What do you think?
Rate this book
The Science of Making Friends: Helping Socially Challenged Teens and Young Adults
The groundbreaking book that puts the focus on teens and young adults with social challenges This book offers parents a step-by-step guide to making and keeping friends for teens and young adults with social challenges―such as those diagnosed with autism spectrum disorder, ADHD, bipolar, or other conditions. With the book’s concrete rules and steps of social etiquette, parents will be able to assist in improving conversational skills, expanding social opportunities, and developing strategies for handling peer rejection. Each chapter provides helpful overview information for parents; lessons with clear bulleted lists of key rules and steps; and expert advice on how to present the material to a teen or young adult. Throughout the book are role-playing exercises for practicing each skill, along with homework assignments to ensure the newly learned skills can be applied easily to a school, work, or other "real life" setting. Bonus content shows role-plays of skills covered, demonstrating the right and wrong way to enter conversations, schedule get-togethers, deal with conflict, and much more. Moving Forward
384 pages, Paperback
First published January 1, 2013
102 people are currently reading
624 people want to read
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 14 of 14 reviews
September 8, 2025
I’m reviewing a textbook which I gained a lot of good and worthwhile information from, so rating is a text is a little bit relative I suppose. I think it’s the first time I’ve done so. This book has been written for parents of teens who are neurodiverse, and for those kids who would be likely to pick up the book. If not, the summaries are there for the parent or carer to put into place as teaching opportunities. While each of our children are going to be very different, the information can be applied across all gradients of the rainbow. My philosophy to take what you want and leave the rest applies here, and I could relate to a lot of the advice and suggestions. This book is written by the founder of the UCLA Peers program, Professor Laugeson with the proven results of many young people successfully attending the program.
Social skills, entering and exiting a conversation appropriately, reading the room (laughed at or with?), how is the reputation perceived (teens are brutal so this is really important), and the importance of having friends outside of school. This set the tone: ‘we don’t get to be friends with everyone, and not everyone gets to be friends with us.’
Each summary contains role play conversations on social situations, where questions on the success or failure of these would be perceived. ‘How would A feel after that interaction with B?' Creeped out, not likely to follow up, comfortable?
I’m really not sure of any practical programs such as this in my area, after all our journey has just begun. This is hard stuff, but when a psychologist recommended it to me I was definitely giving it a shot. It makes me sad I need this resource, but grateful I could be more informed. My first title in helping my family on the newest twisty journey we find ourselves in.
Social skills, entering and exiting a conversation appropriately, reading the room (laughed at or with?), how is the reputation perceived (teens are brutal so this is really important), and the importance of having friends outside of school. This set the tone: ‘we don’t get to be friends with everyone, and not everyone gets to be friends with us.’
Each summary contains role play conversations on social situations, where questions on the success or failure of these would be perceived. ‘How would A feel after that interaction with B?' Creeped out, not likely to follow up, comfortable?
I’m really not sure of any practical programs such as this in my area, after all our journey has just begun. This is hard stuff, but when a psychologist recommended it to me I was definitely giving it a shot. It makes me sad I need this resource, but grateful I could be more informed. My first title in helping my family on the newest twisty journey we find ourselves in.
Want to read
July 21, 2016My son took off with it. I hope he reads it!
July 14, 2014
This book has lots of advice on making friends, but almost no discussion of the science behind that advice.
May 13, 2018
What an excellent book for anyone helping a child on the autism spectrum navigate the world of people. Highly recommended guide.
Read
March 23, 2024we’ve noted that a lot of the socially challenged clients have strong inclination toward math, science, engineering, or computer technology. these preferences relate to predictability. Numbers, algorithms, and formulas are predictable; you know what to expect.
healthy relationships
You need to pay attention to the following:
• Their interests
• Their appearance
• Whom they hang out with
• Where they hang out
• Which extracurricular and social activities they belong to
Having a virtual second life may be intoxicating to many youth with social skills diffi culties because it affords an opportunity to act out social scenarios without the pressure of unpredictable real-world social challenges.
what makes a good friend?
- Sharing of Common Interests
- empathy through difficult times
- Support
- understands (or may even anticipate) your thoughts and feelings
- Commitment and Loyalty
- Honesty and Trust
- Equality
- Ability to Self-disclose
- the ability to resolve arguments and confl icts without hurting the friendship
acquaintances (those whom you only know slightly) are likely to have fewer of these characteristics
Ways to identify which social group someone belongs to include considering their interests, their appearance, whom they hang out with, where they hang out, and which extracurricular and social activities they belong to.
