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Medical necessity manual

Medical Necessity, Insurance Requirements, & Documentation.
Although the law requires insurers to offer the same access to mental health care as to physical care, it doesn’t require them to rely on evidence-based guidelines or those endorsed by professional societies in determining medical necessity. Instead, when deciding what to pay for, the government allows insurers to set their own standards.

Insurers generally face few limitations on how they define what kind of mental health care is medically necessary. They often create their own internal standards instead of relying on ones developed by nonprofit professional medical societies. These standards can then be used to challenge diagnoses or treatment plans.

Insurers say they conduct what they call utilization reviews, in which they can request and sift through therapy progress notes full of sensitive details, to assess whether providers are delivering appropriate care. However, providers, mental health care advocates and legislators have found that these reviews are often used as pretexts by insurers looking for a reason to dispute the necessity of treatment.

In recent years, at least 24 states have passed legislation to try to regulate how insurers conduct reviews of behavioral health care.

​Most of these states ask insurers to provide details on their treatment criteria or limitations, but some states appear to be violating their own laws by not posting information publicly.



PROGRESS NOTES
  • Progress Note Intro
  • Psychotherapy Notes
  • Breaking Down the Progress Note
  • Examples


Learn More
INTERVENTIONS & ASSESSMENTS
  • Interventions
  • Assessments & Scored Measures
  • Regularity​​

Documenting medical necessity
It is the therapist's responsibility to communicate with the insurer about how the medical necessity criteria for therapy continues to be met through therapy. Although the medical necessity for medical issues tends to be more or less straightforward with the ways we objectively measure physical illness with tests, labs, or imaging, establishing medical necessity for mental health can sometimes be more challenging to objectively measure, quantify, or "prove" in the ways insurers, auditors, or others want to see it documented. 
 
"Medical necessity" is a term that often includes a specific set of criteria that insurance companies use to determine whether they are going to pay for a service. If an insurer deems a service "medically necessary," it means they agree the service is needed and clinically agree to pay for it. However, clinical approval is not a complete guarantee of payment. This is caused by other administrative processes like coding, timeliness, network rules, etc. that could interfere with reimbursement. 
 
Insurance is fixated on improvements in the cheapest way possible. Most insurers understand the value of psychotherapy, at least in terms of a low-cost intervention to the general well-being of individuals, and especially in comparison to higher-cost services like those in a hospital setting. 
 
Insurance does not necessarily care about which evidence-based treatment you are using. It is a myth that your notes or documentation have to "look like CBT," for example. Insurers want to pay for (and see documented) the things you need a master's degree or Ph.D. to administer. Elements like empathy, active listening, reflecting, paraphrasing, support, and person-centered interventions will not be well received. 
 
The best way to navigate medical necessity is by having clear documentation from the very beginning or first session of treatment. It is extremely difficult to know the nuances of what each insurer wants to see. 
Medical necessity and legal documentation are broken down into a few areas: 
  • Assessments (e.g., GAD-7, PHQ-9) that should be completed at the intake and every 6 months 
  • Intake 
  • Progress Notes 
  • Treatment Plans ​
Progress Notes
“Progress notes” — as defined by the Health Information Portability and Accountability Act (HIPAA) — are a REQUIRED part of the client’s medical record and reflect what occurred in each visit. HIPAA states they may include assessment and diagnosis, treatment modality and frequency, session start/stop times, topics discussed, interventions, medication monitoring, test results, summaries of functioning, symptoms, prognosis, and progress. 
  • Progress notes are part of the client’s official medical record.  You are simply the custodian of this record. 
  • Progress notes must be readable to others because clients and their insurance plans have the right to inspect these notes, or even ask for a copy.  Progress notes may also be reviewed in the event of a disability claim, legal case, and ethics or licensing board complaint. 
  • Progress notes have no mandated format, but state law and professional ethics may address what the notes must include and insurance plans will typically have a list of what they require in these notes.  ​

Progress Note Template 
Many templates automatically enter the scheduled start and stop time of the session, but do NOT include the actual session start and stop times of the therapy portion of that session, which should be recorded in the session note, and should be different for each session to be credible. Without this unique session documentation, the therapist has no proof that time requirements have been met for the CPT code used for that session. 
 
Look at the notes you are writing and ask yourself these questions: 
  1. Am I recording specific details about the TOPICS the client discussed in that session? 
  2. Am I recording specific details about the SYMPTOMS the client discussed in that session?
  3. Am I recording specific INTERVENTIONS I did that were appropriate for those topics and symptoms, and that were unique to that session? ​
Psychotherapy Notes
Psychotherapy notes are notes recorded by a behavioral health professional documenting and analyzing the contents of a conversation during a private counseling session or a group, joint, or family counseling session. Psychotherapy notes do not include information about medications, start and stop times, treatments, results of clinical tests, summary of diagnosis, functional status, treatment plans, symptoms, prognosis, and progress2. They are the personal notes of the provider and differ from progress notes which are part of the medical record.  
Psychotherapy notes are afforded a higher level of protection from disclosure than nonpsychotherapy documentation under HIPAA. However, they must be kept separate from the medical record. If they are intertwined, they lose that level of protection.  
If you are documenting in written format, keep psychotherapy notes separate from the record. This may be problematic as some EMR systems do not have the capability to separate out psychotherapy notes from the record. When using an EMR, be aware if the notes are separate or not. If your EMR system does not have the ability to separate out psychotherapy notes, keep separate written or electronic psychotherapy notes. If in electronic form, ensure they are safe, secure, and encrypted. If they are kept in written form, ensure they are secure and kept in a locked location. If you are unable to do either, you may consider not documenting psychotherapy notes in addition to the documentation in the patient’s medical record.  
Even if you do not document psychotherapy notes, you may be a professional who requests a record from another professional who does. Be aware if your state has a specific rule on psychotherapy notes as it could differ from the HIPAA rule. 
 “Psychotherapy Notes” is a term coined by HIPAA.  Although commonly referred to as “process notes” or “private notes,” HIPAA defines psychotherapy notes as “notes recorded (in any medium) … documenting or analyzing the contents of conversation during a private counseling session…that are separated from the rest of the individual’s medical record.” Kind of vague, right?  The idea was to afford extra protection for a therapist’s personal notes, such as thoughts and feelings about a case, personal impressions of a client, or theoretical analysis of sessions (e.g., transference, resistance) that would not be appropriate as part of the client’s medical record.  You may also record questions for future sessions, hunches and theories, areas for further exploration, and questions to bring up with a consultant.  I think of them as kind of the therapist’s diary of the therapy. 

Psychotherapy notes are private and meant only for your reference, while progress notes are meant to be shared with other healthcare providers who are involved in a patient's care. Both types of notes are protected under HIPAA, but psychotherapy notes receive special protection because they can contain sensitive information. 

A few important things to know about Psychotherapy Notes: 
  • Psychotherapy Notes ARE NOT REQUIRED. 
  • Should you choose to keep them, psychotherapy notes MUST be kept separate from the client’s medical record (i.e., progress notes).  Otherwise, they will not be afforded the higher level of privacy.  By blending psychotherapy notes and progress notes, you remove all added security, and even an insurance plan could get access to the complete blended records. 
  • According to the attorneys I have interviewed, you cannot hide sensitive or potentially embarrassing session information in psychotherapy notes — for example, if a client is having an affair or is HIV-positive.   Topics like these that are a focus of treatment belong in the medical record — in a progress note -- not a psychotherapy note (see progress note definition). 
  •  The good news: Insurance plans cannot require you to turn over psychotherapy notes in case of an audit or record request, and clients do not have the right to view them. 
  • The bad news: Psychotherapy notes are not completely confidential.  A court can order them to be turned over, and in a complaint situation, they might be requested.   For this reason, many attorneys do not recommend you keep psychotherapy notes.  If you do, it is recommended you write them with the knowledge they could be released. 
  • Because psychotherapy notes are not part of the official medical record, they can be in any form that is useful to you. ​ 
Do you have to share psychotherapy notes? 
You might have to share your psychotherapy notes if: 
  • They contain information that falls under your “duty to warn” (i.e. involves the threat of harm to self or others). 
  • You receive a court order for documents and/or testimony (state laws may vary). 
  • The notes contain information regarding abuse or other topics covered under mandatory reporting laws. 
  • A coroner or medical examiner requests them as part of an investigation. 
  • The U.S. Department of Health and Human Services (HHS) requests them as part of an investigation. 
Progress Notes vs. Psychotherapy notes
Psychotherapy notes are private records meant to help therapists remember patient encounters.
​
Progress notes, on the other hand, record information relevant to the patient’s treatment and response to treatment. This covers information such as diagnosis, symptoms, medical history, test results, treatment plan, progress at appointments,
and prescription medications.
 ​
Assessment
During the assessment process, the clinician should identify mental health symptoms that are serious enough to disrupt the client’s ability to cope and perform various age- and culturally-related social, personal, occupational, scholastic, or behavioral functions. The service provider should identify the client’s areas of life functioning that are impacted by their behavioral health. Examples are as follows:  
  • Problems with primary support group 
  • Problems related to the social environment 
  • Educational problems 
  • Occupational problems 
  • Housing problems 
  • Economic problems 
  • Problems with access to healthcare services 
  • Problems related to interaction with legal system/crime • Other psychological or environmental problems  
 
Through assessment, you should be able to identify there is functional impairment present and should offer a diagnosis. The diagnosis should "result in functional impairment that substantially interferes with or limits one or more major life activities." Activity areas may include feeling, mood, and affect; thinking; family relationships; interpersonal relationships/social isolation; role/work performance; socio-legal conduct; and self-care/activities of daily living.  

Sample Assessment Note:
Met with client today to discuss continued need for services. Discussed her current stressors, symptoms, and general functioning. She indicated that her anxiety symptoms (of being unable to go places because she continues to be afraid of large crowds) had increased this past month. She also stated that her mom’s health had declined, and she may have to move in with her. Clinician recommended individual therapy with frequency of one time per week.  ​
Intervention
If you check “CBT therapy,” “reflective listening,” and “exploration of feelings” as your interventions in the session notes EVERY WEEK, the reviewer has no sense that you are responding to the client’s unique issues of that session.  A reviewer has no idea how you used CBT, what specific comments, interpretations, or advice you gave; homework you assigned; how you went about exploring the client’s feelings; and whether it was appropriate.  And importantly, if that client were to file a complaint against you, those three checks will not defend you very well because they do not adequately reflect the details of the service you provided and how it was appropriate given the client’s presentation. 
Breaking Down the Progress Note
Time Session Started & Ended.  
If telehealth, did the Client confirm that they consented to telehealth? 

Where did the session take place? If telehealth, state location. 

If using telehealth for this session, was telehealth rendered via 2-way video/audio on a HIPAA compliant platform? 
Reason for Contact: Document the client’s reason for seeking treatment clearly, including condition(s) or complaint(s) presented during session. This needs to document why this service is necessary and is not to be confused with just a statement of a diagnosis. This might be a response, for example, to increased mental health acuity, problems in the home or in relationships, or problems with housing.  

As you write about the impairment, you want to be brief and clear, but you also want to include important details. The more specific you can be in your notes, the better.  

For example, if your client is experiencing symptoms of depression such as insomnia 6 nights a week, and their lack of sleep has impaired their ability to perform at work, you might say something like, “Because the client is experiencing insomnia six nights a week due to depression, they have missed eight days of work this month.” Overall, you want to focus on specific issues with functioning and list symptoms that impact important aspects of your client’s life.  

How do the client’s symptoms support their diagnosis? 

If you have increased or decreased how often you see the client, why? 

Intervention & Response: Be sure to use descriptive verbs to describe your interventions (i.e., what you did). Did you help the client cope/adapt/respond/problem solve? Did you teach/model/practice?  ​

Plan: This section outlines clinical assessment-informed treatment planning (i.e., what interventions you might try next), collateral contact, referrals to be made, follow-up items, homework assignments, and others.  
In the plan section, you should specify: 
  • Any amended or new goals to the treatment plan  
  • That treatment goals remain appropriate or revise as needed 
  • If lack of improvement, consider change in treatment strategy 
  • Consider treatment titration and plan for discharge 
  • Explain the need for additional treatment due to Medical Necessity 
Sample Simple PRogress Note
Date of Session: August 23, 2024 
Time of Session: 8:05 a.m. until 8:59 a.m. 
Location of Client: Client stated that they were in their home at their provided address 
Reason for Contact: Client continues to suffer from PTSD symptoms which make it difficult for her to work and sleep at night. She reports she can’t focus on her day-to-day tasks and is easily startled. She also continues to be scared at night. 
Intervention: Client came in stating that she continues to have nightmares of her husband being murdered in their home. She has difficulty getting to work and focusing on tasks. Client stated she is afraid of leaving the house at night or when it is dark outside. Clinician brainstormed with client how to increase her social support. Client stated she could connect with her church for emotional support. Problem solved with client on how to increase her amount of sleep. Discussed having her children visit her at night and to sleep with soothing music. Client agreed to work on finding more ways to socialize with her friends and leave the house to visit with her family during the day. She continues to decline referral to psychiatrist.  
Plan: Clinician will continue to meet with client weekly for Individual Therapy to work on established treatment goals. Will continue to encourage referrals to resources to increase client’s support network.  
Sample Language for Certain Diagnoses or Symptoms
See the tabs below for sample phrasing or language:
Anxiety
  • Assess reasons for symptoms of anxiety 
  • Refer for medication evaluation to address 
  • Encourage reading on subject of anxiety 
  • Explore triggers/situations 
  • Explore benefits/changes in symptoms 
  • Utilize relaxation homework to reinforced skills learned 
  • Develop insight into worry/avoidance 
  • Encourage use of self-talk exercises 
  • Identify situations that are anxiety provoking 
  • Encourage routine use of strategies 
  • Validate/reinforce use of coping skills 
  • Teach relaxation skills 
  • Analyze fears 
  • Identify source of distorted thoughts 
  • Teach thought stopping techniques 
  • Teach/practice problem-solving strategies 
  • Identify coping skills that have helped in the past 
  • Identify unresolved conflicts and how they play out ​​
Depression
  • Assess history of depressed mood 
  • Identify what behaviors are associated with depression 
  • Assess/monitor risk and potential of suicide 
  • Identify symptoms of depression 
  • Explore/assess level of risk 
  • Teach and identify coping skills to decrease suicide risk 
  • Identify patterns of depression 
  • Identify support system 
  • Encourage journaling feelings as coping skill 
  • Explore issues of unresolved grief/loss 
  • Reinforce/recommend physical activity 
  • Normalize feelings of sadness and responses 
  • Connect anger/guilt with depression 
  • Encourage/reinforce positive self-talk 
  • Teach/identify coping skills to manage interpersonal problems 
  • Monitor and encourage self-care (hygiene/grooming) 
  • Explore potential reasons for sadness ​
Trauma
  • Work together on building trust 
  • Teach/explore trust in others 
  • Explore effects of childhood experiences 
  • Encourage use of journaling 
  • Explore how trauma impacts parenting patterns 
  • Explore history of dissociative experiences 
  • Utilize empty-chair exercise to work through trauma 
  • Explore roles of victim and survivor and how they are playing out 
  • Explore issues around trust 
  • Research family dynamics and how they play out 
  • Encourage healthy expression of feelings 
  • Encourage outside reading on trauma 
  • Education on dissociation as coping response 
  • Support confronting of perpetrator 
  • Explore/identify benefits of forgiveness ​
Family Conflict
  • Explore patterns of conflict within the family 
  • Explore familial communication patterns 
  • Identify how family patterns of conflict and communication are played out 
  • Reinforce use of healthy expression of feelings 
  • List ways family may participate in healthy activities in community 
  • Identify areas of strength that may be used to parent 
  • Identify patterns of dependency on family members 
  • Explore/identify patterns of dependency within family unit 
  • Teach conflict resolution 
  • Facilitates family communication 
  • Facilitate healthy expression of feelings/concerns 
  • Identify/reinforce family strengths 
  • Define roles in the family 
  • Teach/practice/model parenting techniques 
  • Identify feelings of fear/guilt/disappointment ​
Descriptive Intervention Words for Progress Notes
When documenting therapeutic interventions in progress notes, it is essential to use descriptive and concise language to accurately capture the activities and techniques employed during a therapy session. The following include descriptive intervention words and phrases that can be helpful in progress note documentation: 
  • Engaged: Describes the client’s active participation in the therapy process. 
  • Explored: Indicates that specific issues, thoughts, or emotions were investigated. 
  • Utilized: Conveys the use of particular therapeutic techniques or tools. 
  • Applied: Demonstrates the practical use of skills or strategies. 
  • Demonstrated: Highlights the client’s display of certain behaviors or coping mechanisms. 
  • Addressed: Shows that specific concerns or issues were discussed or managed. 
  • Employed: Indicates the use of therapeutic methods, approaches, or exercises. 
  • Practiced: Suggests that the client engaged in repeated or ongoing skill-building activities. 
  • Clarified: Denotes the process of making something more understandable or explicit. 
  • Identified: Reveals the client’s recognition or acknowledgment of particular thoughts, patterns, or triggers. 
  • Promoted: Conveys the intentional encouragement of positive behaviors or thought patterns. 
  • Explicated: Indicates the thorough explanation or clarification of a concept or issue. 
  • Facilitated: Shows the therapist’s role in making an interaction or process easier for the client. 
  • Implemented: Demonstrates the execution of a specific plan or strategy. 
  • Examined: Suggests in-depth scrutiny of thoughts, feelings, behaviors, or situations. 
  • Encouraged: Highlights the therapist’s effort to motivate or inspire the client. 
  • Exploited: Indicates the use of a particular approach or resource to the client’s advantage. 
  • Integrated: Shows the blending or incorporation of different therapeutic modalities or techniques. 
  • Validated: Conveys the therapist’s acknowledgment and acceptance of the client’s emotions or experiences. 
  • Reframed: Demonstrates the technique of offering an alternative perspective on a situation or issue. 
  • Guided: Suggests the therapist’s role in directing or steering the session’s focus. 
  • Strengthened: Highlights efforts to build or enhance specific skills or coping mechanisms. 
  • Challenged: Indicates the therapist’s invitation for the client to examine or question their beliefs or behaviors. 
  • Facilitated Exploration: Shows that the therapist encouraged the client to delve deeper into a particular topic. 
  • Empowered: Conveys the therapist’s support in helping the client regain a sense of control or confidence. 
These descriptive intervention words and phrases can help you create comprehensive and informative progress notes that accurately reflect the therapeutic work conducted during sessions. The choice of words should align with the specific interventions used and the client’s progress and needs. ​
Example Phrasing and Language for Progress Notes
Session Overview
  • "Today's session focused on exploring recent triggers and coping mechanisms, with particular attention to__________."  
  • "Discussed progress in implementing new communication strategies within relationships, emphasizing the impact on__________."  
  • "Explored the impact of recent life events on the client's emotional well-being, specifically addressing__________."  
  • "Reviewed and reflected on goals set during the previous session, considering the challenges related to__________." 
  • "Examined patterns of thought and behavior related to specific challenges, particularly focusing on__________."  
  • "Investigated the role of self-care in managing stress and anxiety, highlighting the significance of__________."  
  • "Addressed any immediate concerns or crises affecting the client, focusing on strategies for coping with__________." ​
Observations
  • "Noted increased tension in the client's body language during discussions about family dynamics, especially when__________."  
  • "Observed subtle signs of discomfort when addressing certain emotions, particularly related to__________."  
  • "Client displayed increased engagement and focus when discussing personal achievements, specifically in the context of__________."  
  • "Noted improvements in eye contact, suggesting enhanced connection and openness, especially when__________."  
  • "Observed instances of self-soothing behaviors during moments of distress, particularly when__________."  
  • "Client exhibited signs of relief through visible relaxation as the session progressed, especially in response to__________." 
  • "Non-verbal cues indicated a willingness to explore deeper emotional content, particularly regarding__________." ​
Client's reported emotional state
  • "Client reported feeling a mix of relief and anxiety when discussing past traumas, especially in relation to__________."  
  • "Emotional expression included a range of emotions such as sadness, frustration, and hope, particularly when__________."  
  • "Affective tone was characterized by increased self-compassion and acceptance, especially when addressing__________."  
  • "Client's emotional regulation demonstrated improvement in managing anger triggers, particularly in situations involving__________." 
  • "Expressed emotion appeared congruent with the client's reported internal experiences, specifically related to__________."  
  • "Client acknowledged feeling more empowered and in control of their emotional responses, particularly in the context of__________."  
  • "Worked on identifying and labeling emotions as part of emotional intelligence development, specifically focusing on__________." ​
Client Progress
  • "Client demonstrated increased self-awareness in identifying patterns of negative self-talk, particularly when faced with__________."  
  • "Made notable progress in implementing assertiveness skills in personal relationships, specifically addressing challenges related to__________."  
  • "Explored and processed barriers hindering progress towards career-related goals, focusing on overcoming obstacles such as__________."  
  • "Client reported a reduction in the frequency and intensity of panic attacks, particularly in response to__________." 
  • "Achieved a breakthrough in understanding the root causes of persistent self-doubt, especially related to__________." 
  • "Noted the client's commitment to daily mindfulness practices and its positive impact, particularly in moments of__________."  
  • "Client expressed a growing sense of self-efficacy in managing identified challenges, particularly when faced with__________." ​
Follow up Recommendations
  • "Suggested follow-up actions for the client to implement before the next session, providing practical steps for continued growth, specifically in the context of__________."  
  • "Discussed the possibility of involving a support system, such as family members or friends, in the client's therapeutic journey, especially considering__________." 
  • "Provided psychoeducation on resources available outside of therapy, including relevant workshops or community groups, tailored to the client's needs related to__________."  
  • "Emphasized the importance of consistent attendance and active engagement in the therapeutic process for optimal outcomes, particularly in situations involving__________."  
  • "Encouraged the client to practice newly acquired skills and coping strategies in real-life scenarios, reinforcing application when dealing with__________."  
  • "Offered referrals to complementary services or specialists based on the client's unique needs and goals, particularly those related to__________."  
  • "Established a plan for crisis intervention, including emergency contacts and coping strategies for acute distress, with a focus on__________." ​
Treatment Plan Adjustments
  • "Revised the treatment plan to incorporate new insights gained during the session, particularly focusing on__________." 
  • "Adjusted goals to align with the evolving priorities and aspirations expressed by the client, specifically in relation to__________."  
  • "Explored modifications to therapeutic interventions based on the client's preferences and feedback, particularly when__________." 
  • "Adapted the treatment plan to address emerging themes and challenges in the client's life, especially considering__________." "Collaboratively refined strategies for managing specific symptoms or behaviors identified by the client, particularly in situations involving__________."  
  • "Reviewed and updated the treatment plan in response to external factors impacting the client's progress, especially those related to__________."  
  • "Considered the integration of additional therapeutic modalities or techniques based on the client's evolving needs, particularly in areas related to__________." 
Barbara Griswold, LMFT, Author, Navigating the Insurance Maze: The Therapist's Complete Guide to Working With Insurance www.theinsurancemaze.com [email protected] 408.985.0846  ​
Clinical Interventions
  • Administered questionnaire to assist with diagnosis/assess symptom severity (ex. Beck Depression Inventory, Burns Anxiety Inventory or Burns Depression Checklist); gave follow-up questionnaire to check for progress  
  • Utilized EMDR / EFT techniques to address trauma symptoms  
  • Monitored medication compliance [Note: Add details about compliance, even if all is fine: ex. "client reports taking medications as prescribed with no negative side effects"]  
  • Discussed behavioral homework / journal / letter-writing assignment / reading assignment. (note insights)  
  • Taught self-soothing techniques, including breathing techniques, progressive relaxation, and visualization 
  • Helped client identify negative impact of anger, and positive consequences of anger management  
  • Used motivational interviewing to strengthen commitment to therapy and to change dysfunctional behavior  
  • Helped client identify and challenge cognitive distortions, and to replace with positive affirmations  
  • Helped client identify negative self-talk; taught thought-stopping techniques  
  • Taught mindfulness meditation  
  • Helped client identify how key life figures coped with anger, and how this affected client expression of anger  
  • Had client visualize scene that provokes anxiety or anger, then after using relaxation skills, to visualize utilizing healthy coping skills or alternate outcome  
  • Educated client about addiction / codependency / enabling / 12 Step concepts  
  • Helped client identify dysfunctional coping mechanisms from alcoholic/abusive childhood home she still uses  
  • Taught assertive communication techniques; role played using techniques  
  • Assisted client in improving problem-solving skills, including clearly defining problem, brainstorming possible solutions, evaluating the pros and cons of each, and implementing a plan of action.  
  • Taught conflict resolution skills  
  • Taught and practiced active / reflective listening  
  • Conducted couples/family session to give client support to speed progress  
  • Predicted possible causes of "relapse." Had client make list of how she would deal with it if felt that depressed/anxious/angry again, or faced same problem again  
  • "Utilized Cognitive Behavioral Therapy techniques to challenge and reframe negative thoughts, particularly those related to__________."  
  • "Applied mindfulness exercises to address rumination and promote present-moment awareness, especially during episodes of__________."  
  • "Encouraged expressive arts as a means of exploring and processing complex emotions, particularly focusing on__________."  
  • "Introduced and practiced deep breathing exercises for anxiety management, especially in situations involving__________."  
  • "Utilized role-playing scenarios to enhance assertiveness and communication skills, particularly addressing challenges in__________."  
  • "Incorporated narrative therapy techniques to reframe the client's personal narrative, with a focus on transforming perspectives related to__________." 
  • Utilized art therapy techniques, had client draw / sculpt / paint etc. how she felt when _____________ occurred.  
  • In order to lower client defenses, utilized play therapy techniques, while encouraging client to describe stressors  
  • Assessed for risk factors, including substance abuse, suicidal or homicidal ideation; none reported by client.  
  • Discussed moving to twice monthly sessions to maintain therapeutic gains while preventing relapse.  
  • Due to exacerbation of symptoms, suggested second session this week; client agreed 26. Reviewed progress toward treatment goals (specify progress); updated treatment plan (how?)  
  • Processed fears related to ________________________  
  • Pointed out strengths and coping abilities; explored how client had dealt with difficult situations in past  
  • Discussed safety plan for when client feels like acting on thoughts of self harm  
  • Discussed confidentiality / limits of confidentiality /what information may be needed by insurance  
  • Discussed appropriate use of answering service / crisis coverage  
  • Discussed fees / policies / vacation coverage in my absence  
  • Discussed bringing in spouse, and risks and benefits of doing couples and individual therapy with same therapist.  
  • Got release for doctor/psychiatrist/counselor. Discussed concerns about and benefits of care coordination  ​
Referrals
  • Referred for medication evaluation / physical exam  
  • Referred to EMDR as an adjunct treatment for trauma symptoms  
  • Referred to couples therapy / individual therapy / self-help support group / 12-Step group / therapy group  
  • Referred client to (assertiveness / healthy communication / mindfulness / stress reduction etc.) class  ​
Homework
  • Assigned journaling of situations that cause anger or irritation, to increase awareness of anger triggers  
  • Assigned client to write letter (not to send) to person she is having trouble forgiving, to increase awareness of causes of hurt/anger and to assist in letting go of emotions contributing to symptoms  
  • Assigned client to identify and journal negative self-talk, and practice writing replacement affirmations 
  • Assigned client to write complete alcohol and drug history, including reasons for use and negative consequences 
  • Assigned material to read, view, or listen to (handouts, books, articles, podcasts, videos, etc).  
  • Client will practice assigned Systematic Desensitization exercises to face fears for increasing amounts of time 
  • Assigned clients to go on night out without children to strengthen marital support system  
  • Assigned daily physical exercise to reduce symptoms, helped client choose type and time that she could do daily.  
  • "Assigned homework to practice assertiveness skills in real-life scenarios, particularly focusing on situations involving__________."  
  • "Encouraged daily mindfulness exercises to strengthen emotional regulation, especially during moments of__________." 
  • "Assigned a values clarification worksheet to guide goal-setting and decision-making, with a specific emphasis on__________."  
  • "Suggested reading materials on self-compassion for further exploration between sessions, specifically related to__________." 
  • "Agreed upon implementing a weekly self-care routine tailored to the client's preferences, with specific activities such as__________."  
  • "Assigned a communication log to track and reflect on interpersonal interactions, particularly in situations involving__________."  
  • "Encouraged the development of a personalized crisis intervention plan, with specific strategies for managing crises such as__________." ​
Treatment Plan
To be added.
Treatman Plan Goals/objectives
 Note: Always make objectives measurable (e.g., 3 out of 5 times, 100%, learn 3 skills), unless they are measurable on their own as in "List and discuss [issue] weekly... " ​
Abuse/Neglect
Goal: Explore and resolve issues relating to history of abuse/neglect victimization ​

