The purpose of this thesis is to investigate the learning potential of using the Feedback Informed Treatment (FIT) method in Project BRUS. BRUS is a cross-municipal therapeutic offer for children and young people who grow up in families with drug and alcohol abuse. The therapists use FIT to qualify and document the effect of the therapeutic treatment in every session. FIT consists of two forms, which the young person answers before and after each session. This ensures that the therapist systematically receives feedback on the effect and the therapeutic alliance.

Despite well-documented international research on the effect of FIT as an evidence-based tool, research of FIT is limited in a Danish context as well as the users’ perspectives on the method. The purpose of this thesis is therefore to apply a qualitative angle on the use of FIT from a youth- and therapist perspective as a supplement to existing research.

This is done through a case study consisting of three cases on three individual therapeutic sessions in BRUS. In addition, interviews and document analysis of three therapists, three young people and their associated FIT-graphs have been performed.

The learning potential of using FIT is investigated with concepts from three theoretical perspectives: Paulo Freire’s releasing pedagogy; Helle Alrø’s theory of learning-oriented, dialogic feedback; and Carl Rogers’ client-centred psychotherapy and facilitative concepts of acceptance, empathy and congruence.

The thesis concludes that the learning potential of using FIT depends on factors other than just using FIT as a tool. The thesis highlights five factors that are crucial for the learning potential:

• A joint investigative process
FIT aims for a learning-oriented, dialogical feedback form. The learning potential depends on whether the therapist is able to apply the feedback in an interaction and in a dialogue with the young person.

• A good relation
A good relation between the young person and the therapist is an essential factor for the learning potential, as well as a precondition for honest and constructive feedback.

• Client Centring
The learning potential depends on whether the therapist is able to distance himself from a therapeutic expert position, and instead adapt a client-centred and curious position based on the young person being the expert in his own life.

• Facilitative conditions
Acceptance, empathy and congruence are important for the learning potential. The therapist must experience partly an unconditional acceptance of the young person and partly an empathetic understanding of the young person’s internal frame of reference and the therapist must be congruent in the relationship.

• Cohesion
The coherence in the use of FIT is important in the sense that it affects the opportunities and limitations that have either positive or negative impact on the learning potential.

Based on the above five factors, the thesis concludes that the learning potential in FIT highly depends on the therapist’s competencies in its application. The individual therapist’s use of FIT is thus crucial for the learning that can take place. Furthermore, the thesis emphasized that FIT never can or must stand alone.

The results have a high relevance for contexts with therapists that face the need to implement as well as improve the use of FIT in their work. With the knowledge of the five important factors to ensure maximum learning potential with the use of FIT, it is possible to organize and develop competence training for therapists based on the conclusions of this thesis.