This article addresses the issue of how documentation can become a regular and competence-raising activity in treatment settings. A documentation system in Sweden (the DOC system) is used as an illustrative example. Two propositions are put forward and discussed: it is important that (1) the documentation be in accordance with the interests of the practitioners, and (2) that the documentation be used for self-evaluation, in order to enhance the practitioners’ competence. Based on experiences using the DOC system, some general observations about how to implement the forms and self-evaluation are presented. Finally, some research prospects are outlined.

In this article the question of how to unite scientific reasoning and practical knowledge is
brought to the fore Experiences from a postgraduate course in special education are discussed,
since attempts to make different vocational education programs more academic often lead to
special problems. The overarching question connected with scientific reasoning can be
formulated thus: “How do we gain assured knowledge about reality?”, a question with its
roots in ontological, epistemological and methodological issues. Using such questions as a
starting point for reflection proved to be a way to practice scientific thinking. In order to
deepen the understanding of how knowledge is constructed, as well as of the contents of
practical knowledge, tacit knowledge and scientific reasoning, some distinctions are made.
First, three forms of knowledge products and knowledge processes are distinguished and
secondly, the issue of unconscious and automatized knowledge is elaborated on.

Purpose The purpose of this paper is to give a pedagogics-based contribution to the discussion about evidence-based practice (EBP) and its implementation, with substance abuse treatment as an area of interest. Design/methodology/approach The paper takes its starting point in two different ways of looking at knowledge – as a product or as a process – and from there, the implications regarding the therapeutic encounter, staff training, and evaluation are examined. Findings The reasoning reveals the importance of process thinking when it comes to developing the work field in a more comprehensive way. Originality/value By the pedagogics-based view on EBP the paper illuminates aspects that may broaden a further discussion.

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