Purpose: Early intervention programs that conform to a standardized curriculum are effective in teaching children non-aggressive ways of interacting (Fraser, Day, Galinsky, Hodges, & Smokowski, 2004; Letendre, Henry, & Tolan, 2003). Groups are the preferred modality for use in skill building with children because they offer a supervised milieu for interacting with a diverse group of peers as well as opportunities for camaraderie and positive peer reinforcement, mutual aid and problem solving (Rose & Edleson, 1987). The challenges to implementing skill based groups, however, is that often leaders do not encourage the interaction amongst members that can maximize the benefit of the group. Cultures that emphasize collective participation where the “we” is superior to the “I” know how to teach children cooperative and helpful ways to interact with peers. This study demonstrates how one leader integrated elements of her culture to facilitate a skill building group that enhanced delivery of the skills from a standardized curriculum, maintained a hierarchy with protective, respected adults, encouraged inclusion for all children, and used “consejos” to teach lessons about pro-social behavior.

Method: Data are derived from the Metropolitan Area Child Study, an NIMH funded project for the prevention of aggressive and anti-social behaviors in urban elementary aged children. This study is part of a larger content analysis of eight videotaped sessions of a 16 week intervention that taught non-aggressive and self-protective skills to 3rd grade children. Evaluators reviewed transcripts and video-recordings of three (beginning, middle and ending) sessions to highlight the culturally relevant behaviors used by the Mexican-American group leader to foster inclusion, mutual aid and pro-social learning amongst five 3rd grade Mexican-American children in skill building groups.

Findings: The analysis of three videotaped sessions determined how the leaders managed behavior, developed cohesion and taught the specific skills of the session. Fidelity to the standardized structure of the group skill-building model was strong with 86% of the session time devoted to teaching the curriculum. The leaders spent 7% of their time on formal behavior management. The children were also concerned about behavioral expectations and actually directed their peers to “quit fighting” and perform the “jobs” or pro-social behaviors that leaders had encouraged. The leaders integrated the skills that emphasized cooperation and mutual aid throughout their interactions with the children in every group accounting for 6% of the total leader interactions.

Discussion/Implications: Understanding the cultural components of leader behaviors that promote or inhibit pro-social behaviors of cooperation, inclusion and mutual aid within groups is essential if we are to help children with positive interactions in their schools and communities. Inviting input from older children, parents, teachers and community persons that will enhance the development of curricula that promote values and behaviors sanctioned by the culture is essential if skills are to be generalized outside of the group.