uclarts and healing launches Social Emotional Arts (SEA) Certificate Program
The Social Emotional Arts (SEA) Certificate Program empowers
educators and community arts professionals in maximizing
social-emotional benefits of arts experiences, and minimizing
self-judgment and anxiety that can impede learning. Training is
interactive and experiential, and features 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, traumatic responses and self-care,
strengthening personal presentation skills, and evaluating program
outcomes. SEA also offers best social-emotional practices in the
multiple disciplines of art, dance/movement, drumming, music, poetry,
and theater because of their symbiotic benefits. The program not only
teaches structured and scripted activities that can be used in the
community, but also teaches trainees how to develop and deliver their
own effective curricula for youth and other populations.
Trainees that attend all sessions and complete all course
requirements satisfactorily will obtain a Certificate in Social
Emotional Arts 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
Through eight Saturday training sessions, SEA trainees learn to
develop and deliver process-oriented arts experiences in school and
community settings to improve emotional well-being, the social climate
and the learning environment.
Educators and community arts professionals 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 professionals in
community health, UCLArts and Healing offers 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-awareness, empathy, and connection to others. 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 the service of
life, these students are acquiring skills for thinking on their feet,
generating creative solutions, and expressing themselves with
Arts 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.
“The SEA program pushed my creative
teaching to new levels. The techniques shared are practical and are
ready to implement in the class. If you are up for a challenge that
will move you from a comfort zone to a full spectrum creative teacher,
this program is for you.”
“This work is healing, powerful and is
integral with working with many populations. So many
social-emotional-and cognitive skills are strengthened through this work
AND it's fun!”
“Schools and teachers NEED to be able
to offer these tools and strategies to their students. All teachers
would benefit from this training. Personally, I feel as though I have
been cracked wide open and there is so much more inside me that can
“I've learned SO much from the classes -
from the Coursework, the Instructors, AND the Participants! The
experience has helped me enormously as an educator and as a person.”
Scroll down for more trainee reflections on the SEA experience.
Our Summer 2016 Intensive session will take place over two weekends, on 7/21 – 7/24 and 7/28 – 7/31. For more information on this session, click here.
Our Fall 2016 session will take place on 9/10, 9/24, 10/8, 10/22, 11/5, 11/12, 12/3, and 1/21. For more information on this session, click here.
SEA is offered annually in spring and fall, with
the addition of a consolidated summer program that enables easier access
for those from afar. If you would like early notification of
future training program dates, please join our email list via the home
page of this website and then email us at email@example.com to let us know that you would like to be notified.
time: 9:00 am to 5:00 pm
financial aid information:
Payment plans and partial scholarships are available to those in need of
financial assistance. Decisions on partial scholarships will be based
on a variety of considerations, such as financial need, experience, and
potential for applying what is learned in the training. To apply for
financial aid, please complete the Financial Aid Form section of the application packet.
CEUS are available for an additional $125.
In Santa Monica, CA. Precise location varies with the season.
Sample Course Syllabus:
The curriculum is experiential as well as didactic and is taught
by board-certified creative arts therapists or individuals/teams with
equivalent expertise. The training program is designed to reinforce
learning by integration of important concepts across all sessions.
- Introduction to Theory and Practice: 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
- 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. Participants will learn specific
language to encourage cooperation and cultural sensitivity. Dyadic work
will be used to build self-awareness of postural and other non-verbal
messaging. [Kathy Cass]
- Best Practices in 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.
- 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]
- 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. [Camille Ameen and Kathy
- 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. [Camille Ameen and Kathy Cass]
- Traumatic Responses and Self-Care: Identifying body language,
movement patterns, and behavior that may be indicative of trauma. How to
avoid unintentionally re-traumatizing participants through the arts.
