Beauty Facial Treatment Packages

Transcription

Skills for Work:
Beauty
Higher
Facial Treatment Packages
Support Material
July 2009
Beauty: Facial Treatment Packages – (Higher)
Acknowledgements
Scotland’s Colleges is grateful to the subject specialists within Scotland’s 43
colleges and other agencies and industry bodies who have been involved in the
writing of this and other support materials in the Skills for Work series. Scotland’s
Colleges is also grateful for the contribution of the Scottish Qualifications Authority
in the compilation of these materials, specifically for its permission to reproduce
extracts from Course and Unit Specifications and the Skills for Work Rationale.
Scotland’s Colleges is grateful to Pearson Education for permission to reproduce
the illustration of the Structure of the Skin on page 49.
http://www.pearsonschoolsandfecolleges.co.uk/
© Scottish Further Education Unit 2009
Scottish Further Education Unit is part of the Scotland’s Colleges brand.
Scotland’s Colleges
Argyll Court
Castle Business Park
Stirling
FK9 4TY
website: www.scotlandscolleges.ac.uk
e-mail: [email protected]
Scottish Further Education Unit is a Registered Scottish Charity No. SC021876
and a Company Limited by Guarantee No. SC143514 VAT No. 617148346
These support materials were produced with assistance from
the European Social Fund.
3
4
Beauty (Higher)
Beauty: Facial Treatment Packages
F5B1 12
Introduction
These notes are provided to support teachers and lecturers presenting the
Scottish Qualifications Authority Unit F5B1 12, Beauty: Facial Treatment
Packages (Higher.)
Copyright for this pack is held by Scotland’s Colleges (SFEU). However, teachers
and lecturers have permission to use the pack and reproduce items from it
provided that this is to support teaching and learning processes and that no profit
is made from such use. If reproduced in part, the source should be acknowledged.
Enquiries relating to this support pack or issues relating to copyright should be
addressed to:
Marketing Officer - Communications
Argyll Court
Castle Business Park
Stirling
FK9 4TY
Website: www.scotlandscolleges.ac.uk
Further information regarding this Course including Unit Specifications, National
Assessment Bank materials, Centre Approval and certification can be obtained
from:
The Scottish Qualifications Authority
Optima Building
58 Robertson Street
Glasgow
G2 8DQ
Website: www.sqa.org.uk
5
Class Sets
Class sets of this pack may be purchased direct from the printer. Costs are
dependent on the size of the pack and the number of copies. Please contact:
Elanders Hindson
Merlin Way
New York Business Park
North Tyneside
NE27 0QG
Tel: 0191 280 0400
e-mail: [email protected]
Disclaimer
Whilst every effort has been made to ensure the accuracy of this support pack,
teachers and lecturers should satisfy themselves that the information passed to
candidates is accurate and in accordance with the current SQA arrangements
documents. Scotland’s Colleges will accept no responsibility for any
consequences deriving either directly or indirectly from the use of this pack.
6
Contents
How to Use this Pack
9
Reference Section
10
What are Skills for Work Courses all about?
11
The Course in Beauty (Higher)
14
Unit Outcomes, PCs and Evidence Requirements
16
Employability Skills Profile
20
Tutor Support Section
22
Delivering a Curriculum for Excellence in Skills for Work Programmes
23
The Curriculum at a Glance
27
Learning and Teaching with Younger Learners
28
General Guidance on Unit Delivery
32
Unit Induction
33
Signposting of Employability Skills
34
Resources
40
Sample Responses to Student Activities
42
Student Support Section
46
Tutor Note on Student Activities
47
Welcome to Beauty: Facial Treatment Packages
48
Outcome 1: Demonstrate knowledge of the skin
49
Epidermis
50
The Dermis
51
Functions of the Skin
53
Skin Analysis
54
Common Skin Conditions
57
Outcome 2: Prepare for a customised facial treatment package
61
Beauty Therapist Appearance
61
Consultation
63
7
Client Preparation
64
Trolley Preparation
66
Skincare Products
68
Outcome 3: Carry out a customised facial treatment package
70
Cleansing Routine
70
Skin warming
73
Exfoliation
73
Masque Application and Removal
74
Moisturising
76
Aftercare and Homecare Advice
76
Putting it all together
77
Glossary of Terms
84
8
How to Use this Pack
None of the material in this pack is mandatory. Rather, it is intended as a guide
and an aid to delivery of the Unit and aims to provide centres with a flexible set of
materials and activities which can be selected, adapted and used in whatever way
suits individual circumstances. It may also be a useful supplement to tried and
tested materials and approaches that you have developed yourself. The pack is
available on the Scotland’s Colleges website in Word format to enable you to
customise it to suit your own needs.
