The application of traditional martial arts practice and theory to the treatment of violent adolescents

Adolescence, Fall, 1998 by Stuart W. Twemlow, Frank C. Sacco

SPECIFIC MIND-SETS IN MARTIAL ARTS

Within Zen and other Eastern philosophies, the concept of mind-set offers a method of extending martial arts skills to other aspects of life. The first mind-set is known as selfless concentration (mushin). In this mental state, students learn how to control their emotions. The practice involves loss of self-awareness while engaging in physical activity (e.g., martial arts). The mind is taught to fade into the awareness of movement, which becomes effortless and "thoughtless." This practice encourages the development of empathy, listening skills, and self-reflection.

The opposite mind-set is one-pointed concentration (samadhi). Students are taught to focus on one object, a skill that is noticeably absent in adolescents with attention deficit hyperactivity disorder. One-pointed concentration is helpful for adolescents who live in a disruptive, dysfunctional environment. It enables them to complete homework and other assignments by shutting out distractions.

A third mind-set is known as automatic thinking (hishiryo). The mind does not actively process every activity, instead responding in pretrained ways. Routine tasks, such as driving, illustrate this mindset. Martial arts training facilitates the acquisition of complex skills, with this mind-set allowing the efficient and effective expression of learned behaviors. Scanning (fushiryo), which involves an overall awareness of the immediate environment, is a related attentional skill. This "soft focus" is learned in sparring (practice fighting). Scanning is useful in the detection of danger, as well as opportunities, and it promotes general mental alertness. It helps students handle bullying, since it allows broader awareness of the varied facets of bullying and ways to avoid it, as opposed to a narrow, fearful, anxiety-laden focus.

Most martial arts schools, especially the more modern, sport-oriented, competition-based programs, fail to blend in a philosophical curriculum. Traditionally, the fiercest samurai also trained in brush painting, flower arrangement, haiku writing, and solving conundrums that foster a positive ethic. Examples include: "To fall seven times, to rise eight times; life starts from now." This emphasizes the value of tenacity, endurance, and patience. "No fight, no resistance, no injury." Here the idea of giving way is offered as a method of conflict resolution. "If you know your techniques, you will win sometimes and lose sometimes; if you know your enemy, you will win most of the time; if you know yourself, you will have no enemies." This points to the value of self-awareness and the need to work on internal problems rather than blaming others.

Thus, cognitive-behavioral exercises should accompany physical training. Attainment of rank and privilege within the school can be made contingent on mastering the philosophy. Sumi-e brush painting and haiku are excellent ways to foster the softer side of hardened, violent youth, especially when they observe very tough instructors immersed in these apparently "sissy" arts.