How to use breath, sound, and movement to manage traumatic responses and
for general self-care. [Carolyn Braddock]
- Best Practices in Poetry: Participants will experience
poetry-based activities designed to encourage creative self-expression
and meaningful dialogue in youth and other populations. [Jennie
- Best Practices in Music: Participants will learn experientially
what constitutes relaxing music and sound, and will engage in an
integrated arts experience of music, art and poetry. [Helen Dolas]
- Best Practices in Dance/Movement: Participants will experience
how to engage youth and other populations in dance/movement-based
activities for expanding movement vocabulary, self-awareness, other
awareness, and sense of community. Some of the activities will draw from
Dance For All (DFA), a scripted therapeutic program based in
dance/movement and yoga that can be adapted for a variety of
populations. All activities will be enjoyable activities, and anyone can
do them. [Gabrielle Kaufman and Kathy Cass]
- Best Practices in Art: Participants will create art to
communicate their thoughts and will experience art activities designed
to facilitate meaningful social interaction. Participants will also
learn how to engage inquiry and facilitate dialogue about art without
judgment. [Jessica Bianchi and Erica Curtis]
- Best Practices in Theater: Participants will experience
theater-based activities that build self-esteem, spontaneous
self-expression and positive social connection. This session integrates
learning from other art forms and enables each participant to stretch
their personal creativity in a safe and supportive environment. [Camille
Ameen and Mimi Savage]
- Final 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
facilitate their curriculum for other trainees in the course, who will
participate fully in the experience. Each group will receive feedback
from a panel of instructors to prepare them for more effective delivery
in the real world. [Camille Ameen, Kathy Cass, Erica Curtis, and Ping
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 all
teaching artists; oversaw a mentoring program for IOCA graduates in high
school; produced and directed performances; and designed/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 Curriculum for Youth Empowerment and continues to train
new teaching artists in the curriculum and methodology. Camille has
worked at Gompers, Markham and Synergy Academy with Collective Voices.
Through artworx/LA she combines her theater techniques and work as a
certified Council trainer (a listening and speaking circle practice)
into a curriculum culminating in performance art at continuation high
schools. She created 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. She received a
Professional Designation in Arts Education from the L.A. County
Arts Commission. A graduate of Mount Holyoke College in Theatre Arts and
Speech, she's had a long career as a professional actress in NY and
LA including Broadway, TV and film.
Jessica Bianchi, EdD, ATR is an art
therapist who completed her doctoral work 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 has served 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
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.
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).
Ping Ho, MA, MPH is Founding Director of UCLArts and Healing,
which transforms lives through creative expression for self-discovery,
connection, and empowerment (www.uclartsandhealing.org). 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 the founding administrator. She was also the 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 serves on 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 has also served on the
professional learning subcommittee for CREATE CA, a California Arts
Council collaborative to educate school administrators regarding the
value of the arts for learning and behavior, what constitutes quality
arts education, and models for successful implementation and
outcomes. Ping is a co-developer of the program, Beat the Odds: Social and Emotional Skill Building Delivered in a Framework of Drumming,
which has been successfully delivered by personnel in many schools and
community organizations, and was principal investigator of the study
(published in the top integrative medicine journal, Evidence-Based Complementary and Alternative Medicine)
upon which the program is based. In addition, Ping developed the
UCLArts and Healing Social Emotional Arts Certificate Program to empower
anyone in the design, delivery, and evaluation of effective arts-based
programs that maximize social and emotional benefits.
Gabrielle Kaufman, MA, LPCC, 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
Jennie Linthorst, MA, CAPF is a poet, expressive writing
teacher, and founder of LifeSPEAKS Poetry Therapy. Jennie has been
teaching a unique poetry workshop in all 3rd grade classrooms for the
Manhattan Beach Unified School District using a variety of “voice
energies” to inspire poetic writing, while fostering social and
emotional growth. Jennie has taught expressive writing workshops at UC
Irvine Extension, the University of Santa Monica, the National
Association for Poetry Therapy, and other organizations. For the past
14 years, Jennie has facilitated ongoing adult writing groups, and
original curriculum for private clients exploring their life stories
through reading and writing poetry. After graduating cum laude
from Skidmore College with a BA in Psychology, and a concentration in
dance, Jennie began her career in arts education coordinating
artist-in-residency programs for Leap… imagination in learning in
San Francisco, and the Cultural Arts Division of the City of Manhattan
Beach. She has certification as an Applied Poetry Facilitator from the
National Federation of Biblio/Poetry Therapy. She has also obtained an
MA in Spiritual Psychology from the University of Santa Monica; a highly
experiential counseling program which applies a soul-centered approach
to mental and physical well-being. Jennie is the author of two books of
poetry by Cardinal House Publishing: Silver Girl and Autism Disrupted: A Mother’s Journey of Hope. Her poetry has been featured in Edison Literary Review, Forge, Sanskirt Literary Arts Magazine, Kaleidoscope, and Bluestem magazines. Her work has been featured online at Hopeful Parents, Wellsphere, The SPD Blogger Network, and WOW! Women on Writing.
