Something’s Missing in the Current Drug Prevention Rhetoric

prevention

I have been an addiction therapist for approximately thirteen years.  While for some professions that may not seem like a long time, for a substance abuse professional, thirteen years in the trenches is a very long time. It is thirteen years of being underpaid, overworked, and underfunded.  It is also thirteen years of working with lost and often traumatized souls who may never ever get better.  Thirteen years as a substance abuse professional can make you weary.  However, you don’t end up in this profession and last for any length of time unless it is a calling.

Unless you are completely cut off from the outside world, you have seen many a news article lately about what is being called the heroin or opiate epidemic.  The apparent meteoric rise of addiction problems due to a prescription pill problem that for many turns into a heroin problem.  In March of 2016, the Centers for Disease Control issued new guidelines for doctors who prescribe opioids for chronic pain.  In 2015, hydrocodone combination products were moved to a Schedule II drug classification, indicating their highly addictive potential.  These changes were made in the hope of curbing the opiate addiction problem in our country, but with little effect.

This blog is not meant to be a discussion of anything related to why the situation continues to decline or what to do about it now.  What I want to talk about is prevention.  Most resources, even good resources like www.PASTOP.org, spend most of their page space talking about prescribing, what to do with unused medication, overdose and treatment information.  While all of this is very useful information, it is what I would call secondary prevention.  This is prevention of use by teens or adults, frequently who are prescribed medication initially by a doctor for a legitimate medical issue.  What is missing from the big picture of this prevention discussion is childhood.

Earlier this year, I finished reading both Dr. Gabor Mate’s, In the Realm of Hungry Ghosts and Dr. Bessel van der Kolk’s, The Body Keeps the Score.  Both are must reads for anyone who works in the addiction field.  I would like to share with you the line from In the Realm of Hungry Ghosts that inspired me to write the post.

“The prevention of substance abuse needs to begin in the crib – and even before then, in the social recognition that nothing is more important for the future of our culture than the way children develop.” P. 443

What is missing in almost all current talk about prevention is that, unfortunately, for all the people already addicted or prone to addiction, it is potentially too late.  Why do people become addicts?  Trust me in that no one wants to be an addict when they grow up or enjoys addiction.  Maybe, in the beginning, they liked the effect of the drug, but that quickly wears off.  What many addicts like is the escape.  The ability to take a substance that makes them not feel feelings they don’t like or can’t handle.  They like the fact that when they are taking the substance, they don’t have to sit in reality.  They like that the drug makes their flashbacks go away.  They like the fact that many drugs make them forget for a period of time.

In 13 years, I have yet to meet a drug addict who, at some point in their life, and most likely in childhood, did not suffer from at least one form of abuse or neglect.  Many drug addicts and alcoholics (gamblers and sex addicts too) endured verbal, physical and/or sexual abuse by their parents or family members growing up.  Many endured neglect in childhood as well, whether that was physical or emotional.  Many addicts were bullied in school and had no one safe at home to talk to about their experiences.  These childhood experiences mean that often, they looked for ways to self soothe, ways to cope or ways to feel better even if it was for a short period of time.

The ACE studies (Adverse Childhood Experiences) have shown scientific proof of what addiction counselors have known for years.  The more ACE events in a person’s life, the more likely they are to not only have physical issues but also mental health issues.  People with higher ACE scores are 2 to 4 times more likely to use alcohol or other drugs and to do so at an earlier age.  If a person’s ACE score is 5 or higher, they are 7 to 10 times more likely to use illegal drugs, report addiction or to inject illegal drugs.

So what do we do?  Addiction prevention starts before a child is born.  The in-utero environment of a child affects their neurobiological reaction to stress as an adult.  To stop drug addiction, we need to stop child abuse.  How do we do this?  Obviously, this is a tall order.  Make parenting classes more accessible to all expecting men and women.  Teach not only about physical care of a child but their mental health care as well.  Talk about attunement to a child and how that affects his or her ability to regulate emotion later in life.  Work to create safe spaces in a home and healthy attachment.  Teach communication skills from the start.  Teach healthy coping skills to even very young children.  Teach healthy coping skills to the adults so that they can model these for their children.  Work as hard as we can to prevent physical, sexual and emotional abuse of everyone.

I realize that my goals are idealistic.  I have always said that if the world gets healthy, I would happily change professions.

