in addition to middle school. In addition, work on DRS4 continues the long-term study examining the relationships among acculturation, decision-making, different types of norms, identity, family structure, parent-child communication, and drug use. In 2012, Dr. Michelle Miller-Day moved to Chapman University where she continues to work closely with Pennsylvania State University on the Drug Resistance Strategies Project. Results The findings from this project are in numerous journals of health, prevention science, communication, and social work. The publications contain all aspects covered by the project; some of them being the principle of cultural grounding in school-based substance use prevention seen in the Journal of Language and Social Psychology and promoting reduced and discontinued substances among adolescent substance users, seen in the Prevention Science. Some of the work done on culture can be seen through the publication on ethnicity vs. ethnic identity in assessing what predicts substance use, norms, and behaviors, and a study of and acculturation status substance use prevention with Mexican and Mexican American youth, both seen in the Journal of Social Work Practice in the Addictions. The use of tobacco, alcohol, and marijuana was compared using a self-reported quantity of frequency of use before the program and at two, eight, and fourteen months after students completed the curriculum. Participants in the program reported a lower use of the three substances than the students who did not receive the program. Effects lasted for up to 14 months for alcohol and marijuana use and up to 8 months for cigarettes. Other analysis show that the program works on adolescents who have started using substances before keepin’ it REAL as well as those who have not. Anti-substance attitudes were also found to be effected by the program. At the 8 and 14-month follow-ups, the program participants reported lower expectations of positive consequences of substance use compared with students who did not receive the intervention. Although the intervention had no effect on perceptions of parental or peer norms, students who received the program curriculum reported lower personal acceptance of drug use for up to eight months after the intervention. When compared to the control students, students who received the Mexican American version of the curriculum reported smaller increases in estimates of the number of their friends who used drugs. References Alberts, J.K., Miller-Rassulo, & Hecht, M.L. (1991). A typology of drug resistance strategies. Journal of Applied Communication Research, 19, 129-151. Alberts, J.K., Hecht,