Treating Teens Who Have Drug and Alcohol Problems
Journal Articles:
Popular
Media:
Michael Bohn, MD, addiction psychiatrist with the Adolescent Substance Abuse Program
https://www.youtube.com/watch?v=uK80jTOdzlk
How to Help Your Child Succeed When Addiction Trouble Hits
https://www.youtube.com/watch?v=cJl3cIaN_is&list=PL016B71264D72F2CD
Marijuana and the Teenage Brain
https://www.youtube.com/watch?v=4Lk1V0goeXY
MPLEM Serenity Prayer
https://www.youtube.com/watch?v=5mwMsWFvo5w
ACA Code of Ethics:
(Copied word for word from the 2014 ACA Code of Ethics)
American College Counseling Association. (2014, May 17). Retrieved from American College Counseling Association: http://www.collegecounseling.com
Section A
The Counseling Relationship
Introduction
Counselors facilitate client growth and development in ways that foster the interest and welfare of clients and promote formation of healthy relationships. Trust is the cornerstone of the counseling relationship, and counselors have the responsibility to respect and safeguard the client’s right to privacy and confidentiality. Counselors actively attempt to understand the diverse cultural backgrounds of the clients they serve. Counselors also explore their own cultural identities and how these affect their values and beliefs about the counseling process. Additionally, counselors are encouraged to contribute to society by devoting a portion of their professional activities for little or no financial return (pro bono publico) (American College Counseling Association, 2014, p. 4) .
A.2.e. Mandated Clients
Counselors discuss the required limitations to confidentiality when working with clients who have been mandated for counseling services. Counselors also explain what type of information and with whom that information is shared prior to the beginning of counseling. The client may choose to refuse services. In this case, counselors will, to the best of their ability, discuss with the client the potential consequences of refusing counseling services (American College Counseling Association, 2014, p. 4).
A.6.b. Extending Counseling Boundaries
Counselors consider the risks and benefits of extending current counseling relationships beyond conventional parameters. Examples include attending a client’s formal ceremony (e.g., a wedding/commitment ceremony or graduation), purchasing a service or product provided by a client (excepting unrestricted bartering), and visiting a client’s ill family member in the hospital. In extending these boundaries, counselors take appropriate professional precautions such as informed consent, consultation, supervision, and documentation to ensure that judgment is not impaired and no harm occurs (American College Counseling Association, 2014, p. 5).
A.6.c. Documenting Boundary Extensions
If counselors extend boundaries as described in A.6.a. and A.6.b., they must officially document, prior to the interaction (when feasible), the rationale for such an interaction, the potential benefit, and anticipated consequences for the client or former client and other individuals significantly involved with the client or former client. When unintentional harm occurs to the client or former client, or to an individual significantly involved with the client or former client, the counselor must show evidence of an attempt to remedy such harm (American College Counseling Association, 2014, p. 5).
A.9. Group Work
A.9.a. Screening
Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience (American College Counseling Association, 2014, p. 6).
A.9.b. Protecting Clients
In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma (American College Counseling Association, 2014, p. 6).
Section B
Confidentiality and Privacy
B.1.c. Respect for Confidentiality
Counselors protect the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justification (American College Counseling Association, 2014, p. 7).
B.1.d. Explanation of Limitations
At initiation and throughout the counseling process, counselors inform clients of the limitations of confidentiality and seek to identify situations in which confidentiality must be breached (American College Counseling Association, 2014, p. 7).
Section C
Professional Responsibility
C.7. Treatment Modalities
C.7.a. Scientific Basis for Treatment
When providing services, counselors use techniques/procedures/modalities that are grounded in theory and/or have an empirical or scientific foundation (American College Counseling Association, 2014, p. 10).
Section E
Evaluation, Assessment, and Interpretation
E.1.b. Client Welfare
Counselors do not misuse assessment results and interpretations, and they take reasonable steps to prevent others from misusing the information provided. to know the results, the interpretations made, and the bases for counselors’ conclusions and recommendations (American College Counseling Association, 2014, p. 11).
CHAPTER 0450-01
GENERAL RULES GOVERNING PROFESSIONAL COUNSELORS
0450-01-.02 SCOPE OF PRACTICE.
