooperation of these disciplines is fruitless since one or the other is seen to be either irrele vant, unfruitful or basically antagonistic. The evangelical theologian is sometimes threatened by the psychologist's stress on objective valida tion and a seeming disdain of the supernatural and scientifically im measurable. This scientific objectivism is viewed as a direct attack on the concept of "faith," the very heart of the Christian religion. Added to this is the theologian's alarm over therapeutic methods which encour age acting out of impulses such as sex and hostility as means of freeing clients from neurotic inhibitions. On the other hand, the psychologist views the metaphysical aspect of Christianity to be either at odds with his scientific approach or at least outside of his domain. He is frequently frustrated by what he views as an overemphasis on the hereafter at the expense of facing the issues of the present. The very concept of faith is thought to exclude an intel lectually honest approach to problem solving. Without going into depth into this complex issue, part of the seem ing conflict is based upon insufficient understanding, lack of communi cation and the ever-present problem of personal defensiveness and ego involvement. Granted, there are realistic issues and conflicting thought. But these conflicts lie largely between theory and theory or between explanations of fact rather than between fact and fact. Psychology and biblical Christianity actually have potentially ex tensive mutual contributions to make. Historically the minister has ful filled a key role in counseling. Before the advent of modern psychological and psychiatric therapy the great bulk of personal counseling was con- 12
ducted by the local religious leader. With the crystallization of the new discipline of psychology there is a shift occurring which sees many people turning to professionals within this field for counsel. With this phenomenon has come a dichotomy between "spiritual" and "psychologi cal" counseling. This has the advantage of encouraging both the minister and the psychologist to function within their area of specialization. Unfortunately, however, men are not divided into clear-cut spiritual and psychological entities. This bifurcation works against a holistic approach which deals with the total physical, spiritual and emotional needs of man. Psychology and Christianity possess a mutual goal of human health and happiness. The apostle Paul, for example, in writing to the church at Galatia, writes that a mature Christian's faith will produce love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self control. These positive personality variables are certainly a key goal of applied psychology. Basic principles such as conditioning and the importance of early experience are also shared. For example, Proverbs 22:6 reads, "Train up a child in the way that he should go and when he is old, he will not depart from it." Some techniques are also held in common by psychology and Chris tianity. Therapeutic psychology places great stress on insight, honesty, and group and individual catharsis. In Psalm 51 David wrote, "Thou desirest truth in the innermost part of the heart." And the apostle James wrote, "Confess your faults one to another, and pray one for another, that ye may be healed. The effectual fervent prayer of a right eous man availeth much." These basic areas of mutual interest are typical of many complex theoretical and practical concerns where fruitful inter disciplinary dialogue can be held. The methods and insights of psychology can also make significant contributions to the Christian church as it attempts to fulfill its role in reconciling men to God and leading them to wholeness and personal fulfillment.
13
ADMINISTRATION AND FACULTY
Clyde Maurice Narramore, President B.A. Arizona State University M.A. Arizona State University M.A. Columbia University Ed.D. Columbia University Areas of Specialization: Guidance and Coun seling, School Psychology, Family Relations; Current Emphasis in Community Psychology and Administration of Psychological Services.
Richard J. Mohline, Administrative Vice President Diploma Moody Bible Institute B.A. Wheaton College B.D. Gordon Divinity School Ph.D. (Candidate) Loyola University Areas of Specialization: Education Adminis tration; Student Personnel Services
Stanley Bruce Narramore, Academic Vice President
B.A. Westmont College M.A. Pepperdine College Theological Study: Talbot Theological Seminary Ph.D. University of Kentucky Areas of Specialization: Counseling Psycholo gy, Psychopathology, Psychotherapy; Current Emphasis on Psychotherapy with Young Adults and the integration of Theological and Psychological Conceptions of Personality Functioning.
Arlys M. Acheson B.A.
Taylor University
M.A. Michigan State Ph.D. (Candidate) Michigan State University Areas of Specialization: Clinical Psychology; Current Emphasis on Psychotherapy with Adolescents.
William M. Counts B.A. Princeton University M.A. Southern Methodist University Th.M. Dallas Theo logical Seminary Areas of Specializa tion: Theology and English Bible.
