This is a universal prevention program applied throughout the school with the aim of reducing the behavioral problems that lead to the suspension of students, as well as of changing the perception of school safety.
The components of the intervention are:
1) The school puts together a team that includes six to ten members and an administrator, who train and meet twice a month to discuss school-wide behavior management systems and procedures;
2) An external behavior support coach provides consulting and technical assistance at the school;

This is a psycho-educational program for children, parents, and teachers aimed at reducing behavioral problems in pre-school children. The intervention is carried out in 20 weekly sessions, ten for parents and teachers, and ten for children.
The adult sessions include didactic content, video presentations, roleplays, discussions, and group work, teaching strategies to improve children’s behavior and to support them when facing challenges related to their temperament.

This is a violence prevention program implemented in elementary schools with universal coverage, i.e., it benefits the entire population of the schools served. The aim is to change the school’s social climate by teaching students and school workers simple rules of conduct and activities specifically designed to improve children’s social competence and reduce aggressive behavior.

It is an educational program for university women to reduce the risk of cases of sexual assault, through the interference and reporting of witnesses.

The program seeks to raise awareness among the female population about rape and sexual violence, teach them how to identify risk situations and possible aggressors, and train intervention strategies when witnessing a case. The intervention is implemented by trained men and consists of data presentations, audiovisual materials and techniques, debate with the participants and interactive dynamics.

This is a school program for elementary school children to prevent the development of aggressive and antisocial behaviors.
The program offers a set of actions developed over ten weeks, with 20 sessions lasting one hour each and covering, for example, classroom instruction and discussion of specific skills for solving individual and social problems; practice of skills in small and large groups; free and cooperative games; review and presentation of journals; and training for parents.

This is a cognitive restructuring program that includes group therapy and exercises to be done at home.
Six meetings are held, the first four to learn and practice cognitive restructuring techniques, through a group relationship and participation in enjoyable activities, and the last two aimed at developing response plans for stress factors in later life.
Homework assignments reinforce the skills taught in the sessions and help participants learn how to apply them in their daily activities.

This is a school program for the prevention of psychoactive substance use by adolescents between the ages of 11 and 14. The aim is to teach students social and self-management skills, including skills to resist peer pressure and the media, while informing them about the immediate consequences of substance use.

This is a residential program for young people with delinquent behavior and/or in social vulnerability. The aim is to improve social, behavioral, and academic skills in a family-inspired community context with the goal of returning them to their families.
Participants are referred by other services, such as social welfare agencies, the justice system, or even by their own parents or caregivers. The intervention consists of five core elements:
1) Developing and maintaining healthy interpersonal relationships;
2) Developing social and emotional skills;

This is a university counseling program for low-income high school students who represent the first generation of their family to enter higher education. The aim is to guarantee four years of access to higher education.
The program assigns a counselor to each student to monitor them for six years as they enter university. The advisors offer individualized mentoring and guidance on entering university.

This is an educational curriculum model for the early literacy of children from low-income families. The aim is to improve the pre-existing curricula used in the classroom.
It is implemented throughout the school year, complementing regular educational activities. It includes opportunities for family and teacher involvement.