  • Share details of the abuse/neglect with therapist as able to do so 
  • Learn about typical long term/residual effects of traumatic life experiences 
  • Develop two strategies to help cope with stressful reminders/memories 
Alcohol/drugs and other addictions
Goal: Be free of drug/alcohol use/abuse 
  • Avoid people, places and situations where temptation might be overwhelming 
  • Explore dynamics relating to being the [child/husband/wife] of an [alcoholic/addict] and discuss them each week at support group meetings 
  • Learn five triggers for alcohol & drug use 
  • Reach ____ days/months/years of clean/sober living ​
anger
Goal: Increase and practice ability to manage anger ​
  • Walk away from situations that trigger strong emotions (100%) 
  • Be free of tantrums/explosive episodes 
  • Learn two positive anger management skills 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with ________ (list triggers) 
  • Get through an entire day without an angry mood swing (or breaking/punching, etc. ) 
  • Get through a whole week without fighting with  
  • Take a time-out when things get upsetting 
  • Learn and practice anger management skills especially in situations where people are not treating him/her respectfully 
Anxiety
Goal: Develop strategies to reduce symptoms, or Reduce anxiety and improve coping skills 
  • Be free of panic episodes (100%) 
  • Recognize and plan for top five anxiety-provoking situations 
  • Learn two new ways of coping with routine stressors 
  • Report feeling more positive about self and abilities during therapy sessions 
  • Develop strategies for thought distraction when fixating on the future ​
Behavior problems
Goal: Improve overall behavior (and attitude/mood), or Maintain positive behavior (and attitude/mood) 

  • Be free of _______ behavior 
  • Develop a reward system to address_ (target problem) 
  • Learn two ways to manage frustration in a positive manner 
  • Share two positive experiences each week in which X is proud of how he/she has behaved 
  • Stay free of fights 
  • Stay free of drug & alcohol use and abuse (100%) 
  • Be free of violent behavior 
  • Be able to keep hands and feet to self 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be free of threats to self and others 
  • Complete daily tasks (e.g. chores, pet care, self care, etc.) 
  • Avoid leaving clothing/toys/personal stuff all around the house 
  • Listen to parent and follow simple directions with one prompt 
  • Put all dishes, glasses, cups, and food items back in the kitchen after meals/snacks 
  • Clean up after himself/herself 
  • Admit and accept personal responsibility for own actions/behavior 
  • Be respectful of adults and avoid talking back 
  • Get through a whole week without fighting with  
  • Avoid behavior that would result in a loss of custody 
  • Be able to play with others peacefully for _______ minutes 
  • Come home each day by _______ (time) 
  • Keep parents informed about where you are and when you will be home 
  • Be in bed by _______  (time) each night 
  • Be free of bedwetting 
  • Be free of wet/soiled underwear 
  • If an accident happens, be responsible and clean it up 
  • Be free of any behavior that could result in loss of job 
  • Remain free of behaviors which would lead to arrest 
  • Comply with all aspects of probation/parole and avoid behavior that could violate 
  • Eat/swallow only items intended to be food 
 
communication skills
Goal: Learn and use effective communication strategies ​

  • Talk nice or do not say anything at all 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be able to express anger without yelling and using foul language 
  • Be able to express wants and needs through spoken language 
  • Be able to ask questions and tell about instances 
  • Be able to stick up for self assertively 
  • Speak in a clear and concise manner so others fully understand him/her 
  • Learn to express feelings verbally without acting out 
decision making
Goal: Improve decision making skills 
  • Make short and simple "to do" lists and complete three tasks each day 
  • Celebrate little successes each day using positive self talk and/or journaling 
  • Be able to weigh options and make simple decisions within 5 minutes 
  • List three options for any major decisions and then discuss with therapist or family
Depression
Goal: Improve overall mood 
  • Be free of suicidal thoughts 
  • Call crisis hotline if having suicidal thoughts 
  • Report feeling more positive about self and abilities 
  • Get 7-8 hours of restful sleep every night 
  • Avoid napping/sleeping to escape other people and activities 
  • Shower, dress, and then do something every day 
  • Report feeling happy/better overall mood 
  • Make short and simple "to do" lists and complete three tasks each day 
  • Celebrate little successes each day using positive self talk and/or journaling 
  • Get through a day/week without a crying spell 
  • Develop strategies for thought distraction when ruminating on the past ​
eating disorder
Goal: Resolve eating disorder 
  • Eat a balanced diet of foods and maintain good overall health 
  • Gain ____ pounds
  • Loose ____ pounds
  • Be free of binge eating/purging 
  • Remove junk foods from home and limit future purchases 
  • Recognize/list environmental and situational triggers and develop alternative behaviors for coping with them 
  • Recognize emotional triggers and develop alternative ways of strategies for meeting emotional needs 
expression of feelings, wants, and needs
Goal: Learn appropriate ways to express different feelings 
  • Share two positive experiences each week in which client is proud of how he/she has behaved 
  • Gain knowledge of different feelings 
  • Turn to adults for help when feeling sad, angry or negative feelings 
  • Express feelings verbally rather than whine and/or cry about them 
  • Learn to express feelings verbally without acting out
family conflict
Goal: Learn and use conflict resolution skills 
  • Recognize patterns of family conflict discuss weekly in therapy 
  • Avoid angry outbursts by walking away from stressful situations 
  • Get through X days out of 7 without fighting with siblings 
  • Be respectful of ________: Listen, follow directions and avoid talking back 
  • Be able to live together peacefully, free of all angry physical contact 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with  
  • Be able to stick up for self assertively, not aggressively 
  • Be respectful of adults/don't talk back 
  • Get through a whole week without fighting with  
  • Speak in a clear and concise manner so others fully understand him/her 
  • Learn to express feelings verbally without acting out ​
Grief and Loss
Goal: Explore and resolve grief and loss issues 
  • Give sorrow words - discuss issues of grief weekly with therapist 
  • Continue to explore and resolve issues of grief/loss as they arise 
  • Get through a week without a crying spell 
  • Learn about the typical 2-7 year process of grieving the loss of a loved one 
  • Explore spirituality and the role it plays in redefining views about the meaning and purpose of life 
  • Create (write/draw) a soul sketch of the deceased loved one 
  • Plan a memorial service for the anniversary of the loss 
  • Develop appropriate rituals to remember and honor  ​
Harm to self or others
Goal: Be free of thoughts of self-harm/self mutilation, or Be free of thoughts to harm to others 
  • Learn two ways to manage frustration in a positive manner 
  • Explore triggers of thoughts to harm self or others 
  • Call crisis hotline when needed 
  • Report feeling more positive about self and abilities 
  • Explore and resolve stress from  
  • Develop a crisis plan and share it with key people 
  • Remove weapons from the home [and other means] 
  • List three emergency contacts who will be able to stay with you till a crisis passes ​
health issues
Goal: Manage physical healthcare conditions and cope with related stress 
  • Learn as much as possible about the condition(s) and needed treatment 
  • Take medications/treatments as prescribed on a daily basis 
  • Attend all scheduled appointments with the doctor 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the prescribing doctor ASAP 
  • Seek additional advocacy services from  
  • Seek additional support from  ​
hyperactivity
Goal: Improve overall behavior, or Maintain positive behavior ​

  • Be able to keep hands and feet to self 
  • Complete daily tasks (e.g. chores, pet care, self care, etc.) 
  • Listen to parent/teacher and follow simple directions with one prompt 
  • Behave in an age-appropriate manner 
  • Maintain passing grades 
  • Will be able to focus attention and complete school-related tasks each day 
  • Listen and take notes in all classes 
  • Will review homework and other projects with parents on the day they are assigned 
  • Be respectful of adults and avoid talking back 
  • Be able to play with others peacefully for _______ minutes 
  • Be free of any behavior that could result in detention/suspension 
  • Develop a reward system to address ___________ (target problem) 
medication management
Goal: Medication management 
  • Take medications as prescribed on a daily basis 
  • Attend all scheduled appointments with the psychiatrist 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the doctor ASAP ​
mood management
Goal: Maintain stability of mood, or Improve overall mood, or Maintain even mood, or 
Increase ability to manage moods.
  • Learn two ways to manage frustration in a positive manner 
  • Be free of suicidal thoughts; call crisis hotline if having suicidal thoughts 
  • Report feeling more positive about self and abilities 
  • Report feeling happy/better mood (4 days out of 7) 
  • Get 7-8 hours of restful sleep every night 
  • Get through a week without a crying spell 
 
parenting
Goal: Improve parenting skills 
  • Set two limits and stick with a plan that will require more responsible behavior 
  • Focus on positive behavior and give attention then, rather than focus on negative things 
  • Learn and be able to effectively use transactional analysis to stay in "adult" mode 
  • Use "I" statements rather than You" when communicating with  
  • Develop and consistently use a behavior modification plan, to increase/eliminate  ​
personal hygiene and self-care
Goal: Improve personal hygiene and attentiveness to independent/age appropriate self-care 

  • Brush teeth _______ times each day and floss  
  • Shower (take a bath) every day 
  • Use antiperspirant / deodorant every day after showering 
  • Brush/comb hair every morning 
  • Do a thorough job of wiping after toileting (100%) 
 
physical health issues
Goal: Cope with stress of physical health issues and chronic pain 
  • Explore and resolve thoughts and feelings that arise as a result of medical conditions and medications 
  • Learn two new strategies for coping with the above thoughts and feelings 
  • Reduce weight by_____ pounds 
  • Exercise for 20 minutes every day 
  • Learn strategies to advocate for him/herself with medical personnel 
  • Quit smoking (or drinking) 
  • Take medications as prescribed on a daily basis 
  • Attend all scheduled appointments with physicians 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the doctor ASAP
  • Make and keep an appointment with _____ (dentist/doctor) for needed diagnosis and treatment
relationships
Goal: Establish/maintain civil and supportive behavior 
  • Avoid angry outbursts by walking away from stressful situations 
  • Be free of affairs 
  • Be able to live together peacefully, free of all angry physical contact 
  • Learn three ways to communicate verbally when angry 
  • Explore peer and dating relationships to improve X's chance of staying safe and legal 
  • Be able to keep hands to self 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with  
  • Be able to stick up for self assertively 
  • Be respectful of parents/don't talk back 
  • Get through a whole week without fighting with  
  • Speak in a clear and concise manner so others fully understand him/her 
  • Be able to play with others peacefully for _______ minutes 
  • Learn to express feelings verbally without acting out 
  • Associate with healthy people and continue to make new friends 
  • Continue to explore relationship issues and slowly see new opportunities for dating 
  • Figure out why relationships fail and better plan for finding next partner 
  • Associate with people outside of work and make one or two new friends ​
school issues
  • Go to school every day 
  • Behave in an age-appropriate manner 
  • Maintain passing grades 
  • Will be able to focus attention and complete school-related tasks each day 
  • Listen and take notes in all classes 
  • Be free of suspensions and detentions 
  • Will review homework and other projects with parents on the day they are assigned ​
self-image
Goal: Explore and resolve issues related to self image 

  • Discuss life events that led to and/or reinforce a negative self image during weekly therapy 
  • Use positive self talk daily 
  • Exercise daily (or_____ times per week) 
  • Drop_____ pounds 
  • Report feeling more positive about self and abilities 
  • Return to school and work on getting _______ (degree/diploma/GED) 
  • Change jobs to one that . . . (offers more pay and/or better suits skill set) 
  • Openly discuss issues relating to sexuality and become comfortable with sexual identity 
  • Explore spirituality and the role it plays in the meaning and purpose of life 
  • Engage in volunteer work and/or other meaningful activity at least three hours each week 
Sleep Problems
Goal: Get 7-8 hours of restful sleep each night
  • Limit consumption of food and drinks before bed
  • Limit intake of caffeine (coffee, tea, soda) and chocolate after ____ (time)
  • Cut back on things that may impede normal sleep patterns (e.g., alcohol and some medications) 
  • Be in bed by each night 
  • Have 30 minutes of quiet time before going to bed each night (e.g., read, meditate) 
  • Avoid overly stimulating shows/movies/video games before bedtime 
  • Avoid watching TV and chatting on the phone while in bed 
  • If not asleep in 20 minutes, get up and do something for a bit, rather than try to force sleep 
  • Leave a paper and pen to write worries down instead of ruminating on them 
  • Learn best practices for sleep (cooler room, limit caffeine, calming time before bed) 
  • Listen to relaxation/meditation music to aid falling asleep 
Social skills
Goal: Improve social skills 
  • Speak in a clear and concise way so others fully understand him/her 
  • Learn to express feelings verbally without acting out 
  • Make a new same-age friend 
  • Spend two hours playing with peers each week 
Stress
Goal: Be able to cope with routine life stressors and take things in stride 
  • Assess personal risk traits and resiliency traits and discuss the role each plays in coping with daily stresses during the time between therapy sessions 
  • Learn two ways to manage frustration in a positive manner 
  • Get 7-8 hours of restful sleep every night 
  • Talk out routine stress events during weekly therapy sessions 
  • Explore and resolve residual stress from ______  (e.g., years as a first responder) 
  • Foster two new activities/interests that will help mitigate stress 
  • Exercise 20-30 minutes per day 
  • Learn and use meditation and relaxation techniques daily 
 ​
Suicide
Goal: Be free of suicidal thoughts/attempts 
  • Explore and resolve stress from  
  • Call crisis hotline if having suicidal thoughts 
  • Develop a crisis plan and share it with key people 
  • Remove weapons from the home [and other means] 
  • List three emergency contacts who will be able to stay with you till a crisis passes 
Thought disorder
Goal: Improve ability to see world as others do 
  • Be free of false perceptions and [see/hear/smell/feel] things as others do 
  • Be free of false beliefs 
  • Be free of thoughts that others are out to get you 
  • Spend 2-3 hours each week visiting with others 
  • Visit the clubhouse and/or the consumer drop-in-center each week 
  • Report feeling comfortable spending time with others 
 
Trauma
Goal: Explore and resolve issues related to __________  (traumatic event) 
  • Explore and resolve residual stress from ________ (e.g., years as a first responder) 
  • Share details of the trauma with therapist, as able to do so 
  • Reframe negative perceptions, when possible, and focus on finding meaning and drawing strength from the event 
  • Learn about typical long term/residual effects of traumatic life experiences 
  • Explore spirituality and the role it plays in life after traumatic events 
  • Learn about the typical 2-7 year process of rebuilding life after trauma 
Vocational/educational
Goal: Find a new job, or Keep present job, or Re-enter the work force  
  • Earn G.E.D. 
  • Explore options for returning to school/training 
  • Become an active member of a local clubhouse 
  • Complete college/technical school 
  • Develop a resume 
  • Seek two people who will serve as references 
  • Be free of any behavior that could result in loss of job/educational grants 
  • Find and settle into a new job 
 
Treatment Plan Interventions
​
  • Acceptance (of limitations/reality)
  • Accountability
  • ACOA Issues
  • Anger Management (e.g., punch bag/pillow)
  • Art Therapy
  • Assertiveness Training
  • Behavior Modification (e.g., rewards) 
  • Best Practices for (e.g., better sleep)
  • Bibliotherapy
  • Building on Strengths
  • Career Counseling
  • Coaching
  • Cognitive-Behavioral Therapy
  • Communication Skills
  • Community
  • Conflict Resolution
  • Couples Therapy
  • Crisis Planning
  • Defusing/Debriefing
  • Dignity/Self-worth
  • Discipline
  • Drug & Alcohol Referral
  • Education (e.g., graduation/GED)
  • Empathy
  • Empowerment
  • Encouragement
  • Expression of Feelings
  • Fair Fighting Skills
  • Family Therapy
  • Feedback Loops
  • Forgiveness
  • Gestalt Therapy
  • Getting a Job (Better Job)
  • Goal Planning/Orientation
  • Good Choices/Bad Choices
  • Good Touch/Bad Touch
  • Gratitude
  • Grief/Loss/Bereavement Issues
  • Homework Assignments
  • Humility
  • Increasing Coping Skills
  • Independence
  • Journaling
  • Letting Go
  • Life Skills Training
  • Listening
  • Logical Consequences of Behavior
  • Magic Question (3 wishes/magic wand)
  • Making Friends
  • MISA/MICA Issues (Dual Ox Treatment)
  • Modeling Appropriate Behaviors 
  • Money Management 
  • Monitoring of          
  • Motivation 
  • Narrative Therapy 
  • Normalization        
  • Partializing (breaking down goals into manageable pieces 
  • Patience 
  • Perseverance 
  • Personal Hygiene 
  • Play Therapy 
  • Positive Self-talk
  • Practice Exercises 
  • Primal Screams 
  • Priority Setting 
  • Processing  
  • Psychodrama 
  • Psychoeducation 
  • Reality Therapy 
  • Recognizing behavior
  • Refer to 
  • Reframing 
  • Rehearsal 
  • Relapse Prevention 
  • Relationship Issues 
  • Relaxation Techniques (e.g., breathing) 
  • Responsibility for Actions 
  • Role Playing 
  • Self-care Skills 
  • Self-direction (Independence) 
  • Sexual Identity Issues 
  • Sexuality 
  • Social Skills Training 
  • Social-Vocational Training 
  • Socialization 
  • Solution-focused Therapy 
  • Spiritual Exploration 
  • Starting Over 
  •  Stop-Think-Act 
  • Strength Focus/Listing 
  • Stress Inoculation 
  • Stress Management 
  • Supportive Relationships 
  • Talk Therapy 
  • Therapeutic Stories & Worksheets 
  • Timeouts 
  • Transactional Analysis (P-A-C) 
  • Trigger Recognition 
  • Twelve Step 
  • Values Clarification 
  • Verbal Communication Skills 
  • Weight Control/Loss 
  • Workbooks 
THE ELEMENTS OF A PROGRESS NOTE
Documenting medical necessity
It is the therapist's responsibility to communicate with the insurer about how the medical necessity criteria for therapy continues to be met through therapy. Although the medical necessity for medical issues tends to be more or less straightforward with the ways we objectively measure physical illness with tests, labs, or imaging, establishing medical necessity for mental health can sometimes be more challenging to objectively measure, quantify, or "prove" in the ways insurers, auditors, or others want to see it documented. 
 
