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

THREE PROGRAM APPLICATIONS

Adults are often skeptical about the use of martial arts as a therapeutic tool. The fear is that teaching "fighting" will increase violence. Also, it may be difficult for them to envision a sports instructor in the role of therapist. However, martial arts can be organized to provide desirable social outcomes, such as decreased conflict at home, increased academic achievement, and reductions in violent behavior.

Obviously, simply signing up for karate classes is not sufficient. The therapeutic use of martial arts begins with a properly trained teacher. The therapeutic effect stems from students committing to a complete mental and physical training program.

One application is in specialized martial arts schools (an example is the School of Martial and Meditative Arts, operated by the first author; further information is available on request). Open enrollment results in a heterogeneous group of students. This application includes supervision by a trained therapist, but the bulk of student interaction is with black-belt instructors who constantly model the principles of the school. This approach is a cost-effective alternative to traditional therapy for violent children and adolescents.

Another application of the program involves special classes organized in public schools. Groups can be set up for all ages. For example, a martial arts program has been implemented, using a rigorous research design, at an elementary school in Topeka, Kansas. Results indicate that this "gentle warrior" class is having a dramatic impact (a 50% drop in school suspensions, a 32% drop in visits to the principal, and a 20-point increase in standardized academic achievement test scores have been noted in the first 18 months of the project).

In this model, a martial arts teacher conducts a one-hour class, one or two times per week, for selected students displaying either bullying or victimization. These classes take place during school hours. The main focus is to develop respect and self-control. Physical training begins very slowly, with breathing exercises, visualizations, and stretching. Eventually, the students learn simple breakaways, falling, and other personal safety techniques. They also role-play bully, victim, and bystander scenarios. Such a program depends on a dialectical view of the bully-victim-bystander interaction (Twemlow, Sacco, & Williams, 1996).

A host of add-on activities can be developed, such as honor groups, in which selected students are trained to be junior monitors in school hallways or the playground. Adult volunteers can create the vital link to the community (Twemlow & Sacco, 1996; Sacco & Twemlow, 1997).

The martial arts program can also be introduced into residential treatment settings for use with violent adolescents. The training becomes part of the medical/psychological intervention. Thus, the instructor must not only be a martial arts expert, but also a licensed mental health provider.

In residential treatment, the focus of the martial arts program is on self-control and conflict avoidance. The groups tend to be revolving, with new participants being cycled in according to the facility's intake and discharge policies.