HeRosemead School of PsychologyBiola University offers graduate degrees leading to Doctor of Psychology (Psy.D.) and Doctor of Philosophy (Ph.D.) degrees in clinical psychology in addition to its undergraduate program. Rosemead doctoral programs are accredited by:
Accreditation Commission of the American Psychological Association
750 First Street NW
Washington DC 20002-4242
In keeping with Biola University's mission, both Ph.D. and Psy.D. The programs aim to fulfill the following mission:
The mission of the Rosemead School of Psychology is to produce graduates who can combine the science and practice of psychology with Christian theology and who are prepared to meet the psychological needs of the world in general and the Christian community in particular through professional and academic service. . conquest. .
Training models in clinical psychology
In recent decades there have been discussions and debates by psychologists about training models and appropriate degrees in clinical psychology. During the 1950s and 1960s, most doctoral programs in psychology followed the academic-practitioner model, culminating in the granting of the Ph.D. These programs are designed to train science-oriented researchers and practitioners.
In the 1960s and 1970s, there was a need for training courses with greater professional orientation. Institutions such as the University of Illinois, the California School of Professional Psychology, the University of Denver, Baylor University, Rutgers University, and the Rosemead Graduate School of Psychology were among the first to offer programs explicitly designed to provide doctoral training to offer a professional -scholar or scholar-practitioner training model.
Without neglecting the need for training in the basic scientific areas of psychology, these programs began to give proportionately more importance to the professional aspects of training. Today, after four decades of discussion, debate, and innovation, graduate programs in Clinical Psychology span a wide range of concentrations, from the highly professional to the highly scientific.
While both programs are designed to produce competent, well-trained professionals, there is a different emphasis on research and practice in both programs.
Doctor. Training model:scholar-practitioner
research focus. The doctoral program requires a master's thesis, additional research courses and a dissertation (including a proposal, a data colloquium and an oral defense). This enhances Ph.D. research preparation. Students.
Psy.D. Training model:scholar-practitioner
Emphasis on practitioners. The Psy.D program requires additional psychotherapy laboratory courses, an additional assessment course, and additional semester internship hours. This improves the clinical readiness of Psy.D. Students.
Bold indicates different training approaches between the two doctoral programs.
|Doctor. program||Psy.D. schedule|
|OBJECTIVE 1||The purpose of the Ph.D. The program is designed to produce clinical psychologists who possess theRequirementclinical skills (including professional knowledge and attitudes) to meet the psychological needs of society.||The purpose of psi. D. program is to produce clinical psychologists who haveexpandedclinical skills (including professional knowledge and attitudes).implement a wide range of psychological interventionsto meet the needs of society.|
|COMPETITION 1.A||Develop the knowledge, skills and attitudes needed to form and maintain professional communication styles and professional relationships in general.||Develop the knowledge, skills and attitudes needed to form and maintain communication styles and professional relationships in general.|
|COMPETITION 1.B||To developRequirementKnowledge, skills and attitudes in psychological diagnosis.||To developexpandedKnowledge, skills and attitudes in psychological diagnosis.|
|COMPETITION 1.C||To developRequirementKnowledge, skills and attitudes in psychological interventions.||To developexpandedKnowledge, skills and attitudes in psychological interventions.|
|SKILL 1.D||Develop the necessary knowledge, skills and attitudes related to individual and cultural diversity.||Develop the necessary knowledge, skills and attitudes related to individual and cultural diversity.|
|SKILL 1.E||Develop the knowledge, skills and attitudes necessary for supervision.||Develop the knowledge, skills and attitudes necessary for supervision.|
|COMPETITION 1.F||To developRequirementBehavior, attitudes, values and general professionalism consistent with professional standards in psychology.||To developRequirementBehavior, attitudes, values and general professionalism consistent with professional standards in psychology.|
|COMPETITION 1.G||To developRequirementKnowledge, skills and attitudes related to professional ethics, norms and policies.||To developRequirementKnowledge, skills and attitudes related to professional ethics, norms and policies.|
|COMPETITION 1.H||To developRequirementKnowledge, skills and attitudes in counseling and interprofessional/interdisciplinary interaction.||To developRequirementKnowledge, skills and attitudes in counseling and interprofessional/interdisciplinary interaction.|
|META 2||The purpose of the Ph.D. The program is designed to produce clinical psychologists who demonstrate and canalways more independent and betterSkills in research or other academic pursuits that can serve psychology professionals and society at large.||The purpose of Psy.D. The program is to train clinical psychologists who can demonstrate: aRequirementSkills in research or other academic pursuits that can serve psychology professionals and society at large.|
|COMPETITION 2.A||develop aalways more independent and betterAbility to formulate and carry out research or other academic activities.||develop aRequirementAbility to evaluate and disseminate research or other academic activities.|
|OBJECTIVE 3||The purpose of the Ph.D. and Psy.D. The programs are designed to produce clinical psychologists who, through knowledge and training, can meet the psychological needs of the Christian community.||The purpose of the Ph.D. and Psy.D. The programs are designed to produce clinical psychologists who, through knowledge and training, can meet the psychological needs of the Christian community.|
|COMPETITION 3.A||Develop advanced knowledge, skills, and attitudes to relate biblical and theological concepts to theory, research, and practice.||Develop advanced knowledge, skills, and attitudes to relate biblical and theological concepts to theory, research, and practice.|
Specific competencies arise from program goals and objectives, which are available for review and are made available to students in the Rosemead Student Guides.
