This is a reorientation program through intensive supervision of adolescent offenders between the ages of 10 and 17 who are being monitored by the criminal justice system and who have been diagnosed with a mild mental disorder. The objective is to provide rehabilitation and prevent recidivism and incarceration of young people.

This is an early childhood school program for parents and teachers of preschool children. The aim is to promote children’s emotional regulation and literacy, both at home and in school.
The program consists of three components that stimulate development and learning in situations of vulnerability and adversity:
1) Parent program, in which families are taught to support their children’s social and emotional development issues and promote conditions for academic success;
2) Social and emotional curriculum implemented in the classroom by teachers; and

This is a high-intensity, multi-component prevention program to prevent the development of problematic behaviors in children in social vulnerability, improving their social and school skills while intervening in their family environment.
The intervention model is structured into six components:
1) Education and training for parents;
2) Proactive consultation between parents and school;
3) Social skills training for children and strategic peer participation;
4) Educational enrichment activities/reading;

This is a program to train parents or guardians in the management of children with aggressive or oppositional-challenging behavior.
The intervention is carried out weekly, in ten sessions, and the therapist is responsible for:
1) Explaining the reasons for the child’s behavior;
2) Directing attention to the child’s appropriate behaviors and positively reinforcing them;
3) Teaching ways to increase the child’s independence;
4) Building and implementing a program of tokens or points to stimulate the desired behaviors;

This is a cognitive behavioral intervention for child victims of traumatic experiences and their parents. The aim is to help reduce the symptoms of post-traumatic stress, depression, and anxiety experienced by the child.
The program is carried out during school hours in group and individual sessions, with parental involvement. The program offers psychoeducation, relaxation training, cognitive restructuring, problem-solving, positive behaviors, and trauma-focused intervention strategies.

This is a school-based program for adolescents aged 12 to 14 who are underachieving at school. The intervention includes analysis and monitoring of school behavior, meetings with parents and teachers, feedback exercises, and a token economy system that is expressed in points that students can earn if they meet behavioral and outcome expectations.
Implementation lasts two years, and activities are conducted in small groups that address behavior change strategies through four components:
1) Collecting up-to-date information on each student’s school behavior;

This is a program for children who are transitioning from primary to secondary school, in order to prevent substance use and reduce aggressive behavior.
The intervention is carried out over 16 months and addresses the main predictors for psychoactive substance use, such as lack of social competence, lack of self-regulation, lack of self-control, and little involvement in school care.
Those themes are discussed in two types of components:

This is an individual mentoring program for elementary school students. The aim is to improve academic performance, increase school attendance and reduce offending behavior.
The intervention consists of weekly 45-minute sessions during after-school hours. The session follows a curriculum with four sources of self-efficacy (experience of success, social persuasion, learning from good examples, and a tendency toward positive emotional responses) and behavioral changes through motivational interviewing techniques.

This is a comprehensive program implemented in the school context to promote healthy development, prevent behavioral problems in children and adolescents, and promote protective factors, thus reducing risk factors that influence the likelihood of behavioral problems.
Teacher training to implement the program includes a series of workshops focusing on proactive classroom management, cooperative learning methods, student motivation and participation strategies, reading strategies, and interpersonal problem-solving skills.

This is a group teaching approach used in school environments for adolescents who are vulnerable to collective pressure. The aim is to interrupt groupings between adolescents with delinquent tendencies and to promote educational activities and positive social skills training that lead to safe relationships.
The program is implemented by the teacher and follows five components:
1) Positive interdependence;
2) Individual accountability;
3) Mentoring in collaborative skills;
4) High levels of face-to-face interaction; and
5) Group process evaluation.