Rosemead Graduate School of Psychology Catalog: 1974-1975

Rosemead Graduate School of Psychology

catalogue

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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The Discipline of Counseling Psychology. . . . . . . . . . . . . . . . . . . . . 7 Psychology and Christianity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Administration and Faculty .. . .. .. .. . . . . . . .. . . . .. . . . ... ... .. 10 Facilities .. .. . . ... .... .... . . ..... . . .. . . . . .. . .. . . ... .. .. . . 14 Admission . . ... .... .. .. .. ............ . ... ... .. ... . . ..... . 15 Finances .. . . . .. .. .. . . . ...... .. ... .. . . .. . . .. .. ... . .... .. . 16 General Requirements ... . ...... . . . ... . . . .... .. .. . .. .. . ... 17 Degree Requirements ........ . . . .. .... ..... . . . . . .. . . .. . . . .. 19 Personal and Professional Growth Activities . ...... . ... . . .. . ... 21 Curriculum .... . . .. .. .. .. . ... . . . ....... .. ......... ... . . . . 22 Course Descriptions ... . .. . .. .. .. . ... ... ... ... . ....... .. . . 23 Board of Trustees . .. . . .. . . . .. . . . .... . ... . . . . .... . . ... ... . 28 Statement of Faith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Student Body ......... .. .. . .. . . , . . . . . . . . . . . . . . . . . . . . . . . . . 34

CALENDAR 1974-75

FALL SEMESTER, 197- Sept. 3

-dentRegistration

Sept. 4 Sept. 30-Oct.

Week

Oct. 21-24

Comprehensive Examinations

Nov. 28 Dec. 2-5

Thanksgiving Holiday

Pre-registration for lnterterm and Spring Semester

Last Day of Classes Final Examinations

Dec. 12

Dec. 16-19

Dec. 20

Christmas Vacation Begins

INTERTERM, 1975 Jan. 6

Classes Begin

Exams and Last Day of Classes

Jan. 30

SPRING SEMESTER, 1975 Feb. 3

Classes Begin

Lectureship-Visiting Lecturer

Mar. 3-6

Easter Vacation

Mar. 21- Mar. 30

Pre-registration for Summer School and Fall Semester, 1975

May 12-15

Last Day of Classes Final Examinations Graduation 3 p.m.