We need to start addiction prevention from the beginning by having discussions about childhood abuse, neglect and trauma.  We need to work to take away the stigma of therapy and getting help for emotional problems.  We need to teach everyone how to effectively communicate and cope.

I know that this is a tall order and that many do not have the resources to learn all these skills.  We need to work to provide these resources to everyone.  As a society, we need to do more……….

 

For more information on Dr. Weeks please go to our company website www.sexualaddictiontreatmentservices.com.

Photo credit.  The Watsons, NYC, NY.

Sex Ed by Porn: Free Webinar Friday

iStock_000044887094_Full.jpgJoin me this Friday for a free one hour webinar hosted by The Center for Healthy Sex at 12:00 pm (PT) to talk about the effects of cybersex and sexting on children.

Click here to see the event details  http://centerforhealthysex.com/sex-therapy-resources/upcoming-events/

 

You can also check out my book on the topic:  The New Age of Sex Education:  How to Talk to your Teen about Cybersex and Pornography in the Digital Age.  

More Evidence That Filtering Doesn’t Work: Teach Resilience Too

iStock_000007152788_Small (1)

Earlier this month a study was published in the Journal of Pediatrics that looked at internet filtering and the adverse experiences of adolescents online. There are countless software options for filtering content on your smartphone, computer, tablet or even to filter all content via your home wi-fi. Filtering has become big business. It makes us all feel better. Many parents install parental controls of some kind onto their children’s devices. Many addicts use these programs to help them stay away from pornography or other acting out apps. Just because installing these apps makes us feel better doesn’t actually mean that they are working.

In order to address this question – do these apps really decrease the adverse experiences kids have online- two researchers from Oxford interviewed 1030 adolescents (aged 12 to 15) as well as their caregivers. The researchers hypothesized (like we all do) that having some sort of filtering software installed on digital devices would protect the kids from negative online experiences. In this study, only 34% of parents said they used some sort of network filtering. Nearly 50% of the adolescent participants felt competent to work around any filter that was installed on their devices.

The results of this study indicated that the presence of internet filtering software did not reduce a child’s risk of being exposed to some type of adverse online experience. This could have been bullying, sexual advances, pornography exposure, etc. The authors of the study suggest, as I have written about previously, that parents, caretakers and educators invest time in teaching adolescents resilience skills,particularly focused on internet use and exposure to negative online experiences.

What is digital resilience? It is the ability of children to cope with negative online content in a healthy and appropriate manner. This involves both their own use of the internet, and particularly social media, but also the content that they view. Some have suggested teaching digital citizenship to young people. This includes helping young people assess representations of body image online; learning how to identify fake news; learning how to control one’s own internet use and learning how to disengage. (for more information on this see the Growing Up Digital Report).

The United Kingdom has suggested 5 Rights for adolescents regarding digital use.

  1. The right to remove: This means that everyone should be aware of how to remove any information that they have posted themselves. Additionally, anyone using social media should be aware if it is possible to remove something that someone else posted of them. If it is possible, they should know how to do it.
  2. The right to know: This means that everyone who is using the internet, but particularly social media for teens, should understand what sites are doing with your information. Who has access to your data? Who do they give it to, etc?
  3. The right to safety and support: This means that adolescents should know that they can turn to someone for support if they encounter something online that they do not understand or that they find distressing. They need to have someone in their life that they can trust with this communication.
  4. The right to informed and conscious use: This means that everyone should understand that the digital world is complicated and that they can turn it off. This also means they have access to the skills to switch off for a period of time.
  5. The right to digital literacy: This means that adolescents should really understand the technology that they are using and it’s purpose.

As an example, most people just get on an app and start using it. They do not actually read the user agreement which will state if the user has any privacy at all and what rights they have to content. Those agreements also discuss what content is appropriate and how to report inappropriate content. Most teens never read these agreements so lack digital literacy and their right to know is not met.

The right to safety and support is the providence of parents. Do you talk to your children about online content. Are you a safe person for them to talk to about things they see online? Do you provide support or lecture? Also, as a parent, you can enforce digital time outs or digital vacations. This is something that no teen is going to want to engage in, but parents are still the ones to set boundaries. Is there a no tech rule at the dinner table that EVERYONE (you too parents) follows? Does the family engage in any no-tech activities?

