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Positive Peer Modeling
The structured and individualized introduction to independence provided by residential transitional living programs help to create a sense of confidence and self-reliance in high functioning young adults with Asperger’s Syndrome and other pervasive developmental disorders. But the basic design of these programs result in the “situational by-product” of positive peer modeling which is perhaps the most practical, natural and effective teaching tool of all, especially in the area of social or soft skills.
“Soft skills” is a sociological term referring to the cluster of personality traits, social graces, language facilities, personal habits, friendliness, and optimism that mark people to varying degrees. Soft skills, common areas of challenge for the individuals with PDD, complement hard skills, or aptitudes relating to the technical requirements of a job and, conversely, often where the Asperger’s individual tends to excel.
Soft skills are typically not a set of attributes that can be “taught”, only learned through life experience. So how do you teach something that no one ever sat down and taught you? And why are these learned social skills necessary for young adults with Asperger’s Syndrome, who many experts believe are not nearly as lonely or even aware of their isolation as their parents may believe? Because at some point these individuals must attempt to integrate into an adult world where social connections are an expectation of everyone around them and impact every aspect of life. A person cannot miss something they’ve never had and they typically won’t make an effort to achieve something they do not value. Passive learning through peer modeling and mentoring is the proverbial spoon full of sugar, subtly and effectively delivering the treatment without a conscious awareness of what is really being taught or subsequently learning.
In 2005, Rutgers University published the findings of an on-campus study of peer mentoring within student-led first year seminar courses. Through the collection of anecdotal data, they identified and analyzed the challenges that mentors faced regarding asserting authority, time management, and organization and the triumphs of increased personal confidence the mentors gained through the experience. Interestingly, after only a few weeks of mentorship, many of the leadership challenges identified became areas of increased ability. Even more promising was the overwhelmingly consistent feedback that mentors and mentees learned from each other, allowing for learning beyond the traditional teacher-student model. The transition from mentee to mentor completed the experience and proved to be the strongest endorsement of the value of peer-based models. Many participants on either side of the peer modeling relationship acknowledged that the experiential learning that occurred through the peer mentorship process was unattainable through other sources of education.
Peer-based learning models are used throughout the corporate realm as well and are now standard and valued best practices of even executive-level continuing education and performance review protocols. Microsoft Corporation is currently sponsoring a national peer coaching initiative whereby school teachers assist colleagues thru professional mentoring to promote, identify and maximize technology-enhanced academic opportunities in the classroom and enhance their own teaching skills.
Eastman Kodak Corporation uses the peer review format in performance evaluations and internal quality assurance and improvement protocols. They value the increased morale resulting from employees knowing they have some control over what is going on and a sense of redress. Trusting employees with a high level of decision making and valuing their input inspires a reciprocal sense of responsibility and confidence, developing leadership from within through the natural learning dynamics of the peer-focused atmosphere.
How does all of this relate back to transitional living? The small group dynamics of a residential living model set an ideal stage for peer-to-peer learning opportunities. Positive behaviors are actively taught through planned programming as well as passively modeled and reinforced by housemates. Individual are held accountable for their responsibilities by the team and residents at varying levels of progressive skill building and independence learn from one another as they naturally move from mentee to mentor. Practical opportunities to problem solve, give and receive constructive feedback, listen and converse, and manage emotions support the formal aspects of a structured skills building curriculum. These are the transferable soft skills essential for a productive and meaningful future work life and interpersonal relationships.
The leap from the support and structure of the family home to the unbridled freedom of the college campus or apartment life can be overwhelming for the most well prepared of young adults. Now imagine undertaking this intense set of changes and added responsibilities when you factor in the challenges of a social skills disorder. This is essentially what we ask of a young adult with Asperger’s Syndrome when we introduce the traditional array of post-high school educational, work and living choices all at once. It is not a question of the personal capacity or ability to achieve, but more of how we deliver the message so they can achieve. A transitional living model can serve as a different path to the same goal. Structured programming at an appropriate learning pace and complimented by positive peer modeling can together provide a sense of independence and an effective pathway to lasting self-reliance.
Lesley R. Durkan is an accomplished and respected Health Care Management Executive. Her career spans corporate-level operational and sales management, acquisitions, investor relations, and program development for some of the nation’s most distinguished retirement and residential health care providers including Sunrise Senior Living Corporation (NYSE: SRZ) and Senior Lifestyle Corporation.
