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

Ricci was enrolled in the gentle warrior class and quickly developed an idealizing transference with the instructor. He became the instructor's helper, and after mastering the physical skills was quickly promoted to assistant instructor. Thus, his need to dominate and bully peers was sublimated into constructive leadership skills. At the same time, his capacity for compassion improved; for example, he was observed helping to tie the shoelaces of a kindergartner who was crying because he could not do it himself. His classroom behavior also improved and psychomotor agitation decreased. Eventually, he requested counseling, which also proved helpful. The therapist later indicated that he considered the gentle warrior training to be the turning point in the development of Ricci's self-esteem and capacity for self-control.

CONCLUSION

Martial arts -- in a therapeutic setting with properly trained and supervised instructors -- can be an extraordinarily helpful, ego-building form of psychotherapy. The training strongly supports synthetic ego functions, particularly control of aggressive impulses. It may be especially helpful in assisting verbally limited students in mastering leadership skills.

Carefully supervised therapeutic interventions using martial arts as the change agent can enhance mind-body coordination, which is quite helpful to students with attention deficit disorders. Martial arts taught in a traditional way also offer an organizing framework for understanding the world and a sense of historical connectedness, helping violent adolescents overcome their dysfunctional circumstances.

Stuart W. Twemlow, M.D., Private Practice, Psychiatry and Psychoanalysis, Topeka, Kansas; Topeka Institute of Psychoanalysis, The Menninger Clinic, Topeka, Kansas; Clinical Professor of Psychiatry, University of Kansas School of Medicine, Wichita, Kansas; and advanced black belt and master teacher, kenpo karate and kobudo.

Frank C. Sacco, Ph.D., President, Community Services Institute, Springfield, Massachusetts; Adjunct Faculty Member, American International College, Springfield, Massachusetts; and black belt instructor, han pul system of martial arts.

The authors are grateful to Ed Levy, M.D., for his contributions to this paper; the students and instructors of the School of Martial and Meditative Arts, Topeka, Kansas; Master Robert Morini of Chung's School of Martial Arts, Springfield, Massachusetts; and the high school student who allowed the use of his personal essay.

Reprint requests to Stuart W. Twemlow, M.D., 5040 SW 28th Street, Suite C, Topeka, Kansas 66614.

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