Friendship Facts: Social Skills Workshop (ASD, ADHD, 2e)

This class is based on the Program for the Education and Enrichment of Relational Skills (PEERS®), an evidence-based social skills program developed at UCLA for children and teens with autism spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD), anxiety, depression, and other socio-emotional concerns; I am a certified provider of the program. The curriculum centers on short videos of what not to do in different social situations, followed by the successful alternative. I love this approach because there is "safety" in watching the social mistakes, without shame, followed by the social success video.
The PEERS® Neuroaffirming Pledge
-We value neurodiversity, acceptance, and authenticity
-We honor the diverse ways people experience the world
-We respect each person's unique perspectives and communication styles
-We recognize there is no one right way to connect with others
-If using the strategies taught in PEERS® feels like camouflaging or masking, and/or they don't align with you or your child's goals, then you do not have to use them
-Learning and using the skills taught in PEERS® is a PERSONAL CHOICE

“Friendship is unnecessary, like philosophy, like art…. It has no survival value; rather it is one of those things which give value to survival" CS Lewis

The skills required for friendships may feel overwhelming to some kids. There really is a science and art to making friends, and in this class, complex social skills are broken down into chunks of meaningful, doable steps.
 In this class, learners will practice conversational and social skills with their peers in this weekly meeting. Participation is  not forced or expected. The idea is to build connections in a safe learning space with a limited number of peers over an 10 week period to make some new friends! We will also be playing games as time permits.


Detailed handouts will be given with each topic, so you can work on practicing the skills each week. I am available to answer questions and hear about progress in a weekly check in for parents (takes place separately after class)

Day 1 Trading Information
Day 2 Two Way Conversations
Day 3 Electronic Communication
Day 4 Identifying a Peer Group and Get Togethers
Day 5 Appropriate Use of Humor
Day 6 Entering and exiting a Group Conversation: Individual and Group
Day 7 Being a Team Player
Day 8 Handling Arguments and Disagreements
Day 9 Handling Rumors, Gossip and Embarrassing Feedback
Day 10 Handling Bullying: Teasing/Cyber/Physical

 There is no "masking" (ie forced eye contact,  rote-like rehearsed responses to questions, hiding or minimizing personal interests or hiding stimming). This is not about changing who they are at their core, but learning skills to appreciate who they are and building on that.
This class is open to everyone. There does not need to be a diagnosis. Neurotypical kids who need these skills are welcome.