This is a strategy that seeks to reduce violent crime, including homicides in high-crime areas, by modifying the specific characteristics and situations that promote violence.
Strategies are used to increase police activity in dangerous neighborhoods, such as foot patrols and radio patrols, control of alcohol consumption on the streets, checking the identity of persons with a suspicious attitude, and control of dangerous sectors, such as vacant lots, poorly-lit streets, and areas with graffiti.

This is a program that seeks to develop strategies to combat street drug distribution and associated disorder problems, as well as to encourage the use of geographic data in crime analysis. The goal is to reduce drug-related activity in hot spots identified through computer mapping of police records, narcotics-related emergency service calls, and local police information.
The intervention consisted of three phases:
1) Planning: identification of hot spots and definition of the officer responsible for the area;

This is a school-based social and emotional education program designed to prevent behavioral problems in schoolchildren between the ages of 5 and 11.
Teachers apply the program in the classroom to the whole class. This version of the program does not include an intervention component aimed at parents or guardians. The program is delivered in 24 weekly sessions focused on skills related to understanding and communicating emotions as a basic aspect of self-management.

This is a therapy program for children and adolescents with behavioral problems and/or who have been diagnosed with psychiatric disorders. The aim of the approach is to teach neurocognitive skills that encourage problem-solving, flexibility, and tolerance to frustration.
Unlike traditional disciplinary models, this approach avoids the use of power, control, and motivational procedures.
The program has three modalities, depending on the needs of the participants:

This is a therapy program for stress management offered to victims of traumatic events and/or with substance use problems. The aim is to reduce the symptoms of post-traumatic stress and drug abuse, and to encourage the development of social and emotional skills and healthy relationships.

This is a parenting skills training program aimed at families with members who abuse psychoactive substances.
The sessions are divided into three groups, as follows:
1) Parenting skills sessions to improve attachment between parents and children through play, development of a reward system, clear communication, effective discipline, substance use education, and problem-solving;

This is a program for drivers who are repeat offenders associated with drunk driving. The aim is to reduce repeat offenses, improve public safety, and contribute to their quality of life.
To that end, it provides a set of tools to reframe their beliefs and change their behavior in relation to alcohol and driving. Offenders are monitored on a monthly basis by reference professionals, who manage and constantly evaluate each case.

This is a community treatment program for people with mental disorders in conflict with the law. The aim is to prevent them from being prosecuted inappropriately and without endangering public safety.
Participants must maintain frequent contact with the judge, judicial social workers, and the treatment team in the community, attending subsequent hearings. Sanctions and incentives are also applied to ensure compliance with the program’s conditions.

This is a school and community program to prevent intimate partner violence, involving primary and secondary school students. School activities are carried out through ten sessions lasting 45-50 minutes each and involve theater production and a poster competition with messages about dating violence and ways to seek help.

This is a psychoeducation program for female university students aged between 17 and 24 to prevent sexual aggression by acquaintances, providing information and resistance training.
The program consists of three three-hour modules, which include mini-lectures, facilitated discussions, information games, and practical activities, divided as follows:
1) Assessment: improving women’s assessment of the risk of sexual assault by male acquaintances and developing problem-solving strategies to reduce perpetrators’ advantages;