Bachelor of Arts
Bachelor of Science
Master of Science
masters of arts
The Master of Arts degree is awarded as part of doctoral studies.
Doctor of Psychology and Doctor of Philosophy
Rosemead's clinical psychology doctoral programs are primarily designed to train professionals in professional psychology. They are intended for students interested in a career in applied areas of clinical psychology. While all undergraduate students receive training in the fundamental areas of scientific psychology relevant to the practice of psychology, Rosemead's doctoral education focuses on developing professional skills and using theory and research in professional practice. Within that focus, students will become Psy.D. or doctorate. Program. Approximately 60% of Rosemead students are in Psy.D. and 40% on the Ph.D. Except in exceptional circumstances, students do not change programs after admission.
While both Psy.D. and Ph.D. Having a common core of science and clinical courses, students who take the Psy.D. from Rosemead. they are usually preparing for a full-time psychologist position. Those who apply for the Ph.D. from Rosemeads they are interested in combining clinical work with other psychological skills such as teaching and research. Research Training at Rosemeads Ph.D. The program is strong in selected areas of ongoing faculty research. That's how the Ph.D. it is particularly suitable for students who want to develop high-quality clinical skills and research skills related to clinical practice.
Features of the doctoral program
The two full-time programs (Psy.D. and Ph.D.) are very similar in terms of cost, time to graduation, rotation, and internship placement. Specific information about tuition and fees can be found atfinancial informationsection of this catalog or in theRosemead website. Scholarships, research grants, loans, and teaching assistantships are available to Rosemead graduates. Some of these are needs-based (eg grants); some of them are competency-based (eg teaching placements). If you would like to apply for financial assistance, visit theconcession site.
Most students complete their program in five or six years. In the last decade, 12% of Psy.D. college students and 19% Ph.D. Students completed their program in seven years or more. Also, for the past decade, the churn rate (ie, students dropping out of the program before graduation for any reason: big move, personal events, poor performance, etc.) has been on Psy.D. on average to 22%. graduation and 9% in the doctorate. Students.
Rosemead students compete very well in the national clinical psychology internship system. The internship is a one-year full-time apprenticeship in a professional psychological role that takes place after completion of all courses. All of our students must meet admissions requirements before receiving an internship. In the last ten years, we've had 124 Psy.D. students and 86 doctoral trainees. Of these internships, Ph.D. Undergraduate students received an APA-accredited internship at a higher rate (85%) than the Psy.D. Students (72%) due to different career goals and aspirations. In all internships, students had the support of the internship office. Some of the internship agencies are located in the Southern California region, but many of them are located at other accredited institutions across the country (see List of Internship and Internship Agencies). The internship experience greatly enriches Rosemead students' professional development and prepares them for the next step in their careers.
Additional educational opportunities
training and research institutions
Rosemead maintains a training center and outpatient psychological services on the Biola campus. The clinic offers a wide range of psychological services for adults and children. It also provides on-campus training opportunities for students. The clinic is equipped with video recording systems for case tracking.
Students also receive supervised clinical experience in a variety of internships in the greater Los Angeles area. These agencies offer students the opportunity to work with physicians in a variety of therapeutic orientations, serving a wide range of diverse populations. Agencies that regularly train Rosemead students in school districts; community mental health centers; treatment centers for children, adolescents and adults; ambulances; Correctional facilities; college counseling centers; and public and private psychiatric hospitals - ensure that Rosemead students gain extensive clinical experience in professional settings that work with diverse populations. Students receive on-campus tutoring and additional clinical counseling on the Rosemead College campus. On-campus support ensures that face-to-face teaching and hands-on experience are integrated. The most recent and current internship agencies are listed further down in this catalogue.
Biola is dedicated to academic computing and provides important computing resources to students and faculty at Rosemead. Biola Library and the School of Business have classroom labs available for graduate students to use computers. There are also several smaller departmental labs on campus dedicated to students in their respective majors. In addition, Biola benefits from a campus-wide wireless network.
