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


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

As its name implies, children with SAD experience extreme anxi*****y ***** separated from a ***** of loved one (Fontain, 2003). Most often the loved on is a parent. However, ***** cases may include a different relative or primary care giver (Thomson, *****). A child may be w*****ried ***** something bad will happen to the parent, or that the child himself will be hurt, kidnapped or killed in the parent's absence. Manifestation of S*****D ***** be acute or *****sidious. An acute onset may occur from a specific incident, such ********** a car accident or illness of the parent or child. Such incidents make the ***** concerned that they ***** lose the parent, that the parent will die, or that ***** child will die if the parent leaves (*****, 2003; Justus et al., 2006). ***** et al. (2006) cite that ***** may also develop SAD when they are ill ***** in danger, such as when they are going into surgery.

***** and signs vary child to *****. Signs ***** SAD may not ***** immediately recognized for what they are, especi*****y in young children who lack the communicative abilities to express their fears (Pincus et al., 2005 Sometimes a child may become physic*****ly ***** ***** 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 ***** them at all times, even where impractical ***** illogical, ***** as at school or when sleeping (Hillard, *****). The affected child might follow a parent at close distance, shadowing them ***** they go about other tasks. Addition*****y, the ***** might throw a tantrum, cry inconsolably, or act disruptively in a ***** absence (***** et al., 2005). Children who can expla***** themselves verb*****ly are likely to express worry that their parent could die at any time, not come back, or th***** someone might ***** 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 ***** is being tre*****ted, nurses must attend ***** any needs that ***** make it easier f***** that treatment to occur. Justus ***** al. (2006)

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