The Certificate Program in Social Emotional Arts (SEA) empowers educators, community arts professionals, mental health practitioners, and others interested in maximizing social-emotional benefits of arts experiences, which includes minimizing self-judgment and anxiety that can impede learning.
This online certificate training is interactive and experiential, and will help prepare participants to facilitate groups in a virtual space. It features the use of trauma-informed creative approaches from cultural perspectives. Topics include group cohesion, verbal and nonverbal communication, neurodiversity and learning differences, self-care and stress management, 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/writing, and theater because of their symbiotic benefits.
The Certificate 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. It is practically designed to address challenges often encountered by those serving in the front lines of need.
Trainees that attend all sessions and complete all course requirements satisfactorily will obtain a Certificate in Social Emotional Arts from UCLArts & Healing, which is an organizational member of the UCLA Integrative Medicine Collaborative. Certificate holders that demonstrate solid mastery of SEA training practices may be recommended for future teaching opportunities in the community.
Through our 60-hour certificate program, 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. They may also encounter unintended consequences of arts experiences, such as self-judgment, anxiety, and excessive vulnerability.
Mental health professionals may find limitations to traditional talk therapy. Clients may be unable or unwilling to disclose what is bothering them. The arts offer nonverbal pathways to self-expression that transcend barriers to talk therapy, such as cultural prohibitions against self-disclosure and inhibition of speech processing ability as a result of traumatic stress.
Focus on the process of creative expression without expecting perfection or mastery reduces self-judgment and anxiety that can impede learning, creativity, and self-expression. Moreover, creative expression is an extension of self, a reflection of what is going on within. As a metaphor for life, it offers an opportunity for deeper reflection and dialogue, which enhances meaning, self-awareness, empathy, and connection to others.
Without performance anxiety, both students and adults are more apt to take positive risks and think on their feet, generating creative solutions and expressing themselves with confidence.
Arts programs, that can be shown to improve social-emotional learning and are evaluated in ways meaningful to stakeholders, are more likely to be adopted by schools and other organizations. The National Education Association advocates the use of the arts as a "hook" for getting students interested in school.
9 Weekend Sessions from October 7 to December 17, 2023 (excluding holiday weekends).
9:00 am and 5:00 pm Pacific Time (PT)
This is an online program through Zoom. A welcome email, which includes the link to join the training, will be sent to you in advance of the program.
“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!” —SEA Trainee
“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.” —SEA Trainee
“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.” — Kate Pomatti, Art Teacher at Lincoln Middle School in the Santa Monica-Malibu Unified School District
“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!”—SEA Trainee
“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!” —SEA Trainee
“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 Trainee
“An awesome, life-changing program! It was eye opening, and has put arts therapy into a whole new perspective for me. 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. This is a program that every educator and therapist should have the opportunity to participate in. Thank you again from the bottom of my heart for making my time at SEA an experience that I will never forget!” —Debbie Kazel Sipos, Music Teacher and Music Therapy Student
“I’m not exaggerating when I say that the SEA program changed my life. 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 Studebaker, Writer and Writing Teacher
“I am so grateful for the SEA program. I fully using everything we learned. SEA opened so many doors for us. Without it I'm sure we would not have been as effective to get our foot in the door.” — Tiffani Sierra, Founder & CIO, Improv It Up LLC
Click here to read the complete list of testimonials for the SEA Certificate Program.
Jessica Bianchi EdD, ATR-BC, LMFT 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 Los Angeles.
Kathy Cass MA, BC-DMT, NCC, C-IAYT, CAHC, AYT-NAMA is a board-certified dance/movement therapist, nationally certified counselor, certified yoga therapist, certified Ayurvedic health counselor, and Ayurvedic yoga therapist with over 30 years of instructional and clinical experience. She is the co-author of the curriculum and training program, Dance For All. She is currently Adjunct Assistant Professor at El Camino Community College and Santa Monica College, Emeritus Division. Kathy is advisor and core faculty for UCLArts & Healing's Certificate Program in Social Emotional Arts. She has been a guest lecturer at UCLA, Scripps College, and CMER at Loyola Marymount University. Kathy maintains a private Ayurvedic yoga therapy and consulting practice in Santa Monica, CA, where she empowers her students and clients to reconnect with their true nature through movement, breath, nature, and the arts. Visit kathycass.com for more information.
