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

The psychotherapeutic aspects of martial arts were outlined by Weiser, Kutz, Kutz, and Weiser (1995), and included a focus on enhancing self-esteem through the use of physical activity, group experiences, relaxation training, concentration, assertiveness training, and rewarding honesty in communication. Layton, Higaonna, and Arneil (1993) also found that the practice of kata in two different styles of karate (goju-ryu and koyokushinkai) lowered aggression. Kurian, Verdi, Caterino, and Kulhavy (1994) found that the longer a karate student practiced and moved up in belt rank, the higher the levels of self-reliance and optimism. In their study, higher belt rank in tae kwon do was associated with more positive attitudes toward life. In an earlier study using Cattell's 16 Personality Factor Questionnaire, Kurian, Caterino, and Kulhavy (1993) found that the longer a student studied tae kwon do, the lower the score on anxiety and the higher the score on independence.

Windle and Samko (1992) drew parallels between aikido and Ericksonian hypnosis. Aikido's psychophysiological state of "centering"--a readiness for the incoming attack, a Zen-like openness to movement--was compared to a hypnotic trance. Saposnik (1986) highlighted the use of aikido principles in the mediation of conflict. The three stages of aikido defense (perception, evaluation, and decision/reaction) were found to be useful in verbal conflict resolution.

Fuller (1988) found that applying the principles of aikido led to a general improvement in psychological health, especially in terms of assertiveness and stress management. Rothpearl (1980), reviewing four studies, concluded that, despite problems assigning causality, involvement in a martial art helps students cope with stress in a less violent manner. Pyecha (1970) found that students who took judo, as compared with those engaging in other physical education activities, were significantly more warmhearted and easygoing. Back and Kim (1979) have theorized that the benefits of martial arts stem from building strong moral character and the promotion of nonviolent attitudes and behavior.

Guthrie (1995) found that martial arts instruction for traumatized women (survivors of rape, incest, and other forms of violence) helped them to heal. Feminist ideology was combined with martial arts training to improve the women's self-image and decrease their self-perception as victims.

MARTIAL ARTS PROGRAM PHILOSOPHY

The findings regarding the beneficial aspects of participation in martial arts are not definitive. There are many confounding variables, as well as limited samples and inadequate research designs. Nevertheless, martial arts show promise for helping a particularly problematic group--violent adolescents. The literature suggests that the key therapeutic elements are the teacher as role model, the use of physical exercise, the philosophy of ethical behavior and restraint, and group participation.

Research and our teaching experience suggest that the successful application of martial arts to the treatment of violent adolescents involves a strong philosophical component. Rehabilitation is pursued through training as a "gentle warrior." In the tradition of Gandhi and Martin Luther King, Jr., violence is resisted. Thus, the philosophy of a martial arts program must be to encourage violent adolescents to work toward the following goals: (1) a commitment to a respectful attitude, kindness, and self-protection through nonviolence; (2) a commitment to leadership and nonjudgmental role modeling, virtuous behavior, and altruistic service to others; (3) a commitment to try hard, stay healthy, learn to overcome fear and possessiveness, develop confidence, and exercise restraint in the face of provocation.