This is an electronic tracking intervention with a GPS system to monitor persons accused of violence against women. The objective is to reduce revictimization and non-compliance with requirements, such as recurrent non-appearance in court.
Participants are informed about constant monitoring and the need to attend court and case management meetings with supervisors. Electronic monitoring involves the determination of exclusion zones, which correspond to the victim’s routine environment (home, children’s school, work).

This is a school-based prevention program for children with behavioral disorders and their parents. The aim is to reduce problematic behavior and promote a prosocial attitude. The intervention takes place over nine months through 38 group sessions.
The group of children attends 23 meetings to develop basic communication skills, emotion recognition, appropriate ways of controlling anger, and reflective problem-solving skills.

This is a restorative justice program to redirect people on non-violent criminal charges. The goal is to reduce recidivism and the number of convictions, while increasing cost-effectiveness and administrative efficiency.
The program consists of a quick intervention that provides restorative justice assistance and services within the community. Community-based services include treatment for substance use and mental health issues in therapeutic settings.

This is a universal prevention program for high-school adolescents aimed at promoting social and emotional learning.
The program’s components have the following objectives:
1) Supporting the development of responsible, healthy, and drug-free adolescents through interlocution between the school, the community, and the family;
2) Helping them learn and apply their personal, social, employability, and school skills to solve problems and set and achieve goals;

This is a school-based anger and aggression management training program for children and adolescents, especially those at risk, with behavioral problems, and school performance issues. The aim is to prevent and reduce violent behavior by recognizing emotions and learning alternative techniques for resolving problems peacefully.
The program is implemented daily or twice a week by teachers, trained volunteers, vocational counselors, and trainees in the field of education.

The program sends warning messages to parents of elementary school students with school attendance problems. The objective is to increase school attendance and academic achievement. The program seeks to make parents aware of the need to respect their children’s school attendance obligation, so as to involve families in the task of promoting school attendance.
Warning messages are sent together with report cards and have two modalities:
1) Generic information encouraging parents to monitor their children’s school attendance.

This is a curricular program for the prevention of aggressive and impulsive behavior in elementary school children. The aim is to develop cognitive, emotional, and social skills, reduce maladaptive beliefs and aggression, and encourage the definition of social goals and values.
The program consists of 15 to 22 sessions held once or twice a week, in which the teacher uses teaching materials, roleplay, and classroom activities to train students in emotional self-regulation strategies and behavioral skills.

This is a multifamily program to support parents of children with challenging behaviors. The goal is to promote child protection and development through parenting skills training and support group participation.
The participating family is referred to the program by a school professional, who moderates the meetings along with a clinical social worker and a substance use prevention counselor. In the first two months of the program, the parent group meets weekly at the school, and in the following two years meetings are held monthly.

This is a school program for girls in the fifth year of elementary school. The aim is to prevent school violence, reduce aggressive behavior, and encourage empathy, a prosocial attitude, and problem-solving skills.

This is a school-based intervention for students up to the third grade. Three programs have been incorporated: the Classroom Social Skills Development Program, the Connected Peer Reading Program, and a combination of those two programs. The aim is to evaluate the effectiveness of the interventions to prevent and reduce inappropriate and antisocial behavior.