Since the scientific evidence is mounting to indicate that filtering access to content is not very effective for protecting teens from adverse online experiences, we need to do more. If you filter, you also need to teach digital literacy and resilience.

For more information on how to talk to your child, you can purchase my book on Amazon by clicking here.

For more information on Dr. Weeks and her practice, click here.

Do you think your teen talks to you about online risk?

Daughter looking a phone and ignoring her mother

My last post detailed research presented last year by Dr. Wisniewski . Today’s post will highlight research she presented just a week or two ago, the end of February, at the CSCW conference. Dr. Wisniewski and her colleagues continue to generate wonderful research that has real time applicability to parenting in the digital age.

Very little is known from the research community about whether teens actually communicate the risk they experience online with parents. Each parent may have their own thoughts about their own child’s exposure to risk and communication of that exposure but there is no way to really know the truth.

In the research presented last week, Dr. Wisniewski had 68 teen-parent pairs fill out weekly online diaries that cataloged the risks the teen experience online, whether the teen intended the risk to occur and how they felt about the incident. The parents were also asked to log incidents of risk that child came to them to disclose the risk encounter. The researchers then looked to see how many “matched” reports existed. A matched report was a risk diary entry made both by the parent and the teen.

First, let’s talk about risk. What types of risk does a teen face online? For the sake of this research, the risks were broken down into four categories. 1) information breaches – these are situations in which a teens personal information or photo is being used or shared online without their permission. 2) Online Harassment – This is cyberbullying or negative online interactions that make the teen feel unsafe, threatened or embarrassed. 3) Sexual Solicitations – these are sexting or requests for sexual content that can come from friends, acquaintances or strangers. 4) Exposure to Explicit Content is either voluntary or accidental viewing of pornography or violent content online.

So, what did the researchers find? Well, in a nutshell, not much matching. They found that only 15% of risk reports were matched, meaning that most of the time, parents and teens were very out of synch on what they considered risk or what they reported.

Parents reported much less risk than their children did. Many teens did not share exposure to explicit content or information breaches with their parents. These tend to be viewed as low risk by teens and it is hypothesized that therefore the information is not shared with parents. While parents tended to report low risk issues, teens reported more medium level risks.

Another interesting finding from the study involves what the researchers called Risk Agency. Basically, this looked at whether anyone was “at fault.” Was a risk accidental or intentional? Teens more frequently shared that risk exposure was accidental and parents tended to assume that their children were either victims or intended to engage in risk. Parents tended to assume that things that were accidentally viewed by their children were intentional.

In my work with parents, I often stress communication. This study also looked at parent teen communication. In most cases, teens did NOT tell their parents about risk they experienced online. The bigger problem is that the parents THOUGHT that their teens were talking to them when they were not. When teens did talk to parents, it was to ask them for help or when they were shocked by content they had seen. Another main reason why teens did not tell parents about risk exposure was the fear that the parent would react negatively. They didn’t want to be punished for things that were not their fault. Teens also did not want to hear a lecture from their parents that involved reprimand. Teens tended to find the reactions of parents: grounding, taking away phones, disallowing social media, etc. to be too harsh.

What are the practical take aways from this study? First, teens only tell their parents about 28% of the risk they encounter online. Parents under estimate risk and over estimate how much their child tells them. Teens tend to think many online risk situations are “no big deal.” Teens also find parents as lecturing, reactive and judgmental about risk they do share.

The study and clinical practice suggest that parents need to work hard to improve their communication with their teen about online activity, risk and resilience. If a parent can share discussions with their child about how to manage online risk before it happens in a nonjudgmental, non-lecturing manner, they will likely increase the chances of their teen talking to them about their online experiences. If parents want to know what is going on in their teens online world, they need to specifically ask what is going on and not assume that their child will tell them.

For more information on Dr. Weeks please see our company website. You can find The New Age of Sex Education: How to talk to your teen about cybersex and pornography in the digital age on amazon.

Rethinking Online Safety Apps

Father And Son Using Laptop At Home

Father And Son Using Laptop At Home

 

After spending last year finishing my book, I am about to launch a very busy spring and summer of public talks and professional presentations about both adolescent cybersex and adult sexual addiction.  In preparation, I have again dug into the research to see what is new since I published my book, The New Age of Sex Education:  How to talk to your teen about cybersex and pornography in the digital age.  Dr. Pamela Wisniewski, now at the University of Central Florida, has continued her research (started at Penn State) on online safety.  She is doing great work and the world outside of academia needs to know about it!

