SAAVEDRA AND SILVERMAN MANEHA MUSHTAQ

1)From the study by Saavedra and Silverman (button phobia): Describe how the boy in the study was
diagnosed with his phobia.

1 mark per correct point made.

The child and parent were interviewed (about the phobia);

DSM (IV/V) was used/consulted;

From this it was seen that the boy met the criteria for a specific phobia (of

buttons);

The symptom presentation did not meet the criteria for OCD.

2) Outline one piece of information from this study that supported the nurture side of the nature-
nurture debate.

During an art class he reached for a bowl of buttons and his hand slipped and the bowl fell on him (1
mark) After that stressful experience he developed the fear of buttons/became fearful because of
that situation/experience (1 mark)

He had to have therapy to help him overcome his fear of buttons (1 mark) As he experienced this
first-hand and he was learning to cope with the phobia, it is based on nurture (1 mark)

He was cured using behavioural/imagery exposure which involves conditioning (1 mark) This
procedure made him unlearn his phobia hence it is nurture (1 mark)

3) Saavedra and Silverman studied a boy with a button phobia. Describe what happened during the
behavioural exposures intervention phase of the therapy.

The mother provided positive reinforcement/he was rewarded for handling buttons;

This was given contingent on the child successfully completing the gradual exposure;

Treatment sessions lasted for 30m with the boy;

Treatment sessions lasted for 20m with the boy and his mother;

4) Outline one assumption of the learning approach, incl We learn though observation/imitation of
behaviour (1 mark).

People may then copy behaviours seen on TV adverts (1 mark) or the children in theBandura et al.
study copied the attacks on the Bobo doll (alternative 1 mark)

We learn through the consequences of our behaviour (1 mark). (Operant conditioning suggests) if we
are rewarded for an action we are likely to repeat it (alternative first mark) so giving a sweet to a
child after they have tidied their bedroom means they are more likely to repeat the tidying behaviour
(1 mark)
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5) Studies from the learning approach can help with real-world applications.

Describe how the results of the study by Saavedra and Silverman (button phobia) can help with
understanding and/or treating phobias. The boy revealed that during an art class a bowl of buttons
fell on him as he tried to get some (1 mark). Therefore, a therapist may need to investigate/ discover
a situation when the person first came into contact with their phobic stimulus to (potentially)
unearth the cause (1 mark)

After just four sessions of the mother providing positive reinforcement the boy could cope with his
worst button fears (1 mark). Therefore, for children with phobias having a parent involved in the
therapy might bring about faster positive outcomes (1 mark)

6) Outline one other real-world application based on the findings from the Saavedra and Silverman
study.

The boy’s disgust/fear (for buttons) was found out using a Feelings Thermometer (rated on a scale of
0–8) (1 mark). This might be useful for schools to use with students who show fear (or use it for
anger) to help understand what is causing the fear (or anger) in a child at school (1 mark)

7) From the study by Saavedra and Silverman (button phobia): Outline how the subjective rating of
distress was measured in this study. 1 mark per correct point x2

Using a Feeling Thermometer;

On a 9-point scale/0–8 rating

A low score was little distress/high score was much distress

8) Describe how the rating changed over the first three sessions in response to imagining hundreds
of buttons falling on his body. 1 mark per correct point x2

The distress ratings dropped between session 1 and 2;

They dropped again between session 2 and 3;

As the sessions advanced there was a lower level of disgust/eq.;

It dropped from 8 to 5 midway through the imagery exposure/session 1 to 2;

Then dropped from 5 to 3 after the imagery exposure/session 2 to 3

9) Describe the psychology that was being investigated in the Saavedra and Silverman study (button
phobia).1 mark per correct point x4

Investigated evaluative learning/classical conditioning (identification mark);

A person comes to perceive (evaluate) a previously neutral object or an event negatively.

The person negatively evaluates the object/event without anticipating any threat/danger.
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This negative evaluation elicits a feeling of disgust rather than fear.

Differs from Classical Conditioning as the person is being cognitively active by thinking about disgust
and consequences rather than being a passive organism (2 marks

10) From the study by Saavedra and Silverman (button phobia): Describe the Disgust/Fear Hierarchy.

He was asked to rate (11) different scenarios that included buttons

Each was rated on Distress scale of 0–8

0 was the lowest distress/8 was the highest distress

The (subjective) ratings used a Feelings Thermometer.

11) Identify one weakness of the Disgust/Fear Hierarchy.

They are subjective

He may have given desirable ratings

He may have lied about the ratings

0–8 quite restrictive.

12) In the study by Saavedra and Silverman (button phobia), the boy completed a disgust/fear
hierarchy by giving a distress rating to different stimuli on a scale from 0–8.

Name one stimulus which was given a rating of 8.