Meet regularly (preferably at least once a week)
“What have you been up to lately?” or “What did you do over the weekend?” or “What are you doing this weekend?” can provide useful information about a person’s likes, interests, and hobbies.
Generally when people converse naturally, they make eye contact with their partner for several seconds and then periodically look away. it’s the looking away that tells our conversational partner that we’re safe, that we’re not a predator.
invading someone’s personal space
three feet (approximately one meter) is generally considered to be a comfortable distance when talking with others.
When we’re fi rst getting to know someone, it’s important not to get too personal too quickly. risk scaring that person off.
Lance was a self-reported class clown, who loved to tell jokes and was desperate for attention. Lance had no friends but everyone in his high school knew him. His reputation preceded him.
The goal of a conversation is to fi nd common interests because these interests are usually the foundation of a friendship.
Ask the person about his or her likes, interests, and hobbies, with the goal of fi nding common interests.
Don’t wait for the person to ask questions about you. Be prepared to share related information about yourself.
routinely hear the same two answers. They’re told to “go up and say hi” or to “go up and introduce yourself.” Now imagine if this teen actually followed this advice. Picture him walking up to an unsuspecting group of teens and entering their conversation by saying, “Hi!” or “Hi, my name is Dan.” What will happen to the conversation? This interruption will stop the conversation. All attention will now be focused on this strange boy who out of nowhere, with no apparent reason, walked up and interrupted a conversation to say hello and tell the group his name. What will this interaction be like for the other teens? They’ll probably feel confused, annoyed, or even a little creeped out. This example is a good illustration of how well-intentioned adults will often give teens the wrong advice when it comes to making and keeping friends.
Steps for Starting Individual Conversations:
1. casually looking over at him or her from time to time
2. Look for a common interest
3. making a comment, asking a question, or giving a compliment about the interest shared.
4. Trade information about the common interest
5. Assess interest. shouldn’t try to force conversations on unwilling or disinterested. speaking nicely and giving extended responses.
6. Introduce yourself. this is the last step of the process, not the fi rst step as many adults will wrongly suggest. introductions come after they’ve established that they actually want to know one another.
The next important step for entering a group conversation will be to wait for a brief pause in the conversation.
the goal of entering a group conversation should be to join in a way that neither disrupts the fl ow of the conversation nor disturbs its participants.
“I’m just following up to see if you still want to get together” or “I’m calling to see if you’re still free this weekend.”
leaving more than two messages in a row is a big no-no.
It’s rare that people exchange contact information before a strong acquaintance has been formed.
Steps for Beginning Phone Calls:
1. Ask for the person you’re calling.
“Hi. May I please speak to Jennifer?” or “Hi. I’m calling for Jennifer.”
2. Say who you are.
“This is Carrie” or “It’s Carrie”
3. Ask how he or she is doing.
“How’s it going?” or “How are you?”
4. Ask if the person can talk.
“Can you talk right now?” or “Is this a good time?”
5. Give a brief cover story for calling.
“I was calling to get the homework assignment” or “I was calling to see what you’re doing this weekend.”
The Internet Shouldn’t Be Used for Making New Friends.
Don’t go anywhere alone with your date at fi rst.
Don’t get in the car with your date or have him or her take you home at fi rst.
Let your friends and family know where you are and whom you are with.
you shouldn’t leave more than two messages in a row with no response or you might creep out the other person.
“How about when we’re done with this game, we go get something to eat?” or “Anyone feel like playing something else?” These types of suggestions are infi nitely preferable to saying, “I’m bored,” which is a classic insult.
say, “Good game” at the end of the game and avoid acting like winning or losing is a big deal
praise his teammates
Because close friendships are developed by having get-togethers outside of the school and work setting, if your teen or young adult doesn’t engage in these interactions, it will be very diffi cult (if not impossible) to develop close friendships with acquaintances.
activity based. That’s because planning a get-together around an activity takes the pressure off fi nding things to talk about, which may naturally be more diffi cult for those with social differences.
things to do based on common interests
Steps for Beginning a Get-Together:
1. Greet Your Guest
2. Invite Them In
3. Provide Introductions
“Andy, this is my friend Dan. Dan, this is Andy.”