Erica Curtis, LMFT, ATR-BC is a board-certified art therapist and licensed marriage and family therapist. Erica is an internationally sought-after speaker on creative approaches to emotional and relationship health. She regularly serves as a mental health expert for articles, appearing in more than 100 media outlets, including USA Today, ELLE, The Boston Globe, PBS, and Women’s World Magazine. Formerly an instructor in the Loyola Marymount University Department of Marriage and Family Therapy with a specialization in art therapy, she now serves as their admissions consultant and maintains a therapy practice in San Juan Capistrano. Erica has served multiple terms on the board of directors of the American Art Therapy Association, is a past president of the Southern California Art Therapy Association, and was formerly clinical director at the Help Group, a widely respected Los Angeles non-profit agency. Erica serves as an expert consultant for organizations such as The Foundation for Art and Healing and the Board of Behavioral Sciences, for whom she consults on standard of care in disciplinary cases brought against therapists. She also supervises art therapy interns. Erica is an award-winning author, with Ping Ho, of The Innovative Parent: Raising Connected, Happy, Successful Kids through Art. Visit therapywitherica.com for more information.
Ping Ho, MA, MPH, is Founder and Director of UCLArts & Healing, an organizational member of the UCLA Integrative Health Collaborative, of which Ping is a steering committee member. She was founding administrator for the UCLA Cousins Center for Psychoneuroimmunology, 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. She has a BA in psychology with honors from Stanford—where she was appointed to establish the still-thriving Health Improvement Program for faculty and staff, an MA in counseling psychology with specialization in exercise physiology from the University of California, Santa Barbara, and an MPH in community health sciences from UCLA Fielding School of Public Health. Ping is associate editor for the Creative Arts Therapies section of the Journal of Complementary and Alternative Medicine. She spearheaded the Certificate Program in Social Emotional Arts (SEA) and the SEA on a Shoestring training program of supportive art, movement, music, and writing for individuals or groups in any setting. In addition, she co-developed and served as principal investigator for the evidence-based program, Beat the Odds®: Social and Emotional Skill Building Delivered in a Framework of Drumming. She is co-author, with Erica Curtis, of the 2019 National Parenting Products Award-winning book, The Innovative Parent: Raising Connected, Happy, Successful Kids through Art (Ohio University/Swallow Press, March 2019).
Gabrielle Kaufman, MA, LPCC, BC-DMT, NCC is a board-certified dance/movement therapist and licensed professional counselor with over 25 years experience in the helping profession. Currently, she is director of Training and Technical Assistance for Maternal Mental Health NOW. 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. She is an expert in the fields of trauma-informed care, attachment theory, suicide prevention, and creative arts therapies. 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 counseling and dance/movement therapy in both English and Spanish. Gabrielle is on faculty of PSI/2020 Mom for Maternal Mental Health Certificate Training and also serves on the UCLArts & Healing faculty for its Certificate Program in Social and Emotional Arts (SEA) and Medical SEA training program.
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.
Mimi Savage, PhD, RDT-BCT is a professor at California Institute of Integral Studies (CIIS) in expressive arts therapy and she is on the founding faculty of the SEA program at UCLArts & Healing. As a registered drama therapist (RDT) and board-certified trainer (BCT) in her field, Dr. Savage taught critical thinking through improvisation at UCLA’s Pathway Program for developmentally delayed young adults as well as created and led drama therapy programs for several years in acute psychiatric in-patient units for adults and children. She has facilitated diverse populations from homeless women on skid row to youth in residential rehab. Her presentations and publications involve her research on the intersections of identity for adopted adolescent girls from foster care through the uses of drama therapy and digital media. For several years, she created curriculum as a theatre arts teaching artist for typical and neurodiverse public school elementary and middle school children, while working as a professional actress. Dr. Savage serves as the Education Chair of the North American Drama Therapy Association (NADTA) and is a recipient of a Drama Therapy Fund Professional Research Grant. An alumna of Princeton, CSULA, and Lesley University, she also completed conservatory training at the Neighborhood Playhouse School, NYC. Information about professional development, drama/expressive therapies certifying training, or personal life coaching using these modalities with her can be found at www.SoCalDramaTherapyCenter.com.
