Best Practices: Behavior Support and Intervention

Best Practices: Behavior Support and Intervention 

This course offers some practical suggestions for how to reduce the use of seclusion and restraint. It addresses an important issue in the care and treatment of children in residential and/or foster care: the use of restraint and seclusion as behavior management tools. The course defines restraint and seclusion, presents facts and myths regarding their use, and presents data regarding the negative outcomes of the use of restraint and seclusion including child and youth deaths and re-traumatization. Trauma and posttraumatic stress disorder are described and their relationship to experiences of restraint and seclusion are presented. More effective and therapeutic approaches to behavior management are presented including the importance of family involvement, the three level public health model of prevention is applied to the topic of concern, and non-coercive behavior management strategies are described. The content in this course is helpful for administrators, supervisors, caregivers, policy makers, and others who work with children and youth.


Hours: 1.00


Certificates provided by accrediting body (0 Match)

Course Details

Hours: 1
Type: Online Course
Content Expiration Date: 7/31/2020
Learning Objectives:
Describe the myths about the use of restraint and seclusion.
Implement successful strategies to reduce the use of restraint and seclusion.
Explain the risks related to restraint and seclusion use.

Section 1: Introduction A. Course Contributor B. About This Course C. Learning Objectives D. The Use of Restraint Is a Paradox E. So Why Are Restraints Used So Often? F. What Have the Studies Found? G. If It’s Not the Children, Then Who (or What) Is It? Section 2: Fact or Myth? A. Fact or Myth? B. What Is the Conclusion? Section 3: Physical Injuries and Deaths A. Physical Injuries and Deaths Related to Restraint and Seclusion B. Causes of Death Section 4: Trauma A. What Is Trauma? B. Symptoms of Trauma C. Prevalence of Trauma D. Mitigating the Effects of Trauma E. Key Features of Trauma-Informed Care F. Facilities Implementing Trauma-Informed Care Systems G. Organizational Commitment H. Let’s Review! Section 5: Family Involvement A. What Is Family Involvement? B. The Family’s Voice Regarding Restraint and Seclusion C. Strategies for Family Outreach D. Let’s Practice! Section 6: The Public Health Model A. Primary, Secondary and Tertiary Prevention: The Public Health Model B. Primary Prevention C. Primary Prevention Key Concepts continued D. CWLA Identified Elements of Primary Prevention E. Secondary Prevention F. CWLA Identified Elements of Secondary Prevention G. Tertiary Prevention H. CWLA Identified Elements of Tertiary Prevention I. The Public Health Model J. Let’s Practice! Section 7: Successful Strategies A. Successful Strategies to Reduce Restraint and Seclusion B. It Can Be Done! C. Successful Strategies D. Organizational Culture E. Agency Policies, Procedures, and Practices F. Treatment Milieu Section 8: Summary A. Summary B. References C. Congratulations

Instructor: Donna Petras Ph.D., MSW
Dr. Petras is the Director of Models of Practcie and Training Development at the Child Welfare League of America. Dr. Petras has many years of experience in working with children and families including as caseworker, supervisor, trainer, administrator, professor, consultant in program development, and author. She is the former Director of Foster Care for the Illinois Department of Children and Family Services and Past-President of the U.S. National Association of State Foster Care Managers. Dr. Petras has conducted research and published in the areas of child neglect, kinship care, and parenting. Since 2004, she has worked in Ethiopia and Tanzania to develop graduate schools of social work and to create social services for orphaned and vulnerable children and their families. She is Professor Emerita at the Jane Addams College of Social Work, University of Illinois at Chicago. Disclosure: Donna Petras Ph.D., MSW has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Staff Writer: Naju Madra, M.A.

Naju Madra, M.A. is an internal subject matter expert and clinical content writer for Relias' Behavioral Healthcare library. She earned her Master's degree in Psychology with specific study in neuropsychological assessment for children with Fetal Alcohol Spectrum Disorders. She brings with her a wealth of experience in clinical assessment, along with expertise in large-scale clinical research project management, recruitment, training, as well as in-person and web-based curriculum development.

In addition to scholarly activities such as writing manuals and preparing manuscripts for peer-reviewed journals, Ms. Madra has over 15 years of behavioral healthcare experience ranging from crisis counseling and job coaching for individuals with severe mental illness and co-occurring disorders, to community college instruction, and trauma specialist at the Veterans Health Administration. In her current role, Ms. Madra has contributed authorship to over 100 behavioral healthcare course offerings for both licensed and non-licensed professionals in the Health & Human Services market.

Disclosure: Naju Madra, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: entry and intermediate level Psychologists; entry level Professional Counselors; intermediate level Social Workers; Nurses; in the following settings: Hospital, Long-term Care.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
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