Emotional behavioral disorder (EBD) in teens is an emotional or behavioral reaction that negatively affects the youth’s performance in social environments (DiCroce, Et al., 2015). Although there are many types of emotional behavioral disorders, the most common are Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, Conduct Disorder, Bipolar Disorder, Anxiety, and Depression (Ogundele, 2018). Adolescents who have a diagnosis of EBD are less likely to obtain future success in educational and social settings (DiCroce, Et al., 2015). According to DiCroce, early identification and treatment for EBD have been shown to drastically improve future life success. If left untreated, EBD can continue with the adolescent into adulthood putting strain on their family, occupation, and general quality of life (DiCroce Et al., 2015).
Finding strategies to cope can play a crucial role in a young person’s well-being. Music is a key resource to cope with psychological distress in teenagers. Although research has shown that music is one of the most commonly used methods for adolescents to deal with hardships, it is important to note that while music listening can be adaptive, it can also be maladaptive. For example, teens with depression can sometimes use music in processes of rumination leading to negative outcomes. This research suggests that even if intentions are good, teens might not be aware of the effect of their music choices, or how to use music properly for coping (Garrido, Toit, & Meade, 2022).
Due to music being one of the top strategies for coping in teens, music therapy is an excellent treatment option for teens dealing with EBD. Music therapy is a non-pharmacological method that can be used to aid teens with EBD in providing a healthy outlet to socialize, as well as providing them with beneficial coping strategies to deal with distress. Teenagers spend a minimum of 2 and a half hours a day listening to music (McFerran, 2010), and music listening is also considered to be a crucial role in areas such as identity formation and resilience in teens (McFerran, 2010). According to McFerran, teenagers use music preference to express personal values, opinions, behavioral self-management, as a communicative outlet, and build interpersonal relationships (2010). Working with structured music interventions can be extremely important to teens who struggle with their emotions and behaviors because they often have difficulty in building or maintaining interpersonal relationships (DiCroce et al., 2015). A board-certified music therapist who uses music as a tool to reach non-musical goals can aid a teen with EBD in many evidence-based interventions. Some of the most common goals for a music therapist when working with teens with EBD are to foster understanding and acceptance. (McFerran, 2010).
While many interventions are used with teens in music therapy, two of the most common are lyric analysis and improvisation. During a lyric analysis, a song is used to provide inspiration for a therapeutic framework. Within music therapy, the MT would ask the client to find a song relevant to their current feelings, and verbally explore these feelings using music as a medium. When using a lyric analysis intervention, a music therapist is fostering understanding, leading to an increase in self-awareness. This can aid a teen with EBD in becoming more aware and connected to their emotions, leading to a possible reduction of maladaptive behavior (McFerran, 2010). Another music therapy intervention that might be used for teens with EBD is free improvisation. Improvisation interventions used by a music therapist can provide a feeling of acceptance and encouragement of participation leading to an increase in self-confidence and socialization in adolescents with EBD (Porter et al., 2017).
Due to music playing such an important role in a teen’s life, as well as scientific research pointing to music therapy having positive effects on teens with EBD, music therapy is a viable option to consider when finding treatment. While there needs to be further research to determine what type of interventions and approaches will work best for a specific diagnosis of EBD, research suggests that music therapy can have effects on clinically relevant outcomes (Porter Et al., 2017).
References
DiCroce, M., Preyde, M., Flaherty, S., Waverly, K., Karki-Niejadlik, N., & Kuczynski, L. (2016). Therapeutic engagement of adolescents with emotional and behavioral disorders. Child & Adolescent Social Work Journal, 33(3), 259–271. https://doi.org/10.1007/s10560-015-0419-z
Garrido, S., du Toit, M., & Meade, T. (2022). Music listening and emotion regulation: Young people’s perspectives on strategies, outcomes, and intervening factors. Psychomusicology: Music, mind, and brain. https://doi.org/10.1037/pmu0000285
McFerran, K. (2010). Adolescents, music and music therapy : Methods and techniques for clinicians, educators and students. Jessica Kingsley Publishers.
Ogundele, M. O. (2018, February 8). Behavioral and emotional disorders in childhood: A brief overview for pediatricians. World Journal of Clinical Pediatrics. Retrieved April 11, 2022, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5803568/
Porter, S., McConnell, T., McLaughlin, K., Lynn, F., Cardwell, C., Braiden, H., Boylan, J., Holmes, V., Rogan, S., Clinician, L., Diamond, K., Allen, J., Reilly, C., Davidson, F., McDowell, C., Boyd, R., Oldfield, A., Mullowney, M., Downes, C., & Jack, K. (2017). Music therapy for children and adolescents with behavioral and emotional problems: A randomized controlled trial. Journal of Child Psychology & Psychiatry, 58(5), 586–594. https://doi.org/10.1111/jcpp.12656