Feedback Informed Treatment Reflection
Feedback informed treatment (FIT) is the practice of routinely seeking the feedback of the client regarding their perception of the therapeutic relationship and their psychological functioning in response to the intervention. This feedback is then utilized to adapt and improve service delivery (Winkeljohn Black et al., 2017). The main rationale underlying the significance of FIT is its consistency with the client-centered nature of the evidence-based practice. The ongoing utilization of client feedback during the treatment delivery enables the practitioner to integrate the individual concerns and preferences of the client (Tilsen & McNamee, 2015). As such, FIT is a client-sensitive practice.
Rationale
FIT is an evidence-informed practice because it checks the negative influence of the traditional professional privilege that informs social work practice on the treatment process and its outcomes (Moss & Mousavizadeh, 2017). The practice encourages partnership in the care and empowerment of the client by allowing their desires and opinions to be utilized in adapting the intervention to their specific needs. The utilization of client feedback also encourages person-centered treatment by promoting the individualization of universal intervention models to suit the unique characteristics of a client (Tilsen & McNamee, 2015). As such, the foundational significance of FIT is its potential to improve the quality of interventions by fostering outcome orientation, enhancing client engagement, and promoting client satisfaction.
FIT in Case Management
FIT can potentially improve the quality and outcomes of my youth case management practice. FIT provides a strategy for real-time evaluation of every activity in the case management process, particularly when delivering psychological services. The practice can be used to make interventions more effective by increasing youth engagement (Tam & Ronan, 2017). Young clients frequently enter case management involuntarily and at the behest of their parents or adult caregivers. This practice introduces a power imbalance since the client is granted little leeway for decision-making in their own treatment, discouraging their engagement in the intervention. FIT provides a strategy for potentially increasing the youth’s engagement in the case of management by allowing their preferences and desires to be solicited regularly and integrated into their care (Tam & Ronan, 2017). The practice, therefore, promotes the empowerment of young clients, potentially improving the quality of psychological services and client satisfaction.
Reactions
Despite being receptive to integrating FIT into the care for my clients, my field instructor was concerned that introducing the practice in the course of the intervention may jeopardize the therapeutic bond I had built with my client. She was worried that FIT might paradoxically imperil the clinical rapport and trust because the client may perceive my attempt to seek feedback as insincere and self-serving. Therefore, she advised me to be self-aware and perceptive in order to spot any disconcerting cues. On the other hand, the client was initially indifferent to the idea of soliciting feedback. As the beneficiary, he initially thought that his contributions would do little to improve a professional process. However, I discovered that he was concerned about the feedback used to make radical treatment decisions, such as referrals to other practitioners. Upon further reassurance and explanation of FIT, its nuances, and the use of measures rather than direct verbal feedback, he became more receptive.
Self-Awareness
One of the insights I gained from integrating FIT into the intervention was the extent to which I overestimated my willingness to receive negative feedback. Although I did not receive a low score on any of the evaluations, I felt self-conscious and less confident about my competency as a practitioner when the client pointed out aspects of the treatment that he did not understand. However, I gradually learned to perceive such feedback as an opportunity for personal growth. For example, during some sessions, the client volunteered positive feedback about clear and applicable concepts.
Additionally, I discovered that clients do not particularly understand a large proportion of the jargon utilized in practice. FIT helped me to learn that while the professional aspects of the interaction with the client are crucial, the ability to exert therapeutic influence actually relies on the quality of the therapeutic bond and emotional connection. My client became more receptive to the treatment and the FIT because he felt that I was genuinely concerned about his well-being and enquired about his indulgences outside the treatment sessions.
Future Utilization
FIT will be crucial in improving my practice as a case manager. As a provider, the effectiveness of my interventions relies on my ability to address the unique needs of my clients based on their preferences. Client preferences are shaped by their socio-cultural norms and values (Tilsen & McNamee, 2015). While it may be impossible to know all the nuances of a client’s socio-cultural background, FIT will provide an ongoing strategy to continually discover my case management clients’ unique needs, which may be important in their improvement and recovery.
FIT presents a unique opportunity to transform the delivery of social services. Differences in client responses to universal interventions arise from their unique lived experiences and socio-cultural backgrounds. FIT offers an approach for practitioners to learn about their own cultural values and beliefs and the characteristics of the client that may increase or jeopardize the effectiveness of treatment. As a result, improving the practice and enabling timely intervention to leverage the benefits and minimize the negative effects of these factors.
References
Moss, R. K., & Mousavizadeh, V. (2017). Implementing feedback-informed treatment: Challenges and solutions. In Feedback-informed treatment in clinical practice: Reaching for excellence. (pp. 101-121). American Psychological Association.
Tam, H. E., & Ronan, K. (2017). The application of a feedback-informed approach in psychological service with youth: Systematic review and meta-analysis. Clinical Psychology Review, 55, 41-55.
Tilsen, J., & McNamee, S. (2015). Feedback informed treatment: Evidence‐based practice meets social construction. Family process, 54(1), 124-137.
Winkeljohn Black, S., Owen, J., Chapman, N., Lavin, K., Drinane, J. M., & Kuo, P. (2017). Feedback informed treatment: An empirically supported case study of psychodynamic treatment. Journal of clinical psychology, 73(11), 1499-1509.
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Question 
Feedback Informed Treatment Reflection
Assignment Task and Outcome
Students will write a three-page reflection paper (double spaced in APA format) with cover page that provides both a narrative of the experience using FIT with client(s) in your current internship. Issues to explore in your paper include but are not limited to are:
- Explain your understanding of the rationale for this EBP model.
Feedback Informed Treatment Reflection
- Specifically, how would FIT be utilized in your agency/scope of practice/population?
- What was the reaction of your field instructor when you told him/her/them about the specifics of this
intervention? - What was the reaction of your client when you told him/her/them about the specifics of this
intervention? - What worked and did not work using this model?
- What were you experiencing or feeling as you used this model with client(s)?
- What did you learn about yourself as a clinician using this model?
- What did you learn about your clients using this model?
- How will this model or approach impact your practice as a social worker in this agency and in the
future?
This assignment is counted as 25% of your total grade and is due Unit 11.