Addiction and Mindfulness Pornography Addiction and Mindfulness-Based Therapy ACT
Addiction and Mindfulness Pornography Addiction and Mindfulness-Based Therapy ACT
Julie Fraumeni-McBride
To cite this article: Julie Fraumeni-McBride (2019) Addiction and Mindfulness; Pornography
Addiction and Mindfulness-Based Therapy ACT, Sexual Addiction & Compulsivity, 26:1-2, 42-53,
DOI: 10.1080/10720162.2019.1576560
ABSTRACT
Mindfulness, more specifically acceptance and commitment
therapy (ACT) may be the most optimal form of therapy to be
used in treating problematic pornography use—use that may
qualify as addiction, which falls within the realm of sex addic-
tion. ACT would be beneficial to apply in a clinical setting for
1-on-1 therapy, coaching and sexuality workshops using the
ACT model. Though some ambiguity exists on whether porn-
ography addiction falls within the realm of sex addiction,
there is sufficient theoretical framework to apply addiction
identifiers to problematic pornography use, which further has
implications to the benefits of using ACT in treating perceived
problematic or addictive pornography use.
user lacks the ability to limit or disengage from use despite the desire to do
so (Hayes et al., 2011; Kor et al., 2014; Twohig & Levin, 2017; Twohig
et al., 2009).
pornography use (Hayes, Luoma, Bond, Masuda, & Lillis, 2006). Because
ACT targets processes that aim to decrease experiential avoidance, it may
be more effective than other available therapies for managing and resolving
problematic pornography use and/or addiction (Hayes et al., 2011; Twohig
& Levin, 2017).
There are six core processes targeted in ACT: present-moment aware-
ness, acceptance, defusion, self-as-context, values clarification, and commit-
ted action (Hayes & Levin, 2012; Twohig & Levin, 2017).
Present-Moment-Awareness
Present-moment-awareness seeks to foster a nonjudgmental relationship to
private experiences or thoughts as they occur—it is a way to become aware
of thoughts and feelings without having to place a judgment on one’s self
for experiencing thoughts and feelings that are part of the typical human
experience (Harris, 2009; Hayes & Levin, 2012; Twohig & Levin, 2017).
Acceptance
Acceptance in ACT is used to help the participant come to a realization
that experiencing thoughts, feelings, or urges is normal and that one does
not have to act on these experiences but simply acknowledge that they are
occurring. This component of ACT seeks to conceptualize that one can
have little to no control over thoughts and feelings, but can control actions,
and in this case, encourages participants not to act, only experience the
feelings and thoughts in a state of acknowledgement (Harris, 2009; Hayes
& Levin, 2012; Twohig & Levin, 2017). In this way, acceptance is the
opposite of avoidance.
Defusion
Defusion is the deliberate act of separating judgement from thoughts and
actions. It is the process by which a participant learns that placing subject-
ive judgement is unnecessary to addressing and acknowledging thoughts
and feelings and that value-based decision making is actually more pro-
ductive when judgement is removed from thoughts and feelings (Harris,
2009; Hayes & Levin, 2012; Twohig & Levin, 2017). This is different than
acceptance because acceptance is that process of relinquishing control over
thoughts and feelings, and defusion is the active separation of judgements
from thoughts and feelings (Harris, 2009; Hayes & Levin, 2012; Twohig &
Levin, 2017).
SEXUAL ADDICTION & COMPULSIVITY 47
Self-As-Context
Self-as-context seeks to take away definitions and labels an individual pla-
ces on themselves as a result of judgement of undesirable or desirable
thoughts and feelings, which an individual has little or no control over. In
this component of ACT, an individual is redefined as a holistic human ves-
sel that uncontrollable thoughts and feelings pass through that do not
define an individual based on thoughts, feelings, or urges (Harris, 2009;
Hayes & Levin, 2012; Twohig & Levin, 2017).
Values clarification
In values clarification, ACT seeks to help individuals who act undesirably
based on, perhaps, unwanted thoughts, feelings, and urges, to identify how
they want to act based on values that derive from their desired way of liv-
ing. This is different than goals, which have an attainment and definitive
end, whereas values are governors for unending actions (Harris, 2009;
Hayes & Levin, 2012; Twohig & Levin, 2017). By these identified values,
individuals then learn to act according to these values versus being com-
pelled by a thought, emotion, or urge to act.
Committed action
Committed action is a resolve and result of value identification. This is
where an individual learns to act on values rather than impulses derived
from thoughts, feelings, or urges and is able to deliberately act based on a
premeditated and deliberate set of values and actions (Harris, 2009; Hayes
& Levin, 2012; Twohig & Levin, 2017).