Clear small (buttons); Coloured

13) Name the stimulus that was given a rating of 2.

Large denim/jean (buttons).

14) Outline the results from the post-treatment assessment session.

The boy reported minimal distress/there was a reduction in the

distress/disgust ratings;

He no longer met the DSM-IV/diagnostic criteria for a (specific) phobia;

He could now wear (clear) buttons/his school uniform shirt.

15) From the study by Saavedra and Silverman (button phobia): Outline one aim of this study.

To investigate the cause of a boy’s button phobia to see if disgust is involved (2 marks);
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To treat the button phobia of a boy by targeting fear and disgust (2 marks);

To test the effectiveness of exposure (based) treatment of a button phobic (2 marks);

To examine the role of evaluative learning/classical conditioning in (button) phobias (2 marks);

16) Describe one strength of this study.

The study had a follow up of 12-months (1 mark). Therefore, the treatment could be tested for
effectiveness in the long term (1 mark)

The study was on only one boy so a lot of data could be collected (1 mark). Therefore, the best
treatment method could be designed/chosen to ensure it helped to get rid of his button phobia (1
mark)

17) Simone is a student who never uses a spoon to eat with at lunchtime because he has a phobia of
spoons. Outline how Simone could be helped to overcome his phobia of spoons, using your
knowledge of the study by Saavedra and Silverman.

Simone might ask the child if he can remember any negative experiences with spoons;

This will enable Simone to identify a potential cause to help the student reverse the experience;

Simone could get the student to rate different spoons on a Fear / Disgust Hierarchy;

Whichever has the lowest fear / disgust rating can be presented to the student;

They can be rewarded for being able to touch or use the spoon;

The feelings of the student can be measured using a Feelings Thermometer.

18) Two friends, Javier and Lorena, are discussing the ethics of the study by Saavedra and Silverman
(button phobia). Javier thinks the study is ethical but Lorena thinks it is unethical.

Explain one reason why Javier is correct and one reason why Lorena is correct, using evidence from
this study.

e.g. Javier

The study did gain informed consent (1 mark). This was taken from the boy and his mother before
the therapy started (1 mark). Therefore, both the boy and mother knew exactly what the therapy
was going to entail (1 mark); the boy/mother agreed to wanting to take part in the study/having
results published (alternative 1 mark).

e.g. Lorena

The study could have easily caused psychological stress (1 mark). The boy was having to confront his
button phobia throughout the therapy (1 mark). He also had to discuss potential causes/effects of
the phobia (e.g. buttons falling on him in art class) which would be stressful (1 mark).
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20) From the study by Saavedra and Silverman (button phobia): Explain why this study is from the
learning approach.

The learning approach states that conditioning helps to explain changes in behaviour. The therapy
involved positive reinforcement to motivate him to complete his distress hierarchy (2 marks).

21) Explain one problem when using children in psychological research, using this study as an
example.

Using children might be unethical as they can get distressed easily – in this study the boy would have
been distressed as he was exposed to buttons which he had a phobia of (2 marks);

Sometimes children may not understand the language used by adults – the therapist may have
explained the Feelings Thermometer, but the child may not have fully understood it (reducing
validity) (2 marks)

22) From the case study by Saavedra and Silverman who gave therapy to a 9-year old boy after his
negative experience with buttons: Outline one psychological concept that was investigated in this
study.

Phobias were investigated (1). These are when people develop some irrational fear of an
object/situation (1).

Operant Conditioning (1). One example of this is using a reward to increase the probability of a
behaviour being repeated(1).

Classical Conditioning (1). This is when stimuli are associated together after several pairings happen
(1)

23) Outline one result from the posttreatment assessment session.

The boy reported minimal distress about buttons (1) and he no longer met the DSM criteria for a
specific phobia (of buttons) (1)

He was now wearing (clear) plastic buttons on his school uniform (1) and he was doing this every
day/on a daily basis (1).

24) From the study by Saavedra and Silverman (button phobia): Identify the main research method of
this study. Case study.

25) Describe the incident that the boy recalls that started his phobia of buttons.

There was an art project using buttons (in kindergarten);

He had run out of buttons (for his project);

He was asked to go to the front of the class to get more (buttons);

They were in a large bowl (on the teacher’s desk);

His hand slipped as he reached for the bowl;

All of the buttons fell down on him.

26) Outline the results from the 6-month follow up.

He reported minimal distress (about buttons);

He was in remission according to DSM (criteria);

He (continued) to wear clear plastic buttons;

He wore them daily/on his school uniform

27) In the study by Saavedra and Silverman (button phobia), the boy with the phobia went through a
‘behavioural exposures’ procedure as part of his treatment. Describe the ‘behavioural exposures’
procedure as used in this study.

