About Us

Who Are We?

We are a 501c3 nonprofit organization focused on helping Omaha and metro area youth develop critical life skills and build a foundation for a positive transition to adulthood.

Our Goal

The goal of MAMA Reporting Services is to make long term changes in our communities by providing juveniles an environment of positive influence to become productive, contributing members of society. Our program offers additional hours of positive adult contact and supervision emphasizing development of life skills and not afforded opportunity to make poor decisions or be surrounded by people who do.  

How We Do This?

Change the environment and you can change the child.  We use our powerfully positive martial arts community to immerse area youth in a structured and discipline environment surrounded by positive peers and inspiring mentors.   Martial Arts are a proven medium to provide purposeful intervention and constructive impact on our youth.

Why Martial Arts?

FACT: Youth do not resist change, they resist being changed

The MAMA program harbors mutual support, motivation and drive that naturally promotes a willingness to change for the better. Peer coercion is replaced with peer concern; antagonism and intimidation have do not exist in what is a helpful, positive culture. Peers and teammates have an obligation to help not hold back. The norm of adult absence and neglect is replaced with positive and supportive experiences.   

FACT: The longer a student trains in martial arts, the less aggressive he/she becomes.

A paradox that most martial arts instructors know first-hand is the longer a student trains in martial arts, the less aggressive and deviant he or she becomes. This was the conclusion of a landmark study from Canada in the early 1980’s and has been supported ever since. Martial arts decrease such behavior because it builds a student’s self-control, self-assertiveness, self-esteem and self-confidence. These positive traits reduce violence and aggression. A follow on cross-sectional study found an inverse relationship between rank and aggression in students participating in the martial arts; suggesting a decrease in aggression can be attributed to training, not attrition. Supporting studies indicate martial arts practice reduce Type A patterns characterized by: hyper-alert, aggressive, explosive speech mannerisms, and hostile emotions. A threefold study further showed a decrease in aggressiveness and anxiety and an increase in self-esteem in youth identified as juvenile delinquents after just 6 months of martial arts training.  

FACT: The benefits of martial arts go above and beyond traditional sports

There is no argument that traditional sports and team activities have a tremendous positive effect on youth. While martial arts have much in common with other sports (physical activity, physical fitness, skills acquisition, and social interaction) separation begins with emphasis on self-knowledge, self-awareness, self-improvement, and self-control. The involvement of philosophical and ethical teachings, ceremony and ritual, integration of mind and body, and meditative components provide additional avenues for individual growth and development.  

FACT: Martial Arts have proven therapeutic for children with various disabilities

Numerous studies support the practice of martial arts as being beneficial for individuals with physical and psychological disabilities and ailments. In particular, youth diagnosed with ADHD, ADD have shown increased attention span, decreased distraction, development of motor and behavioral control, improved self-esteem, and an ability build positive peer relationships. Research also confirms more involvement, not less, in structured programs have a psychotherapeutic effect in helping children overcome personal struggles such as anger management, stress, depression, and self-expression.  The dojo (training hall) becomes a safe haven detached from the daily world; it is an opportunity to focus on the individual, working through personal issues with others doing the same.  

FACT: Martial Arts have shown therapeutically beneficial for those with traumatic experience

  Several studies have found that women recovering from psycho-sexual abuse, eating disorders, substance abuse and growing up in dysfunctional families reported that martial arts training was helpful in their recovery with many cases achieving quicker results than verbal therapy alone.   

Current Initiatives

R.A.W. D.A.W.G.S.


This program is an incentive, military type program that offers positive alternatives to gang membership for boys 5 to 13.  The RAW DAWGS was originally developed by Dr. Joseph Jennings whose first program was funded by President George Bush.  Dr. Jennings provided Compassion In Action all the necessary material to establish his program in Omaha, NE in 2012.  After CIA relocated to it's current location to expand services to people confined and facilitate the RAW DAWGS Program, Dr. Jennings passed October 7, 2013, but his legacy continues with us. 

Juvenile Justice Center

The reporting center is available for juveniles who are involved in the juvenile court system to report for daily supervision. The staff and program are dedicated to working in professional, scalable, and individually tailored programs to provide youth an environment that is proactive, safe, caring and responsive.  


The Douglas County Youth Center (DCYC) Education Department currently offers three types of educational programming to meet the needs of a diverse population.  It's EPIC (Encouraging Positive Intelligent Choices) evening program aims to facilitate positive and productive life choices.

You Turn

Creating opportunities for young people to break the cycle of violence and poverty so they can lead productive lives in our community. 

