Three complete GIRP (Goal, Intervention, Response, Plan) note examples from different settings, with notes on what makes each one work
A GIRP note documents a therapy session in four parts: the treatment-plan Goal the session addressed, the Interventions you used, the client's Response to them, and the Plan for what comes next. It opens with the goal, so every note shows on its face how the session connects to the treatment plan, which is exactly what a reviewer checks for medical necessity. Below are three full examples (substance use, child anxiety, and adult depression by telehealth), each followed by what makes it hold up.
Looking for a blank template to copy? Use the plain-text GIRP note template with a filled example. This page is the example library.
| Section | What goes in it | Weak version | Strong version |
|---|---|---|---|
| G – Goal | The treatment-plan goal or objective worked on today, plus the client's current status | “Work on anxiety.” | “Goal 2: reduce school-refusal episodes from 3/week to 0. Two this week.” |
| I – Intervention | The specific techniques you used, tied to the goal | “Provided CBT.” | “Used a thought record to challenge catastrophic predictions about the job interview.” |
| R – Response | How the client responded, with observations and any measures | “Client did well.” | “Generated two alternative thoughts unprompted; rated anxiety 7/10 before, 4/10 after.” |
| P – Plan | Next steps, homework, risk status, plan changes, next appointment | “Continue therapy.” | “Daily thought record before work; review next week. Denied SI/HI. Next session in 7 days.” |
Printable GIRP Note Template
Open TemplateA printable GIRP layout you can print or save as a PDF from your browser. Keep completed notes in a secure, HIPAA-compliant system, not on a shared drive.
Fictional adult client, individual outpatient session.
G - Goals:
1. Maintain sobriety (currently 45 days abstinent from alcohol)
2. Develop effective coping strategies for managing cravings
3. Address underlying anxiety that client identifies as trigger for alcohol use
4. Improve communication with spouse regarding recovery needs
I - Intervention:
1. Reviewed and reinforced relapse prevention plan, including identification of high-risk situations from past week
2. Introduced and practiced urge surfing technique for managing intense cravings
3. Used cognitive restructuring to address catastrophic thinking patterns related to work stressors
4. Role-played assertive communication of boundaries with spouse regarding social events involving alcohol
R - Response:
Client actively engaged in all interventions and demonstrated good understanding of relapse prevention concepts. Successfully identified three potential triggers encountered in the past week and described effective use of distraction techniques in two instances. Client reported one intense craving situation where coping strategies were insufficient, stating “I almost gave in but called my sponsor instead.” Showed initial resistance to urge surfing technique but was able to practice successfully by the end of the session. Client exhibited insight into connection between anxiety and drinking patterns, identifying specific thought distortions. Role-play revealed difficulty expressing needs without defensiveness, but client showed willingness to practice and improved communication clarity by the end of the exercise. Client reported decreased anxiety (rated 5/10, down from 7/10 last session) and continued commitment to sobriety.
P - Plan:
1. Continue weekly individual sessions focusing on relapse prevention and anxiety management
2. Client will practice urge surfing technique daily and log effectiveness for different craving intensities
3. Provide psychoeducational materials about the physiological aspects of addiction to share with spouse
4. Client will attend minimum of three support group meetings before next session
5. Continue weekly breathalyzer tests to support accountability
6. Denied suicidal and homicidal ideation; no current risk indicators
7. Next appointment: same day and time next week
Why this note holds up
Fictional 8-year-old client, session with a parent component.
G - Goals:
1. Reduce frequency and intensity of separation anxiety when attending school
2. Develop age-appropriate emotion regulation skills for managing worry
3. Increase independent behaviors at home and school
4. Build confidence in handling anxiety-provoking situations
I - Intervention:
1. Created worry thermometer (0-10 scale) to help client identify anxiety levels
2. Used therapeutic storytelling with puppets to model coping with school separation
3. Taught child-friendly progressive muscle relaxation using “spaghetti noodle” metaphor
4. Collaborated on creating a visual “brave steps” ladder for gradual exposure to independent activities
5. Provided parent guidance on appropriate support vs. accommodation of anxiety behaviors
R - Response:
Client engaged enthusiastically with the worry thermometer activity and accurately identified different anxiety intensities in various scenarios. Child was initially reluctant during puppet play but eventually participated, suggesting helpful coping thoughts for the “worried puppet.” Client mastered basic muscle relaxation and reported it felt “cool and tingly” when tensing and relaxing muscles. Parent reported two successful school drop-offs this week with reduced crying (approximately 5 minutes, down from 20+ minutes previously). Child expressed pride in this accomplishment, stating “I was still scared but I did it anyway.” Child collaboratively identified four “brave steps” to add to exposure hierarchy. Parent demonstrated good understanding of difference between supportive responses and anxiety accommodation.
