Introducing PEERS Programme by Elizabeth Laugeson: Helping Adolescents Understand Friendships

 
PEERS training materials
 
Introducing Elizabeth Laugeson’s
programme to explain friendships
to  adolescents
 
Aims of the course
 
To learn about the PEERS programme
To identify pupils who may benefit
To increase understanding of how PEERS
differs from other programmes
To gain confidence in how we speak to
young people about 
unwritten rules
 of
social interaction
To consider how it could be used in your
school
 
What is the PEERS programme?
 
Dr Elizabeth Laugeson - clinical
psychologist from U.C.L.A
Carried out research with Professor Fred
Frankel to find most effective techniques
to support adolescents with social
interaction difficulties (including ASD) to
make friends
PEERS Manual
 for pupil, staff and parents
and 
The Science of Making Friends 2013
 
What is the PEERS programme ?
 
Program for the Evaluation and
Enrichment of Relational Skills
Original programme is for 14 sessions
where two groups are facilitated, one for
pupils and one for parents who are trained
as coaches
New book is for home use divided into 13
hands-on sections supported by a DVD of
video demonstrations
 
Who may benefit?
 
Materials are aimed at adolescents who
want to learn how to make and keep
friends
E.L found 55% of pupils were more or less
accepted by their peers with 15 % being
popular
30% of pupils experienced either peer
rejection or social neglect
 
Who may benefit ?
 
Peer rejection (15%) –actively seek out friends
but are perceived as ‘weird’, hyper verbose.
Make unfunny jokes, monopolise conversations
and are rejected. May get a bad reputation as
being odd.
Socially excluded (15%)-shy,withdrawn and
rarely speak in social situations. May experience
depression, anxiety and can go unnoticed
Being alone also makes you vulnerable to
bullying
 
How PEERS is different
 
PEERS is evidence based.
Baselines and results were evaluated
using questionnaires that can be used in
school to measure outcomes
Test of Adolescent Social Skills Knowledge
* (TASSK)
Quality of Play Questionnaire for parents
and adolescents (QPQ-P) (QPQ-A)*
 
How PEERS is different
 
It is based on what really works –
ecologically valid
Works alongside the student in partnership
Builds on their strengths e.g. uses rules to
structure up social interaction
Uses key phrases to act as reminders and
affirmations e.g. 
Friendship is a choice
It can be supported by a mobile phone app
Not a buddying system
 
So how does it do it?
 
Find students who want to learn
Students need to be aware of their own
anxiety levels  - we have the Anxiety
Programme in MK that we can use first
Begin by considering students own
interests
Then observe the social interactions
around you-identify a group where you
may find like-minded people
 
Who is out there ??
 
Activity identify at least 10 groups of teens
 
How can I make him my friend?
 
Friendship is a choice
Programme is about reality and will not
promise to make everything easy.
Lessons about 
humour feedback
 to help
students realise when they are being
laughed at rather than with
How to read gaze aversion and what that
means and how to withdraw from
situations
 
Typical session
 
 
How would it look in my school?
 
14 sessions with parents too is a huge
commitment
Programme could be divided into two parts
each of 8 sessions just with students
Part 1 Developing and maintaining
friendships
Part 2 Handling rejection and conflict
 
To begin..
 
Ask class tutors and mentors to identify
possible students
Meet with students individually to explain
what it is about – have a flyer for students
and families explaining what it is about
Identify a room that will be available and
time that colleagues will accept you
removing pupils
Facilities to share DVD
 
Set up
 
Complete the questionnaires so you can
evaluate the intervention ( Specialist
Teaching Team can supply templates)
Perhaps invite families to an information
session
 
Part 1
 
Finding and choosing good friends
Good conversations:The basics
Starting and entering conversations
Exiting conversations
Managing electronic communication
Showing good sportsmanship
Enjoying successful get togethers
Celebration session
 
Part 2
 
Revisit Part 1- share emotional toolkit tips
Dealing with rejection-teasing and
embarrassing feedback
Bullying and bad reputations
Changing a bad reputation
Handling disagreements
Rumours and gossip
Celebration
 
Questions?
 
