This is a program to monitor families with boys aged seven to nine who attend elementary school, in order to reduce antisocial behavior in the short and long terms.
The program provides training for parents, focusing on the development of social skills and self-regulation in children, and home visits in cases of family crisis.

This is a two-year reinforcement program that teaches a broad spectrum of social and personal competence skills to help young people identify and resist social pressures from their peers and others to smoke, drink, and participate in sexual activities.
The program reinforces the skills and knowledge learned in 12 sessions:
1) Access to drugs;
2) Decision-making;
3) Advertising;
4) Self-image and self-improvement;
5) Dealing with change;
6) Dealing with stress;
7) Communication skills;
8) Social skills: meeting and greeting people;

This is a universal prevention program for elementary school students to reduce the risk of psychoactive substance use through the development of preventive skills by teachers, complementing the school curriculum.
The program develops curricular changes to improve behavior change practices in the classroom and complementary strategies for the children who do not participate. Teachers also used the “Good Behavior Game” as a strategy to promote social problem-solving in a group context and manage student behavior.

This is a health education and promotion program for students aged 9 to 11. The aim is to introduce, improve, and reinforce the development of key skills and messages for health promotion and prevention throughout the years.
Parent and family participation are also included as part of the student’s instruction in the main content areas of the program, which include: social and emotional health; nutrition and physical activity; alcohol, tobacco and other drugs; personal health and well-being; safety (unintentional injuries and violence); and HIV.

This is a school program to help elementary school teachers reduce disruptive and aggressive behaviors in children, and create a positive and effective learning environment. The intervention is carried out through games, where the teacher creates teams with homogeneous characteristics and explains the rules.

This is a school program for children and adolescents aged 5 to 14 in Hawaii and Chicago to improve social and emotional learning while reducing behavior problems.
The intervention is structured in six units that form the basis of learning: the first unit seeks to teach the philosophy of the program and offers an introduction to the relevance of positive and negative behavior, whereas the other units teach positive actions for physical, intellectual, social, and emotional development.

This is an institutional partnership program for the provision of evidence-based services in order to offer benefits to the community. It uses the cooperative extension systems of universities to generate instances of community coordination and implement effective prevention programs.

This is a program aimed at monitoring parents with children and adolescents. The objectives are to reduce aggressive and hostile behavior and substance use in adolescence, and to promote good parenting skills and positive family relationships.
The intervention is carried out in seven meetings, each lasting two hours, which include training for parents, skills development for adolescents, and family therapy. Parents learn ways to clarify their expectations based on normal adolescent development and substance use, using appropriate disciplinary practices and effective communication.

This is a media education and drug prevention program for students in the sixth to eighth grades of elementary school. The aim is to prevent or delay the onset of tobacco and alcohol abuse among underage youth.

This is a health promotion program to reduce the consumption of alcohol, tobacco, and drugs among high school students.
Initially, a behavioral and physical fitness screening test is administered, and then the objectives of the intervention are outlined with each of the students. At the end of the consultation, the physical educator provides a goal plan based on the Behavior-Image Model in order to facilitate behavior change.