A learning-theory-based method of psychotherapy (implosive therapy), which integrates psychodynamic concepts into its theoretical model and leads to a new technique of treatment, is described. The technique has been applied to a wide variety of psychopathology with apparent success. Treatment time ranges from 1 to 30 1-hr, sessions with marked changes in symptomatology usually occurring within 1-15 implosive sessions.1 This paper is not intended as a complete presentation of the theoretical framework of implosive therapy. Unfortunately, the complexities of features involving both the learning model and certain subtleties associated with the therapeutic technique precluded a completely exhaustive treatment of these issues in the space limitations of this article.The senior author especially wishes to express his great debt to George Golias, of Hawthornden State Hospital, and Robert Hogan, of Illinois State University, for their help in extending the technique used in the therapy in its early stages of development. The authors also would like to thank

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At the present stage of development within psychology, a periodic need exists for the introduction of a bold, catalytic viewpoint that challenges the foundation of contemporary thinking by placing stress upon the interpretive boundary conditions of existing models. In addition it should offer an alternative model with integrative and predictive powers. The learned helplessness theory described in the preceding article by Maier and Seligman (1976) fulfills the above objectives. These authors are not only responsible for pioneering new areas of research but have simultaneously challenged, both on empirical and theoretical grounds, the existing infrahuman S-R models and dynamic clinical models of depression. Their extensive review of the literature represents a perceptive critical analysis of their opponents' positions as well as a serious attempt to state the weakness of their own viewpoint. The heuristic value of their position is reflected in the fury of research activity which has been generated over a wide variety of issues. They have succeeded in stimulating both interest and support as well as arousing disbelief and resistance. By pitting cognitive theory against S-R positions, ingenious experimentation has emergedThe author is very grateful for the aid of Thomas L. Boyd who not only helped in the literature review but provided a stimulating source of feedback throughout the preparation of this manuscript. He was especially helpful in the formulation of the section dealing with the discussion of the triadic design and is responsible for preparing the section on the Church (1964) criticisms of the yoked control procedure.

Experiments were carried out to determine the effect of certain variables on rats' preference for signal-shock vs. shock-signal. 136 Ss were run daily for 11-hr, periods during which they received unavoidable shock at predetermined intervals. When S was in one end of the experimental box the shock was preceded by a signal (light), in the other, S received shock-signal. The most marked preference for signal-shock was obtained with a 500-v. shock delivered 12-60 times per hour using a shock of .5-or S-sec. duration and an 18-sec. signal. Significantly less time was spent on the signal-shock side with a decrease in signal duration to 3 or .5 sec. or a decrease in shock frequency to 2 per hour. A reversal of side preference followed a reversal in the sequence of signal and shock. A significant preference for signal-shock was obtained even when shock was delivered through ear clips in such a way that S's responses could not affect the part of S's body in contact with the electrodes.

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