Essay - Pediatric Nursing Nursing Interventions for Separation Anxiety in Childhood Separation...

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Pediatric Nursing

Nursing interventions for separation anxiety in childhood

Separation 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 ***** anxiety *****s in children, nurses are likely to encounter ***** with SAD whether they are pediatric nurses or not (Justus et al., 2006). Pediatric nurses may be part of a child's tre*****tment f***** *****, 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 *****y can intervene when they 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 loved on is a parent. However, other cases may include a different relative or primary care giver (Thoms*****, 2006). A child may be w*****ried that something bad will happen ***** the parent, or that the child himself ***** be hurt, kidnapped or killed in the *****'s absence. Manifestation of ***** may be acute ***** insidious. *****n acute onset may occur ***** a specific incident, such *****s a car accident or illness of the parent ***** *****. Such incidents make the child concerned that they will lose the *****, that the parent will die, or that the child ***** die if ***** parent leaves (*****, 2003; Justus et al., 2006). Justus et *****. (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 child. Signs ***** ***** may not be immediately recognized for what they are, especially in young children who lack the communicative abilities to express their fears (P*****cus et al., 2005 Sometimes a child ***** *****come physically ***** ***** 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 ***** ***** to stay ***** them at all times, even where impractical ***** illogical, such as at school or when sleeping (Hillard, *****). The affected child might follow a parent at close distance, shadowing ***** as they go about other tasks. Addition*****y, the ***** 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 parent could die at any time, not come back, or that some***** might hurt them while ***** parent is away (Pincus et al., 2005).

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


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