Rosemead's main pedagogical characteristics are its strong vocational orientation and its aim to relate data and concepts from psychology to those of Christian theology. Because both psychology and theology are concerned with the human condition, Rosemead faculty believe there is much to be gained from an interdisciplinary study of human nature. Thus, all students participate in a series of theology courses and integration seminars designed to explore the relationship between psychological and theological concepts of human functioning. This series of courses extends the Rosemead doctoral program by approximately one year beyond most four-year clinical programs.
While recognizing that the disciplines of psychology and theology have very different data and methods, their overlapping contents, objectives, and principles provide a rich resource for interdisciplinary study. The questions that arise from these overlapping concerns cover a variety of issues related to research, theory, and clinical practice. By sponsoring this study, Rosemead seeks to educate psychologists with a broad view of human nature that includes sensitivity to the religious dimension of life. Through his interactions with members of the Christian community, Rosemead is also committed to showing the church the potentially significant contributions that an understanding of psychological data and methods can make to the church's role in serving the whole person.
Students who wish to focus their professional practice on children, couples, or families can take the following required electives as part of their doctoral studies:
- Family therapy: concepts and theories
- Family Therapy Laboratory
- Ludotherapy: theory and practice
- Child and Youth Therapy Laboratory
- Emotionally Focused Therapy for Couples
It is recommended that students with a focus in child and family psychology also write their thesis in the child and family field, gain experience with children and families in their internship settings, and complete an internship in an environment in which at least one-third of their work Related to Children and young people form a family-child population.
Training and professional growth
A central element of an effective professional psychology training program is the opportunity to develop the insights and people skills needed to interact empathetically and effectively in a variety of settings. To meet this need, Rosemead has developed a range of experiences designed to promote personal growth and interpersonal skills, as well as specific clinical skills.
Beginning in the first year, students participate in a variety of activities designed to promote professional awareness and personal growth. First-year activities include active training in empathy skills and pre-internship experience on campus. The pre-internship course consists of interpersonal skills assessment and development exercises and the student's first opportunity to work with a university client volunteer in a support role.
In the second year of study, students participate in didactic training therapy. As participants, students personally experience some of the growing aspects of interpersonal relationships.
This therapy is designed to provide the student with first-hand experience in the role of a client and is seen as an opportunity for personal growth and learning of therapeutic principles and techniques. At the end of the fourth year, 86 hours of didactic therapy are required. At least 50 hours must be of individual therapy. The additional 36 hours may consist of additional individual therapy, couples therapy, group therapy and/or spiritual guidance.
In addition, in the second year, students begin their formal psychotherapy internship and laboratory courses. Students are used both at Biola's counseling center for therapeutic training and in public schools as outside counselors. These internships are supervised by Rosemead faculty and qualified professionals who work in the internship agencies. In the internships in psychotherapy, students receive face-to-face and supervised experience and provide clinical care based on the theoretical orientation of the course. During the course of their studies, students choose placements from offerings such as psychodynamic therapy, cognitive behavioral therapy, child and youth therapy, family therapy, dialectical behavior therapy, brief psychotherapies, psychology in a medical setting, clinical neuropsychology, couples therapy focused on emotion and emotion-focused therapy for depression, anxiety, and trauma.
In the third year, most doctoral students complete two to three psychotherapeutic internships, undertake multiple internships, and continue their didactic therapy. These internship positions include outpatient clinics, university counseling centers and community health organizations. Students apply to these places based on their individual interests.
From the fourth year of studies onwards, doctoral students dedicate most of their time to optional subjects in the courses of therapy, integration and general psychology; more internship assignments; and independent study or research. Advanced stage assignments include the above settings as well as hospitals (including inpatient facilities) and correctional facilities. This gradual development of vocational training experience provides the student with personal experience with a wide variety of personalities in different contexts and prepares the necessary preparation for a full-time internship in the fifth year of study.
The internship is designed as an intensive clinical experience to help students integrate the multiple elements of their psychological preparation into a cohesive professional role. All interns must be members of the Association of Postdoctoral and Internship Centers in Psychology (APPIC).
As members of a Christian university community, Rosemead faculty believe that connecting one's faith with an academic discipline goes beyond the theoretical and academic. Opportunities for fellowship, dialogue and worship are considered essential parts of the entire educational process. Therefore, all students are encouraged to attend Rosemead's weekly chapel. Students have several opportunities to debate with faculty on integration issues in individual or small group discussions. Students are also encouraged to get involved in one of the many local churches in the Southern California area.
