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

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

***** and signs vary child to *****. Signs ***** ***** may not be immediately recognized for what they *****, especi*****y in young children who lack the communicative abilities to express their fears (Pincus et al., 2005 Sometimes a child may become physically ill ***** separated from their loved one, resulting in vomiting, headache, stomachache or other ailments common of stress reactions (Fontain, 2003; Hillard, 2006). Children with SAD want ***** parent to stay with them at all times, even where impractical or illogical, such as at school or when sleeping (Hillard, *****). The affected ***** might follow a ***** at close distance, shadowing ***** 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 verbally are likely to express worry that their parent could die at any time, not come back, or that some***** might hurt them while ***** parent is away (***** et al., 2005).

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


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