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 in children ***** preschool age (Pincus, Eyberg, & Choate, 2005). As the ***** prevalent of anxiety disorders in children, nurses are likely to encounter ***** with ***** whether they are pediatric nurses or not (Justus et al., 2006). Pediatric nurses may be part ***** a child's tre*****tment f***** SAD, while other nurses ***** need ***** 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 ***** can intervene when *****y encounter a child who requires intervention.

***** its name implies, children with SAD experience extreme anxiety ***** separated from a ***** of loved one (Fontain, 2003). Most often the ***** on is a parent. However, o*****r 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 ***** be hurt, kidnapped or killed in the parent's absence. Manifestation of ***** may be acute or *****sidious. ********** acute onset may occur from a specific incident, such *****s a car accident ***** illness of the parent or child. Such incidents make the child concerned ***** ********** will lose the *****, that the parent will die, or that the child will die if the parent leaves (*****, 2003; Justus et al., 2006). Justus et al. (2006) cite that ***** may also develop SAD when they are ill or in danger, such as when ***** are go*****g into surgery.

***** and signs vary child to *****. Signs ***** SAD may not be immediately recognized for what they *****, especially in young children who lack the communicative abilities to express their fears (Pincus et al., 2005 Sometimes a child may become physically ***** when separated from ***** loved one, resulting in vomiting, headache, stomachache or other ailments common of stress reactions (Fontain, 2003; Hillard, 2006). Children with SAD want their ***** to stay ***** them at all times, even where impractical or illogical, ***** as at school or when sleeping (Hillard, *****). The *****ed child might follow a parent at c***** distance, shadowing ***** as they go about other tasks. Addition*****y, the child might throw a tantrum, cry inconsolably, or act disruptively in a *****'s 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 some***** might hurt 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 tre*****ted, nurses must attend to any needs that ***** make it easier for that treatment ***** *****. Justus et al. (2006)

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