by Elisha Buenaventura

What is Emotional Maturity?

Emotional maturity involves children’s ability to understand and manage the way they respond in an emotional way to various situations (EDI BC, 2019). This can be broken down into several subscales which include, aggressive behaviour, hyperactive and inattentive behaviour, anxious and fearful behaviour, and prosocial and helping behaviour (EDI BC, 2019). Subscales provide more specific information which strengthen our understanding on what influences children’s developmental vulnerabilities (EDI BC, 2019). It is important to understand these vulnerabilities so that adults can act as instruments to help children develop and regulate their own emotions in a healthy manner.

Environmental & Genetic Influences on Emotional Maturity

There are many environmental and genetic influences that cause children to become emotionally vulnerable. Even before birth, a child’s environment within the womb can influence their developmental outcomes. Teratogens are environmental factors that cause harm to babies during the prenatal period (Berk, 2021). Longer and larger doses or teratogens can change a baby’s hormones and genetics, creating many problems for the child once they are born (Berk, 2021). For example, alcohol is a teratogen that can epigenetically modify gene expression and cause Fetal Alcohol Spectrum Disorder (FASD) or Fetal Alcohol Syndrome (FAS) (Pei, 2020). Many children who are born with FASD have physical, mental, and behavioural problems due to prenatal alcohol exposure (Pei, 2020). Without intervention, this can continue to develop into Attention Deficit Hyperactive Disorder (ADHD). Children with ADHD are often inattentive, impulsive, and struggle with self-regulation (Pei, 2020).

Resilient Factors

Emotional maturity, as we know, develops through both genetic and environmental factors. Parents play a vital role in creating a healthy and safe environment for their children to develop proper emotional regulation skills (Hernandez, 2021). However, children with ADHD due to FASD may not be in a sufficiently stimulating environment to have their emotional needs of love and support fulfilled (Berk, 2021). On the other hand, there are many ways children can be resilient and adapt to these situations which are threatening to their development. Some ways resilience can be promoted is through warm and supportive bonds with adults, and community opportunities (Berk, 2021). In a safe community setting, high-quality after-school programs that offer stimulating, skill building activities can help develop resilience, even in the face of adversity (Berk, 2021). Adult relationships, whether that may be with a trusting coach, teacher, or extended-family member, that foster the warmth and social support that might be absent in a child’s life can also set them up for success in overcoming their personal struggles (Berk, 2021). When negative conditions start to pile up on children, these unfavorable environments cause the rate of maladjustment to increase, which in turn, increases the risk of aggression and mental health problems (Berk, 2021). However, by providing children with a positive, warm, and safe environment, it fosters social competence and reduces the risk of vulnerability significantly (Berk, 2021).

Why Is This Important?

When looking at specific neighbourhoods across British Columbia, Powell River Rural has one of the highest vulnerability levels in the province. Unfortunately, emotional vulnerability levels continue to rise each year, which signifies that conditions may worsen. When analyzing the EDI data for emotional vulnerability, in the short-term, Powell River’s School District faced an increase in aggressive, hyperactive and inattentive, and anxious and fearful behaviours in waves 2-6 (from the years 2004-2016). In comparison to Sunshine Coast Gibson’s emotional vulnerability level of 15%, Powell River is considerably higher at 24%, despite being relatively close geographically. This means that out of the 161 children that were assessed in Powell River’s community profile, about 40 children (24%) were emotionally vulnerable. These numbers go to show that more high-quality care, parental warmth, and community opportunities are needed to decrease emotional vulnerability levels in the neighbourhood of Powell River.

How Music Therapy Makes a Difference

Without intervention for emotionally vulnerable behaviours, such as hyperactivity and anxiousness, it may manifest into other neurological disorders. ADHD is one of the most common mental health issues young children develop or experience in school (EDI BC, 2019). This usually leads to a lack of self-esteem and the inability to express emotions in a positive way, especially since school is often a difficult environment for children (Ouellet & Poliquin, 2012). However, Music Therapy offers a way for young children who struggle with ADHD or hyperactivity to organize their thoughts and regulate emotions. The goal of Music Therapy is to initiate a state of well-being and self-confidence through a variety of sounds, instruments, and sensory stimuli (Ouellet & Poliquin, 2012). Musical games that are incorporated in Music Therapy such as hitting drums in an energetic way, or making loud sounds on the piano allow for children to express anger or frustration in a healthy way (Ouellet & Poliquin, 2012). Hyperactive children often have problems with expressing negative emotions, and by using this intervention to provide a safe, healthy, and positive outlet with the guidance of an adult, it can support emotional development for many vulnerable children (Ouellet & Poliquin, 2012).

Furthermore, Music Therapy activities promote learning opportunities that can be practiced throughout the week in various daily settings including organized sports or school (Ouellet & Poliquin, 2012). Since music requires repetition, concentration, and memorization, (skills that are difficult for children with ADHD) they can be further strengthened and implemented into school learning (Ouellet & Poliquin, 2012). If a child has trouble in these areas, learning how to use these skills in a more comfortable and goal-oriented environment, can create a positive base for success (Ouellet & Poliquin, 2012).

Children with ADHD generally have the ability to pay attention to several stimuli at once, while simultaneously thinking in a creative way (Ouellet & Poliquin, 2012). In music, this is an important concept that can take years to develop, which is why Music Therapy could be beneficial for children who display hyperactive behaviours (Ouellet & Poliquin, 2012). It allows children to slow down and concentrate on certain parts of the music and their emotions linked to musical activities (Ouellet & Poliquin, 2012). If Music Therapy was used as an intervention for children in a classroom setting, it could greatly impact the lives of children with and without hyperactivity. It can become a bridge for understanding self-expression and self-regulation in a safe, creative, and comfortable environment.

References

Berk, L. (2021). Revel Infants and Children: Prenatal Through Middle Childhood (9th ed.). Illinois State University. 

Human Early Learning Partnership. EDI BC. Early Development Instrument British Columbia, 2016-2019 Wave 7 provincial report. Vancouver, BC: University of British Columbia, Faculty of Medicine, School of Population and Public Health; 2019 Nov. http://earlylearning.ubc.ca/media/edibc_ wave7_2019_provincialreport.pdf

Human Early Learning Partnership. Early Development Instrument [EDI] report. Wave 7 Community Profile, 2019. Powell River School District (SD47). Vancouver, BC: University of British Columbia, Faculty of Medicine, School of Population and Public Health; February 2020. http://earlylearning.ubc.ca/media/edi_w7_communityprofiles/edi_w7_communityprofile_sd_47.pdf

Hernandez, T., Veilleux, J. C., Warner, E. A. (2021). Examining Facets of Mindfulness in the Relationship Between Invalidating Childhood Environments and Emotion Regulation. Psychological Reports, 124(3), 1134-1149. https://doi.org/10.1177/0033294120933151

Ouellet, S., & Poliquin, N. (2012). Music therapy as support in the development of a child with attention deficit hyperactivity disorder (ADHD). Canadian Journal of Music Therapy, 18(1), 79–90

Pei, J., Reid-Westoby, C., Siddiqua, A., Elshamy, Y., Rorem, D., Bennett, T., Birken, C., Coplan, R., Duku, E., Ferro, M. A., Forer, B., Georgiades, S., Gorter, J. W., Guhn, M., Maguire, J., Manson, H., Santos, R., Brownell, M., & Janus, M. (2021). Teacher-Reported Prevalence of FASD in Kindergarten in Canada: Association with Child Development and Problems at Home. Journal of Autism & Developmental Disorders, 51(2), 433–443.