May22

May 26-29

June 1

SUMMER SCHOOL, 1975 June 16-19

Comprehensive Examinations

Classes Begin

June 9 July 17

Last Day of Classes

1974

MARCH

JANUARY

FEBRUARY

s 2 9

s 5

T 3

F 4

2 9

5 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29

3 10 17 24 31

7 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31 8

6 13 20 27

12 19 26

4 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 5 6 7

3 10 17 24

16 23 30

16 23

JUNE

MAY

APRIL

s 2 9

s 4

s 6

T 2 9

F 3

F 5

3 5 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 4 6

8 15 22 29

6 10 13 14 15 16 17 20 21 22 23 24 27 28 29 30 31 7 8

5 12 19 26

11 18 25

8 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 9

13 20 27

7 14 21 28

16 23 30

AUGUST

SEPTEMBER

JULY

s 6

T 1 8

T 3

T 2 9

T 5

T 4

F 5

2 9

3 10 17 24 31

7 14 21 28

8 15 22 29

10 11 12 13 16 17 18 19 20 23 24 25 26 27 30

4 11 18 25

9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30

7 14 21 28

8 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31

13 20 27

OCTOBER

NOVEMBER

DECEMBER

s 2 9

s 7 14 21 28

T 3

F 1

T 3

T 5

F 6

5 12 19 26

2 9

7 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31 8

6 13 20 27

3 10 17 24

4 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29 5 6 7

10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 31

8 15 22 29

16 23 30

1975

FEBRUARY

MARCH

JANUARY

s s

10 11

12 13 14 15 16 17 18 9 10 11 12 13 14 15 19 20 21 22 23 24 25 16 17 18 19 20 21 22 16 17 18 19 20 21 22 26 27 28 29 30 31 23 24 25 26 27 28 23 24 25 26 27 28 29 30 31 APRIL MAY JUNE s M T w T F s s M T w T F s s M T w T F s 1 2 3 1 2 3 4 5 1 2 3 4 5 6 7 10 6 7 8 9 10 11 12 4 5 6 7 8 9 8 9 10 11 12 13 14 13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21 20 21 22 23 24 18 19 20 21 22 23 24 25 26 22 23 24 25 26 27 28 27 25 31 28 29 30 26 27 28 29 30 29 30 JULY AUGUST SEPTEMBER s M w s s M T w T T T F F s s M T w T F s 1 2 1 2 3 4 5 1 2 3 4 5 6 6 7 8 9 10 11 12 3 4 5 6 7 8 9 7 8 9 10 11 12 13 10 11 12 13 14 15 9 13 14 15 16 17 18 19 10 11 12 13 14 15 16 14 15 16 17 18 19 20 20 21 22 23 24 25 26 17 18 19 20 21 22 23 21 22 23 24 25 26 27 27 28 29 30 31 24 25 26 27 28 29 30 28 29 30 31 OCTOBER NOVEMBER DECEMBER s M T w T F s s M T w T F s s M T w T F s 1 2 3 4 1 1 2 3 4 5 6 5 6 7 8 9 10 11 2 3 4 5 6 7 8 7 8 9 10 11 12 13 12 13 14 15 16 17 18 9 10 11 12 13 14 15 14 15 16 17 18 19 20 19 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27 26 27 28 29 30 31 23 24 25 26 27 28 29 28 29 30 31 30

GENERAL INFORMATION

The Rosemead Graduate School of Psychology offers a broad range of courses and experiences relevant to the understanding and modifi cation of human behavior. Faculty members represent a number of specialties within the fields of psychology, education and theology. All graduate 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 education. In 1968 the Narramore Christian Foundation received per mission 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 and began its academic program with the first class of students. 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 Ob servatory 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. Accreditation and Approval The Graduate School achieved two milestones this past year in the recognition of the school's program: Western Association of Schools and Colleges In June 1973, the Accrediting Commission for Senior Colleges and Universities, Western Association of Schools and Colleges, acted to recognize the Rosemead Graduate School of Psychology as a Candi date for Accreditation. "A Recognized Candidate is a fully operative institution which has indicated its intent to work toward accredita tion, has provided evidence of sound planning and of the resources to implement these plans, and appears to have the potential to attain accreditation within a reasonable time. Recognized Candidacy is not accreditation and does not assure or imply eventual accreditation."

State of California, Department of Education The Superintendent of Public Instruction, State of California has issued to Rosemead Graduate School the "Approval to Grant De grees," pursuant to Education Code Section 29007 (a) (2). Veterans-Title 38, U.S. Code Rosemead has been approved for training of veterans under Title 38, U.S. Code. Objectives Historically the problems of human adjustment have been handled in isolated fashion by disciplines such as medicine, psychology and religion. The past twenty-five years have seen growing interest in interdisciplinary approaches to the study of behavior. One of the most prominent spokesmen for mutual cooperation between psychol ogy 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 interdisciplinary 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 disciplines in the metaphysical realm, here, in the study of personality in its social and ethical dimen sions, is a natural and favorable meeting place.

Seeing a need to relate biblical concepts to the field of human adjustment, the graduate program at Rosemead seeks to promote 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 primarily to meet the expanding need for professional psychologists who have an appreciation of biblical contributions in the understand ing of human behavior. To meet these goals the Rosemead Graduate School of Psychology follows a professional model rather than the traditional scientist-professional model. While Rosemead fully re spects the value of the scientist-professional model it is the philos ophy of this institution that there is a great need in American civiliza tion for highly trained professional psychologists who are equipped to deal with the pressing problems of humanity. Although the scien tist-professional model may meet the needs of the researcher 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 be havior, intensive supervision and case consultation, and the personal sensitivity to deal with unique personalities in a variety of settings. These strategic elements have often failed to receive needed atten tion in the research-oriented programs following the scientist-profes sional model.