Dr. Wisniewski recently presented some of her work at an ACM (Association for Computing Machinery) conference where she presented her TOSS model of mobile online safety.  She presented data on an analysis of 75 Android apps that promote teen online safety.  Her goal in doing this study was to see what these apps did and how they fit into her TOSS model.   Toss stands for Teen Online Safety Strategies.  Dr. Wisniewski and her colleagues created this model to frame and discuss the disparity between parental control and teen self-regulation.  This model looks at how parents try to regulate their child’s online safety and what teens need to learn to do it for themselves.

From the perspective of a parent, the model identifies three strategies that parents use to monitor teens online activity.  Monitoring is a strategy in which parents passively monitor their child’s online activity.  Restriction involves placing rules and limits on the teen’s online activity.  Both strategies do not involve discussing the topic with the child.  The third strategy is Active Mediation.  This involves discussions between parents and teens regarding online activities and how they will be handled.

The TOSS model also stresses Teen Self-Regulation.  This too falls into three categories.  These are skills that teens need to learn, both to deal with the digital world and in life in general.  The first skill is Self-Monitoring, which is a teens awareness of their motivations and actions that comes through self-observation.  The second is impulse control.  Teens need to learn to inhibit their short-term desires in favor of long term consequences.  The final issue is that of risk-coping.  Teens are exposed to risk all the time and they need to learn how to manage a negative event once it has happened.

This study found that nearly all the app features, (89%), were targeted at parents and only 11% at teens.  Monitoring and Restriction were supported by most the online safety apps.  Education on the topic was only supported by 2% of the apps and active parental mediation was only supported by less than 1% of the apps.  The news was not any better for teen coping strategies.  At most, 4% of the apps supported any teen self-regulation, self-monitoring or impulse control features.

When the researchers looked at what values were supported by the apps, they found that parental authority and teen safety were valued over teen autonomy and personal privacy.  They also found that parental control through invasion of privacy and restrictions was valued over open communication with teens.  Finally, they found that, for teens, asking for help was valued over trying to actively cope.

If you are a parent concerned about your child’s online safety, you might say “so what.”  I want to know that my child is safe online so I restrict their access to things.  Enough said.  Maybe not.

The research on resilience shows us that teens develop effective coping mechanisms to protect themselves online when they are exposed to some level of risk.  When we use strategies that only enforce transparency and obedience in teens, we do not allow them to learn coping and self-regulation.

The most effective strategy remains that of parental active mediation.  Parents and teens NEED to have discussions about online safety.  This does not mean that a parent cannot use an app that restricts or monitors.  It means that the parent and the child talk about the risks of being online, including pornography use, sexting, cyberbullying etc.  Then they decide together how best to manage the environment in a way that fits with their family values.

As a parent, you will not always be there to shield your child from online risk.  We need to foster the appropriate TOSS skills in teens (and younger children) to help ensure that they can navigate the online world in a healthy manner even when you are not around.

 

Wisniewski, Ghosh, Zu, Rosson & Carroll.  (2017).  Parental Control vs. Teen Self-Regulation:  Is there a middle ground for mobile online safety?  Presented at CSCW ’17 in Portland, OR 2/25 0 3/1/17

For more information on Dr. Weeks please go to Sexual Addiction Treatment Services.

Not Your Father’s Porn

Computer Key - Porn

One of the many comments I often hear when talking about pornography and young people is, “What’s the big deal? I saw my dad’s playboy when I was a kid and I’m ok.” This statement is true on many accounts. Yes, many people grew up sneaking a peek at a Playboy or Penthouse magazine and they never developed a pornography addiction. True, many people watched pornography when they were young and never developed a pornography addiction. So why are we worried about this now?

Today’s pornography is not your father’s porn. Not only has the internet made access to pornography nearly unlimited, it has also shaped the types of pornography available. Today’s internet pornography is much more aggressive than the pornography produced in the pre-internet age and when it was in its early days. Studies show that 88% of scenes in the most popular pornography show physical aggression and 94% of that aggression is aimed at women. Common sexually aggressive acts include slapping, choking, gagging and verbal aggression. Young people who are being exposed to pornography without any education about it are viewing pornography that is frequently aggressive. This often becomes their idea of what sex is supposed to look like. Therefore, young people can come away with the belief that sex is supposed to be rough and aggressive all the time.

