This is a community-based health promotion program to foster healthy relationships and reduce revictimization in adolescent dating situations. The program serves girls between the ages of 12 and 19 with a history of violence or abuse, and who are being monitored by the child protection system.
Twelve group sessions are conducted, each including one of the following topics:
1) Introduction to the group to establish norms and agreements;
2) Power in relationships: outbursts and affirmations;
3) Definition of partner violence: abuses of power;

This is a school program to prevent psychoactive substance use by students in the seventh to ninth grades. The aim is to prevent the use of cigarettes, alcohol, cannabis, and other drugs in childhood and adolescence.
The program focuses on the personal, social, and legal risks and consequences associated with drug abuse, and offers training to develop communication, decision-making, assertiveness, and self-control skills.
The intervention takes place through group discussions, the application of roleplay techniques, and activities to be done at home.

This program consists of promoting the inclusion of crime prevention strategies in the design and construction of residential and commercial projects and their immediate surroundings.

An evaluation showed that, six months after the intervention, participants in the program had a significant increase in knowledge about HIV; twelve months after the intervention, there were significant additional effects on condom use and a reduction in intimate partner violence, but no effect on risky sexual behavior. The study had a quasi-experimental design with a sample of 6,244 adolescents [1].

This is an early intervention program for children who exhibit antisocial behaviors. The aim is to identify those behaviors and introduce adaptive behavioral strategies to prevent them at school.
The program has the following components:
1) Proactive and universal assessment of all kindergarten children;
2) School intervention involving the teacher, peers, and the child being assisted, which teaches adaptive behavior patterns;
3) Training the child’s parents/guardians to provide support at school.

This is a school class management program to reduce disruptive behavior and improve students’ reading, writing, math, and critical thinking skills through games.
The teacher creates teams with heterogeneous characteristics and explains the rules. During the game, the teacher observes the occurrence of prohibited behaviors in the game, marking it next to the team member’s name. Any team with four or fewer checkmarks at the end of a specified period of time (ranging from ten minutes at the start of the year to a whole day later on) is rewarded.

This program was implemented in the Montevideo metropolitan region in April 2016. It was created by the Ministry of Interior and the National Police of Uruguay as a strategy to reduce violent robberies. It is the first program in Latin America and the Caribbean to have a police force dedicated exclusively to hot spot patrolling.

This is a crime prevention program to protect commercial establishments, linked to a non-profit organization created by owners and merchants of the Business Development District. The objective is to promote local and public safety improvements through services, activities, and programs that include security patrols, sidewalk maintenance, graffiti removal, promotion of local businesses, and improved parking lots and lighting.

This program consisted of installing 448 video surveillance cameras at high-crime spots in the city of Medellin between May 2013 and April 2015, and its main objective was to reduce those rates in the areas monitored by the cameras.
At the beginning of the implementation, 12 operators monitored 32 cameras each, and subsequently that number was increased to 69 cameras per operator.

This is a strategy for the analysis of data related to traffic accidents and other crimes based on the place of occurrence. The objective is to determine where incidents occur disproportionately (“hot spots”) and, based on geolocation, create an integrated operational plan with traffic control mechanisms and strategic operations, including monitoring, data sharing, and community assessment.