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 children of any age, although it ***** most common in children of preschool ***** (P*****cus, 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 tre*****tment for SAD, while other nurses ***** need ***** address a child's disorder while treating 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 they can intervene when they encounter a child who requires intervention.

***** *****s name implies, *****ren with ***** experience extreme anxi*****y when separated from a parent of loved one (Fontain, 2003). Most often the loved on is a *****. However, ***** cases may include a different relative or primary care giver (Thomson, *****). A child may be w*****ried that something bad will happen to the parent, or that the child himself ***** be hurt, kidnapped or killed in the parent's absence. Manifestation of S*****D may be acute or *****sidious. An acute onset may occur from a specific incident, such as a car accident or illness of the parent or child. Such incidents make the child concerned ***** ********** will lose the *****, 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 ***** they are ill or in danger, such as when ***** are go*****g into surgery.

Symptoms and signs vary child to child. Signs of ***** may not be immediately recognized for what they are, especi*****y in young ***** who lack the communicative abilities to express ***** fears (Pincus et al., 2005 Sometimes a child ***** become physically ***** when separated from their loved one, resulting in vomit*****g, headache, stomachache or other ailments common ***** stress reactions (*****, 2003; Hillard, 2006). Children with SAD want their ***** to stay with them at all times, even where impractical ***** illogical, such as at school or when sleeping (Hillard, 2006). The *****ed child might follow a parent at close distance, shadowing ***** ***** they go about other tasks. Addition*****y, the ***** might throw a tantrum, cry inconsolably, or act disruptively in a ***** absence (P*****cus et al., 2005). Children who can explain themselves verbally are likely to express worry that their parent could die at any time, not come back, or th***** some***** might hurt 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 treated, nurses must attend ***** any needs that will make it easier for that treatment to *****. Justus et al. (2006)


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