PEERS®
Through evidence-based PEERS® instruction, participants develop practical skills for making and maintaining friendships, navigating social situations, and building lasting connections.
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About PEERS®
About PEERS®
About PEERS®
About PEERS®
The Program for the Education and Enrichment of Relational Skills (PEERS®) is an evidence-based social skills program originally developed by the UCLA PEERS® Clinic. The program teaches practical skills that help individuals build and maintain friendships, strengthen relationships, and participate more fully in school, work, and community life.
The Program for the Education and Enrichment of Relational Skills (PEERS®) is an evidence-based social skills program originally developed by the UCLA PEERS® Clinic. The program teaches practical skills that help individuals build and maintain friendships, strengthen relationships, and participate more fully in school, work, and community life.
The UCLA PEERS® Clinic
The UCLA PEERS® Clinic
The UCLA PEERS® Clinic
The UCLA PEERS® Clinic
The UCLA PEERS® Clinic is an outpatient, hospital-based group program located at the UCLA Semel Institute for Neuroscience and Human Behavior. The clinic provides social skills training for individuals across the lifespan with autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), anxiety, depression, and other social challenges.
The UCLA PEERS® Clinic is an outpatient, hospital-based group program located at the UCLA Semel Institute for Neuroscience and Human Behavior. The clinic provides social skills training for individuals across the lifespan with autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), anxiety, depression, and other social challenges.
Young adults participating in the UCLA program are expected to have a consistent social coach, such as a parent, caregiver, or support person, who attends weekly group sessions alongside them.
Young adults participating in the UCLA program are expected to have a consistent social coach, such as a parent, caregiver, or support person, who attends weekly group sessions alongside them.
Families interested in the UCLA PEERS® Clinic may contact the clinic directly: Phone: (310) 267-3377 Email: peersclinic@ucla.edu Families may also request billing codes from UCLA to verify insurance coverage and copays with their provider. UCLA Health accepts most private insurance plans.
Families interested in the UCLA PEERS® Clinic may contact the clinic directly: Phone: (310) 267-3377 Email: peersclinic@ucla.edu Families may also request billing codes from UCLA to verify insurance coverage and copays with their provider. UCLA Health accepts most private insurance plans.
PEERS® At Celo Learning
PEERS® At Celo Learning
PEERS® at Celo Learning
PEERS® at Celo Learning
Celo Learning is proud to offer PEERS®, an evidence-based program that helps emerging adults develop social skills, build friendships, and strengthen relationships.
Celo Learning is proud to offer PEERS®, an evidence-based program that helps emerging adults develop social skills, build friendships, and strengthen relationships.
Kathleen M. O’Halloran is a certified and actively practicing PEERS® provider, trained through the Semel Institute for Neuroscience and Human Behavior at UCLA. She has helped hundreds of individuals strengthen conversational skills, develop friendships, and build confidence through communication training and social skills instruction.
Kathleen M. O’Halloran is a certified and actively practicing PEERS® provider, trained through the Semel Institute for Neuroscience and Human Behavior at UCLA. She has helped hundreds of individuals strengthen conversational skills, develop friendships, and build confidence through communication training and social skills instruction.
Our approach to teaching the PEERS® curriculum is grounded in education and the learning sciences. We recognize that meaningful growth is supported by psychological safety, compassionate relationships, structured instruction, and guided practice.
Our approach to teaching the PEERS® curriculum is grounded in education and the learning sciences. We recognize that meaningful growth is supported by psychological safety, compassionate relationships, structured instruction, and guided practice.
Meet Kathleen
Meet Kathleen
She helps young adults with autism, ADHD, and other social communication challenges strengthen conversational skills, build meaningful friendships, and develop social confidence.
She helps young adults with autism, ADHD, and other social communication challenges strengthen conversational skills, build meaningful friendships, and develop social confidence.
Can Social Skills Really Be Taught?
Can Social Skills Really Be Taught?
Perhaps you desire meaningful relationships, yet wonder why social experiences sometimes feel disappointing or harder than they seem for others.
Perhaps you desire meaningful relationships, yet wonder why social experiences sometimes feel disappointing or harder than they seem for others.
How do people develop and maintain meaningful friendships? Why do some interactions feel natural while others feel exhausting? You may hear that you need more confidence, but knowing what to do differently—or where to begin—isn't always clear.
How do people develop and maintain meaningful friendships? Why do some interactions feel natural while others feel exhausting? You may hear that you need more confidence, but knowing what to do differently—or where to begin—isn't always clear.
Perhaps you've wondered: Could someone simply teach me the social rules of friendship? Explain them, show me examples, let me practice, and offer guidance along the way?
Perhaps you've wondered: Could someone simply teach me the social rules of friendship? Explain them, show me examples, let me practice, and offer guidance along the way?
