Running head: EFFECTS OF MARTIAL ARTS

Effects of Martial Arts on Violent Adolescents and Their Victims Nadine N. Dare Ball State University EDPSY 251 Dr. Allen Maugherman April 20, 2008

Running head: EFFECTS OF MARTIAL ARTS Effects of Martial Arts on Violent Adolescents and Their Victims Preventing aggressive behavior among violent adolescents by training them in how to fight is not the common line of thought in todays society. How could teaching a dangerous youth how to fight help prevent him from using his new skills? The answer is in how those new skills are taught to the individual. The traditional style of teaching tae kwon do that focuses on the philosophy and psychological as well as physical aspects produced very good results with less aggression and more self-esteem; whereas the more modern form of teaching that emphasizes fighting and competition showed little improvement. Twemlow stated, Apparently it was the combination of mental and physical discipline that resulted in reduced aggression (Twemlow, 1998). Participation in martial arts focuses on three main concepts that are the same throughout all styles. These three ideas make a preventative martial arts program work. They are the

ideologies that encourage definitive changes in the juveniles taking the course. Without the focus they provide martial arts would not be affective for decreasing violent activity. That is why the more modern forms of teaching martial arts are not conducive to a violence preventative program. It is only when the techniques are taught traditionally that they are effective in improving the social interactions of adolescents. According to Twemlow these three concepts are of great importance in training violent youths in martial arts and they consist of the following: (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 (Twemlow, 1998).

Running head: EFFECTS OF MARTIAL ARTS Martial arts focus not only on ones ability to fight off a foe but also on keeping ones life in balance. Many martial arts masters engage in practices that are often seen as feminine in the Western world. Traditionally, the fiercest samurai also trained in brush painting, flower arrangement, haiku writing, and solving conundrums that foster a positive ethic (Twemlow, 1998). This is a fact that many violent adolescents find unusual and they do not expect. In todays culture juveniles are taught that tough people, the ones who know how to fight do not

participate in sissy practices like those listed above. This is a new concept to many of them and they strive to live up to their role models. A violent youth in a martial arts program sees his instructor as a roll model; therefore he is very likely to embrace the arts of brush painting, flower arranging, and haiku writing if he sees his instructor involved in those activities. Martial arts have proven effective in dealing with students who are ADHD and violent. They stress nonviolence, respect, and self-control. This article ended with three examples of students who greatly improved in their behavior and self-conduct through a martial arts class, their names are Angel, Paul, and Ricci. They became compassionate and caring towards others when they had been violent towards their peers. Martial arts are not the only form of action required for the full recovery of a violent adolescent to socially acceptable behavior. Other actions are needed as well, including, The involvement of the clinician may be as little as one or two hours per month, in contrast to the much greater clinical oversight required in more traditional interventions (Twemlow, 1998). Adolescents with oppositional defiant disorder can be treated through martial arts. Karate was used in this particular study to diminish angry outbursts from children with this disorder. Karate can be used as an effective intervention for disruptive behavior and serious interpersonal aggression in a group of children manifesting ODD (Palermo, 2006). This is possible because

Running head: EFFECTS OF MARTIAL ARTS Karate stimulates myelinization that children with oppositional defiant disorder have not

developed (Palmero, 2006). Though Karate is the process of learning how to fight, it consistently has helped violent and aggressive youths to sharply decrease their violent and aggressive behaviors. The psychology behind self defense is beneficial towards adolescents because it helps them to avoid conflicts before they even begin. An adolescent who affirms his or herself is less likely to engage in destructive behavior in response to a threatening situation. According to Sherman and Cohen, The research presented has implications for psychological and physical health, education, social conflict, closemindedness and resistance to change, prejudice and discrimination (Sherman, 2006). Most martial arts have an element of self affirmation theory within their philosophies. They instill confidence within the student so that he can better cope with the situations around him. Martial arts have had an amazing effect on the attitudes and behaviors of high risk adolescents. According to Blowers, High-risk youth engaged in martial arts improved on all variables from baseline measurement [specifically in] self-esteem and a less favorable attitude toward violence (Blowers, 2007). Traditional teaching of martial arts emphasizes the importance of avoiding violence and the fact that learning to fight is a means of preventing the need for fighting. Traditionally, fighting is reserved for a last resort, this is instilled in the youths and they become less violent and more sensitive to the people around them. The Rape Aggression Defense program also resorts to fighting as a last resort of selfdefense. This is not a martial art but it is based on martial arts (Brody, 2008). The act of learning and the ability to apply self defense raises a girls self-esteem, especially in rape victims. It is comforting to know how to defend oneself from potential harm and to know how to avoid that