"Medical necessity" is a term that often includes a specific set of criteria that insurance companies use to determine whether they are going to pay for a service. If an insurer deems a service "medically necessary," it means they agree the service is needed and clinically agree to pay for it. However, clinical approval is not a complete guarantee of payment. This is caused by other administrative processes like coding, timeliness, network rules, etc. that could interfere with reimbursement. 
 
Insurance is fixated on improvements in the cheapest way possible. Most insurers understand the value of psychotherapy, at least in terms of a low-cost intervention to the general well-being of individuals, and especially in comparison to higher-cost services like those in a hospital setting. 
 
Insurance does not necessarily care about which evidence-based treatment you are using. It is a myth that your notes or documentation have to "look like CBT," for example. Insurers want to pay for (and see documented) the things you need a master's degree or Ph.D. to administer. Elements like empathy, active listening, reflecting, paraphrasing, support, and person-centered interventions will not be well received. 
 
The best way to navigate medical necessity is by having clear documentation from the very beginning or first session of treatment. It is extremely difficult to know the nuances of what each insurer wants to see. 
Medical necessity and legal documentation are broken down into a few areas: 
  • Assessments (e.g., GAD-7, PHQ-9) that should be completed at the intake and every 6 months 
  • Intake 
  • Progress Notes 
  • Treatment Plans ​
Progress Notes
“Progress notes” — as defined by the Health Information Portability and Accountability Act (HIPAA) — are a REQUIRED part of the client’s medical record and reflect what occurred in each visit. HIPAA states they may include assessment and diagnosis, treatment modality and frequency, session start/stop times, topics discussed, interventions, medication monitoring, test results, summaries of functioning, symptoms, prognosis, and progress. 
  • Progress notes are part of the client’s official medical record.  You are simply the custodian of this record. 
  • Progress notes must be readable to others because clients and their insurance plans have the right to inspect these notes, or even ask for a copy.  Progress notes may also be reviewed in the event of a disability claim, legal case, and ethics or licensing board complaint. 
  • Progress notes have no mandated format, but state law and professional ethics may address what the notes must include and insurance plans will typically have a list of what they require in these notes.  ​

Progress Note Template 
Many templates automatically enter the scheduled start and stop time of the session, but do NOT include the actual session start and stop times of the therapy portion of that session, which should be recorded in the session note, and should be different for each session to be credible. Without this unique session documentation, the therapist has no proof that time requirements have been met for the CPT code used for that session. 
 
Look at the notes you are writing and ask yourself these questions: 
  1. Am I recording specific details about the TOPICS the client discussed in that session? 
  2. Am I recording specific details about the SYMPTOMS the client discussed in that session?
  3. Am I recording specific INTERVENTIONS I did that were appropriate for those topics and symptoms, and that were unique to that session? ​
Psychotherapy Notes
Psychotherapy notes are notes recorded by a behavioral health professional documenting and analyzing the contents of a conversation during a private counseling session or a group, joint, or family counseling session. Psychotherapy notes do not include information about medications, start and stop times, treatments, results of clinical tests, summary of diagnosis, functional status, treatment plans, symptoms, prognosis, and progress2. They are the personal notes of the provider and differ from progress notes which are part of the medical record.  
Psychotherapy notes are afforded a higher level of protection from disclosure than nonpsychotherapy documentation under HIPAA. However, they must be kept separate from the medical record. If they are intertwined, they lose that level of protection.  
If you are documenting in written format, keep psychotherapy notes separate from the record. This may be problematic as some EMR systems do not have the capability to separate out psychotherapy notes from the record. When using an EMR, be aware if the notes are separate or not. If your EMR system does not have the ability to separate out psychotherapy notes, keep separate written or electronic psychotherapy notes. If in electronic form, ensure they are safe, secure, and encrypted. If they are kept in written form, ensure they are secure and kept in a locked location. If you are unable to do either, you may consider not documenting psychotherapy notes in addition to the documentation in the patient’s medical record.  
Even if you do not document psychotherapy notes, you may be a professional who requests a record from another professional who does. Be aware if your state has a specific rule on psychotherapy notes as it could differ from the HIPAA rule. 
 “Psychotherapy Notes” is a term coined by HIPAA.  Although commonly referred to as “process notes” or “private notes,” HIPAA defines psychotherapy notes as “notes recorded (in any medium) … documenting or analyzing the contents of conversation during a private counseling session…that are separated from the rest of the individual’s medical record.” Kind of vague, right?  The idea was to afford extra protection for a therapist’s personal notes, such as thoughts and feelings about a case, personal impressions of a client, or theoretical analysis of sessions (e.g., transference, resistance) that would not be appropriate as part of the client’s medical record.  You may also record questions for future sessions, hunches and theories, areas for further exploration, and questions to bring up with a consultant.  I think of them as kind of the therapist’s diary of the therapy. 

Psychotherapy notes are private and meant only for your reference, while progress notes are meant to be shared with other healthcare providers who are involved in a patient's care. Both types of notes are protected under HIPAA, but psychotherapy notes receive special protection because they can contain sensitive information. 

A few important things to know about Psychotherapy Notes: 
  • Psychotherapy Notes ARE NOT REQUIRED. 
  • Should you choose to keep them, psychotherapy notes MUST be kept separate from the client’s medical record (i.e., progress notes).  Otherwise, they will not be afforded the higher level of privacy.  By blending psychotherapy notes and progress notes, you remove all added security, and even an insurance plan could get access to the complete blended records. 
  • According to the attorneys I have interviewed, you cannot hide sensitive or potentially embarrassing session information in psychotherapy notes — for example, if a client is having an affair or is HIV-positive.   Topics like these that are a focus of treatment belong in the medical record — in a progress note -- not a psychotherapy note (see progress note definition). 
  •  The good news: Insurance plans cannot require you to turn over psychotherapy notes in case of an audit or record request, and clients do not have the right to view them. 
  • The bad news: Psychotherapy notes are not completely confidential.  A court can order them to be turned over, and in a complaint situation, they might be requested.   For this reason, many attorneys do not recommend you keep psychotherapy notes.  If you do, it is recommended you write them with the knowledge they could be released. 
  • Because psychotherapy notes are not part of the official medical record, they can be in any form that is useful to you. ​ 
Do you have to share psychotherapy notes? 
You might have to share your psychotherapy notes if: 
  • They contain information that falls under your “duty to warn” (i.e. involves the threat of harm to self or others). 
  • You receive a court order for documents and/or testimony (state laws may vary). 
  • The notes contain information regarding abuse or other topics covered under mandatory reporting laws. 
  • A coroner or medical examiner requests them as part of an investigation. 
  • The U.S. Department of Health and Human Services (HHS) requests them as part of an investigation. 
Progress Notes vs. Psychotherapy notes
Psychotherapy notes are private records meant to help therapists remember patient encounters.
​
Progress notes, on the other hand, record information relevant to the patient’s treatment and response to treatment. This covers information such as diagnosis, symptoms, medical history, test results, treatment plan, progress at appointments,
and prescription medications.
 ​
Assessment
During the assessment process, the clinician should identify mental health symptoms that are serious enough to disrupt the client’s ability to cope and perform various age- and culturally-related social, personal, occupational, scholastic, or behavioral functions. The service provider should identify the client’s areas of life functioning that are impacted by their behavioral health. Examples are as follows:  
  • Problems with primary support group 
  • Problems related to the social environment 
  • Educational problems 
  • Occupational problems 
  • Housing problems 
  • Economic problems 
  • Problems with access to healthcare services 
  • Problems related to interaction with legal system/crime • Other psychological or environmental problems  
 
Through assessment, you should be able to identify there is functional impairment present and should offer a diagnosis. The diagnosis should "result in functional impairment that substantially interferes with or limits one or more major life activities." Activity areas may include feeling, mood, and affect; thinking; family relationships; interpersonal relationships/social isolation; role/work performance; socio-legal conduct; and self-care/activities of daily living.  

Sample Assessment Note:
Met with client today to discuss continued need for services. Discussed her current stressors, symptoms, and general functioning. She indicated that her anxiety symptoms (of being unable to go places because she continues to be afraid of large crowds) had increased this past month. She also stated that her mom’s health had declined, and she may have to move in with her. Clinician recommended individual therapy with frequency of one time per week.  ​
Intervention
If you check “CBT therapy,” “reflective listening,” and “exploration of feelings” as your interventions in the session notes EVERY WEEK, the reviewer has no sense that you are responding to the client’s unique issues of that session.  A reviewer has no idea how you used CBT, what specific comments, interpretations, or advice you gave; homework you assigned; how you went about exploring the client’s feelings; and whether it was appropriate.  And importantly, if that client were to file a complaint against you, those three checks will not defend you very well because they do not adequately reflect the details of the service you provided and how it was appropriate given the client’s presentation. 
Breaking Down the Progress Note
Time Session Started & Ended.  
If telehealth, did the Client confirm that they consented to telehealth? 

Where did the session take place? If telehealth, state location. 

If using telehealth for this session, was telehealth rendered via 2-way video/audio on a HIPAA compliant platform? 
Reason for Contact: Document the client’s reason for seeking treatment clearly, including condition(s) or complaint(s) presented during session. This needs to document why this service is necessary and is not to be confused with just a statement of a diagnosis. This might be a response, for example, to increased mental health acuity, problems in the home or in relationships, or problems with housing.  

As you write about the impairment, you want to be brief and clear, but you also want to include important details. The more specific you can be in your notes, the better.  

For example, if your client is experiencing symptoms of depression such as insomnia 6 nights a week, and their lack of sleep has impaired their ability to perform at work, you might say something like, “Because the client is experiencing insomnia six nights a week due to depression, they have missed eight days of work this month.” Overall, you want to focus on specific issues with functioning and list symptoms that impact important aspects of your client’s life.  

How do the client’s symptoms support their diagnosis? 

If you have increased or decreased how often you see the client, why? 

Intervention & Response: Be sure to use descriptive verbs to describe your interventions (i.e., what you did). Did you help the client cope/adapt/respond/problem solve? Did you teach/model/practice?  ​

Plan: This section outlines clinical assessment-informed treatment planning (i.e., what interventions you might try next), collateral contact, referrals to be made, follow-up items, homework assignments, and others.  
In the plan section, you should specify: 
  • Any amended or new goals to the treatment plan  
  • That treatment goals remain appropriate or revise as needed 
  • If lack of improvement, consider change in treatment strategy 
  • Consider treatment titration and plan for discharge 
  • Explain the need for additional treatment due to Medical Necessity 
Sample Simple PRogress Note
Date of Session: August 23, 2024 
Time of Session: 8:05 a.m. until 8:59 a.m. 
Location of Client: Client stated that they were in their home at their provided address 
Reason for Contact: Client continues to suffer from PTSD symptoms which make it difficult for her to work and sleep at night. She reports she can’t focus on her day-to-day tasks and is easily startled. She also continues to be scared at night. 
Intervention: Client came in stating that she continues to have nightmares of her husband being murdered in their home. She has difficulty getting to work and focusing on tasks. Client stated she is afraid of leaving the house at night or when it is dark outside. Clinician brainstormed with client how to increase her social support. Client stated she could connect with her church for emotional support. Problem solved with client on how to increase her amount of sleep. Discussed having her children visit her at night and to sleep with soothing music. Client agreed to work on finding more ways to socialize with her friends and leave the house to visit with her family during the day. She continues to decline referral to psychiatrist.  
Plan: Clinician will continue to meet with client weekly for Individual Therapy to work on established treatment goals. Will continue to encourage referrals to resources to increase client’s support network.  
Sample Language for Certain Diagnoses or Symptoms
See the tabs below for sample phrasing or language:
Anxiety
  • Assess reasons for symptoms of anxiety 
  • Refer for medication evaluation to address 
  • Encourage reading on subject of anxiety 
  • Explore triggers/situations 
  • Explore benefits/changes in symptoms 
  • Utilize relaxation homework to reinforced skills learned 
  • Develop insight into worry/avoidance 
  • Encourage use of self-talk exercises 
  • Identify situations that are anxiety provoking 
  • Encourage routine use of strategies 
  • Validate/reinforce use of coping skills 
  • Teach relaxation skills 
  • Analyze fears 
  • Identify source of distorted thoughts 
  • Teach thought stopping techniques 
  • Teach/practice problem-solving strategies 
  • Identify coping skills that have helped in the past 
  • Identify unresolved conflicts and how they play out ​​
Depression
  • Assess history of depressed mood 
  • Identify what behaviors are associated with depression 
  • Assess/monitor risk and potential of suicide 
  • Identify symptoms of depression 
  • Explore/assess level of risk 
  • Teach and identify coping skills to decrease suicide risk 
  • Identify patterns of depression 
  • Identify support system 
  • Encourage journaling feelings as coping skill 
  • Explore issues of unresolved grief/loss 
  • Reinforce/recommend physical activity 
  • Normalize feelings of sadness and responses 
  • Connect anger/guilt with depression 
  • Encourage/reinforce positive self-talk 
  • Teach/identify coping skills to manage interpersonal problems 
  • Monitor and encourage self-care (hygiene/grooming) 
  • Explore potential reasons for sadness ​
Trauma
  • Work together on building trust 
  • Teach/explore trust in others 
  • Explore effects of childhood experiences 
  • Encourage use of journaling 
  • Explore how trauma impacts parenting patterns 
  • Explore history of dissociative experiences 
  • Utilize empty-chair exercise to work through trauma 
  • Explore roles of victim and survivor and how they are playing out 
  • Explore issues around trust 
  • Research family dynamics and how they play out 
  • Encourage healthy expression of feelings 
  • Encourage outside reading on trauma 
  • Education on dissociation as coping response 
  • Support confronting of perpetrator 
  • Explore/identify benefits of forgiveness ​
Family Conflict
  • Explore patterns of conflict within the family 
  • Explore familial communication patterns 
  • Identify how family patterns of conflict and communication are played out 
  • Reinforce use of healthy expression of feelings 
  • List ways family may participate in healthy activities in community 
  • Identify areas of strength that may be used to parent 
  • Identify patterns of dependency on family members 
  • Explore/identify patterns of dependency within family unit 
  • Teach conflict resolution 
  • Facilitates family communication 
  • Facilitate healthy expression of feelings/concerns 
  • Identify/reinforce family strengths 
  • Define roles in the family 
  • Teach/practice/model parenting techniques 
  • Identify feelings of fear/guilt/disappointment ​
Descriptive Intervention Words for Progress Notes
When documenting therapeutic interventions in progress notes, it is essential to use descriptive and concise language to accurately capture the activities and techniques employed during a therapy session. The following include descriptive intervention words and phrases that can be helpful in progress note documentation: 
  • Engaged: Describes the client’s active participation in the therapy process. 
  • Explored: Indicates that specific issues, thoughts, or emotions were investigated. 
  • Utilized: Conveys the use of particular therapeutic techniques or tools. 
  • Applied: Demonstrates the practical use of skills or strategies. 
  • Demonstrated: Highlights the client’s display of certain behaviors or coping mechanisms. 
  • Addressed: Shows that specific concerns or issues were discussed or managed. 
  • Employed: Indicates the use of therapeutic methods, approaches, or exercises. 
  • Practiced: Suggests that the client engaged in repeated or ongoing skill-building activities. 
  • Clarified: Denotes the process of making something more understandable or explicit. 
  • Identified: Reveals the client’s recognition or acknowledgment of particular thoughts, patterns, or triggers. 
  • Promoted: Conveys the intentional encouragement of positive behaviors or thought patterns. 
  • Explicated: Indicates the thorough explanation or clarification of a concept or issue. 
  • Facilitated: Shows the therapist’s role in making an interaction or process easier for the client. 
  • Implemented: Demonstrates the execution of a specific plan or strategy. 
  • Examined: Suggests in-depth scrutiny of thoughts, feelings, behaviors, or situations. 
  • Encouraged: Highlights the therapist’s effort to motivate or inspire the client. 
  • Exploited: Indicates the use of a particular approach or resource to the client’s advantage. 
  • Integrated: Shows the blending or incorporation of different therapeutic modalities or techniques. 
  • Validated: Conveys the therapist’s acknowledgment and acceptance of the client’s emotions or experiences. 
  • Reframed: Demonstrates the technique of offering an alternative perspective on a situation or issue. 
  • Guided: Suggests the therapist’s role in directing or steering the session’s focus. 
  • Strengthened: Highlights efforts to build or enhance specific skills or coping mechanisms. 
  • Challenged: Indicates the therapist’s invitation for the client to examine or question their beliefs or behaviors. 
  • Facilitated Exploration: Shows that the therapist encouraged the client to delve deeper into a particular topic. 
  • Empowered: Conveys the therapist’s support in helping the client regain a sense of control or confidence. 
These descriptive intervention words and phrases can help you create comprehensive and informative progress notes that accurately reflect the therapeutic work conducted during sessions. The choice of words should align with the specific interventions used and the client’s progress and needs. ​
Example Phrasing and Language for Progress Notes
Session Overview
  • "Today's session focused on exploring recent triggers and coping mechanisms, with particular attention to__________."  
  • "Discussed progress in implementing new communication strategies within relationships, emphasizing the impact on__________."  
  • "Explored the impact of recent life events on the client's emotional well-being, specifically addressing__________."  
  • "Reviewed and reflected on goals set during the previous session, considering the challenges related to__________." 
  • "Examined patterns of thought and behavior related to specific challenges, particularly focusing on__________."  
  • "Investigated the role of self-care in managing stress and anxiety, highlighting the significance of__________."  
  • "Addressed any immediate concerns or crises affecting the client, focusing on strategies for coping with__________." ​
Observations
  • "Noted increased tension in the client's body language during discussions about family dynamics, especially when__________."  
  • "Observed subtle signs of discomfort when addressing certain emotions, particularly related to__________."  
  • "Client displayed increased engagement and focus when discussing personal achievements, specifically in the context of__________."  
  • "Noted improvements in eye contact, suggesting enhanced connection and openness, especially when__________."  
  • "Observed instances of self-soothing behaviors during moments of distress, particularly when__________."  
  • "Client exhibited signs of relief through visible relaxation as the session progressed, especially in response to__________." 
  • "Non-verbal cues indicated a willingness to explore deeper emotional content, particularly regarding__________." ​
Client's reported emotional state
  • "Client reported feeling a mix of relief and anxiety when discussing past traumas, especially in relation to__________."  
  • "Emotional expression included a range of emotions such as sadness, frustration, and hope, particularly when__________."  
  • "Affective tone was characterized by increased self-compassion and acceptance, especially when addressing__________."  
  • "Client's emotional regulation demonstrated improvement in managing anger triggers, particularly in situations involving__________." 
  • "Expressed emotion appeared congruent with the client's reported internal experiences, specifically related to__________."  
  • "Client acknowledged feeling more empowered and in control of their emotional responses, particularly in the context of__________."  
  • "Worked on identifying and labeling emotions as part of emotional intelligence development, specifically focusing on__________." ​
Client Progress
  • "Client demonstrated increased self-awareness in identifying patterns of negative self-talk, particularly when faced with__________."  
  • "Made notable progress in implementing assertiveness skills in personal relationships, specifically addressing challenges related to__________."  
  • "Explored and processed barriers hindering progress towards career-related goals, focusing on overcoming obstacles such as__________."  
  • "Client reported a reduction in the frequency and intensity of panic attacks, particularly in response to__________." 
  • "Achieved a breakthrough in understanding the root causes of persistent self-doubt, especially related to__________." 
  • "Noted the client's commitment to daily mindfulness practices and its positive impact, particularly in moments of__________."  
  • "Client expressed a growing sense of self-efficacy in managing identified challenges, particularly when faced with__________." ​
Follow up Recommendations
  • "Suggested follow-up actions for the client to implement before the next session, providing practical steps for continued growth, specifically in the context of__________."  
  • "Discussed the possibility of involving a support system, such as family members or friends, in the client's therapeutic journey, especially considering__________." 
  • "Provided psychoeducation on resources available outside of therapy, including relevant workshops or community groups, tailored to the client's needs related to__________."  
  • "Emphasized the importance of consistent attendance and active engagement in the therapeutic process for optimal outcomes, particularly in situations involving__________."  
  • "Encouraged the client to practice newly acquired skills and coping strategies in real-life scenarios, reinforcing application when dealing with__________."  
  • "Offered referrals to complementary services or specialists based on the client's unique needs and goals, particularly those related to__________."  
  • "Established a plan for crisis intervention, including emergency contacts and coping strategies for acute distress, with a focus on__________." ​
Treatment Plan Adjustments
  • "Revised the treatment plan to incorporate new insights gained during the session, particularly focusing on__________." 
  • "Adjusted goals to align with the evolving priorities and aspirations expressed by the client, specifically in relation to__________."  
  • "Explored modifications to therapeutic interventions based on the client's preferences and feedback, particularly when__________." 
  • "Adapted the treatment plan to address emerging themes and challenges in the client's life, especially considering__________." "Collaboratively refined strategies for managing specific symptoms or behaviors identified by the client, particularly in situations involving__________."  
  • "Reviewed and updated the treatment plan in response to external factors impacting the client's progress, especially those related to__________."  
  • "Considered the integration of additional therapeutic modalities or techniques based on the client's evolving needs, particularly in areas related to__________." 
Barbara Griswold, LMFT, Author, Navigating the Insurance Maze: The Therapist's Complete Guide to Working With Insurance www.theinsurancemaze.com [email protected] 408.985.0846  ​
Clinical Interventions
  • Administered questionnaire to assist with diagnosis/assess symptom severity (ex. Beck Depression Inventory, Burns Anxiety Inventory or Burns Depression Checklist); gave follow-up questionnaire to check for progress  
  • Utilized EMDR / EFT techniques to address trauma symptoms  
  • Monitored medication compliance [Note: Add details about compliance, even if all is fine: ex. "client reports taking medications as prescribed with no negative side effects"]  
  • Discussed behavioral homework / journal / letter-writing assignment / reading assignment. (note insights)  
  • Taught self-soothing techniques, including breathing techniques, progressive relaxation, and visualization 
  • Helped client identify negative impact of anger, and positive consequences of anger management  
  • Used motivational interviewing to strengthen commitment to therapy and to change dysfunctional behavior  
  • Helped client identify and challenge cognitive distortions, and to replace with positive affirmations  
  • Helped client identify negative self-talk; taught thought-stopping techniques  
  • Taught mindfulness meditation  
  • Helped client identify how key life figures coped with anger, and how this affected client expression of anger  
  • Had client visualize scene that provokes anxiety or anger, then after using relaxation skills, to visualize utilizing healthy coping skills or alternate outcome  
  • Educated client about addiction / codependency / enabling / 12 Step concepts  
  • Helped client identify dysfunctional coping mechanisms from alcoholic/abusive childhood home she still uses  
  • Taught assertive communication techniques; role played using techniques  
  • Assisted client in improving problem-solving skills, including clearly defining problem, brainstorming possible solutions, evaluating the pros and cons of each, and implementing a plan of action.  
  • Taught conflict resolution skills  
  • Taught and practiced active / reflective listening  
  • Conducted couples/family session to give client support to speed progress  
  • Predicted possible causes of "relapse." Had client make list of how she would deal with it if felt that depressed/anxious/angry again, or faced same problem again  
  • "Utilized Cognitive Behavioral Therapy techniques to challenge and reframe negative thoughts, particularly those related to__________."  
  • "Applied mindfulness exercises to address rumination and promote present-moment awareness, especially during episodes of__________."  
  • "Encouraged expressive arts as a means of exploring and processing complex emotions, particularly focusing on__________."  
  • "Introduced and practiced deep breathing exercises for anxiety management, especially in situations involving__________."  
  • "Utilized role-playing scenarios to enhance assertiveness and communication skills, particularly addressing challenges in__________."  
  • "Incorporated narrative therapy techniques to reframe the client's personal narrative, with a focus on transforming perspectives related to__________." 
  • Utilized art therapy techniques, had client draw / sculpt / paint etc. how she felt when _____________ occurred.  
  • In order to lower client defenses, utilized play therapy techniques, while encouraging client to describe stressors  
  • Assessed for risk factors, including substance abuse, suicidal or homicidal ideation; none reported by client.  
  • Discussed moving to twice monthly sessions to maintain therapeutic gains while preventing relapse.  
  • Due to exacerbation of symptoms, suggested second session this week; client agreed 26. Reviewed progress toward treatment goals (specify progress); updated treatment plan (how?)  
  • Processed fears related to ________________________  
  • Pointed out strengths and coping abilities; explored how client had dealt with difficult situations in past  
  • Discussed safety plan for when client feels like acting on thoughts of self harm  
  • Discussed confidentiality / limits of confidentiality /what information may be needed by insurance  
  • Discussed appropriate use of answering service / crisis coverage  
  • Discussed fees / policies / vacation coverage in my absence  
  • Discussed bringing in spouse, and risks and benefits of doing couples and individual therapy with same therapist.  
  • Got release for doctor/psychiatrist/counselor. Discussed concerns about and benefits of care coordination  ​
Referrals
  • Referred for medication evaluation / physical exam  
  • Referred to EMDR as an adjunct treatment for trauma symptoms  
  • Referred to couples therapy / individual therapy / self-help support group / 12-Step group / therapy group  
  • Referred client to (assertiveness / healthy communication / mindfulness / stress reduction etc.) class  ​
Homework
  • Assigned journaling of situations that cause anger or irritation, to increase awareness of anger triggers  
  • Assigned client to write letter (not to send) to person she is having trouble forgiving, to increase awareness of causes of hurt/anger and to assist in letting go of emotions contributing to symptoms  
  • Assigned client to identify and journal negative self-talk, and practice writing replacement affirmations 
  • Assigned client to write complete alcohol and drug history, including reasons for use and negative consequences 
  • Assigned material to read, view, or listen to (handouts, books, articles, podcasts, videos, etc).  
  • Client will practice assigned Systematic Desensitization exercises to face fears for increasing amounts of time 
  • Assigned clients to go on night out without children to strengthen marital support system  
  • Assigned daily physical exercise to reduce symptoms, helped client choose type and time that she could do daily.  
  • "Assigned homework to practice assertiveness skills in real-life scenarios, particularly focusing on situations involving__________."  
  • "Encouraged daily mindfulness exercises to strengthen emotional regulation, especially during moments of__________." 
  • "Assigned a values clarification worksheet to guide goal-setting and decision-making, with a specific emphasis on__________."  
  • "Suggested reading materials on self-compassion for further exploration between sessions, specifically related to__________." 
  • "Agreed upon implementing a weekly self-care routine tailored to the client's preferences, with specific activities such as__________."  
  • "Assigned a communication log to track and reflect on interpersonal interactions, particularly in situations involving__________."  
  • "Encouraged the development of a personalized crisis intervention plan, with specific strategies for managing crises such as__________." ​
Treatment Plan
To be added.
Treatman Plan Goals/objectives
 Note: Always make objectives measurable (e.g., 3 out of 5 times, 100%, learn 3 skills), unless they are measurable on their own as in "List and discuss [issue] weekly... " ​
Abuse/Neglect
Goal: Explore and resolve issues relating to history of abuse/neglect victimization ​