We are focused on intervention and prevention strategies for adolescents and young adults, who are at risk for gangs, violence and activities that negatively impact their opportunity for success. 

Help Us Grow and Donate Today

Board of Advisors

Aaron Cerrone - Director

Aaron is a 21 year military veteran and active reserve officer in the Air Force. He is a professor at the University of Nebraska at Omaha teaching in the College of Business Administration. He holds a Masters Degree in Human Relations from the University of Oklahoma and a LEAN Six Sigma Master Black Belt from Villanova University. Aaron brings career experience in data criteria development, data collection, metric analysis, evidence based decision making, and SOP development/implementation.   

Edward Shobe

Ed is a Human Resources specialist and former director at Children’s Square USA where he oversaw youth programs, emergency services, runaway hotline, and youth shelter. His experience working directly with at-risk youth (something he continues) resonates through his martial arts instruction.

John Falewitch

John is a successful entrepreneur and owner/President of Falewitch Construction Services. He is regularly involved in various community service initiatives throughout Omaha and is an acting sponsor within the AA program.  

Catherine "Cat" Hock

Bringing 10 years of overall counseling experience, Cat (MS, LIMHP, NCC) provides the program with accessible counseling for every student. As a Clinical Mental Health Counselor at Offutt AFB, Cat is embedded into high risk units to provide counseling for service members with high operations tempo and high stress careers. She is certified with the American Association of Suicidology as a Certified Crisis worker and has five years working as a Crisis on call clinician assessing and treating those at risk of suicidal, homicidal, or psychotic behaviors or ideations. Cat also worked in higher education as adjunct faculty at the University of Nebraska at Lincoln and Colorado Technical University Online for five years.  

Page Dalton

A career educator, Page is a social studies teacher at Harry A. Burke High School. Her success working with high school age youth and their daily struggles is confirmed on a daily basis and is widely considered one of Burke’s top teachers.    

Matt Allen

Matt brings career experience working with at-risk area youth. His first-hand knowledge of the Nebraska Juvenile Probation Department and the Juvenile Court system affords invaluable and contextual insight for this program as well as helping youth and their families effectively navigate the system.     

Contact Us

Drop Us A Line!

Better yet, see us in person!

The program is run out of Mid-America Martial Arts in Millard.

MAMA Reporting Services

14951 chandler road, omaha, NE 68138, us




References & Studies

Studies and Research supporting the wide range of benefits of martial arts training for youth and adults.

· Weiser, M. "Psychotherapeutic Aspects of the Martial Arts." American Journal of Psychotherapy 49.1 (1995): 118-127.    

· Cerrato, Paul L. "Tai Chi: A Martial Art Turns Therapeutic." RN 62.2 (1999): 56-60.    

· Cohen, Robert. "Alternative Medicine Treatments Put to Test." The Houston Chronicle Publishing Company. 9 November. 2003.   

· Dunlap, Diana. "Attention Deficit Disorder in the Dojang." AOL Hometown. 26 Jan. 2004. http://hometown.aol.com/twdiii/webpage/ADDarticle/ADDArticle.htm.    

 · Li, J.X. "Tai Chi: Psychological Characteristics and Beneficial Effects on Health." British Journal of Sports Medicine 35.3 (2001): 148-156.   

 · Twemlow, S.W. "An Analysis of Students' Reasons for Studying Martial Arts." Perceptual and Motor Skills 83.1 (1996): 99-103. U.S. Census Bureau. Disability Status: 2000. 12 Feb. 2004. http://www.census.gov/hhes/www/disable/disabstat2k/disabstat2ktxt.html. U.S. Department of Labor:   

 · Binder, Brad “Psychosocial Benefits of the Martial Arts: Myth or Reality?” 1999. http://userpages.chorus.net/wrassoc/articles/psychsoc.htm    

· Brown, D.R., Wang, Y., Ward, A., Ebbeling, C.B., Fortlage, L., Puleo, E., Benson, H. and Rippe, J.M. (1995) Chronic Psychological Effects of Exercise and Exercise Plus Cognitive Strategies. Medicine and Science in Sports and Exercise 27: 765-775.  

 · Daniels, K. and Thornton, E.W. (1990) An Analysis of the Relationship Between Hostility and Training in the Martial Arts. Journal of Sports Sciences 8: 95-101.  

 · Daniels, K. and Thornton, E. (1992) Length of Training, Hostility and the Martial Arts: A Comparison with Other Sporting Groups. British Journal of Sports Medicine 26: 118-120.   

 · Delva-Tauilili, J. (1995) Does Brief Aikido Training Reduce Aggression of Youth? Perceptual and Motor Skills 80: 297-298.   