“Andy and I work together, and Dan and I went to school together”
4. Offer Refreshments
5. Give a Tour
6. Ask Your Guests What They Want to Do
“What do you feel like doing?” or “Do you still want to play video games?”
trade information at least 50 percent of the time
Walking friends to the door is an important step because if you don’t, they may never leave! Guests are usually waiting to take cues from the host
Active listening is a communication technique that involves repeating back what the person said by paraphrasing what’s been heard in your own words (not what the person said verbatim).
“It sounds like you’re upset” or “It sounds like you’re angry”
avoiding sentences that begin with “You . . .” is strongly advised during arguments
“You’re upset” or “You’re angry”
For example, “I think I upset you” or “I feel like you’re angry” or “I get the feeling you’re sad” are statements that sound more empathic than they do accusatory and are going to be less likely to make the other person defensive.
many individuals with ASD struggle with pronoun usage, making “I” statements and “you” statements rather confusing. For these teens and young adults we instead suggest the use of the sentence stem, “It sounds like . . . ,” which is equally nondefensive and less likely to cause confusion for those who have a tendency to mix up pronouns.
old adage, “There’s your side, there’s my side, and the truth is somewhere in between.”
the more common social error in arguments is to rush to explain your side (before completing the other steps), another social error involves not explaining your side at all.
peer-rejected teens and adults have a tendency to be impulsive, whereas socially neglected teens and adults tend to be more passive. So which of the two is more likely to rush to explain his or her side? It’s probable that the peer-rejected young person might be more likely to rush to explain his or her side in an argument. However, the socially neglected young person might be less likely to explain his or her side in an argument.
“I’m sorry that this happened” or “I’m sorry that you’re upset” or “I’m sorry this left you feeling sad”
One of the more common ways of trying to solve problems in arguments and disagreements is to tell the person what you’ll do differently either now or in the future.
“What can I do to fi x this?” or “What can I do to make it up to you?”
stubborn and inflexible
“Sorry” by itself isn’t enough. You should always say what you’re sorry for.
Whom do bullies like to pick on—people who are by themselves or in a group? Bullies like to pick on people who are by themselves because they’re easier targets with no one to protect them. Perhaps the social awkwardness and socially odd behaviors that some kids with social challenges have also contribute to their tendency to be unfairly teased and bullied by their peers.
“Whatever” or “Yeah and?” or “Your point is?” or “Am I supposed to care?” or “Is that supposed to be funny?” or “Anyway . . .”
many young people (particularly girls) may spread rumors and gossip as a method of increasing their popularity.
the communication network
What’s worse is that the gossip may be more believable
“I can’t believe anyone would believe that” or “Who would believe that? People are so gullible” or “Can you believe anyone cares about that?” or “Why would anyone care about that? People need to get a life” or “People seriously need to fi nd something better to talk about.”
The idea that you should spread the rumor about yourself initially seems crazy and illogical.
“Have you heard this rumor about me . . .?” Then he or she needs to make fun of the rumor by saying something like, “How lame” or “That’s so stupid” or “That’s too ridiculous for words” or “How stupid is that one?” Finally, your teen or young adult should act amazed anyone would either believe or care about the rumor by saying things like, “It’s amazing what some people will believe” or “It’s so crazy that people believe that” or “Can you believe anyone cares about that?”
be like Switzerland and stay as neutral as possible with the gossips.
many peer-rejected teens and young adults will make futile attempts to befriend those who bully them, perhaps thinking they can win them over with their wit and charm or dazzle them with their brilliant intellect. For some, this behavior draws attention to their differences, putting them in the spotlight, leading to more bullying.
standing or sitting in the general vicinity of an adult or authority fi gure may keep the bully at bay temporarily.
Hang Out with Other People. Remember when we talked about cyber bullying and we asked the question, “Whom do bullies like to pick on, people who are by themselves or in a group?”
fear of getting a bad reputation by association.
“Yeah, I know I used to do that but not anymore.” • “I know that’s what people thought about me, but I’m kind of different now.” • “Yeah, I’ve heard that before, but things are kind of different now.”
reinvent herself
Color guard
Having a reputation means that people know about you before they even meet you.
The fi rst step in changing your reputation is to lay low.
alter your look in some dramatic way that shows you’ve changed.
new haircuts, wearing different clothes, getting new eyeglasses or contact lenses, wearing makeup for girls, and even losing weight or becoming more fit.
Own Up to Your Previous Reputation
healthy relationships
You need to pay attention to the following:
• Their interests
• Their appearance
• Whom they hang out with
• Where they hang out
• Which extracurricular and social activities they belong to
Having a virtual second life may be intoxicating to many youth with social skills diffi culties because it affords an opportunity to act out social scenarios without the pressure of unpredictable real-world social challenges.
what makes a good friend?
