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The program is full and new registrants will be wait listed. If you enroll and there is not enough space, you will be refunded. Due to demand, we will offer this program again, probably twice in the new year. If you would like to receive advance notification, please let us know of your interest via email at info@uclartsandhealing.org using the subject header: "SEA Notification Request."

uclarts and healing launches Social Emotional Arts (SEA) Certificate Program

In partnership with Santa Monica-Malibu Unified School District's Visual and Performing Arts Department

UCLArts and Healing is launching a Social Emotional Arts (SEA) Certificate Program to empower educators and community arts professionals in maximizing social-emotional benefits of arts experiences, and minimizing self-judgment and anxiety that can impede learning. Training will be interactive and experiential, and will feature the use of sound, rhythm, movement, and other creative approaches to group behavior management, verbal and nonverbal communication, managing special needs and integration with typical students, identifying and responding to trauma, strengthening personal presentation skills, and evaluating program outcomes. SEA also offers best practices in the multiple disciplines of art, dance/movement, drumming, music, poetry, and theater because of their symbiotic benefits. Scroll down for course syllabus and instructor bios. 

Trainees that attend all sessions and complete all course requirements satisfactorily will obtain a Certificate in Social Emotional Arts Education from UCLArts and Healing, which is an organizational member of the UCLA Collaborative Centers for Integrative Medicine.  Certificate holders that demonstrate solid mastery of SEA training practices may be recommended for future teaching opportunities in the community.

significance:

Through eight Saturday training sessions, SEA trainees will learn to develop and deliver process-oriented arts education for children and adolescents in school and community settings to improve emotional well-being, the social climate and the learning environment. This, in turn, will encourage lifelong participation in the arts. Arts education programs that can be shown to improve social-emotional learning and that are evaluated in ways that are meaningful to stakeholders, such as school administrators, will also increase the likelihood of adoption by schools - which will increase access to arts experiences for underserved youth. The National Education Association advocates the use of the arts as a "hook" for getting students interested in school. Positive arts experiences can maximize this value for youth. 

Arts educators are often not sure what to do or say when the inevitable “stuff comes up,” like when a student comes crying after seeing a performance and says: that happened to me. There can also be unintended consequences of arts experiences, such as self-judgment, anxiety, and inadvertent re-triggering of trauma.

To help strengthen the role of educators and arts educators in community health, UCLArts and Healing is launching this certificate program aimed at maximizing the social-emotional benefits of arts education, and the effectiveness of program development and delivery, through a focus on the process of creative expression.

The process of creative expression can be used as a metaphor for life that deepens reflection and dialogue, which brings meaning, self-understanding, empathy, connection to others, and allows for behavior change. Moreover, engagement in the process of creative expression without expecting perfection or mastery reduces self-judgment and anxiety that can impede learning, creativity, and future participation.

Without performance anxiety, students are more apt to volunteer to lead activities and share ideas, which transfers to more active participation in the classroom and greater willingness to take positive risks, such as volunteering to sing solos in the school chorus. In service of life, these students are acquiring skills for thinking on their feet, generating creative solutions, and expressing themselves with confidence.

dates: Eight Saturdays: 9/21, 9/28, 10/12, 10/26, 11/9, 11/23, 12/7, and 1/11.  

time:  9 am to 5 pm

Note that there may be individual variations in the starting and ending times on any given Saturday (e.g., 9 am to 4 pm).

fee: $1,800.   Please scroll down for special registration instructions. 

