Purpose: This presentation will share the findings of a group work intervention with 5th graders designed to augment the effects of keepin'it REAL, a classroom-based drug abuse prevention intervention recently named a Model Program by SAMSHA in its original design for 7th graders. The current randomized trial funded by NIDA is testing the effectiveness of an adapted 5th grade version at 32 schools in a large Southwestern city. The small group component was implemented simultaneously with the classroom-based component at six randomly selected schools and aimed at connecting students with their cultural roots while teaching them to rely on one another for understanding and emotional support. The goal of the small group component is to enhance and reinforce the student's ability to use refusal skills. The REAL Groups address the difficulties ethnic minorities face in their quest to establish a sense of identity and social competence. Two versions, a standard Multicultural and an Acculturation Enhanced version, were designed to create a safe, caring and flexible environment for students. Structured group sessions addressed acculturation stress, cross-cultural peer relationships, cultural pride, school and neighborhood adjustment, and group membership issues.

Methods: A quasi-experimental design compared changes between the students in the experimental REAL Groups and those who did not participate. Pre- and post-tests examined substance use mediators and contrasted attitude and behavioral changes between students participating in the acculturation enhanced REAL Groups and the non-enhanced groups. It was hypothesized that the small group component would have an extra dosage effect on students identified as been at higher risk for drug use. Acculturation-related factors were treated as mediators of substance use while controlling for baseline differences. Data on group process and fidelity were collected by observers to control for differences between facilitators.

Results: Preliminary analyses demonstrate effectiveness of the small group intervention for students with greater needs. Higher levels of acculturation were addressed, acculturation stress was reduced by the group intervention, and desired changes in drug use attitudes and behaviors were attained.

Discussion/Implications: The integration of social work with groups in classroom-based prevention intervention models is recommended as well as specific prevention policy recommendations are provided.