Trainees’ Experiences With Peers Having Competence Problems: A National Survey David S. Shen-Miller Tennessee State University Catherine L. Grus American Psychological Association, Washington, DC Kristi S. Van Sickle Florida Institute of Technology Rebecca Schwartz-Mette University of Missouri Evelyn A. Cage Auburn University Nancy S. Elman University of Pittsburgh Sue C. Jacobs Oklahoma State University Nadine J. Kaslow Emory University Trainees with problems of professional competence (TPPC) are a significant phenomenon in psychology education and training. Although most faculty and students are able to identify at least one TPPC over a 5-year period (Forrest, Elman, Gizara, & Vacha-Haase, 1999), investigations have typically focused on trainers; trainees’ perspectives are relatively unexplored. We used survey research to assess perspectives on TPPC from 321 trainees in counseling, clinical, school, and combined psychology programs from masters’ through predoctoral internship training levels. Questions targeted (a) training on TPPC and awareness of program policies, (b) general beliefs about faculty/supervisor/peer awareness and action related to TPPC, (c) specific experience with TPPC, (d) characteristics of the experience with a TPPC, (e) impact of program dynamics, (f) faculty/supervisor/peer actions with specific TPPC instances, (g) making a decision to take action, (h) personal and systemic impact of taking action, and (i) not taking action. Results revealed that 44% of students were aware of a TPPC. Participants were confident that trainers were aware of TPPC, yet less certain that trainers would address TPPC. Similarly, participants held more confidence that their peers were aware of TPPC than they were that peers would take action. Although more than half of participants reported taking action, a majority did not draw on their training when doing so. Common action strategies included consulting with DAVID S. SHEN-MILLER is an assistant professor of counseling psychol- ogy at Tennessee State University. He received his doctorate in counseling psychology from the University of Oregon in 2008. His research interests include professional competence issues in training, the psychology of men and masculinity, ecological approaches to supervision and training, and qualitative research methods. CATHERINE L. GRUS, PhD is the Deputy Executive Director, Education at the American Psychological Association (APA). Dr. Grus received her PhD in clinical psychology from Nova University. At APA, Dr. Grus works to advance policies and practices that promote quality education and training in psychology. KRISTI S. VAN SICKLE received her PsyD in Clinical Psychology from Florida Institute of Technology in 2006 and is currently an Assistant Professor in Florida Institute of Technology’s School of Psychology. Her primary research interests include professional competence, community health, and integrated primary care. REBECCA SCHWARTZ-METTE (MA Clinical Psychology) is a doctoral candidate in Clinical and Developmental psychology at the University of Missouri. Her research interests focus on the interpersonal context of adolescent internalizing symptoms and on ethical and training issues in psychology. EVELYN A. CAGE is a Doctoral Candidate in Counseling Psychology at Auburn University. After graduating with a BA in Psychology from Emory University in 2006, Evelyn pursued graduate training and has plans to receive her degree in 2013. Her research interests include training and development, multicultural counseling, and disordered eating in African- American women. NANCY S. ELMAN received her PhD from the University of Pittsburgh where she also served for nearly 20 years as training coordinator for the doctoral program in Counseling Psychology. She has served as Chair of the Advisory Committee on Colleague Assistance (Board of Professional Affairs) and the Commission on Accreditation of the American Psycho- logical Association. Her research focuses on psychologists and trainees with professional competence problems. SUE C. JACOBS earned her PhD from the University of Southern Mississippi in Counseling Psychology in 1989. She is currently the Ledbetter Lemon Endowed Diversity Professor in Counseling Psychol- ogy, Oklahoma State University. Her interests include issues in ethics and training, difficult dialogues, aging, health social justice, mindful- ness, and anger. NADINE J. KASLOW, Professor, Vice Chair, and Chief Psychologist (Grady) at Emory School of Medicine Department of Psychiatry and Behavioral Sciences, received her PhD in Clinical Psychology from the University of Houston. Her research is on suicide and mood disorders; family violence; couples and family psychology; and competency-based psychology education, training, and credentialing. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to David S. Shen-Miller, PhD, Tennessee State University, Psychology Department, 311 Clay Hall, 3500 John A. Merritt Blvd, Nashville, TN 37209. E-mail: dmiller20@tnstate.edu Training and Education in Professional Psychology © 2011 American Psychological Association 2011, Vol. 5, No. 2, 112–121 1931-3918/11/$12.00 DOI: 10.1037/a0023824 112