It is generally assumed that clients' inability to adapt to a new environment prompts them to enter transition programs. In general terms, the desired outcome of these programs is client adaptability within the new environment. As clients move from very low adaptability to very high adaptability, the interventions used to assist them need to change. At the beginning of a transition, individuals may lack the resources or capability to take independent action, and often need someone to serve as a direct advocate on their behalf. It allows the client to become more comfortable with the transition process.
Clients begin to work on self-management skills, the prerequisites for any transition.
The above three levels of intervention attend to the development of skills and attitudes that are prerequisites for formal instructional settings. Formal instruction enhances specific transition skills and usually occurs in large group settings. The consulting intervention recognizes for this by encouraging the client to return to the intervenor for check-ups, encouragement, or validation. For example, someone who learns risumi writing skills may return after drafting a new risumi to have it checked by the intervenor. Clients help themselves by reading, talking with colleagues, going to seminars, and the like.