STUDIES

The efficacy of traditional martial arts programs applied toward mental health issues is well documented.  Over the course of the last twenty years, proliferating research into therapeutic martial arts programs has allowed an academic and professional exploration of alternatives to traditional psychotherapy. Therapeutic martial arts programs benefit difficult to reach, oppositional, seriously emotionally disturbed and delayed children and adolescents.  Evidence exists for effective adjunctive and alternative therapeutic martial arts programs as treatment modalities.

Although the literature supports most assertions regarding the beneficial results of martial arts training (MAT) in adults, a much more limited base exists regarding children and adolescents.  These studies have focused primarily on school based programs, selecting students at-risk for behavioral problems, or those already identified with serious emotional disturbance or behavioral problems, as subjects.  The focus has been the effects of MAT on aggression, self-esteem, behavioral problems, and prevention.

Early research (Nosanchuk, 1981) indicated MAT increased self-control, assertiveness, self-esteem and self-confidence.  Importantly, Nosanchuk and MacNeil later (1989) determined that “modern” or non-traditional MAT which discounts meditation, values of peace, etc. was found to increase aggressive behavior. Further, increased dosage of treatment exposure (longer training time) created a heartier result.  The 1989 study also identified what the authors considered key elements in conducting therapeutic MAT, including instructor characteristics (restraint, parental figure, and faith in the student,) values and ethics, and finally techniques focusing on conflict resolution.

Numerous studies (Madden, 1995; Rothpearl, 1980; Kurian, Caterino & Kulhavy, 1993) have focused on the various personality characteristics found in martial artists, and how martial arts training can mediate these traits.  Self-esteem, self-concept, anxiety, hostility, assertiveness and aggressiveness were studied to determine what factors in MAT have greatest impact on personality traits.  Konzak and Boudreau (1984) pointed out the possibility for adults to use MAT as a means of self-help, moderating the above mentioned personality or emotional issues without the need for psychotherapy.  Reynes and Lorant (2001) studied personality characteristics of children in MAT programs and found that children choosing martial arts training were not more aggressive than their peers, of particular interest for researchers studying levels of aggression in children in MAT programs. 

Trulson (1986) studied the effects of traditional MAT in his important work with juvenile delinquent youth in a community setting, and also found significant benefits in decreased aggressiveness and anxiety, and increased self-esteem and social skills.  Of note, the youth’s MMPI scores for juvenile delinquency measured in the normal range post- treatment.  Again, those youths engaged in modern style MAT, which focuses on fighting and competition, showed no improvement.  Twemlow and Sacco’s  (1996) violence reduction, conflict resolution, and bully-victim studies in schools include using both concepts of martial arts as well as direct application of MAT classes.  Although the study does not focus on research involving a residential treatment setting, the authors cite a case study showing the efficacy such a program might hold, and make recommendations for program curricula and instructor qualifications.  Zivin, et al (2001) duplicated several school- and community-related MAT programs, and were able to again demonstrate the effectiveness on various dependent variables associated with violence and delinquency within as few as 30 sessions.

The work of Weiser, Kutz, Kutz, and Weiser (1995) argued that MAT should be used as an adjunctive psychotherapy due to its simultaneous intervention on physical, interpersonal, and intrapsychic levels.  MAT can foster and expose feelings through a physical mode, for example, which may then be addressed through other modes of therapy.  Gleser and Brown (1988) found that in their work with children of varying disabilities including mental retardation and attention deficits, the use of a martial arts program improved their levels of physical and psychosocial functioning.  The principles inherent in the martial art paralleled significantly with certain mainstream psychological constructs.   Fuller (1988) also points out the similarities between numerous psychological concepts and martial arts concepts.   Fuller advocated the use of aikido, a Japanese martial art, perhaps most suited to work with the mental health field.  He cited the work of Madenlian (1979) who compared an aikido MAT program with traditional group psychotherapy, finding gains on the Piers Harris Self Concept Scale greater for the MAT program than for the group therapy.

Fuller’s (1988) assertions that aikido matches the needs of psychotherapeutic programs are well taken.   The concepts of blending, non-violence, peaceful conflict resolution, centering, and non-competitiveness inherent in aikido practice make it an ideal modality to approach emotionally disturbed children and adolescents.  Fuller’s criticism of therapeutic martial arts research points out areas needing more thorough examination, especially regarding the ingredients of training and characteristics of instructors.