This is a social and emotional learning program applied in public elementary schools and kindergartens. The objective is to contribute to the integral development of students and the building of essential skills, such as empathy, emotion management, and problem-solving in a safe and responsible manner.
The fundamental bases of the program include:
1) Mental exercises for the development of executive functions (memory, attention, and inhibitory control);
2) Daily activities and the continuous use of the skills;
3) Classroom management and teaching strategies;

This is an intensive psychosocial intervention program for families in socially vulnerable situations to prevent and reduce mistreatment, neglect, and abuse of children and adolescents from 0 to 17 years of age.
It consists of a multidisciplinary team that offers brief and comprehensive services to families to identify quick solutions that prevent children from being referred to institutional foster homes and allow them to remain with their families.

This is a program through which community policing interventions have been developed in several countries, including Brazil, Colombia, the Philippines, Liberia, Pakistan, and Uganda.
These police interventions seek to increase engagement between citizens and the police through foot patrols, community meetings, and the adoption of problem-solving strategies that address concerns raised by citizens.
When cooperation leads to effective police responses, this approach reinforces citizen trust and facilitates further cooperation, creating a virtuous circle.

This is an anti-violence initiative that uses collaborative strategies to change the perception of the costs and benefits of gun violence. The goal is to reduce illegal gun crime among ex-offenders.
To this end, the program seeks to reduce the supply of firearms by identifying and intervening in illegal gun markets, as well as preventing the occurrence of gun violence.
A combination of efforts is undertaken to increase the perceived costs of illegal gun use and thereby change the behavior of offenders with a history of gun violence.

This is a school-based intervention to prevent suicide and emotional symptoms, such as depression.
The intervention consists of applying individualized protocols covering five components:
1) Assessment;
2) Access to help
3) Support and motivation;
4) Support network;
5) Social skills training.
The program lasts 4.5 hours distributed across several sessions, but a shortened 90-minute version is also available. A booster session can be delivered after two months.

This is a focused deterrence program to reduce armed violence associated with gangs and chronic, high-danger offenders.
The program consists of three stages:
1) Identification in the investigation phase to find details of homicide offenses;
2) Implementation through meetings with gang members and probationers, in which a message of deterrence is delivered reiterating that violence will not be tolerated, as well as the consequences associated with noncompliance with the law;

Program aimed at repeat offenders who operate in neighborhoods with high levels of crime and violence.
Through a statistical study, the police identifies offenders, especially those living in troubled neighborhoods. Police intervention is intensified to prevent those individuals from committing new crimes.

This is a community-based prevention program for adolescents ages 14 to 16 who are at risk of being involved in abusive relationships. The objectives of the program are to increase awareness of the signs of an abusive relationship and to teach them how to develop healthy relationships.
Sessions of two hours each are conducted in small groups in a non-school community setting. Each session is guided by an intervention manual and coordinated by two co-facilitators (one male and one female) through interactive activities.
The intervention is delivered in three segments:

This is a residential educational program for adolescents, based on the doctrines and practices of military organizations. The objective is to help them complete elementary school and insert them into the job market.
The criteria for participation are: being between 16 and 18 years old, a history of school dropout or expulsion, not abusing drugs, and not being subject to juvenile justice system measures.

This is a fair procedure experiment applied in police controls. The objective is to improve civilian perception of the police and the law.
The experiment consists of four components necessary for intervention at speeding checkpoints:
1) Neutrality;
2) Trust;
3) Participation; and
4) Respect/dignity.