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 children of any age, although it is most common in children of preschool age (Pincus, Eyberg, & Choate, 2005). As the ***** prevalent ***** anxiety ********** 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 may need ***** address a child's disorder while tre*****ting the child or the child's parent (Justus et al., 2006). For this reason, it is important for all nurses to be aware of SAD and how ***** can intervene when *****y encounter a child who requires intervention.

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

Symptoms and signs vary child to child. Signs ***** ***** may not be immediately recognized for what they are, especi*****y in young children who lack the communicative abilities to express ***** fears (Pincus et al., 2005 Sometimes a child may become physically ***** ***** separated from their loved one, resulting in vomit*****g, headache, s*****machache or other ailments common of stress reactions (Fontain, 2003; Hillard, 2006). Children with SAD want ***** ***** to stay ***** them at all times, even where impractical or illogical, such as at school or when sleeping (Hillard, *****). The affected child might follow a parent at c***** distan*****e, shadowing ***** as they go about other t*****ks. Additionally, 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 p*****nt could die at any time, not come back, or th***** someone might hurt them while ***** parent is away (Pincus et al., 2005).

Nurses have many options ***** handling a child 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 occur. ***** ***** al. (2006)


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