- Sharing of Common Interests
- empathy through difficult times
- Support
- understands (or may even anticipate) your thoughts and feelings
- Commitment and Loyalty
- Honesty and Trust
- Equality
- Ability to Self-disclose
- the ability to resolve arguments and confl icts without hurting the friendship
acquaintances (those whom you only know slightly) are likely to have fewer of these characteristics
Ways to identify which social group someone belongs to include considering their interests, their appearance, whom they hang out with, where they hang out, and which extracurricular and social activities they belong to.
Meet regularly (preferably at least once a week)
“What have you been up to lately?” or “What did you do over the weekend?” or “What are you doing this weekend?” can provide useful information about a person’s likes, interests, and hobbies.
Generally when people converse naturally, they make eye contact with their partner for several seconds and then periodically look away. it’s the looking away that tells our conversational partner that we’re safe, that we’re not a predator.
invading someone’s personal space
three feet (approximately one meter) is generally considered to be a comfortable distance when talking with others.
When we’re fi rst getting to know someone, it’s important not to get too personal too quickly. risk scaring that person off.
Lance was a self-reported class clown, who loved to tell jokes and was desperate for attention. Lance had no friends but everyone in his high school knew him. His reputation preceded him.
The goal of a conversation is to fi nd common interests because these interests are usually the foundation of a friendship.
Ask the person about his or her likes, interests, and hobbies, with the goal of fi nding common interests.
Don’t wait for the person to ask questions about you. Be prepared to share related information about yourself.
routinely hear the same two answers. They’re told to “go up and say hi” or to “go up and introduce yourself.” Now imagine if this teen actually followed this advice. Picture him walking up to an unsuspecting group of teens and entering their conversation by saying, “Hi!” or “Hi, my name is Dan.” What will happen to the conversation? This interruption will stop the conversation. All attention will now be focused on this strange boy who out of nowhere, with no apparent reason, walked up and interrupted a conversation to say hello and tell the group his name. What will this interaction be like for the other teens? They’ll probably feel confused, annoyed, or even a little creeped out. This example is a good illustration of how well-intentioned adults will often give teens the wrong advice when it comes to making and keeping friends.
Steps for Starting Individual Conversations:
1. casually looking over at him or her from time to time
2. Look for a common interest
3. making a comment, asking a question, or giving a compliment about the interest shared.
4. Trade information about the common interest
5. Assess interest. shouldn’t try to force conversations on unwilling or disinterested. speaking nicely and giving extended responses.
6. Introduce yourself. this is the last step of the process, not the fi rst step as many adults will wrongly suggest. introductions come after they’ve established that they actually want to know one another.
The next important step for entering a group conversation will be to wait for a brief pause in the conversation.
the goal of entering a group conversation should be to join in a way that neither disrupts the fl ow of the conversation nor disturbs its participants.
“I’m just following up to see if you still want to get together” or “I’m calling to see if you’re still free this weekend.”
leaving more than two messages in a row is a big no-no.
It’s rare that people exchange contact information before a strong acquaintance has been formed.
Steps for Beginning Phone Calls:
1. Ask for the person you’re calling.
“Hi. May I please speak to Jennifer?” or “Hi. I’m calling for Jennifer.”
2. Say who you are.
“This is Carrie” or “It’s Carrie”
3. Ask how he or she is doing.
“How’s it going?” or “How are you?”
4. Ask if the person can talk.
“Can you talk right now?” or “Is this a good time?”
5. Give a brief cover story for calling.
“I was calling to get the homework assignment” or “I was calling to see what you’re doing this weekend.”
The Internet Shouldn’t Be Used for Making New Friends.
Don’t go anywhere alone with your date at fi rst.
Don’t get in the car with your date or have him or her take you home at fi rst.
Let your friends and family know where you are and whom you are with.
you shouldn’t leave more than two messages in a row with no response or you might creep out the other person.
