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

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Pediatric Nursing

Nursing interventions for separation anxiety in childhood

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

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

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

Nurses have many options ***** 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 ***** occur. Justus et al. (2006)


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