by Tara Darvishi

When it comes to emotional maturity, the Human Early Partnership (2020), describes it as, aggressive, prosocial, hyperactive, and inattentive, and anxious and fearful behaviours. For children on the Lonsdale neighbourhood in the north Vancouver school district the vulnerability level is at 36% which is around the middle, while children in the Lynn valley neighbourhood the vulnerability level is at 22% which is the lowest in the province (HELP,2020). In addition to this, Lonsdale’s vulnerability is stable in both short term from wave 6-7 and long term from wave 2-7, this shows there was no meaningful changes (EDI Report, 2019). Furthermore, Lynn valleys vulnerability for short term is stable, however long term there was a meaningful decrease in wave 4 (EDI Report, 2019).

Hyperactive and inattentive behaviors are more likely to occur in emotionally vulnerable children. such characteristics include, being easily distracted, impulsive, and fidgety. In addition to this, anxiety and fearful behaviours do also occur in emotionally vulnerable children such as being stressed, and shy. Lastly aggressive behaviours, such as throwing tantrums, hitting others, fighting and disobeying. All of these characteristics of emotionally vulnerable children lead to difficulty with prosocial behaviours such as helping ad comforting other children and excluding other children during play time (HELP, 2019).

Human genetics (nature) and the environment (nurture) play significant roles in human development, according to modern theory (Berk, 2021). It is evident that nature influences children’s temperaments, biochemical preferences, and personality traits (Berk, 2021). In contrast, an environment (nurture) impacts a child’s development in variety of ways including family dynamics, school, social and cultural and economic factors, parenting methods, community environments and interactions between parents and children (Berk, 2021).

There are several therapies and evidence-based programmes available to assist children who exhibit hyperactive or inattentive behaviours. The most apparent one, as we all know, is counselling. You can help your child develop positive communication skills, appropriate discipline, reinforce good behavior, and give them a structured environment by sending them to therapy. It is essential for a parent who observes signs of adhd in their kid to seek counseling immediately, in order to prevent it from hindering their child’s development and behavior, and to enable them to regulate it easier. According to the textbook provided, a child’s adhd symptoms must have developed before the age of 12 and be persistent (Berk, 2021). In the majority of cases, stimulants reduce hyperactivity and hyperactivity related impulsive behavior by increasing activity in the prefrontal cortex; however, if stimulants are started after age 9/10, they don’t affect academic performance. Furthermore, the best common medication and treatment paired with interventions that include training in functional skills and that model and reinforce positive academic and social behaviour. (Berk, 2021). Individuals who are affected are at danger of engaging in antisocial behaviour, depression, alcohol and drug abuse, and a variety of other issues (Berk, 2021). Risks associated with adolescence include the need for assistance in organising their settings, managing unpleasant emotions, and choosing acceptable vocations (Berk, 2021). For example, children whose mothers smoked during gestation are more likely to show impulsive, aggressive, and disruptive behaviours (Berk, 2021). Mindfulness training also teaches children to pay attention to their current thoughts, feelings, and sensations in an indirect way. Mindfulness training improves scholastic performance, prosocial behaviour, and peer relationships. If children use any of these strategies, they will minimise further risks and enhance resilience, as described above.

References:

Berk, L. (2021). Infants and Children: Prenatal Through Middle Childhood (9th ed.). Pearson.

Human Early Learning Partnership. (n.d.) HELP Data Library. http://earlylearning.ubc.ca/maps/data/

Human Early Learning Partnership. Early Development Instrument [EDI] report. Wave 7 Community Profile, 2019. North Vancouver School District (SD44). Vancouver, BC: University of British Columbia, Faculty of Medicine, School of Population and Public Health; February 2020. Available from: http://earlylearning.ubc.ca/media/edi_w7_ communityprofiles/edi_w7_communityprofile_sd_44.pdf

Human Early Learning Partnership. EDI (Early Years Development Instrument) W7 EDI Subscales Community Profile, 2020. North Vancouver (SD44). Vancouver, BC: University of British Columbia, School of Population and Public Health; January 2021.