“How about when we’re done with this game, we go get something to eat?” or “Anyone feel like playing something else?” These types of suggestions are infi nitely preferable to saying, “I’m bored,” which is a classic insult.
say, “Good game” at the end of the game and avoid acting like winning or losing is a big deal
praise his teammates
Because close friendships are developed by having get-togethers outside of the school and work setting, if your teen or young adult doesn’t engage in these interactions, it will be very diffi cult (if not impossible) to develop close friendships with acquaintances.
activity based. That’s because planning a get-together around an activity takes the pressure off fi nding things to talk about, which may naturally be more diffi cult for those with social differences.
things to do based on common interests
Steps for Beginning a Get-Together:
1. Greet Your Guest
2. Invite Them In
3. Provide Introductions
“Andy, this is my friend Dan. Dan, this is Andy.”
“Andy and I work together, and Dan and I went to school together”
4. Offer Refreshments
5. Give a Tour
6. Ask Your Guests What They Want to Do
“What do you feel like doing?” or “Do you still want to play video games?”
trade information at least 50 percent of the time
Walking friends to the door is an important step because if you don’t, they may never leave! Guests are usually waiting to take cues from the host
Active listening is a communication technique that involves repeating back what the person said by paraphrasing what’s been heard in your own words (not what the person said verbatim).
“It sounds like you’re upset” or “It sounds like you’re angry”
avoiding sentences that begin with “You . . .” is strongly advised during arguments
“You’re upset” or “You’re angry”
For example, “I think I upset you” or “I feel like you’re angry” or “I get the feeling you’re sad” are statements that sound more empathic than they do accusatory and are going to be less likely to make the other person defensive.
many individuals with ASD struggle with pronoun usage, making “I” statements and “you” statements rather confusing. For these teens and young adults we instead suggest the use of the sentence stem, “It sounds like . . . ,” which is equally nondefensive and less likely to cause confusion for those who have a tendency to mix up pronouns.
old adage, “There’s your side, there’s my side, and the truth is somewhere in between.”
the more common social error in arguments is to rush to explain your side (before completing the other steps), another social error involves not explaining your side at all.
peer-rejected teens and adults have a tendency to be impulsive, whereas socially neglected teens and adults tend to be more passive. So which of the two is more likely to rush to explain his or her side? It’s probable that the peer-rejected young person might be more likely to rush to explain his or her side in an argument. However, the socially neglected young person might be less likely to explain his or her side in an argument.
“I’m sorry that this happened” or “I’m sorry that you’re upset” or “I’m sorry this left you feeling sad”
One of the more common ways of trying to solve problems in arguments and disagreements is to tell the person what you’ll do differently either now or in the future.
“What can I do to fi x this?” or “What can I do to make it up to you?”
stubborn and inflexible
“Sorry” by itself isn’t enough. You should always say what you’re sorry for.
Whom do bullies like to pick on—people who are by themselves or in a group? Bullies like to pick on people who are by themselves because they’re easier targets with no one to protect them. Perhaps the social awkwardness and socially odd behaviors that some kids with social challenges have also contribute to their tendency to be unfairly teased and bullied by their peers.
“Whatever” or “Yeah and?” or “Your point is?” or “Am I supposed to care?” or “Is that supposed to be funny?” or “Anyway . . .”
many young people (particularly girls) may spread rumors and gossip as a method of increasing their popularity.
the communication network
What’s worse is that the gossip may be more believable
“I can’t believe anyone would believe that” or “Who would believe that? People are so gullible” or “Can you believe anyone cares about that?” or “Why would anyone care about that? People need to get a life” or “People seriously need to fi nd something better to talk about.”
The idea that you should spread the rumor about yourself initially seems crazy and illogical.
“Have you heard this rumor about me . . .?” Then he or she needs to make fun of the rumor by saying something like, “How lame” or “That’s so stupid” or “That’s too ridiculous for words” or “How stupid is that one?” Finally, your teen or young adult should act amazed anyone would either believe or care about the rumor by saying things like, “It’s amazing what some people will believe” or “It’s so crazy that people believe that” or “Can you believe anyone cares about that?”
be like Switzerland and stay as neutral as possible with the gossips.
many peer-rejected teens and young adults will make futile attempts to befriend those who bully them, perhaps thinking they can win them over with their wit and charm or dazzle them with their brilliant intellect. For some, this behavior draws attention to their differences, putting them in the spotlight, leading to more bullying.
standing or sitting in the general vicinity of an adult or authority fi gure may keep the bully at bay temporarily.
Hang Out with Other People. Remember when we talked about cyber bullying and we asked the question, “Whom do bullies like to pick on, people who are by themselves or in a group?”
fear of getting a bad reputation by association.
“Yeah, I know I used to do that but not anymore.” • “I know that’s what people thought about me, but I’m kind of different now.” • “Yeah, I’ve heard that before, but things are kind of different now.”
reinvent herself
Color guard
Having a reputation means that people know about you before they even meet you.