· Duthie, R.B., Hope, L. and Barker, D.G. (1978) Selected Personality Traits of Martial Artists as Measured by the Adjective Checklist. Perceptual and Motor Skills 47: 71-76. 

  · Edelman, A.J. (1994) The Implementation of a Video-Enhanced Aikido-Based School Violence Prevention Training Program to Reduce Disruptive and Assaultive Behaviors Amoung Severely Emotionally Disturbed Adolescents. ERIC Document Reproduction Service No. ED384187.  

 · Egan, M.A. (1993) The Effects of Martial Arts Training on Self-Acceptance and Anger Reactivity with Young Adults. ProQuest Dissertation Abstracts No. AAC 9239036.   

· Finkenberg, M.E. (1990) Effect of Participation in Tae kwon do on College Women's Self- Concept. Perceptual and Motor Skills 71: 891-894.  

 · Fleisher, S.J., Avelar, C., Latorre, S.E., Ramirez, J., Cubillos, S., Christiansen, H. and Blaufarb, H. (1995) Evaluation of a Judo/Community Organization Program to Treat Predelinquent Hispanic Immigrant Early Adolescents. Hispanic Journal of Behavioral Sciences 17: 237-248.  

 · Foster, Y.A. (1997) Brief Aikido Training Versus Karate and Golf Training and University Students' Scores on Self-Esteem, Anxiety, and Expression of Anger. Perceptual and Motor Skills 84: 609-610.  

 · Gleser, J. and Brown, P. (1988) Judo Principles and Practices: Applications to Conflict-Solving Strategies in Psychotherapy. American Journal of Psychotherapy 42: 437-447.   

· Gleser, J.M., Margulies, J.Y., Nyska, M., Porat, S. and Mendelberg, H. (1992) Physical and Psychosocial Benefits of Modified Judo Practice for Blind, Mentally Retarded Children: A Pilot Study. Perceptual and Motor Skill 74: 915-925.   

· Gonzalez, M.B. (1989) The Effects of Martial Arts Training on the Cognitive, Emotional, and Behavioral Functioning of Latency-Age Youth: Implications for the Prevention of Juvenile Delinquency. ProQuest Abstracts AAC 9008022.  

 · Gorbel, L.B. (1990) The Martial Arts and Mental Health: Psychotherapeutic Effects of Modified Karate Training Upon Behaviorally Disordered Adolescents. ProQuest Dissertation Abstracts. AAC 9105812.   

· Green, J.R. (1987) A Comparison of the Effects of Two Recreational Interventions on Various Aspects of Adaptive Behavior and Self-Concept Among Male Adolescent Offenders with Mild Mental Retardation in Residential Treatment. ProQuest Dissertation Abstracts. AAC 8717644.   

· Guthrie, S.R. (1995) Liberating the Amazon: Feminism and the Martial Arts. Women and Therapy 16: 107-119.   

· Guthrie, S.R. (1997) Defending the Self- Martial Arts and Women's Self Esteem. Women in Sport and Physical Activity Journal 6: 1-28.  

 · Husman, B.F. (1955) Aggression in Boxers and Wrestlers As Measured by Projective Techniques. Research Quarterly 26: 421-425.   

· Jasnoski, M.L., Corday, D.S., Houston, B.K., and Osness, W.H. (1987) Modification of Type A Behavior Through Aerobic Exercise. Motivation and Emotion 11: 1-17.  

· Jin, P. (1992) Efficacy of Tai Chi, Brisk Walking, Meditation, and Reading on Reducing Mental and Emotional Stress. Journal of Psychosomatic Research 36: 361-370.   

· Konzak, B. and Bourdeau, F. (1984) Martial Arts Training and Mental Health: An Exercise in Self-Help. Canada's Mental Health 32: 2-8.  

 · Kroll, W. and Carlson, B.R. (1967) Discriminant Function and Hierarchial Grouping Analysis of Karate Participants' Personality Profiles. Research Quarterly 38: 405-411.  

 · Kurian, M., Caterino, L.C. and Kulhavy, R.W. (1993). Personality Characteristics and Duration of ATA Tae kwon do Training. Perceptual and Motor Skills 76: 363-366.  

 · Kurian, M., Verdi, M.P., Caterino, L.C. and Kulhavy , R.W. (1994) Relating Scales on the Children's Personality Questionnaire to Training Time and Belt Rank in ATA Tae kwon do. Perceptual and Motor Skills 79: 904-906.   

 · Layton, C. (1988) The Personality of Black-Belt and Nonblack-belt Traditional Karateka. Perceptual and Motor Skills 67: 218.  

