
Upcoming Sessions
- Winter Training: Thursday, January 30, 2025
- Spring Training: Friday, May 30, 2025
Beat the Odds® (BTO): Social & Emotional Skill Building Delivered in a Framework of Drumming

Our one-day, experiential training covers all activities and key guidelines in the program, which offers positive affirmations, emotional coping strategies, and guided interaction with rhythmic activities in a collaborative, creative, and fun environment.
Beat the Odds® can serve a whole classroom at a time as well as offer an effective tool for community building with staff and families. It can easily be adapted for any age group, and it is sustainably designed for delivery by those without musical experience.To learn more about Beat the Odds®, view a three-minute inspirational video featuring students, a 12-minute documentary trailer, a teacher testimonial, and read media pieces featuring large-scale implementation in Fresno and Oxnard, CA. Additionally, you can view three of our online publications: Evidence-Based Complementary and Alternative Medicine, Explore: The Journal of Science and Healing, and The Kinder & Braver World Project: Research Series of the Berkman Klein Center at Harvard University.
Training Highlights Include
-
The scientific basis for the use of rhythm in social-emotional healing and well-being
-
Findings from a UCLA research-based Beat the Odds effectiveness study showing that BTO can significantly reduce a spectrum of behavior problems in children, such as those associated with inattention, withdrawn/depression, post-traumatic stress, anxiety, attention deficit/hyperactivity, oppositional defiance, and sluggish cognitive tempos
-
Clear, easy-to-follow guidelines for managing activities, behavior, and logistics
-
Adaptations for populations across the lifespan and for those with disabilities
-
Exclusive access to electronic resources including guidelines and options for implementation in schools, equipment, and impact evaluation. Resources also include promotional information for stakeholder buy-in, including a brief summary of Beat the Odds® and the science behind it, plus copies of published studies and survey instruments
-
Trainees that complete all the requirements of the Beat the Odd® Training will receive a Certificate of Completion that reflects one day of specialized training
Why Should I Attend?
-
You are interested in bringing accessible rhythmic activities to your workplace, school, or home
-
You wish to build social emotional strengths in youth and vulnerable populations, including those with disabilities
-
You want to learn simple and practical ways to create rhythms, facilitate dialogue, and engage in spontaneous, playful, and joyful rhythmic discovery
-
You are curious about the benefits of drumming for lifting up others and/or for self-care
Beat the Odds® Curriculum Manual
Written by the Beat the Odds® program developers, we also offer an easy-to-follow comprehensive, scripted curriculum manual. Including simple adaptations for delivery by age and ability, additional applications for the classroom and year-long continuation, four-session versions for students and families, plus guidelines for supporting engagement and positive behavior, facilitating administrative buy-in, and managing activities and logistics, the BTO manual is available in both print and PDF formats. Click here for more information, and to purchase.
Testimonials
"Beyond the fun, openness, vulnerability and connectedness that occurred, I found myself awestruck by the depths of the students reflections. Some talked about how this made them feel calm, others focused, confident, happy, etc. One student, who speaks in whispers, led a wave. A few shy students celebrated their names with loud, silly rhythms. . . . Within the first few minutes of the first class, I couldn’t believe how much insight I could learn about the health and hurts of my kids. This experience allowed me to gain so much perspective on students’ mindset and impulses, pains and insecurities. And of course, above all, we had a wicked good time. “ — Rebecca Perentin, Department Teacher Leader, English Language Arts (ELA), Delsesto Middle School in Providence, RI, reflecting after delivering BTO to her sixth and seventh grade classes.
“ . . . once we went through the [BTO] experience though, I have to say, my class is closer now, then I’ve ever probably had a class . . . and it’s because they’re able to express themselves, they’re able to take chances in front of one another, which is something that they do in class, but they were able to be all on the same level, and they were able to have these wonderful discussions through the rhythms . . . it’s made a huge impact. The conversations now that we have in our class are deeper then they were before we started. And everyone feels comfortable. So, now, because you took a chance with Beat the Odds, now you can come back and take a chance with math, or language arts . . . I completely recommend it. I wish we could do it every single week. I can’t see where we would be without it.” — Mr. Soqui, 6th Grade Teacher in the Newhall School District, excerpt taken from his video testimonial.