The answer is yes!
The answer is yes!
Social skills can be learned, practiced, and strengthened with instruction and support. People seek teachers, coaches, and mentors in many areas of life. This is no different.
Social skills can be learned, practiced, and strengthened with instruction and support. People seek teachers, coaches, and mentors in many areas of life. This is no different.
Why I Teach the PEERS® Curriculium
Why I Teach the PEERS® Curriculium
I recommend PEERS® because it offers practical, evidence-based instruction in the skills involved in making and maintaining friendships.
I recommend PEERS® because it offers practical, evidence-based instruction in the skills involved in making and maintaining friendships.
Developed at UCLA, the Program for the Education and Enrichment of Relational Skills (PEERS®) is an internationally recognized social skills intervention with programs for different age groups. It teaches concrete strategies through explanations, demonstrations, role-play, and real-world practice.
Developed at UCLA, the Program for the Education and Enrichment of Relational Skills (PEERS®) is an internationally recognized social skills intervention with programs for different age groups. It teaches concrete strategies through explanations, demonstrations, role-play, and real-world practice.
Nearly a decade of teaching individuals with autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), anxiety, depression, and other social challenges inspired me to pursue specialized training through the Semel Institute for Neuroscience and Human Behavior at UCLA, where I became a certified PEERS® for Young Adults provider.
Nearly a decade of teaching individuals with autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), anxiety, depression, and other social challenges inspired me to pursue specialized training through the Semel Institute for Neuroscience and Human Behavior at UCLA, where I became a certified PEERS® for Young Adults provider.
Beyond the research, I've seen firsthand how learning and practicing these skills can positively influence my students' lives. I believe many people can benefit from having opportunities to understand social expectations, explore strategies, and develop relationships that are meaningful to them.
Beyond the research, I've seen firsthand how learning and practicing these skills can positively influence my students' lives. I believe many people can benefit from having opportunities to understand social expectations, explore strategies, and develop relationships that are meaningful to them.
Learning social skills doesn't mean something is wrong with you. Some individuals pursue PEERS® as part of clinically recommended support, while others simply want to strengthen their communication skills and build meaningful relationships. Seeking instruction does not imply a personal deficit, nor does it require changing who you are.
Learning social skills doesn't mean something is wrong with you. Some individuals pursue PEERS® as part of clinically recommended support, while others simply want to strengthen their communication skills and build meaningful relationships. Seeking instruction does not imply a personal deficit, nor does it require changing who you are.
Interested?
Interested?
Join a class or schedule a consult to connect with me for personalized, one-on-one instruction. I'd love to help you explore the program and decide whether it's a good fit for your goals.
Join a class or schedule a consult to connect with me for personalized, one-on-one instruction. I'd love to help you explore the program and decide whether it's a good fit for your goals.
Here's What I Teach
Here's What I Teach
Sixteen Lessons
Sixteen Lessons
The PEERS® for Young Adults curriculum consists of sixteen structured lessons that combine direct instruction, guided practice, and real-world application. Through coaching and guided practice, students build confidence, social fluency, and independence.
The PEERS® for Young Adults curriculum consists of sixteen structured lessons that combine direct instruction, guided practice, and real-world application. Through coaching and guided practice, students build confidence, social fluency, and independence.
Accelerated and Individualized Pacing
Accelerated and Individualized Pacing
Each person's experience is individualized and paced according to their goals, learning preferences, and support needs.
Each person's experience is individualized and paced according to their goals, learning preferences, and support needs.
Students Learn To
Students Learn To
- Initiate and maintain conversations.
- Build and sustain friendships.
- Navigate peer dynamics with confidence.
- Strengthen self-advocacy.
- Participate more fully in academic, workplace, and community settings.
My Approach
My Approach
My Approach to Teaching PEERS®
My Approach to Teaching PEERS®
I approach PEERS® as both an educator and a coach. Every student brings unique strengths, experiences, and goals, and I enjoy getting to know the people I teach.
Learning new social skills takes more than understanding what to do. It takes opportunities to see examples, ask questions, practice, receive feedback, and try things out in everyday life. My approach combines structured instruction, role-play, and guided practice in a supportive environment where students feel comfortable learning at their own pace.
I believe meaningful relationships are essential to lifelong well-being. Whether someone wants to make new friends, strengthen existing relationships, or feel more confident navigating social situations, I'm here to help them learn and practice skills that support the connections they want to build.
I approach PEERS® as both an educator and a coach. Every student brings unique strengths, experiences, and goals, and I enjoy getting to know the people I teach.
I approach PEERS® as both an educator and a coach. Every student brings unique strengths, experiences, and goals, and I enjoy getting to know the people I teach.
