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 is most common ***** children ***** preschool ***** (Pincus, Eyberg, & Choate, 2005). As the most prevalent of anxiety *****s 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 ***** a child's treatment f***** SAD, while other nurses ***** need to address a child's disorder while treating the child or the child's parent (Justus et al., 2006). For this reason, it is important for all nurses ***** be aware of SAD and how ***** can intervene when *****y encounter a child who requires intervention.

***** *****s name implies, *****ren with ***** experience extreme anxiety when 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 (Thoms*****, 2006). A child may be w*****ried ***** something bad will happen to ***** parent, or that the child himself ***** be hurt, kidnapped or killed in the ********** absence. Manifestation of S*****D ***** be acute or insidious. An acute onset may occur ***** a specific incident, such as a car accident or illness of the parent or child. Such *****s make the child concerned ***** *****y will lose the parent, that the parent will die, or that ***** child ***** die if the parent leaves (Fontain, 2003; Justus et al., 2006). ***** et *****. (2006) cite that children may also develop SAD when they are ill or in danger, such ***** when ***** are going into surgery.

Symptoms and signs vary child to child. Signs ***** SAD may not be immediately recognized for what they are, especially in young *****ren who lack the communicative abilities to express ***** fears (Pincus et al., 2005 Sometimes a child may become physic*****ly ill when separated from their loved one, resulting in vomit*****g, headache, s*****machache or other ailments common of stress reactions (Fontain, 2003; H*****ard, 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, 2006). The affected child might follow a ***** at c***** distan*****e, shadowing them as they go about other tasks. Addition*****y, the ***** might throw a tantrum, cry inconsolably, or act disruptively in a parent's absence (P*****cus 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 ***** 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 tre*****ted, nurses must attend ***** any needs that will make it easier for that treatment to occur. Justus et al. (2006)

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