martial arts curriculum[1]

Treating Violence in the School through Traditional Martial Arts:

The effects of practicing traditional martial arts on developing self control in elementary school students with behavior problems

Dr. Israel Kim, head of the department of criminal justice, a joint program of Beit Berl College and the Open University.

Israeli police reports show that the rate of juvenile delinquency in the last few years is on the rise, and that the physical violence and great bodily harm has risen by almost 40 percent. A survey indicates that the most troubled issue for teachers in schools is student violence. The problem has become even more acute with the enactment of the special education bill, whereby schools are obliged to integrate violent students into their regular classes. Various prevention means have been carried out in order to eradicate this spreading phenomenon, but none have been effective. The findings from a GoJu traditional martial art intervention program versus a control group carried out in a well known boarding school indicate that GoJu training develops self-control in behavioral troubled children. It improved concentration skills. It brought about less hitting, less anger, less disturbance and less disruption in the classroom.

Introduction  

In a wholesome and comprehensive survey of the literature named, "coping with violence in the school system", Benbenisti, Astor and Marachi (2003) map out the programs being deployed throughout the school system today. These are "Peace builders", "Second step", "Richmond's youth against violence", "Student's project for peace", "Community service plan", "Strategies for the prevention of youth violence "," FAST track-families & school "," Brainpower and YLYG in Cleveland & Ohio.   None of the above programs of preventing school violence is dealing with martial arts techniques as preventive measure. The particular martial art we aim at is called GoJu (meaning literally: hard & soft). It is not a fad that comes and goes but rather a well based program grounded in the traditional Chinese philosophy called "Dao".   The intent of this study is to introduce the GoJu martial arts to the Israeli school system as primary and especially secondary prevention of school violence.

School Violence   

Only recently has violence in schools been studied as a distinct and independent phenomenon. In the past, this subject was studied in connection with juvenile delinquency in general, since school violence tended to occur at a high frequency in schools located in distressed and criminal neighborhoods. However, the emergence of the phenomenon of violence in middle-class schools led the researchers to question this previously unequivocal relationship (Horowitz 1992). Basing her report on data obtained from the Israeli Police, Amit (1996) reports that in the years 1994 - 1995 the rate of violence among school students has increased by 15.4%. In the same period there was also a 25% increase of violent acts committed by youngsters against school personnel. Data also show that instances of violence involving grave bodily harm caused by children to others increased by 39%.  A survey conducted by Geocartographia Institute, on behalf of the Teachers' Union, indicates that the most troubling issue to most teachers is that of violence in the school (73.8%); more than working conditions, number of students in classroom, salary, safety and security.   Horowitz (1990) shows that 95% of the violence occurs among boys. Her study points out that there is no significant difference between ethnic or socio-economic status and that the problem is prevalent both in vocational and in  "regular" schools. Thus, it seems, that violence has, lately, become quite common in Israel's society, be it in the classroom or in the street and it disrupts life for individuals and educational establishments alike.   Olweus(1987, 1991,1993), then, O'Neill (1994), suggest that school violence has been found to have a reciprocal relationship with the manifestation of violence in society, although certain causes, characteristics and consequences are specifically related to the school's cultural organization. Therefore, school violence cannot be explained as being solely a product of external agents, such as society, community and family, but must be considered to be one of the overt expressions of the school culture itself.   

Israel police, department of community and civil guard (2000) reports that in an epidemiological study done in the U.S. it was found that the most common place to fall victim of violence out of all places, is the school. Throughout the school years, violence is most common in Junior High School, more than in high school, with elementary school being the lowest. Benbenisti (2000), in an epidemiological study, adds in greater detail, that most Israeli students become victims of all kinds of violence: verbal as well as physical. Its distribution reveals 58%, 50% and 33% occurring in junior high, high school, and elementary school, respectively. The Need to Regain a Sense of Control in Schools   The need to regain a sense of control in schools is, therefore, acute, suggests Orlev, head of the Knesset (Israel Parliament) education and culture committee (Mabat Lahinuch 2002). We are also supported by numerous studies, which show this need of schools for discipline.   Goodald (1987) and later Cullingford (1991), then also Kalekin-Fishman (1996) show that students understand well the need for discipline and the rules of law to regain formal controls. The problem became even more acute when the Special Education Bill was enacted. Schools now obliged to accommodate everybody including the violent student in a regular classroom, however, they are not provided with adequate solutions for the consequent problems. It turns out that various attempts to reduce school violence, such as counseling or even transferring the violent student to a different school are not very effective in the long run. Faced with this spreading phenomenon the educational system must look for new ways to eradicate it.