Thomas F. Brady B.A. University of South Dakota M.A. Arizona State University Ph.D. Arizona State University Areas of Specializa tion: Measurement, Learning, Counselor Supervision.
Wayne E. Colwell B.S.
John Brown University Grace Theological Seminary
B.D.
M.Ed. University of Arkansas Ph.D. Arizona State University
Areas of Specialization: Counseling Psychology, Current Emphasis on Practicum Supervision.
George R. Martindale B.A. Barrington College B.A. Wheaton College M.A. University of Oregon Ph.D. University of Oregon Areas of Specialization: Developmental Psychology and Family Therapy.
Robert L. Saucy B.A.
Westmont College Th.M. Dallas Theological Seminary Th.D. Dallas Theological Seminary Area of Specialization: Systematic Theology.
Ernest A. Zimbelman B.A. Baylor University Theological Study: North American Baptist Theological Seminary M.A. University of California at Berkeley Ed.D. University of Oregon Area of Specialization: Group Psychotherapy
Irene Arendas B.A.
Fairleigh Dickinson University
M.L.S. Rutgers State University Librarian
FACILITIES
The library, classrooms and other academic facilities are presently housed at the headquarters of the Narramore Christian Foundation. A complete furnished, modern, educational building is planned for 1972. This will provide increased space for instruction rooms, seminars, re search equipment and library facilities. Local school districts, private clinics, and psychiatric hospitals are available for practicum and internship experiences, as well as for research projects. The major training facility for students is the Rosemead Counseling Service. Staffed by eight full-time professional personnel, this Clinic provides approximately 15,000 hours of psychological services annually. This large case load makes available a great amount of data for research studies as well as an abundance of clients for practicum and internship experiences. In addition to basic therapy offices, this Clinic contains facilities for play therapy and group therapy, as well as observation rooms with one-way vision mirrors for training purposes. 17
ADMISSION
As in most graduate programs in psychology, competition for ad mission is keen and enrollment is limited. In order to be admitted to full graduate standing the applicant must comply with the following: (1) Possess a baccalaureate degree from an accredited college or university with an average grade of at least "B" for the junior and senior years. (2) Present an undergraduate program including at least 16 semester hours of credit in psychology, which must include at least one course each in general psychology and statistical methods. Other highly recommended courses are: Experimental Methods, Ab normal Psychology, Developmental Psychology and Personality Theory. (3) Submit scores on the aptitude tests and the psychology advanced test of the Graduate Record Examination. This test is adminis tered under the auspicies of the Educational Testing Service. Information regarding testing dates and locations may be obtained by writing to the Educational Testing Service, 20 Nassau Street, Princeton, New Jersey 08540. (4) Submit results of the Minnesota Multiphasic Personality Inven tory and the Strong Vocational Interest Blank. These tests may be taken at most college testing services or from a licensed psychologist in clinic or private practice. (5) Submit five letters of recommendation on forms supplied by the graduate school. Three of these are academic references and two are character references. (6) Appear for a personal interview with the admissions committee or its area representative. Since the doctoral programs are tailored toward professional application, it is important that students possess the personality strengths and character to deal effectively in a variety of interpersonal and professional rela tionships. Personal as well as academic screening avoids the pitfalls of allowing a student to pursue a course of study in preparation for a vocation which is potentially unsuited to his personality. 18
In addition to these specific requirements, the admissions committee will give preference to students with strong undergraduate backgrounds. Maximum preparation in the biological and social sciences is recom mended. Students desiring admission for the fall semester should com plete their applications by February 15th. FINANCES Since no facilities are available on campus for room and board, it is impossible to give an accurate estimate of the total cost of study at the Rosemead Graduate School of Psychology. Finances expended for room and board vary greatly with the individual need. Students can find local housing in a large range of prices. Other specified fees are listed below:
Tuition
$700.00
Application Fee (not refundable)
15.00
Late Registration
5.00
General Fees (Includes Registration, Library, Accident and Medical Insurance) Estimated Tuition and Fees per Semester, excluding Application Fee
40.00
$740.00
Financial Assistance There are a limited number of scholarships, assistantships and low interest loans available to entering students. These range from remission of tuition to a maximum of $2400 annually, plus remission of tuition. The assistantships require approximately 20 hours of work weekly. The first two years of graduate study are typically the most difficult finan cially. After that time, most students are either receiving financial assist ance or have secured part-time employment of a psychological nature in one of the many mental health facilities nearby. Students in need of financial aid should make requests for this along with their application for admission.