Learning new social skills takes more than understanding what to do. It takes opportunities to see examples, ask questions, practice, receive feedback, and try things out in everyday life. My approach combines structured instruction, role-play, and guided practice in a supportive environment where students feel comfortable learning at their own pace.
Learning new social skills takes more than understanding what to do. It takes opportunities to see examples, ask questions, practice, receive feedback, and try things out in everyday life. My approach combines structured instruction, role-play, and guided practice in a supportive environment where students feel comfortable learning at their own pace.
I believe meaningful relationships are essential to lifelong well-being. Whether someone wants to make new friends, strengthen existing relationships, or feel more confident navigating social situations, I'm here to help them learn and practice skills that support the connections they want to build.
I believe meaningful relationships are essential to lifelong well-being. Whether someone wants to make new friends, strengthen existing relationships, or feel more confident navigating social situations, I'm here to help them learn and practice skills that support the connections they want to build.
Selected Influences
Selected Influences
Celo Learning’s approach draws from scholarship in educational psychology, social learning, developmental science, self-determination, and evidence-based social skills instruction, including the UCLA Program for the Education and Enrichment of Relational Skills (PEERS®). This foundation is informed by more than a decade of experience supporting adolescents and young adults as they navigate relationships, education, and the transition to adulthood.
Celo Learning’s approach draws from scholarship in educational psychology, social learning, developmental science, self-determination, and evidence-based social skills instruction, including the UCLA Program for the Education and Enrichment of Relational Skills (PEERS®). This foundation is informed by more than a decade of experience supporting adolescents and young adults as they navigate relationships, education, and the transition to adulthood.
As a research-informed practitioner engaged in direct student services, community education, and outreach, Kathleen recognizes that knowledge evolves through both scholarship and practice. Her approach continues to develop in response to emerging research, lived experience, and thoughtful reflection.
As a research-informed practitioner engaged in direct student services, community education, and outreach, Kathleen recognizes that knowledge evolves through both scholarship and practice. Her approach continues to develop in response to emerging research, lived experience, and thoughtful reflection.
She actively participates in Los Angeles–based communities of practice and professional learning opportunities, including those offered through the UCLA Tarjan Center and UCLA PEERS® Clinic. She is also a member of the Council for Exceptional Children (CEC) and the American Psychological Association (APA), Division 25: Behavior Analysis, professional associations that support her continued development, specialized expertise, and engagement with research and best practices in education, behavior, and communication.
She actively participates in Los Angeles–based communities of practice and professional learning opportunities, including those offered through the UCLA Tarjan Center and UCLA PEERS® Clinic. She is also a member of the Council for Exceptional Children (CEC) and the American Psychological Association (APA), Division 25: Behavior Analysis, professional associations that support her continued development, specialized expertise, and engagement with research and best practices in education, behavior, and communication.
This synthesis of research and experience informs Celo Learning’s relationship-centered approach: understanding each person in context, building on strengths and interests, developing skills through explicit instruction, modeling, guided practice, and feedback, and creating conditions for greater agency, participation, belonging, and independence.
This synthesis of research and experience informs Celo Learning’s relationship-centered approach: understanding each person in context, building on strengths and interests, developing skills through explicit instruction, modeling, guided practice, and feedback, and creating conditions for greater agency, participation, belonging, and independence.
Ultimately, the aim is not simply progress toward a particular milestone, but a foundation for lifelong health, well-being, and quality of life.
Ultimately, the aim is not simply progress toward a particular milestone, but a foundation for lifelong health, well-being, and quality of life.
Selected Influences Include:
Selected Influences Include:
Archer, A. L., & Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching.
Bandura, A. (1977, 1986, 1997). Social Learning Theory and Self-Efficacy.
Beck, A. (1979). Cognitive Therapy and Emotional Disorders.
Bowlby, J. (1988). A Secure Base.
Bruner, J. (1983). Child's Talk.
Csikszentmihalyi, M. (1990). Flow.
Deci, E. L., & Ryan, R. M. (2000). Self-Determination Theory.
Edmondson, A. (1999). Psychological Safety.
Gantman, A., Kapp, S. K., Orenski, K., & Laugeson, E. A. (2012). "Social Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders: A Randomized Controlled Pilot Study."
Hammond, Z. (2015). Culturally Responsive Teaching and the Brain.
Laugeson, E. A., & Frankel, F. (2010). Social Skills for Teenagers with Developmental and Autism Spectrum Disorders: The PEERS Treatment Manual.
Laugeson, E. A. (2017). PEERS® for Young Adults: Social Skills Training for Adults with Autism Spectrum Disorder and Other Social Challenges.
Perry, B. D., & Szalavitz, M. (2006). The Boy Who Was Raised as a Dog.
Rosenshine, B. (2012). Principles of Instruction.
Seligman, M. (1975). Learned Helplessness.
