This is a violent group intervention to reduce armed violence in gang-contested territories.
On weekends, for two months, agents patrolled local parks and public housing blocks adjacent to the target area. They visited the homes of gang members and enforced pending arrest warrants (for violation of liberty or possession of weapons and drugs), reiterating that the intervention was a consequence of the violence committed by the gangs.

This is a school-based violence prevention program for students from the sixth to the ninth grades, aged 11 to 15. The aim is to increase their repertoire of non-violent conflict resolution strategies, their knowledge of what triggers anger, and their confidence in their ability to improve.
The intervention is developed with the support of multimedia technologies, including games, graphics, simulations, cartoons, and interactive interviews, to teach anger management, dispute resolution, and perspective-taking skills.

This is a hotspot policing program implemented in four cities in Argentina: La Plata, Morón, Santa Fe, and Tres de Febrero. The objective is to reduce pedestrian robbery and vehicle theft rates in the areas with the highest crime rates.
In each city, between 21 and 25 specific patrol routes were created, accompanied by pairs of previously trained police officers.

This is a program for youth ages 14 to 29 years old who are at risk or have emotional and/or behavioral problems. The objective is to increase school and/or career engagement, promote financial stability and career advancement, develop social-emotional skills, and reduce mental health symptoms and psychoactive substance use.
The program consists of following up with youth to assist them in the goal-setting process regarding career, family, education, housing, and autonomy.
The intervention comprises the following components:
1) Youth involvement in the program;

This is a cognitive behavioral treatment program for students aged 8 to 12 who display aggressive and/or disruptive behavior or a conduct disorder. The aim is to reduce aggressive and disruptive behavior among children in vulnerable situations.
The program operates with six components:
1) Investigation of signs/symptoms;
2) Interpretation of signs/symptoms;
3) Clarification of goals;
4) Speculation about the intervention;
5) Final design of the intervention; and
6) Behavioral change.

This is a school-based expressive writing intervention aimed at at-risk students in the seventh grade of public elementary schools. The aim is to prevent and reduce aggressive behavior and promote greater emotional regulation.
The program is implemented during school hours by trained coordinators and consists of two types of intervention: standard expressive writing and improved expressive writing, in which aspects of cultural relevance and the student’s age group are taken into account.

This is a national school reform implemented in 1997 by the Chilean government. The reform called for public and subsidized private schools to gradually increase school time by 30% between 2007 and 2010, beginning to offer full-day activities.
Although the reform was intended to improve school performance rates, the increased time children spent in school restructured the routines of families with school-age children. The increase in education services contributed to the reduction of social vulnerability and increased mothers’ participation in the job market.

This is a Brazilian adaptation of the North American Drug Abuse Resistance Education (D.A.R.E.) Keepin’ it REAL program. The objective is to prevent drug abuse by teaching skills to resist the social pressure associated with the use of psychoactive substances.
The intervention was carried out with fifth- and seventh-grade students from public schools. They participated in 10 classes, one per week, taught by uniformed police officers trained by the program.

This is a group mentoring intervention for students at a high risk of dropping out of school. The aim is to reduce school dropout and improve academic performance.
The intervention seeks to improve relationships between students and teachers, develop life and study skills, and offer community assistance resources. Each group consists of 6 to 8 students and 2 volunteer mentors from the school staff or community, and takes place on a weekly basis during the fall and spring semesters.
Mentors apply a curriculum with specific activities for each phase:
1) Formation;

This is a program against violent groups to reduce lethal violence in selected communities with high rates of violence.
There are five strategies for its implementation:
1) Community mobilization, involving local residents and social organizations;
2) Social intervention, targeting vulnerable young people at risk of joining gangs. This stage includes family counseling, referral to specialized services in the treatment of drug abusers, vocational training activities, and educational or recreational programs;