Running head: EFFECTS OF MARTIAL ARTS

potential harm all together so that physical violence is never needed. The martial arts train young adults in various ways to protect themselves and this raises their self-esteem. Participating in a martial art has little to do with whether or not a child is bullied (Harding, 2004). The difference that martial arts make is in the perception the victim has of being bullied. Adolescents involved in a martial art view themselves in a more positive light than do their peers who have no such training. The ability to focus and to defend oneself helps an adolescent cope with bullying and to continue their lives without dwelling so much on their victimization. I went through a similar transformation. I was severely bullied in middle school and high school and it was not until I began to train in Iaido and Kung Fu that my self-esteem improved greatly and I was no longer as affected by the bullying. Aikido, a nonviolent Japanese martial art based on the principles of harmony and the peaceful resolution of conflict (Ingalls, 2003), has influenced the lives of seven adolescents in Ingalls study. An important aspect of the benefits of Aikido was the fact that the adolescents belonged to a community. This is very important for young people of this age and a martial art is an excellent form of finding a community to belong to. The advantage of their instructors as mentors was also very important in changes that these adolescents had undergone. The participants became more loving, peaceful, confident, disciplined, relaxed/calm (Ingalls, 2003), over the year that they spent training in Aikido. Martial arts focus on preventing the need for violence to protect oneself and they are very effective in bringing out other desirable qualities in participants. Officials at the Mill Creek Youth Center, in Utah, used training in Chuan Fa to help resolve emotional problems, curb aggressive tendencies, develop self-awareness, and cultivate a strong moral foundation (Mendenhall, 2006). Chuan Fa is a martial art founded in Buddhism

Running head: EFFECTS OF MARTIAL ARTS that focuses on the practice of mindfulness which is the full mental absorption in a task (Mendenhall, 2006). This becomes prevalent in applying Chuan Fa to all aspects of life as all martial arts are meant to be applied. The incarcerated juveniles improved in coping with their emotional problems, diminishing their aggressive tendencies, developing their self awareness, and standing on a moral foundation (Mendenhall, 2006). Martial arts are an effective preventative measure against school violence. Traditional martial arts do not focus on fighting and being able to harm another person, they are solely for self-defense. They encourage and stress among their students the concept of avoiding physical

conflicts nearly at all costs and only when there is absolutely no other choice should one actually use the techniques that one has learned. This view of learning how to fight while at the same time emphasizing nonviolent values encourages adolescents not to engage in violent activities and they become more sensitive to the needs of others around them. A new concept that is being seriously considered is that martial arts training is seen as a valid preventative strategy against aggression (Mastrostefano-Curran, 2004). If taught in schools today, martial arts would provide a structured activity for students and curb the violence running rampant throughout school systems in the United States of America. The effects of a sexual assault self-defense class on college women who had been sexually victimized was analyzed in a study conducted by Gidycz. Those who took the course reported that they experienced less self blame for what had happened to them than the women who did not take the course (Gidycz, 2006). This lies in the fact that learning how to defend oneself from harm has a positive impact on ones self-worth. Martial arts students have a higher sense of self worth for this reason. A student that has a higher sense of self worth is less likely to find herself in a situation where she would be easily victimized. She is also less likely to blame

