In drawing from Vygotsky (1978) the focus of the educational intervention is on building the capabilities of the young person so that instead of feeling dejected they develop the skills to master a situation. This is undertaken by engaging in problem-solving and being helped by a more knowledgeable other plus by working in collaboration with more capable peers. In order to develop their capabilities it requires the presence of someone more knowledgeable, someone who has more skills than the learner and engages in social interaction with a skilful tutor who observes and oversees their development.

This requires the practitioner to provide scaffolding along with emotional support so that they become competent and thereby enhance their self-worth. The support however can also come from peers, other educators, and practitioners and this must be given due weight when considering the child’s ability to self-actualise. In addition, learning is not undertaken through instruction but through co-operation and collaboration within an ongoing dialogue thereby ensuring the ideas are internalised.