This article was downloaded by: [UQ Library] On: 11 October 2014, At: 13:54 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
Journal of Child & Adolescent Mental Health Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rcmh20
Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual Jessie Haddad
a
a
Occupational Therapist in private practice , Cape Town , South Africa Published online: 31 May 2013.
To cite this article: Jessie Haddad (2013) Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Journal of Child & Adolescent Mental Health, 25:1, 93-94, DOI: 10.2989/17280583.2013.802447 To link to this article: http://dx.doi.org/10.2989/17280583.2013.802447
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms
Downloaded by [UQ Library] at 13:54 11 October 2014
& Conditions of access and use can be found at http://www.tandfonline.com/page/ terms-and-conditions
Journal of Child and Adolescent Mental Health 2013, 25(1): 93–94 Printed in South Africa — All rights reserved
Copyright © NISC Pty Ltd
JOURNAL OF C H I LD & A D O LES C EN T M EN T A L H EA L T H ISSN 1728-0583 EISSN 1728-0591 http://dx.doi.org/10.2989/17280583.2013.802447
Book Review Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual
Downloaded by [UQ Library] at 13:54 11 October 2014
Elizabeth A Laugeson and Fred Frankel 2010, Routledge, Taylor and Francis Group, LLC, New York 417 pages Paperback ISBN: 978-0-415-87203-4 ZAR 794
The PEERS (Program for the Evaluation and Enrichment of Relational Skills) treatment manual is an intervention strategy for teens who are experiencing difficulties making and/or keeping friends. Its focus is on teens with autistic spectrum disorders, but there is scope for broader application, i.e. other developmental disorders as well as attention deficit hyperactivity disorder (ADHD). Elizabeth Laugeson, PsyD, is a licensed clinical psychologist who has specialized in social skills training for children and adolescents with autism spectrum disorders and other developmental disabilities. Fred Frankel, PhD, is a professor of medical psychology at the University of California, Los Angeles (UCLA) Semel Institute for Neuroscience and Human Behaviour, and founder and director of the UCLA Parenting and Children’s Friendship Program. This manual is based on the concepts used in Children’s Friendship Training (Frankel and Myatt 2003) which is an evidence based programme for children experiencing social difficulties. Both models include parents in the intervention strategies. The programme is structured over a 14-week period which includes separate parent and teen sessions, of approximately 90 minutes in duration, and specific homework assignments to be completed during the week. The manual provides a step-by-step outline for each session. It is designed to be used as a whole, and can be implemented as an outpatient programme or as a school-based programme. The sessions are not designed to serve as a support group but rather as part of a specific intervention programme. Several techniques and strategies are suggested in the manual to limit this from happening and leaders are encouraged to adhere to the structure given. The manual provides specific guidelines for screening and selecting teens and parents who are likely to benefit from the programme. This is done through telephonic screening and parent and teen interviews. Specific personnel are required to run the groups and quality control measures have been implemented through outcome assessments. Assessment forms are given to parents, to be completed by both parent and teen before the programme and then again at the last session. The sessions are clearly structured with opportunities for homework feedback, teaching, giving of homework assignments and role plays, behavioural rehearsals and teen activities in the teen sessions. Parent handouts are given at each session which provide a concise overview of the lesson material and the homework assignment. At the end of each session there is a time of reunification and review. The content of the material covered is very thorough, encompassing the many different social skills that need to be developed in teens if they are going to successfully make and keep friends. The first three sessions cover the basics of conversational skills including trading information, two-way conversations and electronic communication. Homework assignments are focused around Journal of Child & Adolescent Mental Health is co-published by NISC (Pty) Ltd and Routledge, Taylor & Francis Group
Downloaded by [UQ Library] at 13:54 11 October 2014
94
Haddad
making in- and out-of-group phone calls in which they practise these skills. The programme then goes on to choosing appropriate friends, appropriate use of humour, and entering and exiting a conversation. Homework assignments linked to these sessions allow practical learning and opportunities to start exploring and developing new friendships. This is followed by sessions on get-togethers and good sportsmanship. At this point in the programme teens start having get-togethers, during which they continue to practise the skills they are learning. All the while parents have been tasked to find an extracurricular activity for their teen based on their interests. This is particularly valuable for teens who have developed a bad reputation at school. It gives them the opportunity to meet other teens in an out-of-school context and make new friends. The last sessions focus on some of the negative social realities that teens will face and the focus of these sessions is very clearly on what teens can do in these situations rather than discussion of various incidents. These sessions cover teasing and embarrassing feedback, bullying and bad reputations, handling disagreements, and dealing with rumours and gossip. Although practising the skills and principles learned in these sessions is encouraged in the home assignments, some of these skills may not be immediately relevant for teens. Parents are