Internship and Internship Agencies
Rosemead students have recently or are receiving supervised clinical experience at the following agencies:
* Institute for Access to Psychological Services (San Francisco, CA)
* Anka Behavioral Health Inc. Nordkalifornien (Pleasant Hill, CA)
* Texoma Applied Psychology Group (Sherman, TX)
* Asian Americans for Community Engagement (San Jose, CA)
* Health services by AspenPointe / Diversus Health (Colorado Springs, CO)
+ Augustus F. Hawkins Family Mental Health Center (Los Angeles, CA)
* Aurora Community Mental Health Center (Aurora, CO)
+ Azusa University of the Pacific (Azusa, CA)
* Baylor College of Medicine, Menninger Department of Psychiatry and Behavioral Sciences (Houston, TX)
*Baylor University Counseling Center (Waco, TX)
*+ Biola University (La Mirada, CA)
+ Brain Wellness Institute (Costa Mesa, CA)
* Butler University (Indianapolis, IN)
*+ California Institution for Men (Chino, CA)
*+ California Institution for Women (Corona, CA)
*California Psychology Intern Consortium (CA)
*+ California State University, Fullerton (Fullerton, CA)
* California State University, Long Beach (Long Beach, California)
* California State University, Monterey Bay (Küste, CA)
* California State University, Northridge (Northridge, CA)
* Canadian VA Medical Center (Canada, NY)
* Casa Pacifica (Camarillo, California)
* Central Texas Internship in Clinical and Forensic Psychology at Rockdale Regional Juvenile Justice Center (Rockdale, TX)
*Central Washington University (Ellensburg, WA)
*Charles George VA Medical Center (Asheville, NC)
* Chicago Area Christian Education Consortium (Carol Stream, IL)
* Child and Family Counseling Center (Northridge, CA)
+ Children's Hospital of Los Angeles (Los Angeles, CA)
* Kinder Institute, Inc. (Los Angeles, CA)
* Columbia Valley Community Health (Wenatchee, WA)
* Community Service Institute (Boston, MA)
*Cornerstone Behavioral Health (Evanston, WY)
+ Cornerstone Counseling Foundation (Tailândia)
* Danielsen-Institut an der Boston University (Boston, MA)
+ Psychiatry Didi Hirsch (Culver City, CA)
* Dwight David Eisenhower Army Medical Center (Augusta, GA)
+ El Monte City Schulbezirk (El Monte, CA)
+ Bezirk El Monte Union High School (El Monte, CA)
+ Enhanced Specialty Foster Homes (Los Angeles, CA)
+ Trusted Counseling Center for Bible Church Advocates (Inglewood, CA)
* Federal Bureau of Prisons - Victorville Federal Correctional Complex (Victorville, CA)
* Florida State University (Tallahassee, FL)
+ Foothills Psychological Services (Upland, CA)
* Border Health Services (Johnson City, TN)
+ Fuller Psychological and Family Services (Pasadena, CA)
+ Fullerton Joint Unified High School District (Fullerton, CA)
+ Gateways Hospital / Gateways Normandie Village / Gateways Satellit (Los Ángeles, CA)*
* George Fox University (Newberg, Oregon)
* Grand Junction Veterans Health Care System (Grand Junction, CO)
* Gulf Coast Veterans Health System (Biloxi, MS)
* Clínica Psiquiátrica Hamm Memorial (St. Paul, MN)
+ Harbor-UCLA Medical Center (Torrance, CA)
* Haymount Institute for Psychological Assessment (Fayetteville, NC)
+ Hoag Memorial Hospital Presbiteriano (Newport Beach, CA)
* Holcomb Behavioral Health Systems (Exton, PA)
* Indiana University - Indianapolis Purdue University Mental Health and Counseling Services (Bloomington and West Lafayette, IN)
* Institute of Life / Hartford Hospital (Hartford, CT)
+ Irvine Unified School District (Irvine, California)
* Jackson Health System / University of Miami Miller School of Medicine (Miami, FL)
* Centro Jefferson (Wheat Ridge, CO)
* Jefferson County Praktikumskonsortium (Louisville, KY)
* Kaiser Permanente - Fresno (Fresno, California)
* Kaiser Permanente - Los Angeles (Los Angeles, CA)
* Kaiser Permanente - Santa Rosa (Santa Rosa, CA)
+ La Habra City School District (La Habra, CA)
* Lebanon VA Medical Center (Lebanon, PA)
* Liberty Healthcare Corporation/Illinois Department of Human Services - Treatment and Detention Center (Rushville, IL)
+ Loma Linda University Center for Behavioral Medicine (Redlands, CA)
+ Loma Linda University Health and Children's Hospital (San Bernardino, CA)
* Loma Linda University School of Medicine (Redlands, CA)
*+ Loma Linda VAMC (Jerry L. Pettis VA) (Loma Linda, California)
+ Los Angeles Christian Health Centers (Los Angeles, CA)
* Los Angeles County Health Department (Los Angeles, CA)
* Madigan Army Medical Center (Tacoma, WA)
* Malcolm Grow Medical Clinics & Surgery Center (USAF) (Base conjunta Andrews, MD)
* Manhattan Psychiatric Center (Manhattan, NY)
* Metropolitan Detention Center (Los Angeles, CA)
* Mid-Ohio Psychological Services, Inc. (Columbus, OH)
* Minnesota Sex Offender Program (Moose Lake, MN)
* Missouri Consortium for Psychology and Health Sciences (Columbia, MO)
* National Psychology Training Consortium/Great Lakes Region (Logansport, IN)
