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

***** *****s name implies, ***** with SAD experience extreme anxi*****y ***** separated from a ***** of loved one (Fontain, 2003). Most often the loved on is a p*****rent. However, o*****r cases ***** include a different relative or primary care giver (Thomson, 2006). A child may be worried 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 ***** be acute ***** insidious. An acute onset may occur from a specific incident, such *****s a car accident or illness of the parent or *****. Such incidents make the child concerned ***** ********** will lose the parent, that the parent will die, or that ***** child will die if the parent leaves (*****, 2003; Justus et al., 2006). ***** et *****. (2006) cite that children may also develop SAD when they are ill ***** in danger, such as when they are going in***** surgery.

***** and signs vary child to child. Signs of ***** may not ***** immediately recognized for what they *****, especi*****y in young children 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 vomiting, headache, s*****machache or other ailments common ***** stress reactions (Fontain, 2003; Hillard, 2006). Children with SAD want their parent to stay ***** them at all times, even where impractical ***** illogical, such as at school or when sleeping (Hillard, *****). The *****ed child might follow a parent at close distance, shadowing them ***** they go about other tasks. 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 p*****nt could die at any time, not come back, or th***** some***** might ***** 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 treated, nurses must attend to any needs that will make it easier for that ***** to *****. Justus et al. (2006)

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