Which of the following are common fears experienced by school-age children? Select all that apply
Monsters under the bed
School failure/tests
Being alone
Social rejection
Losing a favorite stuffed animal
Correct Answer : B,C,D
School-age children experience a shift in their fears from the imaginary and fantastical, common in early childhood, to more realistic and socially based concerns. These fears often relate to performance, acceptance, and safety, reflecting their growing awareness of the world and their place within it.
Rationale for correct answers:
2. Fear of academic failure becomes prominent in this stage as children begin to internalize expectations from teachers, parents, and themselves. Anxiety over performance in tests is a common and developmentally appropriate fear.
3. Although more typical of early childhood, fear of being alone can persist in school-age children, particularly if it’s connected to safety concerns or emotional insecurity.
4. As peer relationships grow in importance, fear of being excluded or ridiculed becomes a significant emotional stressor. Social acceptance is a key developmental task in this age group.
Rationale for incorrect answers:
1. Monsters under the bed is more typical of preschool-aged children who have difficulty distinguishing fantasy from reality. School-age children tend to grow out of these types of imaginary fears.
5. Attachment to transitional objects like stuffed animals is common in younger children. While a school-age child may still value such objects, the emotional fear associated with losing them is less intense and less developmentally typical at this stage.
Take home points
- Common fears in school-age children shift toward real-life concerns such as academic performance, peer relationships, and personal safety.
- Understanding these fears allows caregivers and educators to provide reassurance, build coping skills, and support emotional development.
- Dismissing or minimizing these fears can increase anxiety; instead, validate the child's feelings and help them problem-solve.
- Encouraging open communication and fostering a safe, supportive environment helps children build resilience.
Nursing Test Bank
Naxlex Comprehensive Predictor Exams
Related Questions
Correct Answer is ["C","D","E"]
Explanation
Stealing in school-age children is often a behavioral signal tied to emotional, social, or developmental issues. At this stage, children are still developing their understanding of ownership, consequences, and right versus wrong.
Rationale for correct answers:
3. Low expectations of family/peers: Children who feel that their family or peers expect little from them may act out through dishonest behaviors such as stealing, feeling there’s little to lose or no accountability.
4. Lack of sense of propriety: Younger school-age children may not fully understand the concept of personal property, especially if such boundaries haven't been consistently taught.
5. Strong desire to own something: A child may steal out of envy or a powerful longing to possess something that peers have, especially when they believe it's the only way to obtain it.
Rationale for incorrect answers:
1. To escape punishment: This may occur in isolated situations but is not a primary developmental reason for stealing in this age group. It's more reactive than characteristic of school-age motives. However, children often lie and not to escape punishment.
2. High self-esteem: Children with high self-esteem are generally more secure and less likely to engage in dishonest behavior for validation or attention. Stealing is more common in children with low self-worth or unmet emotional needs.
Take home points
- Stealing in school-age children can stem from unclear moral understanding, emotional insecurity, or social comparison.
- Positive expectations and consistent guidance from adults help reduce these behaviors.
- Teaching children about ownership, respect for others' property, and empathy builds long-term ethical behavior.
- Interventions should focus on support, understanding, and teaching, not just punishment.
Correct Answer is C
Explanation
Dishonest behavior in school-age children often arises as they experiment with social boundaries, fear punishment, or seek attention. Developmentally, they are beginning to understand moral concepts but still require guidance in applying them consistently.
Rationale for correct answer:
3. Calmly discuss the behavior, explore the underlying reasons, and emphasize the importance of honesty: This approach acknowledges the behavior without shaming the child. It opens the door to understanding emotional drivers like fear of failure, low self-esteem, or seeking approval. The nurse or caregiver models calm and honest communication, promoting trust and reinforcing honesty as a value.
Rationale for incorrect answers:
1. Isolation is punitive and may cause further emotional harm or increase deceptive behavior as a coping strategy. It does not address the root cause or promote learning.
2. Harsh punishment can increase fear and dishonesty. It may suppress the behavior temporarily but fails to help the child internalize the value of truthfulness.
4. While some dishonesty is developmentally typical, ignoring consistent lying misses a critical opportunity for guidance and character development.
Take home points
- Consistent lying in school-age children often signals emotional needs, fear, or gaps in moral understanding.
- Supportive, non-punitive conversations help children reflect on their behavior and choose honesty.
- Teaching honesty should involve empathy, role modeling, and helping children handle mistakes constructively.
- Ignoring or punishing dishonesty without discussion can reinforce the behavior or harm the child’s self-concept.
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