* Naval Medical Center - San Diego (San Diego, CA)
* Portsmouth Naval Medical Center (Portsmouth, VA)
* Nebraska Internship Consortium: Psychological and Counseling Services, University of Nebraska - Lincoln (Lincoln, NE)
* Nebraska Internship Consortium: Creighton University Health and Counseling Center (Omaha, NE)
* New Mexico State University Counseling Center (Las Cruces, NM)
* New York Harbor VA Medical Center - Brooklyn (Brooklyn, NY)
*North Bronx Healthcare Network: Jacobi Medical Center/North Central Bronx Hospital (Bronx, NY)
* North Carolina Department of Public Safety (Raleigh, NC)
* Northeast Oklahoma Psychology Internship Program: Oklahoma Forensic Center (Vinita, OK)
+ OC Health: Specialized behavioral health programs for children and adolescents (Orange, Santa Ana and Anaheim, CA)
* Oklahoma Health Consortium: University of Oklahoma Health Sciences Center College Counseling Center (Oklahoma City, OK)
+ Orange County Correctional Health Services (Santa Ana, CA)
+ Orange Unified School District (Orange, CA)
* Pace University (New York, NY)
*+ Pacific Clinics (Monrovia, Rosemead e Santa Fe Springs, CA)
* Patton State Hospital (Patton, CA)
* Consulting Services in Pennsylvania (Lebanon, PA)
+ Pepperdine University (Malibu, CA)
* Phoenix VA Health System (Phoenix, AZ)
* Pine Rest Christian Psychiatric Services (Grand Rapids, MI)
* Portland VA Medical Center: general internship (Portland, OR)
+ Family Services for Project Sisters (Pomona, CA)
*RAMS, Inc. National Training Center for Asian American Psychology (San Francisco, CA)
* Richard J. Donovan Correctional Facility (San Diego, CA)
* Riverview Psychiatric Center (Augusta, ME)
+ Saddleback College (Mission Viejo, CA)
*Saint John Child and Family Development Center (Santa Monica, CA)
* Salina Regional Health Center (Salina, KS)
* San Bernardino County Department of Behavioral Health (San Bernardino, CA)
*Santa Clara University Psychology and Counseling Services (Santa Clara, CA)
+ Seven Generations of Services for Children and Families / Native American Engagement (Los Ángeles, CA)
* Shared Vision Psychological Services, Inc. (Oak Brook, IL)
+ Skid Row Housing Trust (Los Angeles, CA)
*Southeastern Idaho Consortium for Clinical Psychology Internships: Pocatello Family Medicine (Pocatello, ID)
*South Louisiana Internship Consortium / Louisiana State University (Baton Rouge, LA)
+ Spero Psychological Services, Inc. (Santa Ana, CA)
+ Star View Youth Center (Torrance, CA)
* Stony Brook University of New York (Stony Brook, NY)
*Tarzana Treatment Centers (Tarzana, CA)
*Temple University, Tuttleman Beratungsdienste (Philadelphia, Pennsylvania)
* Texas Tech University (Lubbock, TX)
* Das Center for Aging Resources, Heritage Clinic (Pasadena, CA)
* Chicago School of Professional Psychology/Community Practice Consortium (Chicago, IL)
* El Centro Infantil - Salt Lake (Salt Lake City, UT)
+ The Dream Center (Los Angeles, CA)
*+ Long Beach Counseling Center (Long Beach, CA)
*+ Auxiliary Group (Sherman Oaks, CA)
* Westchester County Mental Health Association, Inc. (White Plains, NY)
*University of Utah Institute of Neuropsychiatry (Salt Lake City, UT)
* Trenton Psychiatric Hospital (Trenton, NJ)
* Tripler Army Medical Center (Honolulu, HI)
* Tulane University School of Medicine: Child Track (New Orleans, LA)
* UC Davis Children's Hospital, CAARE Diagnostic and Treatment Center (Sacramento, CA)
+ University of California, Irvine – Department of Psychiatry and Human Behavior (Orange, CA)
+ University of California, Irvine – Institute for Neurological and Memory Disorders (Irvine, CA)
* University of California, Riverside (Riverside, CA)
* University of Cincinnati (Cincinnati, OH)
* University of Idaho (Moscow, ID)
* University of Kansas (Lawrence, Kansas)
* University of Missouri - Kansas City (Kansas City, MO)
* University of Nebraska - Lincoln (Lincoln, Nebraska)
* University of Northern Colorado Advisory Center (Greeley, CO)
* University of Rochester (Rochester, New York)
* University of San Francisco (San Francisco, CA)
* University of Southern California (Los Angeles, CA)
* University of Texas Health Science Center at San Antonio (San Antonio, TX)
*Universidade de Washington (Seattle, WA)
* Universidade de Washington Tacoma (Tacoma, WA)
* USC School of Medicine, Children's Hospital of Los Angeles (Los Angeles, CA)
* VA El Paso (El Paso, Texas)
* VA Hudson Valley Health Care System, Montrose Campus (Montrose, NY)
*+ VA Long Beach Gesundheitssystem (Long Beach, CA)
* VA Los Angeles Outpatient Care Center (Los Angeles, CA)
* VA Health System Pacific Islands (Honolulu, HI)
*Salt Lake City VA Health System (Salt Lake City, UT)
* VA Sierra Nevada Health System (Reno, NV)
* Southern Oregon VA Clinics and Rehabilitation Center (White City, OR)
+ Vanguard University (Costa Mesa, CA)
* Hampton Virginia Medical Center for Veterans Affairs (Hampton, VA)
