This thesis explores mindfulness, yoga, and expressive arts practices as modalities to teach social-emotional learning (SEL) skills in public elementary after-school programming. A hermeneutic methodological approach examines these modalities through the theoretical lenses of neuroscience, trauma theory, and the Jungian concept of individuation. The findings integrate these modalities into an imaginary 90-minute vignette that takes place in an elementary after-school program in Southern California. This imaginal approach and integration of Jungian theory and SEL grow out of the author's personal exploration of how yoga, mindfulness, and painting have influenced her own process of individuation over time. The paintings and writings of Jungian analyst Katie Sanford play a crucial role in formulating the importance of expressive arts as a modality for individuation.