CEUS are available for MFTs, LCSWs, and RNs for an additional $120.  Please scroll down to the bottom of this page for CEU information

Some partial scholarships will be available.  For information about scholarship options, please read the following document: SEA Scholarship Options.pdf.  After reading it, if you have additional questions, please submit inquiries to info@uclartsandhealing.org with the subject header: SEA Scholarship. 

location: Professional Development Learning Center for the Santa Monica-Malibu Unified School District
                    2802 4th Street
                    Santa Monica, CA 90405

directions and parking:
Click here for directions to the Santa Monica-Malibu Unified School District Professional Development Learning Center.  Free parking is available on site.

bring:
Participants should bring their own lunches, snacks, and water, as there is no immediate source of food nearby, and lunch may be only 45 minutes long.  Participants should also bring their own notepads and pens, and they should dress comfortably in clothing and shoes that are movement friendly.

course syllabus:
The curriculum will be experiential as well as didactic and will be taught by board-certified creative arts therapists or individuals/teams with equivalent expertise. Weeks 3-7 will offer best practices in arts education that maximizes social-emotional benefits. The training program is designed to reinforce learning by integration of important concepts across all sessions.

Week 1 — Saturday, September 21
  • Introduction to Theory and Practice:  Group introductions. The benefits of the arts, why social-emotional learning is important, and how to maximize social-emotional benefits sustainably through the arts. The principles of maximizing social-emotional benefits will be demonstrated experientially with didactic debriefing. [Ping Ho]
  • Presenting Yourself:  Vocal and physical techniques for strengthening confidence and presence in the classroom. Participants will each have an opportunity to work on and demonstrate their stronger voice in front of other members of the training program. [Stephanie Nash]
  • Communication:  Ground rules for establishing safe group interaction, setting boundaries, positive and specific verbal communication skills, and identifying and encouraging participant engagement through non-verbal cues. Dyadic work will be used to build self-awareness of postural and other non-verbal messaging. [Kathy Cass]

Week 2 — Saturday, September 28

  • Group Behavior Management: Rhythm and movement-based strategies for managing groups, getting group attention, and transitioning from one activity to another. The presentation will revolve around socially-and emotionally-supportive strategies that are largely nonverbal in nature to prevent the need for yelling and other types of reactive or interventionist forms of classroom management. [Kathy Cass (children) and Camille Ameen (adolescents)]
  • Managing Special Needs: Understanding special needs. Nonverbal strategies for communication, stress reduction, and calming. Integration of students with special needs and regular students. Additional issues and methods to be considered in the delivery of arts experiences for special needs. [Kathy Cass (children) and Camille Ameen (adolescents)]
  • Identifying and Responding to Trauma: Body language and movement patterns that are indicative of trauma. How to avoid unintentionally re-traumatizing participants through the arts. How to respond to trauma, and how to use breath, sound, and movement as a grounding strategy. [Carolyn Braddock]

Week 3 — Saturday, October 12

  • Needs Assessment and Evaluation Strategies: Identifying the needs of the population that you are serving as well as the stakeholders in any given project. How to measure program outcomes and develop assessment tools. Participants will practice creating evaluation questions and will learn interactively. [Ping Ho]
  • Poetry: Experiential examples of poetry-based activities in schools designed to maximize social and emotional benefits. [Perie Longo (children and adolescents)]

Week 4 — Saturday, October 26

  • Drumming: Beat the Odds: Social and Emotional Skill Building Delivered in a Framework of Drumming. This UCLA research-based program is scripted for clinical and rhythmic integrity and has been successfully delivered in many school settings. Strategies for the use of the program with different age groups will be offered. [Ping Ho, Giselle Friedman, and Mike DeMenno (children and adolescents)] 
  • Music:  Experiential examples of the effects of music on children, adolescents, and special needs populations.  [Helen Dolas]

Week 5 — Saturday, November 9

  • Dance/Movement: Experiential examples of dance/movement-based activities in schools designed to maximize social and emotional benefits. [Gabrielle Kaufman (children) and Joseph Bocàge Few (adolescents)]

Week 6 — Saturday, November 23

  • Art:  Experiential examples of visual arts-based activities in schools designed to maximize social and emotional benefits. [Erica Curtis (children) and Jessica Bianchi (adolescents)]

Week 7 — Saturday, December 7

  • Theater:  Experiential examples of theater-based activities in schools designed to maximize social and emotional benefits. [Mimi Savage (children) and Camille Ameen (adolescents)]

Week 8 — Saturday, January 11

  • Group Presentations and Feedback:  Prior to this weekend, trainees will work in small groups to develop a needs-assessment plan, arts-based curriculum, and evaluation strategy.  Each small group will present its work experientially to other trainees in the course.  Each group will receive feedback from other trainees as well as a panel of instructors.  [Camille Ameen, Kathy Cass, Ping Ho, and possibly others, depending upon the artistic areas that will be presented.]


