Does the psychological functioning of postgraduate professional psychology students predict the development of clinical competence?

The relationship between psychological functioning and performance is untested in a postgraduate professional psychology context. This thesis sought to test this relationship by examining the degree to which psychological functioning predicted development of clinical competencies amongst postgraduate professional psychology students. In order to do this, a psychometrically sound competency assessment tool was first developed and student performance on this tool was examined relative to psychological functioning, as measured by a battery of psychological self-report questionnaires. Student levels of conscientiousness and depression predicted the acquisition of skills during the first of a series of professional placements. Furthermore, responses within the clinical range on any one of the psychological questionnaires administered placed the student at risk of significantly poorer performance on the competency assessment tool