 · Layton, C. (1990) Anxiety in Black-Belt and Nonblack-Belt Traditional Karateka. Perceptual and Motor Skills 71: 905-906.   

· Leith, L.M. and Taylor, A.H. (1990) Psychological Aspects of Exercise: A Decade Literature Review. Journal of Sport Behavior. 13: 219-239.  

 · Madden, M.E. (1990) Attributions of Control and Vulnerability at the Beginning and End of a Karate Course. Perceptual and Motor Skills 70: 787-794.   

· Madden, M.E. (1995) Perceived Vulnerability and Control of Martial Arts and Physical Fitness Students. Perceptual and Motor Skills 80: 899-910.  

 · Madenlian, R.B. (1979) An Experimental Study of the Effect of Aikido Training on the Self- Concept of Adolescents with Behavioral Problems. Dissertation Abstracts International 40A: 760-761.   

· Hemisphere Publishing Corporation: New York. pp. 261-269.   · McGowan, R.W., Pierce, E.F. and Jordan, D. (1991) Mood Alterations with a Single Bout of · Physical Activity. Perceptual and Motor Skills 72: 1203-1209.  

 · Nosanchuk, T.A. (1981) The Way of the Warrior: The Effects of Traditional Martial Arts Training on Aggressiveness. Human Relations 34: 435-444.   

· Nosanchuk, T.A. and MacNeil, M.L. (1989) Examination of the Effects of Traditional and Modern Martial Arts Training on Aggressiveness. Aggressive Behavior 15: 153-159.   

· Nouri, S. and Beer, J. (1989) Relations of Moderate Physical Exercise to Scores on Hostility, Aggression, and Trait-Anxiety. Perceptual and Motor Skills 68: 1191-1194.   

· Paul, W.W. (1979) Aggression, Control, and Non-Verbal Communication: Aspects of Asian Martial Arts. Dissertation Abstracts International 40B: 5873.  

 · Pyecha, J. (1970) Comparative Effects of Judo and Selected Physical Education Activities on Male University Freshman Personality Traits. Research Quarterly 41: 425-431.   

· Regets, C.M. (1990) The Relationship Between Self-Actualization and Levels of Involvement in Aikido. ProQuest Dissertation Abstracts. AAC 9027839.  

 · Reiter, H. (1975) A Note on the Relationship Between Anxiety and Karate Participation. Mankind Quarterly 16: 127-128.   

· Richman, C.L. and Rehberg, H. (1986) The Development of Self-Esteem Through the Martial Arts. International Journal of Sport Psychology 17: 234-239.   

· Saposnek, D.T. (1980) Aikido: A Model for Brief Strategic Therapy. Family Process 19: 227-238.  

 · Seitz, F.C., Olson, G.D., Locke, B. and Quam, R. (1990) The Martial Arts and Mental Health: The Challenge of Managing Energy. Perceptual and Motor Skills 70: 459-464.  

 · Simono, R.B. (1991) Anxiety Reduction and Stress Management Through Physical Fitness. IN:Psychology of Sports, Exercise, and Fitness: Social and Personal Issues. (L. Diamant, ed.) Hemisphere Publishing Corporation: New York. pp. 51-61.   

· Skelton, D.L., Glynn, M.A. and Berta, S.M. (1991) Aggressive Behavior as a Function of Tae kwon do Ranking. Perceptual and Motor Skills 72: 179-182.  

 · Slater, J. and Hunt, H.T. (1997) Postural-Vestibular Integration and Forms of Dreaming: A Preliminary Report of the Effects of Brief T'ai Chi Chuan Training. Perceptual and Motor Skills 85: 97-98.   

· Spear, R.K. (1989) Military Physical and Psychological Conditioning: Comparisons of Four Physical Training Systems. Journal of the International Council for Health, Physical Education and Recreation. 25: 30-32.   

· Suler, J.R. (1993) Contemporary Psychoanalysis and Eastern Thought. State University of New York Press: Albany. pp. 163-240.   

· Trulson, M.E. (1986) Martial Arts Training: A Novel "Cure" for Juvenile Delinquency. Human Relations 39: 1131-1140.  

 · Van Andel, G.E. and Austin, D.R. (1984) Physical Fitness and Mental Health: A Review of the Literature. Adapted Physical Activity Quarterly 1: 207-220.  

 · Weiser, M., Kutz, I., Kutz, S.J. and Weiser, D. (1995) Psychotherapeutic Aspects of the Martial Arts. American Journal of Psychotherapy 49: 118-127.