Note: SEA will also be delivered to UCLA students in Winter 2014 as a UCLA undergraduate course in collaboration with the Visual and Performing Arts Education Program (VAPAE) within the UCLA School of the Arts and Architecture. As an undergraduate course, it will meet twice a week over ten weeks.

instructor bios:

Camille Ameen co-founded Inside Out Community Arts (IOCA) ? a nationally award-winning, theater-based program that builds communication, socialization and problem resolution skills, and fosters understanding between diverse middle and high school youth. As Co-Director from 1996 through 2007, Camille trained and supervised 35+ artists per year; oversaw a mentoring program for program graduates in high school; produced and directed performances; and designed and oversaw program evaluation. She has served as a teaching artist at all IOCA sites, including numerous public middle schools, LA Bridges programs, Star View Wraparound Program, L.A. Child Guidance Clinic, Metropolitan State Hospital, and Dubnoff Center for Child Development. She co-wrote IOCA’s Artist Leader Manual: Curriculum for Youth Empowerment and continues to train new teaching artists in the curriculum and methodology. Camille has worked with Collective Voices at Gompers MS, and with continuation high school students at The HeArt Project, combining her theater techniques and work as a certified Council trainer (a listening and speaking circle practice) into a curriculum culminating in performance art. She designed a puppet making/performance workshop for adults and children at Metropolitan State Hospital and worked as a teaching artist with UCLA's Imagination Workshop for nine years, serving psychiatric patients, homeless families, the elderly, and homeless/addicted veterans in recovery. She has received a Certificate of Commendation from the City of L.A, the Wave Award from the Venice Chamber of Commerce for teaching excellence among others, and has a Professional Designation in Arts Education from the L.A. County Arts Commission. Camille has had a long career as a professional actress in New York and L.A., including Broadway, Off-Broadway and numerous television appearances.

Jessica Bianchi, MA, ATR-BC
is a board-certified art therapist and doctoral student at Loyola Marymount University, studying Educational Leadership and Social Justice. A master’s graduate in Marital and Family Therapy/Art Therapy from Loyola Marymount University (LMU), Jessica serves as art therapist at Aviva Family and Children’s Services working with emotionally disturbed teens. Jessica is also part-time faculty at LMU teaching on the importance of providing visual arts in all classrooms for holistic learning, and also co-teaches a class focused on art therapy with children in LMU’s graduate Marital and Family Therapy/Art Therapy Department. Jessica teaches a class for the Visual and Performing Arts Education Program within the UCLA School of the Arts and Architecture that is focused on creating empathetic communities by way of creative expression with defended youth. In addition, Jessica directs an annual weeklong summer arts camp in collaboration with LMU’s Marital and Family Therapy/Art Therapy Department at Dolores Mission Middle School in East Los Angeles.

