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.
The role of the intervenor becomes one of providing access to, or information about, resources for clients. The role of the intervenor at this level is one of providing encouragement, support, and feedback. The first several weeks of the program were devoted to intensive support. Youth met the counselors individually on roughly a daily basis. The counselors' primary goals at this stage were to develop trust and encourage motivation for the transition.