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Depression, defined as a dysphoric subjective reaction to a loss of reinforcement, was assessed and treated using a functional problem-solving approach. College students seeking counseling were selected on the bases of self-report and test scale scores (e.g., Minnesota Multiphasic Personality Inventory Depression scale) and treated in two controlled experiments. Treatment was the only variable associated with significant improvement. Suggestions for further research involved, among other issues, palieiil population data and treatment components.According to most learning-theory-based explanations, depression results directly or indirectly from inadequate reinforcement ('see also Seitz, 1971). Ferster (1966 suggested that insufficient reinforcement results from any of three conditions: An increase in the ratio of responses to reinforcements (i.e., more work is required); frequent aversive contingencies (i.e.. the cost and/or risk is greater); and a change in the stimuli controlling responding (i.e.. confusion and/or disruption). A depression associated with an apparent success might appear to be an exception to this analysis. However, by illustration. a promotion with 20% more pay but 40% more work might be seen to be a net loss of reinforcement. Both Lazarus C1968) and Phillips (1956) appear to agree with Ferster's analysis and emphasize the importance of the disruption factor. Lewinsohn and Atwood (1969). Folsom (1970), and Stuart (1967 stress factors associated with the maintenance of depressive behaviors once they have been initiated or precipitated (e.g., "secondary gain"). In general, treatment techniques used by these investigators involve either disrupting depressive behaviors or reinforcing appropriate behaviors. However, learning-theory-derived approaches appear to be at best metaphors, to use London's (1972) de-