therefore encouraged to keep the handout until their teens do face some of these issues. The PEERS treatment manual offers a thorough approach to the topic in a clear, concise and practical manner. The use of buzzwords is one strategy used. Buzzwords are key words that represent important concepts from the curriculum which can then be easily identified through the use of these words. They are helpful to facilitate reviewing of concepts and effective learning. The involvement of the parents is key to the PEERS approach. Programmes without parental involvement leave parents unaware of what the children or teens are doing in the group sessions and they are therefore not in a position to support, facilitate and encourage application of the principles learned. Home assignments and in-session activities allow the teens to practise the newly learned skills. This together with the involvement of the parents facilitates more effective learning and implementation of principles and skills learned. The regular suggestions given for troubleshooting, in both the teen and parent sessions, reduces the likelihood of leaders losing focus within the sessions; the clear structure and format also facilitates this. A set of specific rules apply to the teen sessions to reduce disruptive, disrespectful and aggressive behaviour within the group sessions. A few case studies of teens who have gone through the programme and have been followedup after three months are included at the end of the manual. Significant improvements are noted but some of the specific challenges facing autism spectrum teens were apparent. Their common tendency towards mono-focus on restricted areas of interest in conversations was evident. In these cases it was apparent that parents needed to give specific coaching to remind and encourage teens to use diverse topics of conversation when trading information, and not to be a ‘conversation-hog’. Other areas of concern were some of the physical behaviour issues like clumsiness, awkward gait and posture, and monotone speech. There is scope to coach parents specifically in this during homework feedback times, and for teens to be specifically guided during some of the practice sessions should this be apparent. However, these areas could prove challenging to achieving lasting successes. Though long, The PEERS treatment manual is very user-friendly in that it is very clearly laid-out and structured, making it easy to read and follow. The way it is presented facilitates learning and remembering of concepts for the reader or leader. Although the manual is designed for potential group leaders, it is a valuable asset for any parent or therapist of teens struggling in the social arena. The concepts covered are foundational to healthy teenage social interactions and lasting friendships. As such the manual provides a valuable and insightful resource for guiding teens effectively using methods and principles that actually work.
Jessie Haddad Occupational Therapist in private practice, Cape Town, South Africa email: [email protected]
Journal of Child & Adolescent Mental Health Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rcmh20
Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual Jessie Haddad
a
a
Occupational Therapist in private practice , Cape Town , South Africa Published online: 31 May 2013.
To cite this article: Jessie Haddad (2013) Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Journal of Child & Adolescent Mental Health, 25:1, 93-94, DOI: 10.2989/17280583.2013.802447 To link to this article: http://dx.doi.org/10.2989/17280583.2013.802447
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms
Downloaded by [UQ Library] at 13:54 11 October 2014
& Conditions of access and use can be found at http://www.tandfonline.com/page/ terms-and-conditions
Journal of Child and Adolescent Mental Health 2013, 25(1): 93–94 Printed in South Africa — All rights reserved
Copyright © NISC Pty Ltd
JOURNAL OF C H I LD & A D O LES C EN T M EN T A L H EA L T H ISSN 1728-0583 EISSN 1728-0591 http://dx.doi.org/10.2989/17280583.2013.802447
Book Review Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual
Downloaded by [UQ Library] at 13:54 11 October 2014
Elizabeth A Laugeson and Fred Frankel 2010, Routledge, Taylor and Francis Group, LLC, New York 417 pages Paperback ISBN: 978-0-415-87203-4 ZAR 794
The PEERS (Program for the Evaluation and Enrichment of Relational Skills) treatment manual is an intervention strategy for teens who are experiencing difficulties making and/or keeping friends. Its focus is on teens with autistic spectrum disorders, but there is scope for broader application, i.e. other developmental disorders as well as attention deficit hyperactivity disorder (ADHD). Elizabeth Laugeson, PsyD, is a licensed clinical psychologist who has specialized in social skills training for children and adolescents with autism spectrum disorders and other developmental disabilities. Fred Frankel, PhD, is a professor of medical psychology at the University of California, Los Angeles (UCLA) Semel Institute for Neuroscience and Human Behaviour, and founder and director of the UCLA Parenting and Children’s Friendship Program. This manual is based on the concepts used in Children’s Friendship Training (Frankel and Myatt 2003) which is an evidence based programme for children experiencing social difficulties. Both models include parents in the intervention strategies. The programme is structured over a 14-week period which includes separate parent and teen sessions, of approximately 90 minutes in duration, and specific homework assignments to be completed during the week. The manual provides a step-by-step outline for each session. It is designed to be used as a whole, and can be implemented as an outpatient programme or as a school-based programme. The sessions are not designed to serve as a support group but rather as part of a specific intervention programme. Several techniques and strategies are suggested in the