GENERAL REQUIREMENTS Classification of Students
Students meeting all entrance requirements including graduation from an accredited undergraduate college will be classified as regular graduate students. A student who does not fulfill all entrance require ments may be admitted on a provisional status until he corrects the deficiency. Any such deficiencies must be removed within one calendar year of a student's admission as a provisional student. Grades Required for Graduation Students wishing to obtain a graduate degree must maintain con sistently high academic performance. An overall B average is required 19
for all degrees. Only grades of A, B or C earn graduate credit. Grades of all students are recorded in the Office of the Registrar. Grading is done on the following basis: A-Superior achievement -four grade points per unit B-Above average achievement -three grade points per unit C--Minimum passing performance -two grade points per unit E-Failure -no grade points I-Incomplete -no grade points S-Satisfactory -no grade points W-Withdrawal -no grade points A grade of I (Incomplete) may be assigned if a student has been unable to fulfill all course requirements and completion of these would result in a passing grade. At the completion of the next grading period, that I must be changed either to E or an appropriate passing grade. No grade other than an I may be altered once it has been reported to the Registrar unless an error was made in grading or recording. These changes can only be made upon written approval of the instructor, the Registrar and the committee on Admissions and Academic Qualifi cations. Dropping of Courses Courses may be dropped without assignment of a grade during the first four weeks of the semester. A grade of E or W will be recorded for classes dropped after this time. Student Loads The normal full-time load for a graduate student is twelve to sixteen hours per semester. No student will be allowed to carry over sixteen units in any semester and no full-time student may carry less than nine units until he has been admitted to candidacy. Students engaged in outside work must adjust their academic loads in consultation with their faculty advisor. Transfer Credit Doctoral candidates may transfer up to thirty semester hours of graduate study from an accredited school. No courses may be transferred if the grade was below a B. Credit by Examination No graduate credit will be given by examination. Students who possess excellent background in an area of study may petition the com mittee on Admissions and Academic Qualifications for waiver of a re quired course on the basis of examination. No credit is given on this basis, however. Time Limit for Degrees All course and academic requirements must be completed within eight years of the beginning of the student's graduate study at Rosemead. 20
Student Health Services Due to the limited student body enrollment, no health services are available on campus. All students are provided with group health insur ance as a part of their r egistration fee. DEGREE REQUIREMENTS The Master of Arts Degree: This degree signifies the completion of the core requirements for the Doctor of Philosophy degree and is not considered a terminal degree. No students will be admitted for graduate study unless they intend to pursue the Ph.D. degree. The M.A. degree in general psychology will be awarded to students who successfully com plete a prescribed two-year program of graduate study including the following:
(1) A minimum of 36 semester units in Psychology including the core curriculum. (2) A minimum of 24 semester units in Theology. (3) Two years of resident graduate study. (4) Successful completion of either (a) A comprehensive examination or (b) A satisfactory thesis.