*Ozarks Veterans Health System (Fayetteville, AR)
* Virginia Commonwealth University (Richmond, Virgínia)
* Wasatch Salud Mental (Provo, UT)
* WellSpan Philhaven CBT (York, Pensilvânia)
* WellSpan Philhaven Hospital (Mt. Gretna, Pennsylvania)
* Western Washington University (Bellingham, WA)
+ Western Youth Services (Santa Ana y Anaheim, CA)
+ Universidade Whittier (Whittier, CA)
+ Bezirk Whittier Union High School (Whittier, CA)
* Wisconsin Department of Corrections (Milwaukee, WI)
* Womack Army Medical Center (Fort Bragg, NC)
* Wright Institute Los Angeles (Los Angeles, CA)
* Wright-Patterson US Air Force Medical Center (Wright-Patterson Air Force Base, OH)
* Wright State University Counseling and Wellness Services (Dayton, OH)
+ Internship agencies
* Internship agencies
Rosemead seeks to accept applicants whose background clearly demonstrates academic aptitude, a commitment to historic Christian faith, personal character and integrity, and a positive service-oriented motivation in the field of clinical psychology. As an evangelical Christian institution, Biola University requires an applicant to have been a Christian for at least one year prior to admission. Biola does not discriminate against applicants on the basis of race, color, gender, disability, nationality or ethnic origin.
Individuals interested in attending Rosemead should request or access application forms from the Director of Admissions at Biola University.Applicationin line.
As with most graduate programs in psychology, competition is fierce and enrollment is limited. To be admitted to the full degree, the candidate must fulfill the following:
- Hold a bachelor's degree from an accredited college or university with a minimum grade point average of "B" for junior and senior years, i.e. 3.0 on a 4.0 scale.
- Present a bachelor's degree from an accredited institution majoring in psychology or 18 semester credit hours in the following psychology courses: General Psychology (Introductory); Statistical methods; experimental psychology; Abnormal psychology; personality theories; and cognition and learning. Where possible, undergraduate courses in Old and New Testament research and hermeneutics will strengthen a student's preparation for Rosemead.
- Present the results of the Graduation Exam Aptitude Test and the Writing Test. Information about test dates and locations can be obtained in writing from:
educational testing service
Princeton, NJ 08541-6000
or go toDST website. No candidate is exempt from submitting GRE scores, which must be received by the December 1 deadline.
- Submit four letters of recommendation on the forms provided by the school. Two of these are academic references and two are character references (one from your local church pastor and the other from a personal friend or employer/supervisor).
- Come in for a personal interview with the admissions committee or its representative. The committee will take action after a preliminary review of applications. Only finalists from the Rosemead admissions process, as determined by the preliminary selection, will be scheduled for an in-person interview. For the finalists, the interviews will take place at the La Mirada campus. International (out of country) students who are not available for an in-person interview must submit a video recording of themselves answering a series of written interview questions provided by the Rosemead Admissions Committee. Interviews usually take place between January 15th and February 28th. It is the candidate's responsibility to ensure that all application documents have been received. If in doubt, applicants should contact the Admissions Office for verification.
Official documents submitted for admission or assessment become part of the student's academic record and normally cannot be returned or copied for distribution.
Deadline for registration
As applications are limited and admission is selective, applications should be made as soon as possible. Applications must be received by the Office of Graduate Admission before December 1. Decisions are only made on fully populated applications. Rosemead is accepting new students for degree programs each fall semester only. Applications received after the December 1 deadline are rarely considered for the following fall semester.
notice of decisions
The Admissions Committee will process applications as soon as possible after the December 1 deadline, although there must be time for face-to-face interviews. Registration certificates will be mailed by April 1st. Information on the status of an application will only be provided by letter from the Director of Doctoral Programs after deliberation by the Admissions Committee. Information by phone is not possible due to the large number of applicants. In the event that a candidate has not heard from the committee by May 1, a request may be made in writing.