“I used the program in a setting that had special day classes, English language learners and then general population. The most significant result was the development of an inclusive spirit among my students. Drumming, a universal language, evened the playing field. It helped to build empathy, acceptance, and gave all children a chance to lead and shine. Students in general became more tolerant and generally happy.” —Dr. Deborah Bohn, Principal of James Foster Elementary School in the Saugus Union School District, who reported on the outcomes of Beat the Odds at Skyblue Mesa Elementary School, where she previously served as principal.

“The classroom that I selected was an all boys class, several of them with serious behavior issues, a couple of the kids are on medications. However, once we started with the drumming, you would have never thought these children were nothing but well behaved young kids . . . Best of all, was the camaraderie that developed amongst the class members. They will not miss school on Wednesday so as not to miss the [BTO] class. A parent came early to pick up a student on the day we had the last class, this student refused to go and the parent had to come back an hour later when the class was over.” — Carmen Lima, psychiatric social worker in the Los Angeles Unified School District, CA
“As a supervisor of a counseling program in the LAUSD, I am always looking for ways to motivate, support, and rejuvenate my staff who are deployed in the schools hardest hit by the influences of poverty, gangs, drugs, and violence. They have responded with amazing enthusiasm to drumming and recreational music making . . . I know of no other intervention that has sparked the interest, enthusiasm, and hope in the counselors I supervise. The process seems to motivate the counselors to use the method with their students while bestowing measurable health benefits in the counselor delivering the intervention. It is a win-win for all involved . . . I am thrilled that several of our schools have purchased the drums and see the health benefits for themselves as healers and as a tool for facilitating healing and hope in our students.” — Karen Timko, former LAUSD Coordinator of Primary Intervention and Elementary Counseling Services
“I am sooooo amazed at the transparency of the students. This week we did the drumming of ‘I am valuable oh yeah.’ One boy said, ‘I feel valuable when my dad spends time with me. He doesn’t very often because he smokes and . . .’ At that point, he looked down. I think the class felt his pain even without him finishing the sentence. We went on to talk about how we make others feel valuable. Right after class the kids had recess and one of the boys was really mean. The others kids looked at him like ‘Really? We just talked about this.’ He was very embarrassed by his own behavior. Now that’s positive peer pressure. We also talked about trying new things and taking risks and not letting fear of failing stop us from trying new things. I teach 4-6 grade chorus. I have NEVER had so many kids try a short solo. They sang in front of about 75 kids. Wow! That is risk taking. I could go on and on. The program really is about giving kids a ‘home’ within their school that feels safe and loving. At least that’s what our drum circles feel like to me. Thanks for training me and giving me this amazing experience as a teacher.” — Jana Gruss, Music Teacher, Newhall School District, CA
“We have been having problems with [a boy] in my class. On Tuesday he attacked two students in my class, and threw objects in the classroom because I would not print something from a website he had visited. He had not been given permission to be on the computer, but remained there despite being told five times to get off it. He was still carrying a grudge about this at breakfast on Wednesday morning, when he refused to sit with the rest of the class at breakfast, muttering that he wanted his printout. He sat there scowling for 15 minutes. After breakfast we moved into the multi purpose room for drumming, and he followed us. Within five minutes of starting the drumming class, his whole face and manner changed. He started smiling, joined in the drumming with enthusiasm, and later volunteered to lead the drumming. I think the drumming is very therapeutic for students with emotional problems like him.” —Jenny Owens, Upper Elementary Special Education Teacher, Quincy Jones Elementary School, LAUSD
“I tried the first lesson with a focus group of 5th grade students today, and already saw positive feedback from them. When I asked one student how he felt at the end, he said. “Good”. I asked him to tell me more about that and he said, “I didn’t leave the class.” (He walks out or has to be escorted out of my room every week . . . if he even makes it to class at all from prior disturbances.) I even teared up a little! And that was just the first day, and me having no idea what I was doing! This program is truly inspired. Thank you so much!” — Melissa Fabbi, K-12 Music Specialist from Clark County School District, Las Vegas, NV
“Life changing and incredible!!” — BTO Trainee

“Thank you so much for the fantastic workshop . . . the training was so well organized and flowed so well. One of the best I’ve ever been to, academically or otherwise. — Melissa Fabbi, K-12 Music Specialist From Clark County School District, Las Vegas, NV
“I enjoyed being integrated into the training so that I left with a sense of practice. I also liked the free spirit that was modeled and encouraged.” — BTO Trainee
“It was fantastic! Great pace with lots of information that was heartfelt and helpful. Thank you for the work that you do!” — BTO Trainee
Interested in Hosting a Training?