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 35 years in television, film,
theater, and many commercials. Stephanie is also a respected acting
teacher and audition coach, and is an original faculty member of the new
UCLA Professional Program in Acting for the Camera – as well as an
Associate Professor at Art Center College of Design (Film Directing
Department.) Stephanie also taught expressive movement at University of
Southern California, and comedy at the American Academy of Dramatic
Art. In private practice, Stephanie coaches executives, professionals
and special groups in mindful body language and public speaking.
Stephanie has studied in the Alexander Technique, Body-Mind Centering,
and other movement modalities. She founded Mindfulness Arts, a
nonprofit organization devoted to helping people integrate mindfulness
into their lives for better performance, creativity and ease. As a
Mindfulness Coach and Integrative Counselor, Stephanie does speaking
engagements and presentations all over the country, and as a top
facilitator for Shinzen Young’s Basic Mindfulness system, Stephanie
recently designed & implemented a mindfulness program for a Harvard
Medical School brain study and recorded a stress-reduction app for a
Carnegie Mellon study which will soon be available to the public.
Myriam Savage, PhD, RDT/BCT
teaches artists, educators, and therapists through the UCLArts and
Healing SEA Program. Dr. Savage is on staff facilitating holistic
methods of using the arts as a tool for social, emotional and cognitive
well-being. She taught critical thinking through improvisation at UCLA’s
Pathway Program for developmentally delayed young adults as well as
created drama therapy programs in acute psychiatric in-patient units as a
member of rehab departments for adults and children (ages 5-12). She
trained drama therapy and O.T. interns and worked with young adults in
drug, alcohol, and self-harm rehabilitation. Her doctoral research with
adopted adolescent girls from foster care used a novel method of drama
therapy with digital media. Currently, she facilitates homeless women
from skid row for a documentary project. As a teaching artist, she
created year-round curriculum and original performance in theatre arts
via the PS ARTS program for elementary and middle school youth. Dr.
Savage implemented a creative drama program for acute physically and
mentally challenged youth in a LAUSD special needs school. She is the
Southern California chapter president of the North American Drama
Therapy Association, (NADTA), and the Western Regional NADTA
representative. Dr. Savage presents at national conferences on drama
therapy, and is a recipient of the 2014 Drama Therapy Fund Professional
Research Grant and 2015 Lesley University New Pilot Study Grant. A
graduate of Princeton University and CSULA, she received her doctoral
degree from Lesley University. She also completed conservatory training
at the Neighborhood Playhouse School, NYC. A professional actress of
theatre, television, and film, she has a private practice for
professional development and facilitation in drama and expressive therapies called Studio for Expressive Arts LA: SFEALA.com
Advanced registration is required for this program. Due to the preparation required for this training program, we are unable to accept drop-ins. To register, please complete the following steps:
Step 1: Download and fill out a SEA Registration Application Packet.
- If applying for Financial Aid, please also complete the Financial Aid Form section of the application packet.
Step 2: Email the completed SEA Registration Application Packet back to us at firstname.lastname@example.org.
Step 3: Reserve your seat by completing your online registration.
Note that payment must be received in order to guarantee enrollment. ou regarding registration or program changes (if necessary).
Cancellation refund requests must be received two weeks prior to the first day of the program, and submitted in writing to email@example.com
with the subject header: SEA Cancellation Refund Request. Registrants
will be refunded in full, less a $100 administrative fee. Those who
submit refund requests less than two weeks prior to the program, or who
do not show up on the day of the program, will receive credit good for
one year towards a future offering of the SEA program.
before the first day of the training:
continuing education units (CEU) information:
Upon completing registration, you will be emailed the complete set of
course assignments. Spring and Fall participants only need to complete
one assignment in advance of the training. Summer intensive participants
should plan to complete seven assignments in advance of the training,
in order to reduce their workload during the one-week training.
