Stages of Change and ASR's Life Phase Model™

The Academy at Swift River utilizes an innovative therapeutic structure, or level system, that incorporates an established theory of change known as the Stages of Change by Prochaska, Norcross & DiClemente.

Twenty-five years ago, Prochaska and his colleagues, all clinical psychologists and researchers began to study people who were able to make positive and permanent changes in their lives. Simultaneously, Prochaska conducted a comparative analysis of the major approaches to psychotherapy. The findings from the study of self-changers and the comparative analysis were integrated into the Stages of Change. The model is also known as the Transtheoretical Approach because Prochaska gleaned from the various schools basic principles or change processes common to all.

The Stages of Change Model has been applied to a broad range of circumstances: smoking cessation, adolescents with behavioral problems, addiction, depression and anxiety, and high risk behaviors. The Stages of Change Model is a non-linear theory of change i.e., the change process is rarely a straight line of progression. Rather, the change process is more akin to a spiral involving forward and backward progress. Lapses and relapses, although not required and which can be costly, are used as learning opportunities.

The Stages of Change model is particularly useful to practitioners who work involuntary clients i.e., individuals who initially did not voluntarily seek help. Most of the students who attend ASR would fall into this category. Our objective is to help adolescents to move from a state of not considering change to actually making changes in behavior, in how they cope with life stressors, in their relationship with others, and in how they view themselves and their future.

Briefly, the Stages of Change Model are:

Precontemplation. At this stage, the individual is literally not thinking that change is necessary. They resist change because they convinced that there is no problem. In this stage, precontemplators do not wish to change themselves, but the people around them. Common responses in this stage include, "if only my mother or father would get off my back, there wouldn't be a problem." At this stage, the change process may be initiated due to external pressure and/or a dramatic life event, or "wake up call."

Contemplation. In the contemplation stage, individuals acknowledge that they have a problem, and begin to think about solving it. Thinking about changing is a long distance from actually doing something. Ambivalence, or mixed feelings, is a typical of those in the contemplation stage and people may alternative between the need for change and the fear of it.

Preparation. When contemplators transition into the preparation stage, they have resolved that the benefits of changing outweigh the benefits (or costs) of remaining the same. Preparation involves a commitment and a detailed, thoughtful plan for moving into action. There is a tendency to try to skip over this change and rush into action.

Action. The plan for change is overtly put into action. This stage requires the greatest amount of commitment and energy. Therefore, the individual needs considerable encouragement and support.

Maintenance. In this stage, the individual must consolidate and sustain the gains made during the previous, and struggle to prevent lapses and relapses. Identifying, anticipating, and dealing with the range of triggers that could lead to a return to prior forms or pattern of behavior is a major task of this stage. Students participate in relapse prevention counseling.

Termination marks the exit out of the cycle of change and a successful exit from the Academy at Swift River academic and therapeutic services. Saying goodbye, finishing all tasks, ending on a good note, completing academic assignments, having a plan in place for what comes next are all tasks in the termination stage.

Recycling is another word for relapse and the non-linear nature of a student's progression through the stages. It means that the recycling through a stage they have already been through is an expected part of a change process. Prochaska et al. also make a distinction between lapse and relapse, which is a matter of degree, severity, and duration.