(1) The following shall be considered necessary when addressing the scope of practice for professional counselors:
(a) Assisting an individual, through the counseling relationship, in a manner intended to facilitate normal human growth and development, using a combination of mental health and human development principles, methods and techniques, to achieve mental, emotional, physical, social, moral, educational, spiritual and/or career development and adjustment through the lifespan.
(b) Rendering or offering to render to individuals, groups, organizations, or the general public any service involving the application of principles, techniques, methods or procedures of the counseling profession, including appraisal activities, counseling, consulting and referral activities. Nothing in this section shall be construed to permit the treatment of any mental, emotional or adjustment disorder other than marital problems, parent-child problems, child and adolescent antisocial behavior, adult antisocial behavior, other specified family circumstances, other interpersonal problems, phase of life problems, other life circumstance problems, occupational problems, and uncomplicated bereavement.
(c) Selecting, administering, scoring, and interpreting instruments designed to assess an individual’s aptitudes, achievements, or interests, which are used to understand, measure or facilitate such individual’s normal human growth and development, but shall not include the use of projective techniques in the assessment of personality, nor the use of psychological or clinical tests designed to identify or classify abnormal or pathological human behavior, nor the use of individually administered intelligence tests. Consistent with each counselor’s formal education and training, licensed or certified professional counselors may administer and utilize appropriate assessment instruments which measure and/or diagnose problems and/or dysfunctions within the context of human growth and development as part of the counseling process or in the development of a treatment plan.
(2) In addition to the provisions of paragraph (1), the following shall be considered necessary when addressing the scope of practice for professional counselors as a mental health service provider:
(a) Facilitate human development and adjustment throughout the life span;
(b) Prevent, diagnose, and treat mental, emotional or behavioral disorders and associated disorders which interfere with mental health;
(c) Conduct assessments and diagnoses for the purpose of establishing treatment goals and objectives within the limitations prescribed in T.C.A. § 63-22-150(1); and
(d) Plan, implement, and evaluate treatment plans using counseling treatment interventions. “Counseling treatment interventions” means the application of cognitive, affective, behavioral and systemic counseling strategies which include principles of development, wellness, and pathology that reflect a pluralistic society. Nothing in this definition shall be construed to permit the performance of any act which licensed professional counselors designated as mental health service providers are not educated and trained to perform, nor shall it be construed to permit the designation of testing reports as “psychological.”
(3) Any person who engages in any unlawful act enumerated in these rules and T.C.A. §§ 63-22-101, et seq., is guilty of a Class B misdemeanor.
(4) Nothing in these rules shall be construed as permitting individuals registered with the board to administer or prescribe drugs or in any manner engage in the practice of medicine as defined by Tennessee law.
CHAPTER 0450-01
GENERAL RULES GOVERNING PROFESSIONAL COUNSELORS
Copied word for word from general rules governing professional counselors (CHAPTER 0450-01 General Rules for Professional Counselors, 2014)
0450-01-.13 PROFESSIONAL ETHICS. All licensees and certificate holders shall comply with the current code of ethics adopted by the American Counseling Association, except to the extent that it conflicts with the laws of the state of Tennessee or the rules of the Board. If the code of ethics conflicts with state law or rules, the state law or rules govern the matter. Violation of the code of ethics or state law or rules may subject a licensee or certificate holder to disciplinary action.
(1) The certified professional counselor and licensed professional counselor and anyone under his supervision shall conduct their professional practice in conformity with the legal, ethical and professional standards promulgated by the Board under its current statutes and rules and regulations.
(2) Each applicant and certificate holder or licensee is responsible for being familiar with and following this code of ethics.
(3) A copy of the code of ethics may be obtained by writing the American Counseling Association, 5999 Stevenson Avenue, Alexandria, VA 22304.
(4) In the event an applicant, certificate holder, licensee, or other individual has a question regarding legal, ethical, and professional standards neither the Board nor its administrative personnel shall consider such questions unless presented with a proper petition for a declaratory order, subject to the requirements set forth in T.C.A. § 4-5-223.
(5) In addition to the other requirements of this rule, all licensees and certificate holders who practice counseling electronically shall comply with the Ethical Standards for Internet Online Counseling adopted by the American Counseling Association, www.counseling.org, except to the extent that they conflict with the laws of the state of Tennessee or the rules of the Board. If the standards for the ethical practice of internet counseling conflict with state law or rules, the state law or rules govern the matter. Violation of the standards for the ethical practice of web counseling or state law or rules may subject a licensee or certificate holder to disciplinary action.
