How to Create a Social Skills Treatment Plan: What I Include + My Example

Social skills enable our clients to engage in healthy interactions with others. Examples of essential skills for healthy social interactions that I focus on in therapy include communication, emotional regulation, and problem-solving. These areas can help clients navigate a variety of social situations, including those that make them uncomfortable or anxious. Keep reading to learn how I build a social skills treatment plan step-by-step, including the goals, interventions, and worksheets I rely on. See exactly what I include—and use my real example to guide your own clinical work.

Like other life skills, our clients begin developing social skills at a young age and are heavily influenced by observing those around them. Clients who struggle in social settings may not have the opportunity to observe their parents or caregivers having positive social experiences. It can be helpful for clients to understand that these skills can continue to develop in childhood, continually influenced by their environment.

Social skills are a common component of my treatment plans, especially with clients living with mental health disorders known to contribute to poor social skills or difficulties in social settings. This can include disorders such as autism spectrum disorder, social anxiety disorder, ADHD, depressive disorders, borderline personality disorder, and avoidant personality disorder. Trauma-related disorders, like PTSD, can also cause impairment in social settings, which can be an important component of comprehensive treatment plans. I have found that social skills can be an important area of focus for clients of varying ages in both inpatient and outpatient settings. I have found that group therapy sessions can provide a safe environment for clients to learn about and practice new social skills.

Setting Goals and Objectives With Clients in Your Social Skills Treatment Plan

Before I begin developing a social skills treatment plan, I try to be mindful of my clients’ presenting problems, developmental needs, and environmental factors. There is a range of therapies that you can pull from; my typical go-tos include Cognitive Behavioral Therapy (CBT) and  Dialectical Behavior Therapy (DBT). Other options include Social Skills Training (SST) and Play Therapy. These approaches can help your client build upon their current skill set and increase their confidence in social settings.

Personalizing interventions for clients is important and can help ensure you focus on their specific needs and symptoms. I think about how therapies and interventions can be altered, such as using activities rather than traditional talk therapy methods. You may find that your work varies depending on the populations you work with.

I have found that incorporating worksheets into sessions promotes engagement and reinforces the topics or concepts that we are exploring. Clients have shared that having worksheets to remind them of what they learned in session makes it easier to apply new skills in their everyday lives. TherapyByPro is a leading professional resource for clinicians and therapists seeking updated and customizable worksheets, treatment plans, and assessments. Other popular resources include role-playing scripts and mental health flash cards. Examples of worksheets that blend well with social skill development include:

What to Include in a Treatment Plan for Improving Social Skills + Example

For the remainder of this article, I will focus on steps for creating a treatment plan for improving social skills. Our work will align with the Editable Treatment Plan available with TherapyByPro. As you continue reading, begin to think about how this treatment plan can be tailored to the clients that you see within your clinical work.

Example for Jane:

I recently worked with Jane, an 18-year-old college student who came to her campus counseling center looking for support. She shared that since starting school in the fall, she’s struggled to make friends. Coming from a small town, the shift to a large university has felt like a major adjustment for her.

Jane told me she spends most of her time in her dorm because she hasn’t been able to form meaningful connections yet. She’s able to chat with peers in class, but she feels unsure about how to move those brief conversations into actual friendships. When she approaches new people, she notices anxiety symptoms like a racing heartbeat and sweaty hands.

Despite these social struggles, Jane feels she’s overall adjusting well to college. She’s happy with the school she chose and reports no academic concerns—she’s been earning high marks. She also denied any history of mental health diagnoses or prior treatment. She expressed interest in individual therapy and is open to exploring group therapy as well.

Agencies Involved and Plans for Care Coordination

In this case, I feel it would be appropriate to refer her for a psychiatric assessment. This can help determine if medications would help treat her anxiety symptoms. I always make sure that I have the proper consents signed to allow for care coordination when initiating the referral.

Example for Jane:

Care Coordination: Dr.Smith at the College Counseling Center, (123)456-7890

Clinical Diagnoses

Based on the information provided, Jane appears to have mild social anxiety disorder. This diagnosis is supported by her anxiety symptoms that appear to be situational. Her symptoms are linked to concerns about developing friendships. She experiences physical symptoms that contribute to her difficulty in forming new friendships.

Example for Jane:

Clinical Diagnosis: Social Anxiety Disorder (Social Phobia), Mild 300.23 (F40.10)

Current Medications and Responses

At this time, she is not taking medications for her symptoms. If my clients begin taking medications later, I adjust this section to reflect their medication regimen.

Example for Jane:

Medications: None

Presenting Problem and Related Symptoms

In the presenting problem section of my treatment plans, I include a case conceptualization that identifies my client’s symptoms, level of impairment, and other related factors. This section should lay the foundation for the goals and objectives that will be included in later sections of your treatment plan.

