Regulating behavior management practices in residential treatment facilities

Using Dance/Movement Therapy to Augment the Effectiveness of Therapeutic Holding with Children

“…Various interventions are utilized to control these behaviors and monitor child safety. Congressional mandates prompted by reports of child injury and accidental death caused by the use of restraint have led to a call for further study of therapeutic holding (Bath, 1994; Berrios, 1998; HCFA, 2001; Murray & Sefchik, 1992; Parmelee, 1983; Sourander, 1996; Walsh, 1995) as a method for handling aggressive, out of control behavior in children.…”

Seclusion use with children and adolescents: an Australian experience

“…There is debate over whether seclusion constitutes a therapeutic intervention, a means of behaviour control or is even necessary. Murray and Sefchik [4] and Goren et al . [5] argue that restraint fails to teach children appropriate behaviour, sanctions the use of force as a response to conflict and may paradoxically increase aggressive behaviour.…”

“…There is debate over whether seclusion constitutes a therapeutic intervention, a means of behaviour control or is even necessary. Murray and Sefchik [4] and Goren et al [5] argue that restraint fails to teach children appropriate behaviour, sanctions the use of force as a response to conflict and may paradoxically increase aggressive behaviour. Irwin [6] and Lapierre [7] describe managing aggressive behaviour without the use of seclusion and mechanical restraint, although physical restraint was used by Irwin. Two concerns in using seclusion and restraint in this population were raised by Garrison [8].…”

Restrictive physical interventions and teacher professionalism: a discussion

“…In the process of writing this article I have found myself grappling with the question: ‘Can RPIs ever be a means of imparting knowledge: teaching per se?’ It could be argued that physically managing an individual's behaviour demonstrates social and safety boundaries. Therefore, although Murray and Sefchik () suppose RPIs fail to provide suitable opportunities to teach children why some behaviours are socially unacceptable, and such acts can lead to an increase in aggression, I suggest further discussion and research on this topic is necessary. Rather than there being a blurring of boundaries of education and care, such future‐gazing might widen the net cast by outdated models of professionalism in schools, and give more consideration to the needs of SEMH pupils.…”