Case Study:
Peter is a 16 year old male (14 year old male, 17 year old male) who lives with his father. His mother lives in another state with her new husband and baby. He has had truancy issues and behavioral problems in school. His grades have dropped and he has been placed in an alternative school due to multiple fights with several of his peers. He was referred to DCS and when in court, the judge ordered a complete mental health evaluation. After doing a complete Bio-Psychosocial history the counselor found out that Peter has been tested for learning disabilities and none was found. Peter also had a complete medical evaluation to rule out an medical reason for Peter’s lack of attention or desire to go to school, again nothing was found out of ordinary. Peter reported in session that he lacked the desire to hang out with his friends or do anything with his family. Peter denied any trigger events that may have caused depression or stress in his life. When asked about the fights in school Peter didn’t have a good reason for his problems and denied anyone bullying him or causing problems. When asked what he did when he ditched school he stated that he had been hanging out with his friends. Peter initially denied any drug or alcohol use. Counselor drug tested Peter and he tested positive for THC. At that point he admitted to a lengthy use of marijuana daily. He was given a Substance Abuse Subtle Screening Inventory (SASSI) and his scores were high for the possibility of substance abuse/addiction. Peter begged the counselor not to divulge this information to DCS or his parents. Peter had been informed of the rules about mandatory treatment and reminded him that he had signed a release to both his parents and his DCS worker.
Ethical Decision Making Model:
The Ethical-Decision-Making Model chosen would be Tarvydas (1998). This model is an integrative approach that combines the work of Rest and Kitchener and the steps would look as follows:
References
American College Counseling Association. (2014, May 17). Retrieved from American College Counseling Association: http://www.collegecounseling.com
Barrett Waldron, H., & Kaminer, Y. (2004). On the learning curve: the emerging evidence supporting cognitive-behavioral therapies for adolescent substance abuse. Society for the Study of Addiction, 99(2), 93-105.
CHAPTER 0450-01 General Rules for Professional Counselors. (2014, June 7). State of Tennessee . Retrieved from State of Tennessee Web site: http://www.tn.gov/sos/rules/0450/0450-01.20130123.pdf
Cottone, R. R., & Claus, R. E. (2000, Summer). Ethical decision-making models: A review of the literature. Journal of Counseling and Development, 78, 275-283.
David K. Marcus, D. A. (2011). The Therapeutic Alliance in Adolescent Substance Abuse Treatment A One-With-Many Analysis. Journal of Counseling Psychology, 58(3), 449-455. doi:10.1037/a0023196
Diamond, G., Godley, S. H., Liddle, H. A., Smapl, S., Webb, C., Tims, F. M., & Meyers, R. (2002). Five outpatient treatment models for adolescent marijuana use: a description of the Cannabis Youth Treatment Interventions. Society for the Study of Addiction to Alcohol and Other Drugs, 97, 70-83.
Genious, K. (2013). MPLEM Serenity Prayer [Recorded by MPLEM]. Retrieved from https://www.youtube.com/watch/?v=5mwMsWFvo5w
HumanRelationsMedia. (2013, July 24). Marijuana and the Teenage Brain. Retrieved from https://www.youtube.com/watch?v=4LkIV0joeXY
Lee, D. J. (2013, February 25). Families Teens and Addiction. Retrieved from https://www.youtube.com/watch?v=cJl3cIaN_is&list=PL016B71264D72F2CD
McCarty, C. A., Murowchick, E., Rhew, I. C., & McCauley, E. (2012). Emotional Health Predictors of Substance Use Initiation During Middle School. Psychology of Addictive Behaviors, 26(2), 351-357. doi:10.1037/a0025630
MD, M. B. (2010, March 19). Adolescent Substance Abuse Program. Retrieved from https://www.youtube.com/watch?v=uK80jTOdzlk
Pagey, B., Deering, D., & Sellman, D. (2010). Retention of adolescents with substance dependence and coexisting mental health disorders in outpatient alcohol and drug group therapy. International Journal of Mental Health Nursing, 19, 437-444. doi:10.1111/j.1447-0349.2010.00693.x
Michael Bohn, MD, addiction psychiatrist with the Adolescent Substance Abuse Program
https://www.youtube.com/watch?v=uK80jTOdzlk
How to Help Your Child Succeed When Addiction Trouble Hits
https://www.youtube.com/watch?v=cJl3cIaN_is&list=PL016B71264D72F2CD
Marijuana and the Teenage Brain
https://www.youtube.com/watch?v=4Lk1V0goeXY
MPLEM Serenity Prayer
https://www.youtube.com/watch?v=5mwMsWFvo5w
ACA Code of Ethics:
(Copied word for word from the 2014 ACA Code of Ethics)
American College Counseling Association. (2014, May 17). Retrieved from American College Counseling Association: http://www.collegecounseling.com
Section A
The Counseling Relationship
Introduction
Counselors facilitate client growth and development in ways that foster the interest and welfare of clients and promote formation of healthy relationships. Trust is the cornerstone of the counseling relationship, and counselors have the responsibility to respect and safeguard the client’s right to privacy and confidentiality. Counselors actively attempt to understand the diverse cultural backgrounds of the clients they serve. Counselors also explore their own cultural identities and how these affect their values and beliefs about the counseling process. Additionally, counselors are encouraged to contribute to society by devoting a portion of their professional activities for little or no financial return (pro bono publico) (American College Counseling Association, 2014, p. 4) .
