Restraints and Seclusion in Schools
Recently, the Government Accounting Office (GAO) issued a report on Restraints and Seclusion in Schools (http://www.gao.gov/products/GAO-09-719T), highlighting the dangers of using both of these strategies for dealing with difficult or even dangerous behaviors. It is important that NAPPI’s position on this issue is very clear. First we will address seclusion, and then restraints.
- Seclusion has no therapeutic value. Research that we have seen, and our 32 years of experience, together show that imposed seclusion does not have any positive value in modifying behavior. Choosing to be alone while you self-calm can help; having time pass allows adrenaline levels to wane, and coping mechanisms to take hold; being in a quiet, calm place can alter mood. All of those can be achieved in safer, less traumatic ways than imposed seclusion. Seclusions are more likely to create resentment, fear and anger then compliance and improved self-regulation.
- Seclusion is physically dangerous. Seclusion is physically dangerous to implement. Placing someone in a room, and then leaving that room and shutting the door raises all manner of practical problems – how do you let go? How do you exit the room without being followed? How do you shut the door without slamming fingers? Seclusion also requires face-to-face monitoring – leaving someone unwatched after a traumatic event can be deadly.
- Seclusion is psychologically dangerous. People misbehave in schools for a wide variety of reasons; a large portion of students who would get secluded will have histories of neglect and abuse. Seclusion can reignite past traumas, and fear of being secluded (locked away) can bring about some extraordinarily violent reactions. The process of putting someone in seclusion is often violent and traumatic.
- Seclusion requires constant monitoring. Forcing someone to be alone with their thoughts may not be the safest thing – especially after force has been used. Someone must be directly watching the secluded person the entire time – not electronically, not checking in, not as part of some other duties – but full time, constant monitoring.
- Restraints should only be used for safety reasons. Restraints should only be used when the restraint is safer, for everyone, than the dangerous behavior that is happening now. Therefore, the restraint used should match the level of danger, used only when NOT restraining will result in more harm than the restraint, and be terminated as soon as objectively possible.
- Restraints are physically dangerous and hard to apply. Staff members need to receive safe, humane, and expert restraint and restraint avoidance training and frequent refreshers. No one should restrain unless their training is current and they are physically and emotionally capable of safely and dispassionately performing the restraint. The organization must have clear, objective policies and criteria that state when a restraint can – and cannot – happen, along with a process for release, documentation, debriefing, and improvement.
- Restraints can almost always be avoided. Staff members need many skills to do their teaching jobs; they also need many skills on creating environments where restraints are unlikely to happen. Developing powerful and positive relationships, creating a culture of cooperation and partnership, learning the early warning signs of violence, and having a skill set that includes numerous refocusing and defusing techniques will make it possible to prevent almost every restraint event without harm or calamity.
- Mechanical restraints should not happen in schools for behavioral events. Schools are simply not equipped for the additional dangers imposed by mechanical restraints. If there is a police officer present, and the police officer has the training and the authority to use cuffs, that should happen under those police department protocols only.
Discipline Methods Endanger Disabled Kids
http://www.npr.org/templates/story/story.php?storyId=104277070&ft=1&f=1001
Seclusions and Restraints: Selected Cases of Death and Abuse at Public and Private Schools and Treatment Centers
http://www.gao.gov/products/GAO-09-719T
National Disability Rights Network – School is not supposed to hurt
http://www.ndrn.org/sr/SR-Report.pdf
Unsafe in the schoolhouse
http://www.copaa.net/pdf/UnsafeCOPAAMay_10_09.pdf
For over 30 years, NAPPI has taught people how to be both humane and effective when working with difficult, challenging and even dangerous people. NAPPI strives to help organizations create an environment where restraints are unnecessary, assaults are unknown, and everyone feels safe. We give people concrete skills for difficult situations, and give supervisors objective ways to coach towards success.
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