The pack is organised into several sections:
The Reference Section provides information on the rationale for, and ethos
behind, Skills for Work courses; the course rationale, the unit outcomes and
evidence requirements, and contains the Employability Skills Profile for Skills for
Work Beauty (Higher), showing where the specified employability skills and
attitudes can be evidenced and assessed throughout the course and in this Unit.
The Tutor Support Section contains information about Curriculum for Excellence
and its implications for delivery of Skills for Work courses, a suggested approach
to teaching the Unit, guidance on unit induction, unit delivery and advice on
integrating the development of employability skills throughout the unit. Finally, this
section suggests resources which may be useful for tutors and students.
The Student Support Section contains guidance and instruction on student
activities and includes student handouts. The development of employability skills
is integrated throughout all units of the course.
You may wish to place material from the student notes on your own VLE by
downloading this pack from the Skills for Work section of the Scotland’s Colleges
website www.scotlandscolleges.ac.uk
Activities are identified with the symbol:
9
Reference Section
10
What are Skills for Work Courses all about?
Skills for Work Courses are designed to help candidates to develop:
• skills and knowledge in a broad vocational area
• Core Skills
• an understanding of the workplace
• positive attitudes to learning
• skills and attitudes for employability.
A key feature of these Courses is the emphasis on experiential learning. This
means learning through practical experience and learning by reflecting on
experience.
Learning through practical experience
Teaching/learning programmes should include some or all of the following:
• learning in real or simulated workplace settings
• learning through role play activities in vocational contexts
• carrying out case study work
• planning and carrying out practical tasks and assignments.
Learning through reflecting at all stages of the experience
Teaching/learning programmes should include some or all of the following:
• preparing and planning for the experience
• taking stock throughout the experience - reviewing and adapting as necessary
• reflecting after the activity has been completed - evaluating, self-assessing and
identifying learning points.
The Skills for Work Courses are also designed to provide candidates with
opportunities for developing Core Skills and enhancing skills and attitudes for
employability.
11
Core Skills
The five Core Skills are:
• Communication
• Numeracy
• Information Technology
• Problem Solving
• Working with Others
Employability
The skills and attitudes for employability, including self-employment, are outlined
below:
• generic skills/attitudes valued by employers
• understanding of the workplace and the employee’s responsibilities, for
example time-keeping, appearance, customer care
• self-evaluation skills
• positive attitude to learning
• flexible approaches to solving problems
• adaptability and positive attitude to change
• confidence to set goals, reflect and learn from experience.
• specific vocational skills/knowledge
•
Course Specifications highlight the links to National Occupational
Standards in the vocational area and identify progression opportunities
Opportunities for developing these skills and attitudes are highlighted in each of
the Course and Unit Specifications. These opportunities include giving young
people direct access to workplace experiences or, through partnership
arrangements, providing different learning environments and experiences which
simulate aspects of the workplace. These experiences might include visits, visiting
speakers, role play and other practical activities.
12
A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for
every young person. These are that they should become:
• successful learners
• confident individuals
• responsible citizens
• effective contributors.
The learning environments, the focus on experiential learning and the
opportunities to develop employability and Core Skills in these Courses contribute
to meeting these aspirations.
13
The Course in Beauty (Higher)
Course Rationale
This Higher Beauty Course has been designed to provide an introductory beauty
qualification, which reflects the skills required by the beauty industry. Candidates
will acquire subject specific knowledge and experience as well as develop skills
which are transferable to other employment areas and will in general enhance the
candidates’ employability skills.