Violence usually becomes apparent when it is at its highest and intervention at this stage is usually not quite effective. Its cost effectiveness ratio is very low. Hence, a more effective educational intervention method, by means of martial arts is suggested here (Kaplan 1984).   We thought that it is, non-the less, the task of the physical-education teacher in school, as an all year round task. Primary prevention ought to be, as opposed to violence prevention "project", as it is called when introduced to a school, and lasts only a limited period of time a permanent intervention. Hence, we introduced it to the department of physical education of a Teachers' College (Kim & Benyamini, 2003).   Primary, as well as secondary prevention of this type is definitely within the scope of the educational counselor's work in school (Klingman & Eisen 1991; Baker & Shaw 1987). Since martial arts training (GoJu in this case), is an activity that children are attracted to, it may be offered as an elective, or as the task of the physical education program in the education system as a whole.   As primary prevention and especially as secondary prevention, it deals with cognitive skill acquisition and with forming behavior patterns for more complete future adaptation. In cases of exposure to daily stressful situations the newly acquired skills may reduce the probability of injury to the child's mental and physical wellbeing. (Klingman & Eisen 1991)   The experience of martial arts masters in effectively treating low or deficient self-control children is open for scientific research, which may bring  "esoteric" solutions out from the shadows and make them legitimate.   This paper aims to present selected findings from a study dealing with the improvement made by low self-control students, so classified by care giving and teaching staff of a well known boarding school. These findings indicate that GoJu martial art training develops self-control and contributes to solving, partially at least, aggressiveness problems in a special and selected and difficult group of kids in the Israeli educational system.

Theoretical background Martial Arts & Self Control   

Definitions of self-control and its characteristics in sports and in Karate in particular are based on the classical psychological and criminological theories and on present day applications in sports and in Karate respectively. Self-Control   There are a number of theories concerning the attainment of self-control.  The most dominant seems to be the one based on Freud's psychoanalytical theory.  His basic premise is that human beings are innately motivated by sexual energy  " the Libido". According to Freud personality is determined by every individual's patterns of coping with stressful situations he or she may have experienced in their childhood.  Freud traces self-control by means of fulfillment postponement to our basic existential needs.  Self-control is connected with ego formation, thus normal development of the ego builds self-control patterns.  It may be surmised that Freud sees self - control as a personality trait.   Other psychoanalysts such as Yung, Erikson, Adler and Fromm put a greater emphasis on the cultural variables of behavior rather than on the libido (Mussen & Rozenzweig 1973). Unlike Freud who sees man as innately evil by means of  "Tenatus" they base their theory on the positive forces which make up the personality.  Here they go along with the likes of Rogers and Masslow who deal with "self actualization".  Dollard and Miller in their by now criminological classic Frustration and Aggression theory point to the role of impulses and their control in the formation of personality and behavior. Their main argument is that a self-control response serves as positive reinforcement.  It reduces the impulse and the need for self-control.

