This is a parenting skills development program implemented in five sessions lasting two hours each to improve parent-child interaction and reduce the risk of early drug abuse in children.
The program is implemented in schools by trained facilitators who work with groups of parents, with an average of 10 families.
The first session is with the children and adolescents, focusing on the skills needed to resist peer pressure to use drugs.

This is a school-based prevention program aimed at families and teenagers entering high school. The intervention is offered throughout the school year, both to a group of parents and to teenagers, as an after-school activity.
It lasts six weeks, with groups of 5 to 12 families learning skills to increase positive attachment and participation in school, and to prevent the use of alcohol, tobacco, and other drugs by their children.

This is a social and emotional education school program for teenagers aged 12 to 14 studying at secondary school. The aim is to improve the school environment to reduce bullying and aggression, while promoting students’ health and well-being.

This is a universal prevention intervention for elementary school students. The aim is to reduce the risk of future substance use by improving communication and behavioral management skills on the part of parents and teachers.
The intervention has three main components:
1) 3-day training in communication between parents and teachers, and the creation of a family-school partnership through a manualized protocol;
2) Weekly activities to carry out at home, developing learning and communication skills; and
3) 3 mini-courses for parents.

This is a school program for children from kindergarten to sixth grade. The aim is to reduce crime and increase students’ connection with school, improving academic performance.
The program involves creating a school environment that promotes academic motivation, setting achievable goals, building character and morale, and reducing substance use, interpersonal violence, and mental health disorders.
The program includes four interventions:
1) Group meetings in the classroom;
2) A partnership program between students of different age groups;

This is a media education and drug abuse prevention program for sixth- to eighth-grade students. The aim is to prevent or delay the onset of tobacco and alcohol abuse among underage youth.
The program seeks to develop critical thinking among students so that they can understand the social pressure present in advertisements for alcohol and tobacco consumption. The intervention consists of ten sessions facilitated by a teacher, in which students learn fundamental questions to ask of advertisements and skills for analyzing this language and the persuasive devices used.

This is a program to reduce alcohol and drug abuse among young people, and to improve their general health and well-being.
The intervention uses the image-conduct model, according to which the use of positive images can be used to motivate changes in health-risk habits. Thus, participants are encouraged to set goals to increase physical activity, healthy eating, and stress management, among others.
The program’s activities include the use of self-administered behavioral image surveys and brief interviews with fitness experts to set goals and provide recommendations.

This is a family-centered program to help build resilience among children and adolescents aged 9 to 17 and reduce the frequency of abuse of alcohol and other drugs.
The curriculum focuses on:
1) Imparting knowledge about the use of drugs and alcohol, including tobacco;
2) Improving communication and conflictresolution skills;
3) Building coping mechanisms to resist negative social influences;
4) Encouraging the use of community services when personal or family problems arise;

This is a school program to prevent bullying among elementary school students. The aim is to reduce cases of bullying and achieve healthy peer relationships.

This is a mentoring program for students in grades 7 to 9, to increase school attendance and improve the bond with the school. The intervention lasts 18 weeks, with weekly meetings between the mentor and the student.
The program has four components:
1) Time commitment;
2) Prosocial behavior;
3) Effective communication; and
4) Building trust.