Carolyn Braddock, MA is a nationally and internationally known consultant, educator, trainer, and group facilitator who specializes in innovative mind/body approaches to managing stress and patterns resulting from traumatic events. Many of these methods are based in The Braddock Body Process® — a body-centered approach based in Tai Ji and Qi Gong movement and philosophy, whereby individuals learn to identify and respond to signals of stress and manifestations of trauma in their distinctive patterns of breath, movement and sound. Carolyn received intensive training in family therapy at the Colorado Institute for Marriage and Family Therapy and studied extensively with renowned pioneer psychiatrist Carl Whitaker in the field of family therapy. She founded the Institute on Child Abuse and Neglect in l981 through the Graduate School of Social Work at the University of Denver and The Professional Psychology Department at the University of Northern Colorado. In addition, Carolyn works with individuals, couples, families, groups, and businesses in areas such as team development, communication, management skills, addictions, and post-traumatic stress disorder. Carolyn serves as mentor/trainer to graduate students and psychotherapists; consultant/trainer at the Chi Chi Rodriquez Youth Foundation (an organization for at risk youth in Florida); guest lecturer at California State University Northridge and at the University of Denver; and featured presenter for organizations, conferences and national/international symposia. She authored Body Voices: Using the Power of Breath, Sound, and Movement to Heal and Create New Boundaries, and chapters in other books and publications.

Kathy Cass MA, BC-DMT, NCC, CYT, E-RYT, 500
is a board certified dance/movement therapist, nationally certified counselor, and a certified yoga therapist with over 25 years of instructional and clinical experience with a variety of populations. She has expertise as a long standing director of a non-profit therapeutic dance/yoga organization called Chance to Dance, serving persons of all ages and abilities, and as a movement/yoga consultant for numerous institutions and individuals. This organization continues under the direction of Kathy's protégé, under the new name Dance for All. Kathy served three years, one, as head of the national BC-DMT panel of the Dance/Movement Therapy Certification Board. She has been a guest lecturer at Scripps College, Center for Movement Education and Research at Loyola Marymount University, UCLA and Los Angeles Chapter of the California Association of Marriage and Family Therapists. Kathy is currently a part-time faculty member at Santa Monica College Emeritus Division, El Camino Community College and Center for Movement Education and Research. She has been an Advisory Board Member for California State University, Fullerton, Extended Education in Expressive Arts Therapies. She also maintains a private Yoga Therapy /Ayurveda Life Skills practice in Santa Monica, CA. On the side, she has worked as a consultant for Pacific Resident Theater, Salty Shakespeare Company, and various actors around town, doing choreography, musical staging, and character movement.

Erica Curtis, LMFT, ATR-BC
is a practitioner, writer, consultant, and educator in the fields of art therapy and marriage and family therapy. A Board Certified Art Therapy and Licensed Marriage and Family Therapist, Erica has 15 years of experience and education in integrative approached to health and well-being. Erica is a professor at the Loyola Marymount University Department of Marriage and Family Therapy with a specialization in art therapy and has a therapy practice in Santa Monica where she works with children, adults, and families and supervises interns. She served multiple terms on the board of directors of the American Art Therapy Association and is past president of the Southern California Art Therapy Association. Currently, Erica serves as a media ambassador to the American Art Therapy Association. Erica was formerly clinical director at the Help Group, a widely respected Los Angeles non-profit agency and has lectured widely for institutions and organizations including UCSD, USC, UCLA and Kaiser Permanente. Erica was previously editor for the art therapy section of AllThingsHealing.com and has been used as an expert source for articles appearing in USA Today, Boston Globe, EHow Family, Shine from Yahoo!, and Women’s World Magazine, to name a few. She holds special certifications in Behavioral Intervention (as a certified Behavioral Intervention Case Manager), Disaster Mental Health (by the American Red Cross), and Collaborative Family Law (by the Los Angeles Collaborative Family Law Association). She has written several articles for Special Education Advisor and has been published in the Journal of Clinical Art Therapy.

Mike DeMenno is Manager of Remo Recreational Music Center and has been manager since its inception in 2003. In 1993, he came across an article featuring Mickey Hart and Arthur Hull about the use of drumming for community building and personal well being. Within a year, he began facilitating drum circles for kids at risk throughout Los Angeles. Under the mentorship of Remo Belli, the REMO Recreational Music Center in North Hollywood, CA, has developed into an extraordinary place dedicated to bringing rhythm and music to people from all walks of life. Mike has worked closely with Mickey Hart on several projects over the years, as well as under the mentorship of Arthur Hull for the past ten years. His services in drum circle facilitation are in demand locally, nationally, and internationally. In addition to helping others to experience playing music for personal joy, he also maintains his passion for the drum set. Mike is a co-developer of the program, Beat the Odds: Social and Emotional Skill Building Delivered in a Framework of Drumming.

