-Programme to promote tolerance for diversity in ethnically heterogeneous environments (Diaz-aguado, 1992, and Diaz-aguado and Royo, 1995). The main elements of this programme are: the cooperative learning with members of other ethnic groups, discussion and representation of ethnic conflicts in order to promote the proper understanding of cultural differences and ethnic, developing empathy toward people or groups who suffer racial prejudice as well as skills which will enable students to resolve conflicts caused by ethnic diversity as techniques I use interpersonal communication, the design of situations and materials that enhance meaningful learning, connect the school activities with activities that disadvantaged students lead culturally, outside of schoolfavouring attitudes and cognitive processes contrary to racial prejudice. -Program to foster moral development through the increase of reflexivity (Gargallo, 1996). This program seeks to increase the reflexivity of students and thus the decrease of impulsiveness, from the conviction that there is a relationship positive between reflexivity and moral development. The program includes a wide variety of cognitive strategies that work in class with students.

-Programme to improve the behaviour of students through the learning of rules (Perez, 1996). This program focuses on the learning rules of behavior both at school and in the specific context of the classroom. Aims to promote the participation of the student in the Organization of the life of the classroom through its active involvement in the construction of norms of behavior proved to be very effective to deal with problems of discipline and disruptive behavior in the classroom, so it can be assumed its importance to prevent other types of antisocial behavior more serious in schools. All of these specific programmes give teachers tools proven to work in the centres and classrooms.