In following the professional model the Rosemead Graduate School of Psychology continues to stress the importance of the scientific method and of a working knowledge of the data and theory of scien tific psychology. It is essential for a psychological practitioner to be grounded in the data of his science and to develop an objective, inquiring spirit. Training in general psychological theory and research is considered essential to competent professional practice as well as to the evaluation of research and the development of research tech niques appropriate to the unique problems of professional psychology. In accordance with this philosophy Rosemead has developed a doctoral program combining scientific foundations in general and experimental psychology with courses and practicum facilities de signed to promote insights and skills necessary for effective profes sional service. It is the primary goal of the Rosemead Graduate School of Psychology to provide students with necessary tools for a broad understanding of human behavior including the psychological and theological formulations regarding the nature of personality function ing. 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 the following: (1) Knowledge and understanding of the content, theory and methodolog ical procedures of psychology as a science (2) A basic grounding in the theological view of man (3) Specialized knowledge of personality development and functioning including healthy as well as pathological methods of adaptation (4) Understanding of overall human functioning as it relates specifically 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 techniques to alter maladaptive functioning (7) Competence in the execution and evaluation of psychological and educational research (8) Awareness of professional and ethical relationships in appropriate fields of research, theory and practice Graduate programs are designed to balance formal course instruc tion 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 com plete the equivalent 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.

THE DISCIPLINE OF COUNSELING

As a distinct discipline, Counseling Psychology is relatively new. Historically it has emerged from the related fields of psychological measurement, vocational guidance and personality development. As such it has significant overlap with disciplines such as clinical psychol ogy, educational 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 adoles cents and adults. In comparison to educational and school psycholo gists, the counseling psychologist places a lesser emphasis on the educational environment, diagnosis of learning disabilities and special education programs. He places a greater emphasis on self-awareness, vocational planning 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 psycholo gists. In addition, the counseling psychologist places relatively greater stress on personality growth of "normal" individuals, utilization of personal and environmental assets and family and vocational fulfill ment. Graduates of a doctoral program in Counseling Psychology find employment in a wide range of settings. Many are employed in col lege 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 in creasingly involved in community education, interdisciplinary pro grams, consultant activities and a variety of related professional roles.

PSYCHOLOGY and CHRISTIANITY

The question is sometimes asked, "Why mix psychology and Christianity?" 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 irrelevant, unfruitful or basically antagonistic. The evangelical theologian is sometimes threatened by the psychologist's stress on objective validation and his seeming disdain of the supernatural and scientifically immeasurable. This scientific objectivism is viewed as a direct attack on the concept of "faith," the very heart of the Chris tian religion. Added to this is the theologian's alarm over therapeutic methods which encourage 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 intellectually honest approach to problem solving. Without going into depth on this complex issue, part of the seeming conflict is based upon insufficient understanding, lack of communication and the ever-present problem of personal defensive ness 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 fulfilled a key role in counseling. Before the advent of modern psycho logical and psychiatric therapy, the great bulk of personal counseling was conducted 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 coun sel. With this phenomenon has come a dichotomy between "spiritual" and "psychological" counseling. This has the advantage of encourag ing 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 Christianity. 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 righteous man availeth much ." These basic areas of mutual inter est are typical of many complex theoretical and practical concerns where fruitful interdisciplinary 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 per sonal fulfillment.

ADMINISTRATION - FACULTY

Clyde M. Narramore, President B.A. Arizona State University M.A. Arizona State University

M.A. Columbia University Ed.D. Columbia University Areas of Specialization: Community Psychology; Administration of Psychological Services

Richard J. Mohline, Administrative Vice President Diploma Moody Bible Institute B.A. Wheaton College M.Div. Gordon Divinity School M .Ed. Loyola University Areas of Specialization: Education Adminis tration; Student Personnel Services

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: Psychopathology; Psychotherapy; Integration of Theological and Psychological Conceptions of Personality Functioning

John H. Aussenhofer, Treasurer

Wayne E. Colwell, Director of Professional Services B.S. John Brown University M.Div. Grace Theological Seminary

M.Ed. University of Arkansas Ph.D. Arizona State University Areas of Specialization: Counseling Psychology; Practicum Supervision

Cyril J. Barber, Director of the Library B.R.E. Winnipeg Bible College Th.M. Dallas Theological Seminary

M.A. Rosary College Graduate School of Library Science D.Lit. University of London

Areas of Specialization: Library Administration; Bibliographical Research; Systematic Theology Thomas F. Brady B.A. University of South Dakota M.A. Arizona State University Ph.D. Arizona State University Areas of Specialization: Personality; Counselor Supervision David W. Cabush, Coordinator of Professional Training A.B. San Diego State College M.S. San Diego State College Ph.D. Michigan State University Areas of Specialization: Personality Theory; Psychotherapy John D. Carter B.A. Wayne State University B.D. Conservative Baptist Theological Seminary M.A. The New School for Social Research Ph.D. The New School for Social Research Areas of Specialization: Personality Theory; Integration of Psychology & Theology; Research in Schizophrenia; Research Methodology

