Strategies for Supervisors: Reducing Restraint and Seclusion

Strategies for Supervisors: Reducing Restraint and Seclusion 

This course is for supervisors who want to learn how to effectively implement strategies for reducing restraint and seclusion in their organization. The content of this course is based on the CWLA publication, Reducing the Use of Restraint and Seclusion, by Lloyd Bullard, Darren Fulmore, and Katherine Johnson. This course is designed to prepare direct service supervisors and other agency managers to create treatment environments that are effective in meeting the needs of children and families while successfully reducing the use of seclusion and restraint. Data are presented regarding the physical and psychological risks and consequences for children, and concomitant risks to agencies, when seclusion and restraint are employed. Provisions of federal legislation governing the use of seclusion and restraint are covered. Specific strategies for agencies and supervisors to implement involving such critical components as supportive leadership, organizational culture, agency policies, staff development, treatment milieu, and quality control procedures that will aid in the elimination of unnecessary incidents of restraint and seclusion are presented.


Hours: 1.00


Certificates provided by accrediting body (0 Match)

Course Details

Hours: 1
Type: Online Course
Content Expiration Date: 4/30/2020
Learning Objectives:
Describe the physical and psychological consequences of using restraint and seclusion
Implement specific recommendations involving such critical components as supportive leadership, organizational culture, agency policies, staff development, treatment milieu, and quality control procedures that will aid in the elimination of unnecessary incidents of restraint and seclusion.
Identify promising practices and successful strategies available to organizations to reduce the use of restraint and seclusion.

Section 1: Introduction A. Course Contributor B. About This Course C. Learning Objectives D. Consequences of Seclusion and Restraint E. The Children’s Health Act F. Positive Organizational Effects G. Recommendations Section 2: Leadership A. Supportive Leadership B. Supportive Executive Leadership C. Supervisory and Managerial Involvement D. Elimination by Mandate E. Let’s Review Section 3: Organizational Culture A. Organizational Culture B. Relationship Building C. Person-Centered Environment D. Staff Empowerment E. Youth Involvement F. Involvement of Families and Natural Supports Section 4: Agency Policies and Procedures A. Agency Policies and Procedures B. Comprehensive Assessment C. Treatment Planning D. Individualized Behavior Support Plan E. Monitoring F. Debriefing G. Staff Designated to Implement Restraint and Seclusion H. Let’s Practice Section 5: Staff Training and Professional Development A. Staff Training and Professional Development B. Training on Trauma-Sensitive Care, Prevention, and De-escalation C. Training: Preventing Physical Restraint and Seclusion D. Competency-Based Training E. Culturally and Linguistically Competent Services F. Frequent Refreshers to Minimize Training Drift G. Regular Staff Supervision, Mentoring, and Coaching Section 6: Treatment Milieu A. The Treatment Milieu B. Positive-Structured Environment C. Behavior Support Section 7: CQI A. Continuous Quality Improvement (CQI) B. Setting Organizational Goals C. Reporting Results D. Corrective Feedback Mechanisms E. Celebrating Successes F. Program Evaluation G. Let’s Practice H. Scenario - Continued Section 8: Conclusion A. Summary B. Resources

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.
Target Audience:
The target audience for this course is: entry, intermediate, and advanced level Nurses; entry, intermediate, and advanced level Social Workers; intermediate level Marriage and Family Therapists; intermediate level Professional Counselors; in the following settings: Health and Human Services.
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Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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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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