Razlikovati modele prevencije. Kritički prosuđivati različite metodološke nacrte u evaluaciji preventivnih programa. Planirati korake u izradbi preventivnih programa. Kreirati vlastiti preventivni program u grupnom radu. Kreirati plan vrjednovanja vlastitog preventivnog programa u grupnom radu. Planirati unaprjeđenje programa i održivosti postignuća nakon provedbe preventivnog programa

• Conyne, R.K. (2010). Prevention program development andevaluation: Anincidencereduction, culturallyrelevantapproach. London: SAGE Publications, Inc.
• Conyne, R.K., Horne, A.M. i Raczynski, K. (2013). Preventioninpsychology: Anintroduction to thepreventionpractice kit. London: SAGE Publications, Inc.
• Romano, J.L. (2015). Preventionpsychology: Enhancing personal andsocialwell-being. Washington: American PsychologicalAssociation.
• Vera, E.M. (2012). TheOxfordhandbookofpreventionincounselingpsychology. Oxford: Oxford University Press.

• McCord, J. i Tremblay, R.E. (ur.) (1992). Preventingantisocialbehavior: Interventionsfrombirththroughadolescence. New York: TheGuilford Press.
• Rathvon, N. (2008). Effectiveschoolinterventions: Evidence-basedstrategies for improving student outcomes (2. iz.). New York: TheGuilford Press.
• Umbreit, J., Ferro, J.B., Liaupsin, C.J. i Lane, K.L. (2007). Functionalbehavioralassessmentandfunction-basedintervention: Aneffective, practicalapproach. New York: Pearson.

• Redovito pohađanje nastave (prisutnost na najmanje 70% nastave)
• Stjecanje minimalno 35% bodova tijekom nastave

• Kontinuirano vrednovanje studentskog rada kroz nastavne aktivnosti
• Završni pismeni ispit (minimum za prolaz na pismenom ispitu je 50% točne riješenosti)