This is a comprehensive school curriculum for the prevention of physical, emotional, and sexual abuse against children between the ages of three and nine. The aim is to promote safety and develop self-care skills in children, while educating parents and teachers to effectively implement the curriculum and prevent and reduce child violence.

This is a universal prevention education program for elementary school children and their families. The aim is to raise awareness and empower children to prevent victimization by various types of abuse, encourage greater communication between parents and children, and empower parents and schools to prevent violence against children.

This is a study plan developed for parents and teachers to educate young children on personal safety. There are two versions of the intervention: one for parents to use at home and one for teachers to use in the classroom. They can be applied separately or combined, so that parents can teach children body safety skills to recognize, resist, and report inappropriate contact.

This is a program to reduce problematic behaviors and psychoactive substance use in adolescents, improve parenting skills, and reduce family conflicts.
The intervention is carried out in three stages:
1) Initial interview carried out by a professional with the participation of parents and adolescents to identify the family’s needs;
2) Assessment procedure, with family interaction and participation in different assessment activities. These are filmed, and a questionnaire is administered; and

This is a school program for students aged 8 to 18, designed to encourage the development of interpersonal skills for conflict resolution and resistance skills to prevent the use of psychoactive substances.
It follows an interactive teaching model through games, roleplays, small group activities, and classroom discussions. The program includes components to involve families and the whole school. The family component includes newsletters and an interactive task.

This is a standardized, school-based social and emotional education program to promote social and emotional skills in elementary school students, considering the following aspects:
1) Recognizing one’s own emotions and those of other people;
2) Understanding the causes and consequences of emotions;
3) Identifying emotions through different words;
4) Expressing emotions in a socially appropriate way; and
5) Regulating emotional expression effectively.

This is a psychoeducation program for parents with the aim of preventing behavioral problems and promoting social, emotional, and academic skills and competencies in their children.
The program has four versions:
1) Baby Program (9-12 sessions), which teaches caregivers how to ensure attachment between parents and babies, about language and social expression, and about the beginnings of the sense of self;
2) Young Children Program (12-13 sessions), which follows the same principles as the previous version;

This is a school-based program for training teachers to learn positive and proactive education strategies in the classroom, as well as how to deal with inappropriate student behavior.
The program includes strategies to help teachers remain calm when faced with inappropriate student behavior, find ways to build a support network with other teachers, implement actions to strengthen the collaboration process among colleagues, and increase positive communication with parents.

This is a school program for students from the fourth to the eighth grades aimed at preventing violence and improving interpersonal behavior among children.
Techniques are taught to reduce impulsivity, strengthen self-regulation of emotions, increase participants’ sensitivity to reflect on the effects their behavior will have on other people, and strengthen consistent thinking and flexibility when responding to interpersonal problems.

This is a preventive school program that utilizes a cognitive approach to reduce disruptive behavior among children aged 4 to 12, in order to help them solve interpersonal problems that arise with their peers and adults.
The intervention is carried out in two phases:
1) Developing problem-solving skills: learning a problem-solving vocabulary, identifying one’s own feelings and those of others, and considering the other person’s point of view; and