Reducing Separation Anxiety in a School Student

Separation anxiety is a natural part of the growth process. Unlike seasonal affective disorder (which is characterized by severe anxiety), typical separation anxiety is a sign of healthy progress in a child's cognitive maturity and should not be considered a behavioral problem; but, after that it is considered as a disorder and should be treated. This research was conducted in Fatemeh Al-Zahra primary school in Mehrshahr district of Karaj, which has ۱۰۰۰ first to sixth grade students. Hiva is a third grade student and the second child in the family. In order to collect data to solve the problem of separation anxiety, the following factors have been used, and the data obtained from it have helped the researcher to understand the causes of the existing problem. The effect of the implementation of the solutions in relation to the student with separation anxiety caused the student's dependence on his mother to decrease, so that he was actively present in the class, and by using the solutions that were implemented and the removal of separation anxiety, the student's skill he learned the skills necessary to solve problems, such as how to cope with and correct anxiety-provoking thoughts. Also, the feelings, negative emotions, and signs of depression that were the result of separation anxiety in the student were removed. Somehow, this student played with other classmates in the school yard and became interested in group work. Therefore, the use of different methods in the treatment of this student was evaluated positively.

Keywords:

Separation Anxiety , Student , Primary School Period