Helen G. Dolas, MS, MT-BC
has a BA in Music Therapy and an MS in Special Education from California State University, Long Beach. In 1982, she founded Arts & Services for Disabled, Inc., a nonprofit organization that has provided quality creative arts education and therapy, driven by a “Love before Learning” philosophy, to over 4,000 individuals with disabilities since 1982. In this capacity, she supervises and trains approximately 65 employees and 600 community volunteers. As one of the largest employers of music therapists in the region, Helen has been the Clinical Training Director of her American Music Therapy Association (AMTA)-approved music therapy internship program since 1984. She is currently on the music therapy faculty at California State University, Northridge. Previously, as an adjunct professor at Chapman University, she established several new music therapy clinical training sites: at a private school for youth with autism, at a center that serves traumatized at-risk youth, and at UC Irvine Medical Center's Chao Family Comprehensive Cancer Center. Helen is currently partnering with two other music therapists to establish the International Foundation for the Healing Arts to promote the development of music therapy services. In 2008 and 2009, she was invited by Her Highness Sheikah Mozah of Doha Qatar in the Middle East as one of 15 U.S. delegates to participate in the Third Annual International Forum of Children with Special Needs. She has received numerous awards including a National Model Program Award at the U.S. Senate from the National Coalition of Creative Art Therapies (2002), the Betty Isern Howrey Award - the highest award in the Western Region AMTA (2006), and the National Professional Practice Award from the AMTA (2007).

Joseph Bocàge Few, MA, BC-DMT, LPC is a board certified dance/movement therapist and licensed professional counselor who has spent the past 12 years working in various residential treatment facilities with severely abused and neglected children and adolescents. As a movement therapist, she utilizes the creative arts, dance, music, and psychomotor education in an effort to assist with social/emotional and physiological health. Joseph attained her B.A. in Theater and Dance, graduated Magna Cum Laude, and went on to obtain her Master's Degree in Dance/Movement Therapy at Naropa University in Boulder Colorado. Joseph created and facilitated children’s theater companies that emphasized self awareness, self expression, community and ecological sensitivity, while teaching and utilizing many different creative disciplines. She worked as a Creative Arts Therapist for a collaborative program between Jefferson County Community Mental Health and the Jefferson County School District in Denver, while teaching dance and acting as company director for the City of Boulder. Joseph has presented at several American Dance Therapy Association annual conferences on her work with special needs and "at risk" children. Most recently, she directed and performed in a collaborative project with UCLArts and Healing and the Virginia Avenue Project. This multi-generational, multi-modal process involved movement, journaling, poetry and drumming, which culminated in performances including live painters.

Giselle Friedman, LCSW
is a licensed clinical social worker who is bicultural and bilingual in Spanish and English. Giselle received her undergraduate degree from the University of California, Santa Barbara, and her master’s degree from USC School of Social Work. As a psychotherapist, she has worked in school settings, agencies, hospitals and private practice, with a focus on children and families. Giselle spent four years as a treating and on-call therapist for Santa Monica-UCLA Medical Center’s Rape Treatment Center, Stuart House, and Santa Monica-UCLA Psychotherapy Group. She has been working as a full time psychiatric social worker for the Los Angeles Unified School District (LAUSD) since 2000. In this capacity, Giselle provides individual and group therapy to students and their families at several elementary schools. She also leads parenting classes and educates teachers and staff on topics such as children’s responses to trauma, Attention Deficit Hyperactivity Disorder, childhood depression and anxiety, classroom behavior management, and addressing bullying behavior. Giselle is a member of the school Student Success Teams, and she participates in her local district's LAUSD Resource Coordinating Council and neighborhood community meetings. She is a co-developer of the program, Beat the Odds: Social and Emotional Skill Building Delivered in a Framework of Drumming.

