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Using measures of child and family functioning, this study evaluated levels of parenting stress in 880 families of children with disabilities. Results suggest that factors such as income, time available for interaction with the child, and social support predict parenting stress much better than do aspects of child functioning. Implications for intervention and for future research are discussed.

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Do psychology students view their training programs as doing enough to appropriately identify, accommodate, and possibly dismiss students who manifest significant impairment? This study reports the general findings of an exploratory survey distributed to clinical psychology graduate students. Overall, students viewed impairment as a highly sensitive and inadequately addressed issue. Students commonly reported frustration with and concern for impaired colleagues. A few respondents indicated that the terms impaired and problem student were insensitive and that greater attention needed to be given to "impaired" training contexts. Implications regarding formal standards for interpersonal functioning and programmatic supports for students are discussed.MATTHEW N. I. OLIVER received his MA in clinical psychology from the University of South Dakota and is in the process of completing his PhD and MBA at this university. His research interests include mental health service needs for adults with developmental disabilities, cost-effectiveness analysis of mental health services, and managed care policy. JESSEY H. BERNSTEIN received her MA in clinical psychology from the University of Rochester and is in the process of completing her PhD at this university. She is currently a predoctoral intern at the University Counseling Center at the University of Rochester. Her research interests involve the benefits of nature to human well-being, and her clinical interests center on the psychodynamic treatment of mental health concerns. KRISTEN G. ANDERSON received her MA in special education from American International College and her PhD in clinical psychology from the University of Kentucky. She is currently a National Institute on Alcohol Abuse and Alcoholism postdoctoral research fellow at the University of California, San Diego. Her research interests include the developmental psychopathology of addictive behaviors, treatment outcomes for adoles-cents with substance use disorders and concomitant psychopathology, and gender issues in diagnosis and treatment. ROGER K. BLASHFIELD received his PhD in 1972 at Indiana University. Currently he is the director of clinical training at Auburn University in Alabama. His research interests focus on how clinicians use classification systems to understand patients. MICHAEL C. ROBERTS received his PhD in clinical psychology from Purdue University. He holds a diplomate in clinical psychology and clinical child and adolescent psychology and is director and professor in the Clinical Child Psychology Program at the University of Kansas. His areas of research include professional issues, therapeutic outcomes and program evaluation, mental health and medical service delivery, and pediatric psychology. He is the chair of the

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