It was based on contingency management (procedures);

The mother would provide positive reinforcement;

Contingent on the child successfully completing the gradual exposure to buttons;

Treatment sessions lasted about 30 minutes with the boy;

And then another 20 minutes with the boy and mother;

A hierarchy of distress was constructed (for buttons);

A series of buttons were rated from 0–8;

This was using a Feeling Thermometer.

28) Outline the posttreatment follow-up assessment session.

They re-administered two measures;

One was the ADIS-C-P/measured his anxiety towards buttons;

He was also assessed against DSM (IV) criteria;

To see if he still had a diagnosed phobia (of buttons)

29) From the study by Saavedra and Silverman (button phobia): Name one stimulus given a Distress
Rating of 2 or 3 on the Disgust/Fear Hierarchy.

Large denim jean (buttons);

30) Name one stimulus given a Distress Rating of 7 or 8 on the Disgust/Fear Hierarchy.

Small coloured plastic (buttons);

31) Describe the participant used in this study.

One boy; 9-year old; Hispanic/American;

He was presented by his mum to a Child Anxiety and Phobic Program;

He did not meet the criteria for OCD;

He did meet the criteria (DSM–IV) for a phobia;

He had experienced a bowl of buttons falling on him (at school).

32) Explain why this study is from the learning approach.

Part of this therapy was based on operant conditioning (1 mark). He was rewarded for being able to
handle buttons on the Feeling Thermometer (1 mark).

He had an experience of the bowl of buttons falling on to him (1 mark). He never had this phobia
before then so the phobia has been learnt (1 mark).

33) Describe how Saavedra and Silverman used the Child Anxiety and Phobia Program to diagnose
the boy who had a phobia of buttons.

Both mother and child were interviewed;

Using a standardised interview schedule for phobia;

This was the ADIS-C/P;

He was also assessed against DSM-IV;

Both of these had to produce a ‘positive’ result of a phobia of buttons.

34) From the study by Saavedra and Silverman (button phobia):

During diagnosis, the boy did not meet the DSM-IV criteria for one disorder. Name this disorder.

OCD/Obsessive Compulsive Disorder

35) Describe the Feelings Thermometer.

A hierarchy of disgust/fear;

Nine point scale/0–8;

0 = no distress/8 = very distressed;

Used to rate his level of disgust/fear/distress/anxiety;

36) Outline one strength of this study.

There was a standardised procedure to the study to aid replicability/ reliability (1 mark); for example,
the treatment session lengths were 20 mins for the boy (1 mark);

The study could be said to have high ecological validity (1 mark); This is because the therapy sessions
were ‘real’, and the activities would happen in real life (1 mark);

The study followed the ethical guideline of informed consent (1 mark); as both the mum and boy
gave this and knew exactly what the therapy was about (1 mark);

37) From the study by Saavedra and Silverman about a boy with button phobia:

State the age at which the boy’s button phobia began.

5 (years)

38) State what happened to the boy’s ratings of distress from session 2 to session 4.

They increased/went up/got larger etc.

39) Describe the disgust-related exposure sessions.

They explored reasons why he felt buttons were disgusting;

Used self-control/cognitive strategies;

He had to imagine buttons falling on to him;

He had to imagine hugging his mother with buttons on her shirt;

He was asked how they looked/felt/smelled;

He then was asked to elaborate on how he felt;

It progressed from larger to smaller buttons;

Cognitive re-structuring was used when necessary;

40) From the study by Saavedra and Silverman about a boy with a button phobia:

State who provided the boy with positive reinforcement during the Behavioural Exposures stage of
his therapy.

His mum/mother.

41) Name two stimuli that were rated 4 or lower on the boy’s Disgust/Fear Hierarchy.

Large denim jean buttons;

Small denim jean buttons;

Clip-on denim jean buttons;

Coloured large plastic buttons;

Clear large plastic buttons.

42) Outline one conclusion from this study.

Disgust does play a crucial role in the development and maintenance of a (button) phobia (2 marks);

Imagery exposure can have a positive long-term effect on reducing distress linked to phobias (2
marks);

A phobia can be treated with positive reinforcement and imagery / behaviour exposure (2 marks);

43) Explain the type of interview used in this study

Semi structured interview because there were some standardized questions and some flexible ones

44) suggest 1 strength of using variety of techniques (including interviews and a scale) in a case study

1 can collect qualitative and quantitative data so can compare (quantitative ) and look at
reasons/detail (qualitative) so increases validity

2 more valid as can compare different sources of data to see if they demonstrate same finding /
triangulation eg savedra could see if feelings thermometer and boys comments were similar

45) outline how boys severity buttons changed during behavioural exposure sessions

- severity rating remained same for first two sessions

- ratings increased from session 2 to session 3

Ratings increased from session 3 to session 4