PEERS® Ireland

An Internationally Recognised Curriculum that is Evidenced-Based and Neuro-Affirmative

A recent study showed PEERS® participants significantly reduced their social anxiety after completing the programme. The study also reinforced the fact that the intervention/curriculum is neuro-affirmative and does not promote masking behaviors. This statement responds to an assertion that “The general argument of camouflaging (masking) is that teaching social skills to an autistic person is somehow changing who that person is, as if disguising their identity or personality”

Our response to that is the PEERS® Programme does not seek to change anybody. It simply offers people the opportunity to explicitly learn more about the complex social world in which they live. In the general population we have to learn a variety of these skill sets so that in a room full of people we have a general understanding of each other. PEERS® strives to marry the strengths and interests of a person with their social environment so that they will no longer feel the need to mask, due to a lack of understanding.

Like the authors of the study, PEERS® Ireland fundamentally promotes teens and young adults to learn these social skills from a place of their own choice and self directed growth towards the social goals they want.

The evidence from the outcome measures reinforce this and how the programme meets the needs of a variety of neuro-diverse participants: 

“It is our firm belief that forcing anyone to participate in a social skills program is unethical, as would denying such interventions to those attempting to decode their social worlds, form meaningful friendships, and asking for help in how to do so. Though not examined in this paper, it may be worthy of note that many clinical participants in PEERS® are not autistic and are also keenly interested in learning skills to make and keep friends, manage peer conflict, and handle bullying.”

Read the Full Journal Study Here

Groups are held on one-week night to be determined. The times typically are from 6pm to 7:30pm each week. Young adult groups often start at 7pm to help with work or college schedules. Four of the sixteen sessions are held in person on designated weekends determined the first week or two of the commencement of the group.

Research through UCLA has shown doing PEERS® in an online setting is just as effective for group members as an in-person format (study), so our goal is to offer both options for families whenever possible. The online option also allows families further out from Dublin opportunities to access the intervention. In addition, it allows participants to still meet even if they are away or if a parent needs to be home with another sick child for example. Regardless of how we meet, PEERS® groups are always focused on helping you build your own social life in the real world. In both settings, the curriculum and learning opportunities are identical, and we take great care to follow the PEERS® model as designed by UCLA.

It’s possible for families to submit the fees for a 20 percent tax credit if you have a GP or consultant referral. In addition, we will provide families with an invoice that can allow them to get reimbursed through their private insurance mental health benefits. This will depend on each plan which can have some limitations depending on each policy.

Yes, both parents are welcome to participate. However, only one consistent parent is required to attend each week. Parents can substitute for each other if necessary, but we recommend limiting this to 2–3 times during the programme for better outcomes, as a consistent coach typically ensures more effective results.

The young adult curriculum includes four sessions on dating etiquette, covering topics like appropriate behavior, boundaries, and communication. Beyond that, it still addresses all the essentials of the teen curriculum, such as conversational skills, conflict resolution, and building friendships.

The groups are fast-paced and use a Socratic teaching method, encouraging participants to identify and discuss social steps or rules. This peer-driven approach helps young people learn collaboratively. Sessions include:

• Positive reinforcement through a points-based system is used in the teens group.
• Visual aids and whiteboard exercises to accommodate various learning styles.
• Safe, inclusive environments where participants can practice social skills through activities that mimic real-life gatherings.

The groups are designed to feel engaging and supportive, allowing participants to connect with like-minded peers while building confidence.

The parent/coach groups focus on a solution-based, strength-oriented approach. These sessions are not support groups but are designed to equip parents with tools to motivate their teens or young adults to take social risks and practice the skills taught each week. Parents play an essential role in reinforcing these lessons at home and encouraging consistent progress.

We offer an intern to act as the participant’s coach for an additional fee. This includes up to one hour of coaching each week in between sessions to provide the guidance and support typically offered by a parent.

We use visual aids, structured activities, and positive reinforcement to accommodate a variety of learning styles. When possible, we also provide individual accommodations to help participants fully engage with and benefit from the programme.