Ping Ho, MA, MPH is Founding Director of UCLArts and Healing, which facilitates the use of the arts for mind/body wellness and healing, as a vehicle for empowerment and transformation. UCLArts and Healing is an organizational member of the UCLA Collaborative Centers for Integrative Medicine, of which Ping is a Steering Committee Member and was founding administrator. She was also founding administrator for the UCLA Cousins Center for Psychoneuroimmunology (PNI), which led to the privilege of writing for Norman Cousins and co-writing the professional autobiography of George F. Solomon, M.D., founder of the field of PNI. In addition, Ping has an extensive background as a health educator and performing artist. She has a B.A. in psychology with honors from Stanford University - where she was appointed to spearhead the still-thriving Health Improvement Program for faculty and staff, an M.A. in counseling psychology with specialization in exercise physiology from the University of California, Santa Barbara, and an M.P.H. in Community Health Sciences from UCLA School of Public Health. Ping is a member of the Council of Advisers for the Academic Consortium for Complementary and Alternative Health Care, a national network of educational organizations and agencies in complementary and alternative medicine. She is a co-developer of the program, Beat the Odds: Social and Emotional Skill Building Delivered in a Framework of Drumming, and was principal investigator of its effectiveness study that was published in the journal, Evidence-Based Complementary and Alternative Medicine.

Gabrielle Kaufman, MA, BC-DMT, NCC is a board-certified dance/movement therapist and counselor with over 20 years experience in the helping profession. Currently, she is director of Training and Technical Assistance for the Los Angeles County Perinatal Mental Health Task Force. Prior to this, she served as director of the New Moms Connect Program of Jewish Family Service of Los Angeles providing services to new parents, particularly those suffering from symptoms of postpartum depression. Gabrielle has worked extensively with new families and aided in providing solutions to many parenting concerns. She has run several programs for high-risk children and teens, taught classes to parents of newborns and toddlers, and runs support groups for single parents and women with postpartum depression. Gabrielle has spoken widely, published articles on parenting, and served as editor for Bringing Light To Motherhood. She serves as Los Angeles coordinator for Postpartum Support International also has a private practice in Los Angeles providing services in both English and Spanish languages.

Perie J. Longo, PhD, MFT, PTR
is a marriage and family therapist and registered poetry therapist In private practice since 1990. She is director of poetry therapy groups for Sanctuary Psychiatric Centers (1991), Hospice of Santa Barbara (2002), and Cancer Center of Santa Barbara (2004). Perie is active in the National Association for Poetry Therapy (NAPT), for which she has served as Executive Director (2003-05), President (2005-07) and long-time mentor/supervisor for those seeking certification in this field. In 1998, she received the Outstanding Achievement Award from the NAPT. In 1999, she was keynote speaker for the NAPT annual conference, giving a talk entitled, “Gathered Around the Heart of the Fire” (published in the Journal of Poetry Therapy, Spring 2001), and in 2004 she received the NAPT's Distinguished Service Award. Perie has published several articles on the effectiveness of poetry therapy in the Journal of Poetry Therapy and The Therapist and has contributed the chapter on poetry therapy in the text, Introduction to Alternative and Complementary Therapies. Poet Laureate of Santa Barbara (2007-09), she has authored three books of poetry, and been published frequently in journals and anthologies. Since 1986, she has taught poetry for grades K-12 through California-Poets-in-the-Schools, and she has been on the literary staff of the Santa Barbara Writers’ Conference for many years. In 2005, she was invited by the University of Kuwait to speak about the power of poetry as a path for healing and peace. She is poetry chair of the Nuclear Age Peace Foundation.

