Research Article

Effects of participation in a martial arts–based antibullying program in elementary schools†

  1. Stuart W. Twemlow1,
  2. Bridget K. Biggs2,
  3. Timothy D. Nelson2,
  4. Eric M. Vernberg2,
  5. Peter Fonagy3,
  6. Stephen W. Twemlow4,*

Article first published online: 10 NOV 2008

DOI: 10.1002/pits.20344

Issue

Psychology in the Schools

Psychology in the Schools

Volume 45, Issue 10, pages 947–959, December 2008

Additional Information

How to Cite

Twemlow, S. W., Biggs, B. K., Nelson, T. D., Vernberg, E. M., Fonagy, P. and Twemlow, S. W. (2008), Effects of participation in a martial arts–based antibullying program in elementary schools. Psychology in the Schools, 45: 947–959. doi: 10.1002/pits.20344

Author Information

  1. 1

    Menninger Department of Psychiatry, Baylor College of Medicine

  2. 2

    Clinical Child Psychology Program, University of Kansas

  3. 3

    Department of Psychiatry, University College, London

  4. 4

    School of Martial & Meditative Arts, Topeka, Kansas

*The Menninger Clinic, 2801 Gessner Drive, PO Box 809045, Houston, TX 77280

  1. †

    Research was supported by the Menninger Foundation, Child and Family Center, Topeka Kansas, and the Department of Psychiatry, Baylor College Medicine, Houston Texas.

    Staff and students involved in the Peaceful Schools Project, USD 501, Topeka, Kansas, did the majority of the work and provided most of the good ideas for this work. Larry Wolgast, Pat McElliott, Martin Gies, Debora Hess, and Ruth Mott were pivotal in implementing the project. Anne Jacobs, Michael Wright, Edward Dill, and Bridget Biggs played a valuable role in organizing and coordinating data collection.

Publication History

  1. Issue published online: 10 NOV 2008
  2. Article first published online: 10 NOV 2008

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Abstract

This study evaluated the Gentle Warrior Program, a traditional martial arts–based intervention to reduce aggression in children, as it was implemented in three elementary schools. The sample consisted of 254 children in grades 3, 4, and 5 who participated in the Gentle Warrior Program as part of a larger school violence intervention. Results indicated that boys who participated in more Gentle Warrior sessions reported a lower frequency of aggression and greater frequency of helpful bystanding (i.e., helpful behavior toward victims of bullying) over time, relative to boys with less frequent participation. The effect of participation on aggression was partially mediated by empathy. The effect of participation on helpful bystanding was fully mediated by changes in student empathy. No significant results were found for girls. Results of the study provide preliminary support for the use of martial arts–based interventions to address bullying in schools for boys, by teaching empathy, self-control, and peaceful strategies to resolve conflicts. © 2008 Wiley Periodicals, Inc.

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