The target group for this Course is school candidates in S5 and above. It is
anticipated that the Course will provide experience which reflects the skills
required by the beauty industry and personal development facilitating progress to
further learning opportunities and work.
This Course may also be suitable for adults returning to a further education
environment and will offer progression opportunities for individuals who have
identified beauty therapy as a possible career path.
It is anticipated that the Course will build on existing partnerships between
schools, Further Education colleges, employers and other training providers.
The general aims of the Course are to:
•
Provide candidates with a broad introduction to the beauty industry
•
Allow candidates to experience vocationally related learning
•
Encourage candidates to develop a good work ethic
•
Encourage candidates to take responsibility for their own learning and
development
•
Provide opportunities to develop a range of Core Skills
•
Provide opportunities to develop transferable skills
•
Facilitate progression to further education and/or training
The specific aims of the Course in Beauty are to:
•
Develop practical beauty skills
•
Develop good working practice
•
Develop an understanding of relevant health and safety issues
•
Develop self presentation skills
•
Develop a positive and responsible attitude to work
•
Develop communication and customer care skills
•
Develop organisational, interpersonal and teamwork skills
14
•
Encourage skills in setting personal goals, reviewing and evaluating
•
Develop specific and generic employability skills
•
Build candidates’ confidence
•
Prepare candidates for further learning opportunities, study and training
opportunities in beauty
Beauty is a well established industry with qualifications ranging from National
Qualifications and SVQs to Higher National Certificate (HNC) and Higher National
Diploma (HND). This course fills an identified need for an introductory course
which is suitable for school candidates, meets the needs of industry, reflects
National Occupational Standards and helps candidates to maximise their own
potential.
The Higher Beauty Course may therefore provide a variety of progression
opportunities.
These include:
•
•
•
•
•
Scottish Vocational Qualifications (SVQs) in Beauty Therapy
Higher National Certificate (HNC) in Beauty Therapy
Higher National Diploma (HND) in Beauty Therapy
further education
training/employment
15
Unit Outcomes, PCs and Evidence Requirements
National Unit Specification: statement of standards
Unit: Beauty: Facial Treatment Packages (Higher)
Acceptable performance in this Unit will be the satisfactory achievement of the
standards set out in this part of the Unit Specification. All sections of the statement
of standards are mandatory and cannot be altered without reference to SQA.
Outcome 1
Demonstrate knowledge of the skin.
Performance Criteria
a)
Identify and describe the skin structure.
b)
Identify the functions of the skin.
c)
Identify and describe skin types.
d)
Describe common skin blemishes.
e)
Identify factors which would prevent treatment taking place.
Outcome 2
Prepare for a customised facial treatment package in a beauty salon
environment.
a)
Meet specified salon standards for timekeeping, appearance and behaviour.
b)
Consult with client to determine treatment package.
c)
Prepare client for identified facial treatment package.
d)
Identify client’s skin type.
e)
Select correct products and resources to be used according to skin type and
salon range.
f)
Record treatment package, skin type and product selection on client record
card.
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Outcome 3
Carry out a customised facial treatment package in a beauty salon
environment.
a)
Carry out cleanse, tone, skin warming, exfoliation, masque and moisturise
using correct products and techniques relevant to clients’ needs.
b)
Give relevant aftercare advice and product recommendations to client.
c)
Record aftercare and product recommendations on client record card.
d)
Comply with relevant current health and safety requirements while carrying
out the facial treatment.
Outcome 4
Review own performance in relation to the development of specified
employability skills.
a)
Identify strengths and weaknesses in specified employability skills.
b)
Gather feedback from others on own skills and abilities.
c)
Identify areas for improvement in specified employability skills and set
relevant goals.
d)
Evaluate progress in achieving identified goals.
Evidence Requirements for this Unit
Performance evidence and written/oral recorded evidence which covers all the
Outcomes and Performance Criteria is required for this Unit.
The term client is used in this Unit to mean a person receiving a beauty treatment.
It is important to note that, while a variety of individuals (for example, candidates’
peers, or other students of the centre) may act as clients for both formative
activities and summative assessments, practical activities for this Unit must be
carried out either in a realistic manner in a real or simulated salon environment,
which involves working with clients, working with others in a team and will develop
good working practice.