Self-control and the need for it can be learned and stem from the connection between fear and / or frustration and lack of self - control.  This aspect connects psychoanalytical and learning theories. Classical theorists, such as Skinner, Bandura and Walters, who are among the founding fathers of the "Learning Theory" (Skinner 1953; Bandura & Walters 1963) offer empirical and simpler principles by which to explain personality and the behavior arising from it. Thus Skinner links a person's situation to his or her self - control. Bandura and Walters (c.f.) stress that self-control abilities are a function of either positively or negatively reinforced modeling. Sports and Self-Control   The fields of sports, physical training and mental well being have yielded a substantial number of studies in the past few decades.  Those, for instance, attempting to account for the link between "normal" populations and populations with mental problems.  These studies indicate that physical training does indeed improve both short term and long term psychological well being.  Descriptive studies also pointed to similar results. (Dyer & Crough 1988 ; Leigh & Taylor 1990 ; Lehns, Hayward & Daiss 1988 ; Morgan & Pollck 1978 ; Valiant & Asu 1985).   Theories that seem to account for the link between physical training and mental wellbeing are based on classical psychology and focus mainly on behaviorist theories on the one hand, and on "cognitive effective" explanations on the other hand.  Eischens & Griest, (1984) , for instance, claim that physical training  is  , in some aspects, - intent, regular training regimen, emotional stress release, nearing a point of total exertion and  concentration - not unlike other activities which  have a positive influence on the individual's mental well being.   Graist, et.al.(1978) contend that those who train or work out physically feel better because they experience: control, patience, ability to change, psychological stress release, raised consciousness and biochemical changes. Other researchers raise similar arguments which include some of the above mentioned. Thus Buffone(1984), holds that physical training benefits mental well being on three levels. It provides a "time out" from other activities, it gives a sense of "being in control" and it modifies self-perception.   

Robins & Joseph (1985) make this argument concerning runners. Many of the studies dealing with the connection between physical training and mental well being bring up the issue of "coping strategies"; e.g. Billings & Moos (1984), Glyshaw, Cohen and Towbes(1989).     Folkman & Lazarus (1980) define coping as being the cognitive and behavioral efforts for control, tolerance or reduction of internal and external demands and the conflicts arising from them. Folkman & Lazarus (there) distinguish between two types of coping: 1) Coping that focuses on the problem in an attempt to "locate the source" in the individual's personality and "dominate" it.      2) Coping that focuses on the emotional experience and attempts to "rechannel" it as      a response to a stress generating social situation and to "control" it.   

Physical training may foster daily coping. It may facilitate both the kind of coping focused on the emotional sensation - by means of self - control; and management techniques such as stress release or catharsis, see Stone & Neal (1984) and the kind that focuses on the mental problem. When an individual perceives emotional sensation as problematic (an inner problem, not in response to problematic relations with the environment) he or she will try to control problem related mental stress.  By means of physical training it is possible to gain control in both situations. Karate and Self-Control   Martial arts are different from physical training proper. The literal meaning of  "Budo", Japanese for martial arts, is the way to cope with a conflict. Martial arts trainees learn to cope with themselves and with their environment in continual conflict. This coping is an important part of training.  Earlier we had a description of the characteristics of those engaged in physical training, these are very similar in the case of those engaged in specific training. Wingate (1993), for instance, who studied the connection between psychological well being and Karate reports that athletes who engaged in Karate specified seven reasons for their doing so: good feeling, self respect, self confidence, improved creativity, better sleep, energy and productivity at work. She also points out that most Karatists claimed that training helped them cope with psychological stress - it alleviated it, took their minds off worries and attenuated their daily worries. Karate trainees demonstrate better coping capabilities when faced with conflicts.  They perceive their training both as a reaction to a mental problem and as therapy for the same problem. Training helps them to deal with psychological problems by providing tools for reinforcing personal discipline, improving self confidence, reducing psychological stress, strengthening positive thinking and basic optimism and finally, it improves self control capabilities.   Berry (1991) studied the behavioral effects of Karate training  (Yoshukai) on four pending variables: classroom discipline, teacher's attitude towards "problematic students", students' self- perception and their scholastic achievements.  Data were gathered from 40 students aged 13 - 14 years (grades 7 - 8) who were marked as most likely to fail and drop out of school as well as those who quite often were sent to the principal's office as a result of their misconduct and aggressiveness. The findings of this study indicate that Karate training brought about distinct improvement in self - perception and self-discipline as indicated by their classroom behavior.   Trulson (1986) compared the effects of traditional Karate (Taekwondo) training which emphasizes the psychological / philosophical aspects with those of modern version Karate which lacks these aspects. His findings indicate that traditional Karate has a positive influence on its trainees: rate of aggressiveness drops, anxiety is reduced, self-image rises and social skills improve. Those engaged in non-traditional Karate demonstrated a marked tendency for increased aggressiveness.   Skelton, Glynn and Berta (1991) analyzed the effects of Karate training (Tawekwondo) on children's rate of aggressiveness. They studied 68 children aged 6 - 11. Their findings indicate an inverse relation between their ranking in Karate and their aggressiveness;  i.e. the higher the child's Tawekwondo ranking the lower his or her  aggressiveness level.   Nosanchuk (1981) also brings similar findings and later also Nosanchuk and MacNeil (1989). They interviewed 42 traditional Karate trainees of different rankings and found that the longer one was engaged in Karate training the lower the rate of aggressiveness displayed by him.   Boudreau et al. (1992) interviewed parents of both low and high-ranking young Karate trainees and on the basis of the data collected they claim that Karate training brought about a marked improvement in the children's self-confidence,  their self-control, their strength and prowess as well as in their character. Improvement in their interpersonal relationships was also apparent.   Ju (1985) studied the effects of daily martial arts practice on concentration, memory and coordination in 13 retarded third grade students, here too, the findings indicate substantial improvement in their memory and concentration abilities.

