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'You squeal and squeal but they just hold you down'

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Background: The experiences of service users who have been subject to restrictive physical interventions are largely unreported in the literature. Those studies that do exist report mainly negative emotions and responses.

Method: A qualitative method was used to analyse eight semi- structured interviews with service users who had either directly experienced or had witnessed restrictive physical interventions.

Results: The findings suggest that service users experience restrictive physical interventions as painful, emotionally distressing, and as indistinguishable from abuse, or from general violence in the environment. Service users attributed mixed motivations to staff and did not feel that restrictive physical interventions were justified; they also made practical suggestions for more positive alternatives.

Conclusions: This study adds to a growing literature pointing to the adverse effects of restrictive physical interventions. Practitioners should seek to reduce the need for the use of such interventions through the broader application of proactive approaches to positive behaviour support.
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Keywords: INTELLECTUAL DISABILITIES; PHYSICAL INTERVENTION; SERVICE USER VIEWS

Document Type: Research Article

Publication date: September 1, 2011

More about this publication?
  • Positive behavioural support (PBS) combines the conceptual framework of applied behaviour analysis with the values base of social role valorisation and framework of person-centred approaches. The International Journal of Positive Behavioural Support is a peer-reviewed publication that aims to:

    · define and promote good practice in relation to the use of PBS

    · add to the evidence base regarding such interventions

    · demonstrate how PBS interventions can support people to change their challenging behaviours, improve their quality of life, and result in reductions in the use of restrictive procedures (such as physical intervention, seclusion and as required medication)

    · bridge the gap between academic research and service practice
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