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
$125.00. 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 firstname.lastname@example.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
6. Participants will learn experiential examples of drumming-based
activities in schools designed to maximize social and emotional
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
9. Participants will learn experiential examples of visual arts-based
activities in schools designed to maximize social and emotional
10. Participants will learn experiential examples of theater-based
activities in schools designed to maximize social and emotional
11. Participants will be able to state two ways in which this information can be useful in the practice of nursing.
for more information:
Please submit questions via email to email@example.com or telephone us at (310) 452-1439.
trainee reflections on the SEA experience: scroll
to bottom for longer unsolicited letter from an art instructor for PS
Arts, that details her implementation of this work in an after school
Significant AHAs or
ways in which the SEA program was meaningful professionally or
personally (from anonymous post-program surveys):
Main AHA - This work is healing, powerful and is integral with
working with many populations. So many social-emotional-and cognitive
skills are strengthened through this work AND it's fun!
Schools and teachers NEED to be able to offer these tools and
strategies to their students. All teachers would benefit from this
training. Personally, I feel as though I have been cracked wide open
and there is so much more inside me that can emerge.
I have learned a great deal from the program...I was so
inspired by all the instructors that came. Everyone had something
different to contribute, yet they all flowed (the ideas flowed) all
together. Everything was connected. This was such a great program and
it was designed in such a way that made me feel comfortable and it
brought out the best in me.
Pure enjoyment! Very stimulating intellectually.
Professionally stimulating and challenging. Best of the best
instructors. Attitudes and approach to kids, culture, etc. Broadened
sensitivity and awareness. Super info and activities - very
user-friendly and useful with many populations.
SO many AHA's…seriously. To sum it up the AHA is that expressive arts
help to process feelings and emotions in a space where there are often
no words. This is powerful!
I've learned so much about myself, my confidence has gotten
stronger and it was a wonderful bond and support that we as a cohort
created for each other. I am so grateful! Honored! Thank you!
Every individual outside specialist gave me gems of knowledge.
I entirely loved taking part in this program and learned so
much. Before I came here, I struggled with the language that could
explain/communicate the benefits of the work I'm doing with Ragdolls and
the social, emotional, and cognitive objectives were exactly the tool I
was looking for.
It so expanded and gave permission to my creative side to explore, to open, to be a fearless kid again.
Inspired to learn more in order to focus on social emotional
learning and expressive arts for the second half of my career! Thanks! I
found my tribe - a place where I could be seen without judgment. The
strategies for managing challenging behaviors without judging or shaming
This program gave me the opportunity to become more familiar
with different types of arts. I am more confident in incorporating
different mediums in my programs/workshops I am planning to offer.
This program was awesome through and through. I enjoy being
able to expose myself to all the different art forms - not just one,
which is a huge benefit of this class. Through it I was able to see
what I am really interested in, what passions really draw me and what I
feel more comfortable with. Getting to be in class with such different
people with such different experiences and backgrounds was a true
blessing. I feel very enriched in my knowledge as well as my
opportunities I have for the future. This class provided me with a
number of management tools for working with children in general, not
just in the context of teaching a SEA class to a school, etc. There
were also a lot of great tools for working with people in general, not
just youth. THIS GROUP ROCKS!! We all connected really well, and we had
a great vibe. I am so grateful I got to spend this time with these
people, and I will miss our classes together.
I really enjoyed learning about all the art forms. I wouldn't
have tried all of them on my own and learned a lot about myself and the
mediums from this experience.
So many wonderful tips! Most meaningful personally--Just the
space of like-minded individuals who seek to support, heal,
communicate/process and just have fun and laugh.
The experience working with the facilitators and hearing their
advice about how to work with kids and/or vulnerable populations was
valuable to me. It was always meaningful to hear their stories and
learn from their direct experience. Each class experience was different
and each art modality valuable. I appreciate the wealth of information
offered to us during SEA. It has truly been a special experience.
I've also made meaningful connections here with the other members and
facilitators. *Great to be around and work with others who take emotions
seriously and take empathy to heart.