P - Plan:
1. Continue weekly therapy sessions with combined child-parent components
2. Child will practice muscle relaxation daily with parent guidance
3. Implement first two steps of “brave steps” ladder (sleeping in own bed entire night, ordering own food at restaurant)
4. Parent will use worry thermometer check-ins during school preparation routine
5. With parent's written consent, consult with school counselor regarding in-school support strategies
6. Next appointment: same day and time next week
Why this note holds up
Fictional adult client, 53-minute video session.
G - Goal:
Treatment plan goal 1: “Increase engagement in valued activities from 1 to at least 4 scheduled activities per week.” Client attended by video from a private room at home and confirmed location for the session. Completed 2 of 4 scheduled activities this week (walk with neighbor, call with sister). PHQ-9 today: 14, down from 17 at intake.
I - Intervention:
Reviewed the week's activity log using behavioral activation. Explored the two skipped activities and identified the thought “it won't help anyway” as the barrier both times. Used guided discovery to compare that prediction with mood ratings from the completed activities. Collaboratively scheduled four activities for the coming week, breaking the gym visit into a smaller first step.
R - Response:
Client noticed without prompting that mood after both completed activities (5/10 and 6/10) was higher than predicted (2/10). Initially dismissed this as “luck,” then agreed to treat next week as a test. Flat affect early in session, brighter when describing the call with sister. Progress toward goal 1: 2 of 4 activities, up from 1 at baseline.
P - Plan:
Continue weekly telehealth sessions. Homework: complete four scheduled activities and rate predicted versus actual mood for each. Readminister PHQ-9 in two weeks. Denied suicidal ideation, intent, or plan; PHQ-9 item 9 scored 0; no risk indicators observed. No treatment plan changes at this time. Next appointment: same day and time next week.
Why this note holds up
| Format | Sections | Opens with | Tends to suit |
|---|---|---|---|
| GIRP | Goal, Intervention, Response, Plan | The treatment-plan goal | Goal-driven work (CBT, behavioral, solution-focused) and payers focused on measurable progress |
| BIRP | Behavior, Intervention, Response, Plan | How the client presented | Settings that emphasize observed behavior; the closest cousin to GIRP |
| SOAP | Subjective, Objective, Assessment, Plan | What the client reports | Medical and integrated-care settings that expect the familiar medical structure |
| DAP | Data, Assessment, Plan | Combined subjective and objective data | Clinicians who want a shorter note |
Compare the formats side by side with examples of each: BIRP notes, SOAP notes, and DAP notes. For help choosing one for your practice, see the therapy note formats guide.
GIRP notes are only as specific as the goals they quote. Write goals with a baseline and a target; the treatment plan guide walks through how.
Write “Used thought record to identify and challenge catastrophic thinking about job interview” rather than “Provided CBT.”
Include the client's words and your observations, and when possible a rating scale, behavior count, or standardized measure.
Concrete next steps with clear ownership (who will do what), risk status, and the next appointment.
Read several GIRP notes together every few weeks to see which interventions are moving each goal, and update the treatment plan when they aren't.
Practice Harbor drafts a progress note in GIRP, SOAP, DAP, or BIRP format from a recorded session, a dictation, or a few typed lines, linked to the client's treatment-plan goals. You review, edit, and sign; nothing is filed without your signature.
GIRP stands for Goal, Intervention, Response, and Plan. The note opens with the treatment-plan goal the session addressed, then records the specific interventions used, how the client responded, and the plan for next steps, including homework, risk status, and the next appointment.
SOAP notes (Subjective, Objective, Assessment, Plan) separate what the client reports from what the clinician observes. GIRP notes are organized around the treatment-plan goal instead, so each note shows directly which goal was worked on and what progress was made. GIRP differs from BIRP only in the first section: BIRP opens with the client’s behavior and presentation rather than the goal.
Payers generally care about content rather than the name of the format: a note should show medical necessity, the interventions provided, the client’s response, and progress toward treatment-plan goals. A well-written GIRP note covers all of these. Check each payer’s documentation requirements, and your own setting’s policies, to be sure.
GIRP fits goal-oriented approaches such as CBT, behavioral, and solution-focused therapy most naturally. It can be used with psychodynamic, humanistic, or process-oriented work if the treatment plan goals are written in terms the session can address, such as increasing awareness of a relational pattern, with the Response section describing observed shifts.
Document what actually happened. If a crisis or new issue took over the session, name it in the Goal section, record the interventions and response as usual, and note in the Plan whether the treatment plan needs updating. Do not attach the session to a goal it did not address.
All clients in these examples are fictional. The examples are for educational purposes only. Always ensure your documentation meets the specific requirements of your profession, workplace, and relevant regulatory bodies.