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 of preschool ***** (P*****cus, Eyberg, & Choate, 2005). As the most prevalent ***** anxiety ********** in children, nurses are likely to encounter children with SAD whether they are pediatric nurses or not (Justus et al., 2006). Pediatric nurses may be part of a child's treatment for *****, 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 SAD and how *****y can intervene when they encounter a child who requires intervention.

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

Symptoms and signs vary child to *****. Signs ***** SAD may not ***** immediately recognized for what they are, especially ***** 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 vomiting, headache, stomachache or other ailments common of stress reactions (Fontain, 2003; Hillard, 2006). Children with SAD want their p*****nt to stay with them at all times, even where impractical or illogical, such as at school or when sleeping (Hillard, 2006). The affected ***** might follow a parent at close distance, shadowing ***** ***** they go about other tasks. Addition*****y, the child might throw a tantrum, cry inconsolably, or act disruptively in a parent's 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 that some***** might hurt them while ***** parent is away (***** et al., 2005).

Nurses have many options ***** handling a ***** with SAD, each contingent on the individual situation. If a child is being tre*****ted, nurses must attend ***** any needs that will make it easier for that treatment to *****. Justus et al. (2006)

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