The GoJu Traditional Martial Art   

The GoJu traditional martial art educational intervention method proposed in this paper is a holistic approach combining various applicable counseling theories and approaches such as non- guiding counseling, the behavioral approach, the developmental and finally the behavioral- cognitive approach.   Roger's (1961) non-guiding counseling approach is very suitable to the  "tender" (Ju)  "Yen" aspect of ancient Chinese tradition and philosophy. This approach places the child at the center of existence and accepts and treats him or her with the most empathy. Skinner 's classical behaviorist approach represents the "hard" (Go) "Yang" of Chinese tradition, the aspect that emphasizes strict pedantic ceremonial rules and ranking.   Piaget's (1951) developmental approach and Beck's (1976) cognitive approach may be positioned between these two polar approaches.

Finally Meichenbaum's (1985) contribution to viewing the GoJu method as a holistic educational intervention should be noted. By combining behavioral and cognitive treatment he created the "Hard & Soft" approach. Furthermore the transition from classical - traditional - behaviorist treatment to behavioral - cognitive treatment is a transition to a less mechanistic treatment which increasingly emphasizes the "counseled/patient's" beliefs and conceptions as being exceedingly important for behavior transformation and which puts the patient in the center of counseling (Klingman & Eisen, 1991).  This approach ties together classical, behaviorist with non-directed guiding approaches such as "coping strategies".  By doing so it directly represents the GoJu method as Yin-Yang; as a dialectic wholeness of opposites, as is done in ancient Chinese philosophy and tradition.   The integrative combination of counseling techniques, such as behavioral repetition, breathing control, muscle relaxation, aggressive behavior modeling, thought cessation training, attention focusing training, concealed and positive reinforcement, cognitive restructuring, anti stress (such as anger, pain etc.) immunization  (Scissonss, 1993), are actually a GoJu counterpart.

Hypothesis  

The objective of the study presented in this article is to find out whether Go-Ju training improves self-control. The working hypothesis was that a marked improvement will occur upon participation in the correctional intervention of GoJu In other words, the self-control rate after participating in the correctional intervention will surpass the pre-participation rate.

Method Subjects: Intervention Group   Six (4 boys and 2 girls) 4th and 5th graders in a well-known central Israel boarding school were observed. Two of the four boys and one of the girls were of Ethiopian

All of the children were suffering from low self -control (according to characteristics reported to the researchers during the ethnographic interviews). All of the children came from problematic and difficult socio-economic backgrounds.

Control Group   

There were nine (9) children whose behavior characteristics were similar to those of the 6 subjects, but who, for various reasons, were not included in the study, served as the control group.

Interviews   

Anthropological interviews constituted the main research method, namely, open and free discussion focusing on study related topics. Various school workers were asked to describe each child emphasizing social and scholastic behavioral problems.  At a later point they were asked to describe the changes, if any, the children had undergone.   Similarly, the children were asked to openly evaluate any changes they had recently experienced and to assess whether or not and in what way these were Go-Ju related. Faculty members who made up the bulk of those interviewed were those who had most direct contact with the children: principal, teachers, educational counselors and remedial teacher. The interviews were conducted mostly at the beginning and at the end of the period during which the children had attended GoJu lessons (from 3-18-1996 until 6-25 1996).   Workers at the children's dormitory, "house mother" and counselor were also interviewed. Finally, the six subjects were interviewed at the end of the period.

