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Once the child is again under control and accepting direction from theworker. a process of cleaning up and freshening up is undertaken. It isusually suggested that the child wash his hands and face with muchassistance and warm support from the worker. The child may then get hisclothes back in order and essentially get himself put back together. Thisis the time when the child and the worker are re-establishing the positivesof their relationship. However. the child may be unwilling, to be touched bythe adult following the holding. Sufficient distance should then be allowedwhile still communicating,acceptance and warmth.

At this point the worker should make an assessment as to whether or.notthe child is able to talk about what happened. The worker should bear inmind that one of the major goals of the restraint is to help the child tolearn another way of dealing with the onslaught of emotion that caused himto lose control in the first place. The life-space interview should takeplace at this point or at a later point if the child appears to be unable todiscuss what happened. The interview should be non-blaming and supportivewith an aim toward helping the child conceptualize what happened andpossibly discuss some other ways he might handle upsetting feelings in thefuture. This interview is crucial is helping the child identify whathappened before he lost control. learn that losing control does not work forhim and that there are indeed other ways of managing those same feelingswhich will be more productive for him in the future •

We will address this crucial aspect of the restraint process now •••

The Life Space Interview was developed by Fritz Redl and adapted forPhysical Restraint Intervention by The House of the Good Shepherd in Utica,New York.

The basic goals of this interview are:

1. To return to a level of emotiona11ty at which the child can funct tonappropriately.

2. To use the upset to clarify the underlying causes or issues that causedthe restraint to be necessary in the first place.

3. To develop a strategy for change with the child.

There areanagram.

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seven steps to this interview, and THe can recall thelllby using theI ESCAPE, which stands for:

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Explore his point of v.ie'''/ . ;".,1,1 I r JvYJ'F'h-.. <-..( /JH~ -y Ji~~~r\.·-{~f-/'!(::-""'rh...-/ L.-i\n:f'{Share my view t r-r ((v,ht.."-{//"r 7-.JS<j'!(;,-:m.-,---) ~Ai...iA"'.f..r.lz >'n-P;:-'s ~?,•.,I.c.=-"jt''-'1Connect Behavior to others i::!'''.o? ~~, ."\..i<_:'':::. ffvct -'-l, .. ~, :.,-r--'~/::n.;o. . ~ //vT <. .,c;, rAlternate behaviors discussed --Plan of implementing them agreed on il , . 'I

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And symbolizes the loss of self-contr-ols the child "escaping"responsibility for- their behavior-.

In more detail, the interview should pr-oceedas follows, andshould always be done with the child, depending on when the child isready to engage themselves in this pr-ocess:

1. Isolating the child from the pr-oblemsituation, i.e., goingaround the corner. out into the hall, into the kitchen, etc.The purpose for this is essentially to decrease the amount ofstimulation. distraction. or-stress the child must deal with.

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C"JDevelop a vieW'of how this situation is like others in the Connectchild's life, i.e., frame the problem as a choice that needs tobe made when the child has a particular feeling or want.Frustration, disappointment, hurt, lonelineess, etc. Hore oftenthan not, ange r is not an adequate label.

7. Return child to program; i.e., go back to wher-eproblemoccurred. Deal with any consequences or clean-up and then havechild rejoin group.

2. Explore child's point of view; i.e., really listening to thechild's view of what has occurred, including the child'sconcerns in the situation, the goals of his choices, hisfeelings, etc. Important is a sense of did the child think hischoices were good. Care must be taken to not interrupt, judge,or disagree. "WHY DID THAT JUST HAPPEN"? Is a good way to getat the child's perception of the episode.

5. Develop alternative behaviors and plan for their being tried; Alternativesi.e., help child think of different choices he could have made.Place a high value on the ideas coming from the child. Resist

-making suggestions or giving directions. Conclude with thechild having a clear sense of what he should do.

Share your views of what happened; i.e•• make sure this happensonly after child has shared his point of view. Your sense ofchild's feelings, goals and effectiveness of choice, etc.Honestly, directness, and a clear sense of what yourexpectations are is important.

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6. Develop roles in the plan; i.e•• plan on how and when child will Plan~o the behavior decided upon. Be aware of needs for support,reinforcement, etc. Give yourself a role.

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