This is a school-based mental health program for students who have suffered a traumatic event. The aim is to reduce the symptoms of Post-Traumatic Stress Disorder, depression, and behavioral problems associated with exposure to domestic, community, or school violence.
This is a school program with a multimedia literacy approach. The aim is to change students’ expectations regarding alcohol consumption. The program can be adapted for both university students and high school students aged 14 to 24.
The curriculum is designed not to erase previous expectations of alcohol, but rather to introduce new information about its negative effects. The program provides students with a summary of empirical research that attempts to distinguish between the pharmacological and expectancy effects of alcohol.
Community-based program for female adolescents with a history of sexual victimization who receive services from the child protection network to reduce revictimization in dating situations.
The program uses care-based cognitive interventions to develop risk-response and problem-solving skills. It is delivered in 12 sessions of one and a half hours each, in weekly meetings.
This is a program to prevent girls and adolescents, especially Mexican-Americans, from engaging in risky behaviors, such as drug abuse and gang involvement.
The intervention is based on specialized assistance services and access to leisure and cultural activities. It includes three components:
1) Mediation and conflict resolution;
2) Self-esteem and social support;
3) Cultural awareness.
In addition, the program provides the girls with a safe and supervised place for activities, where they receive after-school and weekend care.
This is an early childhood education program designed to develop social and emotional competence in children aged three to eight, as well as to prevent aggressive and antisocial behavior. It aims to improve teachers’ ability to incorporate protective factors into their daily interactions with children, promoting resilience and helping them deal with challenges and risky behaviors.
This is a psycho-educational prevention program for parents and teachers, with the aim of reducing the externalization of problematic behaviors in children aged three to six, such as hyperactivity and disruptiveness, and preventing criminal behavior throughout life. The intervention is carried out through weekly sessions of 90 to 120 minutes held in the classroom.
The topics covered are:
1) Defining individual problematic situations and how to deal with them;
2) Teaching caregivers about behavior change strategies; and
This is a classroom education program for children and teenagers aged 6 to 17. The aim is to improve school performance by teaching students to experience the present moment in a purposeful and non-judgmental way.
The curriculum is based on mindfulness and meditation, and teaches strategies and techniques to increase their ability to concentrate, focus, and deal with stress. The sessions are carried out daily and include classroom discussions, written activities, movement and breathing exercises, interactive roleplays, and audiovisual games.
This is an intervention aimed at developing social and emotional competence in the classroom among adolescents.
It is developed through four components:
1) Calming the mind by listening to a resonating instrument (chime) and concentrating on breathing;
2) Mindfulness of thoughts and feelings;
3) Managing negative emotions and negative thinking;
4) Recognizing oneself and others.
This is an intervention program for socially vulnerable families with children aged between 2 and 3 who are exposed to risk factors for the development of emotional and behavioral problems. The aim is to provide families with the motivation to change behavior and identify applicable resources.
This is a therapy program for children aged three to ten with emotional, behavioral, or relational disorders.
The program follows a structured protocol developed by trained mental health professionals. It uses play techniques and games, enabling a consistent therapeutic relationship and a safe environment where the child can experience empathy and full understanding in order to process internal experiences and feelings.