Not only does today’s pornography frequently show acts of sexual aggression directed toward women, but it also overwhelmingly shows that women enjoy these acts of aggression. So not only does current pornography tell its viewers that it is ok to be aggressive in sex, it also tells them that women like it. What teens see on pornography videos, they frequently act out in real life. This means that they will possibly try these aggressive acts out with a partner as a matter of course. They won’t talk to their partner about them or negotiate consent.

What we are talking about is the mainstreaming of aggressive sex. I do want to take a minute to differentiate that from BDSM practices. Some people are aroused by acts of physical aggression, humiliation, etc. There is one key difference between acts practiced by those who embrace BDSM and what is seen in pornography. A key concept in the practice of BDSM is consent and care. People who are engaging together have talked about behaviors, consent and safe words. They have communicated about the sexual aggression ahead of time. This is not a practice that mainstream pornography is depicting. Mainstream pornography is often depicting rough sex as something that every woman wants.

Yes, many people who grew up before internet pornography often did view magazines or movies on that old VHS or even DVD player. The pornography that was readily available pre-internet is fundamentally different than what is frequently produced in the fast paced internet pornography age. When you think about your child’s exposure to online pornography, please do not think of it in terms of a rather innocuous Playboy centerfold. Parents need to be aware of the nature of internet pornography and what their children may be seeing. It becomes the parent’s responsibility to teach them that what they see in pornography is not what real life sex looks like. It is the parent’s responsibility to teach about consent and treating partners with dignity and respect.

For more on this topic, please watch The Porn Factor available on www.itstimewetalked.com.au. Also, please read The New Age of Sex Education: How to talk to your teen about cybersex and pornography in the digital age for more detailed information on the effect of pornography on children and how to talk about it.

What’s My Stuff? How to talk to your child about sex when you are the partner of a sex addict

Worried young Caucasian man with hand on head

In my book, The New Age of Sex Education: How to Talk to your Teen about Cybersex and Pornography in the Digital Age, I write about the baggage that can interfere with a parent talking to their child about sex, pornography, masturbation or any other sexual topic. This topic recently came up in one of my therapy sessions. I have a long-time client whose husband is in recovery from problematic sexual behavior and she has worked a strong program of recovery and self-discovery herself. She and her husband have several wonderful children, the eldest of which is entering pre-pubescence and the age of sexual curiosity. My client is a great mother and knows she needs to talk to her son (after recently accidentally finding him touching himself). She is also introspective and self-aware so she knows she is having a hard time even thinking about the conversations.

Why is my client struggling to talk to her child? Is it more than the normal incoming awkward conversation? My client thinks so. Being the partner of someone with out-of-control sexual behavior (they identify as sex addiction) means that, for her, sex and sexuality no longer have the same meaning that they once did. Being in a relationship with someone who engaged in secretive and betraying sexual behavior has skewed how she thinks of most things sexual. She no longer thinks that pornography is an “ok” thing. She struggles with what the obsessive objectification of women by her partner has done to her self-esteem. She wondered if she even knew what was normal sexuality for an adolescent. Could she bring herself to say that masturbation was a healthy behavior? Could she talk to her son about sex without inducing shame? Does she trust her partner to talk to her son about sex given his past issues?

What did we come up with? First, I offered my client resources. Both my book and the 30 Days of Sex Talks books by Empower Kids. These are great resources for parents. Second, we practiced talking about sex and what is healthy. It is normal for kids to find touching themselves pleasurable. She felt she would be able to talk to her son about this behavior and add a discussion of boundaries to it. Masturbation is something that should be done in private. He needed to agree to shut his door, lock his door and not touch himself around others. She also would agree to no longer just open his door but respect his privacy and knock before she entered. She also decided that she wanted to talk to her son about reasons for masturbation. She wanted to let him know that using masturbation to quell a sexual urge was a normal thing. She wanted him to know that doing so to self soothe bad emotions could be problematic. In this, she also will talk to him about other, non-sexual ways to self soothe.

