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This study is the first national survey of supervision and mentoring practices for early career school psychologists (ECSPs). Respondents included 700 participants, 38% of whom reported having access to professional supervision. Time, availability, and proximity to a supervisor were found to be the most common barriers to accessing supervision and mentoring; access to technology, supervisor interest, and cost were not found to be as significant. Nearly 30% of ECSPs reported feeling pressure to practice outside their boundaries of competence because they did not have access to mentoring or supervision, suggesting a potential ethical concern. Results demonstrate the need to provide more supervision and mentoring opportunities for ECSPs, particularly given the National Association of School Psychologist's requirement that first‐time Nationally Certified School Psychologist renewal applicants complete a year of mentoring or supervision. Implications of the results, strategies to support the barriers to access, and future directions for research are addressed.

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Betrayal trauma theory postulates that traumas perpetrated by a caregiver or close other are more detrimental to mental health functioning than are traumatic experiences in which the victim is not affiliated closely with the perpetrator. This study is the first to examine the concept of betrayal among a sample of individuals with a history of homelessness. A total of 95 homeless or formerly homeless adults completed the Brief Betrayal Trauma Survey, the Posttraumatic Stress Disorder Checklist-Civilian Version, the Center for Epidemiologic Studies Depression Scale the Perceived Stress Scale, and a demographics questionnaire assessing participants' histories of homelessness, health, and relationships with their families. Regression analyses were conducted to explore the associations between high betrayal (HB) and low betrayal (LB) trauma exposure, relationship with family, and physical and mental health symptoms. Exposure to HB traumas in childhood and poor family relationships predicted earlier age at first episode of homelessness, and participants who had been exposed to a greater number of traumas during childhood were more likely to be revictimized during adulthood. Trauma exposure as an adult and earlier age of first homeless episode predicted symptoms of posttraumatic stress disorder, while trauma exposure alone predicted symptoms of depression and perceived stress. Number of medical diagnoses was associated with trauma exposure and becoming homeless at an older age. These findings emphasize that even among the most marginalized and multiply victimized individuals in our society, traumas that are characterized by a higher degree of betrayal are associated with more adverse outcomes.

Increasingly, professional training programs are dealing with the need for competency‐based assessments of student learning outcomes. This is particularly challenging in fields such as school psychology, with competencies identified by multiple accrediting bodies and state requirements. The primary goal of this study was to examine the degree to which competencies espoused by differing accrediting bodies are perceived as important among school psychologists. One hundred nineteen participants responded to questions regarding the importance of competencies and foundational knowledge as delineated by the American Psychological Association, National Association of School Psychologists, Council for the Accreditation of Educator Preparation, state boards/departments of education, and best practices in the field. Findings indicated that respondents endorsed most skills as “Very Important” or “Extremely Important,” with slightly less favorable ratings for competencies addressing advocacy and supervision. Factor analysis of the items revealed a three‐factor structure labeled teaching/supervision, intervention, and assessment.