The empirical short-form literature has been characterized by overly optimistic views of the transfer of validity from parent form to short form and by the weak application of psychometric principles in validating short forms. Reviewers have thus opposed constructing short forms altogether, implying researchers are succumbing to an inappropriate temptation by trying to abbreviate measures. The authors disagree. The authors do not oppose the development of short forms, but they do assert that the validity standards for short forms should be quite high. The authors identify 2 general and 9 specific methodological sins characterizing short-form construction and offer methodological suggestions for the sound development of short forms. They recommend a set of 6 a priori steps researchers should consider and 9 methodological procedures researchers can use to develop valid abbreviated forms of clinical-assessment procedures.

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The authors propose that trait urgency (the tendency to act rashly when distressed) is a risk factor for both alcohol abuse and bulimic symptoms, that disorder-specific expectancies influence whether one engages in one behavior or the other, and that expectancies moderate urgency's influence on those behaviors. Cross-sectional findings were consistent with the model. Problems from alcohol use were comorbid with binge eating and purging. Trait urgency was associated with both behaviors. Alcohol expectancies were associated with drinking levels and with problem drinking, but not with eating. Eating expectancies were associated with binge eating, but not with alcohol use or problems. Urgency's effect on binge eating was moderated by expectancies, but its effect on alcohol use and problem drinking was not.

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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