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A Level · Cambridge (CIE) · 9990

Evaluate impulse-control treatments and Grant et al. (2008)

Compare the syllabus drug-and-placebo evidence with covert sensitisation and imaginal desensitisation, then evaluate their methods and limits without turning the lesson into treatment advice.

Cambridge International AS & A Level Psychology 9990 · Clinical Psychology · 2028–2030 · Version 1 · OPTION-CL-1.3.3
Exam scope and assessment notes

Original StudyForA educational content mapped to Cambridge 9990 Psychology 2028–2030 Version 1. Grant et al. (2008) is presented as the Cambridge-listed analysis of predictors across two placebo-controlled trials; Glover is a case report and Blaszczynski and Nower describe a clinical technique. This is not medical advice, a diagnosis or a treatment recommendation, Cambridge material, an official mark scheme or an awarded grade. Do not attempt or prescribe these treatments from a lesson. Human subject-expert review and full timed-paper grading remain pending.

Before you begin

  • This lesson covers 9990 Clinical Psychology topic 1.3.3 and follows the 1.3.1 diagnostic and 1.3.2 explanation lessons. It compares published treatment evidence for study; only a qualified clinician can assess or recommend care.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Which description of Grant et al. (2008) matches the Cambridge-listed study?

What you will learn

  • Describe the drug and placebo treatment evidence in Grant et al. (2008)
  • Describe covert sensitisation using Glover (1985) as an example and evaluate the case evidence
  • Describe imaginal desensitisation using Blaszczynski and Nower (2003) as an example
  • Compare treatment evidence using methodology, generalisation and idiographic versus nomothetic explanation

Grant et al. (2008): study what predicts response, not a universal prescription

The 2028–2030 Cambridge reference list identifies Grant, Kim, Hollander and Potenza (2008), ‘Predicting response to opiate antagonists and placebo in the treatment of pathological gambling’, as the Clinical 1.3 key study. The researchers analysed 284 adults with DSM-IV pathological gambling who had taken part in one of two double-blind, placebo-controlled trials: a 16-week nalmefene trial or an 18-week naltrexone trial.

The paper asked which clinical characteristics were associated with treatment response. Response was defined as a reduction of at least 35% on the gambling-adapted Yale–Brown scale that lasted at least one month by the trial endpoint. A positive family history of alcoholism was the strongest predictor of response among people receiving an opioid antagonist. Gambling-urge scores showed a trend-level association with response at higher doses; younger age showed a trend-level association with placebo response.

This was a pooled predictor analysis of existing trial groups, not a new experiment that randomly assigned all 284 people in one study. The result suggests that responses differed between individuals; it does not prove the family history caused response, identify a treatment for an individual, or establish effectiveness for everyone with gambling disorder. The two component trials used different drugs and durations, and the placebo group was smaller than the active-medication group. Several authors disclosed pharmaceutical research grants or consultancy work, which readers can consider when evaluating the report.

The source uses the earlier DSM-IV term ‘pathological gambling’; current ICD-11 classification uses gambling disorder. Naltrexone and nalmefene are medicines requiring qualified clinical assessment. This lesson gives no dose, recommendation or substitute for professional care.

Covert sensitisation: Glover’s single-case example

Covert sensitisation is a behavioural technique in which a person imagines an unwanted behaviour together with an unpleasant imagined consequence, with the aim of making the behaviour less appealing. It is a treatment example from the syllabus, not a self-help exercise for students to carry out.

Glover (1985) described one adult with a 14-year history of daily shoplifting. The report says that, after covert sensitisation chosen with the client, stealing had stopped apart from one lapse at a 19-month follow-up. The report also described improvements in self-esteem and social relationships.

A long follow-up in one individual gives detailed, idiographic evidence about that case. Without a comparison group, independent replication or an objective measure of all behaviour, it cannot show that covert sensitisation alone caused the change or that the outcome will generalise to other people. A case report can support a hypothesis and guide questions for further study, not estimate an average treatment effect.

Imaginal desensitisation: relaxation and imagined choice

Blaszczynski and Nower (2003) describe imaginal desensitisation as a relaxation-based technique for impulse-control problems. In broad terms, a clinician teaches relaxation and a client imagines encountering a relevant cue or urge while remaining relaxed and choosing not to act. The article explains the approach and discusses reported clinical outcomes; it should not be mistaken for a large, independent, randomised trial of this method.

This differs from covert sensitisation: imaginal desensitisation pairs the imagined cue with relaxation and a non-acting response, while covert sensitisation pairs an imagined behaviour with an aversive consequence. Both use imagery, but their proposed learning processes differ.

The 2003 publication is an example for learning the technique, not a basis for learners to practise therapy on themselves or someone else. Claims about clinical benefit require appropriately controlled, replicated research and should be interpreted in light of samples, outcome measures and follow-up. Only qualified practitioners can assess whether a treatment is suitable.

