Child Development and Separation, Essay Example

During the early childhood or middle childhood, development children often experience separation anxiety. In most cases, the process is a natural biological situation encountered by children once separated from their mother, home, or primary caregiver (Shute & Slee, 2015). Once an infant reaches eight months and typically, end when the child turns three years old, they always become aware that they are separate from others. The preceding exposure to the minor around strangers can produce a sense of fear and nervousness. Arguably, the behavior is normal until separation anxiety period elapses. In addition, the state known as SAD becomes excessive for the child and begins to interfere with daily functioning and adaptive functioning. Therefore, the child who experience normal SAD should eventually become calm and comfortable in their environment within four weeks of attendance. In some cases, the sadness can go beyond the developmental stage and in this case warrant a physiatrist attention.

However, the infants grow older as their cognition and memory become sufficient for the understanding that the parent will come back. Therefore, the child will exhibit signs of agitation when he/she is left alone in an unfamiliar place. John Bowlby describes three stages of separation anxiety like the protest, despair, and detachment. For instance, the first phase protest occurs when the child separates from the parents or primary. While, the second phase is despair, the child will be reluctant to play or eat, and last stage of detachment is when the child will ignore their mother with resentment, not contentment. Next, the third phase should be avoided entirely because of the devastating effects on the child developmentally. In fact, the third stage is the most dangerous period of all (Shute & Slee, 2015).

The clinical symptoms associated with separation anxiety include clinginess, the child may hold on tight to the caregiver, pleading to stay with the mother, nightmares, and bed-wetting. In addition, the fear of terrible occurrences to the parent or physiological problems may occur. For example, stomach aches, or headaches. The hallmark concern for children with Separation the anxiety is an inappropriate developmental fear of something bad will happen to them or the guardian of the child. In fact, the child may have thoughts of a kidnapping case for the parents or involved in a car accident and loses their lives (Schopler & Reichler, 2012).

On the contrary, the management of the anxiety separation may entail some steps. Firstly, the caregiver should always remain calm in all interactions outside of the home.  At the same time, allow the child to have space and separate for an allotted amount of time within the same vicinity. For example, allow the child to stay in another room in the house while the caregiver is doing laundry in a different but confined space. In addition to, the child can perform the simple task independently; this will encourage her and build up her self-esteem.  Another good idea is to bring the child to the location and let them get the feel of the place. For instance, before ten-month-old, the child should join the daycare program and the parents need to make regular visits to the center several until the child feel comfortable. Additionally the care center allowed delivery to the child favorite toys to help ease the transition once left alone in the care center.

Separation Anxiety is common in children. They can have anxiety through the admission in the hospital and away from home (Eisen & Engler, 2006).

More so, the few diagnosis always correlate with SAD in the hospital relates to the condition of anxiety. Therefore, the anxiety related separation from family and friends as evidenced by crying, fussing, withdrawal, or resistance. Similarly, the risk for delayed growth and development related to the household separation or Interrupting family process related to separation result from child hospitalization cases. Some aspects of therapeutic management are firstly prevention (Owusu-Bempah, 2014).  When children suffer from anxiety separation nurses can manage the patient by minimizing fear and anxiety. Hence, prepares the child and family for hospitalization and procedures, explain everything to the child and their parents before it occurs. Moreover, know the stages of separation anxiety and be able to recognize those help the child to cope and always interfere with the third phase- detachment occurs. The use distraction method such as blowing bubbles, or singing the child’s favorite song, imagery and teaching before the event can help alleviate the anxiety.

The sad contributes to other psychopathologies in adulthood. Studies have shown a direct link between separation anxiety disorder, phobias and panic disorders. Besides, the process may have a crucial effect on the child daily functioning. On the same note, the child may become isolated, and withdrawn not participating in need childhood activates (Benson & Haith, 2009).

Finally, the relevant health teaching and anticipatory guidance is the critical interventions that may help the child cope and live a productive life. Mostly, the parents need the lesson on promoting independence in their child. As well as, the natural tendency to help the child but sometimes, they hinder their child from learning by making decisions for the child always. Furthermore, inculcate the habit of telling the child what to expect before going to the doctor’s office or school. The primary factor is to be as honest as possible since the child will not have any unexpected surprises. Thus, permit the child to perform duties or activities away from the home or caregiver will encourage the child self-esteem, sports and community service is a good start.

References

Benson, J., & Haith, M. (2009). Social and emotional development in infancy and early childhood. London: Academic.

Eisen, A., & Engler, L. (2006). Helping your child overcome separation anxiety or school refusal. Oakland, CA: New Harbinger Publications.

Owusu-Bempah, K. (2014). Children and Separation. London: Routledge.

Schopler, E., & Reichler, R. (2012). Psychopathology and Child Development. Boston: Springer US.

Shute, R., & Slee, P. (2015). Child Development. Hoboken: Taylor and Francis.