Kenneth H. Louden B.A. University of Alberta B.D. Fuller Theological Seminary Ph.D. (Candidate) Fuller Graduate School of Psychology Areas of Specialization: Psychopathology; Psychotherapy

William M. Counts B.A. Princeton University M.A. Southern Methodist University Th.M. Dallas Theological Seminary Areas of Specialization: Theology; English Bible Keith J. Edwards B.Ed . University of Wisconsin M.A. New Mexico State University· Ed.D. New Mexico State University Areas of Specialization: Statistics; Research Design

Emery W. Nester B.A. Bob Jones University M.A. Arizona State University Ed.D. Arizona State University

Areas of Specialization : Counseling Psychology; Learning Disabilities

J. Roland Fleck B.A. Bryan College

Robert L. Saucy B.A. Westmont College Th.M. Dallas Theological Seminary Th.D. Dallas Theological Seminary Area of Specialization : Systematic Theology

M.Ed. University of Georgia Ed.D. University of Georgia Areas of Specialization : Statistics; Research Methodology; Child Development

FACILITIES

The Rosemead Graduate School of Psychology is housed in the new T. J. Reese Education Building, completed in the Fall 1973. This building houses the classrooms, library, faculty and administrative offices. It also houses the major on-campus training facility for stu dents. This training facility includes six student therapy offices, two child therapy rooms and one group therapy room all with audio/visual equipment. Another training facility available for students is the Rosemead Counseling Service. Staffed by 15 full-time professional personnel, this clinic provides approximately 15,000 hours of psychological ser vices annually. The large case load makes available a great amount of data for research studies as well as an abundance of clients for practicum and internship experience. In addition to basic therapy offices, the clinic contains facilities for play therapy and group ther apy, as well as observation rooms with one-way vision mirrors for training purposes. Local school districts, college counseling centers, community health organizations, private clinics and psychiatric hospitals are available for practicums and internship experiences, as well as for research projects.

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 18 semester hours of credit in psychology, which must include at least one course each in General Psychology, Statistical Methods, Abnormal Psychology, Theories of Personality, and Learning (3) Submit scores on the aptitude tests and the psychology advanced test of the Graduate Record Examination. This test is administered under the auspices of the Educational Testing Service. Information regarding testing dates and locations may be obtained by writing to the Educational Testing Service, Box 955, Princeton, New Jersey 08540 (4) Submit results of the Minnesota Multiphasic Personality Inventory 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 refer ences and two are character references (6) Appear for a personal interview with the admissions com mittee or its area representative. Since the doctoral pro grams are tailored toward professional application, it is important that students possess the personality strengths and character to deal effectively in a variety of interper sonal and professional relationships. Personal as well as academic screening avoids the pitfalls of allowing a stu dent to pursue a course of study in preparation for a voca tion which is potentially unsuited to his personality Registration deadline is February 15. Students may be accepted after February 15, however priority will be given to those who have met this deadline.

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 ...................................... $ 900.00 Professional Growth Fee. . . . . . . . . . . . . . . . . . . . . . . . 100.00 Application Fee (not refundable). . . . . . . . . . . . . . . . 15.00 Late Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.00 General Fees (Includes Registration, Library, Accident and Medical lnsurance) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40.00 Estimated Tuition and Fees per Semester, excluding Application Fee .................... 1040.00 Graduation Fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25.00 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 financially. Payment of Bills All bills are to be paid by the announced due date to the bursar for each term unless other satisfactory arrangements have been made beforehand with the Administrative Vice President. Refunds Rosemead Graduate School of Psychology will refund a sum which does not vary more than 10 per cent from the exact pro-rata portion of such tuition, fees and other charges that the length of the com pleted portion of the course bears to its total length. The date of withdrawal is the date on which the Registrar is in formed in writing by the student of the intention to withdraw. General fees are not refundable.