International student admission
see theAdmission, registration and graduation requirementsBiola University catalog section.
General Academic Information
Classification of students
Undergraduate psychology students who meet all admission requirements are classified as regular graduates. Students who do not meet all admission requirements may be provisionally admitted until the disability is remedied. These deficiencies must be corrected within one calendar year of admission as a provisional student. Only in rare cases is a student accepted on a temporary basis.
Students will be placed into the program as follows:
|First year||Completed 30 graduate credits or less|
|second year||31-65 courses completed|
|Third year||66-99 courses completed|
|Forth Year||100-133 courses completed|
|fifth year||Class completed and internship in progress|
|Dissertation (ABD)||All requirements except completed dissertation|
Students pursuing a graduate degree must demonstrate consistent high academic performance throughout their program. An overall “B” average is required for all grades, i.e. h 3.0 on a 4.0 scale is required. Only "A", "B", and "C" grades receive graduate credit.
The grades of all students are recorded in the Student Office. The ranking is based on the following:
|B+||above average performance||3.33|
|B-||average low performance||2.67|
|do +||Minimum efficiency||2.33|
|A "W" represents an official withdrawal from a course and does not affect the student's grade point average.|
|A "UW" indicates an unofficial revocation. Students who enroll in a course but fail to do so are automatically assigned a "UW" grade, which influences their GPA in the same way as an "F."|
|In cases of special difficulty in which the extension is justified and approved by the Rector, the provisional character "IN" (incomplete) is used. A student must apply for an "IN" grade before the end of the semester. Typically, a grade obtained in one semester must be recovered at the end of the first five weeks of the following semester; otherwise, the note is automatically converted to "W". A "W" can only be recovered by repeating the path.|
|Any grade other than "IN" cannot be changed after communication to the Examining Board, unless there is an error in the evaluation or registration. These changes can only be made with the written consent of the professor, dean, and dean.|
The following notes are also used on Rosemead recordings with particular relevance to the professional aspects of concerts:
|NORTH CAROLINE||Without credit||0,00|
|R||Ongoing doctoral research||0,00|
Independent study / organized course
Independent study is an integral part of the Biola University experience. Independent study is a course initiated by the student, who then works independently toward the goals set by the teacher in the organized course form. Students who are in good standing and not on probation are eligible to enroll in independent studies. Compulsory subjects cannot be taken as self-study.
Approval from the Director of Doctoral Programs is required if students wish to acquire more than 6 credit points for independent study and/or organized courses during their studies.
Professional standards and student behavior
Rosemead's academic program is designed to prepare graduates for licensure (at the doctoral level) through the various state professional licensing boards. Due to the professional nature of the Rosemead program, students are required to adhere to the standards of the psychological profession as defined by the American Psychological Association, the State of California, and the professional psychologists who comprise the Rosemead faculty. As part of Biola University, which serves a broad spectrum of evangelical churches, Rosemead has both a doctrinal statement and a conduct statement (seeGeneral informationpart of the catalog). Potential applicants must agree to the rules. Students who fail to comply with these standards or other institutional policies and procedures may be subject to probation or disqualification from the program.
Period of academic experience
A student who does not achieve the minimum 3.0 GPA will be placed on probation. If the student does not reach the minimum average (3.0) in the following semester, he will be automatically disconnected. A student cannot graduate during the probationary period.
Throughout the program, students are required to demonstrate proficiency at multiple levels, including academic performance. If a student earns a grade of C+ or lower in a course, the student must meet with the enrolled professor, who will provide an individual and specific remediation plan to ensure the student reaches proficiency.
The student is only allowed a combination of two "U", "NC", "D", "F" and/or "C" (meaning C+ and C-); a third "C", "U", "NC", "D" and/or "F" leads to an automatic program exit.
Credit for exam and course validation
No graduate psychology credits are awarded via exam or validation. Students who have an excellent but unwritten record in an area of study may validate by examination, with the approval of the Supervisor and the Chairperson of the Academic Classification and Admissions Committee, to obtain an exemption from a required course. No credit is given for such validation. Successful validation allows the student to take additional equivalent elective hours in the program.
term for degrees
All courses and study requirements must be completed within eight years for the Psy.D. and Ph.D. Degrees from the date of the student's first enrollment in graduate study at Rosemead.
If the program is not completed within the eight-year period, the student must re-enroll as a full-time student (6-16 credits). Student Handbook Requirements.
Student Academic Workload
The typical full-time workload for a Rosemead psychology student is 15-16 hours per semester. It will not be possible to accredit 16 credits per semester without the consent of the doctoral director. Doctoral candidates are considered full-time students for a maximum of two years in the thesis phase of their program. Part-time enrollment is only permitted with the approval of the dean or doctoral director. Rosemead does not accept part-time students on its courses.