A.2.e. Mandated Clients
Counselors discuss the required limitations to confidentiality when working with clients who have been mandated for counseling services. Counselors also explain what type of information and with whom that information is shared prior to the beginning of counseling. The client may choose to refuse services. In this case, counselors will, to the best of their ability, discuss with the client the potential consequences of refusing counseling services (American College Counseling Association, 2014, p. 4).
A.6.b. Extending Counseling Boundaries
Counselors consider the risks and benefits of extending current counseling relationships beyond conventional parameters. Examples include attending a client’s formal ceremony (e.g., a wedding/commitment ceremony or graduation), purchasing a service or product provided by a client (excepting unrestricted bartering), and visiting a client’s ill family member in the hospital. In extending these boundaries, counselors take appropriate professional precautions such as informed consent, consultation, supervision, and documentation to ensure that judgment is not impaired and no harm occurs (American College Counseling Association, 2014, p. 5).
A.6.c. Documenting Boundary Extensions
If counselors extend boundaries as described in A.6.a. and A.6.b., they must officially document, prior to the interaction (when feasible), the rationale for such an interaction, the potential benefit, and anticipated consequences for the client or former client and other individuals significantly involved with the client or former client. When unintentional harm occurs to the client or former client, or to an individual significantly involved with the client or former client, the counselor must show evidence of an attempt to remedy such harm (American College Counseling Association, 2014, p. 5).
A.9. Group Work
A.9.a. Screening
Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience (American College Counseling Association, 2014, p. 6).
A.9.b. Protecting Clients
In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma (American College Counseling Association, 2014, p. 6).
Section B
Confidentiality and Privacy
B.1.c. Respect for Confidentiality
Counselors protect the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justification (American College Counseling Association, 2014, p. 7).
B.1.d. Explanation of Limitations
At initiation and throughout the counseling process, counselors inform clients of the limitations of confidentiality and seek to identify situations in which confidentiality must be breached (American College Counseling Association, 2014, p. 7).
Section C
Professional Responsibility
C.7. Treatment Modalities
C.7.a. Scientific Basis for Treatment
When providing services, counselors use techniques/procedures/modalities that are grounded in theory and/or have an empirical or scientific foundation (American College Counseling Association, 2014, p. 10).
Section E
Evaluation, Assessment, and Interpretation
E.1.b. Client Welfare
Counselors do not misuse assessment results and interpretations, and they take reasonable steps to prevent others from misusing the information provided. to know the results, the interpretations made, and the bases for counselors’ conclusions and recommendations (American College Counseling Association, 2014, p. 11).
CHAPTER 0450-01
GENERAL RULES GOVERNING PROFESSIONAL COUNSELORS
0450-01-.02 SCOPE OF PRACTICE.
(1) The following shall be considered necessary when addressing the scope of practice for professional counselors:
(a) Assisting an individual, through the counseling relationship, in a manner intended to facilitate normal human growth and development, using a combination of mental health and human development principles, methods and techniques, to achieve mental, emotional, physical, social, moral, educational, spiritual and/or career development and adjustment through the lifespan.
