Friday, June 27, 2014

Teenagers and Pornography: A New Look

excerpts taken from, "The Interpreted Rock"


World-wide, the porn industry earns more than $57 billion every year. In the U.S. alone, porn rakes in about $12 billion each year. That's more than the combined income of all professional football, baseball and basketball teams.  The audience numbers are equally astounding.  Family Safe Media, a media watchdog group, reports children aged 12 to 17 are the largest viewers of internet pornography.

Dr. Kimball says a crisis is looming. “As a clinician, the biggest increase in private practice and couples therapy are couples coming to counseling because one of them is entrenched in porn. The impact on marriages and families is immense.  And it starts when people are in their teens.”

Most of the children Kimball treats for sexual dependencies are between the ages of 14 and 16. Dr. Kimball believes these teens have been struggling with pornography problems for some time before their parents seek treatment. 

In “Teenagers and Pornography Addiction,” Dr. Haney wrote, “When a teenager is subjected to an arousing image, the adrenal gland secretes epinephrine into the bloodstream, where it proceeds to the brain.  Other body chemicals, such as serotonin, adrenaline, endorphins, and dopamine also are at play creating a euphoric state in the user. Teens who experience this biochemical thrill will, not surprisingly, want to experience it again.”

Lott worries that children are becoming sexualized at increasingly younger ages, mostly because of television and Internet. “It’s a very powerful medium that people react to differently.  As a general whole, Internet pornography could be described as a gateway medium to more serious sexual dependencies, obsessions and compulsions.  It impacts every youth differently.  For some, it really captures them.”

Most experts feel the best way to help your child is by getting a proper assessment of the problem.

“Call someone who specializes in treating sexual addictions,” advises Dr. Kimball.  “In these children, sexual addiction is one small part of the problem.  The program should also address depression, anxiety and social skills.”

Kimball cautions parents to realize there is a difference between experimenting with pornography and being addicted to it.  “You don’t just throw a child into an in-patient setting. Assess the problem and then address the level of care.”

Lott says a teen who has crossed the line and gone from watching pornography to touching or abusing another person will require in-patient care in a highly specialized environment. 


Monday, May 12, 2014

Conference: Failure to Launch- Understanding and Addressing the Increase in Struggling Young Adults

Please join me and the other incredible panelists as we explore the issues of Failing to Launch. This will be a great luncheon geared towards families and professionals. June 6, 11:00-1:00pm at Maggianos, Woodland Hills. $15.00 admission includes a great lunch! Please follow the link below to register. Seats are limited and filling up. Looking forward to seeing you there.

http://www.optimumperformanceinstitute.com/events/optimum-performance-institute-to-host-failure-to-launch-panel-discussion/



Tuesday, April 15, 2014

ICC-LA Conference "Guidance for Therapeutic Placements for Teens and Young Adults with ASD"

Here are a couple of slides from my presentation today... It was a great day and I enjoyed meeting everyone! Thank you again to Greenhouse Therapy for inviting me to present.





Thursday, March 27, 2014

Promises Treatment Center Annual Spring Conference

I am looking forward to presenting at the upcoming Promises Spring Conference. I will be speaking about young adults and potential reasons why they are failing to launch. We will explore the concept of emerging adulthood, heightened risks, and available resources. Thanks again to Promises for this great opportunity. Free CEUs will also be available.
http://www.ebhevents.com/upcoming-events/promises-hosts-spring-annual-ceu/
http://www.prweb.com/releases/promises/young-adult-rehab/prweb11747489.htm

Wednesday, March 26, 2014

2014 Thinking Positive Panel presented by CIP

Last night I had the pleasure of presenting along with other industry professionals. The night was full of great information and inspiration! CIP: Thinking Positive Event

Addressing the Needs of Young Adults with Learning Differences (High-Functioning Autism, Asperger’s Syndrome, ADHD)
Insight Into College, Employment and Independence for Young Adults with Learning Differences including High-Functioning Autism, Asperger's Syndrome and ADHD
Featuring panel presentations by several expert guest speakers who work with the Autism and Learning Differences community and young adult transition; offering advice on the key stages of transition to adulthood including: letting go, adjusting to college, finding success in the workplace and achieving independence. 

Tuesday, March 4, 2014

Professional Endorsement: Thank you Kimball DeLaMare

Kimball DeLaMare
Senior Vice President at InnerChange:
In over thirty years of working with professionals who provide support to families seeking direction on how to make healthy changes individually and collectively it is rare to find one who truly understands sophisticated methods of assessment, the inner workings of behavioral health programs, and the variety of treatment approaches available to assist with such change. Jessica's rich clinical and administrative background coupled with her vast knowledge of programs is impressive. Most importantly, Jessica "gets it" when it comes to the tender emotions we all experience when faced with crises, disappointments, triumphs and loss. I highly recommend Dr. Romeyn

Tuesday, January 7, 2014

‘TOP 10’ tips for High School Students Getting Ready to Transition to College



NCLD’S ‘TOP 10’ TIPS FOR HIGH SCHOOL STUDENTS

by Dr. Sheldon H. Horowitz
Director of Professional Services, NCLD

All students, including those with learning disabilities (LD) are faced with a unique set of challenges as they approach the transition from high school to college. It is especially important, however, that students with LD understand their areas of strength and weakness, and manage
their transition to college by planning carefully and lining up the right kinds of services and supports that are essential to their success.

