Stages of Change

In prevention work, transformation is rarely linear. Whether we’re guiding teens away from destructive decisions or helping advisors build sustainable SADD chapters, change unfolds in stages—and understanding those stages is essential to creating lasting outcomes.

At Indiana Teen Institute, we use the Stages of Change model as a foundational framework across our programs, particularly in our FUNdamentals of Facilitation workshops.

Stages of Change illustration

From Quitting Smoking to Empowering Teens

The Stages of Change model, also known as the Transtheoretical Model, was developed in the late 1970s by psychologists James Prochaska and Carlo DiClemente. Originally designed to understand how people quit smoking, the model has since become a cornerstone in health behavior change, including substance misuse prevention.

Rather than assuming that change occurs all at once, the model proposes that individuals progress through a series of stages, each requiring different types of support. It’s now widely used in clinical settings, public health campaigns, and youth development programs to guide interventions that meet people where they are.

What Are the Stages of Change?

• Precontemplation — Not yet considering change or unaware of the problem

• Contemplation — Acknowledging the issue but feeling ambivalent

• Preparation — Getting ready to take action

• Action — Actively making changes

• Maintenance — Sustaining new behaviors over time

• Termination — No longer tempted; change is fully integrated

Teaching the Model in FUNdamentals of Facilitation

In our workshops, we focus on making the model practical and easy to apply. New facilitators often expect visible, immediate shifts in group behavior. We help them understand that progress isn’t always obvious. For example:

• A group of teens in Precontemplation might seem disengaged during a vaping prevention program. But after a peer shares a personal story, they begin asking quiet, reflective questions. That’s Contemplation—and it’s a major leap.

• An advisor considering a new prevention strategy may linger in Contemplation, weighing pros and cons. By recognizing this stage, they can identify what support they need to move forward—and show students that reflection is a natural part of preparing for action.

We use experienced-based methods and activities, and interactive debriefs to help facilitators:

• Spot subtle shifts in language, engagement, and body language.

• Adjust their facilitation style to match the group’s readiness.

• Highlight and affirm early signs of change to maintain and build on the momentum.

Meeting Teens (and Advisors) Where They Are

The model also informs how we design peer-to-peer campaigns and support Indiana SADD chapters. For instance:

• In Precontemplation, we may use questions, storytelling, and visuals to spark curiosity.

• In Contemplation, we offer credible resources and interactive workshops.

• In Preparation/Action, we empower teens to lead initiatives, facilitate peer-to-peer programs, and mentor others.

Advisors, too, benefit from this lens. Building a thriving SADD chapter doesn’t happen overnight; it moves through stages. A new advisor might begin in Precontemplation, “I don’t know if this will work at my school,” and, with mentoring and support, grow into Action and Maintenance as they guide students in leading prevention activities year after year.

A Quick Guide for Facilitators

Here are a few practical strategies we emphasize in our capacity-building sessions:

• Ask questions, don’t lecture (Precontemplation)

• Provide space to weigh pros/cons (Contemplation)

• Offer small, doable steps (Preparation)

• Celebrate wins publicly (Action/Maintenance)

• Encourage reflection and mentoring (Maintenance)

These small shifts in approach can make the difference between resistance and readiness.

Change Is a Journey, Not a Destination

In prevention, every stage matters. By honoring the process, we build trust, foster resilience, and create an environment that allows youth to grow into the leaders their schools and communities need.

If you’re working with youth in leadership or prevention programs, or are new to facilitation, I encourage you to explore how the Stages of Change model can elevate your outcomes.