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.

This is an intensive treatment program for families of children and adolescents ages 10 to 17 who exhibit antisocial behaviors, drug abuse, and school dropout. The theory of change in Multisystemic Therapy (MST) is based on the assumption that various risk conditions can occur in the various systems in which the youth is involved, including community, family, and school, and the intervention must be able to effectively address those various conditions.

This is a meditation program through the practice of yoga for young people over the age of 14 who are at a high risk of dropping out of school. The aim is to improve stress management and emotional regulation skills, strengthen adherence to school, and reduce substance use.

This is a brief intervention using a cognitive behavioral and motivational approach for adolescents aged 14 to 18 whose mother tongue is English or Spanish. The aim is to reduce alcohol and substance use, as well as aggressive behavior.
The intervention consists of three components:
1) Motivational interaction between adolescent and therapist;
2) Cognitive behavioral approach for planning, implementing, and maintaining behavioral changes related to substance use; and
3) A harm reduction perspective for the treatment of addictive behaviors.

This is a prevention program focused on teaching students skills to resist social pressure to use drugs.
The aim is to promote the development of self-esteem, stress management skills, assertiveness, communication skills, risk assessment, and decision-making by young people. The program is run by a uniformed police officer and is divided into 17 classes, one per week.

This is a school-based program to prevent the abuse of psychoactive substances by high school students who exhibit violent behaviors and are at risk when it comes to drug abuse.
Classes are taught by trained health educators, who administer the curriculum over a three-week period. Each session lasts 40 minutes and takes place during class time.

This is a Uruguayan government program that regulates cash payments at night for all gas stations in Montevideo. The aim is to prevent robberies in establishments with high economic attractiveness.
Since May 2016, cash payments have been prohibited and strictly regulated between 10 PM and 6 AM, without exception. Before this change, approximately 30% of the average revenue of US$10,000 to US$15,000 from the city’s gas stations was paid in cash.

This is a training program for childcare professionals, so that they can prevent, recognize, and react responsibly to child sexual abuse.
The intervention is carried out through a two-hour face-to-face mini-course, with each participant receiving a book containing the program’s content. The facilitator uses a video that integrates segments of sexual abuse survivors relating their stories of abuse and recovery with segments of professionals who have experience in and knowledge of the problems related to violence against children.

This is a treatment program based on the therapeutic residential model for incarcerated individuals who abuse drugs and have been sentenced for non-violent crimes.
The program’s approach focuses on abstinence, avoiding relapse, and adapting to independent living. The treatment takes place over 21 months and includes assessments, guidance, individual, group and family counseling sessions, and vocational training for entering the job market.

This is a violence prevention program for adolescents aged 10 to 17 in a juvenile justice system detention center. The aim is to help them overcome risk factors such as gang cooptation, violence, crime, and substance use, as well as to reduce criminal recidivism.
The intervention is based on four themes:
1) Improving self-esteem;
2) Communication skills;
3) Problem-solving techniques;
4) Goal-setting and decision-making.