Rethinking Restraint and Seclusion

Impact of Staff Training on Restrictive Practices

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Sydney Casey

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            Existing training practices got R&S can vary significantly across organizations in terms of content, duration, and delivery method, with many teaching programs being of orr quality or not clearly translating into practical skills (McDonnell et al., 2023).

It’s consistently reported that staff often feel that their training in R&S is insufficient, leading to a lack of confidence and preparedness in managing crises following their training. This lack of confidence may contribute to an increased reliance on R&S, leading staff to allocate less time for verbal de-escalation or other non-restrictive techniques (Geoffrion et al., 2020). Teaching staff how to provide individualized care, utilize evidence-based practices, and provide a safe environment is essential to positive long-term outcomes in R&S reduction (Drayton, 2021; Finch, 2025; Geoffrion et al., 2020; Slatto et al., 2021).

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Hello!

Sydney Casey is a graduate student pursuing a master’s degree in psychology at the University of Oregon. Her studies place a focus on understanding trauma-informed care and serving youth in residential treatment settings. She has experience working directly with adolescents facing complex mental health and behavioral challenges and is particularly interested in trauma-informed care and strategies to reduce the use of restraint and seclusion.

Her work centers on exploring evidence-informed approaches that promote safer, more supportive environments for adolescents, including staff training, policy improvement, and person-centered interventions. Sydney is committed to learning from both research and practice to contribute to more equitable and compassionate mental health care for youth.

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