(b) Rendering or offering to render to individuals, groups, organizations, or the general public any service involving the application of principles, techniques, methods or procedures of the counseling profession, including appraisal activities, counseling, consulting and referral activities. Nothing in this section shall be construed to permit the treatment of any mental, emotional or adjustment disorder other than marital problems, parent-child problems, child and adolescent antisocial behavior, adult antisocial behavior, other specified family circumstances, other interpersonal problems, phase of life problems, other life circumstance problems, occupational problems, and uncomplicated bereavement.
(c) Selecting, administering, scoring, and interpreting instruments designed to assess an individual’s aptitudes, achievements, or interests, which are used to understand, measure or facilitate such individual’s normal human growth and development, but shall not include the use of projective techniques in the assessment of personality, nor the use of psychological or clinical tests designed to identify or classify abnormal or pathological human behavior, nor the use of individually administered intelligence tests. Consistent with each counselor’s formal education and training, licensed or certified professional counselors may administer and utilize appropriate assessment instruments which measure and/or diagnose problems and/or dysfunctions within the context of human growth and development as part of the counseling process or in the development of a treatment plan.
(2) In addition to the provisions of paragraph (1), the following shall be considered necessary when addressing the scope of practice for professional counselors as a mental health service provider:
(a) Facilitate human development and adjustment throughout the life span;
(b) Prevent, diagnose, and treat mental, emotional or behavioral disorders and associated disorders which interfere with mental health;
(c) Conduct assessments and diagnoses for the purpose of establishing treatment goals and objectives within the limitations prescribed in T.C.A. § 63-22-150(1); and
(d) Plan, implement, and evaluate treatment plans using counseling treatment interventions. “Counseling treatment interventions” means the application of cognitive, affective, behavioral and systemic counseling strategies which include principles of development, wellness, and pathology that reflect a pluralistic society. Nothing in this definition shall be construed to permit the performance of any act which licensed professional counselors designated as mental health service providers are not educated and trained to perform, nor shall it be construed to permit the designation of testing reports as “psychological.”
(3) Any person who engages in any unlawful act enumerated in these rules and T.C.A. §§ 63-22-101, et seq., is guilty of a Class B misdemeanor.
(4) Nothing in these rules shall be construed as permitting individuals registered with the board to administer or prescribe drugs or in any manner engage in the practice of medicine as defined by Tennessee law.
CHAPTER 0450-01
GENERAL RULES GOVERNING PROFESSIONAL COUNSELORS
Copied word for word from general rules governing professional counselors (CHAPTER 0450-01 General Rules for Professional Counselors, 2014)
0450-01-.13 PROFESSIONAL ETHICS. All licensees and certificate holders shall comply with the current code of ethics adopted by the American Counseling Association, except to the extent that it conflicts with the laws of the state of Tennessee or the rules of the Board. If the code of ethics conflicts with state law or rules, the state law or rules govern the matter. Violation of the code of ethics or state law or rules may subject a licensee or certificate holder to disciplinary action.
(1) The certified professional counselor and licensed professional counselor and anyone under his supervision shall conduct their professional practice in conformity with the legal, ethical and professional standards promulgated by the Board under its current statutes and rules and regulations.
(2) Each applicant and certificate holder or licensee is responsible for being familiar with and following this code of ethics.
(3) A copy of the code of ethics may be obtained by writing the American Counseling Association, 5999 Stevenson Avenue, Alexandria, VA 22304.
(4) In the event an applicant, certificate holder, licensee, or other individual has a question regarding legal, ethical, and professional standards neither the Board nor its administrative personnel shall consider such questions unless presented with a proper petition for a declaratory order, subject to the requirements set forth in T.C.A. § 4-5-223.
(5) In addition to the other requirements of this rule, all licensees and certificate holders who practice counseling electronically shall comply with the Ethical Standards for Internet Online Counseling adopted by the American Counseling Association, www.counseling.org, except to the extent that they conflict with the laws of the state of Tennessee or the rules of the Board. If the standards for the ethical practice of internet counseling conflict with state law or rules, the state law or rules govern the matter. Violation of the standards for the ethical practice of web counseling or state law or rules may subject a licensee or certificate holder to disciplinary action.
