When one introduces a new psychotherapy model to professional colleagues, one must do 3 things: (a) define the patient for whom the program has been developed; (b) describe how the model addresses the problems of the patient, which entails some description of the techniques; and (c) present any efficacy data that are available that justify the usefulness of the new program with the target population. Accordingly, Part 1 of the article describes the chronically depressed adult, the target individual for whom the cognitive behavioral analysis system of psychotherapy (CBASP; J. P. McCullough, 1984McCullough, , 2001McCullough, , 2003a has been specifically developed. In Part II, the reader is shown how CBASP tries to modify the multiple psychopathological problems of the patient. In Part III is a summary of data obtained from a recently completed multisite, national clinical trial in which 681 chronically depressed outpatients were comparatively treated with CBASP, nefazodone (serzone), and their combination. Among completers of the study (n = 519; 76%) during a 12-week acute phase, 55% responded to serzone, 52% responded to CBASP, and 85% responded to combination treatment.

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The purpose of this paper is to use reflexive methodology to describe the emotions and experiences of doctoral students and a professor who collaboratively conducted a research study using triangulated qualitative research data. The study was the major learning strategy in a doctoral seminar focusing on qualitative research approaches. In using an ethnographic autobiography, the authors were the subjects of their own research. Data were examined from journals kept by the students and the instructor during the semester. Four themes are discussed: learning by risk-taking, learning by doing, learning by working together, and learning by reflection. The value of examining learners' emotions and implications for teaching research methods using experiential learning are addressed.

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