Running head: EFFECTS OF MARTIAL ARTS herself for her victimization and to understand that what happened was because of her attacker, not because of herself. Through my research, I have learned that martial arts have a much greater effect on violent adolescents than I had believed. These arts are proven through seven of the above literature reviews to be extremely effective in the rehabilitation of dangerous adolescents. Traditionally taught, martial arts help to calm the mind, to busy the body, to provide a role

model, and at the same time to focus on not acting violently. Within the accounts that I have read I have been introduced to an encouraging perspective on the problem of violent adolescents in schools. Victims of violence by other adolescents also benefited through training in martial arts. My sources have documented a raised sense of self-worth and greater confidence among those who participate in this activity. I have a passion for martial arts; for this reason I was very excited to research how it affects dangerous and violent adolescents. I was not surprised at all to find out that violence in adolescents can be effectively decreased through participation in a traditionally taught martial arts class. It is an excellent form of boosting ones morale and gaining empathy for others. I took one year of Wing Chun Kung Fu and two years of Iaido (Japanese sword fighting), during my sophomore and junior years of high school. That had a huge impact in how I faced my day to day problems and how I coped with bullying. I became much more confident and I learned to control my emotions to a great extent. Before beginning my training I had a problem with self-control and I was constantly flying off the handle at my loved ones for petty reasons. I found it very interesting, though unsurprising, that when martial arts are taught from a more modern perspective they are not nearly as effective. This is because they focus on competition and fighting. When learning how to fight and defend oneself it is best to focus on

Running head: EFFECTS OF MARTIAL ARTS not using the skills one is learning and instead focus on helping others. In the classes that I took during high school, my teachers focused on the need to avoid using the techniques that I was

learning. In the case of Iaido, I was also taught to respect my weapon, and to respect my uniform in both classes. Martial arts have a huge focus on respect which maintains a healthy relationship between student and teacher. This molds a well balanced individual. As I was researching the effects of martial arts on violent adolescents, I realized that in my job, as a teacher, I would be able to actually teach a Gentle Warrior class with a little more training on my part. That would be an outlet for combining two of my passions: teaching and martial arts. This endeavor would also fulfill an IPSB developmental licensing standard. Through the Gentle Warrior class I would be engaging my students in an activity related to their interpersonal, community, and societal responsibilities (AYA2:p2). A class such as what I am proposing would prepare my students for other responsibilities that they will be faced with in the future. They will be role models for their peers in the community as training in the martial arts causes them to become more calm, and to think more before acting. I want the next generation of children to have the opportunity to learn as much from training within a martial art as I did. If I was not able to teach a class in martial arts I would still be able to use its principles to the benefit of my students. I have learned breathing techniques that help to calm the body and, consequently, the mind, and I could use those to help calm a student who is very upset. I could also employ the practice of focusing solely on one task and nothing else for a period of time in my classroom. This could use this as an aid for free writing assignments and to teach my students how to do their homework even when there is a commotion and other distractions in their homes. Both of these applications of martial arts involve the use of non-threatening communication with

Running head: EFFECTS OF MARTIAL ARTS my students (AYA6:d5). Different aspects of martial arts can be applied to the classroom with beneficial results for both the students and their teachers. Teaching my students the concept of respect would not be restricted to a martial arts class. It is imperative that students respect their teachers and that, they, in return, are given respect. Teaching a martial arts class to my students would be an excellent venue through which

to teach them respect. That is the first and most prevalent concept that I learned through my own training and I want to instill it into my students. Many adults complain about how adolescents have no respect in this day and age and my class would help to curb that problem. I would implement the policy of I will always respect you, therefore, I expect you to respect me. My Kung Fu and Iaido teachers set up this rule and they lived by it. It worked among their students because receiving respect earns ones own respect in return. Respect is one of the most important aspects of the classroom, without it a class quickly degenerates into chaos. With respect both from the students and the teacher a class can learn in a healthy environment. This is a positive environment for students to learn in and they will always be respected and supported regardless of their developmental differences (AYA1:p2). A youth who has ADHD will receive as much respect as a juvenile who is calm and not disruptive during class. My views on how violent adolescents are affected by martial arts were reinforced through the research that I conducted. It also reinforced my personal experience as a victim of aggressive adolescents during my own youth. Martial arts boost self-esteem and self-confidence among adolescents who have been victimized by their peers. I can apply martial arts to my role as a professional through helping students to cope with stressors in their lives caused by academics and by situations at home. I can also use them to emphasize the importance of respect in my classroom.

