Counselling and mentoring young people can largely be seen as a process of learning. The task of the counsellor, teacher or mentor is to guide and advise the young person about their future. This way of counselling holds challenges that are similar to other forms of learning.

In this project the pedagogical approach is inspired by the cognitive, social and existential theories of learning. Individuals learn alone; they also learn together with others, and they acquire the knowledge and skills that are meaningful to them. This applies to all possible subjects. Learning is collaborative and situational when young people learn together with others. Learning uses the existential perspective when the focus is on meaning in learning. It is an art to both separate and blend these three perspectives – so to understand how people learn.

For many teachers the cognitive perspective involving understanding and perception is the flagship of educational reflections in learning. When guiding and mentoring young people about career and vocation, the greatest task is to start a process of reflection within the individual. This project attempts to do so by focusing on all levels of learning, both the individual, social and meaningful aspects. The individual level is represented by the reflection and knowledge the young person has about the activities – both before, during and after. The social level is the process of the forum play and the interaction involved. The meaningful level concerns the pre-understanding of the young person, that is the experiences they have, which the forum plays should build on. Such pre-understanding ensures that the situations played have meaning and relevance to the young people.