Ebony Williams, LMFT is a Black, queer, first generation woman who is also a licensed marriage and family therapist, social emotional healing arts instructor, and a trauma-informed yoga teacher. She created the Ragdoll Project while earning an MFA in writing at the California Institute of the Arts, and has facilitated workshops on both the east and west coasts for trauma survivors and individuals navigating life challenges ranging from sexual and domestic violence, grief and loss, LGBTQIA identity, and living in communities challenged by violence. Ebony also earned an MA in marriage and family therapy with a specialization in African American family studies and currently has a private practice, is a creative and executive leadership and mental health consultant, and is a supervisor for Journey Out, supporting case managers working with survivors of human trafficking. Ebony is also a consultant for A Thousand Joys, a trauma and resilience training organization, teaches in the cultural psychology LGBTQIA specialization at Pacific Oaks College and the Certificate Program in Social Emotional arts through UCLArts & Healing. Learn more about Ebony, and read her writing on holistic wellness and healing at www.rootwellnesshealing.com.
Stacie Aamon Yeldell, MA, MTBC, AVPT is an award-winning vocalist, speaker, and music psychotherapist with over 15 years of experience in mental health treatment. As the founder of Amöntra, a consulting company based in California, she has facilitated a range of therapeutic mindfulness practices for individuals and organizations, including The Grammy Foundation, The Riveter, GoogleArts and Culture, and YoungArts. In addition to being a faculty member for UCLArts & Healing, Stacie has spoken at events like Women In Music and DisclosureFestTM. She has also appeared on CBS News, in Renée Fleming’s "Music and Mind Live," and is featured in the documentary "Proven." Stacie holds a masters degree in music therapy from New York University, in addition to certifications in sound and music healing from the Open Center and Vocal Psychotherapy (AVPT) from the Vancouver Vocal Psychotherapy Institute.
Before you begin, please refer to the SEA Application Tip Sheet and SEA Expectations & Policies Agreement documents.
Below is an example of a typical program schedule:
Introduction to Theory & Practice: Participants will learn about the science behind the innate benefits of the arts and strategies for maximizing them. They will also experientially learn the structure of a social emotional arts session and guidelines for creating an environment that encourages engagement and learning.
Communications from Trauma-Informed & Cultural Perspectives: Participants will learn culturally-responsive skills from trauma-informed communication while gaining intercultural awareness, empathy, and critical self-consciousness. They will learn and practice engaged listening and verbal communication skills for interpersonal connection and problem-solving.
Needs Assessment & Evaluation: Participants will learn ways to identify the needs of a population to be served and ways to measure program outcomes. Needs assessment and evaluation are not rocket science; this session will articulate their value in producing effective and measurable program outcomes. The goal of this session is to demystify the field and empower participants in these practices.
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. This session will demonstrate ways to make movement an accessible process.
Self-Care Tools for Managing Stress: Traumatic stress responses can be triggered by sensory experiences, which can in turn trigger vicarious or secondary trauma in those bearing witness—including facilitators. In this session, participants will learn simple ways to manage their own unproductive habitual responses to stress as well as learn how to de-escalate stressful interactions through boundary setting.
BTO Drumming: This session will demonstrate activities from the UCLA research-based program, Beat the Odds®, which integrates activities from group drumming and group counseling for social emotional skill building. Participants will also experience strategies for working with different age groups and abilities. Beat the Odds® is scripted for clinical and rhythmic integrity and has been successfully delivered in many school and community settings.
Best Practices in Poetry/Writing: Participants will experience poetry-based activities designed to enhance creativity, tap into personal life experience, encourage self-expression, and facilitate meaningful dialogue with youth and adults.
