Reducing Restraint and Restrictive Behavior Management Practices

This book presents an evidence-based framework for replacing harmful, restrictive behavior management practices with safe and effective alternatives. The first half summarizes the concept and history of restraint and seclusion in mental health applications used with impaired elders, children with intellectual disabilities, and psychiatric patients. Subsequent chapters provide robust data and make the case for behavior management interventions that are less restrictive without compromising the safety of the patients, staff, or others. This volume presents the necessary steps toward the gradual elimination of restraint-based strategies and advocates for practices based in client rights and ethical values. Topics featured in this volume include:The epidemiology of restraints in mental health practice.Ethical and legal aspects of restraint and seclusion.Current uses of restraint and seclusion.Applied behavior analysis with general characteristics and interventions.The evidence for organizational interventions.Other approaches to non-restrictive behavior management.Reducing Restraint and Restrictive Behavior Management Practices is a must-have resource for researchers, clinicians and practitioners, and graduate students in the fields of developmental psychology, behavioral therapy, social work, psychiatry, and geriatrics.

“This comprehensive book has almost everything you would ever want to know on the subject. … Reducing Restraint and Restrictive Behavior Management Practices especially useful for both managers and clinicians working in psychiatric settings. In mental health and geriatric residential facilities, schools, juvenile detention centers, and similar more restrictive settings, the book would be informative as an in-service training resource for interns, nurses, teachers, direct care staff, and behavioral consultants.” (Ian M. Evans, PsycCRITIQUES, Vol. 61 (1), January, 2016)

Peter Sturmey Ph.D., is Professor of Psychology at The Graduate Center and Queens College, City University of New York and a member of the Doctoral program in Behavior Analysis. He has published widely on intellectual and other developmental disabilities and made many national and international presentations for more than 30 years. His main focus of research is training staff and parents and evidence-based practice and intellectual disabilities.