Revisiting SMART Goals with CCPT for School Settings

In this episode of the Play Therapy Podcast, I answer a question from Sandy in Iowa about creating SMART Goals, referencing the four universal outcomes in child-centered play therapy (CCPT). Sandy wanted guidance on how to document data to share with parents and teachers in a school setting. I explain how each universal outcome—such as increased self-regulation, self-esteem, emotional vocabulary, and worldview—can be broken down into observable behaviors both in the playroom and in the child’s broader environment.

I also discuss how to communicate these outcomes effectively, highlighting the importance of linking observed themes and shifts in play back to the child’s goals. For example, shifts from power and control themes to balanced play can indicate progress in self-regulation. Finally, I provide tips on differentiating between psychotherapy notes and progress notes, emphasizing the unique purpose each serves in CCPT documentation.

Related Episode: SMART Goals and Child-Centered Play Therapy: How to Bridge the Gap in a School Setting

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Common References: Cochran, N., Nordling, W., & Cochran, J. (2010). Child-Centered Play Therapy (1st ed.). Wiley. VanFleet, R., Sywulak, A. E., & Sniscak, C. C. (2010). Child-centered play therapy. Guilford Press. Landreth, G.L. (2023). Play Therapy: The Art of the Relationship (4th ed.). Routledge. Bratton, S. C., Landreth, G. L., Kellam, T., & Blackard, S. R. (2006). Child parent relationship therapy (CPRT) treatment manual: A 10-session filial therapy model for training parents. Routledge/Taylor & Francis Group. Benedict, Helen. Themes in Play Therapy. Used with permission to Heartland Play Therapy Institute.