What Are BIRP Notes?
BIRP notes are a goal-oriented documentation format particularly popular in therapeutic and behavioural work. The acronym stands for Behaviour, Intervention, Response, and Plan - a structure that focuses on tracking progress towards specific goals.
While SOAP and DAP notes are more commonly used in general social work, BIRP is especially valuable when working with clients on specific behavioural changes or therapeutic goals.
B Behaviour
Observable behaviours, statements, and presentations of the client during the session. What did you see and hear? What did the client say or do?
I Intervention
The specific techniques, strategies, or actions you used during the session. What did you do as the practitioner to support the client?
R Response
How the client responded to your intervention. Did they engage? What was their reaction? Was the intervention effective?
P Plan
Next steps, future interventions, homework assignments, and follow-up arrangements. What happens next?
When to Use BIRP Notes
BIRP notes are particularly suited for:
- Therapeutic work: When providing counselling or therapeutic interventions
- Behavioural support: Work focused on changing specific behaviours
- Goal-focused casework: When tracking progress towards defined objectives
- Youth work: Sessions with young people working on specific issues
- Family interventions: Structured family work with clear goals
- Mental health social work: Ongoing therapeutic relationships
Note: BIRP is less commonly used in UK statutory social work compared to SOAP or DAP, but it's valuable for specific types of intervention-focused work.
How to Write Each Section
Behaviour (B)
Document what you observed and what the client said or did:
- Client's statements and direct quotes
- Observable behaviours during the session
- Body language and non-verbal communication
- Mood and affect presentation
- Engagement level and participation
- Any concerning or positive behaviours noted
Intervention (I)
Record what you did as the practitioner:
- Specific techniques used (CBT, motivational interviewing, etc.)
- Topics discussed and explored
- Psychoeducation provided
- Skills taught or practised
- Resources or information shared
- Referrals made during session
Response (R)
Capture how the client reacted to your intervention:
- Client's immediate response
- Level of engagement with the intervention
- Understanding demonstrated
- Resistance or barriers encountered
- Progress towards goals
- Effectiveness of the intervention
Plan (P)
Outline next steps:
- Goals for next session
- Homework or tasks for the client
- Interventions to try next time
- Adjustments to the approach based on response
- Next appointment date and time
- Any referrals or coordination needed
BIRP Note Example: Youth Work Session
Session: Individual support session (6 of 12)
Client: Jake, aged 15
Duration: 50 minutes
B - Behaviour:
Jake arrived on time and appeared more relaxed than previous sessions. He made eye contact when speaking and initiated conversation about his week at school. Jake stated: "I actually managed to stay calm when Ryan was winding me up - I used that breathing thing we practised." He described the incident, noting he walked away rather than responding. Jake also mentioned feeling "quite proud" of himself. He was engaged throughout and asked questions about strategies for managing anxiety before upcoming exams.
I - Intervention:
Praised Jake's use of the calm-breathing technique and explored what helped him implement it in the moment. Used Socratic questioning to help Jake identify his triggers and early warning signs. Introduced the concept of "grounding" as an additional anxiety management tool and practised the 5-4-3-2-1 technique together. Provided psychoeducation about exam anxiety and normalised his feelings. Used scaling questions to assess his confidence about exams (currently 4/10).
R - Response:
Jake responded positively to praise and showed increased confidence when discussing his success. He engaged well with the grounding exercise and said it "feels weird but helpful." Jake identified that his main trigger is feeling embarrassed in front of peers. He expressed motivation to practise the techniques before his mock exams. Scaling increased to 5/10 after discussing strategies.
P - Plan:
1. Jake to practise 5-4-3-2-1 grounding technique daily before school
2. Create revision timetable together next session to reduce exam anxiety
3. Continue building on anger management progress
4. Next session: 25 January at 3:30pm
5. Jake to text if needs support before next session
BIRP Note Example: Family Intervention
Session: Family therapy session (3 of 8)
Present: Mrs Thompson, Mr Thompson, Amelia (13), Oliver (10)
Duration: 60 minutes
B - Behaviour:
Family arrived together and sat in same positions as previous session (parents on sofa, children on separate chairs). Initial tension was observed with limited eye contact between Amelia and father. When discussing the past week, Mrs Thompson reported "things have been calmer" and Mr Thompson nodded in agreement. Amelia stated: "Dad actually listened to me about the party." Oliver appeared anxious when conflict was mentioned, fidgeting with his hands. Mr Thompson spoke more softly than previous sessions and made attempts to face Amelia when speaking to her.
I - Intervention:
Facilitated a structured conversation about the "party incident" using reflective listening exercises from previous session. Coached Mr Thompson in using I-statements rather than accusations. Used circular questioning to understand each family member's perspective. Introduced family communication rules (one person speaks at a time, no interrupting). Provided positive feedback when family members demonstrated improved communication. Addressed Oliver's anxiety by normalising feelings and including him in setting family rules.
R - Response:
Mr Thompson demonstrated improved listening, paraphrasing Amelia's points before responding. Amelia appeared surprised and said "that's the first time you've actually heard me." Family engaged well with the communication rules and self-corrected when interrupted. Mrs Thompson took on a supportive role, encouraging both sides. Oliver visibly relaxed as the conversation remained calm. Family agreed the session was "useful" and expressed commitment to practising at home.
P - Plan:
1. Family to hold one 15-minute "family meeting" using communication rules
2. Focus next session on rebuilding Amelia-father relationship
3. Consider individual session with Oliver to explore anxiety
4. Next session: 3 February at 4pm
5. Family to note one positive interaction to share next session
BIRP vs Other Formats
Here's how BIRP compares with other common formats:
- BIRP vs SOAP: BIRP focuses more on interventions and client responses, while SOAP separates subjective and objective information more clearly
- BIRP vs DAP: BIRP adds explicit documentation of interventions and responses, making it better for tracking therapeutic progress
- BIRP vs GIRP: GIRP (Goals, Intervention, Response, Plan) starts with goals rather than behaviours - choose based on whether behaviour or goals are your primary focus
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Try Free for 7 DaysTips for Effective BIRP Notes
- Be specific about interventions: Don't just write "provided support" - describe exactly what technique or approach you used
- Link response to intervention: Show clear connections between what you did and how the client reacted
- Track progress: Reference previous sessions to show change over time
- Use measurable language: Include scales, frequencies, or specific behaviours that can be tracked
- Make plans actionable: Include specific tasks with clear expectations
Conclusion
BIRP notes provide an excellent structure for documenting intervention-focused work. The format's emphasis on behaviour, intervention, and response makes it particularly valuable for therapeutic work and behavioural support where tracking the effectiveness of specific techniques is important.
While not as commonly used in UK statutory social work as SOAP or DAP, BIRP offers a valuable alternative for practitioners engaged in goal-directed, therapeutic interventions. The key is choosing the format that best fits the type of work you're doing and the information you need to capture.