Messages to potential participants regarding the SEA experience and its benefits (from anonymous post-program surveys):
The SEA program pushed my creative teaching to new levels. The
techniques shared are practical and are ready to implement in the
class. If you are up for a challenge that will move you from a comfort
zone to a full spectrum creative teacher, this program is for you.
When I first came across the SEA Program, I felt like I had
stumbled upon a gold mine! This program has far exceeded my
expectations. What a rewarding experience it has been to join with
like-minded peers and to learn from leaders in the fields of arts and
healing. Not only have I gained skills to apply in my professional life,
but I've also experienced growth and healing on a deeper personal
level. I urge you to sign up for his priceless program! You will be so
grateful you did!
Get ready to go on the journey of your lifetime. The experience
was very eye opening and heart healing. This program pushed me beyond
my comfort zone. It made me aware of my own limitations and it gave me
the empowerment to challenge them. This is a great program with so many
benefits. Enjoy the ride!
SEA Program is a perfect compliment to an arts educator, health
professional and classroom teacher. Skills learned were not only
appropriate for an art education but for teachers in general. A
I have taken arts education courses for a few years and this one offered great resources and expert speakers.
I highly recommend this program to artist educators as an
excellent tool to see how their art form can be utilized for social
emotional and cognitive goals.
I highly recommend this class for all the new tools you will
learn and bring in the classroom based in the creative arts. You will
learn arts learning from beginning to end. You will have an abundance of
resources and many opportunities and fantastic resources. This class
will be a tremendous gift to you!
It opened up so many possibilities in the arts as healing
modalities. It's given me more tools as a teacher in my personal life.
I'd like to create a program for adults and children using as much of
what I've gained from this program as possible. It's been a full, rich,
profound and fun experience. Thank you.
The SEA Program is a phenomenal opportunity for arts educators
to expand and refine our skills. Come prepared to dive in and work hard
and know that each week you will take away practical tools to use with
Unsolicited letter from Debbie Kazel Sipos, music teacher and music therapy student
Dear Ping and Kathy,
Hope you are both doing well and enjoying some down time after our Summer SEA Intensive.
I have attached a recording of The SEA Song for you. It was recorded on
my iphone so I hope the quality is ok. If you want another copy of the
lyrics as well just let me know.
Also, I wanted to take a moment to thank you both again personally for
making it possible for me to participate in the SEA Summer Intensive.
What an awesome, life-changing program! It was eye opening, and has put
arts therapy into a whole new perspective for me. I honestly don't know
how you were able to pack so much quality education from such inspiring
and knowledgeable presenters into such a short period of time, but it
was nothing short of amazing!!!
I have made friendships to last a lifetime and have spent the last week
and a half processing all of the information and thoroughly re-reading
through all of the material and articles so that they are very clear in
my mind going into the new school year. There is no doubt that the
knowledge I have gained while at SEA will have a profound impact on the
way I facilitate moving forward.
It will be my pleasure to highly recommend this program to my friends,
classmates, colleagues and family. From my perspective, this is a
program that every educator and therapist should have the opportunity to
Thank you again from the bottom of my heart for making my time at SEA an experience that I will never forget!
Unsolicited letter from Deborah Scott Studebaker, writer and writing
teacher, written in response to an inquiry by a prospective trainee
I’m not exaggerating when I say that the SEA program changed my
life. I’m a writer and a writing teacher with a background in mind/body
awareness techniques. This course filled in the gaps in my training,
and gave me some important protocols—like playful classroom management
strategies, the importance of reflection, and how to create needs
assessments. I connected with amazing people and got reconnected with
music. I started out many years ago in the record business, and the Beat
the Odds course—which is also encompassed within the SEA program—put me
back on the road to the powerful experience of making music with
others. Now I’m a passionate drum circle enthusiast and new facilitator.
The SEA program is challenging, and rigorous in unexpected
ways. You’ll grow as a person, and can bring what you learn to any
population that you might serve. I highly recommend it. – Deborah Scott
Unsolicited message from Kate Pomatti, art teacher at Lincoln Middle School in the Santa Monica-Malibu Unified School District
I've learned SO much from the classes - from the Coursework,
the Instructors, AND the Participants! The experience has helped me
enormously as an educator and as a person.
