ABSTRACT
Although the majority of graduate students in school psychology training programs either possess or develop the necessary skills, attitudes, values, and beliefs to function effectively as school psychologists, there is a small percentage of trainees who are delayed in meeting these competencies and/ or require more direct intervention to meet exit criteria. These few trainees seem to demand more time and energy from supervisors and trainers, thus often distorting the perception of how prevalent professional competence problems are among the field. The impact of these inadequacies cannot be minimized, however, as they can have a detrimental effect on the recipients of services, the public, the training program, and the profession.