  • Share details of the abuse/neglect with therapist as able to do so 
  • Learn about typical long term/residual effects of traumatic life experiences 
  • Develop two strategies to help cope with stressful reminders/memories 
Alcohol/drugs and other addictions
Goal: Be free of drug/alcohol use/abuse 
  • Avoid people, places and situations where temptation might be overwhelming 
  • Explore dynamics relating to being the [child/husband/wife] of an [alcoholic/addict] and discuss them each week at support group meetings 
  • Learn five triggers for alcohol & drug use 
  • Reach ____ days/months/years of clean/sober living ​
anger
Goal: Increase and practice ability to manage anger ​
  • Walk away from situations that trigger strong emotions (100%) 
  • Be free of tantrums/explosive episodes 
  • Learn two positive anger management skills 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with ________ (list triggers) 
  • Get through an entire day without an angry mood swing (or breaking/punching, etc. ) 
  • Get through a whole week without fighting with  
  • Take a time-out when things get upsetting 
  • Learn and practice anger management skills especially in situations where people are not treating him/her respectfully 
Anxiety
Goal: Develop strategies to reduce symptoms, or Reduce anxiety and improve coping skills 
  • Be free of panic episodes (100%) 
  • Recognize and plan for top five anxiety-provoking situations 
  • Learn two new ways of coping with routine stressors 
  • Report feeling more positive about self and abilities during therapy sessions 
  • Develop strategies for thought distraction when fixating on the future ​
Behavior problems
Goal: Improve overall behavior (and attitude/mood), or Maintain positive behavior (and attitude/mood) 

  • Be free of _______ behavior 
  • Develop a reward system to address_ (target problem) 
  • Learn two ways to manage frustration in a positive manner 
  • Share two positive experiences each week in which X is proud of how he/she has behaved 
  • Stay free of fights 
  • Stay free of drug & alcohol use and abuse (100%) 
  • Be free of violent behavior 
  • Be able to keep hands and feet to self 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be free of threats to self and others 
  • Complete daily tasks (e.g. chores, pet care, self care, etc.) 
  • Avoid leaving clothing/toys/personal stuff all around the house 
  • Listen to parent and follow simple directions with one prompt 
  • Put all dishes, glasses, cups, and food items back in the kitchen after meals/snacks 
  • Clean up after himself/herself 
  • Admit and accept personal responsibility for own actions/behavior 
  • Be respectful of adults and avoid talking back 
  • Get through a whole week without fighting with  
  • Avoid behavior that would result in a loss of custody 
  • Be able to play with others peacefully for _______ minutes 
  • Come home each day by _______ (time) 
  • Keep parents informed about where you are and when you will be home 
  • Be in bed by _______  (time) each night 
  • Be free of bedwetting 
  • Be free of wet/soiled underwear 
  • If an accident happens, be responsible and clean it up 
  • Be free of any behavior that could result in loss of job 
  • Remain free of behaviors which would lead to arrest 
  • Comply with all aspects of probation/parole and avoid behavior that could violate 
  • Eat/swallow only items intended to be food 
 
communication skills
Goal: Learn and use effective communication strategies ​

  • Talk nice or do not say anything at all 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be able to express anger without yelling and using foul language 
  • Be able to express wants and needs through spoken language 
  • Be able to ask questions and tell about instances 
  • Be able to stick up for self assertively 
  • Speak in a clear and concise manner so others fully understand him/her 
  • Learn to express feelings verbally without acting out 
decision making
Goal: Improve decision making skills 
  • Make short and simple "to do" lists and complete three tasks each day 
  • Celebrate little successes each day using positive self talk and/or journaling 
  • Be able to weigh options and make simple decisions within 5 minutes 
  • List three options for any major decisions and then discuss with therapist or family
Depression
Goal: Improve overall mood 
  • Be free of suicidal thoughts 
  • Call crisis hotline if having suicidal thoughts 
  • Report feeling more positive about self and abilities 
  • Get 7-8 hours of restful sleep every night 
  • Avoid napping/sleeping to escape other people and activities 
  • Shower, dress, and then do something every day 
  • Report feeling happy/better overall mood 
  • Make short and simple "to do" lists and complete three tasks each day 
  • Celebrate little successes each day using positive self talk and/or journaling 
  • Get through a day/week without a crying spell 
  • Develop strategies for thought distraction when ruminating on the past ​
eating disorder
Goal: Resolve eating disorder 
  • Eat a balanced diet of foods and maintain good overall health 
  • Gain ____ pounds
  • Loose ____ pounds
  • Be free of binge eating/purging 
  • Remove junk foods from home and limit future purchases 
  • Recognize/list environmental and situational triggers and develop alternative behaviors for coping with them 
  • Recognize emotional triggers and develop alternative ways of strategies for meeting emotional needs 
expression of feelings, wants, and needs
Goal: Learn appropriate ways to express different feelings 
  • Share two positive experiences each week in which client is proud of how he/she has behaved 
  • Gain knowledge of different feelings 
  • Turn to adults for help when feeling sad, angry or negative feelings 
  • Express feelings verbally rather than whine and/or cry about them 
  • Learn to express feelings verbally without acting out
family conflict
Goal: Learn and use conflict resolution skills 
  • Recognize patterns of family conflict discuss weekly in therapy 
  • Avoid angry outbursts by walking away from stressful situations 
  • Get through X days out of 7 without fighting with siblings 
  • Be respectful of ________: Listen, follow directions and avoid talking back 
  • Be able to live together peacefully, free of all angry physical contact 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with  
  • Be able to stick up for self assertively, not aggressively 
  • Be respectful of adults/don't talk back 
  • Get through a whole week without fighting with  
  • Speak in a clear and concise manner so others fully understand him/her 
  • Learn to express feelings verbally without acting out ​
Grief and Loss
Goal: Explore and resolve grief and loss issues 
  • Give sorrow words - discuss issues of grief weekly with therapist 
  • Continue to explore and resolve issues of grief/loss as they arise 
  • Get through a week without a crying spell 
  • Learn about the typical 2-7 year process of grieving the loss of a loved one 
  • Explore spirituality and the role it plays in redefining views about the meaning and purpose of life 
  • Create (write/draw) a soul sketch of the deceased loved one 
  • Plan a memorial service for the anniversary of the loss 
  • Develop appropriate rituals to remember and honor  ​
Harm to self or others
Goal: Be free of thoughts of self-harm/self mutilation, or Be free of thoughts to harm to others 
  • Learn two ways to manage frustration in a positive manner 
  • Explore triggers of thoughts to harm self or others 
  • Call crisis hotline when needed 
  • Report feeling more positive about self and abilities 
  • Explore and resolve stress from  
  • Develop a crisis plan and share it with key people 
  • Remove weapons from the home [and other means] 
  • List three emergency contacts who will be able to stay with you till a crisis passes ​
health issues
Goal: Manage physical healthcare conditions and cope with related stress 
  • Learn as much as possible about the condition(s) and needed treatment 
  • Take medications/treatments as prescribed on a daily basis 
  • Attend all scheduled appointments with the doctor 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the prescribing doctor ASAP 
  • Seek additional advocacy services from  
  • Seek additional support from  ​
hyperactivity
Goal: Improve overall behavior, or Maintain positive behavior ​

  • Be able to keep hands and feet to self 
  • Complete daily tasks (e.g. chores, pet care, self care, etc.) 
  • Listen to parent/teacher and follow simple directions with one prompt 
  • Behave in an age-appropriate manner 
  • Maintain passing grades 
  • Will be able to focus attention and complete school-related tasks each day 
  • Listen and take notes in all classes 
  • Will review homework and other projects with parents on the day they are assigned 
  • Be respectful of adults and avoid talking back 
  • Be able to play with others peacefully for _______ minutes 
  • Be free of any behavior that could result in detention/suspension 
  • Develop a reward system to address ___________ (target problem) 
medication management
Goal: Medication management 
  • Take medications as prescribed on a daily basis 
  • Attend all scheduled appointments with the psychiatrist 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the doctor ASAP ​
mood management
Goal: Maintain stability of mood, or Improve overall mood, or Maintain even mood, or 
Increase ability to manage moods.
  • Learn two ways to manage frustration in a positive manner 
  • Be free of suicidal thoughts; call crisis hotline if having suicidal thoughts 
  • Report feeling more positive about self and abilities 
  • Report feeling happy/better mood (4 days out of 7) 
  • Get 7-8 hours of restful sleep every night 
  • Get through a week without a crying spell 
 
parenting
Goal: Improve parenting skills 
  • Set two limits and stick with a plan that will require more responsible behavior 
  • Focus on positive behavior and give attention then, rather than focus on negative things 
  • Learn and be able to effectively use transactional analysis to stay in "adult" mode 
  • Use "I" statements rather than You" when communicating with  
  • Develop and consistently use a behavior modification plan, to increase/eliminate  ​
personal hygiene and self-care
Goal: Improve personal hygiene and attentiveness to independent/age appropriate self-care 

  • Brush teeth _______ times each day and floss  
  • Shower (take a bath) every day 
  • Use antiperspirant / deodorant every day after showering 
  • Brush/comb hair every morning 
  • Do a thorough job of wiping after toileting (100%) 
 
physical health issues
Goal: Cope with stress of physical health issues and chronic pain 
  • Explore and resolve thoughts and feelings that arise as a result of medical conditions and medications 
  • Learn two new strategies for coping with the above thoughts and feelings 
  • Reduce weight by_____ pounds 
  • Exercise for 20 minutes every day 
  • Learn strategies to advocate for him/herself with medical personnel 
  • Quit smoking (or drinking) 
  • Take medications as prescribed on a daily basis 
  • Attend all scheduled appointments with physicians 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the doctor ASAP
  • Make and keep an appointment with _____ (dentist/doctor) for needed diagnosis and treatment
relationships
Goal: Establish/maintain civil and supportive behavior 
  • Avoid angry outbursts by walking away from stressful situations 
  • Be free of affairs 
  • Be able to live together peacefully, free of all angry physical contact 
  • Learn three ways to communicate verbally when angry 
  • Explore peer and dating relationships to improve X's chance of staying safe and legal 
  • Be able to keep hands to self 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with  
  • Be able to stick up for self assertively 
  • Be respectful of parents/don't talk back 
  • Get through a whole week without fighting with  
  • Speak in a clear and concise manner so others fully understand him/her 
  • Be able to play with others peacefully for _______ minutes 
  • Learn to express feelings verbally without acting out 
  • Associate with healthy people and continue to make new friends 
  • Continue to explore relationship issues and slowly see new opportunities for dating 
  • Figure out why relationships fail and better plan for finding next partner 
  • Associate with people outside of work and make one or two new friends ​
school issues
  • Go to school every day 
  • Behave in an age-appropriate manner 
  • Maintain passing grades 
  • Will be able to focus attention and complete school-related tasks each day 
  • Listen and take notes in all classes 
  • Be free of suspensions and detentions 
  • Will review homework and other projects with parents on the day they are assigned ​
self-image
Goal: Explore and resolve issues related to self image 

  • Discuss life events that led to and/or reinforce a negative self image during weekly therapy 
  • Use positive self talk daily 
  • Exercise daily (or_____ times per week) 
  • Drop_____ pounds 
  • Report feeling more positive about self and abilities 
  • Return to school and work on getting _______ (degree/diploma/GED) 
  • Change jobs to one that . . . (offers more pay and/or better suits skill set) 
  • Openly discuss issues relating to sexuality and become comfortable with sexual identity 
  • Explore spirituality and the role it plays in the meaning and purpose of life 
  • Engage in volunteer work and/or other meaningful activity at least three hours each week 
Sleep Problems
Goal: Get 7-8 hours of restful sleep each night
  • Limit consumption of food and drinks before bed
  • Limit intake of caffeine (coffee, tea, soda) and chocolate after ____ (time)
  • Cut back on things that may impede normal sleep patterns (e.g., alcohol and some medications) 
  • Be in bed by each night 
  • Have 30 minutes of quiet time before going to bed each night (e.g., read, meditate) 
  • Avoid overly stimulating shows/movies/video games before bedtime 
  • Avoid watching TV and chatting on the phone while in bed 
  • If not asleep in 20 minutes, get up and do something for a bit, rather than try to force sleep 
  • Leave a paper and pen to write worries down instead of ruminating on them 
  • Learn best practices for sleep (cooler room, limit caffeine, calming time before bed) 
  • Listen to relaxation/meditation music to aid falling asleep 
Social skills
Goal: Improve social skills 
  • Speak in a clear and concise way so others fully understand him/her 
  • Learn to express feelings verbally without acting out 
  • Make a new same-age friend 
  • Spend two hours playing with peers each week 
Stress
Goal: Be able to cope with routine life stressors and take things in stride 
  • Assess personal risk traits and resiliency traits and discuss the role each plays in coping with daily stresses during the time between therapy sessions 
  • Learn two ways to manage frustration in a positive manner 
  • Get 7-8 hours of restful sleep every night 
  • Talk out routine stress events during weekly therapy sessions 
  • Explore and resolve residual stress from ______  (e.g., years as a first responder) 
  • Foster two new activities/interests that will help mitigate stress 
  • Exercise 20-30 minutes per day 
  • Learn and use meditation and relaxation techniques daily 
 ​
Suicide
Goal: Be free of suicidal thoughts/attempts 
  • Explore and resolve stress from  
  • Call crisis hotline if having suicidal thoughts 
  • Develop a crisis plan and share it with key people 
  • Remove weapons from the home [and other means] 
  • List three emergency contacts who will be able to stay with you till a crisis passes 
Thought disorder
Goal: Improve ability to see world as others do 
  • Be free of false perceptions and [see/hear/smell/feel] things as others do 
  • Be free of false beliefs 
  • Be free of thoughts that others are out to get you 
  • Spend 2-3 hours each week visiting with others 
  • Visit the clubhouse and/or the consumer drop-in-center each week 
  • Report feeling comfortable spending time with others 
 
Trauma
Goal: Explore and resolve issues related to __________  (traumatic event) 
  • Explore and resolve residual stress from ________ (e.g., years as a first responder) 
  • Share details of the trauma with therapist, as able to do so 
  • Reframe negative perceptions, when possible, and focus on finding meaning and drawing strength from the event 
  • Learn about typical long term/residual effects of traumatic life experiences 
  • Explore spirituality and the role it plays in life after traumatic events 
  • Learn about the typical 2-7 year process of rebuilding life after trauma 
Vocational/educational
Goal: Find a new job, or Keep present job, or Re-enter the work force  
  • Earn G.E.D. 
  • Explore options for returning to school/training 
  • Become an active member of a local clubhouse 
  • Complete college/technical school 
  • Develop a resume 
  • Seek two people who will serve as references 
  • Be free of any behavior that could result in loss of job/educational grants 
  • Find and settle into a new job 
 
Treatment Plan Interventions
​
  • Acceptance (of limitations/reality)
  • Accountability
  • ACOA Issues
  • Anger Management (e.g., punch bag/pillow)
  • Art Therapy
  • Assertiveness Training
  • Behavior Modification (e.g., rewards) 
  • Best Practices for (e.g., better sleep)
  • Bibliotherapy
  • Building on Strengths
  • Career Counseling
  • Coaching
  • Cognitive-Behavioral Therapy
  • Communication Skills
  • Community
  • Conflict Resolution
  • Couples Therapy
  • Crisis Planning
  • Defusing/Debriefing
  • Dignity/Self-worth
  • Discipline
  • Drug & Alcohol Referral
  • Education (e.g., graduation/GED)
  • Empathy
  • Empowerment
  • Encouragement
  • Expression of Feelings
  • Fair Fighting Skills
  • Family Therapy
  • Feedback Loops
  • Forgiveness
  • Gestalt Therapy
  • Getting a Job (Better Job)
  • Goal Planning/Orientation
  • Good Choices/Bad Choices
  • Good Touch/Bad Touch
  • Gratitude
  • Grief/Loss/Bereavement Issues
  • Homework Assignments
  • Humility
  • Increasing Coping Skills
  • Independence
  • Journaling
  • Letting Go
  • Life Skills Training
  • Listening
  • Logical Consequences of Behavior
  • Magic Question (3 wishes/magic wand)
  • Making Friends
  • MISA/MICA Issues (Dual Ox Treatment)
  • Modeling Appropriate Behaviors 
  • Money Management 
  • Monitoring of          
  • Motivation 
  • Narrative Therapy 
  • Normalization        
  • Partializing (breaking down goals into manageable pieces 
  • Patience 
  • Perseverance 
  • Personal Hygiene 
  • Play Therapy 
  • Positive Self-talk
  • Practice Exercises 
  • Primal Screams 
  • Priority Setting 
  • Processing  
  • Psychodrama 
  • Psychoeducation 
  • Reality Therapy 
  • Recognizing behavior
  • Refer to 
  • Reframing 
  • Rehearsal 
  • Relapse Prevention 
  • Relationship Issues 
  • Relaxation Techniques (e.g., breathing) 
  • Responsibility for Actions 
  • Role Playing 
  • Self-care Skills 
  • Self-direction (Independence) 
  • Sexual Identity Issues 
  • Sexuality 
  • Social Skills Training 
  • Social-Vocational Training 
  • Socialization 
  • Solution-focused Therapy 
  • Spiritual Exploration 
  • Starting Over 
  •  Stop-Think-Act 
  • Strength Focus/Listing 
  • Stress Inoculation 
  • Stress Management 
  • Supportive Relationships 
  • Talk Therapy 
  • Therapeutic Stories & Worksheets 
  • Timeouts 
  • Transactional Analysis (P-A-C) 
  • Trigger Recognition 
  • Twelve Step 
  • Values Clarification 
  • Verbal Communication Skills 
  • Weight Control/Loss 
  • Workbooks 
DOCUMENTING MEDICAL NECESSITY & INSURANCE
  • What is Medical Necessity?
  • Working with Insurance
LANGUAGE & PHRASING
  • Diagnosing
  • Progress Notes
  • Interventions







Documenting medical necessity
It is the therapist's responsibility to communicate with the insurer about how the medical necessity criteria for therapy continues to be met through therapy. Although the medical necessity for medical issues tends to be more or less straightforward with the ways we objectively measure physical illness with tests, labs, or imaging, establishing medical necessity for mental health can sometimes be more challenging to objectively measure, quantify, or "prove" in the ways insurers, auditors, or others want to see it documented. 
 
"Medical necessity" is a term that often includes a specific set of criteria that insurance companies use to determine whether they are going to pay for a service. If an insurer deems a service "medically necessary," it means they agree the service is needed and clinically agree to pay for it. However, clinical approval is not a complete guarantee of payment. This is caused by other administrative processes like coding, timeliness, network rules, etc. that could interfere with reimbursement. 
 
Insurance is fixated on improvements in the cheapest way possible. Most insurers understand the value of psychotherapy, at least in terms of a low-cost intervention to the general well-being of individuals, and especially in comparison to higher-cost services like those in a hospital setting. 
 
Insurance does not necessarily care about which evidence-based treatment you are using. It is a myth that your notes or documentation have to "look like CBT," for example. Insurers want to pay for (and see documented) the things you need a master's degree or Ph.D. to administer. Elements like empathy, active listening, reflecting, paraphrasing, support, and person-centered interventions will not be well received. 
 
