College men's health is in crisis, yet men are reluctant to seek mental health services. How can psychologists provide interventions to engage and empower college men to address their health needs? What are the components of culturally-tailored interventions for college men? We describe the origins and operations of a university-based Men's Center devoted to helping college men lead healthy lives. The Men's Center has evolved into a therapeutic and training approach that guides campus psychologists toward unique roles to intervene effectively with college men. Key components of the Men's Center Approach (MCA) include acceptance, nonjudgment and unconditional positive regard, respect for diversity, working from the inside-out, power sharing, strategic use of the planning process, therapeutic experiences in nontherapy settings, and fostering and strengthening commitments to social justice and activism. Central to these components is our notion of possible masculinity, in which we focus on men's aspirations and future goals for their identities and behaviors based on what men need to become healthy, responsible, and nurturing in their families and communities. Practical applications of these components are presented through examples of two Men's Center interventions. We conclude by discussing how psychologists can implement the MCA in their clinical practice with men to increase cultural competence with men while working across various settings.

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 faculty/supervisors and peers, venting with peers, or approaching the TPPC. Implications for training are discussed, including attention to training related to TPPC and understanding faculty and student roles.

Trainees with professional competency problems, also called problems of professional competence SUE C. JACOBS, Associate Professor, Training Director, and Ledbetter Lemon Endowed Diversity Professor in Counseling Psychology at Oklahoma State University earned her PhD from the University of Southern Mississippi in 1989. Her interests include issues in ethics, education and training, difficult dialogues, the teaching of psychology, older adults, health, diversity, social justice, disaster response, mindfulness and anger. STEVEN K. HUPRICH earned his PhD in clinical psychology from the University of North Carolina-Greensboro in 1999. He is an Associate

This introduction to the special issue on men in female-dominated vocations provides a rationale for examining this topic. To date, this topic has garnered relatively little research attention even though work is often identified as a central aspect of men's identity. Although millions of men perform Bwomen's work^in a broad range of fields, the extant database around the world focuses primarily on male nurses and teachers and tends to focus on ways to recruit and retain men in these professions. We argue that studying men in female-dominated vocations is important because it furthers our understanding of the workplace in general, as well as the ways in which men experience, understand, and navigate challenges to their masculinity. Moreover, expanding our knowledge of men in female-dominated vocations has important theoretical implications for theories addressing gender-based equality and power dynamics, the psychology of men and masculinity, and intersecting identities (or intersectionality). After a brief overview of the literature and establishing this rationale, we introduce the articles in the special issue. The majority of the papers in this special issue are based on U.S. samples, with one exception from the U.K.

Trainees with problems of professional competence (TPPC) present trainers with unique challenges. When TPPC situations include diversity issues, the complexity of such challenges increases. Although attention to such intersections is important, little is known about what influences faculty thinking about diversity issues when trainee competence problems are identified. The authors analyzed 22 faculty interviews using grounded theory to explore contextual influences on faculty interactions. Participants described program commitments to diversity conversations, consultations, and examination of biases as important positive influences. Participants described historic conflicts (e.g., interpersonal and programwide) and within-faculty differences (e.g., differences in multicultural training, assumptions about diversity-related conflict) that made faculty interactions more difficult. New instances of competence problems that involved differences in opinion about the influence of Regular Manuscript