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This chapter provides an overview of Peer Arena Retrospect (PAR) protocols. The PAR protocols were developed to elicit information from adolescents about what has gone wrong in their relationships with peers, so wrong as to affect their behavior and development. Or, if a defensive glitch has been stimulated, the protocols will help the professional discover how this glitch is related to the outcomes of the adolescent's comparisons with peers. This chapter describes thirty PAR protocols for professional use in interview sessions; these protocols focus on peer-related comparisons and evaluations and subsequent thoughts and actions. They are based on the basic premises of the Dynamic Functional Interaction (DFI) model.

This chapter describes the Phase I Basic and Circumstance-Specific Auxiliary protocols of the Peer Arena Retrospect (PAR) protocols. The Basic protocols are PAR-A (Adolescent), PAR-AA (Adolescent Alternative), and PAR-Aab (Adolescent Abridged) protocols, while Circumstance-Specific Auxiliary protocols include PAR-P (Parents), PAR-S or PAR-OS (Sibling/Older Sibling), PAR-T (Teachers and School Personnel), PAR-E (Environmental Other), PAR-G (Group Administration), and PAR-DG (Defensive Glitch). This chapter interprets the questions these protocols contain, including those that focus on peers and friendship, on comparative-act dynamics in the Peer Arena and their results, and impact on matters of interest to adolescents in the present and on their future goal setting. Other questions deal with whether adolescents prefer to be with friends, new or old, or whether they prefers avoidance; the adolescent perceptions of parents' opinions, attitudes, and feelings; importance of older and younger siblings; the degree of active parental support for adolescents' efforts to get together with age-mates; and parental attitudes about how many friends their adolescent has.

This chapter interprets questions contained in the Phase I Supplementary protocols of the Peer Arena Retrospect (PAR) protocols, namely, PAR-Su-SEP (Student Educational Perspective) protocol, PAR-Su-PEP (Parent Educational Perspective) and PAR-Su-TEP (Teacher Educational Perspective) protocols, PAR-Su-FP (Friendship Preferences) protocol, PAR-Su-GU (What Do You Have to Give Up) protocol, PAR-Su-FO (What Do Friends Offer You) protocol, PAR-Su-R (Recuperation) protocol, PAR-Su-KF (Keeping Friends) protocol, PAR-Su-AC (Awareness of Comparisons) protocol, PAR-Su-CA (Comparative Act) protocol. Future-Focused Supplementary protocols are also described, including PAR-Su-FFD (Fantasies and Future Dreams) protocol, PAR-Su-DA (Defensive Actions Reflection) protocol, PAR-Su-F (Future) protocol, and PAR-Su-EI (Emotional Income and Deprivation) protocol. Embedded in the Supplementary protocols are questions that elicit the information sought or lead up to eliciting qualitative information such as emotional reactions to comparative acts with age-mates. Some are asked again in order to compare the adolescents' consistency, as well as their disassociation or just plain avoidance.

This chapter presents the Phase II protocols used with adolescents identified as having turned off Peer Arena comparative acts, thus aborting their development. These protocols assist in identifying defensive glitches and begins with the Defensive Glitch (PAR-DG) protocol; the protocols that follow it ask questions to elicit special aspects about their interactions with peers in order to fill out gaps from PAR-DG findings. This chapter describes the design and approach of the Phase II protocols and highlights the importance of detecting defensive flights as soon as possible in addressing the adolescent's fear and work. It also discusses supplementary protocols for suspected defensive glitches, namely: PAR-SuII-CC (Continuity and Change) protocol, PAR-SuII-AS (Antisocial) protocol, and PAR-SuII-ASCR (Antisocial Cognitive Rationale) protocol.