The Doctor of Philosophy Degree: The Ph.D. degree in Counseling Psychology signifies completion of a course of study designed to prepare students for professional careers in psychology. It includes solid ground ing in general psychology and research techniques. In addition to basic course requirements, it requires successful completion of an original re search project, and one year of supervised internship in an approved set ting. For students without previous graduate study, the Ph.D. program requires approximately five years of full-time study. The basic sequence of requirements for the doctorate is outlined below: (1) Residence A minimum of four years of residence is required for the Ph.D. While the doctorate is not awarded simply for completion of stated course work there are basic unit requirements for the doctorate. Psychology: All students must complete a minimum of 75 semester hours in psychology. This includes at least 60 academic units and 15 units of practicum courses. Theology: All students shall complete a minor in theology which includes not less than 24 semester units. Integration Seminars: All students participate in a series of six team taught seminars devoted to the integration of a variety of theological and psychological concepts in research, theory and practice. (2) Comprehensive Examination All entering students are required to demonstrate academic com petence in several areas of general, scientific psychology and in theology. 21
This competence must be shown both by completion of courses in the psychology and theology core curriculums and by successful completion of the comprehensive examinations, usually taken during the second year of residency. Students who are qualified by virtue of previous work may petition to demonstrate proficiency in specific areas by examination rather than by taking the core courses in that area. No unit credit is given in these instances, however, and the student must still success fully complete the comprehensive examinations. All students must pass a set of comprehensive examinations cover ing six of the following areas: Measurement, Learning, Statistics and Research Design, Personality, Social, Developmental, and Systematic Theology. All students are required to complete the examinations in Statistics and Research Design and in Systematic Theology. They may then choose four of the five remaining areas. These examinations are given in April and October each year and serve as the major means of evaluating the student's suitability to continue studies toward the Ph.D. If a student does not successfully complete all sections of the examination he may repeat them at the next scheduled administration. (3) Research Tool All candidates for the Doctor of Philosophy degree must demon strate competence in a research tool. This tool must be a potential aid to the student in his research activities. Approved research tools in clude foreign languages, Statistics and Research Design, and Com puter Programming. Proficiency in foreign languages will be determined by means of the Educational Testing Service Graduate Foreign Lan guage Examination. (4) Qualifying Examinations In addition to the comprehensive written examination in the funda mentals of psychology and theology, all students must also pass an intensive examination in the area of counseling psychology. This exami nation covers advanced academic study and practicum experiences and is designed to evaluate the students readiness to pursue a full-time professional internship and to complete the remaining doctoral require ments. (5) Admission to Candidacy Official candidacy for the doctorate signifies an advanced stage in the student's progress and is accompanied by a redefinition of full-time enrollment which enables the student to place greater emphasis on his practicum experience, internship, and dissertation and a lesser emphasis on formal course work. In order to be admitted to candidacy the student must have:
(a) Been granted full admission status (b) Completed most of his course work (c) Passed the comprehensive examinations (d) Achieved proficiency in a research tool (e) Passed the qualifying examination
(6) Internship All students are required to complete one year of full-time intern ship in an approved setting. This internship may consist of two years of experience on a half-time basis. 22
(7) Dissertation A dissertation evidencing high attainment in original scholarship must be submitted by all Ph.D. candidates. The dissertation topic and proposal must be approved by the candidate's advisory committee. Five weeks prior to graduation the candidate must submit two approved, typewritten copies of his dissertation. The two final copies are read by all committee members prior to the final oral examination. (8) Final Oral Examination The final examination is an oral defense of the dissertation. In some instances the candidate may also be examined in other areas in which the advisory committee has requested additional preparation.
23
PERSONAL AND PROFESSIONAL GROWTH ACTIVITIES