17
Outcome 1: Structured questions
Structured questions will be set which will be carried out in closed-book
conditions. The questions must enable candidates to demonstrate their knowledge
of the skin and will cover:
•
skin structure - layers of the epidermis, dermis - arrector pili muscle, sweat
gland, sebaceous gland, sensory nerve ending, lymph vessel, dermal papilla,
blood supply, subcutaneous layer, hair follicle
•
functions of the skin - sensation, heat regulation, absorption, protection,
excretion, secretion
•
skin types - dry, normal, oily, combination
•
common skin conditions - comedones, milia, papules, pustules
•
factors which would prevent treatment taking place — skin diseases, skin
disorders, skin infections, viral conditions, conditions which would cause
discomfort to the client
Outcome 2: Performance evidence
Candidates will be required to demonstrate by practical activity on a minimum of
three occasions that they are able to:
•
meet specified salon standards for timekeeping, appearance and behaviour
•
consult with client to determine facial treatment package
•
prepare client for identified treatment package
•
analyse skin
•
select correct products to be used according to skin type and salon range
•
select correct resources to be used according to procedure
•
record treatment package, skin type and product selection on client record
card
Outcome 3: Performance evidence
Candidates will be required to demonstrate by practical activity on a minimum of
three occasions that they are able to:
•
carry out a facial treatment package, using correct products and techniques
relevant to the client’s needs. Treatment packages may include cleanse, tone,
skin warming, exfoliation, masque and moisturise.
•
give relevant aftercare advice and product recommendations to client.
•
record aftercare and product recommendations on client record card.
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•
comply with relevant current health and safety requirements while carrying out
the facial treatment.
Performance evidence for Outcome 2 and 3 must be gathered on the same
assessment occasion and completed in a realistic commercial time.
Practical performance must be demonstrated on three different skin types. The
specified skin types are dry, normal, oily, combination. Skin warming must be
demonstrated with warm towels and steamer. Masque application must include
setting, non setting and paraffin wax. All techniques may not be applicable for all
clients, but all techniques must be demonstrated over the three client packages.
An assessor observation checklist and completed client record card which
accurately records client skin type, product selection, aftercare advice and product
recommendations must be used to provide evidence of performance for Outcome
2 and 3.
Outcome 4: Candidate Review Sheets
Evidence requirements for Outcome 4 should take the form of one completed
candidate review sheet which will give candidates an opportunity to record the
development of their employability skills. This review should be carried out
towards the end of candidate’s programme of activities for this Unit.
Candidates will identify their strengths and weaknesses and get feedback from
their teacher/lecturer. They will then identify three employability skills they intend
to develop further in the future to improve their employability skills profile. They
will also identify which one of these three is most important to them, where they
have improved most and where they need further development. If they have
completed other Units in the Beauty Higher Course, they will have the opportunity
to look at previous reviews and how they have improved.
The National Assessment Bank pack provided for this Unit illustrates the standard
that should be applied. It includes structured questions for Outcome 1, assessor
checklists and client record card for Outcomes 2 and 3 and candidate review
sheets for Outcome 4. If a centre wishes to design its own assessments for this
Unit, they should be of a comparable standard.
NB Centres must refer to the full Unit Specification for detailed information
related to this Unit.
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Employability Skills Profile
In addition to the specific, vocational skills developed and assessed in this
Course, employability skills are addressed as detailed in the table below. For the
purposes of the table, the Units are referred to as A, B, C and D as indicated.
Beauty: Facial Techniques
Beauty: Facial Treatment Packages
Beauty: Nail Finishes
Beauty: Creative Current Make-Up Trends
Employability skill/attitude
=
=
=
=
A
B
C
D
Evidence
•
a positive attitude and willingness to learn
A, B, C, D
•
good timekeeping
A, B, C
•
appropriate appearance
A, B, C, D
•
customer care skills
A, B, C
•
communication skills
A, B, C, D
•
team work
A, B, C
•
respect and consideration for others
A, B, C
•
time management
A, B, C, D
•
implementation and knowledge of relevant current
legislation and hygiene procedures
A, B, C, D
•
awareness of salon procedures
A, B, C
•
confidence to seek feedback
A, B, C, D
•
review and self evaluation skills
A, B, C, D
Assessment evidence in all Units:
Practical performance supported by assessor observation checklist and candidate
self evaluation reviews.
