Crafting an Effective Social Skills Treatment Blueprint: Essentials and a Personal Example

Social skills are essential for our clients to cultivate positive interactions with others. In therapy, I focus on key skills such as communication, emotional regulation, and problem-solving. Mastering these areas can help clients deal with various social situations, particularly those that provoke feelings of discomfort or anxiety. Continue reading to discover how I create a step-by-step social skills treatment plan, outlining the goals, interventions, and worksheets that I utilize. Use my real-life example as a model for your own clinical practice.

Like many life skills, social skills begin to develop early in life, greatly influenced by observing others. Clients who find social settings challenging may have missed opportunities to witness their parents or caregivers engaging in positive social interactions. It’s helpful for clients to recognize that social skills continue to grow during childhood and are shaped by their surroundings.

Social skills are a vital aspect of my treatment plans, particularly for clients facing mental health challenges that hinder their social abilities. This includes conditions such as autism spectrum disorder, social anxiety disorder, ADHD, depressive disorders, borderline personality disorder, and avoidant personality disorder. Additionally, trauma-related disorders like PTSD can significantly impact social interactions, making social skills an important element of comprehensive treatment strategies. I have observed that focusing on social skills benefits clients of various ages in both inpatient and outpatient environments. Group therapy sessions provide a supportive space for clients to learn and practice these new skills.

Establishing Goals and Objectives in Your Social Skills Treatment Plan

Before I craft a social skills treatment plan, I consider my clients’ specific issues, developmental requirements, and environmental influences. I often draw from several therapeutic methods, with Cognitive Behavioral Therapy (CBT) and Dialectical Behavior Therapy (DBT) being my primary choices. Other viable options include Social Skills Training (SST) and Play Therapy. These techniques can help clients enhance their existing skills and boost their confidence in social environments.

Tailoring interventions to each client’s needs is crucial to ensure we address their unique challenges. I explore ways to adapt therapies, focusing more on activities rather than solely traditional talk therapy. Depending on your clientele, the approach may vary significantly.

Incorporating worksheets into therapy sessions fosters engagement and reinforces the concepts we discuss. Clients often report that having worksheets as reminders of learned skills helps them apply these techniques in their daily lives. TherapyByPro offers excellent resources for professionals looking for customizable worksheets, treatment plans, and assessments. Popular aids include role-playing scripts and mental health flashcards. Examples of worksheets that support social skill development include:

Key Elements of a Treatment Plan for Enhancing Social Skills + Example

In the rest of this article, I will outline the steps to create a treatment plan aimed at improving social skills. Our discussion will be aligned with the Editable Treatment Plan available at TherapyByPro. As you read on, consider how this treatment plan could be customized for the clients you work with in your practice.

Example: Jane

I recently assisted Jane, an 18-year-old college student who sought help at her campus counseling center. She expressed difficulty making friends since starting school in the fall. Coming from a small town, transitioning to a large university has been quite a challenge for her.

Jane mentioned that she spends most of her time in her dorm, as she hasn’t yet formed meaningful connections. Although she chats with classmates, she feels uncertain about how to turn those brief encounters into actual friendships. When meeting new people, she experiences anxiety symptoms like a racing heartbeat and sweaty hands.

Despite her social challenges, Jane believes she’s adjusting to college life well. She is content with her chosen school and has no academic issues, maintaining high grades. She reported no history of mental health diagnoses or previous treatment and is interested in individual therapy while remaining open to group sessions.

Involved Agencies and Care Coordination Plans

In this case, it seems appropriate to refer her for a psychiatric evaluation. This can help determine if medication may alleviate her anxiety symptoms. I ensure I have the necessary consent forms completed for effective care coordination before making the referral.

Example for Jane:

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

Clinical Diagnoses

From the information gathered, Jane seems to exhibit mild social anxiety disorder. This diagnosis aligns with her situational anxiety symptoms related to forming friendships. The anxiety manifests physically, which complicates her ability to connect with new individuals.

Example for Jane:

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

Current Medications and Responses

At present, she is not taking any medications for her symptoms. Should my clients start medication in the future, I will update this section to reflect their treatment plan.

Example for Jane:

Medications: None

Presenting Problem and Associated Symptoms

In the presenting problem section of my treatment plans, I include a case conceptualization that highlights my client’s symptoms, their severity, and other relevant factors. This section sets the groundwork for the goals and objectives that will follow in the treatment plan.

