The prevention of risk behaviour places great demands on the development, implementation, practical application, and evaluation of partial programmes and interventions, as well as on coordination efforts. Nowadays prevention practitioners cover a wide range of specialisations with their backgrounds in areas such as education, psychology, social work, criminology, medicine, and other related areas. The interdisciplinary nature of prevention makes it very difficult to provide a clear-cut definition of specific criteria and requirements for the field. The harmonisation process seems to face challenges on both the national and international levels. However, recent decades have seen some major positive developments towards the definition of requirements for the education and training of prevention professionals; the first international educational curricula, competence models, and training standards have been created. What are referred to as “competence models” have been established to assess knowledge, competences, and skills.