Student Health Professionals (SHPs) are at risk for symptoms relating to a range of psychological problems, i~c1uding anxiety, depression, drug and alcohol use, and stress. It is therefore important to develop methods for identifying individuals who might be at current or future risk, arid to establish theoretically supported interventions. The current literature review indicates that further research is required in these areas and seeks to provide some suggestions about empirically based frameworks which might support approaches to screening and intervention. Differences between professional groups indicate the need for research to be focussed on specific groups of SHPs, Trainee Clinical Psychologists (TCPs) are the focus of the current paper. Previous conceptualisations of the psychological problems of TCPs are reviewed. The example of depression in undergraduate students is then taken as an illustration of the potential applications of cognitive models for identifying and intervening with individuals at risk of depression and other problems. The possible role of cognitive constructs (dysfunctional attitudes and attributional style) in TCP experiences of poor psychological adaptation is discussed. The purpose of the empirical paper was to explore the contributions of two risk factors (personality as conceived of within the five-factor model, and attributional style), to psychological adaptation (problems relating to depression, anxiety, self-esteem and work adjustment) in TCPs. Structural equation modelling was used to model these relationships. The latent personality factor of stability (neuroticism reversed, agreeableness, and conscientiousness) was an extremely good predictor of psychological adaptation. Vlhen stability was controlled for the contribution.of attributional style was not significant. However given the clinical relevance of attributional style and potential for modification it was also considered in a separate model as a sole predictor where it was found to be significant. Implications for screening and intervention are discussed.