An Effective Approach to Violence Prevention: Traditional Martial Arts in Middle School

Adolescence, Fall, 2001 by Gail Zivin, Nimr R. Hassan, Geraldine F. DePaula, Daniel A. Monti, Carmen Harlan, Kashfia D. Hossain, Ksai Patterson

Furthermore, the comparability of teacher ratings at the end of the second semester and at baseline may be problematic, since most boys had different teachers at the two measurement times. It is certain that one set of teachers cannot subjectively rate students exactly the same as another set of teachers. It is unknown how much disparity there was or whether the disparity simply increased measurement error without introducing bias. Perhaps this incomparability leaves each boy's individual second semester score globally meaningful (high or low), but inappropriate for obtaining a difference score. However, there is one indication that the second set of teachers rated these boys much as the prior teachers had: postcourse means and standard deviations were similar for both groups.

Implications

So many factors were bundled in the experience of this martial arts course that it is unwise to speculate as to which were most important for its positive effects. Nevertheless, three factors deserve mention as potent and unique components of the experience: (1) Self-respect and respect for others, regardless of status or skill, was embodied in the discussed philosophy, exemplified by the teacher, and required of the students. (2) The moving meditation gave three-times-weekly practice in calming. This begins to retrain the boys' nervous system away from impulsive reaction. Boys reported using breathing techniques for stress control in daily life. (3) The instructor showed genuine interest in and concern for each student. Perhaps his positive influence was augmented by his strength of character and his being a respected member of the local community.

The first two factors are unique to training in traditional martial arts. The third aspect (a truly concerned and inspiring teacher) is not unique to such training, but is typical of it. There are many teachers of traditional martial arts. By subscribing to this pacifistic, respectful philosophy and by being interested in teaching youth, they could bring a core program for at-risk youngsters into their local schools.

The need for this course is not limited to boys. A similar course was instituted in the same middle school for its highest risk girls. Although we did not investigate its effects, the martial arts instructor reported similar attitude change among the girls as among the boys.

The positive effects on the boys were evident even though the course was held in an ordinary classroom, without uniforms, and for only 30 class meetings. It is unknown whether these effects, with or without follow-up courses, would be long lasting. Studies have shown that the psychological benefits of martial arts are correlated with length of participation (Nosanchuk & MacNeil, 1989; Trulson, 1986). That such a clear and broad pattern of psychological improvement appeared after only 30 classes surely is worth noting. Also noteworthy is that these effects occurred without the multimodal, holistic approach sometimes considered necessary for violence-prevention programs. It is hoped that these findings can be replicated and that long-term follow-up effects will be studied.