TPC Journal V7, Issue 1-FULL ISSUE

The Professional Counselor | Volume 7, Issue 1 13 Finally, this model serves as a tool to help guide interventions that best serve adolescents and their families. Using the ASURC model for case conceptualization can help counselors determine the most salient factors of the model to the particular case, which will in turn assist in the treatment planning process. Future research is warranted to determine the viability of the ASURC model as an evidence- based practice. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action-control: From cognition to behavior (pp. 11−39). New York, NY: Springer. Akers, R. L. (1973). Deviant behavior: A social learning approach (2nd ed.). Belmont, CA: Wadsworth. Allen, J. P., Chango, J., Szwedo, D., Schad, M., & Marston, E. (2012). Predictors of susceptibility to peer influence regarding substance use in adolescence. Child Development , 83 , 337−350. doi:10.1111/j.1467-8624.2011.01682.x Barnes, D. M., & Meyer, I. H. (2012). Religious affiliation, internalized homophobia, and mental health in lesbians, gay men, and bisexuals. American Journal of Orthopsychiatry , 82 , 505−515. doi:10.1111/j.1939-0025.2012.01185.x Benjet, C., Borges, G., Medina-Mora, M. E., & Méndez, E. (2013). Chronic childhood adversity and stages of substance use involvement in adolescents. Drug and Alcohol Dependence , 131 , 85−91. doi:10.1016/j.drugalcdep.2012.12.002 Brooks, F., & McHenry, B. (2009). A contemporary approach to substance abuse and addiction counseling: A counselor’s guide to application and understanding . Alexandria, VA: American Counseling Association. Constantine, M. G. (1999). Labeling theory. In J. S. Mio, J. E. Trimble, P. Arredondo, H. E. Cheatham, & D. Sue (Eds.), Key words in multicultural interventions: A dictionary (pp. 169−170). Westport, CT: Greenwood Press. Corrigan, M. J., Loneck, B., Videka, L., & Brown, M. C. (2007). Moving the risk and protective factor framework toward individualized assessment in adolescent substance abuse prevention. Journal of Child & Adolescent Substance Abuse , 16 (3), 17−34. doi:10.1300/J029v16n03_02 Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research , 37 , 51−76. Demanet, J., & Van Houtte, M. (2012). School belonging and school misconduct: The differing role of teacher and peer attachment. Journal of Youth and Adolescence , 41 , 499−514. doi:10.1007/s10964-011-9674-2 Denault, A.-S., Poulin, F., & Pedersen, S. (2009). Intensity of participation in organized youth activities during the high school years: Longitudinal associations with adjustment. Applied Developmental Science , 13 (2), 74−87. doi:10.1080/10888690902801459 Duncan, L. (1999). Social norms. In J. S. Mio, J. E. Trimble, P. Arredondo, H. E. Cheatham, & D. Sue (Eds.), Key words in multicultural interventions: A dictionary (pp. 239−240). Westport, CT: Greenwood Press. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school-based universal interventions. Child Development , 82 , 405−432. doi:10.1111/j.1467-8624.2010.01564.x Elliott, D. S., Huizinga, D., & Ageton, S. S. (1985). Explaining delinquency and drug use. Beverly Hills, CA: Sage. Farb, A. F., & Matjasko, J. L. (2012). Recent advances in research on school-based extracurricular activities and adolescent development. Developmental Review , 32 , 1−48. doi:10.1016/j.dr.2011.10.001 Hancock, T. U., Waites, C., & Kledaras, C. G. (2012). Facing structure inequality: Students’ orientation to oppression and practice with oppressed groups. Journal of Social Work Education, 48 , 5−25. doi:10.5175/JSWE.2012.201000078