Best Practices in Art (Parts 1 & 2): Participants will create art to communicate their thinking and will experience art activities designed to facilitate meaningful social interaction. Participants will also learn the social emotional nuances of media selection and how to engage in inquiry and dialogue about art without judgment. In addition, the strategic use of art to facilitate positive behavior at different developmental stages will be explored.
Best Practices in Theater (Parts 1 & 2): Participants will experience theater-based activities for youth and adults that build self-esteem, spontaneous self-expression, and positive social connection. This session integrates learning from other art forms and enables each participant to stay in the present moment and stretch their personal creativity in a supportive environment.
Best Practices in Music: Participants will learn how to engage in mindful listening as a process for deepening understanding of self and others. They will also learn what elements can enable a song or piece of music to be perceived as relaxing, soothing, or calming. In addition, they will experience how a group music making activity can create community and reduce stress.
Presenting Yourself: A facilitator’s presence can have an impact on the comfort level of group members. Participants will learn physical and mental techniques for strengthening confidence and presence in front of an audience. They will each have an opportunity to work on and demonstrate their stronger voice.
Group Cohesion in a Virtual Setting: Participants will experience community-building activities for supporting engagement and learning. They will also learn practical strategies for managing group energy, focus, and accountability in schools and other settings.
Neurodiversity & Learning Differences: Participants will experience activities to help them appreciate neurodiversity, and they will learn multisensory tools to support neurodiverse individuals in the delivery of arts experiences. Participants will also explore ways in which behavior communicates needs.
Demonstration Day: This day is identical to Presentation Day (see description below)—think of it as a “dress rehearsal.” Trainees will practice delivery of their social emotional arts lesson plan and experience the process of receiving feedback in preparation for their final weekend.
Presentation Day: 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 their peers and a panel of instructors to prepare them for more effective delivery in the real world.
UCLArts & Healing is approved by the California Psychological Association (CPA) and the California Board of Registered Nursing (BRN). UCLArts & Healing maintains responsibility for this program and its content.
Provider approved by the California Board of Registered Nursing, Provider # CEP17630, for 60 contact hours.
IMPORTANT NOTE: Those who attend this program in full and complete the appropriate evaluation form will receive CE credits. Please note that credit will only be granted to those who attend the entire program. Those arriving more than 15 minutes after the start time or leaving before the program is completed will not receive CE credit.
learning objectives for CEs:
State 2 ways to enhance the safety of a group experience.
Explain 2 ways in which the arts are effective for healing trauma.
Explain how social emotional arts can build a growth mindset and why this is important for learning.
Describe 2 techniques for reducing stress when standing in front of an audience.
Give 2 examples of how a simple body adjustment can change the emotional response of a viewer.
Give 1 example of a nonjudgmental statement to respond to behavior.
State 2 ways that breath can be helpful for communication.
Explain 2 ways that rhythmic activities can be useful in healing trauma.
Describe 2 nonverbal ways using rhythm to facilitate empathy and connection among diverse participants in culture and/or ability.
Name 2 strategies that can be used to facilitate participation amongst children who are shy or reluctant to share verbally or play the drum.
Describe 2 ways that rhythmic activities can be used to facilitate reflection and self-disclosure in community groups.
Give 1 major reason why needs assessment is important before designing a program.
Name 2 different sources of information for needs assessment.
State 1 reason why it is important to align goals, activities, and evaluation measures.
Cite 2 examples of creative attention getters.
Cite 2 ways to ground group energy.
Cite 2 ways to raise group energy.
State 2 underlying needs that might manifest as a behavioral issue.
State 2 examples of calming strategies for overstimulation.
List 3 movement patterns that may indicate trauma.
Describe 2 exercises involving breath, sound or movement to unwind stress.
Give 1 reason why creating a music playlist may be useful in daily life.
List 2 elements associated with music that facilitates relaxation.
State 2 elements of music that can elicit emotional stress responses.
Describe 1 way that music can enhance expression in another art form.