Observation   

Observations were few and secondary to interviews. They were conducted during a Go-Ju lesson, during regular school lessons and also during recess.  Some observations also took place after school hours while the children were, together with other children, participating in Go-Ju lessons at the local community social club.

Procedure    A two-phase course was chosen to define "self-control" and then to measure it. Phase one, deals with defining self-control by means of phenomenological-ethnographic field interviews with school and dormitory staff. During the data collecting stage, members of the faculty defined behavioral categories as they saw fit. Those categories were set in order to justify each child's inclusion in the study. (Zabbar Ben Yehoshua 1990)   The categories included: lack of motivation, "staring apathetically", self destructiveness,  nervous tics, chattiness, complete lack of classroom participation, unrestrained violence, difficulty to concentrate, capriciousness, territoriality, possessiveness, obsessions, fidgeting, moving around nervously, stubbornness, "can destroy a lesson", impulsive outbursts, indifference and passivity, hitting and annoyance.  After the range of "self-control" categories was determined, the staff could define  (once more by means of an ethnographic - phenomenological interview) the personal profile of "lack of self-control". Determining the personal profile of "self-control" paved the way for the second phase of the study.   The second phase of data collecting, was conducted on two independent levels simultaneously: ethnographic / phenomenological  (qualitative) and positivist (quantitative). The aim was to measure improvements in self - control for each of the categories set forth by the previous study phase. The hypothesis being that reconstruction of the qualitative findings by means of the quantitative method as well will reinforce the study's internal and external validity. Each of the participating children was personally interviewed towards the end of the intervention. The children's point of view regarding the things they liked, preferred, wanted, feared or were ashamed of, was important to the researcher. This facilitated detecting the subject's perceptions and to understand hidden, internal processes. (Zabbar Ben Yehoshua 1990)

Findings

   

Each child's behavioral problems at school and improvement  (if any) upon assuming Go-Ju training will be discussed separately *.

1) Erez - Ethiopian born fifth grader, father died, family background described as "very problematic".  Very popular and "charming" boy though everyone noted behavioral problems, such as being  "hot tempered" and easy to get angry and beat up on other children.  In spite of normal scholastic capabilities his performance and achievements were poor. The dormitory staff also noted violent behavior coupled with serious discipline problems, which prompted a visit to his mother's house though this was not common practice in this school.

Change   

Everyone in the boarding school pointed out the tremendous improvement in his behavior. On a recent "open school" day his mother heard his many praises - this was attributed to both the influence of his mother and uncle and to popular, having finally adjusted to the demands of the boarding school. However both the school principal and his GoJu instructor agree that though his behavior did improve  "it is still difficult to reach him".  His behavior still vacillates and it is still unclear what the cause of his improved behavior and school performance is. The boy himself was somewhat ambivalent about his GoJu training and was unsure he was really interested. At the same time he said that GoJu taught him self-control and to restrain himself from hitting.  He greatly values his progress in his schoolwork and even claims to have cut practice occasionally in order to catch up on his studies. He argued that the * The real names of the students were concealed in order to protect their identity.

Other children in GoJu group were all younger than himself and their GoJu skills were inferior to his own, so that he feared that he would hurt them and was ashamed to be in the same group with them. This argument may, indirectly, indicate the development of a sports ethic and conscience. This may be a new positive development in a boy previously involved in violent fighting.   

2) Oz - Ethiopian born fifth grader whose parents are divorced and who has no contact with his father.  Considered by everyone to have a rich vocabulary, good verbal abilities and high scholastic potential. Not very popular, however. Oz's main problem is loss of self-control,  which very often leads to involvement in violent fights. Boarding school staff also indicated that peer communication was his main problem.