Running head: EFFECTS OF MARTIAL ARTS Professional goals are important to set in place for all teaching personnel. These goals allow one to organize exactly what one wants to leave with each student. The first professional goal that I have set for myself is to create an atmosphere of respect in my classroom. I plan on

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respecting my students and will expect respect from them in return, I can use the strict emphasis on respect found in traditional martial arts training as a basis for my classroom respect. My second professional goal is to positively impact my students on a personal level. I can do this through investing in every one of my students. Employing martial arts to achieve this goal would pose no difficulty. The values and insights one learns through martial arts training will stay with each student for the rest of their lives. They may forget the particular moves or where their training took place but they will never lose the sense of self-worth and the boost in selfconfidence that they gained. A third professional goal of mine is to acknowledge every student who enters my classroom without allowing even one to leave thinking that no one cares about him or her. I have heard many accounts of students who committed suicide simply because they thought that no one cared whether they lived or died or that no one would even notice if they did not exist. I strive to show every person I come in contact with that they are special and someone cares about them. This especially applies to my students. Children, of all people, need to know that they have worth and that they would be missed if they were gone. I will specifically look for the outcasts who do not make friends easily and who may have no friends at all. My support could be the turning point in a childs life.

Running head: EFFECTS OF MARTIAL ARTS References Blowers, J. G. (2007). Impact of an after-school martial arts program on at-risk students. Dissertation Abstracts, Vol 68(3-B) (0419-4217), 1913B. (UMI No. AAI3257356) Abstract retrieved from OvidSP database. (2007-99018-407) Brody, R. D. (2008). The effect of the R.A.D. self-defense program on adolescent girls' self-

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esteem and self-concept. Dissertation Abstracts International, 68(7-B), 4863B. (UMI No. AAI3272962) Abstract retrieved from OvidSP database. (2008-99020-361) Gidycz, C., Rich, C., Orchowski, L., King, C., & Miller, A. (2006). The Evaluation of a Sexual Assault Self-Defense and Risk-Reduction Program for College Women: A Prospective Study. [References]. Psychology of Women Quarterly, 30(2), 173-186. Harding, D. S. (2004). Bullying, victimization, and physical self-efficacy among adolescent martial arts students and non-martial arts students. Dissertation Abstracts International, 64(11-B), 5839B. (UMI No. AAI3062725) Abstract retrieved from OvidSP database. (2004-99010-311) Ingalls, J. E. (2003). The adolescent experience of aikido: A phenomenological approach. Dissertation Abstracts International, 63(8-B) (0419-4217), 3918B. (UMI No. AAI3062725) Abstract retrieved from OvidSP database. (2003-95004-112) Mastrostefano-Curran, E. (2004). A cathartic theory of aggression: Martial arts as a strategy for preventing school violence. Dissertation Abstracts International, 65(1-B), 446B. Abstract retrieved from OvidSP database. (2004-99014-111) Mendenhall, M. (2006). An investigation of the impact of buddhist martial arts as a rehabilitation intervention program to remedy emotional problems, curb aggressive tendencies, develop self-awareness, and cultivate a strong moral foundation with incarcerated juvenile

Running head: EFFECTS OF MARTIAL ARTS delinquents. Dissertation Abstracts International, 67(6-B) (0419-4217), 3459B. (UMI No. AAI3222044) Abstract retrieved from OvidSP database. (2006-99024-162) Palermo, G. (2006). Editorial: A Possible Alternative Therapy for Childhood Aggressivity. Journal of Offender Therapy and Comparative Criminology, 50(6), 607-608. Sherman, D., & Cohen, G. (2006). The psychology of self-defense: Self-affirmation theory. [References]. Zanna, Mark P (Ed), 183-242.

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Twemlow, S., & Sacco, F. (1998). The application of traditional martial arts practice and theory to the treatment of violent adolescents. Adolescence, 33(131), 505-518.

Running head: EFFECTS OF MARTIAL ARTS IPSB Developmental Licensing Standards The teacher of adolescents and young adults creates positive classroom environments where individual developmental differences are respected and supported (AYA1:p2).

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The teacher of adolescents and young adults engages students in activities related to their interpersonal, community, and societal responsibilities (AYA2:p2). The teacher of adolescents and young adults values the use of clear, non-threatening communications with students (AYA6:d5).