At the heart of an effective training program in Counseling Psy chology is the opportunity to develop the personal insights and skills necessary for empathic interaction in a wide range of settings. In order to meet this need the Rosemead Graduate School of Psychology has de veloped a planned sequence of experiences designed to promote personal growth and competency in interpersonal relations. In the first year of training all students are involved in a Christian service activity. This may include a variety of teaching and outreach activities in local churches and Christian organizations. These experiences are designed to give the student a grasp of the goals and methods avail able to the church as well as some of the problems encountered. They also provide the student with opportunities to communicate the relevancy of his faith to a variety of individuals and needs. These experiences are coordinated with formal academic study in theology, especially the course, "Seminar in Christian Living." Students are also introduced to the methods of professional psy chology during their first year of study. This is accomplished through (a) observation of individual and group counseling and (b) personal growth experiences. In order to promote personal insight and growth, all students are required to be involved in either group or individual counseling. The nature and e,xtent of these growth experiences is deter mined by the student and his advisory committee. During the second academic year, students receive their first experi ence in personality evaluation. Coupled with a continuation of case obser vation and personal growth experiences the psychological testing asso ciated with a three-course sequence in personality evaluation constitutes the major interpersonal and professional activities. The third year of study initiates a series of formal practicum expe riences which later culminate in an approved internship of one year's duration. These individually supervised practicums include both diag nostic and counseling experiences in a variety of professional facilities such as outpatient clinics, hospitals, college counseling centers and public elementary and secondary schools. By the time a student reaches his fourth year most of his time is spent in independent study, electives and practicum experiences. This step-by-step progression gives the student personal experiences with a wide range of personalities in both church-related and secular institu tions. It is intended to give students broad experiences and preparation which serve as a solid basis for future postdoctoral specialization. 24
CURRICULUM
All students take the same set of core courses or demonstrate com petency in those academic areas during their first two years of study. These courses give the student a broad background in general psy chology and in theology and prepare him for the comprehensive exami nations which come during the spring semester of the second year of graduate study. The following courses comprise the required core cur riculum:
Psychology
Measurement Statistics
Research Design Social Psychology
Psychology of Learning Theories of Personality Child Psychology Adolescent Psychology
Theology
Seminar in Christian Living Survey of The History of Salvation I, II Introduction to Theology Theology Proper Biblical Anthropology Soteriology Pneumatology Ecclesiology
In addition to the core curriculum all students take a series of courses designed to develop professional skills in Counseling Psychology. These courses must be completed prior to the internship. Required courses in this sequence are:
Assessment of Intelligence Personality Assessment I, II Occupational and Educational Information Theory and Development of Interests Vocational Counseling Psychopathology Principles of Counseling and Psychotherapy Advanced Techniques in Counseling and Psychotherapy Group Techniques in Counseling Practicum
Following completion of these courses the student spends his re- maining time in elective study, integration seminars in psychology and theology, dissertation research and one full year of internship in an approved setting. 25
COURSE DESCRIPTIONS
Psychology
P501 Measurement (3)
A survey of basic methods used in constructing and standardizing psychological tests and principles involved in interpretation of test scores. Prerequisite: Undergraduate statistics
P502 Statistics (3)
Lecture and laboratory covering sampling and statistical inference. The course includes both parametric and nonparametric hypothesis testing. Prerequisite: Undergraduate statistics
P511 Psychology of Learning (3)
A comparison of major learning theories and an investigation of experimental contributions to the study of basic processes includ ing conditioning, motivation, inhibition, generalization and dis crimination.
P512 Social Psychology (3)
Individual behavior as influenced by and demonstrated in group situations; group formation and role differentiation; communica tion and human interaction; social norms and intergroup relations.
P513 Psychology of Personality (3)
A critical evaluation of primary sources of selected personality theories including Freudian, neo-Freudian, phenomenological and learning theorists. 26
P521 Personality and Psychopathology (4)
The classification, description and etiology of mental disorders. At tention is also given to the concepts of normality and mental ill ness and other theoretical issues involved in the classification of personality abnormalities. P522 Assessment of Intelligence (3) The first of a three-course sequence directed toward competence in administration, scoring and interpretation of psychological tests. Attention is given to theoretical issues in intelligence and the use of the Stanford Binet and Wechsler Scales.
P523 Child Psychology (3)
The child from conception to puberty with emphasis on experi mental analyses of the development of behavior. Special focus on psychological variables related to child development and behavior.