manual to limit this from happening and leaders are encouraged to adhere to the structure given. The manual provides specific guidelines for screening and selecting teens and parents who are likely to benefit from the programme. This is done through telephonic screening and parent and teen interviews. Specific personnel are required to run the groups and quality control measures have been implemented through outcome assessments. Assessment forms are given to parents, to be completed by both parent and teen before the programme and then again at the last session. The sessions are clearly structured with opportunities for homework feedback, teaching, giving of homework assignments and role plays, behavioural rehearsals and teen activities in the teen sessions. Parent handouts are given at each session which provide a concise overview of the lesson material and the homework assignment. At the end of each session there is a time of reunification and review. The content of the material covered is very thorough, encompassing the many different social skills that need to be developed in teens if they are going to successfully make and keep friends. The first three sessions cover the basics of conversational skills including trading information, two-way conversations and electronic communication. Homework assignments are focused around Journal of Child & Adolescent Mental Health is co-published by NISC (Pty) Ltd and Routledge, Taylor & Francis Group
Downloaded by [UQ Library] at 13:54 11 October 2014
94
Haddad
making in- and out-of-group phone calls in which they practise these skills. The programme then goes on to choosing appropriate friends, appropriate use of humour, and entering and exiting a conversation. Homework assignments linked to these sessions allow practical learning and opportunities to start exploring and developing new friendships. This is followed by sessions on get-togethers and good sportsmanship. At this point in the programme teens start having get-togethers, during which they continue to practise the skills they are learning. All the while parents have been tasked to find an extracurricular activity for their teen based on their interests. This is particularly valuable for teens who have developed a bad reputation at school. It gives them the opportunity to meet other teens in an out-of-school context and make new friends. The last sessions focus on some of the negative social realities that teens will face and the focus of these sessions is very clearly on what teens can do in these situations rather than discussion of various incidents. These sessions cover teasing and embarrassing feedback, bullying and bad reputations, handling disagreements, and dealing with rumours and gossip. Although practising the skills and principles learned in these sessions is encouraged in the home assignments, some of these skills may not be immediately relevant for teens. Parents are therefore encouraged to keep the handout until their teens do face some of these issues. The PEERS treatment manual offers a thorough approach to the topic in a clear, concise and practical manner. The use of buzzwords is one strategy used. Buzzwords are key words that represent important concepts from the curriculum which can then be easily identified through the use of these words. They are helpful to facilitate reviewing of concepts and effective learning. The involvement of the parents is key to the PEERS approach. Programmes without parental involvement leave parents unaware of what the children or teens are doing in the group sessions and they are therefore not in a position to support, facilitate and encourage application of the principles learned. Home assignments and in-session activities allow the teens to practise the newly learned skills. This together with the involvement of the parents facilitates more effective learning and implementation of principles and skills learned. The regular suggestions given for troubleshooting, in both the teen and parent sessions, reduces the likelihood of leaders losing focus within the sessions; the clear structure and format also facilitates this. A set of specific rules apply to the teen sessions to reduce disruptive, disrespectful and aggressive behaviour within the group sessions. A few case studies of teens who have gone through the programme and have been followedup after three months are included at the end of the manual. Significant improvements are noted but some of the specific challenges facing autism spectrum teens were apparent. Their common tendency towards mono-focus on restricted areas of interest in conversations was evident. In these cases it was apparent that parents needed to give specific coaching to remind and encourage teens to use diverse topics of conversation when trading information, and not to be a ‘conversation-hog’. Other areas of concern were some of the physical behaviour issues like clumsiness, awkward gait and posture, and monotone speech. There is scope to coach parents specifically in this during homework feedback times, and for teens to be specifically guided during some of the practice sessions should this be apparent. However, these areas could prove challenging to achieving lasting successes. Though long, The PEERS treatment manual is very user-friendly in that it is very clearly laid-out and structured, making it easy to read and follow. The way it is presented facilitates learning and remembering of concepts for the reader or leader. Although the manual is designed for potential group leaders, it is a valuable asset for any parent or therapist of teens struggling in the social arena. The concepts covered are foundational to healthy teenage social interactions and lasting friendships. As such the manual provides a valuable and insightful resource for guiding teens effectively using methods and principles that actually work.
Jessie Haddad Occupational Therapist in private practice, Cape Town, South Africa email: [email protected]