Nature of change   Unlike in the previous case, in Oz's case everyone noted the dramatic, unmistakable improvement both in his behavior and in his ability to concentrate in his schoolwork. The change he underwent was considered by all to be the most extreme just as his behavior prior to intervention was considered the most violent. "He turned from a negative to a positive leader". "Now, if he hurts someone he soon regrets it and apologizes", On my latest visit to the place I happened to see him crying in public after having been accused of starting a fight, a previously unheard of show of emotion. He made good progress in his studies with special emphasis on diligence and concentration.  The boy is aware of the changes though he views them as less dramatic. He attributes the change to his adjustment to his new environment, as well as to his being older and stronger. He too admitted concern about being the strongest, tallest and biggest participant in his GoJu group but become more patient and restrained. He, too, attributed his improved grades to his to his desire to satisfy his mother and grandparents.

3) Ziv- Israeli born fifth grader, orphaned from both parents. Very problematic family background. Arrived in boarding school in 1996. Considered very talented and able, but also shy, very sensitive, introverted and sad. Ziv is a very good-looking and popular boy. Everyone would like him to be more spontaneous and less restrained.

Change   Change in this case is hard to discern since Ziv has exhibited no special difficulties in either behavior or schoolwork. He himself felt that GoJu had contributed to his self-confidence,  not only physically, although he noted that he had no self-control problems prior to taking up Go-Ju training, it now comes more easily.  His body language during the interview indicated a great deal of inner tension.   

4) Saar - Israeli born fifth grader, both parents in prison. His disturbance consisted mainly of violent outbursts against other children - as well as other children's violence directed at him classroom disruption and especially, utter indifference to his studies. This caused his teachers and other care providers a great deal of frustration. "We don't stop giving him and he refuses ",  " He is completely disconnected and has nothing to lose" prior to his Go-Ju training a certain amount of improvement, attributed to his slow adjustment to the new place, was noted. Interestingly enough though, his dormitory status is much higher than his classroom status. He is socially very popular and livens up parties with stand up performances.  His parents and his twice a week visits to their jail are the only things that really matter to him.

Change   GoJu lessons were the first thing to attract his attention and interest and for him to excel in. This first step also prompted his admission to a model - plane - building class, which is considered to be a selective and prestigious course.  He tries to display greater interest in his studies. Go-Ju has, in his opinion, increased his self - confidence and enabled him to defend himself, though he may choose not to use it. He has learned self- restraint since  "in GoJu we learned that only cowards hit.

He feels that his studies have improved together with his will power and ability to concentrate. He does point out, however, that concentrating in GoJu comes much easier to him since the Katas (Battle-like simulation) occur repeatedly, whereas in schoolwork "whenever you focus on something, something new appears."   

5) Malka - Ethiopian born fourth grader, has only an old father, admitted to the school in 1995. Very popular socially, good athlete, pretty, very opinionated, self-confident and very alert. However, in class displays a great deal of stubbornness and insolence, underachieves and lags behind in her schoolwork. Teachers consider her to be very disruptive in class due to her behavior and social status.

Change   No marked change in her classroom behavior has been noted so far. She herself, however, points out that GoJu lessons have taught her the importance of restraint and that she now tries to control herself and does not hit or hit back when provoked. In order to illustrate this change she tells of a fight she had with a classmate whom she hit back but soon regretted it and wanted to apologize. She also recalled a case in which she  "succeeded not to hit back". She complained about finding it hard to concentrate on her studies but at the same time also claimed that she now tried harder, tried to read things over and over again in order to understand better, and did not hesitate to ask classmates for assistance.   

6) Irit- Israeli born, fourth grader admitted less than a year ago. Problematic family background, separated parents who display a great deal of violence towards each other, The girl was described as socially rejected, "pesty", irritating, possessive, childish, capricious, overbearing, unpleasant and "sour-puss". Also described as  "sociopathic", aggressive, (not necessarily physically) with no code of behavior. Though she disturbs and cannot concentrate in class, has many absences and sometimes refuses to participate altogether, she also wants to achieve and success is important to her. Others described her as bashful and lacking self- confidence, a good, constructive girl who hits when bothered by something and then cries to escape blame. All the above paint a complex uneven picture; though everybody pointed out her being socially outcast, as well as, stubborn. Change   There are conflicting views both as to the change she has undergone and as to her personality. One of her teachers has noticed no improvement in her schoolwork, whereas her science teacher claims she excelled and worked well. Though her grades dropped in mid year she has lately improved & now works well. Her previously very problematic social position has improved greatly.  She is now well liked and allowed to participate in various social activities. Her behavior also, seems to have improved and her aggressiveness which was "always ready to explode" has subsided. The girl herself thinks that GoJu has made her more confident and restrained. Though some of her social problems still remain she is now able to keep herself from hitting back. In summary we may say that all of the children reported improvement both in behavior and schoolwork. They all (except for one boy who was calm and had no study problems to begin with),emphasized their efforts to stay calm and to avoid angry outbursts.