Compare the evidence and state what it cannot decide

Grant et al. use standardised clinical measures and a placebo comparison inherited from the two trials; the pooled sample supports analysis of treatment-response predictors. It does not make the predictor associations causal, and the report cannot settle which treatment is right for a particular person. Blinding can reduce expectancy differences, but placebo response and clinical context still matter.

Glover’s case provides detailed individual history and a long follow-up, but no comparison group and a sample of one. Blaszczynski and Nower give a structured account of an imagery-based approach, but their technique paper is not equivalent to a large controlled trial. Compare these methods without pretending that a case report, a clinical technique article and a pooled drug-trial analysis have the same evidential strength.

For the syllabus debates, idiographic evidence describes one person in depth; nomothetic evidence looks for patterns across a group. Generalisation asks whether a result applies beyond its sample. Interviews can provide context but may rely on recall, while standardised measures support comparisons but do not capture every aspect of a person's life. These are educational evaluations, not clinical decisions or treatment recommendations.

Sources for this lesson

Pause and explain

What is the main limit of Glover’s (1985) evidence?

Put the idea to work

Worked example

A learner concludes, ‘Glover proves that covert sensitisation cures kleptomania, and Grant proves naltrexone is the best treatment.’ Rewrite the conclusion so each study is represented accurately.

Show the worked solution
  1. Identify the design and sample for Glover and state the limit of a single case.
  2. Identify what Grant et al. analysed and distinguish a predictor of response from a comparison proving universal effectiveness.
  3. State why a course summary cannot recommend a medicine or therapy for an individual.

Answer Glover (1985) reported improvement in one adult case after covert sensitisation, including no stealing apart from one lapse at 19-month follow-up; without a comparison group, the report cannot prove the treatment alone caused the change or that it will work for everyone. Grant et al. (2008) analysed response predictors among participants from two placebo-controlled drug trials and found that family history of alcoholism was associated with response to opioid antagonists. This does not show that one medicine is best for every person. Treatment decisions require qualified clinical assessment.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

A report says an adult’s gambling-urge score improved after an opioid antagonist. Explain what Grant et al. (2008) add to this observation and one thing the study cannot tell a clinician about that individual.

Give me a hint

Separate an association across trial participants from an individual treatment decision.

Compare my reasoning
  1. Grant et al. pooled data from 284 adults who took part in two placebo-controlled trials and examined clinical factors associated with response.
  2. A positive family history of alcoholism was the strongest predictor of response to an opioid antagonist in their analysis; this is a group-level association, not proof of the cause of one person’s improvement.
  3. The analysis cannot select a medicine for this adult or establish individual safety and suitability; only qualified clinical assessment can do that.

Grant et al. (2008) examined predictors of response in data from two trials, including medication and placebo groups. Family history of alcoholism was associated with response to an opioid antagonist in the pooled analysis. That finding cannot explain this individual's change or tell a clinician which treatment is suitable; it is an association across selected trial participants, not a prescription.

Look for these in your work

  • Study design and sample identified
  • Predictor separated from cause
  • Individual treatment boundary stated
2 · Independent

Compare the evidence provided by Glover (1985) and Grant et al. (2008). Give one strength and one limitation of each without ranking them as if they measured the same outcome.

Give me a hint

Glover is an in-depth case report; Grant is a pooled predictor analysis using standardised measures from two trials.

Compare my reasoning
  1. Glover’s 19-month follow-up gives detailed information about one person’s reported outcome, but one case without a comparison group cannot establish causation or broad generalisation.
  2. Grant’s pooled trial data and standardised response definition allow patterns across a larger sample to be examined, but the paper analyses predictors rather than randomly assigning all 284 people in one new experiment.
  3. The studies ask different questions and use different designs, so describe the evidence each contributes rather than treating the case outcome and group predictor as the same measure of effectiveness.

Glover offers detailed, long-term evidence about one adult, but without a comparison group the case cannot show that covert sensitisation caused the outcome or that it generalises. Grant et al. can identify group-level response predictors in 284 participants drawn from two trials using a standardised measure, but their pooled analysis does not identify a best treatment for every person. The designs answer different questions.

Look for these in your work

  • A strength and limit for each study
  • Designs distinguished
  • No unsupported ranking or treatment claim
3 · Transfer

A school proposes asking students with gambling concerns to practise covert sensitisation from an online lesson, then tracking behaviour. Explain why this is unsuitable and redesign it as an ethical curriculum-evaluation study that tests students’ understanding of the evidence instead.

Give me a hint

Do not ask learners to self-treat or disclose personal clinical information; measure learning, not symptoms or gambling behaviour.

