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The Natasha Helfer Podcast


Nov 18, 2019

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October 2016 featured two opposing Op-Eds in the Salt Lake Tribune (here and here) focusing on the issue of pornography, and especially if an “addiction” model (“pornography is highly addicting”) is appropriate to be taught in high school settings. The impetus for the initial opinion piece was the propriety of allowing the group “Fight the New Drug” (FTND) to offer presentations in public school assemblies or other gathering types, especially since the science behind the claims FTND makes about pornography as “addicting” is not credible (at least that is the claim of the writers). Leaders of FTND and others who work with clients under the “pornography addiction” model and the therapies it suggests wrote a response challenging the claims made in the first Op-ed, linking to studies they say supports all the arguments they make or that challenge studies that underlie the thinking of those who oppose the “addiction” model. It is a fascinating back-and-forth that highlights a major division within helping communities with regard to the effects of pornography upon the human brain and body, and the best approach(es) to take when someone comes to a therapist for help with a level of pornography usage they feel is is problematic.

In this two-part episode, two of the authors of the first Op-ed, Natasha Helfer Parker and Kristin Hodson (both Mormon and certified sex therapists), along with neuroscientist and sex researcher Dr. Nicole Prause and counselor and sex therapist Jay Blevins (who are both non-LDS), join Mormon Matters host Dan Wotherspoon for a wide-ranging discussion of the research surrounding the effects of pornography and if it shows the markers typically associated with “addiction,” and why this group feels the model fails—not only scientifically but with the therapies that arise out of this framing doing more harm than good.

The host and panel discuss the influence of religious framings on both therapists and clients that are likely very much at play in preferring the “addiction” model, what other factors might be at play in continuing to use this language and claims about pornography usage, the propriety of it being presented in schools that allow no teachings whatsoever about sexuality within the curriculum yet still allow scare-inducing warnings against pornography (which, in itself, seems incomprehensible apart from understanding healthy sexuality first), along with various other models for assisting those who self-report as pornography or sex “addicts”—and why they feel these other framings and therapies yield better results.