Though it is difficult to judge how accurately the children's reports match an objective reality and to what degree they have internalized the message of GoJu, they all seem to have grasped the importance of controlling their aggressive impulses and the need to improve their concentration and do well in their studies.   The children's adult teachers and care providers reported that two of the boys have significantly improved and they are managing to control their aggressive and violent behavior. Their attitude to their studies has also improved compared to the pre GoJu period. It is difficult to estimate the rate of improvement for the other boys and in the case of one of the girls no improvement can be, determined, possibly because of her status as "class queen" which lowers her motivation to change.

The other, socially rejected girl, on the contrary, has everything to gain by changing her behavior. A number of the adults questioned, noted great improvement socially. Her schoolwork also seems to have improved.  

 The Wilcoxon Test (Siegel, 1956) which analyzes the statistical significance of the various changes each of the children underwent also supports the above. (Graphs about here).

i)                   Both the quantitative and the qualitative methods support the initial hypothesis concerning the GoJu related improvement in self-control of children with behavioral problems.

ii)                            The GoJu related improvement was more apparent in the boys and was statistically significant in all categories. In the girls it was much lower and statistically insignificant in most categories, though a slight change was reported.

iii)                         The behavioral categories showing the most change were in descending order of change: concentration, hitting, anger, disturbing and stubbornness.

iv)                         There is an inverse relationship between the rate of self-control prior to the intervention and the rate after exposure to GoJu. i.e. the lower the rate of self-control pre GoJu, the higher and the stronger the rate of post interference improvement; the more problematic the child's pre intervention behavior, the more significant and more dramatic the improvement brought about by GoJu training.

v)                           No connection was found between ethnic origin and lack of self-control or improvement thereof.   We found that the children, especially the boys, participating in Go-Ju training, hit less, bullied less, were less impulsive and more relaxed in their interaction with others. They were less angry at those in positions of authority, both in the dormitory and in school and showed greater motivation and concentration in their studies. In other words, self-control, which was particularly problematic for the children prior to intervention,  was greatly improved, so were their behavior and self-awareness.  Furthermore, comparing the findings for the study group with the findings for the control group only reinforces the results. Thus, four boys and two girls of the control group showed almost no progress. The condition of the two other girls and the one boy of the control group had even worsened during the duration of the study.  The school principal reported in an interview that Go-Ju  "gave a big push" to the study participants and others who were not included could have greatly benefited from it.

Conclusion   

GoJu's integrative "soft - hard" approach is singularly appropriate for handling lack of self- control. On the one hand it places the child in the center and allows free choice for self -fulfillment, on the other hand, however, respect for authority and established social norms is required.  This parallels the educational counseling in the behavioral-cognitive approach. GoJu is an approach based on the connection between fear, frustration and lack of self-control and bases the operative definition of self-control on them.  These characterize the research subjects: children of a particularly difficult and violent socio-economic, cultural and environmental background. This background caused their removal from home and adjustment to new ones. Their lack of self- control, displayed in and out of school, stems from these fears and frustrations. Many studies point out the connection between physical training and psychological wellbeing.   Physical training strengthens self-discipline,  improves self-confidence,  reduces psychological stress and increases self-control. The martial art of GoJu envelops the child in a training uniform and in clear ceremonial rules of conduct such as: bowing at the start of the training session, frontal kneeling with feet tucked under, hierarchical seating, joint bowing to trainer both at the beginning and  at the end of the lesson. Every movement is planned, ritualized and stylized; so is the "violence", which is expressed through strikes, thrusts, jumps, kicks and surprising, frightening and exploding yells. This ritualized, stylized violence brings about the relief and its restraint at the same time.

In light of all these we recommend that GoJu be adopted as an appropriate educational method.

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