P601 Research Design (3)
A continuation of P502 including analysis of variance and covari ance and the design and interpretation of experimental research. Prerequisite: P502 P602 Principles of Counseling and Psychotherapy (3) A general introduction to the theory, methods and practice of counseling and psychotherapy. Major emphasis is placed on client centered counseling and on techniques and variables which cut across various schools of thought. P611 Adolescent Psychology (3) A study of the young person from puberty to adulthood. Special attention is given to developmental tasks and to the characteristics, needs, and adjustment of the college student. A series of seminars devoted to an in-depth study of major per sonality theories. Each seminar deals with one of the following theories: Behavioristic, Psychoanalytic, Phenomenological, Adlerian, or Sulli vanian. Prerequisite: P513 27 P612 Seminar in Personality (2)
P621 Assessment of Personality I (3)
An introduction to the evaluation of personality functioning. Major emphasis is placed on projective tests including Rorschach admin istration, scoring and interpretation. P622 Assessment of Personality II (3) Advanced theory and practice in psychodiagnosis with emphasis on sequence and content analysis of the Rorschach and the integration of case history data with results from a battery of tests into a meaningful clinical report. Prerequisite: P621 P631 Advanced Techniques in Counseling and Psychotherapy (3) An in-depth study of the counseling relationship and the process of therapy. Special attention is given to the concepts of transfer ence, countertransference, resistance and interpretation. Prerequisite: P602 P632 Research Problems in Personality and Psychotherapy (2) A consideration of experimental approaches to the study of per sonality and psychotherapy. Special emphasis is placed on problems in design and execution of research in these areas. Prerequisite: Permission of instructor Theory and process in group counseling. Pyschotherapeutic tech niques and research applied to group procedures. Peer support and intervention as process variables. P642 Psychotherapy with Children (3) The nature and treatment of common emotional and behavioral problems of childhood. This course includes observational and thera peutic experiences with children. Prerequisites:P521 and P603 P651 Theories of Interest (3) Rationale for the development of interest in the human organism. Educational, vocational, social, and religious interests are studied as well as early and later determinants of choice. 28 P641 Group Techniques in Counseling (3)
P652 Occupational Information (3)
Types, sources, and use of occupational materiaJs in vocational coun seling and career planning. Thorough acquaintance will be made with the Dictionary of Occupational Titles, the Occupational Out look Handbook, and several career information library services avail able for commercial, school, and private use. Prerequisite: P651
P653 Vocational Counseling (3)
The application of techniques of counseling and findings Qf career psychology to vocational planning. Theories of vocational choice are studied and applied to the process of helping clients develop occu
pational objectives. Prerequisite: P652
P66I Computer Methods in Psychological Research (3)
Application of computer methods to research design and analysis. Computer programming for correlational and factor-analytic studies.
P671 Marriage and The Family
An examination of current theories, and thought regarding court ship and mate selection; marital adjustment and family disorgani zation; family life cycle, role analysis, intermarriage, transactional behavior and fertility.
P691-696 Practicum (1-6)
Individually supervised clinical experiences including diagnostic and therapeutic activities. Practicum agencies include both inpatient and outpatient facilities, public school systems and college counseling centers. Prerequisites: P611 and permission of instructor
P711 Seminar in Ethical and Professional Issues (2)
A study of the ethics of professional psychology and relationships to other professional individuals and organizations. Special atten tion is given to the American Psychological Association's Code of Ethics. 29
P712 Independent Study (1-4)
Individual work, directed reading, or special problems under the supervision of a member of the faculty with whom specific arrange ments have been made. P721 Dissertation Research for the doctoral dissertation including library research, field observation and research, and dissertation writing. Prerequisite: Successful completion of comprehensive examinations and permission of major advisor. P731 Internship in Counseling Psychology Professional experience in an approved internship facility. Prerequisites: Successful completion of comprehensive examinations and course sequences in personality diagnosis and counseling tech niques. COURSE DESCRIPTIONS Theology T501 Seminar in Christian Living (2) An in-depth investigation of Biblical teaching on practical Christian living. Includes discussion of areas such as prayer, personal study of the Bible, the relationship of the Christian to the world, and the work of the Holy Spirit in the life of the Christian. T502 Survey of the History of Salvation I (3) A study of the history of salvation in the Old Testament, from the creation account to the close of the Old Testament. Special emphasis is placed on the progressive unfolding of the divine redemptive purpose through the Old Testament record. A survey of major Mes sianic portions of the Old Testament is also included. T511 Introduction to Theology (3) An introduction to the traditional areas of doctrine that comprise systematic theology, i.e. Revelation, God, World, Man, Christ, Holy Spirit, Salvation, Church and Last Things, with detailed emphasis on essential facts concerning the Bible, its inspiration and authority. T512 Theology Proper (3) An in-depth treatment of the doctrine of the person of God. Con sideration of theism, the Trinity, and the Biblical revelation of the nature and attributes of God. 30
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