Her next struggle was to talk about pornography. Her son is 12 and the average age of first exposure to online pornography is around 10 or 11. It is likely that, even though all her devices are locked down, he has either seen or heard about it. My client struggled to separate her own feelings about pornography from the discussion. We settled on just talking about facts. Pornography is something that is around and a lot of people look at. Has he seen it? What reaction has he had? We also talked about discussing with him what pornography portrays. Today’s mainstream pornography does not do much to show safe sex, mutuality, or anything relational. She decided to talk to him about how it does not portray what often goes on between partners. Most people do not look like porn stars nor do most people act like porn stars when being sexual.

As we have not yet had our next appointment, I cannot share the results of these conversations. I share them with you to show one of the many ways a parent’s sexual “baggage” can interfere with the education of their child(ren). I am grateful that this mom was willing to spend an hour working through the hard stuff, namely her own issues with sex, to find a way to provide an educational and non-shaming way to talk to her son.

Compliance, Coercion and Consent: Everyone Needs to Know This

coercion

American news and social media feeds have been consumed lately with the comments of a presidential candidate regarding the sexual exploitation of women. As someone who works with both sexual abuse survivors and sexual offenders, the responses of many people truly bother me. Therefore, I feel compelled to share on my blog one of the basic teachings that all of my sexual offender clients both know and understand.

We can all seem to wrap our head around the idea of non-consent when it involves sexual behavior with a pre-pubescent minor. Outside of this instance, there appears to be some confusion. Why do we talk about this in sex offender treatment? Because it is imperative that the person who committed a crime come to an understanding of how they hurt their victim as well as how they allowed themselves to engage in the behavior. Though I mostly work with non-contact offenders, everyone I work with has engaged in a non-consensual sexual act. Someone who exposes him or herself forces a victim to view something sexual that they did not consent to view. Someone who takes a video of a person that was unaware they were being filmed has done so without that victim’s consent. Even child pornography offenders who did not produce images and have not had a contact offense are engaging in a non-consensual act. The children in the pornography did not consent to being abused, to being videoed or to being viewed by others. Because the human brain is brilliant at justification and rationalization, we need to talk a lot about consent.

What is the difference between compliance, coercion and consent?

Coercion – This might seem obvious to most people. The most obvious form of coercion is actual violence and force. While this is what most people think of when they think of non-consensual sex, coercion can come in a more subtle or non-obvious form. If one party uses drugs or alcohol to influence a sexual outcome, this is coercion. A person cannot truly give consent if they are impaired. Another form of coercion is unreasonable pressure from one party to engage in a sexual act. This can be both personal or social pressure. If one party has to pressure or really talk the other party into a sexual act, this is not truly consent, but coercion. If one party has to get the other party drunk in order to get them to engage in a sexual act, this is not consent but coercion.

Compliance – Compliance is often seen in the context of relationships as well as other encounters. A person may comply to a sexual encounter if they feel that there is a negative consequence for saying no. One partner may comply to a sexual request from their partner out of fear that the partner may break up with them, not because they want to do it. A subordinate in a work environment may comply to a sexual encounter with a boss out of fear for their job if they say no. Some people will say that compliance is consensual, such as engaging in a sexual act with your partner that you are not really into because they are. To me this is different, as in this situation, there is no fear of consequences for not engaging in the act. I have seen this in my work with sex addicts where, for example, a partner goes to a sex club with their significant other, not because they want to engage in the behavior but because they fear that their partner will leave them if they don’t.

Consent – Consent is rather a clear cut concept in reality. It means saying “yes, I agree to engage in this act with you.” People who consent do so clearly and knowingly without fear of repercussion or being hurt. Consent can be revoked at any time by any party in an interaction.

The concept of consent is discussed frequently in the media and taught to children and adults alike. The concepts of coercion and compliance are not as frequently talked about. Hopefully, the media’s presentation of comments made by the presidential candidate can help us initiate conversations about compliance, coercion and consent.

Using one’s celebrity or status as a business person as a means to engage sexually with another person (who does not desire the contact) can and should be considered coercion or compliance. This thinking implies that the person who is receiving the unwanted sexual contact won’t say no or say anything at all out of fear of repercussions based on the power and status of the person who is engaging in the unwanted sexual conduct.

It deeply disturbs me that the sex offenders I work with have a MUCH better understanding of the difference between compliance, coercion and consent than does the general public.

 

Image from www.consented.ca

Dr. Weeks is the owner of Sexual Addiction Treatment Services and the author of The New Age of Sex Education:  How to Tali to Your Teen about Cybersex and Pornography in the Digital Age.  She is also an expert in the field of Cybersex Offenders