PREPSEC International is a special interest organization comprising a network of researchers and practitioners working with a base in Dr. Arnold Goldstein’s combinations of programs for training in social competencies based on the PREPARE Curriculum® and other additional programs of a similar nature. The origin of the organization was a worldwide network of researchers and practitioners appointed by Dr Goldstein with the aim of promoting quality control, further development and the continued dissemination of his programs including Aggression Replacement Training® and its expansions. PREPSEC International aspires to move forward to base itself on the broader expansion of the PREPARE Curriculum® and other programs aimed at the development of social, emotional and academic competencies. The organization proposes to help facilitate the availability of these programs for worldwide use.
These programs are scientifically based, directed towards cognitive, emotional, and behavioral skills, and to a large extent are based on the employment of modeling, role-plays and transfer from training settings to natural situations. These approaches aim at making improvements in the social competencies of children, adolescents and their families as a primary preventive approach for all children. Secondarily these programs can be effectively directed towards children and adolescent with behavior problems.
The purpose of the organization is, through empirically based theory, to develop and improve professional practice in order to help improve interaction patterns between children and adolescents and their environment. This vision will be fulfilled through the following means:
a. Dissemination of information about the different programs by arranging conferences and seminars, and by making relevant literature known and available to members.
b. Contributing to the dissemination of the programs outside the organization.
c. Encouraging the validation of specific programs, program combinations, and implementation strategies.
d. Through exchange of experience and openness, contribute to the testing and improvement of existing programs.
e. Encouraging evidence-based practice through inclusion of research supported developments, quality in delivery and prescriptive matching.
f. Contribute to the knowledge of program implementation, quality assurance, and description of what constitutes quality based trainer education.