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

Whatever the format of the intervention, a key element is the philosophy of the teacher. Curative aspects of the intervention arise from feeling connected to a respected instructor. This attachment creates a positive affiliation and a growing sense of goodness and control. The "bad" ethics of the street or pathological family are slowly replaced by the "good" ethics of the teacher.

CLINICAL EXAMPLES

A Residential Program

Angel, 16, was placed involuntarily in a residential treatment program. His record indicated that he had been orphaned at age 12 and raised by gangs. He was an explosive adolescent with an extensive criminal record, including assaults with deadly weapons. After four months, he was about to be moved into a high-security facility because of constant violent outbursts with teachers.

During the martial arts program, the instructor modeled the technique of looking past, or through, an opponent and focusing on internal states. The exercise involved a competition in which program privilege points were the reward. The task was to develop a nonresponsive stare in the face of intense provocation involving verbal abuse. Angel could not maintain self-control for even 10 seconds. He would burst out laughing or get angry and stomp away. Eventually, he developed a nonreactive expression that allowed him to win the contest; no one could say anything to rattle him. Angel was able to apply this technique whenever necessary, and he never exploded violently again, thus avoiding five months' lock-up time.

A Specialized School (Dojo)

Paul, 14, had been suspended from school on many occasions, was diagnosed with ADHD, and was being treated with Ritalin. He was briefly hospitalized after threatening to kill himself and his mother. He had a history of self-mutilation and other self-destructive behavior, including banging his head against concrete, burning himself, and slicing his arms with a knife. He also had a history of marijuana use, fighting, and vandalism. Despite these problems, psychological testing showed he had normal intelligence, and that he was a sensitive, introspective, perceptive young man.

Paul was interviewed for admission to a school of martial and meditative arts. He was provocative with his mother and tried to shock the interviewer with his "unusualness." He remained in treatment, but joined the school as a student, not a patient.

Paul energetically committed himself to both the physical and mental training, with the goal of receiving a black belt. He reported that he was able to function better at school by using the meditative techniques. His grades improved and he required no further hospitalization or even regular therapy, just minimal psychiatric consultation.

A Special Public School Class

Ricci, 10, was attending an elementary school in a bad neighborhood of a large city. His family was involved in criminal activity, and he had witnessed a murder, as well as men's violence toward women.

He was constantly disruptive in the classroom, and tried to bully peers and terrorize girls. Nevertheless, I.Q. testing indicated he was highly intelligent, but his inability to concentrate made learning impossible.