The best way to navigate medical necessity is by having clear documentation from the very beginning or first session of treatment. It is extremely difficult to know the nuances of what each insurer wants to see. 
Medical necessity and legal documentation are broken down into a few areas: 
  • Assessments (e.g., GAD-7, PHQ-9) that should be completed at the intake and every 6 months 
  • Intake 
  • Progress Notes 
  • Treatment Plans ​
Progress Notes
“Progress notes” — as defined by the Health Information Portability and Accountability Act (HIPAA) — are a REQUIRED part of the client’s medical record and reflect what occurred in each visit. HIPAA states they may include assessment and diagnosis, treatment modality and frequency, session start/stop times, topics discussed, interventions, medication monitoring, test results, summaries of functioning, symptoms, prognosis, and progress. 
  • Progress notes are part of the client’s official medical record.  You are simply the custodian of this record. 
  • Progress notes must be readable to others because clients and their insurance plans have the right to inspect these notes, or even ask for a copy.  Progress notes may also be reviewed in the event of a disability claim, legal case, and ethics or licensing board complaint. 
  • Progress notes have no mandated format, but state law and professional ethics may address what the notes must include and insurance plans will typically have a list of what they require in these notes.  ​

Progress Note Template 
Many templates automatically enter the scheduled start and stop time of the session, but do NOT include the actual session start and stop times of the therapy portion of that session, which should be recorded in the session note, and should be different for each session to be credible. Without this unique session documentation, the therapist has no proof that time requirements have been met for the CPT code used for that session. 
 
Look at the notes you are writing and ask yourself these questions: 
  1. Am I recording specific details about the TOPICS the client discussed in that session? 
  2. Am I recording specific details about the SYMPTOMS the client discussed in that session?
  3. Am I recording specific INTERVENTIONS I did that were appropriate for those topics and symptoms, and that were unique to that session? ​
Psychotherapy Notes
Psychotherapy notes are notes recorded by a behavioral health professional documenting and analyzing the contents of a conversation during a private counseling session or a group, joint, or family counseling session. Psychotherapy notes do not include information about medications, start and stop times, treatments, results of clinical tests, summary of diagnosis, functional status, treatment plans, symptoms, prognosis, and progress2. They are the personal notes of the provider and differ from progress notes which are part of the medical record.  
Psychotherapy notes are afforded a higher level of protection from disclosure than nonpsychotherapy documentation under HIPAA. However, they must be kept separate from the medical record. If they are intertwined, they lose that level of protection.  
If you are documenting in written format, keep psychotherapy notes separate from the record. This may be problematic as some EMR systems do not have the capability to separate out psychotherapy notes from the record. When using an EMR, be aware if the notes are separate or not. If your EMR system does not have the ability to separate out psychotherapy notes, keep separate written or electronic psychotherapy notes. If in electronic form, ensure they are safe, secure, and encrypted. If they are kept in written form, ensure they are secure and kept in a locked location. If you are unable to do either, you may consider not documenting psychotherapy notes in addition to the documentation in the patient’s medical record.  
Even if you do not document psychotherapy notes, you may be a professional who requests a record from another professional who does. Be aware if your state has a specific rule on psychotherapy notes as it could differ from the HIPAA rule. 
 “Psychotherapy Notes” is a term coined by HIPAA.  Although commonly referred to as “process notes” or “private notes,” HIPAA defines psychotherapy notes as “notes recorded (in any medium) … documenting or analyzing the contents of conversation during a private counseling session…that are separated from the rest of the individual’s medical record.” Kind of vague, right?  The idea was to afford extra protection for a therapist’s personal notes, such as thoughts and feelings about a case, personal impressions of a client, or theoretical analysis of sessions (e.g., transference, resistance) that would not be appropriate as part of the client’s medical record.  You may also record questions for future sessions, hunches and theories, areas for further exploration, and questions to bring up with a consultant.  I think of them as kind of the therapist’s diary of the therapy. 

Psychotherapy notes are private and meant only for your reference, while progress notes are meant to be shared with other healthcare providers who are involved in a patient's care. Both types of notes are protected under HIPAA, but psychotherapy notes receive special protection because they can contain sensitive information. 

A few important things to know about Psychotherapy Notes: 
  • Psychotherapy Notes ARE NOT REQUIRED. 
  • Should you choose to keep them, psychotherapy notes MUST be kept separate from the client’s medical record (i.e., progress notes).  Otherwise, they will not be afforded the higher level of privacy.  By blending psychotherapy notes and progress notes, you remove all added security, and even an insurance plan could get access to the complete blended records. 
  • According to the attorneys I have interviewed, you cannot hide sensitive or potentially embarrassing session information in psychotherapy notes — for example, if a client is having an affair or is HIV-positive.   Topics like these that are a focus of treatment belong in the medical record — in a progress note -- not a psychotherapy note (see progress note definition). 
  •  The good news: Insurance plans cannot require you to turn over psychotherapy notes in case of an audit or record request, and clients do not have the right to view them. 
  • The bad news: Psychotherapy notes are not completely confidential.  A court can order them to be turned over, and in a complaint situation, they might be requested.   For this reason, many attorneys do not recommend you keep psychotherapy notes.  If you do, it is recommended you write them with the knowledge they could be released. 
  • Because psychotherapy notes are not part of the official medical record, they can be in any form that is useful to you. ​ 
Do you have to share psychotherapy notes? 
You might have to share your psychotherapy notes if: 
  • They contain information that falls under your “duty to warn” (i.e. involves the threat of harm to self or others). 
  • You receive a court order for documents and/or testimony (state laws may vary). 
  • The notes contain information regarding abuse or other topics covered under mandatory reporting laws. 
  • A coroner or medical examiner requests them as part of an investigation. 
  • The U.S. Department of Health and Human Services (HHS) requests them as part of an investigation. 
Progress Notes vs. Psychotherapy notes
Psychotherapy notes are private records meant to help therapists remember patient encounters.
​
Progress notes, on the other hand, record information relevant to the patient’s treatment and response to treatment. This covers information such as diagnosis, symptoms, medical history, test results, treatment plan, progress at appointments,
and prescription medications.
 ​
Assessment
During the assessment process, the clinician should identify mental health symptoms that are serious enough to disrupt the client’s ability to cope and perform various age- and culturally-related social, personal, occupational, scholastic, or behavioral functions. The service provider should identify the client’s areas of life functioning that are impacted by their behavioral health. Examples are as follows:  
  • Problems with primary support group 
  • Problems related to the social environment 
  • Educational problems 
  • Occupational problems 
  • Housing problems 
  • Economic problems 
  • Problems with access to healthcare services 
  • Problems related to interaction with legal system/crime • Other psychological or environmental problems  
 
Through assessment, you should be able to identify there is functional impairment present and should offer a diagnosis. The diagnosis should "result in functional impairment that substantially interferes with or limits one or more major life activities." Activity areas may include feeling, mood, and affect; thinking; family relationships; interpersonal relationships/social isolation; role/work performance; socio-legal conduct; and self-care/activities of daily living.  

Sample Assessment Note:
Met with client today to discuss continued need for services. Discussed her current stressors, symptoms, and general functioning. She indicated that her anxiety symptoms (of being unable to go places because she continues to be afraid of large crowds) had increased this past month. She also stated that her mom’s health had declined, and she may have to move in with her. Clinician recommended individual therapy with frequency of one time per week.  ​
Intervention
If you check “CBT therapy,” “reflective listening,” and “exploration of feelings” as your interventions in the session notes EVERY WEEK, the reviewer has no sense that you are responding to the client’s unique issues of that session.  A reviewer has no idea how you used CBT, what specific comments, interpretations, or advice you gave; homework you assigned; how you went about exploring the client’s feelings; and whether it was appropriate.  And importantly, if that client were to file a complaint against you, those three checks will not defend you very well because they do not adequately reflect the details of the service you provided and how it was appropriate given the client’s presentation. 
Breaking Down the Progress Note
Time Session Started & Ended.  
If telehealth, did the Client confirm that they consented to telehealth? 

Where did the session take place? If telehealth, state location. 

If using telehealth for this session, was telehealth rendered via 2-way video/audio on a HIPAA compliant platform? 
Reason for Contact: Document the client’s reason for seeking treatment clearly, including condition(s) or complaint(s) presented during session. This needs to document why this service is necessary and is not to be confused with just a statement of a diagnosis. This might be a response, for example, to increased mental health acuity, problems in the home or in relationships, or problems with housing.  

As you write about the impairment, you want to be brief and clear, but you also want to include important details. The more specific you can be in your notes, the better.  

For example, if your client is experiencing symptoms of depression such as insomnia 6 nights a week, and their lack of sleep has impaired their ability to perform at work, you might say something like, “Because the client is experiencing insomnia six nights a week due to depression, they have missed eight days of work this month.” Overall, you want to focus on specific issues with functioning and list symptoms that impact important aspects of your client’s life.  

How do the client’s symptoms support their diagnosis? 

If you have increased or decreased how often you see the client, why? 

Intervention & Response: Be sure to use descriptive verbs to describe your interventions (i.e., what you did). Did you help the client cope/adapt/respond/problem solve? Did you teach/model/practice?  ​

Plan: This section outlines clinical assessment-informed treatment planning (i.e., what interventions you might try next), collateral contact, referrals to be made, follow-up items, homework assignments, and others.  
In the plan section, you should specify: 
  • Any amended or new goals to the treatment plan  
  • That treatment goals remain appropriate or revise as needed 
  • If lack of improvement, consider change in treatment strategy 
  • Consider treatment titration and plan for discharge 
  • Explain the need for additional treatment due to Medical Necessity 
Sample Simple PRogress Note
Date of Session: August 23, 2024 
Time of Session: 8:05 a.m. until 8:59 a.m. 
Location of Client: Client stated that they were in their home at their provided address 
Reason for Contact: Client continues to suffer from PTSD symptoms which make it difficult for her to work and sleep at night. She reports she can’t focus on her day-to-day tasks and is easily startled. She also continues to be scared at night. 
Intervention: Client came in stating that she continues to have nightmares of her husband being murdered in their home. She has difficulty getting to work and focusing on tasks. Client stated she is afraid of leaving the house at night or when it is dark outside. Clinician brainstormed with client how to increase her social support. Client stated she could connect with her church for emotional support. Problem solved with client on how to increase her amount of sleep. Discussed having her children visit her at night and to sleep with soothing music. Client agreed to work on finding more ways to socialize with her friends and leave the house to visit with her family during the day. She continues to decline referral to psychiatrist.  
Plan: Clinician will continue to meet with client weekly for Individual Therapy to work on established treatment goals. Will continue to encourage referrals to resources to increase client’s support network.  
Sample Language for Certain Diagnoses or Symptoms
See the tabs below for sample phrasing or language:
Anxiety
  • Assess reasons for symptoms of anxiety 
  • Refer for medication evaluation to address 
  • Encourage reading on subject of anxiety 
  • Explore triggers/situations 
  • Explore benefits/changes in symptoms 
  • Utilize relaxation homework to reinforced skills learned 
  • Develop insight into worry/avoidance 
  • Encourage use of self-talk exercises 
  • Identify situations that are anxiety provoking 
  • Encourage routine use of strategies 
  • Validate/reinforce use of coping skills 
  • Teach relaxation skills 
  • Analyze fears 
  • Identify source of distorted thoughts 
  • Teach thought stopping techniques 
  • Teach/practice problem-solving strategies 
  • Identify coping skills that have helped in the past 
  • Identify unresolved conflicts and how they play out ​​
Depression
  • Assess history of depressed mood 
  • Identify what behaviors are associated with depression 
  • Assess/monitor risk and potential of suicide 
  • Identify symptoms of depression 
  • Explore/assess level of risk 
  • Teach and identify coping skills to decrease suicide risk 
  • Identify patterns of depression 
  • Identify support system 
  • Encourage journaling feelings as coping skill 
  • Explore issues of unresolved grief/loss 
  • Reinforce/recommend physical activity 
  • Normalize feelings of sadness and responses 
  • Connect anger/guilt with depression 
  • Encourage/reinforce positive self-talk 
  • Teach/identify coping skills to manage interpersonal problems 
  • Monitor and encourage self-care (hygiene/grooming) 
  • Explore potential reasons for sadness ​
Trauma
  • Work together on building trust 
  • Teach/explore trust in others 
  • Explore effects of childhood experiences 
  • Encourage use of journaling 
  • Explore how trauma impacts parenting patterns 
  • Explore history of dissociative experiences 
  • Utilize empty-chair exercise to work through trauma 
  • Explore roles of victim and survivor and how they are playing out 
  • Explore issues around trust 
  • Research family dynamics and how they play out 
  • Encourage healthy expression of feelings 
  • Encourage outside reading on trauma 
  • Education on dissociation as coping response 
  • Support confronting of perpetrator 
  • Explore/identify benefits of forgiveness ​
Family Conflict
  • Explore patterns of conflict within the family 
  • Explore familial communication patterns 
  • Identify how family patterns of conflict and communication are played out 
  • Reinforce use of healthy expression of feelings 
  • List ways family may participate in healthy activities in community 
  • Identify areas of strength that may be used to parent 
  • Identify patterns of dependency on family members 
  • Explore/identify patterns of dependency within family unit 
  • Teach conflict resolution 
  • Facilitates family communication 
  • Facilitate healthy expression of feelings/concerns 
  • Identify/reinforce family strengths 
  • Define roles in the family 
  • Teach/practice/model parenting techniques 
  • Identify feelings of fear/guilt/disappointment ​
Descriptive Intervention Words for Progress Notes
When documenting therapeutic interventions in progress notes, it is essential to use descriptive and concise language to accurately capture the activities and techniques employed during a therapy session. The following include descriptive intervention words and phrases that can be helpful in progress note documentation: 
  • Engaged: Describes the client’s active participation in the therapy process. 
  • Explored: Indicates that specific issues, thoughts, or emotions were investigated. 
  • Utilized: Conveys the use of particular therapeutic techniques or tools. 
  • Applied: Demonstrates the practical use of skills or strategies. 
  • Demonstrated: Highlights the client’s display of certain behaviors or coping mechanisms. 
  • Addressed: Shows that specific concerns or issues were discussed or managed. 
  • Employed: Indicates the use of therapeutic methods, approaches, or exercises. 
  • Practiced: Suggests that the client engaged in repeated or ongoing skill-building activities. 
  • Clarified: Denotes the process of making something more understandable or explicit. 
  • Identified: Reveals the client’s recognition or acknowledgment of particular thoughts, patterns, or triggers. 
  • Promoted: Conveys the intentional encouragement of positive behaviors or thought patterns. 
  • Explicated: Indicates the thorough explanation or clarification of a concept or issue. 
  • Facilitated: Shows the therapist’s role in making an interaction or process easier for the client. 
  • Implemented: Demonstrates the execution of a specific plan or strategy. 
  • Examined: Suggests in-depth scrutiny of thoughts, feelings, behaviors, or situations. 
  • Encouraged: Highlights the therapist’s effort to motivate or inspire the client. 
  • Exploited: Indicates the use of a particular approach or resource to the client’s advantage. 
  • Integrated: Shows the blending or incorporation of different therapeutic modalities or techniques. 
  • Validated: Conveys the therapist’s acknowledgment and acceptance of the client’s emotions or experiences. 
  • Reframed: Demonstrates the technique of offering an alternative perspective on a situation or issue. 
  • Guided: Suggests the therapist’s role in directing or steering the session’s focus. 
  • Strengthened: Highlights efforts to build or enhance specific skills or coping mechanisms. 
  • Challenged: Indicates the therapist’s invitation for the client to examine or question their beliefs or behaviors. 
  • Facilitated Exploration: Shows that the therapist encouraged the client to delve deeper into a particular topic. 
  • Empowered: Conveys the therapist’s support in helping the client regain a sense of control or confidence. 
These descriptive intervention words and phrases can help you create comprehensive and informative progress notes that accurately reflect the therapeutic work conducted during sessions. The choice of words should align with the specific interventions used and the client’s progress and needs. ​
Example Phrasing and Language for Progress Notes
Session Overview
  • "Today's session focused on exploring recent triggers and coping mechanisms, with particular attention to__________."  
  • "Discussed progress in implementing new communication strategies within relationships, emphasizing the impact on__________."  
  • "Explored the impact of recent life events on the client's emotional well-being, specifically addressing__________."  
  • "Reviewed and reflected on goals set during the previous session, considering the challenges related to__________." 
  • "Examined patterns of thought and behavior related to specific challenges, particularly focusing on__________."  
  • "Investigated the role of self-care in managing stress and anxiety, highlighting the significance of__________."  
  • "Addressed any immediate concerns or crises affecting the client, focusing on strategies for coping with__________." ​
Observations
  • "Noted increased tension in the client's body language during discussions about family dynamics, especially when__________."  
  • "Observed subtle signs of discomfort when addressing certain emotions, particularly related to__________."  
  • "Client displayed increased engagement and focus when discussing personal achievements, specifically in the context of__________."  
  • "Noted improvements in eye contact, suggesting enhanced connection and openness, especially when__________."  
  • "Observed instances of self-soothing behaviors during moments of distress, particularly when__________."  
  • "Client exhibited signs of relief through visible relaxation as the session progressed, especially in response to__________." 
  • "Non-verbal cues indicated a willingness to explore deeper emotional content, particularly regarding__________." ​
Client's reported emotional state
  • "Client reported feeling a mix of relief and anxiety when discussing past traumas, especially in relation to__________."  
  • "Emotional expression included a range of emotions such as sadness, frustration, and hope, particularly when__________."  
  • "Affective tone was characterized by increased self-compassion and acceptance, especially when addressing__________."  
  • "Client's emotional regulation demonstrated improvement in managing anger triggers, particularly in situations involving__________." 
  • "Expressed emotion appeared congruent with the client's reported internal experiences, specifically related to__________."  
  • "Client acknowledged feeling more empowered and in control of their emotional responses, particularly in the context of__________."  
  • "Worked on identifying and labeling emotions as part of emotional intelligence development, specifically focusing on__________." ​
Client Progress
  • "Client demonstrated increased self-awareness in identifying patterns of negative self-talk, particularly when faced with__________."  
  • "Made notable progress in implementing assertiveness skills in personal relationships, specifically addressing challenges related to__________."  
  • "Explored and processed barriers hindering progress towards career-related goals, focusing on overcoming obstacles such as__________."  
  • "Client reported a reduction in the frequency and intensity of panic attacks, particularly in response to__________." 
  • "Achieved a breakthrough in understanding the root causes of persistent self-doubt, especially related to__________." 
  • "Noted the client's commitment to daily mindfulness practices and its positive impact, particularly in moments of__________."  
  • "Client expressed a growing sense of self-efficacy in managing identified challenges, particularly when faced with__________." ​
Follow up Recommendations
  • "Suggested follow-up actions for the client to implement before the next session, providing practical steps for continued growth, specifically in the context of__________."  
  • "Discussed the possibility of involving a support system, such as family members or friends, in the client's therapeutic journey, especially considering__________." 
  • "Provided psychoeducation on resources available outside of therapy, including relevant workshops or community groups, tailored to the client's needs related to__________."  
  • "Emphasized the importance of consistent attendance and active engagement in the therapeutic process for optimal outcomes, particularly in situations involving__________."  
  • "Encouraged the client to practice newly acquired skills and coping strategies in real-life scenarios, reinforcing application when dealing with__________."  
  • "Offered referrals to complementary services or specialists based on the client's unique needs and goals, particularly those related to__________."  
  • "Established a plan for crisis intervention, including emergency contacts and coping strategies for acute distress, with a focus on__________." ​
Treatment Plan Adjustments
  • "Revised the treatment plan to incorporate new insights gained during the session, particularly focusing on__________." 
  • "Adjusted goals to align with the evolving priorities and aspirations expressed by the client, specifically in relation to__________."  
  • "Explored modifications to therapeutic interventions based on the client's preferences and feedback, particularly when__________." 
  • "Adapted the treatment plan to address emerging themes and challenges in the client's life, especially considering__________." "Collaboratively refined strategies for managing specific symptoms or behaviors identified by the client, particularly in situations involving__________."  
  • "Reviewed and updated the treatment plan in response to external factors impacting the client's progress, especially those related to__________."  
  • "Considered the integration of additional therapeutic modalities or techniques based on the client's evolving needs, particularly in areas related to__________." 
Barbara Griswold, LMFT, Author, Navigating the Insurance Maze: The Therapist's Complete Guide to Working With Insurance www.theinsurancemaze.com [email protected] 408.985.0846  ​
Clinical Interventions
  • Administered questionnaire to assist with diagnosis/assess symptom severity (ex. Beck Depression Inventory, Burns Anxiety Inventory or Burns Depression Checklist); gave follow-up questionnaire to check for progress  
  • Utilized EMDR / EFT techniques to address trauma symptoms  
  • Monitored medication compliance [Note: Add details about compliance, even if all is fine: ex. "client reports taking medications as prescribed with no negative side effects"]  
  • Discussed behavioral homework / journal / letter-writing assignment / reading assignment. (note insights)  
  • Taught self-soothing techniques, including breathing techniques, progressive relaxation, and visualization 
  • Helped client identify negative impact of anger, and positive consequences of anger management  
  • Used motivational interviewing to strengthen commitment to therapy and to change dysfunctional behavior  
  • Helped client identify and challenge cognitive distortions, and to replace with positive affirmations  
  • Helped client identify negative self-talk; taught thought-stopping techniques  
  • Taught mindfulness meditation  
  • Helped client identify how key life figures coped with anger, and how this affected client expression of anger  
  • Had client visualize scene that provokes anxiety or anger, then after using relaxation skills, to visualize utilizing healthy coping skills or alternate outcome  
  • Educated client about addiction / codependency / enabling / 12 Step concepts  
  • Helped client identify dysfunctional coping mechanisms from alcoholic/abusive childhood home she still uses  
  • Taught assertive communication techniques; role played using techniques  
  • Assisted client in improving problem-solving skills, including clearly defining problem, brainstorming possible solutions, evaluating the pros and cons of each, and implementing a plan of action.  
  • Taught conflict resolution skills  
  • Taught and practiced active / reflective listening  
  • Conducted couples/family session to give client support to speed progress  
  • Predicted possible causes of "relapse." Had client make list of how she would deal with it if felt that depressed/anxious/angry again, or faced same problem again  
  • "Utilized Cognitive Behavioral Therapy techniques to challenge and reframe negative thoughts, particularly those related to__________."  
  • "Applied mindfulness exercises to address rumination and promote present-moment awareness, especially during episodes of__________."  
  • "Encouraged expressive arts as a means of exploring and processing complex emotions, particularly focusing on__________."  
  • "Introduced and practiced deep breathing exercises for anxiety management, especially in situations involving__________."  
  • "Utilized role-playing scenarios to enhance assertiveness and communication skills, particularly addressing challenges in__________."  
  • "Incorporated narrative therapy techniques to reframe the client's personal narrative, with a focus on transforming perspectives related to__________." 
  • Utilized art therapy techniques, had client draw / sculpt / paint etc. how she felt when _____________ occurred.  
  • In order to lower client defenses, utilized play therapy techniques, while encouraging client to describe stressors  
  • Assessed for risk factors, including substance abuse, suicidal or homicidal ideation; none reported by client.  
  • Discussed moving to twice monthly sessions to maintain therapeutic gains while preventing relapse.  
  • Due to exacerbation of symptoms, suggested second session this week; client agreed 26. Reviewed progress toward treatment goals (specify progress); updated treatment plan (how?)  
  • Processed fears related to ________________________  
  • Pointed out strengths and coping abilities; explored how client had dealt with difficult situations in past  
  • Discussed safety plan for when client feels like acting on thoughts of self harm  
  • Discussed confidentiality / limits of confidentiality /what information may be needed by insurance  
  • Discussed appropriate use of answering service / crisis coverage  
  • Discussed fees / policies / vacation coverage in my absence  
  • Discussed bringing in spouse, and risks and benefits of doing couples and individual therapy with same therapist.  
  • Got release for doctor/psychiatrist/counselor. Discussed concerns about and benefits of care coordination  ​
Referrals
  • Referred for medication evaluation / physical exam  
  • Referred to EMDR as an adjunct treatment for trauma symptoms  
  • Referred to couples therapy / individual therapy / self-help support group / 12-Step group / therapy group  
  • Referred client to (assertiveness / healthy communication / mindfulness / stress reduction etc.) class  ​
Homework
  • Assigned journaling of situations that cause anger or irritation, to increase awareness of anger triggers  
  • Assigned client to write letter (not to send) to person she is having trouble forgiving, to increase awareness of causes of hurt/anger and to assist in letting go of emotions contributing to symptoms  
  • Assigned client to identify and journal negative self-talk, and practice writing replacement affirmations 
  • Assigned client to write complete alcohol and drug history, including reasons for use and negative consequences 
  • Assigned material to read, view, or listen to (handouts, books, articles, podcasts, videos, etc).  
  • Client will practice assigned Systematic Desensitization exercises to face fears for increasing amounts of time 
  • Assigned clients to go on night out without children to strengthen marital support system  
  • Assigned daily physical exercise to reduce symptoms, helped client choose type and time that she could do daily.  
  • "Assigned homework to practice assertiveness skills in real-life scenarios, particularly focusing on situations involving__________."  
  • "Encouraged daily mindfulness exercises to strengthen emotional regulation, especially during moments of__________." 
  • "Assigned a values clarification worksheet to guide goal-setting and decision-making, with a specific emphasis on__________."  
  • "Suggested reading materials on self-compassion for further exploration between sessions, specifically related to__________." 
  • "Agreed upon implementing a weekly self-care routine tailored to the client's preferences, with specific activities such as__________."  
  • "Assigned a communication log to track and reflect on interpersonal interactions, particularly in situations involving__________."  
  • "Encouraged the development of a personalized crisis intervention plan, with specific strategies for managing crises such as__________." ​
Treatment Plan
To be added.
Treatman Plan Goals/objectives
 Note: Always make objectives measurable (e.g., 3 out of 5 times, 100%, learn 3 skills), unless they are measurable on their own as in "List and discuss [issue] weekly... " ​
Abuse/Neglect
Goal: Explore and resolve issues relating to history of abuse/neglect victimization ​