See the Academic Standards section of the catalog for a complete explanation of satisfactory academic progress.
Pre-study and dissertation practices
Students with Pre-Internship, Internship and Dissertation (ABD) status are still required to register online and pay the required fees each semester according to their status. Students who have completed course requirements but have not completed them must apply for an internship or at least 3 additional credits per semester until all course requirements are met.
Doctoral students can credit up to 30 semester hours of relevant psychology courses. Graduate courses graded "B" or higher at accredited institutions are considered acceptable on a transfer basis; a "B-" grade is non-transferable. Rosemead evaluates non-traditional learning or undocumented work experience for academic or practical credit.
If students wish to use credit for a required course in the Rosemead curriculum, it is their responsibility to provide documentation to ensure equivalence of course content. Proficiency tests can be taken to verify equivalence with Rosemead core courses. Documentation may include descriptions of catalogs, programs, and other supporting materials from the appropriate professor or department, as appropriate.
Reduction, transfer or renunciation of theology
Students who come to Rosemead with at least 30 college credits in Bible and/or Theology from accredited Rosemead Christian colleges or universities may be eligible for a discount on required theology courses. To qualify for this discount, students must have earned at least a "B-" grade in undergraduate courses.
Students may transfer up to 6 Theology and Bible credits into the Rosemead program at an accredited graduate school or theological seminary. Students with qualifying courses may also forego an additional theology degree and substitute achievements for an integration course. The content of any course being evaluated for discount, transfer or waiver/replacement must be compatible with the Rosemead theology courses being dispensed. Credit points are determined by the Registry Office in consultation with Rosemead's Director of Doctoral Programs.
The student who does not enroll in a given semester without authorization or withdrawal is automatically disconnected from the course.
Inactive students are those who have applied for and obtained a license from your program. A leave of absence may be granted upon application for change of status if good cause for discontinuing the program and intent to resume the program are deemed sufficient. Change of status forms are available from the Rosemead office.
The license must be renewed each semester upon request and cannot exceed two consecutive semesters. A leave of more than two semesters requires withdrawal and an application for re-enrollment if the student wishes to return to active status at a later date. The Admissions and Classification Committee is responsible for processing readmission applications. Any leave requires approval from the student advisor and final approval from the dean. Retired students must enrollRSPY790for each term.
A person whose program has ended may reapply for the program at least two years after it ends.
The renewed application must be in letter form and contain a new application form, at least two current references and, if necessary, any desired supplementary material. The letter must be addressed to the Rosemead Admissions Committee, stating the reasons for requesting reinstatement and any other matter the applicant considers relevant. The letter must directly address the reasons for terminating the program. The application will be considered in the regular admissions pool.
The Admissions Committee reviews the application and may take one of two actions:
- Deny the request; any
- Approve the application and submit it to faculty for final approval or rejection. The outcome of the faculty decision will be communicated to the candidate by the Dean.
A student who attends Biola University and drops out one semester or more must apply for readmission and pay a fee of $15.
Reinstatement requires submission of a formal application for reinstatement, action by the Grades and Admissions Committee, and final approval by the Dean. This policy applies to students in any situation, including internship and thesis.
Required level of education
The B.A., B.S., MS, M.A., Psy.D. and Ph.D. Completion requirements are grouped into each program. As all students take a series of core courses in Psychology Science as well as Clinical Psychology and Theology, the first two years of the Psy.D. and doctoral programs are very similar.
Dean:Douglas Daugherty, PhD in Psychology.
Responsible for the Research Training Group:Joseph De Luna, Psy.D.
Head of Applied Psychology in basic studies:Cayla Bland, Ph.D.
Chair of Psychology in basic studies:John Williams, Ph. D.
The teacher:Anderson, E. Bland, Coe, E. Hall, T. Hall, McMartin, Porter, Williams
Associate Professors:Abouezzeddine, C. Bland, Brunt, Kanada, Chin, Crawford, Dryjanska, Eltiti, Lee-Kim, Poston, Wang
Assistant Professors:Baldelomar, Deluna
Faculty of special appointment:Gracia, Taylor, Willingham, Woody
- Applied Psychology, B.S.
- Minor in Applied Psychology
- Psychology, BA
- minor in psychology
- Industrial and Organizational Psychology, M.S.
- Clinical Psychology, Ph.D.
- Clinical Psychology, Psy.D.
- Applied Psychology (APSY)
- Psychology (PSYC)
- Integration of Psychology and Theology (RSTP)
- Practice (RSTN)
- Occupational Psychotherapy (RSLB)
- Psychology (RSPY)
- Research and Dissertation (RSDS)
- Theology/Biblical Studies (RSTH)