Describe 2 techniques in writing or poetry that can be used to encourage expression of feelings and connection to others.
Explain 2 ways to enhance cultural competence through writing or poetry.
State 1 example of a reflection question to affirm a group member who has shared their piece.
Identify 2 ways to talk non-judgmentally about art, in order to encourage engagement and dialogue.
State 2 ways that Visual Thinking Strategies can facilitate observation or communication skills.
Describe 1 way for group participants to share their art interactively.
State 2 kinds of art materials might be most appropriate for participants who are experiencing trauma-related stress.
State 1 way to encourage greater art expression from someone who is inhibited.
Give 1 example of how to respond to someone who is having a hard time engaging in an art activity.
Give 1 example of a statement that can reinforce underlying social or emotional behavior goals during a group art activity.
State the 1 basic rule of improvisation and how it applies to social emotional arts.
Describe 1 way to support and engage a participant who is unwilling to toss an imaginary ball and vocalize along with it.
State 1 playful way to encourage verbal participation from group participants.
Explain 2 ways that improvised activities involving story structure and conflict can facilitate development of problem-solving or decision-making skills.
Describe 2 ways that improvisational theater work strengthens emotional skills.
Describe 2 ways that improvisational theater work strengthens social skills.
State 1 way to adapt a particular improvisational activity for younger or older groups.
State 1 way to encourage movement with someone unaccustomed to moving.
Give 1 example of how a movement activity can be used as a metaphor to reflect upon life.
Give 1 example of a nonjudgmental statement that describes observed movement, without assuming feelings or intentions.
Drawing upon information from the Laban Movement Analysis technique, list 3 different patterns or qualities of movement that can be observed.
State 1 example of how you might work with someone whose movement patterns are constrained.
State 1 example of a group movement activity that can build both connection and self-management / impulse control skills.
Describe 1 way to use movement with children as a brief transition from a lively warm-up activity to a quieter main activity.
State 1 way to manage someone who is exhibiting disruptive behavior during a group activity.
State 1 way to engage someone who is shy or reluctant to participate.
Give 1 example of a statement that reinforces a social, emotional, or cognitive learning objective.
Give 1 example of how an activity can be designed or adapted to accommodate cultural considerations.
Give 1 example of how an activity can be designed or adapted to accommodate developmental considerations.
Give 2 examples of Likert scale evaluation questions: one for children and one for adolescents or adults.
Give 2 examples of open-ended evaluation questions: one for children and one for adolescents or adults.
- Comfortable, movement-friendly clothing
- A quiet and open space for movement
- Pens, notepads, and the handouts provided prior to the session
Withdrawal and cancellation refund requests must be submitted in writing to email@example.com with the subject header “SEA Withdrawal/Cancellation Refund Request.”
UCLArts & Healing’s refund policy for trainees who withdrawal or cancel enrollment in the Certificate Program in Social Emotional Arts is as follows:
Enrollment Cancellation 30+ Days Before Training Start Date
Full refund less a $100 administrative fee
Enrollment Cancellation 20 – 29 Days Before Training Start Date
Full refund less 20% of total tuition cost
Enrollment Cancellation 1 – 19 Days Before Training Start Date
Full refund less 25% of total tuition cost
No Show or Withdrawal on Week 1
Full refund less 30% of total tuition cost
Withdrawal on Week 2
Full refund less 40% of total tuition cost
Withdrawal on Week 3
Full refund less 50% of total tuition cost
Withdrawal on Week 4
Full refund less 60% of total tuition cost
Withdrawal on Week 5
Full refund less 70% of total tuition cost
Withdrawal on Week 6
Full refund less 80% of total tuition cost
Withdrawal on Weeks 7, 8 or 9
100% of total tuition cost owed
If there is a balance owed to UCLArts & Healing, the balance must be paid in full within three months from the withdrawal date of the Certificate Program in Social Emotional Arts.
Requests for any exceptions to the above policy will be considered only under emergency circumstances and only if a request letter is sent describing the trainee’s circumstance to firstname.lastname@example.org.
Note that Zoom breakout rooms are not recorded.