Violence and Impulsivity Reduction
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Violence and Impulsivity Reduction for High Risk Boys through Meditative Martial Arts. Gail Zivin, Ph.D., Thomas Jefferson University Nimr R. Hassan , Koga Ha Kosho Shorei Ryu Kempo Assoc. of Phila. Geraldine F. DePaula, M.D ., Thomas Jefferson University

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Violence and Impulsivity Reduction for High Risk Boys through Meditative Martial Arts

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Violence and impulsivity reduction for high risk boys through meditative martial arts

Violence and Impulsivity Reduction

for High Risk Boys

through

Meditative Martial Arts

Gail Zivin, Ph.D., Thomas Jefferson University

Nimr R. Hassan, Koga Ha Kosho Shorei Ryu Kempo Assoc. of Phila.

Geraldine F. DePaula, M.D., Thomas Jefferson University

Carmen Harlan, M.D.,Thomas Jefferson University

Daniel A. Monti, M.D., Thomas Jefferson University

Kashfia D. Hossain, M.D., Thomas Jefferson University

Ksai Patterson, M.S., Widener University

Funding from the Huston Foundation


Violence and impulsivity reduction for high risk boys through meditative martial arts

Changes in Teachers’ Ratings of Negative Behaviors

0.10

0.00

-0.10

-0.20

Nonstudent

Student

-0.30

Changes on Sutter-Eyberg Inventory

-0.40

-0.50

Impulsive

Violent

Inappropriate

-0.60


Changes in attention

Changes in Attention

8

7

6

5

4

Nonstudent

3

Student

Test

Changes in IVA Continuous Performance

2

1

0

-1

-2

Vig. (V)

Vig. (A) p<.05

Pru. (V)

Pru. (A)


Changes in self report

Changes in Self Report

0.2

0.15

0.1

Changes inPiers-Harris Self Concept Interview

0.05

0

-0.05

Calm

Happyp<05

Schl wrk p<003

Conduct

Popular

-0.1


Changes in teachers ratings of negative behaviors and follow up

Changes in Teachers Ratings ofNegative Behaviors and Follow-Up

0.40

0.20

0.00

-0.20

Nonstudents, after wait

Students, after course

Changes on Sutter-Eyberg Inventory

Students, after wait

Nonstudents, after course

-0.40

-0.60

-0.80

-1.00

I

mpulsive

Violent

Resists Rules

Inappropriate


Changes in attention and follow up

Changes in Attention and Follow-Up

10

8

6

4

2

Nonstudents, after wait

0

Students, after course

IVA Attention Test Changes from Baseline

Students, after wait

-2

-4

-6

-8

-10

Pru(V)

Vig (A)

Pru (V)

Pru (A)

-12


Changes in attention and follow up1

Changes in Attention and Follow-Up

10

8

6

4

2

Nonstudents, after wait

0

Students, after course

IVA Attention Test Changes from Baseline

Students, after wait

-2

Nonstudents, after course

-4

-6

-8

-10

Pru(V)

Vig (A)

Pru (V)

Pru (A)

-12


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