Stephanie Nash, MFA, has an MFA from the Yale School of Drama, and a BA in psychology from Duke University. She has been a working actress in New York City and Los Angeles for 30 years, in television, film, theater, and many commercials. Stephanie is also a respected acting teacher, an Associate Professor at Art Center College of Design Film Directing Department, and has taught expressive movement at University of Southern California. Stephanie also coaches executives, professionals and special groups in mindful body language and public speaking. She founded Mindfulness Arts, a nonprofit organization for which she serves as mindfulness coach and integrative counselor; she also founded Laugh for Inner Fitness, which brings laughing programs to health and business organizations, corporations, and community groups. Stephanie has studied extensively in the Alexander Technique and Linklater Voice Training, directly with Kristin Linklater and top Linklater teachers, and also trained with master acting teacher, Tina Packer, founding artistic director of Shakespeare and Company, whose groundbreaking methods are a key component to Stephanie's teaching. Stephanie is presently a senior teacher for Shinzen Young, whose innovative mindfulness techniques continue to be studied by Harvard Medical School and other institutions. She also trains other meditation facilitators in Shinzen's Basic Mindfulness Program (that is also taught in schools, sometimes as a music mindfulness program), and his Home Practice Phone Program, which has enabled people all over the world to benefit from mindful awareness techniques.

Mimi Savage MA, RDT
is a registered drama therapist and Southern California Chapter President of the North American Drama Therapy Association. She has created drama therapy programs in acute psychiatric in-patient units as a member of rehab departments in hospitals. She has developed a full-time expressive arts group therapy program in the adult and children’s units at Kedren Psychiatric Hospital in Los Angeles, where she has trained drama therapy and occupational therapy interns. She has facilitated drama therapy and life skills groups as a member of the Behavioral Health Unit (BHU) at Brotman Hospital. She has been a drama therapist for ECHO-Malibu, a drug, alcohol, and self-harm residential rehab facility for young adults and is currently researching and working with foster and adopted youth in an arts-based pilot research study using digital film. As a teaching artist, she has created year-round curriculum and original performances in theater arts via PS ARTS for elementary and middle school youth. She has implemented theater arts classes for the LA’s BEST program, breaking ground by creating an after-school creative drama program for acute physically and mentally challenged youth in a Los Angeles Unified School District special needs school. She is currently teaching a course in critical thinking through improvisation at UCLA’s Pathway Program for developmentally delayed and challenged young adults. She began the journey of facilitation with theater after the 1992 Los Angeles uprising, joining coalitions of concerned actors who mentored youth to create the acclaimed documentary, "Through the Eyes of the Children: 113th and Central" and to form the Virginia Avenue Project. She received her BA at Princeton University in Comparative Literature and her MA at California State University, Los Angeles in Theatre Arts. She is qualifying for her Ph.D. candidacy in Expressive Arts Therapy at Lesley University this summer. She presents at national conferences such The Qualitative Report (TQR) and the NADTA. She is a graduate of The Drama Therapy Institute of LA and a graduate of the Neighborhood Playhouse School in New York. She is a professional actress of theater, television, and film who enjoys directing plays and short films about social justice.

registration instructions for sea certificate program:
Advance registration and payment in full is required by midnight on Thursday, September 19 for the SEA Certificate Program.  Payment in full and submission (via email to info@uclartsandhealing.org) of the form below is required to guarantee a space in the program. The form will help us better meet the needs of our trainees.




Due to the preparation required for this training program, we cannot accept drop-ins. 

In departure from our usual refund policy, we will issue full refunds if someone is not able to attend the program, minus a $20 administrative fee that can be claimed as a tax deductible contribution.  Refund requests must be made prior to the start of the program, to open up space for others.  Although refunds cannot be made after the start of the program, credit towards the same program in the following year can be given.