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 cal endar 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 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 WP-Withdrawal Passing -no grade points WE-Withdrawal Failing -no grade points

An Incomplete is a grade given to a student by the instructor for circumstances beyond the student's control. (Illness, etc.) A student must appeal for an Incomplete to the instructor before the end of the semester. An Incomplete incurred in one semester must be made up by the end of the first nine (9) weeks of the next semester or the grade will automatically become an E and can be made up only by repetition of the course. The only exception to this rule is for extreme hardship as determined by the Committee on Academic Qualifica-

tions. A student may be allowed only two C's; a third C will elimin ate him from the program. No grade other than an I may be altered once it has been re ported to the Registrar unless an error was made in grading or re cording. These changes can only be made upon written approval of the instructor, the Registrar and the Committee on Admissions and Academic Qualifications. Dropping of Courses Courses may be dropped without assignment of a grade during the first four weeks of the semester. A grade of WP or WE will be recorded for classes dropped after this time until the last day that classes meet. 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 consul tation with their faculty advisor. Transfer Credit Doctoral candidates may transfer up to thirty semester hours of psychology and up to fifteen hours of theology graduate study from an accredited school. No courses may be transferred if the grade is below a B. A total of nine hours of psychology and nine hours of Bible or theology may be applied to the M.A. degree. Credit by Examination No graduate credit will be given by examination. Students who possess an excellent background in an area of study may petition the Committee on Admissions and Academic Qualifications for waiver of a required 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 with in eight years of the beginning of the student's graduate study at Rosemead. Student Health Services Due to the limited student body enrollment, no health services are available on campus. All students are provided with group health insurance as a part of their registration fee.

DEGREE REQUIREMENTS

The Master of Arts Degree: This degree is not considered a ter minal 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 complete a prescribed program of graduate study including the following: (1) A total of 45 units of academic work

(a) A minimum of 36 semester units in Psychology (b) A minimum of 9 semester units in Theology (2) One year of resident graduate study

The Doctor of Philosophy Degree: The Ph.D. degree in Counsel ing Psychology signifies completion of a course of study designed to prepare students for professional careers in psychology. It includes solid grounding in general psychology and research techniques. In addition to basic course requirements, it requires successful comple tion of an original research project and one year of supervised intern ship in an approved setting. 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. A total of 107 units of academic work plus 18 units of dissertation research are required to complete the requirements for the Ph.D. in Counseling Psychology. (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 78 semester hours in psychology. This includes at least 66 academic units and 12 units of practicum courses. Theology: All students shall complete a minor in theology which includes 21 semester units. Integration Seminars: All students participate in a series of four team-taught seminars devoted to the integration of a variety of theological and psychologi cal concepts in research, theory and practice. Dissertation Research : 18 units of dissertation research are required prior to granting the Ph.D. (2) Comprehensive Examinations All entering students are required to demonstrate academic competence in several areas of general, scientific psychology. This competence must be shown both by completion of courses in the psychology and theology curriculums and by successful completion of the comprehensive examinations, usually taken at the close of 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 courses in that area. No unit credit is given in these instances, however, and the student must still successfully com plete the comprehensive examinations.

All students must pass a set of comprehensive examinations covering the following areas: Measurement, Learning, Personality, and Development. Stu dents also take an integration examination in psychology and theology. These examinations are given in June 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. Only two retakes are allowed . (3) Preliminary Oral Interview and Admission to Doctoral Study After completion of comprehensive examinations, all students have an oral interview to evaluate their progress and potential for successful completion of the doctoral program. (4) Admission to Candidacy Official candidacy for the doctorate signifies an advanced stage in the stu dent's progress and is accompanied by a redefinition of full-time enrollment which enables the student to place greater emphasis on his practicum experi ence, internship, and dissertation and a lesser emphasis on formal course work. in order to be admitted to candidacy the student must have the following: (a) Passed the comprehensive examinations (b) Successfully completed preliminary oral interview (c) Completed one year residence after successfully completing the comprehensive examinations (d) Approval of dissertation topic by his Doctoral Committee (5) Professional Qualifying Examinations The purpose of this examination is to evaluate a student's readiness to pursue a full-time internship in professional counseling. The primary focus is upon the following: (a) Therapeutic skills (b) Theoretical orientation (c) Professional-ethical issues (6) Internship All students are required to complete one year of full-time internship in an approved setting. This internship may consist of two years of experience on a half-time basis. (7) Dissertation A dissertation evidencing high attainment in original scholarship must be submitted by all Ph.D. candidates. Since Rosemead is a professional school, the dissertation topic will usually be closely related to the student's applied professional interests. The dissertation topic and proposal must be approved by the candidate's advisory committee. Five weeks prior to expected gradua tion the candidate must submit three approved bound copies of his disserta tion. For further information refer to Student Dissertation Guidelines in the Student Handbook. (8) Final Oral Examination The final examination is an oral defense of the dissertation.

