A central assumption of most behavioral therapies for depression is that this disorder is associated with problematic behavior-environmental relationships. These therapies are based on early behavioral social learning theories of depression (e.g., Ferster 1973, 1981; Lewinsohn, 1974). According to these theories, depression is associated with low levels of positive reinforcement and high levels of aversive control, which can be due to problems in the environment or to skill deficits. When people get depressed, they increasingly withdraw from their environment, engage in escape behaviors, and disengage from their routines. Over time, this avoidance exacerbates depressed mood, as individuals lose opportunities to be positively reinforced through experiences, social activity, or experiences of mastery. Behavior therapies focus on increasing the frequency and quality of pleasant activities, increasing one’s sense of mastery, decreasing aversive consequences, and improving mood. Behavior therapies usually involve techniques such as activity scheduling, ongoing monitoring of pleasant activities and feelings of mastery, gradual exposure to more challenging activities, and if needed, social skills and self-control training (e.g., Rehm, 1977).