Abstract The purpose of writing this thesis was to improve methods during requirements engineering phase. Usercentred system engineering has some problem areas, which are examined and verified to create a new guideline for developers. This guideline tends to make requirements engineering more effective and help developers create more concrete requirements. It is not uncommon that system development projects ends up with unsatisfied users or delay in deliveries. The reasons are different kinds of communication problems between users and developers during verification of requirements. There is a therapy model, called solution-focused therapy, used in family and individual therapy. The model focuses on solutions for the future instead of problems in the past. This method has never been used in system developing until today. Based on literature studies and scenarios we have shown that it is possible to transfer this pedagogy into the system developing branch especially in requirements engineering. During our investigation we have shown that the pedagogy refute the difficulties within usercentred design. The pedagogy model can be used in four kinds of methods for capturing requirements; questionnaires, interviews, workshops and observations. The model activates and makes the user more implicated. To show this, we have applied the pedagogy model on scenarios taken from earlier experiences of requirements engineering. The outcome of this investigation is that developers can create a more pleasant communication atmosphere with this pedagogy. A result of this is that users becomes more willing and helpful to create a new system and therefore makes it easier for developers and users to cooperate. You can avoid many communication problems if you know how to go around them.