Trainees that attend all sessions and complete all course requirements satisfactorily will obtain a Certificate in Social Emotional Arts Education from UCLArts and Healing, which is an organizational member of the UCLA Collaborative Centers for Integrative Medicine. Certificate holders that demonstrate solid mastery of SEA training practices may be recommended for future teaching opportunities in the community.

As the course fills up, priority will be given to educators and arts educators who are able to put the information from the training into practice immediately. If the course is full, you will be given the option of joining a wait list. Online registration  gets your name on the roster immediately and lets us know that payment is forthcoming if you choose to pay by check. Payments can be made by credit card or check and must be received in order to guarantee enrollment. 

If you prefer to pay by check, you may send your check, made payable to Arts and Healing Initiative, to: 2626 33rd Street, Santa Monica, CA 90405-3111. 

Please make sure that the following information is included with your check:
  • your name
  • program name
  • email address
  • phone number
Note that email and/or phone numbers are requested so we may contact you regarding registration or program changes (if necessary).

continuing education units (CEU) information:
Provider Name: Arts and Healing Initiative, a 501(c)(3) nonprofit organization.
Provider Number: 4468.

Continuing Education credits for LCSWs, MFTs, and RNs can be requested during the registration process for an additional $120.00. This course meets the qualifications for 56 hours of continuing education credit for MFTs and/or LCSWs, as required by the California Board of Behavioral Sciences.

Continuing Education Units for RNs are provided by Helen Kiger, Provider No. CEP10957. This class is approved for 56 contact hours of continuing education credit for RNs as required by the CA Board of Registered Nursing.
If you are interested in CEUs for RNs, then please also let us know via email at info@uclartsandhealing.org, with the subject header, "RN CEU Request," so we can ensure we have the appropriate paperwork prepared for you in advance.

learning objectives for CEUs:
1.  Participants will learn ground rules for establishing safe group interaction, setting boundaries, positive and specific verbal communication skills, and identifying and encouraging participant engagement through non-verbal cues.

2.  Participants will learn rhythm and movement-based strategies for managing groups, getting group attention, and transitioning from one activity to another, to prevent the need for yelling and other types of reactive or interventionist forms of classroom management.

3.  Participants will learn to use nonverbal strategies for communication, stress reduction, calming, and will learn how to integrate students with special needs and regular students.

4.  Participants will learn body language and movement patterns that are indicative of trauma, how to avoid unintentionally re-traumatizing participants through the arts, how to respond to trauma, and how to use breath, sound, and movement as a grounding strategy.

5.  Participants will learn experiential examples of poetry and writing-based activities in schools designed to maximize social and emotional benefits.

6.  Participants will learn experiential examples of drumming-based activities in schools designed to maximize social and emotional benefits.

7.  Participants will learn experiential examples of how music can affect children, adolescents, and special needs populations.

8.  Participants will learn experiential examples of dance/movement-based activities in schools designed to maximize social and emotional benefits.

9.  Participants will learn experiential examples of visual arts-based activities in schools designed to maximize social and emotional benefits.

10.  Participants will learn experiential examples of theater-based activities in schools designed to maximize social and emotional benefits.

11.  Participants will be able to state at least two ways in which these practices can be useful in a nursing practice.

for more information:
Please submit questions via email to info@uclartshealing.org or telephone us at (310) 452-1439.


Refund Policy: In order to keep our programs affordable yet self-sustaining, we regret that we are unable to offer refunds on enrollment fees. We hope that you will find comfort in knowing that your fees are going to a worthy cause.

Reservation Policy: Reservations can be made for free events, unless noted otherwise in the program description. Individuals who have made reservations and who have arrived on time will be admitted first. After that time, everyone will have an equal opportunity for admission.

Wait List Policy: Based on past experience, we expect that a certain number of registrants will not be able to attend events. If registration for an event is full, joining the wait list will give you a higher priority for admittance at the door. If additional space for an event becomes available, individuals on the wait list will be notified via email and given the opportunity to enroll in the event before the additional spaces are advertised to the general public.

 
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