  • Share details of the abuse/neglect with therapist as able to do so 
  • Learn about typical long term/residual effects of traumatic life experiences 
  • Develop two strategies to help cope with stressful reminders/memories 
Alcohol/drugs and other addictions
Goal: Be free of drug/alcohol use/abuse 
  • Avoid people, places and situations where temptation might be overwhelming 
  • Explore dynamics relating to being the [child/husband/wife] of an [alcoholic/addict] and discuss them each week at support group meetings 
  • Learn five triggers for alcohol & drug use 
  • Reach ____ days/months/years of clean/sober living ​
anger
Goal: Increase and practice ability to manage anger ​
  • Walk away from situations that trigger strong emotions (100%) 
  • Be free of tantrums/explosive episodes 
  • Learn two positive anger management skills 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with ________ (list triggers) 
  • Get through an entire day without an angry mood swing (or breaking/punching, etc. ) 
  • Get through a whole week without fighting with  
  • Take a time-out when things get upsetting 
  • Learn and practice anger management skills especially in situations where people are not treating him/her respectfully 
Anxiety
Goal: Develop strategies to reduce symptoms, or Reduce anxiety and improve coping skills 
  • Be free of panic episodes (100%) 
  • Recognize and plan for top five anxiety-provoking situations 
  • Learn two new ways of coping with routine stressors 
  • Report feeling more positive about self and abilities during therapy sessions 
  • Develop strategies for thought distraction when fixating on the future ​
Behavior problems
Goal: Improve overall behavior (and attitude/mood), or Maintain positive behavior (and attitude/mood) 

  • Be free of _______ behavior 
  • Develop a reward system to address_ (target problem) 
  • Learn two ways to manage frustration in a positive manner 
  • Share two positive experiences each week in which X is proud of how he/she has behaved 
  • Stay free of fights 
  • Stay free of drug & alcohol use and abuse (100%) 
  • Be free of violent behavior 
  • Be able to keep hands and feet to self 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be free of threats to self and others 
  • Complete daily tasks (e.g. chores, pet care, self care, etc.) 
  • Avoid leaving clothing/toys/personal stuff all around the house 
  • Listen to parent and follow simple directions with one prompt 
  • Put all dishes, glasses, cups, and food items back in the kitchen after meals/snacks 
  • Clean up after himself/herself 
  • Admit and accept personal responsibility for own actions/behavior 
  • Be respectful of adults and avoid talking back 
  • Get through a whole week without fighting with  
  • Avoid behavior that would result in a loss of custody 
  • Be able to play with others peacefully for _______ minutes 
  • Come home each day by _______ (time) 
  • Keep parents informed about where you are and when you will be home 
  • Be in bed by _______  (time) each night 
  • Be free of bedwetting 
  • Be free of wet/soiled underwear 
  • If an accident happens, be responsible and clean it up 
  • Be free of any behavior that could result in loss of job 
  • Remain free of behaviors which would lead to arrest 
  • Comply with all aspects of probation/parole and avoid behavior that could violate 
  • Eat/swallow only items intended to be food 
 
communication skills
Goal: Learn and use effective communication strategies ​

  • Talk nice or do not say anything at all 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be able to express anger without yelling and using foul language 
  • Be able to express wants and needs through spoken language 
  • Be able to ask questions and tell about instances 
  • Be able to stick up for self assertively 
  • Speak in a clear and concise manner so others fully understand him/her 
  • Learn to express feelings verbally without acting out 
decision making
Goal: Improve decision making skills 
  • Make short and simple "to do" lists and complete three tasks each day 
  • Celebrate little successes each day using positive self talk and/or journaling 
  • Be able to weigh options and make simple decisions within 5 minutes 
  • List three options for any major decisions and then discuss with therapist or family
Depression
Goal: Improve overall mood 
  • Be free of suicidal thoughts 
  • Call crisis hotline if having suicidal thoughts 
  • Report feeling more positive about self and abilities 
  • Get 7-8 hours of restful sleep every night 
  • Avoid napping/sleeping to escape other people and activities 
  • Shower, dress, and then do something every day 
  • Report feeling happy/better overall mood 
  • Make short and simple "to do" lists and complete three tasks each day 
  • Celebrate little successes each day using positive self talk and/or journaling 
  • Get through a day/week without a crying spell 
  • Develop strategies for thought distraction when ruminating on the past ​
eating disorder
Goal: Resolve eating disorder 
  • Eat a balanced diet of foods and maintain good overall health 
  • Gain ____ pounds
  • Loose ____ pounds
  • Be free of binge eating/purging 
  • Remove junk foods from home and limit future purchases 
  • Recognize/list environmental and situational triggers and develop alternative behaviors for coping with them 
  • Recognize emotional triggers and develop alternative ways of strategies for meeting emotional needs 
expression of feelings, wants, and needs
Goal: Learn appropriate ways to express different feelings 
  • Share two positive experiences each week in which client is proud of how he/she has behaved 
  • Gain knowledge of different feelings 
  • Turn to adults for help when feeling sad, angry or negative feelings 
  • Express feelings verbally rather than whine and/or cry about them 
  • Learn to express feelings verbally without acting out
family conflict
Goal: Learn and use conflict resolution skills 
  • Recognize patterns of family conflict discuss weekly in therapy 
  • Avoid angry outbursts by walking away from stressful situations 
  • Get through X days out of 7 without fighting with siblings 
  • Be respectful of ________: Listen, follow directions and avoid talking back 
  • Be able to live together peacefully, free of all angry physical contact 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with  
  • Be able to stick up for self assertively, not aggressively 
  • Be respectful of adults/don't talk back 
  • Get through a whole week without fighting with  
  • Speak in a clear and concise manner so others fully understand him/her 
  • Learn to express feelings verbally without acting out ​
Grief and Loss
Goal: Explore and resolve grief and loss issues 
  • Give sorrow words - discuss issues of grief weekly with therapist 
  • Continue to explore and resolve issues of grief/loss as they arise 
  • Get through a week without a crying spell 
  • Learn about the typical 2-7 year process of grieving the loss of a loved one 
  • Explore spirituality and the role it plays in redefining views about the meaning and purpose of life 
  • Create (write/draw) a soul sketch of the deceased loved one 
  • Plan a memorial service for the anniversary of the loss 
  • Develop appropriate rituals to remember and honor  ​
Harm to self or others
Goal: Be free of thoughts of self-harm/self mutilation, or Be free of thoughts to harm to others 
  • Learn two ways to manage frustration in a positive manner 
  • Explore triggers of thoughts to harm self or others 
  • Call crisis hotline when needed 
  • Report feeling more positive about self and abilities 
  • Explore and resolve stress from  
  • Develop a crisis plan and share it with key people 
  • Remove weapons from the home [and other means] 
  • List three emergency contacts who will be able to stay with you till a crisis passes ​
health issues
Goal: Manage physical healthcare conditions and cope with related stress 
  • Learn as much as possible about the condition(s) and needed treatment 
  • Take medications/treatments as prescribed on a daily basis 
  • Attend all scheduled appointments with the doctor 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the prescribing doctor ASAP 
  • Seek additional advocacy services from  
  • Seek additional support from  ​
hyperactivity
Goal: Improve overall behavior, or Maintain positive behavior ​

  • Be able to keep hands and feet to self 
  • Complete daily tasks (e.g. chores, pet care, self care, etc.) 
  • Listen to parent/teacher and follow simple directions with one prompt 
  • Behave in an age-appropriate manner 
  • Maintain passing grades 
  • Will be able to focus attention and complete school-related tasks each day 
  • Listen and take notes in all classes 
  • Will review homework and other projects with parents on the day they are assigned 
  • Be respectful of adults and avoid talking back 
  • Be able to play with others peacefully for _______ minutes 
  • Be free of any behavior that could result in detention/suspension 
  • Develop a reward system to address ___________ (target problem) 
medication management
Goal: Medication management 
  • Take medications as prescribed on a daily basis 
  • Attend all scheduled appointments with the psychiatrist 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the doctor ASAP ​
mood management
Goal: Maintain stability of mood, or Improve overall mood, or Maintain even mood, or 
Increase ability to manage moods.
  • Learn two ways to manage frustration in a positive manner 
  • Be free of suicidal thoughts; call crisis hotline if having suicidal thoughts 
  • Report feeling more positive about self and abilities 
  • Report feeling happy/better mood (4 days out of 7) 
  • Get 7-8 hours of restful sleep every night 
  • Get through a week without a crying spell 
 
parenting
Goal: Improve parenting skills 
  • Set two limits and stick with a plan that will require more responsible behavior 
  • Focus on positive behavior and give attention then, rather than focus on negative things 
  • Learn and be able to effectively use transactional analysis to stay in "adult" mode 
  • Use "I" statements rather than You" when communicating with  
  • Develop and consistently use a behavior modification plan, to increase/eliminate  ​
personal hygiene and self-care
Goal: Improve personal hygiene and attentiveness to independent/age appropriate self-care 

  • Brush teeth _______ times each day and floss  
  • Shower (take a bath) every day 
  • Use antiperspirant / deodorant every day after showering 
  • Brush/comb hair every morning 
  • Do a thorough job of wiping after toileting (100%) 
 
physical health issues
Goal: Cope with stress of physical health issues and chronic pain 
  • Explore and resolve thoughts and feelings that arise as a result of medical conditions and medications 
  • Learn two new strategies for coping with the above thoughts and feelings 
  • Reduce weight by_____ pounds 
  • Exercise for 20 minutes every day 
  • Learn strategies to advocate for him/herself with medical personnel 
  • Quit smoking (or drinking) 
  • Take medications as prescribed on a daily basis 
  • Attend all scheduled appointments with physicians 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the doctor ASAP
  • Make and keep an appointment with _____ (dentist/doctor) for needed diagnosis and treatment
relationships
Goal: Establish/maintain civil and supportive behavior 
  • Avoid angry outbursts by walking away from stressful situations 
  • Be free of affairs 
  • Be able to live together peacefully, free of all angry physical contact 
  • Learn three ways to communicate verbally when angry 
  • Explore peer and dating relationships to improve X's chance of staying safe and legal 
  • Be able to keep hands to self 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with  
  • Be able to stick up for self assertively 
  • Be respectful of parents/don't talk back 
  • Get through a whole week without fighting with  
  • Speak in a clear and concise manner so others fully understand him/her 
  • Be able to play with others peacefully for _______ minutes 
  • Learn to express feelings verbally without acting out 
  • Associate with healthy people and continue to make new friends 
  • Continue to explore relationship issues and slowly see new opportunities for dating 
  • Figure out why relationships fail and better plan for finding next partner 
  • Associate with people outside of work and make one or two new friends ​
school issues
  • Go to school every day 
  • Behave in an age-appropriate manner 
  • Maintain passing grades 
  • Will be able to focus attention and complete school-related tasks each day 
  • Listen and take notes in all classes 
  • Be free of suspensions and detentions 
  • Will review homework and other projects with parents on the day they are assigned ​
self-image
Goal: Explore and resolve issues related to self image 

  • Discuss life events that led to and/or reinforce a negative self image during weekly therapy 
  • Use positive self talk daily 
  • Exercise daily (or_____ times per week) 
  • Drop_____ pounds 
  • Report feeling more positive about self and abilities 
  • Return to school and work on getting _______ (degree/diploma/GED) 
  • Change jobs to one that . . . (offers more pay and/or better suits skill set) 
  • Openly discuss issues relating to sexuality and become comfortable with sexual identity 
  • Explore spirituality and the role it plays in the meaning and purpose of life 
  • Engage in volunteer work and/or other meaningful activity at least three hours each week 
Sleep Problems
Goal: Get 7-8 hours of restful sleep each night
  • Limit consumption of food and drinks before bed
  • Limit intake of caffeine (coffee, tea, soda) and chocolate after ____ (time)
  • Cut back on things that may impede normal sleep patterns (e.g., alcohol and some medications) 
  • Be in bed by each night 
  • Have 30 minutes of quiet time before going to bed each night (e.g., read, meditate) 
  • Avoid overly stimulating shows/movies/video games before bedtime 
  • Avoid watching TV and chatting on the phone while in bed 
  • If not asleep in 20 minutes, get up and do something for a bit, rather than try to force sleep 
  • Leave a paper and pen to write worries down instead of ruminating on them 
  • Learn best practices for sleep (cooler room, limit caffeine, calming time before bed) 
  • Listen to relaxation/meditation music to aid falling asleep 
Social skills
Goal: Improve social skills 
  • Speak in a clear and concise way so others fully understand him/her 
  • Learn to express feelings verbally without acting out 
  • Make a new same-age friend 
  • Spend two hours playing with peers each week 
Stress
Goal: Be able to cope with routine life stressors and take things in stride 
  • Assess personal risk traits and resiliency traits and discuss the role each plays in coping with daily stresses during the time between therapy sessions 
  • Learn two ways to manage frustration in a positive manner 
  • Get 7-8 hours of restful sleep every night 
  • Talk out routine stress events during weekly therapy sessions 
  • Explore and resolve residual stress from ______  (e.g., years as a first responder) 
  • Foster two new activities/interests that will help mitigate stress 
  • Exercise 20-30 minutes per day 
  • Learn and use meditation and relaxation techniques daily 
 ​
Suicide
Goal: Be free of suicidal thoughts/attempts 
  • Explore and resolve stress from  
  • Call crisis hotline if having suicidal thoughts 
  • Develop a crisis plan and share it with key people 
  • Remove weapons from the home [and other means] 
  • List three emergency contacts who will be able to stay with you till a crisis passes 
Thought disorder
Goal: Improve ability to see world as others do 
  • Be free of false perceptions and [see/hear/smell/feel] things as others do 
  • Be free of false beliefs 
  • Be free of thoughts that others are out to get you 
  • Spend 2-3 hours each week visiting with others 
  • Visit the clubhouse and/or the consumer drop-in-center each week 
  • Report feeling comfortable spending time with others 
 
Trauma
Goal: Explore and resolve issues related to __________  (traumatic event) 
  • Explore and resolve residual stress from ________ (e.g., years as a first responder) 
  • Share details of the trauma with therapist, as able to do so 
  • Reframe negative perceptions, when possible, and focus on finding meaning and drawing strength from the event 
  • Learn about typical long term/residual effects of traumatic life experiences 
  • Explore spirituality and the role it plays in life after traumatic events 
  • Learn about the typical 2-7 year process of rebuilding life after trauma 
Vocational/educational
Goal: Find a new job, or Keep present job, or Re-enter the work force  
  • Earn G.E.D. 
  • Explore options for returning to school/training 
  • Become an active member of a local clubhouse 
  • Complete college/technical school 
  • Develop a resume 
  • Seek two people who will serve as references 
  • Be free of any behavior that could result in loss of job/educational grants 
  • Find and settle into a new job 
 
Treatment Plan Interventions
​
  • Acceptance (of limitations/reality)
  • Accountability
  • ACOA Issues
  • Anger Management (e.g., punch bag/pillow)
  • Art Therapy
  • Assertiveness Training
  • Behavior Modification (e.g., rewards) 
  • Best Practices for (e.g., better sleep)
  • Bibliotherapy
  • Building on Strengths
  • Career Counseling
  • Coaching
  • Cognitive-Behavioral Therapy
  • Communication Skills
  • Community
  • Conflict Resolution
  • Couples Therapy
  • Crisis Planning
  • Defusing/Debriefing
  • Dignity/Self-worth
  • Discipline
  • Drug & Alcohol Referral
  • Education (e.g., graduation/GED)
  • Empathy
  • Empowerment
  • Encouragement
  • Expression of Feelings
  • Fair Fighting Skills
  • Family Therapy
  • Feedback Loops
  • Forgiveness
  • Gestalt Therapy
  • Getting a Job (Better Job)
  • Goal Planning/Orientation
  • Good Choices/Bad Choices
  • Good Touch/Bad Touch
  • Gratitude
  • Grief/Loss/Bereavement Issues
  • Homework Assignments
  • Humility
  • Increasing Coping Skills
  • Independence
  • Journaling
  • Letting Go
  • Life Skills Training
  • Listening
  • Logical Consequences of Behavior
  • Magic Question (3 wishes/magic wand)
  • Making Friends
  • MISA/MICA Issues (Dual Ox Treatment)
  • Modeling Appropriate Behaviors 
  • Money Management 
  • Monitoring of          
  • Motivation 
  • Narrative Therapy 
  • Normalization        
  • Partializing (breaking down goals into manageable pieces 
  • Patience 
  • Perseverance 
  • Personal Hygiene 
  • Play Therapy 
  • Positive Self-talk
  • Practice Exercises 
  • Primal Screams 
  • Priority Setting 
  • Processing  
  • Psychodrama 
  • Psychoeducation 
  • Reality Therapy 
  • Recognizing behavior
  • Refer to 
  • Reframing 
  • Rehearsal 
  • Relapse Prevention 
  • Relationship Issues 
  • Relaxation Techniques (e.g., breathing) 
  • Responsibility for Actions 
  • Role Playing 
  • Self-care Skills 
  • Self-direction (Independence) 
  • Sexual Identity Issues 
  • Sexuality 
  • Social Skills Training 
  • Social-Vocational Training 
  • Socialization 
  • Solution-focused Therapy 
  • Spiritual Exploration 
  • Starting Over 
  •  Stop-Think-Act 
  • Strength Focus/Listing 
  • Stress Inoculation 
  • Stress Management 
  • Supportive Relationships 
  • Talk Therapy 
  • Therapeutic Stories & Worksheets 
  • Timeouts 
  • Transactional Analysis (P-A-C) 
  • Trigger Recognition 
  • Twelve Step 
  • Values Clarification 
  • Verbal Communication Skills 
  • Weight Control/Loss 
  • Workbooks 
INTERVENTIONS & TOOLS
Documenting medical necessity
It is the therapist's responsibility to communicate with the insurer about how the medical necessity criteria for therapy continues to be met through therapy. Although the medical necessity for medical issues tends to be more or less straightforward with the ways we objectively measure physical illness with tests, labs, or imaging, establishing medical necessity for mental health can sometimes be more challenging to objectively measure, quantify, or "prove" in the ways insurers, auditors, or others want to see it documented. 
 
"Medical necessity" is a term that often includes a specific set of criteria that insurance companies use to determine whether they are going to pay for a service. If an insurer deems a service "medically necessary," it means they agree the service is needed and clinically agree to pay for it. However, clinical approval is not a complete guarantee of payment. This is caused by other administrative processes like coding, timeliness, network rules, etc. that could interfere with reimbursement. 
 
Insurance is fixated on improvements in the cheapest way possible. Most insurers understand the value of psychotherapy, at least in terms of a low-cost intervention to the general well-being of individuals, and especially in comparison to higher-cost services like those in a hospital setting. 
 
Insurance does not necessarily care about which evidence-based treatment you are using. It is a myth that your notes or documentation have to "look like CBT," for example. Insurers want to pay for (and see documented) the things you need a master's degree or Ph.D. to administer. Elements like empathy, active listening, reflecting, paraphrasing, support, and person-centered interventions will not be well received. 
 
The best way to navigate medical necessity is by having clear documentation from the very beginning or first session of treatment. It is extremely difficult to know the nuances of what each insurer wants to see. 
Medical necessity and legal documentation are broken down into a few areas: 
  • Assessments (e.g., GAD-7, PHQ-9) that should be completed at the intake and every 6 months 
  • Intake 
  • Progress Notes 
  • Treatment Plans ​
Progress Notes
“Progress notes” — as defined by the Health Information Portability and Accountability Act (HIPAA) — are a REQUIRED part of the client’s medical record and reflect what occurred in each visit. HIPAA states they may include assessment and diagnosis, treatment modality and frequency, session start/stop times, topics discussed, interventions, medication monitoring, test results, summaries of functioning, symptoms, prognosis, and progress. 
  • Progress notes are part of the client’s official medical record.  You are simply the custodian of this record. 
  • Progress notes must be readable to others because clients and their insurance plans have the right to inspect these notes, or even ask for a copy.  Progress notes may also be reviewed in the event of a disability claim, legal case, and ethics or licensing board complaint. 
  • Progress notes have no mandated format, but state law and professional ethics may address what the notes must include and insurance plans will typically have a list of what they require in these notes.  ​

Progress Note Template 
Many templates automatically enter the scheduled start and stop time of the session, but do NOT include the actual session start and stop times of the therapy portion of that session, which should be recorded in the session note, and should be different for each session to be credible. Without this unique session documentation, the therapist has no proof that time requirements have been met for the CPT code used for that session. 
 
