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Distracting a child while their parent is treated may lessen stress for a SAD child (Hillard, 2006).
Nurses may also want to incorporate preventative methods into their routines, especially if they are pediatric nurses. Encouraging work in this area has been done at Mount Sinai Hospital, where nursing departments participated in the incorporation of supportive methodology in handling children who are in treatment (Justus et al., 2006). If a child may need long-term care requiring extended or overnight stays in hospital, nurses can use Comfort Theory methods and other means of familiarizing the hospital environment. If a child feels at ease with nurses and the hospital environment they are less likely to cling to parents and exacerbate medical conditions through anxiety (Justus et al., 2006). General stress reduction techniques apply to children with SAD, and may include aromatherapy, deep breathing, and relaxed lighting or music may help (Hillard, 2006).
SAD may disappear without any long-term treatment (Fontain, 2003). However, ongoing problems with anxiety may necessitate treatment. Pincus et al. (2005) express concern that no interventions have been tested to specifically address SAD in young children. Yet, other treatments proven for common anxiety often help SAD patients. Nurses involved with treatment of a child's SAD should be aware of the psychological background of the child, including what factors evoke anxiety for the specific child (Pincus et al., 2005). Due to the nature of the disorder, outpatient treatment is recommended over inpatient, since being apart from a parent can negatively impact a child with SAD (Pincus et al., 2005; Thomson, 2006). Therapy might include parenting style changes, bravery exercises, and coaching (Pincus et al., 2005). Treatment should focus on a child being able to continue or return to normal activities, such as school or visiting friends. Anti-anxiety medicine and anti-depressants are a few of the prescription options, though that would be contingent on a doctor's...
Knowing how to recognize the disorder is key to helping the child. Additionally, parents need information and support if their child is experiencing SAD during their own illness, surgery, or care (Hillard, 2006). Being sensitive to the special needs of the SAD patient and the parents of the child will allow them to seek proper care. Addressing unrelated medical needs in a calm and friendly manner will also allow the child to see that there is no further need for anxiety in the hospital environment (Hillard, 2006).
References
Fontain, K.L. (2003). Mental Health Nursing (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Hillard, D. (2006). Course: Treating anxiety. Retrieved November 15, 2006, from Advance for Nurses Online: https://nursing.advanceweb.com/Common/CE/Content.aspx?CourseID=4&CreditID=1&CC=7816&sid=602
Justus, R., Wyles, D., Wilson, J., Rode, D., Walther, V, & Lim-Sulit, N. (2006). Preparing children and families for surgery: Mount Sinai's multidisciplinary perspective. Pediatric Nursing, 32(1), 35-43. Retrieved Wednesday, November 15, 2006 from the EBSCO Health Source: Nursing/Academic Edition database.
Pincus, D.D., Eyberg, S.M., & Choate, M.L. (2005). Adapting parent-child interaction therapy for young children with separation anxiety disorder. Education and Treatment of Children, 28(2), 163-181. Retrieved Wednesday, November 15, 2006 from the EBSCO Health Source: Nursing/Academic Edition database.
Thomson. (2006). Separation anxiety disorder. Retreived November 15, 2006, from Healthtouch Online: http://www.healthtouch.com/bin/EContent_HT/cnoteShowLfts.asp?fname=02420&title=SEPARATION+ANXIETY+DISORDER+&cid=HTHLTH
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