We work with a range of age groups, namely teens (13-17) and young adults (18-35), delivering the PEERS® program. We will be running programs in the future, for primary school-aged children (7-12).
Each session has a different timing depending on the program. The PEERS® program runs for 14/16 weeks for 90 minutes per session. The Boot Camps generally run for 4 hours per session across 2 days.
While parents/caregivers are not included in the Bootcamps, they play an essential role as Social Coaches in the full PEERS® Programs. It is mandatory for every participant to be accompanied by one Social Coach for the duration of the program.
Depending on your policy, a percentage of the fees can be subsidised by your insurance provider. You may also be eligible to use a General Practitioner (GP) Chronic Disease Management (CDM) plan to pay a portion of the fees. Additionally, self-managed/plan-managed NDIS participants may be able to access their funds to pay for the program.
Recent research has demonstrated that participants in the PEERS® program experience a significant reduction in social anxiety upon completing the course. The findings also reinforce that the curriculum is neuro-affirmative, ensuring that it does not encourage masking behaviours but instead supports authentic social engagement.
In response to concerns that teaching social skills to autistic individuals might encourage camouflaging or alter their identity, PEERS® operates with a fundamentally different approach. The program does not aim to change individuals
but rather provides them with the opportunity to better understand the complexities of social interactions. Just as people across all neurotypes develop various social skills to navigate group dynamics, PEERS® helps participants align their unique strengths and interests with their social environment. By fostering understanding, the program reduces the perceived need to mask, as individuals gain confidence in their ability to engage on their own terms.
Aligned with the study’s conclusions, PEERS® firmly supports the idea that social skills education should be self-directed, allowing teens and young adults to pursue their own social goals based on their personal aspirations. The program is designed to be inclusive, addressing the needs of a diverse range of neurodivergent participants.
Furthermore, the research highlights a critical ethical standpoint: participation in social skills programs should never be compulsory, nor should access be denied to those who actively seek support in understanding social dynamics, building meaningful friendships, and navigating peer interactions. Notably, PEERS® serves a broad audience, including individuals who are not autistic but are equally eager to develop skills related to friendship-building, conflict resolution, and bullying prevention.