Look at the notes you are writing and ask yourself these questions: 
  1. Am I recording specific details about the TOPICS the client discussed in that session? 
  2. Am I recording specific details about the SYMPTOMS the client discussed in that session?
  3. Am I recording specific INTERVENTIONS I did that were appropriate for those topics and symptoms, and that were unique to that session? ​
Psychotherapy Notes
Psychotherapy notes are notes recorded by a behavioral health professional documenting and analyzing the contents of a conversation during a private counseling session or a group, joint, or family counseling session. Psychotherapy notes do not include information about medications, start and stop times, treatments, results of clinical tests, summary of diagnosis, functional status, treatment plans, symptoms, prognosis, and progress2. They are the personal notes of the provider and differ from progress notes which are part of the medical record.  
Psychotherapy notes are afforded a higher level of protection from disclosure than nonpsychotherapy documentation under HIPAA. However, they must be kept separate from the medical record. If they are intertwined, they lose that level of protection.  
If you are documenting in written format, keep psychotherapy notes separate from the record. This may be problematic as some EMR systems do not have the capability to separate out psychotherapy notes from the record. When using an EMR, be aware if the notes are separate or not. If your EMR system does not have the ability to separate out psychotherapy notes, keep separate written or electronic psychotherapy notes. If in electronic form, ensure they are safe, secure, and encrypted. If they are kept in written form, ensure they are secure and kept in a locked location. If you are unable to do either, you may consider not documenting psychotherapy notes in addition to the documentation in the patient’s medical record.  
Even if you do not document psychotherapy notes, you may be a professional who requests a record from another professional who does. Be aware if your state has a specific rule on psychotherapy notes as it could differ from the HIPAA rule. 
 “Psychotherapy Notes” is a term coined by HIPAA.  Although commonly referred to as “process notes” or “private notes,” HIPAA defines psychotherapy notes as “notes recorded (in any medium) … documenting or analyzing the contents of conversation during a private counseling session…that are separated from the rest of the individual’s medical record.” Kind of vague, right?  The idea was to afford extra protection for a therapist’s personal notes, such as thoughts and feelings about a case, personal impressions of a client, or theoretical analysis of sessions (e.g., transference, resistance) that would not be appropriate as part of the client’s medical record.  You may also record questions for future sessions, hunches and theories, areas for further exploration, and questions to bring up with a consultant.  I think of them as kind of the therapist’s diary of the therapy. 

Psychotherapy notes are private and meant only for your reference, while progress notes are meant to be shared with other healthcare providers who are involved in a patient's care. Both types of notes are protected under HIPAA, but psychotherapy notes receive special protection because they can contain sensitive information. 

A few important things to know about Psychotherapy Notes: 
  • Psychotherapy Notes ARE NOT REQUIRED. 
  • Should you choose to keep them, psychotherapy notes MUST be kept separate from the client’s medical record (i.e., progress notes).  Otherwise, they will not be afforded the higher level of privacy.  By blending psychotherapy notes and progress notes, you remove all added security, and even an insurance plan could get access to the complete blended records. 
  • According to the attorneys I have interviewed, you cannot hide sensitive or potentially embarrassing session information in psychotherapy notes — for example, if a client is having an affair or is HIV-positive.   Topics like these that are a focus of treatment belong in the medical record — in a progress note -- not a psychotherapy note (see progress note definition). 
  •  The good news: Insurance plans cannot require you to turn over psychotherapy notes in case of an audit or record request, and clients do not have the right to view them. 
  • The bad news: Psychotherapy notes are not completely confidential.  A court can order them to be turned over, and in a complaint situation, they might be requested.   For this reason, many attorneys do not recommend you keep psychotherapy notes.  If you do, it is recommended you write them with the knowledge they could be released. 
  • Because psychotherapy notes are not part of the official medical record, they can be in any form that is useful to you. ​ 
Do you have to share psychotherapy notes? 
You might have to share your psychotherapy notes if: 
  • They contain information that falls under your “duty to warn” (i.e. involves the threat of harm to self or others). 
  • You receive a court order for documents and/or testimony (state laws may vary). 
  • The notes contain information regarding abuse or other topics covered under mandatory reporting laws. 
  • A coroner or medical examiner requests them as part of an investigation. 
  • The U.S. Department of Health and Human Services (HHS) requests them as part of an investigation. 
Progress Notes vs. Psychotherapy notes
Psychotherapy notes are private records meant to help therapists remember patient encounters.
​
Progress notes, on the other hand, record information relevant to the patient’s treatment and response to treatment. This covers information such as diagnosis, symptoms, medical history, test results, treatment plan, progress at appointments,
and prescription medications.
 ​
Assessment
During the assessment process, the clinician should identify mental health symptoms that are serious enough to disrupt the client’s ability to cope and perform various age- and culturally-related social, personal, occupational, scholastic, or behavioral functions. The service provider should identify the client’s areas of life functioning that are impacted by their behavioral health. Examples are as follows:  
  • Problems with primary support group 
  • Problems related to the social environment 
  • Educational problems 
  • Occupational problems 
  • Housing problems 
  • Economic problems 
  • Problems with access to healthcare services 
  • Problems related to interaction with legal system/crime • Other psychological or environmental problems  
 
Through assessment, you should be able to identify there is functional impairment present and should offer a diagnosis. The diagnosis should "result in functional impairment that substantially interferes with or limits one or more major life activities." Activity areas may include feeling, mood, and affect; thinking; family relationships; interpersonal relationships/social isolation; role/work performance; socio-legal conduct; and self-care/activities of daily living.  

Sample Assessment Note:
Met with client today to discuss continued need for services. Discussed her current stressors, symptoms, and general functioning. She indicated that her anxiety symptoms (of being unable to go places because she continues to be afraid of large crowds) had increased this past month. She also stated that her mom’s health had declined, and she may have to move in with her. Clinician recommended individual therapy with frequency of one time per week.  ​
Intervention
If you check “CBT therapy,” “reflective listening,” and “exploration of feelings” as your interventions in the session notes EVERY WEEK, the reviewer has no sense that you are responding to the client’s unique issues of that session.  A reviewer has no idea how you used CBT, what specific comments, interpretations, or advice you gave; homework you assigned; how you went about exploring the client’s feelings; and whether it was appropriate.  And importantly, if that client were to file a complaint against you, those three checks will not defend you very well because they do not adequately reflect the details of the service you provided and how it was appropriate given the client’s presentation. 
Breaking Down the Progress Note
Time Session Started & Ended.  
If telehealth, did the Client confirm that they consented to telehealth? 

Where did the session take place? If telehealth, state location. 

If using telehealth for this session, was telehealth rendered via 2-way video/audio on a HIPAA compliant platform? 
Reason for Contact: Document the client’s reason for seeking treatment clearly, including condition(s) or complaint(s) presented during session. This needs to document why this service is necessary and is not to be confused with just a statement of a diagnosis. This might be a response, for example, to increased mental health acuity, problems in the home or in relationships, or problems with housing.  

As you write about the impairment, you want to be brief and clear, but you also want to include important details. The more specific you can be in your notes, the better.  

For example, if your client is experiencing symptoms of depression such as insomnia 6 nights a week, and their lack of sleep has impaired their ability to perform at work, you might say something like, “Because the client is experiencing insomnia six nights a week due to depression, they have missed eight days of work this month.” Overall, you want to focus on specific issues with functioning and list symptoms that impact important aspects of your client’s life.  

How do the client’s symptoms support their diagnosis? 

If you have increased or decreased how often you see the client, why? 

Intervention & Response: Be sure to use descriptive verbs to describe your interventions (i.e., what you did). Did you help the client cope/adapt/respond/problem solve? Did you teach/model/practice?  ​

Plan: This section outlines clinical assessment-informed treatment planning (i.e., what interventions you might try next), collateral contact, referrals to be made, follow-up items, homework assignments, and others.  
In the plan section, you should specify: 
  • Any amended or new goals to the treatment plan  
  • That treatment goals remain appropriate or revise as needed 
  • If lack of improvement, consider change in treatment strategy 
  • Consider treatment titration and plan for discharge 
  • Explain the need for additional treatment due to Medical Necessity 
Sample Simple PRogress Note
Date of Session: August 23, 2024 
Time of Session: 8:05 a.m. until 8:59 a.m. 
Location of Client: Client stated that they were in their home at their provided address 
Reason for Contact: Client continues to suffer from PTSD symptoms which make it difficult for her to work and sleep at night. She reports she can’t focus on her day-to-day tasks and is easily startled. She also continues to be scared at night. 
Intervention: Client came in stating that she continues to have nightmares of her husband being murdered in their home. She has difficulty getting to work and focusing on tasks. Client stated she is afraid of leaving the house at night or when it is dark outside. Clinician brainstormed with client how to increase her social support. Client stated she could connect with her church for emotional support. Problem solved with client on how to increase her amount of sleep. Discussed having her children visit her at night and to sleep with soothing music. Client agreed to work on finding more ways to socialize with her friends and leave the house to visit with her family during the day. She continues to decline referral to psychiatrist.  
Plan: Clinician will continue to meet with client weekly for Individual Therapy to work on established treatment goals. Will continue to encourage referrals to resources to increase client’s support network.  
Sample Language for Certain Diagnoses or Symptoms
See the tabs below for sample phrasing or language:
Anxiety
  • Assess reasons for symptoms of anxiety 
  • Refer for medication evaluation to address 
  • Encourage reading on subject of anxiety 
  • Explore triggers/situations 
  • Explore benefits/changes in symptoms 
  • Utilize relaxation homework to reinforced skills learned 
  • Develop insight into worry/avoidance 
  • Encourage use of self-talk exercises 
  • Identify situations that are anxiety provoking 
  • Encourage routine use of strategies 
  • Validate/reinforce use of coping skills 
  • Teach relaxation skills 
  • Analyze fears 
  • Identify source of distorted thoughts 
  • Teach thought stopping techniques 
  • Teach/practice problem-solving strategies 
  • Identify coping skills that have helped in the past 
  • Identify unresolved conflicts and how they play out ​​
Depression
  • Assess history of depressed mood 
  • Identify what behaviors are associated with depression 
  • Assess/monitor risk and potential of suicide 
  • Identify symptoms of depression 
  • Explore/assess level of risk 
  • Teach and identify coping skills to decrease suicide risk 
  • Identify patterns of depression 
  • Identify support system 
  • Encourage journaling feelings as coping skill 
  • Explore issues of unresolved grief/loss 
  • Reinforce/recommend physical activity 
  • Normalize feelings of sadness and responses 
  • Connect anger/guilt with depression 
  • Encourage/reinforce positive self-talk 
  • Teach/identify coping skills to manage interpersonal problems 
  • Monitor and encourage self-care (hygiene/grooming) 
  • Explore potential reasons for sadness ​
Trauma
  • Work together on building trust 
  • Teach/explore trust in others 
  • Explore effects of childhood experiences 
  • Encourage use of journaling 
  • Explore how trauma impacts parenting patterns 
  • Explore history of dissociative experiences 
  • Utilize empty-chair exercise to work through trauma 
  • Explore roles of victim and survivor and how they are playing out 
  • Explore issues around trust 
  • Research family dynamics and how they play out 
  • Encourage healthy expression of feelings 
  • Encourage outside reading on trauma 
  • Education on dissociation as coping response 
  • Support confronting of perpetrator 
  • Explore/identify benefits of forgiveness ​
Family Conflict
  • Explore patterns of conflict within the family 
  • Explore familial communication patterns 
  • Identify how family patterns of conflict and communication are played out 
  • Reinforce use of healthy expression of feelings 
  • List ways family may participate in healthy activities in community 
  • Identify areas of strength that may be used to parent 
  • Identify patterns of dependency on family members 
  • Explore/identify patterns of dependency within family unit 
  • Teach conflict resolution 
  • Facilitates family communication 
  • Facilitate healthy expression of feelings/concerns 
  • Identify/reinforce family strengths 
  • Define roles in the family 
  • Teach/practice/model parenting techniques 
  • Identify feelings of fear/guilt/disappointment ​
Descriptive Intervention Words for Progress Notes
When documenting therapeutic interventions in progress notes, it is essential to use descriptive and concise language to accurately capture the activities and techniques employed during a therapy session. The following include descriptive intervention words and phrases that can be helpful in progress note documentation: 
  • Engaged: Describes the client’s active participation in the therapy process. 
  • Explored: Indicates that specific issues, thoughts, or emotions were investigated. 
  • Utilized: Conveys the use of particular therapeutic techniques or tools. 
  • Applied: Demonstrates the practical use of skills or strategies. 
  • Demonstrated: Highlights the client’s display of certain behaviors or coping mechanisms. 
  • Addressed: Shows that specific concerns or issues were discussed or managed. 
  • Employed: Indicates the use of therapeutic methods, approaches, or exercises. 
  • Practiced: Suggests that the client engaged in repeated or ongoing skill-building activities. 
  • Clarified: Denotes the process of making something more understandable or explicit. 
  • Identified: Reveals the client’s recognition or acknowledgment of particular thoughts, patterns, or triggers. 
  • Promoted: Conveys the intentional encouragement of positive behaviors or thought patterns. 
  • Explicated: Indicates the thorough explanation or clarification of a concept or issue. 
  • Facilitated: Shows the therapist’s role in making an interaction or process easier for the client. 
  • Implemented: Demonstrates the execution of a specific plan or strategy. 
  • Examined: Suggests in-depth scrutiny of thoughts, feelings, behaviors, or situations. 
  • Encouraged: Highlights the therapist’s effort to motivate or inspire the client. 
  • Exploited: Indicates the use of a particular approach or resource to the client’s advantage. 
  • Integrated: Shows the blending or incorporation of different therapeutic modalities or techniques. 
  • Validated: Conveys the therapist’s acknowledgment and acceptance of the client’s emotions or experiences. 
  • Reframed: Demonstrates the technique of offering an alternative perspective on a situation or issue. 
  • Guided: Suggests the therapist’s role in directing or steering the session’s focus. 
  • Strengthened: Highlights efforts to build or enhance specific skills or coping mechanisms. 
  • Challenged: Indicates the therapist’s invitation for the client to examine or question their beliefs or behaviors. 
  • Facilitated Exploration: Shows that the therapist encouraged the client to delve deeper into a particular topic. 
  • Empowered: Conveys the therapist’s support in helping the client regain a sense of control or confidence. 
These descriptive intervention words and phrases can help you create comprehensive and informative progress notes that accurately reflect the therapeutic work conducted during sessions. The choice of words should align with the specific interventions used and the client’s progress and needs. ​
Example Phrasing and Language for Progress Notes
Session Overview
  • "Today's session focused on exploring recent triggers and coping mechanisms, with particular attention to__________."  
  • "Discussed progress in implementing new communication strategies within relationships, emphasizing the impact on__________."  
  • "Explored the impact of recent life events on the client's emotional well-being, specifically addressing__________."  
  • "Reviewed and reflected on goals set during the previous session, considering the challenges related to__________." 
  • "Examined patterns of thought and behavior related to specific challenges, particularly focusing on__________."  
  • "Investigated the role of self-care in managing stress and anxiety, highlighting the significance of__________."  
  • "Addressed any immediate concerns or crises affecting the client, focusing on strategies for coping with__________." ​
Observations
  • "Noted increased tension in the client's body language during discussions about family dynamics, especially when__________."  
  • "Observed subtle signs of discomfort when addressing certain emotions, particularly related to__________."  
  • "Client displayed increased engagement and focus when discussing personal achievements, specifically in the context of__________."  
  • "Noted improvements in eye contact, suggesting enhanced connection and openness, especially when__________."  
  • "Observed instances of self-soothing behaviors during moments of distress, particularly when__________."  
  • "Client exhibited signs of relief through visible relaxation as the session progressed, especially in response to__________." 
  • "Non-verbal cues indicated a willingness to explore deeper emotional content, particularly regarding__________." ​
Client's reported emotional state
  • "Client reported feeling a mix of relief and anxiety when discussing past traumas, especially in relation to__________."  
  • "Emotional expression included a range of emotions such as sadness, frustration, and hope, particularly when__________."  
  • "Affective tone was characterized by increased self-compassion and acceptance, especially when addressing__________."  
  • "Client's emotional regulation demonstrated improvement in managing anger triggers, particularly in situations involving__________." 
  • "Expressed emotion appeared congruent with the client's reported internal experiences, specifically related to__________."  
  • "Client acknowledged feeling more empowered and in control of their emotional responses, particularly in the context of__________."  
  • "Worked on identifying and labeling emotions as part of emotional intelligence development, specifically focusing on__________." ​
Client Progress
  • "Client demonstrated increased self-awareness in identifying patterns of negative self-talk, particularly when faced with__________."  
  • "Made notable progress in implementing assertiveness skills in personal relationships, specifically addressing challenges related to__________."  
  • "Explored and processed barriers hindering progress towards career-related goals, focusing on overcoming obstacles such as__________."  
  • "Client reported a reduction in the frequency and intensity of panic attacks, particularly in response to__________." 
  • "Achieved a breakthrough in understanding the root causes of persistent self-doubt, especially related to__________." 
  • "Noted the client's commitment to daily mindfulness practices and its positive impact, particularly in moments of__________."  
  • "Client expressed a growing sense of self-efficacy in managing identified challenges, particularly when faced with__________." ​
Follow up Recommendations
  • "Suggested follow-up actions for the client to implement before the next session, providing practical steps for continued growth, specifically in the context of__________."  
  • "Discussed the possibility of involving a support system, such as family members or friends, in the client's therapeutic journey, especially considering__________." 
  • "Provided psychoeducation on resources available outside of therapy, including relevant workshops or community groups, tailored to the client's needs related to__________."  
  • "Emphasized the importance of consistent attendance and active engagement in the therapeutic process for optimal outcomes, particularly in situations involving__________."  
  • "Encouraged the client to practice newly acquired skills and coping strategies in real-life scenarios, reinforcing application when dealing with__________."  
  • "Offered referrals to complementary services or specialists based on the client's unique needs and goals, particularly those related to__________."  
  • "Established a plan for crisis intervention, including emergency contacts and coping strategies for acute distress, with a focus on__________." ​
Treatment Plan Adjustments
  • "Revised the treatment plan to incorporate new insights gained during the session, particularly focusing on__________." 
  • "Adjusted goals to align with the evolving priorities and aspirations expressed by the client, specifically in relation to__________."  
  • "Explored modifications to therapeutic interventions based on the client's preferences and feedback, particularly when__________." 
  • "Adapted the treatment plan to address emerging themes and challenges in the client's life, especially considering__________." "Collaboratively refined strategies for managing specific symptoms or behaviors identified by the client, particularly in situations involving__________."  
  • "Reviewed and updated the treatment plan in response to external factors impacting the client's progress, especially those related to__________."  
  • "Considered the integration of additional therapeutic modalities or techniques based on the client's evolving needs, particularly in areas related to__________." 
Barbara Griswold, LMFT, Author, Navigating the Insurance Maze: The Therapist's Complete Guide to Working With Insurance www.theinsurancemaze.com [email protected] 408.985.0846  ​
Clinical Interventions
  • Administered questionnaire to assist with diagnosis/assess symptom severity (ex. Beck Depression Inventory, Burns Anxiety Inventory or Burns Depression Checklist); gave follow-up questionnaire to check for progress  
  • Utilized EMDR / EFT techniques to address trauma symptoms  
  • Monitored medication compliance [Note: Add details about compliance, even if all is fine: ex. "client reports taking medications as prescribed with no negative side effects"]  
  • Discussed behavioral homework / journal / letter-writing assignment / reading assignment. (note insights)  
  • Taught self-soothing techniques, including breathing techniques, progressive relaxation, and visualization 
  • Helped client identify negative impact of anger, and positive consequences of anger management  
  • Used motivational interviewing to strengthen commitment to therapy and to change dysfunctional behavior  
  • Helped client identify and challenge cognitive distortions, and to replace with positive affirmations  
  • Helped client identify negative self-talk; taught thought-stopping techniques  
  • Taught mindfulness meditation  
  • Helped client identify how key life figures coped with anger, and how this affected client expression of anger  
  • Had client visualize scene that provokes anxiety or anger, then after using relaxation skills, to visualize utilizing healthy coping skills or alternate outcome  
  • Educated client about addiction / codependency / enabling / 12 Step concepts  
  • Helped client identify dysfunctional coping mechanisms from alcoholic/abusive childhood home she still uses  
  • Taught assertive communication techniques; role played using techniques  
  • Assisted client in improving problem-solving skills, including clearly defining problem, brainstorming possible solutions, evaluating the pros and cons of each, and implementing a plan of action.  
  • Taught conflict resolution skills  
  • Taught and practiced active / reflective listening  
  • Conducted couples/family session to give client support to speed progress  
  • Predicted possible causes of "relapse." Had client make list of how she would deal with it if felt that depressed/anxious/angry again, or faced same problem again  
  • "Utilized Cognitive Behavioral Therapy techniques to challenge and reframe negative thoughts, particularly those related to__________."  
  • "Applied mindfulness exercises to address rumination and promote present-moment awareness, especially during episodes of__________."  
  • "Encouraged expressive arts as a means of exploring and processing complex emotions, particularly focusing on__________."  
  • "Introduced and practiced deep breathing exercises for anxiety management, especially in situations involving__________."  
  • "Utilized role-playing scenarios to enhance assertiveness and communication skills, particularly addressing challenges in__________."  
  • "Incorporated narrative therapy techniques to reframe the client's personal narrative, with a focus on transforming perspectives related to__________." 
  • Utilized art therapy techniques, had client draw / sculpt / paint etc. how she felt when _____________ occurred.  
  • In order to lower client defenses, utilized play therapy techniques, while encouraging client to describe stressors  
  • Assessed for risk factors, including substance abuse, suicidal or homicidal ideation; none reported by client.  
  • Discussed moving to twice monthly sessions to maintain therapeutic gains while preventing relapse.  
  • Due to exacerbation of symptoms, suggested second session this week; client agreed 26. Reviewed progress toward treatment goals (specify progress); updated treatment plan (how?)  
  • Processed fears related to ________________________  
  • Pointed out strengths and coping abilities; explored how client had dealt with difficult situations in past  
  • Discussed safety plan for when client feels like acting on thoughts of self harm  
  • Discussed confidentiality / limits of confidentiality /what information may be needed by insurance  
  • Discussed appropriate use of answering service / crisis coverage  
  • Discussed fees / policies / vacation coverage in my absence  
  • Discussed bringing in spouse, and risks and benefits of doing couples and individual therapy with same therapist.  
  • Got release for doctor/psychiatrist/counselor. Discussed concerns about and benefits of care coordination  ​
Referrals
  • Referred for medication evaluation / physical exam  
  • Referred to EMDR as an adjunct treatment for trauma symptoms  
  • Referred to couples therapy / individual therapy / self-help support group / 12-Step group / therapy group  
  • Referred client to (assertiveness / healthy communication / mindfulness / stress reduction etc.) class  ​
Homework
  • Assigned journaling of situations that cause anger or irritation, to increase awareness of anger triggers  
  • Assigned client to write letter (not to send) to person she is having trouble forgiving, to increase awareness of causes of hurt/anger and to assist in letting go of emotions contributing to symptoms  
  • Assigned client to identify and journal negative self-talk, and practice writing replacement affirmations 
  • Assigned client to write complete alcohol and drug history, including reasons for use and negative consequences 
  • Assigned material to read, view, or listen to (handouts, books, articles, podcasts, videos, etc).  
  • Client will practice assigned Systematic Desensitization exercises to face fears for increasing amounts of time 
  • Assigned clients to go on night out without children to strengthen marital support system  
  • Assigned daily physical exercise to reduce symptoms, helped client choose type and time that she could do daily.  
  • "Assigned homework to practice assertiveness skills in real-life scenarios, particularly focusing on situations involving__________."  
  • "Encouraged daily mindfulness exercises to strengthen emotional regulation, especially during moments of__________." 
  • "Assigned a values clarification worksheet to guide goal-setting and decision-making, with a specific emphasis on__________."  
  • "Suggested reading materials on self-compassion for further exploration between sessions, specifically related to__________." 
  • "Agreed upon implementing a weekly self-care routine tailored to the client's preferences, with specific activities such as__________."  
  • "Assigned a communication log to track and reflect on interpersonal interactions, particularly in situations involving__________."  
  • "Encouraged the development of a personalized crisis intervention plan, with specific strategies for managing crises such as__________." ​
Treatment Plan
To be added.
Treatman Plan Goals/objectives
 Note: Always make objectives measurable (e.g., 3 out of 5 times, 100%, learn 3 skills), unless they are measurable on their own as in "List and discuss [issue] weekly... " ​
Abuse/Neglect
Goal: Explore and resolve issues relating to history of abuse/neglect victimization ​