Case Study:
Peter is a 16 year old male (14 year old male, 17 year old male) who lives with his father. His mother lives in another state with her new husband and baby. He has had truancy issues and behavioral problems in school. His grades have dropped and he has been placed in an alternative school due to multiple fights with several of his peers. He was referred to DCS and when in court, the judge ordered a complete mental health evaluation. After doing a complete Bio-Psychosocial history the counselor found out that Peter has been tested for learning disabilities and none was found. Peter also had a complete medical evaluation to rule out an medical reason for Peter’s lack of attention or desire to go to school, again nothing was found out of ordinary. Peter reported in session that he lacked the desire to hang out with his friends or do anything with his family. Peter denied any trigger events that may have caused depression or stress in his life. When asked about the fights in school Peter didn’t have a good reason for his problems and denied anyone bullying him or causing problems. When asked what he did when he ditched school he stated that he had been hanging out with his friends. Peter initially denied any drug or alcohol use. Counselor drug tested Peter and he tested positive for THC. At that point he admitted to a lengthy use of marijuana daily. He was given a Substance Abuse Subtle Screening Inventory (SASSI) and his scores were high for the possibility of substance abuse/addiction. Peter begged the counselor not to divulge this information to DCS or his parents. Peter had been informed of the rules about mandatory treatment and reminded him that he had signed a release to both his parents and his DCS worker.
Ethical Decision Making Model:
The Ethical-Decision-Making Model chosen would be Tarvydas (1998). This model is an integrative approach that combines the work of Rest and Kitchener and the steps would look as follows:
- Interpret the situation – the youth needs
treatment for his drug addiction
- Review
problem or dilemma – the youth needs treatment but has refused to allow
counselor to tell information to the referral source and parents
- Determine
standards that apply to dilemma- client is of age and can resend consents that
he signed and issues on mandated clients may apply
- Generate
possible and probable courses of action- follow rules for mandated clients,
allow client to tell parents and DCS, rescind releases etc.
- Consider
consequences for each course of action- Client gets help, client doesn’t get
help
- Consult
with supervisor or peers
- Select
an action by weighing competing values, given context
- Plan
and execute the selected action
- Evaluate
course of action
References
American College Counseling Association. (2014, May 17). Retrieved from American College Counseling Association: http://www.collegecounseling.com
Barrett Waldron, H., & Kaminer, Y. (2004). On the learning curve: the emerging evidence supporting cognitive-behavioral therapies for adolescent substance abuse. Society for the Study of Addiction, 99(2), 93-105.
CHAPTER 0450-01 General Rules for Professional Counselors. (2014, June 7). State of Tennessee . Retrieved from State of Tennessee Web site: http://www.tn.gov/sos/rules/0450/0450-01.20130123.pdf
Cottone, R. R., & Claus, R. E. (2000, Summer). Ethical decision-making models: A review of the literature. Journal of Counseling and Development, 78, 275-283.
David K. Marcus, D. A. (2011). The Therapeutic Alliance in Adolescent Substance Abuse Treatment A One-With-Many Analysis. Journal of Counseling Psychology, 58(3), 449-455. doi:10.1037/a0023196
Diamond, G., Godley, S. H., Liddle, H. A., Smapl, S., Webb, C., Tims, F. M., & Meyers, R. (2002). Five outpatient treatment models for adolescent marijuana use: a description of the Cannabis Youth Treatment Interventions. Society for the Study of Addiction to Alcohol and Other Drugs, 97, 70-83.
Genious, K. (2013). MPLEM Serenity Prayer [Recorded by MPLEM]. Retrieved from https://www.youtube.com/watch/?v=5mwMsWFvo5w
HumanRelationsMedia. (2013, July 24). Marijuana and the Teenage Brain. Retrieved from https://www.youtube.com/watch?v=4LkIV0joeXY
Lee, D. J. (2013, February 25). Families Teens and Addiction. Retrieved from https://www.youtube.com/watch?v=cJl3cIaN_is&list=PL016B71264D72F2CD
McCarty, C. A., Murowchick, E., Rhew, I. C., & McCauley, E. (2012). Emotional Health Predictors of Substance Use Initiation During Middle School. Psychology of Addictive Behaviors, 26(2), 351-357. doi:10.1037/a0025630
MD, M. B. (2010, March 19). Adolescent Substance Abuse Program. Retrieved from https://www.youtube.com/watch?v=uK80jTOdzlk
Pagey, B., Deering, D., & Sellman, D. (2010). Retention of adolescents with substance dependence and coexisting mental health disorders in outpatient alcohol and drug group therapy. International Journal of Mental Health Nursing, 19, 437-444. doi:10.1111/j.1447-0349.2010.00693.x