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 developed a planned sequence of experiences designed to pro mote personal growth and competency in interpersonal relations. Beginning in the first year of study students participate in a variety of activities designed to promote professional awareness and personal growth. Included are observation of varied modes of professional service on and off campus, seminars to assess and facilitate interper sonal skills, and one year of group didactic therapy. With the second year the student commences his practicum. Indi vidual readiness, needs and interests are taken into account as stu dents are placed in such professional facilities as outpatient clinics, hospitals, college counseling centers, public schools and community health organizations. These experiences are individually supervised by either our own full-time faculty, or qualified professionals working in the field and holding adjunct faculty appointments. Practicum training is viewed developmentally. At its conclusion students should be ready for the more extensive internship phase of their professional training. About the third year most students will begin their individual didactic therapy. Although the distinction between therapy as a learn ing experience and as personal growth will vary according to points of view, experience in the client-student role is seen as a unique and essential educational experience for the future counseling psycholo gist. Between 50 and 200 hours of individual didactic are required. Such issues as the exact timing, choice of therapist and specific goals will be determined by the student in conjunction with his advisor and the professional training committee. When 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 prepara tion which serve as a solid basis for future postdoctoral specialization.

CURRICULUM

All students take the same set of core courses or demonstrate competency in those academic areas during their first two years of study. These courses give the student a broad background in general psychology and in theology and prepare him for the comprehensive examinations which come at the completion of the spring semester of the second year of graduate study. 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. The student spends his remaining time in elective study, integration seminars in psychology and theology, dissertation research and one full year of internship in an approved setting. TENTATIVE FIVE YEAR PROGRAM Required Courses Included

INTERTERM

SPRING

SUMMER

FALL

1st Year P530 Pro-Seminar P501 Measurement

P532 Pro-Seminar

5 3

P531 Pro- Seminar

P533 Pro- Seminar

T501 Sem. in Chr. Living 3 P602 Prin. of Counseling 3 P550 Psych. Bibliography 1

T512 Theology II P522 Intelligence P690 Pre Practicum

4 3 2

P621 Assessment 3

2nd Year P521 Psychopathology

3 T504 Biblical Studies

3 3

Elective

3 3 3 2 3

T511 Theology I P603 Theories of

P653 Vocational P692 Practicum PT701 Integration

3 3

Counseling

Elective

P691 Practicum

3rd YEAR PT702 Integration T611 Theology III P502 Statistics P693 Practicum

2 4 3 3

PT703 Integration P694 Practicum T612 Theology IV

2 3 4 3 3

P601 Research

Elective

4th YEAR PT704 Integration P721 Dissertation Research

P721 Dissertation

Elective

6 3 3

Elective Elective

5th YEAR Internship (one year)

COURSE DESCRIPTIONS

Psychology

P501 Measurement (3) A survey of basic methods used in constructing and standardizing psycholog ical 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 P521 Psychopathology and Diagnosis I (3), II (3) The classification, dynamics, diagnosis and etiology of mental disorders. Attention is also given to the concepts of normality and mental illness and other theoretical issues involved in the classification of personality abnormal ities. P522 Assessment of Intelligence (3) The first of a three-course sequence directed toward competence in admin istration, scoring and interpretation of psychological tests. Attention is given to theoretical issues in intelligence and the use of the Stanford Binet and Wechsler Scales. P530 Pre-Seminar (5) The first of a four course sequence in Advanced General Psychology required of all students. This semester covers History and Systems of Psychology (2) and Psychology of Learning (3). The History and Systems of Psychology course places particular emphasis on major theoretical systems including Structural ism, Behaviorism, Gestalt Psychology, Functionalism and Psychoanalysis and current developments from these systems. The Learning course includes a comparison of major learning theories and an investigation of experimental contributions to the study of basic processes including conditioning, motiva

tion, inhibition, generalization and discrimination. Prerequisite: Undergraduate course in Learning

