Essay - Pediatric Nursing Nursing Interventions for Separation Anxiety in Childhood Separation...

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Pediatric Nursing

Nursing interventions for separation anxiety in childhood

Separation anxiety disorder (SAD) is a serious matter that concerns children and their caretakers. SAD can affect children of any age, although it is most common ***** children ***** preschool age (Pincus, Eyberg, & Choate, 2005). As the ***** prevalent of anxiety ********** in children, nurses are likely to encounter children w*****h SAD whether they ***** pediatric nurses or not (Justus et al., 2006). Pediatric nurses may be part ***** a child's treatment f***** *****, while other nurses ***** need to address a child's disorder while treating the child or the *****'s parent (Justus et *****., 2006). For this reason, it is important for all nurses to be aware of SAD and how they can intervene when they encounter a child who requires intervention.

***** its name implies, ***** with ***** experience extreme anxi*****y ***** separated from a parent of loved one (Fontain, 2003). Most often the ***** on is a p*****rent. However, o*****r cases may include a different relative or primary care giver (Thomson, 2006). A ***** may be worried that something bad will happen to the parent, or that the child himself ***** be hurt, kidnapped or killed in the ********** absence. Manifestation of S*****D may be acute ***** *****sidious. An acute onset may occur ***** a specific incident, such *****s a car accident or illness of the parent ***** child. Such incidents make the child concerned that *****y will lose the *****, that the parent will die, or that ***** child ***** die if the parent leaves (*****, 2003; Justus et al., 2006). Justus et al. (2006) cite that children may ********** develop SAD when they are ill ***** in danger, such as when ***** are going in***** surgery.

Symptoms and signs vary child to *****. Signs of ***** may not be immediately recognized for what they are, especi*****y in young children who lack the communicative abilities to express ***** fears (Pincus et al., 2005 Sometimes a child may *****come physic*****ly ***** when separated from their loved one, resulting in vomit*****g, headache, s*****machache or other ailments common ***** stress reactions (Fontain, 2003; Hillard, 2006). Children with SAD want ***** ***** to stay ***** them at all times, even where impractical or illogical, such as at school or when sleeping (Hillard, 2006). The *****ed ***** might follow a p*****nt at close distance, shadowing them ***** they go about other tasks. Additionally, the child might throw a tantrum, cry inconsolably, or act disruptively in a parent's absence (P*****cus et al., 2005). Children who ***** explain themselves verb*****ly are likely to express worry that their parent could die at any time, not come back, or that someone might hurt them while their parent is away (Pincus et al., 2005).

Nurses have many options when handling a ***** with SAD, each contingent on the individual situation. If a child is being tre*****ted, nurses must attend to any needs that will make it easier for that ***** ***** occur. Justus ***** al. (2006)


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