Siegel, D. J. (2012). The Developing Mind.
Tomlinson, C. (2014). Differentiated Instruction.
Vygotsky, L. S. (1978). Mind in Society.
Wood, D., Bruner, J., & Ross, G. (1976). "The Role of Tutoring in Problem Solving."
The Science of Learning: Direct Instruction Matters Without Pathologizing Anyone
The Science of Learning: Direct Instruction Matters Without Pathologizing Anyone
While some people acquire effective social skills through social experience, others benefit from direct instruction.
While some people acquire effective social skills through social experience, others benefit from direct instruction.
Learners who prefer direct instruction often prefer knowing the name of a skill, having it clearly explained, observing examples, and being given opportunities to practice and receive feedback. There is nothing unusual about this.
Learners who prefer direct instruction often prefer knowing the name of a skill, having it clearly explained, observing examples, and being given opportunities to practice and receive feedback. There is nothing unusual about this.
(Rosenshine, 2012; Archer & Hughes, 2011; Bandura, 1977)
(Rosenshine, 2012; Archer & Hughes, 2011; Bandura, 1977)
Educators have long recognized that people learn in different ways and that growth is most likely when new knowledge and experiences are introduced thoughtfully, with consideration for culture, individual learning preferences, developmental readiness, and the psychological safety necessary for learning.
Educators have long recognized that people learn in different ways and that growth is most likely when new knowledge and experiences are introduced thoughtfully, with consideration for culture, individual learning preferences, developmental readiness, and the psychological safety necessary for learning.
(Vygotsky, 1978; Bruner, 1983; Tomlinson, 2014; Hammond, 2015; Edmondson, 1999)
(Vygotsky, 1978; Bruner, 1983; Tomlinson, 2014; Hammond, 2015; Edmondson, 1999)
People grow when they are supported just beyond their current level of comfort and competence.
People grow when they are supported just beyond their current level of comfort and competence.
On the other hand, simply having more experiences does not always lead to growth. When social situations consistently feel confusing, overwhelming, or too far beyond our current abilities, they may leave us feeling discouraged rather than more confident.
On the other hand, simply having more experiences does not always lead to growth. When social situations consistently feel confusing, overwhelming, or too far beyond our current abilities, they may leave us feeling discouraged rather than more confident.
Over time, repeated experiences of awkwardness, misunderstanding, disappointment, or rejection can quietly shape the way we approach relationships. Without realizing it, we may begin to avoid situations that feel uncertain or lower our expectations in order to protect ourselves from further discomfort.
Over time, repeated experiences of awkwardness, misunderstanding, disappointment, or rejection can quietly shape the way we approach relationships. Without realizing it, we may begin to avoid situations that feel uncertain or lower our expectations in order to protect ourselves from further discomfort.
In this way, we can unintentionally learn caution when what we truly desire is connection.
In this way, we can unintentionally learn caution when what we truly desire is connection.
These responses are understandable. They are not signs of weakness or failure. They reflect the ways human beings learn from experience and help explain why intentionally designed learning opportunities, supportive relationships, and guided practice can have such a powerful impact.
These responses are understandable. They are not signs of weakness or failure. They reflect the ways human beings learn from experience and help explain why intentionally designed learning opportunities, supportive relationships, and guided practice can have such a powerful impact.
Social confidence and competence are not fixed traits. They can be developed, and nurturing their growth is a worthwhile investment in lifelong health, belonging, and quality of life.
Social confidence and competence are not fixed traits. They can be developed, and nurturing their growth is a worthwhile investment in lifelong health, belonging, and quality of life.
(Vygotsky, 1978; Wood, Bruner, & Ross, 1976; Bruner, 1983; Csikszentmihalyi, 1990; Siegel, 2012; Perry & Szalavitz, 2006; Bandura, 1977, 1986; Seligman, 1975; Bowlby, 1988; Beck, 1979; Deci & Ryan, 2000)
(Vygotsky, 1978; Wood, Bruner, & Ross, 1976; Bruner, 1983; Csikszentmihalyi, 1990; Siegel, 2012; Perry & Szalavitz, 2006; Bandura, 1977, 1986; Seligman, 1975; Bowlby, 1988; Beck, 1979; Deci & Ryan, 2000)
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Many of our clients find Celo Learning through referrals from families, educators, therapists, schools, and community partners. If someone shared Celo Learning with you, it's because they believe we may be able to help.
Many of our clients find Celo Learning through referrals from families, educators, therapists, schools, and community partners. If someone shared Celo Learning with you, it's because they believe we may be able to help.
We'd love to hear from you! Schedule a complimentary consultation to share your story, ask questions, and explore how Celo Learning can support your goals.
We'd love to hear from you! Schedule a complimentary consultation to share your story, ask questions, and explore how Celo Learning can support your goals.
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