The study focuses on the theoretical approaches of proactive and prosocial behavior of Covey (1996), Xifra (2009) and Roche-Olivar (2004), with the objective of analyzing the significant differences in the reduction of critical incidents in students from public and private schools in the district of San Juan de Lurigancho. To this end, two experimental workshops with quasi-experimental methodology were applied to three groups of students of first and second year of secondary education (Exp. G[subscript (proactivity)]= 17; Exp. G[subscript (prosociality)]= 15; Control G. = 16); A behavior observation log and the Guidelines for the Analysis of Critical Incidents (PANIC) instrument of Monereo and Monte (2011) were used. The outcomes indicate significant differences with better effects in the proactive behavior workshop (Hrp = 16.59, p <0.05) compared to the verbal violence dimension in which better effects were obtained for the prosocial behavior workshop (Hrp = 14.12, p <0.05); Finally, the limitations were that students in the proactivity workshop reduced their critical incidents by demonstrating excessive individualistic. And for later studies, it is suggested to work the above-mentioned workshops, including students attacked.