  • Share details of the abuse/neglect with therapist as able to do so 
  • Learn about typical long term/residual effects of traumatic life experiences 
  • Develop two strategies to help cope with stressful reminders/memories 
Alcohol/drugs and other addictions
Goal: Be free of drug/alcohol use/abuse 
  • Avoid people, places and situations where temptation might be overwhelming 
  • Explore dynamics relating to being the [child/husband/wife] of an [alcoholic/addict] and discuss them each week at support group meetings 
  • Learn five triggers for alcohol & drug use 
  • Reach ____ days/months/years of clean/sober living ​
anger
Goal: Increase and practice ability to manage anger ​
  • Walk away from situations that trigger strong emotions (100%) 
  • Be free of tantrums/explosive episodes 
  • Learn two positive anger management skills 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with ________ (list triggers) 
  • Get through an entire day without an angry mood swing (or breaking/punching, etc. ) 
  • Get through a whole week without fighting with  
  • Take a time-out when things get upsetting 
  • Learn and practice anger management skills especially in situations where people are not treating him/her respectfully 
Anxiety
Goal: Develop strategies to reduce symptoms, or Reduce anxiety and improve coping skills 
  • Be free of panic episodes (100%) 
  • Recognize and plan for top five anxiety-provoking situations 
  • Learn two new ways of coping with routine stressors 
  • Report feeling more positive about self and abilities during therapy sessions 
  • Develop strategies for thought distraction when fixating on the future ​
Behavior problems
Goal: Improve overall behavior (and attitude/mood), or Maintain positive behavior (and attitude/mood) 

  • Be free of _______ behavior 
  • Develop a reward system to address_ (target problem) 
  • Learn two ways to manage frustration in a positive manner 
  • Share two positive experiences each week in which X is proud of how he/she has behaved 
  • Stay free of fights 
  • Stay free of drug & alcohol use and abuse (100%) 
  • Be free of violent behavior 
  • Be able to keep hands and feet to self 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be free of threats to self and others 
  • Complete daily tasks (e.g. chores, pet care, self care, etc.) 
  • Avoid leaving clothing/toys/personal stuff all around the house 
  • Listen to parent and follow simple directions with one prompt 
  • Put all dishes, glasses, cups, and food items back in the kitchen after meals/snacks 
  • Clean up after himself/herself 
  • Admit and accept personal responsibility for own actions/behavior 
  • Be respectful of adults and avoid talking back 
  • Get through a whole week without fighting with  
  • Avoid behavior that would result in a loss of custody 
  • Be able to play with others peacefully for _______ minutes 
  • Come home each day by _______ (time) 
  • Keep parents informed about where you are and when you will be home 
  • Be in bed by _______  (time) each night 
  • Be free of bedwetting 
  • Be free of wet/soiled underwear 
  • If an accident happens, be responsible and clean it up 
  • Be free of any behavior that could result in loss of job 
  • Remain free of behaviors which would lead to arrest 
  • Comply with all aspects of probation/parole and avoid behavior that could violate 
  • Eat/swallow only items intended to be food 
 
communication skills
Goal: Learn and use effective communication strategies ​

  • Talk nice or do not say anything at all 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger in a productive manner without destroying property or personal belongings 
  • Be able to express anger without yelling and using foul language 
  • Be able to express wants and needs through spoken language 
  • Be able to ask questions and tell about instances 
  • Be able to stick up for self assertively 
  • Speak in a clear and concise manner so others fully understand him/her 
  • Learn to express feelings verbally without acting out 
decision making
Goal: Improve decision making skills 
  • Make short and simple "to do" lists and complete three tasks each day 
  • Celebrate little successes each day using positive self talk and/or journaling 
  • Be able to weigh options and make simple decisions within 5 minutes 
  • List three options for any major decisions and then discuss with therapist or family
Depression
Goal: Improve overall mood 
  • Be free of suicidal thoughts 
  • Call crisis hotline if having suicidal thoughts 
  • Report feeling more positive about self and abilities 
  • Get 7-8 hours of restful sleep every night 
  • Avoid napping/sleeping to escape other people and activities 
  • Shower, dress, and then do something every day 
  • Report feeling happy/better overall mood 
  • Make short and simple "to do" lists and complete three tasks each day 
  • Celebrate little successes each day using positive self talk and/or journaling 
  • Get through a day/week without a crying spell 
  • Develop strategies for thought distraction when ruminating on the past ​
eating disorder
Goal: Resolve eating disorder 
  • Eat a balanced diet of foods and maintain good overall health 
  • Gain ____ pounds
  • Loose ____ pounds
  • Be free of binge eating/purging 
  • Remove junk foods from home and limit future purchases 
  • Recognize/list environmental and situational triggers and develop alternative behaviors for coping with them 
  • Recognize emotional triggers and develop alternative ways of strategies for meeting emotional needs 
expression of feelings, wants, and needs
Goal: Learn appropriate ways to express different feelings 
  • Share two positive experiences each week in which client is proud of how he/she has behaved 
  • Gain knowledge of different feelings 
  • Turn to adults for help when feeling sad, angry or negative feelings 
  • Express feelings verbally rather than whine and/or cry about them 
  • Learn to express feelings verbally without acting out
family conflict
Goal: Learn and use conflict resolution skills 
  • Recognize patterns of family conflict discuss weekly in therapy 
  • Avoid angry outbursts by walking away from stressful situations 
  • Get through X days out of 7 without fighting with siblings 
  • Be respectful of ________: Listen, follow directions and avoid talking back 
  • Be able to live together peacefully, free of all angry physical contact 
  • Learn three ways to communicate verbally when angry 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with  
  • Be able to stick up for self assertively, not aggressively 
  • Be respectful of adults/don't talk back 
  • Get through a whole week without fighting with  
  • Speak in a clear and concise manner so others fully understand him/her 
  • Learn to express feelings verbally without acting out ​
Grief and Loss
Goal: Explore and resolve grief and loss issues 
  • Give sorrow words - discuss issues of grief weekly with therapist 
  • Continue to explore and resolve issues of grief/loss as they arise 
  • Get through a week without a crying spell 
  • Learn about the typical 2-7 year process of grieving the loss of a loved one 
  • Explore spirituality and the role it plays in redefining views about the meaning and purpose of life 
  • Create (write/draw) a soul sketch of the deceased loved one 
  • Plan a memorial service for the anniversary of the loss 
  • Develop appropriate rituals to remember and honor  ​
Harm to self or others
Goal: Be free of thoughts of self-harm/self mutilation, or Be free of thoughts to harm to others 
  • Learn two ways to manage frustration in a positive manner 
  • Explore triggers of thoughts to harm self or others 
  • Call crisis hotline when needed 
  • Report feeling more positive about self and abilities 
  • Explore and resolve stress from  
  • Develop a crisis plan and share it with key people 
  • Remove weapons from the home [and other means] 
  • List three emergency contacts who will be able to stay with you till a crisis passes ​
health issues
Goal: Manage physical healthcare conditions and cope with related stress 
  • Learn as much as possible about the condition(s) and needed treatment 
  • Take medications/treatments as prescribed on a daily basis 
  • Attend all scheduled appointments with the doctor 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the prescribing doctor ASAP 
  • Seek additional advocacy services from  
  • Seek additional support from  ​
hyperactivity
Goal: Improve overall behavior, or Maintain positive behavior ​

  • Be able to keep hands and feet to self 
  • Complete daily tasks (e.g. chores, pet care, self care, etc.) 
  • Listen to parent/teacher and follow simple directions with one prompt 
  • Behave in an age-appropriate manner 
  • Maintain passing grades 
  • Will be able to focus attention and complete school-related tasks each day 
  • Listen and take notes in all classes 
  • Will review homework and other projects with parents on the day they are assigned 
  • Be respectful of adults and avoid talking back 
  • Be able to play with others peacefully for _______ minutes 
  • Be free of any behavior that could result in detention/suspension 
  • Develop a reward system to address ___________ (target problem) 
medication management
Goal: Medication management 
  • Take medications as prescribed on a daily basis 
  • Attend all scheduled appointments with the psychiatrist 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the doctor ASAP ​
mood management
Goal: Maintain stability of mood, or Improve overall mood, or Maintain even mood, or 
Increase ability to manage moods.
  • Learn two ways to manage frustration in a positive manner 
  • Be free of suicidal thoughts; call crisis hotline if having suicidal thoughts 
  • Report feeling more positive about self and abilities 
  • Report feeling happy/better mood (4 days out of 7) 
  • Get 7-8 hours of restful sleep every night 
  • Get through a week without a crying spell 
 
parenting
Goal: Improve parenting skills 
  • Set two limits and stick with a plan that will require more responsible behavior 
  • Focus on positive behavior and give attention then, rather than focus on negative things 
  • Learn and be able to effectively use transactional analysis to stay in "adult" mode 
  • Use "I" statements rather than You" when communicating with  
  • Develop and consistently use a behavior modification plan, to increase/eliminate  ​
personal hygiene and self-care
Goal: Improve personal hygiene and attentiveness to independent/age appropriate self-care 

  • Brush teeth _______ times each day and floss  
  • Shower (take a bath) every day 
  • Use antiperspirant / deodorant every day after showering 
  • Brush/comb hair every morning 
  • Do a thorough job of wiping after toileting (100%) 
 
physical health issues
Goal: Cope with stress of physical health issues and chronic pain 
  • Explore and resolve thoughts and feelings that arise as a result of medical conditions and medications 
  • Learn two new strategies for coping with the above thoughts and feelings 
  • Reduce weight by_____ pounds 
  • Exercise for 20 minutes every day 
  • Learn strategies to advocate for him/herself with medical personnel 
  • Quit smoking (or drinking) 
  • Take medications as prescribed on a daily basis 
  • Attend all scheduled appointments with physicians 
  • Maintain good overall physical health and healthcare practices 
  • Report any medication concerns to the doctor ASAP
  • Make and keep an appointment with _____ (dentist/doctor) for needed diagnosis and treatment
relationships
Goal: Establish/maintain civil and supportive behavior 
  • Avoid angry outbursts by walking away from stressful situations 
  • Be free of affairs 
  • Be able to live together peacefully, free of all angry physical contact 
  • Learn three ways to communicate verbally when angry 
  • Explore peer and dating relationships to improve X's chance of staying safe and legal 
  • Be able to keep hands to self 
  • Be able to express anger without yelling and using foul language 
  • Explore and resolve conflict with  
  • Be able to stick up for self assertively 
  • Be respectful of parents/don't talk back 
  • Get through a whole week without fighting with  
  • Speak in a clear and concise manner so others fully understand him/her 
  • Be able to play with others peacefully for _______ minutes 
  • Learn to express feelings verbally without acting out 
  • Associate with healthy people and continue to make new friends 
  • Continue to explore relationship issues and slowly see new opportunities for dating 
  • Figure out why relationships fail and better plan for finding next partner 
  • Associate with people outside of work and make one or two new friends ​
school issues
  • Go to school every day 
  • Behave in an age-appropriate manner 
  • Maintain passing grades 
  • Will be able to focus attention and complete school-related tasks each day 
  • Listen and take notes in all classes 
  • Be free of suspensions and detentions 
  • Will review homework and other projects with parents on the day they are assigned ​
self-image
Goal: Explore and resolve issues related to self image 

  • Discuss life events that led to and/or reinforce a negative self image during weekly therapy 
  • Use positive self talk daily 
  • Exercise daily (or_____ times per week) 
  • Drop_____ pounds 
  • Report feeling more positive about self and abilities 
  • Return to school and work on getting _______ (degree/diploma/GED) 
  • Change jobs to one that . . . (offers more pay and/or better suits skill set) 
  • Openly discuss issues relating to sexuality and become comfortable with sexual identity 
  • Explore spirituality and the role it plays in the meaning and purpose of life 
  • Engage in volunteer work and/or other meaningful activity at least three hours each week 
Sleep Problems
Goal: Get 7-8 hours of restful sleep each night
  • Limit consumption of food and drinks before bed
  • Limit intake of caffeine (coffee, tea, soda) and chocolate after ____ (time)
  • Cut back on things that may impede normal sleep patterns (e.g., alcohol and some medications) 
  • Be in bed by each night 
  • Have 30 minutes of quiet time before going to bed each night (e.g., read, meditate) 
  • Avoid overly stimulating shows/movies/video games before bedtime 
  • Avoid watching TV and chatting on the phone while in bed 
  • If not asleep in 20 minutes, get up and do something for a bit, rather than try to force sleep 
  • Leave a paper and pen to write worries down instead of ruminating on them 
  • Learn best practices for sleep (cooler room, limit caffeine, calming time before bed) 
  • Listen to relaxation/meditation music to aid falling asleep 
Social skills
Goal: Improve social skills 
  • Speak in a clear and concise way so others fully understand him/her 
  • Learn to express feelings verbally without acting out 
  • Make a new same-age friend 
  • Spend two hours playing with peers each week 
Stress
Goal: Be able to cope with routine life stressors and take things in stride 
  • Assess personal risk traits and resiliency traits and discuss the role each plays in coping with daily stresses during the time between therapy sessions 
  • Learn two ways to manage frustration in a positive manner 
  • Get 7-8 hours of restful sleep every night 
  • Talk out routine stress events during weekly therapy sessions 
  • Explore and resolve residual stress from ______  (e.g., years as a first responder) 
  • Foster two new activities/interests that will help mitigate stress 
  • Exercise 20-30 minutes per day 
  • Learn and use meditation and relaxation techniques daily 
 ​
Suicide
Goal: Be free of suicidal thoughts/attempts 
  • Explore and resolve stress from  
  • Call crisis hotline if having suicidal thoughts 
  • Develop a crisis plan and share it with key people 
  • Remove weapons from the home [and other means] 
  • List three emergency contacts who will be able to stay with you till a crisis passes 
Thought disorder
Goal: Improve ability to see world as others do 
  • Be free of false perceptions and [see/hear/smell/feel] things as others do 
  • Be free of false beliefs 
  • Be free of thoughts that others are out to get you 
  • Spend 2-3 hours each week visiting with others 
  • Visit the clubhouse and/or the consumer drop-in-center each week 
  • Report feeling comfortable spending time with others 
 
Trauma
Goal: Explore and resolve issues related to __________  (traumatic event) 
  • Explore and resolve residual stress from ________ (e.g., years as a first responder) 
  • Share details of the trauma with therapist, as able to do so 
  • Reframe negative perceptions, when possible, and focus on finding meaning and drawing strength from the event 
  • Learn about typical long term/residual effects of traumatic life experiences 
  • Explore spirituality and the role it plays in life after traumatic events 
  • Learn about the typical 2-7 year process of rebuilding life after trauma 
Vocational/educational
Goal: Find a new job, or Keep present job, or Re-enter the work force  
  • Earn G.E.D. 
  • Explore options for returning to school/training 
  • Become an active member of a local clubhouse 
  • Complete college/technical school 
  • Develop a resume 
  • Seek two people who will serve as references 
  • Be free of any behavior that could result in loss of job/educational grants 
  • Find and settle into a new job 
 
Treatment Plan Interventions
​
  • Acceptance (of limitations/reality)
  • Accountability
  • ACOA Issues
  • Anger Management (e.g., punch bag/pillow)
  • Art Therapy
  • Assertiveness Training
  • Behavior Modification (e.g., rewards) 
  • Best Practices for (e.g., better sleep)
  • Bibliotherapy
  • Building on Strengths
  • Career Counseling
  • Coaching
  • Cognitive-Behavioral Therapy
  • Communication Skills
  • Community
  • Conflict Resolution
  • Couples Therapy
  • Crisis Planning
  • Defusing/Debriefing
  • Dignity/Self-worth
  • Discipline
  • Drug & Alcohol Referral
  • Education (e.g., graduation/GED)
  • Empathy
  • Empowerment
  • Encouragement
  • Expression of Feelings
  • Fair Fighting Skills
  • Family Therapy
  • Feedback Loops
  • Forgiveness
  • Gestalt Therapy
  • Getting a Job (Better Job)
  • Goal Planning/Orientation
  • Good Choices/Bad Choices
  • Good Touch/Bad Touch
  • Gratitude
  • Grief/Loss/Bereavement Issues
  • Homework Assignments
  • Humility
  • Increasing Coping Skills
  • Independence
  • Journaling
  • Letting Go
  • Life Skills Training
  • Listening
  • Logical Consequences of Behavior
  • Magic Question (3 wishes/magic wand)
  • Making Friends
  • MISA/MICA Issues (Dual Ox Treatment)
  • Modeling Appropriate Behaviors 
  • Money Management 
  • Monitoring of          
  • Motivation 
  • Narrative Therapy 
  • Normalization        
  • Partializing (breaking down goals into manageable pieces 
  • Patience 
  • Perseverance 
  • Personal Hygiene 
  • Play Therapy 
  • Positive Self-talk
  • Practice Exercises 
  • Primal Screams 
  • Priority Setting 
  • Processing  
  • Psychodrama 
  • Psychoeducation 
  • Reality Therapy 
  • Recognizing behavior
  • Refer to 
  • Reframing 
  • Rehearsal 
  • Relapse Prevention 
  • Relationship Issues 
  • Relaxation Techniques (e.g., breathing) 
  • Responsibility for Actions 
  • Role Playing 
  • Self-care Skills 
  • Self-direction (Independence) 
  • Sexual Identity Issues 
  • Sexuality 
  • Social Skills Training 
  • Social-Vocational Training 
  • Socialization 
  • Solution-focused Therapy 
  • Spiritual Exploration 
  • Starting Over 
  •  Stop-Think-Act 
  • Strength Focus/Listing 
  • Stress Inoculation 
  • Stress Management 
  • Supportive Relationships 
  • Talk Therapy 
  • Therapeutic Stories & Worksheets 
  • Timeouts 
  • Transactional Analysis (P-A-C) 
  • Trigger Recognition 
  • Twelve Step 
  • Values Clarification 
  • Verbal Communication Skills 
  • Weight Control/Loss 
  • Workbooks 

FAQs

IS AN ADDENDUM OR CORRECTION OKAY?
The short answer is, yes, an addendum or correction is okay, and actually is needed to clarify the care or to correct misinformation. It must be clear, however, that your addition to your previous note is an addendum or correction. Avoid an addendum or correction that may appear self-serving or is not substantive. Never erase or destroy the original note in a record. If using an EMR, your initial documentation may still appear in the record in crossed out form so any third party reading the record can still see the original documentation as well as the addendum or correction. Always note the reason for the addendum or correction and the date it was made ​
When Should I document Timing?
Determining when to document timing is a common issue many allied healthcare professionals face. You may face a myriad of daily occurrences that impact your ability to document. Some of these occurrences might include mounting requirements from insurers, back-to-back scheduled patients, emergency issues, phone calls for prior authorization, or other issues that occur daily. 
​

You may think, “I will get to this later.” However, it is important to document as close in time to the patient appointment as possible. Say, for example, you were unable to document a patient’s appointment until the following day, and the patient goes home and contacts you to indicate an issue occurred. It is far better to have documented the encounter and then add an addendum when the patient contacts you rather than documenting both all in one note. Likely, if you are using an EMR, your note will be time-stamped, so it will reflect when the documentation actually occurred. ​
What Should I avoid in documentation?
There are times you may need to be cautious about what to document. As mentioned, check to see if your state has rules about documenting information on third parties, including names, and if there are rules indicating a third party may have a claim against you if you release records with his/her name, even if the person is not your patient. Seek guidance if necessary. In addition, the following items are a few things to potentially avoid (keeping in mind this depends upon the patient and the circumstance): 
  • Abbreviations that differ from the acceptable, standard abbreviations 
  • Blank spaces/pages when documenting in written form 
  • An informal or curbside consult. Unlike formal consultations, informal consultations are not typically documented. This is not across the board and may vary depending on your facility. 
  • Avoid documenting words such as “error,” “mistake,” “accident” 
  • Issues that are not vital to treatment 
  • Subjective documentation (as indicated above) 
  • Finger pointing or placing blame on another provider ​
do I need to include text or email communication in my documentation?
TEXTING:
If you engage in text communication with patients, you should first have an office policy concerning when it is appropriate for clients to communicate with you via text and a signed informed consent document that highlights possible privacy concerns when using text messages. It is important to have consistent rules about what types of communications patients are able to communicate with you via text.

Also, you cannot ensure a party other than your client may receive your text. They may leave their phone on the counter, table, or unattended meaning that the text you send may not be received by your client. These risks should be addressed in your informed consent with the client.

Make sure you take a screenshot of any text communication to memorialize in the record. If it becomes
apparent that you cannot continue to communicate with your patient via text, for whatever reason, ensure the process for ending such communication is incorporated within your policy, and ensure you memorialize this change by sending a letter to the patient that texting is no longer able to be used.

If
an emergency issue arises over texting, be aware of how to seek emergency services/response for the client.
 

EMAIL:
Ensure you have a policy on email communication and that is discussed at the outset of treatment. Ensure you have a signed informed consent document that highlights possible privacy concerns and risks associated with using email. When communicating with patients through email, use encryption.

Be aware that if you are communicating with a patient through his or her work email, it does not have the privacy it would if you are communicating via his or her personal email. A work email is owned by the company, not the patient, and there is no reasonable expectation of privacy. As such, if you end up having a lawsuit or a board issue, even if your care is not at issue, your email communication may not be kept confidential if sent to a work email account.

​If you do not check your email o
utside of work hours or if away, ensure you have an auto-response that reflects this along with what to do in the event of an emergency.
 
WHAT DO I PUT FOR THE LOCATION OF A WALKING SESSION?

RESOURCES & REFERENCES

Mental Health and Substance Use Disorder Parity
https://www.dol.gov/agencies/ebsa/laws-and-regulations/laws/mental-health-and-substance-use-disorder-parity  

Waldman & Miller (2024).What Mental Health Care Protections Exist in Your State? https://www.propublica.org/article/mental-health-wiltn-states
K. Olvera (2022). Documenting Medical Necessity  
https://www.hhs.gov/sites/default/files/hipaa-privacy-rule-and-sharing-info-related-to-mental-health.pdf 
 
Lambert, K JD, MSW, LICSW, CPHRM, FASHRM. The Importance of Documentation in Allied Healthcare. (n.d.). Trust RMS. https://www.trustrms.com/Resources/Articles/the-importance-of-documentation-in-allied-healthcare 
 
Availity Search Tool: You can search here to find insurers and specific plans that verify benefits and process authorization requests and claims electronically through the Availity portal system: https://apps.availity.com/public-web/payerlist-ui/payerlist-ui/#/ ​

These practice-building resources are only meant to be shared experiences and should not be interpreted as legal advice, tax advice, or financial planning advice. All information can be found doing your own research and you are responsible for the outcome of your own actions. I encourage you to consult with professionals for advice and to seek out your own resources if needed.
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