As individuals move through the process of adopting a new innovation in their local setting, they are seen as moving through seven Stages of Concern: Awareness, Informational, Personal, Management, Consequence, Collaboration, and Refocusing. This paper focuses on conceptualizing strategies for the clinical application of Stages of Concern as a means to understand, conceptualize, and address the concerns of teachers as they implement a new innovation. More specifically, it focuses on a problem that change facilitators report is paramount--addressing the personal concerns of practitioners. It is pointed out that the curriculum change literature has a relatively strong base of sociologically-oriented strategies when psychologically-oriented strategies are needed as a complement, especially for addressing personal concerns. The psychological literature on decision making and efficacy has not been utilized to any great extent and offers real prospect for helping address the personal concerns of teachers about implementing an innovation. Several specific concepts from the work of Janis (1976) and Bandura (1977; 1982) are presented and several practical uses of their ideas are illustrated. (JD)