Example for Jane:

I recently started working with Jane, an 18-year-old freshman in college, who sought help due to difficulties connecting with her peers. She experiences anxiety-driven physical symptoms, such as a racing heart and perspiring palms, when interacting with new individuals. Academically, she is performing well, but she expressed a strong desire to enhance her social interactions.

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Jane has no previous history of mental health issues or treatments. Her current symptoms appear to be related to her shift from a small town to a bigger college environment. She often isolates herself, which heightens her anxiety and limits her chances to cope with social situations. Jane expressed worries about being evaluated or criticized by her classmates, noting that her likes and hobbies set her apart from many students. She also stated that she avoids parties and alcohol, opting instead for activities like hiking and yoga.

Jane is eager to participate in counseling and understands how her self-esteem impacts her social interactions. She is interested in individual therapy and is open to group therapy once she feels more at ease with one-on-one sessions.

Goals and Objectives

The goals and objectives in my social skills treatment plan are aligned with Jane’s symptoms as discussed in her case conceptualization. I utilize evidence-based methods that effectively address her challenges. Goals and objectives should be clear and measurable to track her progress during treatment.

Example for Jane:

Goal: Boost confidence in social contexts

• Objective 1: Pinpoint 3 to 5 negative beliefs affecting her social abilities within the first three sessions
• Objective 2: Create a hierarchy for exposure
• Objective 3: Apply CBT and mindfulness strategies throughout her exposure hierarchy

Goal: Expand skills to form new peer connections

• Objective 1: Discover three strengths or interests that can facilitate new friendships
• Objective 2: Participate in at least one social gathering each month, like a campus event or club meeting
• Objective 3: Acquire assertive communication and interpersonal skills through DBT

Goal: Decrease avoidance behaviors

• Objective 1: Utilize journaling to document avoidance actions and their emotional triggers
• Objective 2: Take part in one new social event each week, like joining a study group or having coffee with a classmate
• Objective 3: Determine 2 techniques that have made it easier to attend social events by the end of each month.

Specific Interventions to Be Utilized

Here, I will outline particular interventions that can assist clients in achieving their goals. I find it beneficial to specify who will implement or complete each intervention as a prompt for future sessions. As treatment progresses, I’ll update this section by removing completed interventions and introducing new ones to facilitate further growth.

Example for Jane:

Intervention: Cognitive restructuring targeting unhealthy beliefs linked to avoidance behaviors

Responsible Person: Therapist and Jane

Intervention: Teach mindfulness techniques like deep breathing to manage anxiety symptoms

Responsible Person: Therapist

Intervention: Behavioral role-play

Responsible Person: Therapist and Jane

Intervention: Create and navigate an exposure hierarchy

Responsible Person: Therapist and Jane

Intervention: CBT self-monitoring for avoidance behaviors

Responsible Person: Jane

Family Involvement

In specific situations, involving family members in treatment can be beneficial. Sessions could offer psychoeducation and strategies for supporting loved ones. However, I may not suggest family involvement in this case.

Example for Jane:

Family Involvement: None

Additional Services and Interventions

Considering the provided information, I believe referring Jane to a support group would be suitable. Options may include groups focused on adjusting to college or tackling anxiety, likely available at the college counseling center for convenient access.

Example for Jane:

Additional Services: Group therapy

Estimated Duration for Completion

Jane’s symptoms are mild and have not hindered her academic performance, suggesting a short-term treatment plan. Should her symptoms escalate or affect her daily function, I will revisit and adjust this section of her treatment plan as necessary.

Example for Jane:

Estimated Duration: Three months of individual therapy, subject to adjustments as necessary 

Aftercare Recommendations

I typically draft aftercare plans as recommendations shaped by my client’s current symptoms and challenges. This approach prepares me for an abrupt or early end to treatment, as various circumstances can arise.

Example for Jane:

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

My Final Thoughts on Developing a Social Skills Treatment Plan

I’ve observed that assisting clients in enhancing their social skills can significantly boost their confidence and broaden their support networks. Major life changes, such as transitioning to college life, can feel particularly daunting without a sense of belonging. Depending on the client’s needs, I may concentrate on helping them manage anxiety, bolster their self-esteem, or practice new communication techniques in a safe environment.

I also commit to continuous learning in this field through ongoing education and specialized training. If you are working on similar cases…

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Just make sure the provider has the right accreditation in your professional field.

Explore all of our social skills worksheets

Resources:

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