inspired by CBT activities. Specifically, it tries to raise participant awareness of certain behaviors, to disrupt these patterns, and to promote better ones using experiential learning.

An example of strategies used in this first section is “cognitive development.” It aims to foster the development and use of thinking as a process and tool to solve problems and transform conflicts. This strategy can be applied to topics such as conflict and impulsiveness management, self-discipline, school violence reduction, and “soft skills.” For example, in the topic self-discipline, the instructor organize participants in a students’ circle and, by applying strategies of cognitive development, she asks them to provide alternatives to get a ball from a club mate. Some of them suggest forcibly retrieving it either by hitting the ball or the club mate. Then the tutor engage them to think deeper on additional alternatives such as negotiation or simply asking for the ball. Implementation of this section is uniform across schools.

The second part of the session includes ludic activities related to each club category. The NGO offers four categories of clubs by education level: leadership, art and culture, sports, and science. The objective of the club curriculum section is to motivate students to participate, make the learning process more fun and interactive, and increase attendance at the ASP. For example, in the science category, discovery clubs offer students opportunities to do experiments such as mock volcano eruptions. The art and culture category includes dancing, singing, and other activities to develop fine motor skills and creativity. In the sports category, children play soccer or basketball. Finally, leadership clubs attract those who want to develop social and leadership skills.

The combination of social skills development and ludic activities is another innovation of this intervention. This mixed approach can be more effective than full-therapy interventions in the Salvadoran context because the greatest manifestation of violence starts during childhood or adolescence— around 10 to 16 years of age—when individuals are more prone to gang recruitment (Rivera, 2013). Adolescents may find it unappealing to learn impulsiveness management and self-discipline alone. Thus, to guarantee participant attendance, it was necessary to complement the therapy with some recreational activities.

The ASP is organized by a school coordinator who verifies attendance at and attrition from the program, manages club materials, and assigns volunteers as tutors. These tutors have no formal training in social work or psychology and, like those at the Chicago program _Becoming a Man_ (BAM), they do not necessarily have similar backgrounds to the participants (Heller et al., 2017).<sup>14</sup> To our knowledge, there are only two qualitative and nonexperimental reports on this ASP that

> 14There are three categories of volunteers: community volunteers are tutors living in the community who stand out for their leadership skills; corporate volunteers are part of a particular firm that has a social project with Glasswing; and independent volunteers are usually college students doing social work. The NGO assessed these volunteers; even though they did not follow a pure random allocation procedure, there is nonetheless balance in observable tutor characteristics such as gender, age, and tutor type among treatment and control groups.

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