Though no formal books have used an ACT model specifically for
addictive and problematic pornography use, Hayes and Levin (2012) have
developed an adaptive table (Table 1), which serves to accommodate porn-
ography specific material to the ACT model, which is divided according to
a recommended 12 session program for recovery from problematic pornog-
raphy use.
Table 1. ACT Protocol for Pornography Addiction (Adapted from Hayes & Levin, 2012).
Session Treatment Components Session Content
1 Values Identify treatment goals and link to values
Support client goals of either no viewing or reducing and con-
trolled amounts of viewing
Acceptance Identify the distinction between viewing and urges to view
2 Acceptance Discuss short-term versus long term effectiveness of attempts to
control urges
Identify the negative impacts of attempts to control urges
Highlight the paradoxical nature of attempts to control urges
using the Person in the Hole metaphor.
3 Acceptance Reinforce the futility of attempts to control urges
Identify attempts to control urges as part of the problem using
the Polygraph metaphor and the Chocolate Cake and What Are
the Numbers? Exercises.
Discuss the social contexts that support regulation of private
events using the Rule of Mental Events dialog
Introduce acceptance as an alternative to control using the Tug-
of-War with a Monster metaphor
4 Acceptance Review acceptance by demonstrating that the willingness to
experience urges is a chosen behavior and an alternative to con-
trol using the Tug-of-War with a Monster metaphor
Identify the decrease in effort required to willingly experi-
ence urges
Values Briefly discuss client values to give purpose and meaning
to acceptance
Discuss what could be gained by letting go of the con-
trol agenda
Committed Action Make behavioral commitments to gradually reduce viewing
Make behavioral commitments to engage in values-based activ-
ities instead of attempting to control urges
5–8 Defusion Teach the limits of language and its role in suffering
Undermine cognitive fusion using the Passengers on the
Bus metaphor
Self-as-Context Identify the self as the context where inner experiences occur
using the Chessboard metaphor
Explain that the client can’t choose what inner experiences occur
but can choose what to do with them
Present-Moment-Awareness Help the client be present with inner experiences
Identify the importance of being present while not being heavily
attached to inner experiences
Acceptance Identify opportunities for acceptance from out-of-session practice
Encourage acceptance of any problematic inner experiences
Committed Action Make behavioral commitments to continue to reduce viewing
Make behavioral commitments to engage in values-based activ-
ities instead of attempting to control urges
9–10 Values Define the concept of Values
Clarify the client’s values and assess the consistency of his or her
behavior with those values using the Value
Assessment worksheet
Committed Action Make behavioral commitments to continue reducing viewing
Increase behavioral commitments to engage in valued living
based on recent values work
Discuss relapse management using ACT skills
11–12 Termination Review any processes that still need attention
Summarize the treatment using the Joe the Bum metaphor
Apply ACT processes to termination
Suggest a self-help workbook for continued progress
Conclusion
Addiction is the repetition or engagement of behavior that has rewarding
effects despite negative consequences. The individual involved with addict-
ive symptoms and behavior has little to no control over behavior and con-
tinues to perform the behavior despite its negative effects (Goodman,
1990). Similarly, sex addiction as it relates to pornography addiction has
similar patterns of addictive behavior and unfavorable outcomes (Roller,
2004). Pornography use becomes unwanted and problematic when an indi-
vidual shows a lack of ability to manage urges despite having the desire to
refrain or limit use (McBride et al., 2008). Pornography addiction is linked
with problematic emotional, cognitive, and behavioral outcomes (Twohig
et al., 2009); depression; social isolation; damaged relationships (Manning,
2006), including decreased interest in sexual activity between affected part-
ners (Schneider, 2003) and marital separation and divorce (Schneider,
2000b); career loss or decreased productivity; financial consequences
(Schneider, 2000a); anxiety; shame; guilt; potential legal problems; loneli-
ness; and self-blame; and increased need for mental health support
(Cooper, Griffin-Shelley, Delmonico, & Mathy, 2001; McBride et al., 2008).
Due to the evidence related to negative outcomes with problematic and
often addictive pornography use, interventions are needed to manage
unwanted compulsions. Traditional methods (Wegner, 1994) such as CBT
may be less productive because they focus on suppressing behavior and
alleviating symptoms that may lead to an increase in pornography use,
urges, and compulsions (Hayes, Luoma, Bond, Masuda, & Lillis, 2006).
Mindfulness or acceptance and commitment therapy (ACT) may be the
50 J. FRAUMENI-MCBRIDE
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