P531 Pro-Seminar (3)

A continuation of P530. Major theoretical systems relevant to Developmental Psychology are examined with emphasis upon the study of both cognitive and affective changes manifested in childhood and adolescence. P532 Pro-Seminar (5) A continuation of P531 with major emphasis on Developmental Psychology (2) and Theories of Personality (3). The Theories of Personality course includes a critical evaluation of primary sources of selected personality theories with special attention given to Freudian and neo-Freudian theorists. Prerequisite: Undergraduate course in Personality

P533 Pro-Seminar (2) A continuation of Theories of Personality with primary focus on phenomen ological and selected learning theorists. Prerequisite : Undergraduate course in Personality P550 Psychological Bibliography I (1) An introductory course designed to acquaint the entering student with the basic reference tools for research in psychology and theology. Required of all entering students. P601 Research Design (3) A continuation of PS02 including analysis of variance and covariance and the design and interpretation of experimental research. Prerequisite: P502 P602 Principles of Counseling (3) A general introduction to the different models of intervention applied in counseling psychology. An emphasis is placed upon interpersonal constructs and upon techniques and variables which cut across various schools of thought. P603 Theories of Counseling (3) Major theoretical orientations to counseling and psychotherapy are studied with emphasis upon primary source material. Alternative and innovative views are compared and contrasted with the more established systems. P605 Behavior Modification (3) Theories and techniques in the assessment and modification of behavior of children and adults using a variety of learning procedures. P612 Seminar in Personality (2) A series of seminars devoted to an in-depth study of major personality theories. Each seminar deals with one of the following theories: Behavioristic, Psychoanalytic, Phenomenological, Adlerian, or Sullivanian.

P613 Seminar in Adolescent Psychology (3)

The study of normal development of the young person from puberty to adulthood. Also included is the consideration of issues relevant to the selec tion and application of appropriate therapeutic intervention. P614 Community Mental Health I: Child Rearing (2) A seminar on child rearing practices with special attention to the parent-child relationship. A program for community education of parents will be developed by each student. P615 Community Mental Health II: Community Resources (2) An investigation of federal, state, county and local agencies, both public and private, involved in preventive and corrective efforts to bring emotional well being to citizens of the community. Emphasis on helping the psychologist to make coordinated use of available services for treatment programs.

P616 Community Mental Health Ill: The Culturally and Economically Disadvantaged (2) An inquiry into the life styles of the so-called culturally disadvantaged groups, particularly the educationally and economically deprived. Counseling and therapeutic methods are examined and altered on the basis of cultural dif ferences in order to increase professional effectiveness. P617 Community Mental Health IV: Seminar in Marriage (3) A seminar on marriage adjustment designed to help students develop a program for community education of married and premarriage couples. Each student is responsible for planning, outlining and leading a series of training and educational lectures, discussions and activities for a group of married couples. P621 Assessment of Personality (3) An introduction to the evaluation of personality functioning. Major emphasis is placed on projective tests including Thematic Apperception Test and the Rorschach administration, scoring and interpretation. P631 Advanced Techniques in Counseling and Psychotherapy I (2), II (2) An in-depth study of the counseling relationship and the process of therapy. Special attention is given to the concepts of transference, countertransference, resistance and interpretation. Prerequisite: P602 P632 Research Problems in Personality and Psychotherapy (2) A consideration of experimental approaches to the study of personality and psychotherapy. Special emphasis is placed on problems in design and execu tion of research in these areas. Prerequisite: Permission of instructor P641 Group Techniques in Counseling (3) Varied theoretical and process models for group intervention are examined. Experiencial learning in the leader and client roles is incorporated. P642 Psychotherapy with Children (3) The nature and treatment of common emotional and behavioral problems of childhood. This course includes observational and therapeutic experiences with children. Prerequisite: P521 P650 Psychological Bibliography II (2) An advanced course aimed at acquainting the doctoral candidate with the important bibliographies, indices, abstracts and reference works needed for thorough dissertation research. P653 Vocational Counseling (3) The application of techniques of counseling and findings of career psychol ogy to vocational planning. Theories of vocational choice are studied and applied to the process of helping clients develop occupational objectives. Thorough acquaintance will be made with the Dictionary of Occupational Titles, the Occupational Outlook Handbook, and several career information library services available for commercial, school and private use. 25

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