Psychology trainees face unique stressors that place them at elevated risk for psychological distress, burnout, and self-neglect. Although self-care is recognised as a core professional competency, training programs often lack a consistent, evidence-informed approach to developing this capacity. This chapter outlined a conceptual framework for sustainable self-care in psychology training, grounded in three foundational intrapsychic processes: self-awareness, self-compassion, and mindfulness. Drawing on recent research, we examined how these processes underpin effective self-care and contribute to resilience, emotional regulation, and professional identity formation. The chapter explored key implementation challenges, including structural, cultural, and intrapersonal barriers to engagement, and offered concrete recommendations for embedding self-care within training contexts, such as structured reflection, peer consultation, flexible intervention formats, and institutional supports. Ultimately, we argue for a shift away from prescriptive checklists towards a competency-based, process-oriented model of self-care that is meaningful, sustainable, and aligned with the core values of the psychology profession.