The following is a ‘top 10’ list of ways for students with LD to orchestrate a successful transition to college. And remember: self-insight, self-advocacy, flexibility and perseverance are all important factors in the transition process.

 1. Know your strengths and weaknesses and be able to share them with others.
Talking about your LD in ways that can be understood by professors (and even fellow students) is very important. It’s best to assume that people are not familiar with the challenges posed by LD. Be sure to be specific about the nature of your LD and the accommodations that will help you succeed.

 2. Get to know the college campus and the resources and activities it has to offer.
Knowing your way around campus can make a huge difference, especially at the start of your college career. Whether it’s scoping out the perfect nook in the library, finding the quickest route to the cafeteria, or locating the Student Support Center and the campus health center, having a good sense about where things are in and around campus can save time and avoid confusion later on. And don’t forget to target the laundry room, late night pizza places, and the campus book store while you’re at it.

 3. Identify task demands or situations that could prevent you from achieving success.
Lots of term papers? Long reading assignments? Taking notes during a class lecture? Preparing for quizzes and exams? These are not going away any time soon! Know what to expect in each of your classes, and make a special effort to discover any and all unexpected demands so you’re not surprised and overwhelmed when they arise.

 4. Be proactive, anticipate problems and be prepared with solutions.
Make a wish list of the types of help you will need to be successful, and don’t waste any time putting them in place. For example: if you know that writing essays does not come easily,check out the campus Writing Center (often very helpful, and almost always free of charge!)or get feedback from someone before submitting. You can also ask professors to review your work and provide comments before assigning a grade, allowing you to resubmit with corrections (most professors are more than willing to accommodate this request). If reading is an area of weakness, consider a subscription to Recordings for the Blind and Dyslexic or other sources that read texts aloud.

5. Know where to go for help BEFORE you need it.
On campus and off, there are lots of places you can turn to for help-- parents, counselors and therapists, and friends are all possible sources. The key is not to wait until it’s too late and you have to “catch up” with deadlines or use up valuable time figuring out the best source for help.

 6. Keep your emotions in check.
Getting upset or angry at yourself, professors, parents, or friends will drain energy and attention better spent getting work done. Being in a college environment means juggling all kinds of emotions, and there are times when this will seem like a monumental task. Don’t be reluctant to seek help when sorting out you feelings! Everyone needs someone to talk to, and you don’t earn extra points by suffering alone.

 7. Balance school demands and social time, without letting either one be all-consuming.
All work and no play is a prescription for exhaustion and aggravation. All play and no work is a fast road to failure in school (and in life!). Set reasonable goals for yourself, make sure to devote enough time and attention to schoolwork, and rather than “winging it,” try to schedule down time to relax and be with friends.

 8. Don’t forget to eat well and get enough sleep.
An endless array of foods (some better than others) and all kinds of social distractions await you in college. Don’t underestimate the importance of a healthy diet and getting enough rest. Everyone’s internal clock for sleep is different and some people do just fine with less sleep and frequent power naps. Some people enjoy frequent snacks and small meals while others need more substantial meals on a regular basis. Know how you function best, and be thoughtful about building these important activities into your schedule. (And no, this is not a message from your mother!)

 9. Think and plan ahead.
Routines are worth their weight in gold during your college career. Thinks about how you would like to spend your time, whether you prefer classes in the early hours or later in the day, clustered on a few days or spread throughout the week, and do your best to organize your schedule accordingly. Don’t wait until the last minute to speak to professors or submit class requests to avoid being closed out of your top choices. And to paraphrase the poet Robert Burns, “the best-laid plans of mice and men often go awry.” Routines are great, but when they need to be changed, try to rethink your needs and priorities without delay. (And again, don’t hesitate asking for help working out new options).

 10. Don’t assume!
In high school, parents and teachers are monitoring your progress via report cards, reviewing IEP goals and other informal channels of communication. Once you are in college, YOU are the one in charge! If you want something to get done, don’t wait for someone else to do it. And always to follow up to ensure that it happens.

For more information about these and other important topics, visit the Living with LD section of
NCLD’s web site at www.LD.org.


 © 2008 National Center for Learning Disabilities, Inc. All rights reserved. This publication is provided free of charge by NCLD. Wide distribution, with proper citation, is encouraged.