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

***** its name implies, ***** with SAD experience extreme anxiety when separated from a parent of loved one (Fontain, 2003). Most often the loved on is a p*****rent. However, ***** cases may include a different relative or primary care giver (Thomson, *****). A ***** may be w*****ried that something bad will happen to ***** parent, or that the child himself ***** be hurt, kidnapped or killed in the *****'s absence. Manifestation of ***** may be acute or insidious. An acute onset may occur ***** a specific incident, such as a car accident ***** illness of the parent or *****. Such incidents make the child concerned ***** they will lose the parent, that the ***** will die, or that ***** child will die if the parent leaves (Fontain, 2003; Justus et al., 2006). Justus et al. (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 child. Signs of ***** may not be immediately recognized for what they *****, especi*****y in young ***** who lack the communicative abilities to express ***** fears (P*****cus et al., 2005 Sometimes a child ***** ********** physically ill ***** 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 ***** parent to stay with them at all times, even where impractical ***** illogical, ***** as at school or when sleeping (Hillard, 2006). The *****ed ***** might follow a ***** at close distance, shadowing ***** as they go about other tasks. Additionally, the child might throw a tantrum, cry inconsolably, or act disruptively in a parent's absence (P*****cus et al., 2005). Children who ***** explain themselves verb*****ly are likely to express worry that their p*****nt could die at any time, not come back, or th***** someone might ***** them while their parent is away (Pincus 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 to any needs that will make it easier f***** that treatment to occur. ***** et al. (2006)


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