Stage 0: Awareness Concerns

• Involve teachers in discussions and decisions about new prevention programs.
• Provide current data on the need for prevention in the district.
• Share enough information to engage interest but not overwhelm.
• Acknowledge that a lack of awareness is expected and that no questions about prevention programs are foolish.
• Encourage unaware people to talk with colleagues who know more about prevention programs.

Stage 1: Informational Concerns

• Provide clear and accurate information about research-based prevention programs
• Share information in a variety of ways (e.g., verbally, in writing, through any available media). Communicate with both individuals and groups.
• Have people who have used prevention programs in other school districts visit with your advisory team.
• Help advisory team members see how the new prevention program relates to their current practices, highlighting both similarities and differences.

Stage 2: Personal Concerns

• Legitimize the existence and provide opportunities for the expression of personal concerns.
• Use personal notes and conversations to encourage individuals and reinforce people's sense of adequacy.
• Connect advisory team members with others whose personal concerns have diminished and who can be supportive
• Show how the prevention program can be implemented in small steps (e.g., as a pilot) rather than as one big leap. Establish realistic and attainable expectations.

Stage 3: Management Concerns

• Clarify the components of the prevention program and the steps involved in implementation.
• Provide training and answers that address the specific "how to" issues that often produce management concerns.
• Demonstrate exact and practical solutions to the logistical problems that contribute to these concerns.
• Help implementers sequence specific activities and set timelines for their accomplishment.

Stage 4: Consequence Concerns

• Provide implementers with opportunities to visit other schools where the prevention program is being used effectively.
• Encourage implementers to attend conferences or workshops on the program.
• Give individuals positive feedback and support.
• Give individuals positive feedback and support.

Stage 5: Collaboration Concerns

• Provide opportunities for individuals with these concerns to develop skills for working collaboratively.
• Bring together people, both within and outside the school, who are interested in collaboration.
• Help the collaborators establish reasonable expectations of, and guidelines for, the collaborative effort.
• Encourage collaboration, but don't force it on those who are not interested.

Stage 6: Refocusing Concerns

• Respect and encourage people's interest in finding a "better" way.
• Provide information about the core elements of the research-based program (i.e., those elements that must be maintained in order to ensure effective outcomes).
• Help individuals channel their ideas and energies into productive, rather than counterproductive, activities.
• Encourage people to voice their concerns to you, so that you can arrive at solutions together.
• Provide individuals with the training and resources they need to implement the program with fidelity.
• Recognize and accept the fact that some individuals may replace or significantly modify the existing programs.