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 ***** of any age, although it ***** most common in children ***** preschool ***** (Pincus, Eyberg, & Choate, 2005). As the most prevalent of anxiety disorders in children, nurses are likely to encounter children w*****h ***** whether they ***** pediatric nurses or not (Justus et al., 2006). Pediatric nurses may be part ***** a child's treatment f***** SAD, while other nurses may need ***** address a child's disorder while treating the child or the *****'s parent (***** et *****., 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 *****s name implies, children with SAD experience extreme anxi*****y when separated from a ***** of loved one (Fontain, 2003). Most often the loved on is a parent. However, ***** cases ***** include a different relative or primary care giver (Thoms*****, *****). A child may be w*****ried ***** something bad will happen ***** the parent, or that the child himself ***** be hurt, kidnapped or killed in the parent's absence. Manifestation of ***** ***** be acute ***** *****sidious. An acute onset may occur from a specific incident, such as a car accident or illness of the parent or *****. Such *****s make the child concerned ***** *****y will lose the *****, that the parent will die, or that the child ***** die if ***** parent leaves (Fontain, 2003; Justus et al., 2006). Justus et *****. (2006) cite that children may also develop SAD when they are ill ***** in danger, such as when ***** are go*****g into surgery.

***** and signs vary child to *****. Signs ***** ***** may not ***** immediately recognized for what they are, especi*****y in young children who lack the communicative abilities to express their fears (Pincus et al., 2005 Sometimes a child ***** become physically ***** when separated from ***** loved one, resulting in vomit*****g, headache, s*****machache or other ailments common of stress reactions (*****, 2003; Hillard, 2006). Children with SAD want their ***** to stay ***** them at all times, even where impractical ***** illogical, such as at school or when sleeping (Hillard, 2006). The affected ***** might follow a p*****nt at close distance, shadowing ***** as they go about other t*****ks. Additionally, 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 someone might ***** them while ***** parent is away (***** 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 f***** that ***** ***** *****. ***** et al. (2006)

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