Example for Jane:

I recently began working with Jane, an 18-year-old first-year college student, who sought support after struggling to connect with peers on campus. She experiences anxiety-related physical symptoms—like a racing heart and sweaty palms—when meeting or talking with new people. Academically, she’s doing well, but she expressed a strong interest in improving her social interactions.

Jane denied any history of mental health concerns or treatment. Her symptoms seem situational, stemming from the transition from a small hometown to a large college campus. She engages in avoidance behaviors, particularly isolating herself, which reinforces her anxiety by limiting opportunities to cope with social distress. She shared concerns about being judged or criticized by peers, noting that her interests and hobbies differ from those of most students. Jane also mentioned that she avoids parties and substances, preferring physical activities like hiking and yoga.

She is motivated to engage in counseling and has insight into how her confidence affects her social experiences. Jane is interested in individual therapy and is open to exploring group therapy once she feels more comfortable with individual sessions.

Goals and Objectives

I tie the goals and objectives in my social skills treatment plan to the symptoms discussed within my case conceptualization. I incorporate evidence-based approaches that are known to effectively treat the symptoms or concerns my client is experiencing. Remember that treatment plan goals and objectives should be specific and measurable, enabling you to continually monitor progress throughout treatment.

Example for Jane:

Goal: Increase confidence in social situations

• Objective 1: Identify 3 to 5 negative thoughts that impact her social skills within the first three sessions
• Objective 2: Build an exposure hierarchy
• Objective 3: Utilize CBT and mindfulness coping strategies while progressing through her exposure hierarchy

Goal: Increase skillset to build new peer relationships

• Objective 1: Identify three strengths or interests that can help build new relationships
• Objective 2: Attend at least one social event per month on campus, such as a campus event or club meeting
• Objective 3: Learn assertive communication skills and other interpersonal effectiveness skills from DBT

Goal: Reduce avoidance behaviors

• Objective 1: Use journaling to track avoidance behaviors and the emotional triggers that she experienced
• Objective 2: Engage in one new social activity per week, such as attending a study group or getting coffee with a peer
• Objective 3: Identify 2 strategies or skills that have helped make it easier to engage in social events at the end of each month.

Specific Interventions to Be Used

Here, I would list the specific interventions that can be used to help my clients achieve their goals and objectives. I have found that noting who is responsible for using or completing the intervention is a helpful reminder for future sessions. As treatment progresses, typically update this area by removing completed interventions and adding new ones that enable further progress. 

Example for Jane:

Intervention: Cognitive restructuring focused on unhealthy beliefs and thoughts tied to avoidance behaviors

Responsible Person: Therapist and Jane

Intervention: Teach mindfulness skills like deep breathing to cope with anxiety symptoms

Responsible Person: Therapist

Intervention: Behavioral rehearsal

Responsible Person: Therapist and Jane

Intervention: Develop and move through an exposure hierarchy

Responsible Person: Therapist and Jane

Intervention: CBT self-monitoring regarding avoidance behaviors

Responsible Person: Jane

Family Involvement

In some cases, I have found it helpful to involve family members in treatment. Sessions could include psychoeducation and focusing on how to support their loved one. For this case, I may not recommend family involvement. 

Example for Jane:

Family Involvement: None

Additional Services and Interventions

Based on the information provided, I feel that it would be appropriate to refer Jane to a support group. Group options may include adjusting to college or anxiety concerns. These groups may be available within the college counseling center, allowing her to easily attend sessions on campus.

Example with Jane:

Additional Services: Group therapy 

Estimation for Completion 

Jane’s symptoms are mild and have not interfered with her academic performance. Because of this, we can expect treatment to be short-term. If I find that a symptoms intensify or begins affecting their functioning, I would modify this section of my treatment plan accordingly.

Example for Jane:

Estimated Completion: Three months of individual therapy, to be modified as needed 

Aftercare Plans

I typically write the aftercare plans as recommendations based on my client’s current symptoms and impairment. This helps me feel prepared for an early or unexpected termination of treatment, which can occur for various reasons.

Example for Jane:

Aftercare Plan: Referral to primary care physician and local outpatient therapy provider for continued support

My Final Thoughts On Creating a Social Skills Treatment Plan

I’ve found that helping clients build stronger social skills can truly transform their confidence and expand their support networks. Major transitions—like starting college away from home—can feel especially overwhelming when they don’t feel connected to the people around them. Depending on the client, I may focus on helping them manage anxiety in the moment, strengthen their self-confidence, or practice new communication skills in the safety of our sessions.

I also make a point to keep growing in this area myself through continuing education and specialized training. If you’re doing the same, just be sure the provider is accredited in your professional field.

View all of our social skills worksheets

Resources:

• Grover, R. L., Nangle, D. W., Buffie, M., & Andrews, L. A. (2020). Defining social skills. In D. W. Nangle, C. A. Erdley, & R. A. Schwartz-Mette (Eds.), Social skills across the life span: Theory, assessment, and intervention (pp. 3–24). Elsevier Academic Press.