Separation Anxiety & Abandonment

PEERS Mental Health Roundtable Session for Teachers April 2012

Separation Anxiety
Disorder (SAD)
Itiscommonforyoungchildrentofeelanxiousabout
separationfromtheircaregivers.Separationanxietyisa
normaldevelopmentalstageinearlychildhoodandtypically
decreasesbythetimechildrenenterkindergarten.

Forsomechildren,theseanxiousfeelingsmayintensifyor
reappearoncetheyenterschool.Iftheseanxietiesbecome
excessiveorinterferewithachildsadjustmentinschool,
thechildmaybeexperiencingseparationanxietydisorder
(SAD),oneofthemostcommontypesofanxietydisorders. Children may be experiencing
SAD or abandonment if they:
SADischaracterizedbyexcessiveanxietyaboutseparation
fromhomeorcaregivers.TobeclassifiedasSAD,anxieties Worry excessively or report frequent
mustlastatleast4weeksandinterferewithchildrens nightmares about something bad
typicalsocialoracademicfunctioning.SADisdifferentiated happening to their parent or caregiver.
frommorenormativeexperiencesofanxietybytheintensity Cry, have temper tantrums, sulk, or get
ofchildrensworriesandapprehension. overly nervous when the parent leaves.

SADtypicallyaffectsabout45%ofchildrenaged7to11 Refuse to participate in classroom activities

yearsandismorecommonamonggirlsthanboys.Often, or go on field trips unless a trusted person
SADdevelopsafterchildrenexperienceasignificant (e.g., parent or EA) is present.
stressor,suchasthedeathofaparent,achangeinschools,
orrelocatingtoanewcityorcountry.Theseanxietiesmay Have difficulty sleeping or being alone.
alsoindicatedifficultiesinchildrensrelationshipswiththeir Worry excessively about getting lost.
parents,suchasoverprotectiveness,orproblemswith
peers,suchasexperiencesofchronicbullying.

Child Abandonment

OnechildhoodstressorthatiscommonlylinkedtoSADis
childabandonment.Abandonmentoccurswhencaregivers
neglect,withdrawsupport,orleaveachildaloneina
dangerousenvironment.Abandonmentmaybevoluntary,
suchasleavingthechildunsupervisedforextendedperiods,
orinvoluntary,suchasrefugeeexperiencesanddivorce.

Abandonmentcanbeemotional,suchaswhenaparent
withholdsaffectionorphysical,suchaswhenaparentand
childceasetohavecontactduetoimmigrationordivorce.

Whileprevalenceratesforabandonmentareunclear,
researchsuggeststhatthestressofpovertyincreases
childrensrisksforemotionalmaltreatmentandneglect.
Issue #: [Date]
Physical Signs of Separation Anxiety
Stomachaches Headaches Dizziness
Shortness of breath Heart palpitations
Behavioural Signs of Separation Anxiety
Sleep problems Refusal to go to school
Chronic absenteeism Clinging to parents
Signs of Child Abandonment
Low self-esteem Fear of loss Anger
Anxiety Insecure attachment Shame
Storybooks for Children
The Kissing Hand by Audrey Penn
Will You Come Back for Me? By Ann Tompert
I Don't Want to Go to School: Helping Children
Cope with Separation Anxiety by Nancy Pando
Resources
Anxiety Disorders Association of Canada.
http://www.anxietycanada.ca/english/index.php
Anxiety Disorders. Childrens Mental Health
Ontario.
http://www.kidsmentalhealth.ca/children_youth/le
arn_more.php
Child Abandonment and Neglect. Government
of Alberta.
http://www.child.alberta.ca/home/982.cfm
Dolor Sit Amet
How Can You Help?
1.Encourageclassdiscussionoffearsandfeelingstohelp
childrenlearntoshareanxiousthoughtsandfeelingsandto
helpfosterchildrensfeelingsoftrustandsafetyatschool.
Childrenwhohaveexperiencedabandonmentmayfindit
especiallydifficulttovocalizetheirfeelings.Reassurechildren
thatitisokaytofeelanxiouswhentheyareinanewplaceor
withunfamiliarpeople.
2.Encourageparentstokeeptheirchildatschoolwhentheir
childfeelsanxious.Workwithchildrenandparentstodevelop
asetofrealisticstrategiesthatchildrencanusetohelp
managefeelingsofanxiety,suchasthePEERSfeelings
strategies,deepbreathingandmusclerelaxationexercises.
3.Helpparentsestablisharoutineforleavingtheirchildat
schooltoeaseboththechildsandtheparentsanxieties(e.g.,
showingupafewminutesbeforethebellringsandstaying
withthechilduntiltheirfriendsarrive).Helpparentsusethe
samestrategieseachtimetheydroptheirchildoffatschool.
4.Teachchildrencopingstatementsthattheycanusewhen
theystarttofeeltheiranxietymounting.Parentscanalso
createcopingcardsfortheirchildtocarryaroundwithcoping
messages(e.g.,Momisfine.Shewillcomegetmewhen
schoolisover.).Foryoungerchildren,acheerfulpicture
depictingthecopingstatementworkswell.
5.Createavisualschedulethatincludesahometimecard
withacheerfulimageofahomeandparents.Tapeasmaller
versionofthisimagetochildrensdesk.
6.Activelyengagechildreningettingorganizedfortheday,
performingspecialjobs(e.g.,handingoutpapersorcollecting
books),orinactivitieswithotherprosocialchildren.
7.Assignchildrenapeerbuddywhocanhelpthematschool
andwithwhomtheycanplaywithatrecessorlunchtime.
8.Helpchildrenfeelsafeatschool.Encourageuseofthe
PEERSproblemsolvingstrategiesforresolvingconflicts
peacefullyandreportingbullying.Createaquiet,safeareain
theclassroomwherechildrencangoiftheyfeeloverwhelmed
orupset.
9.Providespecificandregularpraisetoencouragechildrens
positivesocialbehaviorsandemotionsandtohelpbuildtheir
confidenceandeaseanxieties.
10.Useconsistentstrategieswithchildrenandparentsto
providethemwithasenseofstability,warmthandcaringand
tohelpnurturechildrensindependence.
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