The fi rst step in changing your reputation is to lay low.
alter your look in some dramatic way that shows you’ve changed.
new haircuts, wearing different clothes, getting new eyeglasses or contact lenses, wearing makeup for girls, and even losing weight or becoming more fit.
Own Up to Your Previous Reputation
Read
January 12, 2015Highly entertaining. Kind of liking having someone describe in detail the mechanics of how to tie your shoelaces or button your buttons. Gives you a new appreciation for all the social behaviors you engage in without conscious thought. Remember to step back from the doorway after you invite people in!
April 5, 2021
At last! This's the long-awaited "How To Make Friends 101"! Professor Laugeson of the UCLA PEERS social skills clinic writes up practical lessons, training, and examples from her years working with youth with autism, depression, and other social impairments.
This's the book I might've wished for as a kid. It gives specific advice in how, specifically, to make and keep friends. For example, there're five specific steps on how to end phone calls with friends or would-be friends: (1) Wait for a brief pause in the conversation, (2) give a brief cover story for why you're ending the call, (3) tell the person it was nice talking, (4) tell the person you'll talk later, (5) say good-bye. Just about everything in the book is at this level of specific detail. I'd recommend it to anyone who thinks this level of detail would be helpful.
I've at last won beyond the point where I'd find this book helpful myself, but I'm very glad it exists, because I know people need it.
This's the book I might've wished for as a kid. It gives specific advice in how, specifically, to make and keep friends. For example, there're five specific steps on how to end phone calls with friends or would-be friends: (1) Wait for a brief pause in the conversation, (2) give a brief cover story for why you're ending the call, (3) tell the person it was nice talking, (4) tell the person you'll talk later, (5) say good-bye. Just about everything in the book is at this level of specific detail. I'd recommend it to anyone who thinks this level of detail would be helpful.
I've at last won beyond the point where I'd find this book helpful myself, but I'm very glad it exists, because I know people need it.
July 15, 2023
There are actually free lunches in life; many gurudwaras, Sikh temples, serve free meals without discrimination. Autism masking, however, is not a free lunch. ANY masking is stressful, and do it too much, and you'll be sitting on the crapper, i.e. your life in autistic burnout. DON'T!
As good as the book is in the "science" of explaining social rules, it's also condescending and ignorant of the effects of chronic masking on autistic individuals.
And CART, seriously? Autism "treatment?" I wonder if there's ever gonna be a time in human evolution where Autistics would be the majority and Allistics would line up for snake-oil treatments that'll allow them to stop lying all the time and be direct. Poor them!
As good as the book is in the "science" of explaining social rules, it's also condescending and ignorant of the effects of chronic masking on autistic individuals.
And CART, seriously? Autism "treatment?" I wonder if there's ever gonna be a time in human evolution where Autistics would be the majority and Allistics would line up for snake-oil treatments that'll allow them to stop lying all the time and be direct. Poor them!
October 27, 2023
Practical advice, and given in no-nonsense language.
I do think that this book would benefit from more parental advice around keeping your child's sense of self intact. It leans pretty deep into "if you want to have friends, you need to change your entire personality" and that rings hollow for me.
This book is about strategies for trying to ease social friction at school or other communities and not about a person's essential likeability.
I do think that this book would benefit from more parental advice around keeping your child's sense of self intact. It leans pretty deep into "if you want to have friends, you need to change your entire personality" and that rings hollow for me.
This book is about strategies for trying to ease social friction at school or other communities and not about a person's essential likeability.
September 12, 2023
I think this has some GREAT tools for helping your neurodivergent child, but seems best suited for those who are engaging with the PEERS program specifically. Also, the book came with a CD--I have nothing to watch a CD on anymore! (I have obviously picked the wrong book from Goodreads list -- I read the paperback, not the ebook!)
February 18, 2024
I wish I had this book as a teen. The format is annoying cause it's targeted at parents so everything is being explained like teaching someone to teach someone else and some ideas are old fashioned. But the rules and framework for making friends is really comforting for anyone with social challenges, I think.
November 9, 2018
my favorite book ever
Want to read
April 5, 2022Source: Bright and Quirky Summit 2022
August 5, 2025
This book was tediously written, and while there is some valuable information for making and keeping friends, it was awfully repetitive and extremely hard to get through.
Displaying 1 - 14 of 14 reviews