Birchard T. (2017) Compulsive sexual behaviour and religious practice.

Chapter in: The Routledge International Handbook of Sexual Addiction.


The information gathered from both American and British projects on the prevalence rates of clergy sexual misconduct suggests the clergy have substantially higher rates of sexual misconduct than other caring professionals. This chapter takes the view that religious vocation, no matter the religious tradition, is often about the use of religion and religious practice to manage endemic shame caused by narcissistic damage. Sexual behaviour can also be a way of escaping from this endemic shame. It is the author’s view that the clergy have these higher rates of misconduct because religious behaviour and sexual behaviour are both solutions to the pain of narcissistic damage.

Association for the Treatment of Sexual Abusers (ATSA) Conferences.

Details of papers presented can be found on the Association for the Treatment of Sexual Abusers (ATSA) website:

The Australia and New Zealand association (ANZATSA) has further detail of the 2019 conference presentations at:

Wortley R, Leclerc B, Reynald DM, Smallbone S. (2019). What Deters Child Sex Offenders? A Comparison Between Completed and Noncompleted Offences. Journal of Interpersonal Violence,

Journal of Interpersonal Violence, 34 (20), 4303-4327.


This study examined the role of the reaction of the victim, the nature of the physical setting, and the proximity of third parties in deterring offenders from completing an act of child sexual abuse (CSA). A self-report study was conducted with 238 adult males serving a custodial sentence for CSA, of whom 82 identified an occasion in which they had tried to have sexual contact with a child but did not because they were stopped or discouraged. We examined the situational characteristics of the noncompleted offense and compared these with the most recent completed offense by the same offenders. The most common reason for stopping the noncompleted offense, given by more than half of the participants, was the negative reaction of the child, and in particular, the direct request by the child to stop. Actual or potential actions by third parties were the next most cited reasons, with around a quarter of cases stopped because the offender was interrupted. In comparison to the noncomplete offense, in the completed offense the child was more likely to be younger and to be perceived as a willing participant. The most common suggestion for what might have stopped the completed offense, endorsed almost universally, was a negative reaction from the child. Factors that increased the chance of being detected—someone being nearby and the possibility of being observed—were also strongly endorsed. We argue that the findings provide the basis for devising offense-focused prevention strategies for CSA.

N.B Figures appear at the end of the accepted version given here.

Your Brain on Porn


Gary Wilson is the founder of this site and author of a book of the same name, proceeds from which go to a registered charity. The site is maintained by a group effort that includes men who have recovered from internet-porn related problems and a retired teacher. Pages are dedicated to Quitting porn, Research, Sexual problems and Videos and articles. The latter contains five videos produced by them, and a link to a long list of other videos available which includes the channel 4 documentary of 2018 ‘Porn on the brain’ (

Fortune C A (2018) The Good Lives Model: A strength-based approach for youth offenders.

Aggression and Violent Behavior. 38, 21-30.

Abstract (

There is increasing interest in the use of strength-based approaches, such as the Good Lives Model (GLM), in the field of offender rehabilitation to complement primarily risk management models. To date, theoretical work has focused on the application of the GLM to adult offenders, and primarily sexual offenders at that. This paper explores the theoretical application of the Good Lives Model (GLM) to the rehabilitation of youth offenders. Practitioners often struggle to engage young people in treatment as working towards the goal of avoiding further offending does not directly speak to their core concerns and, as such, is not very motivating. The GLM is a rehabilitation framework that focuses on approach goals, which encourages individuals to identify and formulate ways of achieving personally meaningful goals in prosocial ways. It is argued that as a rehabilitation framework the GLM has the flexibility and breadth to accommodate the variety of risk factors and complex needs youth offenders present with, and also provides a natural fit with a dynamic systems (e.g., family and educational systems) framework, and evidence based interventions in the youth offender field.

Please see for further research papers by this author.

West B. (2006) The Good Way model: A strengths-based approach for working with young people, especially those with intellectual difficulties, who have sexually abusive behaviour.

Journal of Sexual Aggression 12(2):189-201.


The Good Way model was originally developed for working with youth with intellectual difficulties who have sexually abused and is also now being used with adults with intellectual disabilities and non-disabled adolescents. The model is practical and has been developed to address the need for a common, coherent narrative with which clients and therapists can effectively discuss behaviour and experiences. It has been developed through a process of listening to the clients’ descriptions of their experiences and then adapting our conceptual framework accordingly. The model is essentially a strengths-based programme using a narrative therapy approach and incorporates relapse prevention. There are two streams to the model: the first (Good Way/Bad Way) focuses on the young person identifying their strengths and the components of their “Good Life”, developing an understanding of the consequences of their actions including their abusive behaviour, and developing their ability to choose the “Good Way”. The other stream (Good House/Bad House) deals with the young person’s experience of loss and trauma, and assists them to develop an appreciation of the impact on others of their abusive behaviour and to take steps to repair relationships where possible. Current indications of success are shown by the young people and their families readily using the language, and applying the concepts to describe and monitor their behaviour. To date, none of the young people who have completed the programme are known to have sexually re-offended.

Available at:

West B. (2007) Using the Good Way model to work positively with adults and youth with intellectual difficulties and sexually abusive behaviour.

Journal of Sexual Aggression 13 (3), 253-266.


The Good Way model is being used increasingly in New Zealand and Australia in both community-based and residential programmes for the treatment of adolescents and adults with intellectual difficulties who have sexually abusive behaviour. It is also being used with children and, in adapted forms, with mainstream adolescents and people of indigenous cultures. Early process evaluations of the model have been positive. This paper focuses on work with those with mild intellectual disabilities, and proposes that, in addition to being a useful framework for treatment, the Good Way model can also be used both as a practical, constructive neutralization and as a way to develop adaptive ‘‘explicit theories’’ with these clients, particularly when it is used jointly with the preferred clinical approach of developing individualized, self-narratives of desistance and rehabilitation.

Available at:

Herring, B. (2017) A Framework for Categorizing Chronically Problematic Sexual Behavior, Sexual Addiction & Compulsivity,

24:4, 242-247, DOI: 10.1080/10720162.2017.1394947

This article recognizes that many forms of problematic sexual behavior can be reduced or eliminated by changing either sexual or nonsexual components of a person’s life. The framework describes sexual behavior as problematic if it consistently:

  • Conflicts with a person’s commitments and/or
  • Conflicts with a person’s values and/or
  • Conflicts with a person’s self-control and/or
  • Results in negative consequences and/or
  • Lacks fundamental sexual responsibility

The framework does not use the type or frequency of sexual behavior as an assessment variable and does not consider causes or treatment of problematic sexual behavior.