Unsolicited message from Kiersten, SEA Summer Intensive trainee
...I love this program. I can't wait to go back to work and
bring back your drumming program. I think that it will fit so well with
my group with middle schoolers. I felt a calling to this program that
is difficult to explain. People thought I was crazy to come all the way
down to this big city with 3 little kids in tow. I told the nay sayers
that I just "knew" it was what I needed to do. Ping, your work is going
to change the lives for kids in my li'l town.
letter from June Edmonds, who teaches art in schools through P.S. Arts, a
nonprofit organization that offers arts programs to underserved schools
and communities in the Greater Los Angeles area
I hope you are well. I know you are interested in how your students are
doing and using the techniques taught/being taught in the UCLArts SEA
Still, I enjoy having our notebooks as a ready resource for
class time ideas. I am most interested in stronger transitioning and
the SEA curriculum is a good resource for this. It is a great challenge
to figure in most activities during my P.S. Arts Day.
I have five to six classes a day anywhere from 30 - 50 minutes
long. These students are also getting music and drama so the
expectations are high on making sure the students get enough time to
create in the 11 sessions I see them.
I look forward to creatively brainstorming over the summer on
ways of integrating social and emotional considerations in my curriculum
as it is being written this time as opposed to figuring out ways to do
so for curriculum that has already been created by me much earlier.
But the great news is that I have a once a week after school
program in Lennox I have much more freedom with. At the beginning of
the year (January), I was pretty frustrated with many aspects of this
program. I have three groups, two 45 minutes classes (no breaks in
between classes) and then a 25 minute class, so my main frustration was
how limited our time was. But I decided to figure out a way to work in
some social/emotional activities
I ordered a green carpet to begin doing meditation, guided
visualization, communication and movement exercises on with the
students, most activities from your curriculum. It’s been two and a
half months now and what I am seeing happen is kind of amazing.
When we began, most of the kids would giggle through the
meditation or play around during the activity time. I understood how
strange these activities must have been for them because I imagine how
new they must have been for them. But I did what was suggested during
our training and asked them how they felt afterward and I was getting
answers like "peaceful" and "more relaxed" and decided it was worth
During our One-Minute-Each-Number-Ones-Talk-Number-Twos-Listen
and reverse activity, my two wildest boys were partners. After the
activity was over they both expressed feeling as if they were being
listened to for the very first time. I cracked up to myself as I
pictured in my mind their typical communication of talking AT each other
at the same time!
The students never want to stop doing these activities.
Always, they say, "Can we do it again?!" I have had to train myself to
quickly begin our art activity and use the momentum of the last
activity as their ability to focus and dig deeper within is seeming to
be enhanced by these preliminary activities.
Now the kids come in saying, "May I pull out the rug!? We are
going to meditate, right?" "Can we do the movement exercise? Can we do
the talking one?!" They look forward to these activities and even
trust me when I have a new one for them.
Their activity skills are improving. In the meditation, their
posture improves, their focus, their technique. They are becoming more
trusting and feeling safer, just yesterday I got away with saying, "this
time, listeners, look acceptingly and lovingly at the one
communicating", during our communication activity and most did just
A new student came in, Charisse, a couple weeks ago. She was
stand-offish, a bit angry and not communicative at all. Within a week
or two, I saw her transform and become one of the group comfortably. I
heard about another student, Julian who fought with one other student
the week before who was new to the group about a month ago. It seems
Julian seems safe to not be so combative… in fact I have barely seen
this side to him. He always comes in smiling and anticipating.
The other wonderful result is that I am enjoying this so much.
I look forward to these classes in general and also getting on the
green mat, "the island" as much as they do. I do all the activities
with them and they seem to enjoy this.
I am cc'ing Elda, my supervisor at P.S. Arts to share too with
her a bit about what we learned in class and the value it has added to
us teaching artists that were able to attend this program. Thank you
again, Elda for the contribution that P. S. Arts made for our being
enriched by UCLArts SEA.
There was so much more learned in the program and I am very
much looking forward to getting around to implementing so much more when
the opportunity permits. I hope I didn't go on too long.
Warm Regards and thank you, Ping,