Compare my reasoning
  1. Reject the proposal because it turns a clinical technique into unsupervised treatment and could pressure students to disclose sensitive experiences or attempt a therapy outside qualified care.
  2. Instead, invite voluntary learners to an educational study using fictional case summaries; assess whether they can identify a case report, a pooled predictor analysis and the limits of each before and after a lesson.
  3. Collect only anonymous learning scores with consent, allow withdrawal and report the sample, teaching context and limits. The result would indicate learning about research methods, not whether treatment works or whether any student has a disorder.

Students should not self-administer clinical techniques or report personal symptoms for a lesson evaluation. A voluntary, consented study could use fictional summaries and anonymous pre- and post-lesson questions about design, evidence and generalisation. It would measure learning in that class, not treatment effectiveness or anyone’s clinical status.

Look for these in your work

  • Clinical self-treatment proposal rejected
  • Educational outcome and fictional material selected
  • Privacy, consent and inference limits included

Common mistakes

  • Misidentifying Grant et al. (2008) as only the separate naltrexone efficacy trial instead of the Cambridge-listed pooled predictor study
  • Claiming a predictor caused treatment response or applies to every patient
  • Treating response in an adult trial sample as a clinical recommendation for learners
  • Using the DSM-IV study label as if it were the current ICD-11 name
  • Calling a one-person case a controlled trial or proof of general effectiveness
  • Confusing covert sensitisation with relaxation-based imaginal desensitisation
  • Treating a technique article as a large controlled outcome study
  • Giving medication doses or suggesting self-treatment from this lesson
Recall without your notes

What can you explain now?

What did Grant et al. (2008) principally examine?

Compare with the explanation

Clinical characteristics associated with response to opioid antagonists or placebo among participants pooled from two trials.

It was not a single new trial that randomised all 284 participants; the finding is an association with response, not a treatment prescription or proof of a universal cause.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Name the design difference between Glover (1985) and Grant et al. (2008), state one result from each and give one limit on generalisation.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Psychology

Course scope and assessment

Seven original lessons map all 15 AS research-method and methodological-concept sections to explained Guided, Independent and Transfer practice. All 12 compulsory AS core studies have original study-specific teaching and staged practice; five additional A Level methodology lessons cover research design and validity. All 15 Clinical, all 15 Consumer (2.1.1–2.5.3) and all 15 Health (3.1.1–3.5.3) Psychology sections link to original teaching and staged practice. All 15 Organisational Psychology sections 4.1–4.5 now have original teaching and explained staged practice; the six new 4.4–4.5 lessons bring the planning map to 92 of 92 indexed sections. Consumer lessons cover physical and psychological environments; decision models, heuristics and mistakes; packaging, selling and buying; advertising, self-monitoring, product placement, brand recognition and slogans. Evaluation boundaries are explicit: studies use particular products, samples, tasks and settings; gaze, recall, self-report, EEG indices, ratings, choices and purchases are different outcomes. Health evidence is bounded: Laba et al. measured hypothetical preferences; Riekert and Drotar raise a non-response concern; Chung and Naya's cap tracked openings, not swallowing; Chaney et al. was a short caregiver-reported pilot; Yokley and Glenwick examined immunisation attendance in one public-health setting. MacLachlan et al. report one patient, not a controlled treatment effect; Brudvik et al. compared separate child, parent and physician ratings in one emergency department. Chandola et al. found a cohort association; Wang et al. measured responses during a monitored arithmetic task; Evans and Wener observed commuters; Bridge et al. found mixed self-rated outcomes in radiotherapy. Janis and Feshbach measured short-term self-reports in one school; Lewin et al. tested a rehabilitation package, not information alone. Tapper et al. and Fox et al. studied bounded school and worksite programmes; incentive effects do not establish transfer or rule out reporting effects. Weinstein measured comparative expectations, while Seligman’s framework is conceptual and Shoshani and Steinmetz used a school-level comparison. These findings do not establish universal health effects or diagnose individuals. Need-theory examples use a child measurement study, not a workplace test; SMART is a practical checklist, not a motivational theory. Landry et al. compared reward framing with student volunteers in a lab; this does not establish universal effects in workplaces. Cuadrado et al. (2008) measured undergraduate evaluations of presented leaders, not workplace performance or hiring; this does not establish a universal gender effect. The historical 1995 Munchausen criteria are not a current diagnostic checklist. Cambridge’s 2028–2030 Reference List treats Oruč et al. (1997) as an example of genetic explanation although its participants had bipolar I; gambling disorder is listed in Cambridge’s Clinical topic but classified under addictive behaviours in ICD-11. Candidates choose two options, but all four remain listed so schools can select a route. The 92-section count is a planning index, not a Cambridge score. Remaining work is deeper coverage review, separate-year syllabus reconciliation, timed-paper practice and human subject-expert review. The separate 2027 and 2024–2026 syllabuses are not reconciled into this route. Practice is not official grading, a timed-paper simulation or human subject-expert review.

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