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

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Pediatric Nursing

***** interventions for separation anxiety in childhood

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

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

***** and signs vary child to *****. Signs ***** SAD may not ***** immediately recognized for what they *****, especially in young children who lack the communicative abilities to express their fears (Pincus et al., 2005 Sometimes a child ***** become physically ill when separated from ***** loved one, resulting in vomit*****g, headache, stomachache or other ailments common of stress reactions (Fontain, 2003; Hillard, 2006). Children with SAD want their ***** to stay ***** them at all times, even where impractical or illogical, such as at school or when sleeping (Hillard, 2006). The affected ***** might follow a parent at c***** distance, shadowing them as they go about other t*****ks. Addition*****y, the child might throw a tantrum, cry inconsolably, or act disruptively in a ********** absence (Pincus 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 ***** parent is away (***** et al., 2005).

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


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