We offer custom trainings on demand as well as opportunities for training in exchange for space. If interested, please contact info@artsandhealinginitiative.org.
FAQ
General
Policies
Participant Expectation Policy
In accordance with our mission and cultural, equity and inclusion practices, our aim is to foster a supportive, healing, and collaborative learning environment, whether in an online or in-person setting.
With this goal in mind, we ask our program participants and staff to acknowledge, and abide by, the following community agreements:
- Practice loving kindness, nonjudgment, and listening to understand
- Acknowledge your feelings and the feelings of others
- Practice cultural humility, acknowledging the lived experience of others and our own privilege and biases
- Hold in confidence what is shared here personally
- When speaking, be mindful of time for others to be heard
- Practice self-care and seek support as needed
- Keep cameras on, if/when possible, to maintain your presence
In order to protect participant and staff safety as well as the integrity of our programming, we have adopted and maintain a zero tolerance policy for inappropriate and/or triggering behavior, whether accidental or intentional. Such behavior includes offensive or discriminatory actions related to sex, gender, gender identity or expression, race, color, ancestry, religious creed, national origin, age, physical or mental disability, sexual orientation, marital status, military or veteran status, medical condition, genetic information, or any other characteristic.
Digital Media Release Policy
By registering, you give Arts & Healing Initiative approval to record this event, still and/or moving images from which may appear in printed materials or digital channels for archival, educational, or promotional purposes. Note that Zoom breakout rooms are not recorded.
Refund Policy
In order to keep our programs affordable yet self-sustaining, we regret that we are unable to offer refunds for cancellation; however, we are happy to provide you with credit good for one year from the date of the program toward the next offering of the same program or a different one. Credit applied toward a program with higher registration fees will require payment of the balance. In addition, credit may be applied toward purchase of curriculum materials for any program. Unused fees after one year would then be tax deductible to the fullest extent of the law because no goods or services would have been received for them.
Exceptions to our no-refund policy may be considered in cases of personal emergencies. Please contact us at info@artsandhealinginitiative.org if any questions.
Click here for our Certificate Program in Social Emotional Arts refund policy.
Frequently Asked Questions
What are my professional options in the field of arts and healing?
Beat the Odds® (BTO)
How can I order a copy of the curriculum?
The curriculum manual is available via the Curriculum Materials section of our website. You can choose from the manual alone or the manual with a DVD showing our LCSW co-developer delivering the program to a group of 4th grade students. The scripted curriculum is designed for delivery via the manual alone, although we also offer 1-day trainings here in LA and occasionally in other parts of the country. You can find information about our trainings in the Upcoming Program section of our website.
How can I get drums on a limited budget?
Who can deliver this program?
Dance for All (DFA)
Do I need to be a dance or yoga teacher to take the training?
Online Certificate Program in Social Emotional Arts (SEA)
What is the value of the Certificate Program in Social Emotional Arts?