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6. Describe what constitutes restrictive practices

Lesson 6/21 | Study Time: 30 Min
6. Describe what constitutes restrictive practices


Restrictive practice includes physical restraint or the use of devices, medication or seclusion and must always be legally and ethically justified.

This means it must only ever be used when it is absolutely necessary to prevent serious harm and it must be the least restrictive option.

In some settings or situations you may need to provide care and support that involves some form or restrictive practice. If restrictive practice is used inappropriately, it will almost certainly be a breach of the individual’s human rights.

Skills for Care and Skills for Health have co-produced guidance for those who may need to carry out restrictive practices or interventions as part of positive support for people with social care needs who can display or are at risk of displaying behaviour that challenges or are resisting essential care.

A positive and proactive workforce

You can click HERE to find out more from Skills for Care’s website about Restrictive Practice and to access a copy of their guide to “A positive and proactive workforce” which looks at restrictive interventions and deprivations of liberty.

Restrictive practice can be obvious or subtle, it could be planned in advance or used as a response to an emergency.

Examples of restrictive practice:

  • Restrictions that arise because of habit or blanket rules, like everyone having to be up by a certain time, rules on whether people can have their phones or doors being routinely locked. These are sometimes called “de facto” restrictions.

  • For safety: these could be restrictions such as locking a room to keep household cleaning products or medicine out of someone’s reach or allowing someone a planned portion of jam each day. This could also mean responding to violence or aggression towards the individual themselves, or to the words of others.

  • For treatment or care: restrictive practices may be used in a planned or unplanned way in order to provide essential care, support or medical treatment. This could be in an emergency. Some prescribed medication which is not designed to restrict, such as sleeping tablets, can have restrictive side effects.

  • Restrictions may also be used with people who are displaying or are at risk of displaying behaviour that challenges, including self-injurious behaviour.

Restrictive intervention should be carried out in a way that minimises the risk of harm to the person being supported and to the person implementing the intervention.  It also needs to meet the individual’s needs with dignity, respect and agreed ways of working.

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Class Sessions

1- 1. Explain the term “safeguarding adults” 2- 2. Explain your own role and responsibilities in safeguarding individuals 3- 3. List the main types of abuse 4- 4. Describe what constitutes harm 5- 5. Explain why an individual may be vulnerable to harm or abuse 6- 6. Describe what constitutes restrictive practices 7- 7. List the possible indicators of abuse 8- 8. Describe the nature and scope of harm and abuse of adults at risk 9- 9. List a range of factors which have featured in adult abuse and neglect 10- 10. Demonstrate the importance of ensuring individuals are treated with dignity and respect 11- 11. Describe where to get information and advice about your role and responsibilities 12- 12. Describe how care environments can promote or undermine people’s dignity and rights 13- 13. Explain the importance of individualised, person-centred care 14- 14. Explain how to apply the basic principles of helping people to keep themselves safe 15- 15. Explain the local arrangements for implementation of multi-agency Safeguarding Boards 16- 16. List ways in which the likelihood of abuse can be reduced by managing risk 17- 17. Explain how a clear complaints procedure can reduce the likelihood of abuse 18- 18. Explain what to do if abuse of an adult is suspected, including how to raise concerns 19- 19. List relevant legislation, local and national policies and procedures 20- 20. Explain the importance of sharing information with the relevant agencies 21- 21. Describe the actions to take if you experience barriers in alerting or referring