Pediatric physical therapists demonstrate psychosocial sensitivity when they recognize and respond to the emotional and social needs of children during clinical practice. This report describes and illustrates how experienced and novice pediatrie clinicians apply psychosocial sensitivity while working with children with diplegia. Three experienced and three novice pediatrie physical therapists were videotaped during 48 physical therapy sessions with 18 children with diplegic cerebral palsy. These videotapes were used to elicit retrospective think-aloud dialogues, which were transcribed, coded, and analyzed to identify and describe the characteristics of psychosocial sensitivity. Treatment videotapes were also analyzed to illustrate how treatment activities of one experienced clinician applied psychosocial sensitivity with one child representing four months of weekly treatment. The three experienced clinicians verbalized psychosocial sensitivity about every two minutes whereas the three novices verbalized these characteristics about every three minutes. Experienced clinicians verbalized positive psychosocial sensitivity twice as often as the novices. Four attributes of psychosocial sensitivity were found to shape the social interaction between the children and their therapists. These four attributes of psychosocial sensitivity have been illustrated using eight treatment activities over four months of treatment. These activities accounted for 77% of the total treatment time for one child treated by an experienced clinician. Applying these attributes may enable pediatrie physical therapists to demonstrate positive psychosocial sensitivity during long-term interventions often required for children with cerebral palsy.