 
References
 
TASSK- Modification of the Test of Social Skills
Knowledge
(Frankel,F.,Erhardt,D.,Renenger,K.,&Pataki,C.,2009)by
permission of authors
QPQ-P & A-Adapted from Frankel & Mintz(2008) by
permission of authors
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Learn about the PEERS programme designed by Dr. Elizabeth Laugeson and Professor Fred Frankel to support adolescents, particularly those with social interaction difficulties like ASD, in making friends. The course aims to educate on PEERS, identify beneficiaries, differentiate from other programmes, and enhance confidence in discussing social rules with young individuals. Discover how the programme works, who can benefit from it, and its evidence-based approach using questionnaires for assessment. Explore the manual, book, and home-use resources to foster relational skills in adolescents.


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  1. PEERS training materials Introducing Elizabeth Laugeson s programme to explain friendships to adolescents

  2. Aims of the course To learn about the PEERS programme To identify pupils who may benefit To increase understanding of how PEERS differs from other programmes To gain confidence in how we speak to young people about unwritten rules of social interaction To consider how it could be used in your school

  3. What is the PEERS programme? Dr Elizabeth Laugeson - clinical psychologist from U.C.L.A Carried out research with Professor Fred Frankel to find most effective techniques to support adolescents with social interaction difficulties (including ASD) to make friends PEERS Manual for pupil, staff and parents and The Science of Making Friends 2013

  4. What is the PEERS programme ? Program for the Evaluation and Enrichment of Relational Skills Original programme is for 14 sessions where two groups are facilitated, one for pupils and one for parents who are trained as coaches New book is for home use divided into 13 hands-on sections supported by a DVD of video demonstrations

  5. Who may benefit? Materials are aimed at adolescents who want to learn how to make and keep friends E.L found 55% of pupils were more or less accepted by their peers with 15 % being popular 30% of pupils experienced either peer rejection or social neglect

  6. Who may benefit ? Peer rejection (15%) actively seek out friends but are perceived as weird , hyper verbose. Make unfunny jokes, monopolise conversations and are rejected. May get a bad reputation as being odd. Socially excluded (15%)-shy,withdrawn and rarely speak in social situations. May experience depression, anxiety and can go unnoticed Being alone also makes you vulnerable to bullying

  7. How PEERS is different PEERS is evidence based. Baselines and results were evaluated using questionnaires that can be used in school to measure outcomes Test of Adolescent Social Skills Knowledge * (TASSK) Quality of Play Questionnaire for parents and adolescents (QPQ-P) (QPQ-A)*

  8. How PEERS is different It is based on what really works ecologically valid Works alongside the student in partnership Builds on their strengths e.g. uses rules to structure up social interaction Uses key phrases to act as reminders and affirmations e.g. Friendship is a choice It can be supported by a mobile phone app Not a buddying system

  9. So how does it do it? Find students who want to learn Students need to be aware of their own anxiety levels - we have the Anxiety Programme in MK that we can use first Begin by considering students own interests Then observe the social interactions around you-identify a group where you may find like-minded people

  10. Who is out there ?? Activity identify at least 10 groups of teens

  11. How can I make him my friend? Friendship is a choice Programme is about reality and will not promise to make everything easy. Lessons about humour feedback to help students realise when they are being laughed at rather than with How to read gaze aversion and what that means and how to withdraw from situations

  12. Typical session

  13. How would it look in my school? 14 sessions with parents too is a huge commitment Programme could be divided into two parts each of 8 sessions just with students Part 1 Developing and maintaining friendships Part 2 Handling rejection and conflict

  14. To begin.. Ask class tutors and mentors to identify possible students Meet with students individually to explain what it is about have a flyer for students and families explaining what it is about Identify a room that will be available and time that colleagues will accept you removing pupils Facilities to share DVD

  15. Set up Complete the questionnaires so you can evaluate the intervention ( Specialist Teaching Team can supply templates) Perhaps invite families to an information session

  16. Part 1 Finding and choosing good friends Good conversations:The basics Starting and entering conversations Exiting conversations Managing electronic communication Showing good sportsmanship Enjoying successful get togethers Celebration session

  17. Part 2 Revisit Part 1- share emotional toolkit tips Dealing with rejection-teasing and embarrassing feedback Bullying and bad reputations Changing a bad reputation Handling disagreements Rumours and gossip Celebration

  18. Questions?

  19. References TASSK- Modification of the Test of Social Skills Knowledge (Frankel,F.,Erhardt,D.,Renenger,K.,&Pataki,C.,2009)by permission of authors QPQ-P & A-Adapted from Frankel & Mintz(2008) by permission of authors

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