A.
Structured questions on skin structure, functions of the skin, facial bones,
facial muscles, skin types, common skin conditions. Assessor observation
checklist of practical activities in preparing for and performing cleanse, tone,
massage and moisturise the face. Client record card. Candidate review in
relation to the development of specified employability skills.
B.
Structured questions on skin structure, functions of the skin, skin types,
common skin blemishes. Assessor observation checklist of practical
activities in preparing for and performing a facial treatment package relevant
to the clients’ needs - cleanse, tone, skin warming, exfoliation, masque,
20
eyebrow shape and moisturise. Client record card. Candidate review in
relation to the development of specified employability skills.
C.
Structured questions on nail structure, common nail conditions, bones of the
hand and arm. Assessor observation checklist of practical activities in
preparing for and performing a nail treatment relevant to the clients’ needs nail shaping, cuticle work, nail painting including French manicure. Client
record card. Candidate review in relation to the development of specified
D.
Style board, plan, assessor observation checklist of preparation and
performance (creating a ‘look’ which reflects current make-up trends on a
client). Candidate review in relation to the development of specified
21
Tutor Support Section
22
Delivering a Curriculum for Excellence in Skills for Work
Programmes
Guidance for Course Teams
Curriculum for Excellence aims to transform learning and teaching in Scottish
education by providing a coherent, more flexible and enriched curriculum from 3 to
18 (and, as far as colleges are concerned, beyond into lifelong learning), which is
firmly focused on the needs of the learner and designed to enable them to
develop the four capacities which are:
• to enable people to be successful learners, confident individuals,
responsible citizens and effective contributors and to develop the attributes
underpinning these capacities.
Source: Building the Curriculum 3
23
Skills for Work courses were the first qualifications designed with the Curriculum
for Excellence framework in mind. The courses offer opportunities for learners to
acquire skills for learning, life and work through:
•
providing opportunities to carry out a variety of practical experiences linked to
the vocational area
•
providing good opportunities to develop their self-confidence
•
providing a positive learning experience.
For many young people, an early chance to work on practical skills that relate
directly to the world of work will bring real benefits to their overall education.
Those who spend some of their time at a local college, other training provider or
employer will also benefit from learning how to adapt to a different environment,
meeting new people and facing new challenges.
Is that all there is to it?
No! Tempting as it might be to think that because the courses were developed in
line with CfE principles simply including them in school/college provision means
we are ‘doing’ Curriculum for Excellence, this isn’t how it works!
First of all, the word ‘Curriculum’. It doesn’t just mean the content of the course –
or what’s being taught. It’s much more to do with how it is taught and the entirety
of the young person’s experience throughout the whole experience. That puts a
great onus on the course team to ensure that the planning and delivery of the
course is carried out according to CfE principles. The principles for curriculum
design are that every programme of study should aim to deliver:
•
challenge and enjoyment
•
breadth
•
depth
•
opportunity for progression
•
a degree of personalisation and choice
•
coherence
•
relevance
How do we do that then?
There isn’t a formula! How it’s done in one college might be different from how you
go about it in another. There’s scope for doing what’s relevant in the local area
and adapting to the needs of local learners. CfE provides the Framework within
which centres have a great deal of autonomy to develop what works for them,
their students and local needs, and within which teachers and lecturers can
exercise their professional judgement about approaches that their students will
respond best to.
24
Starting Points
•
Look at the CfE principles alongside your current plans for offering the
course. Does your current approach provide all this? Is there anything else you
can do to enhance the student experience in relation to the principles laid out
in the CfE framework?
•
Consider the purposes of the 4 capacities and the attributes underpinning
each of them. Map these against your course delivery. What learning and
teaching approaches will you adopt to develop each of the capacities and the
attributes across each of the Units? If you already deliver similar courses –
what changes could you make that would strengthen existing provision in line
with CfE?
•
In a spirit of collaboration and support take a closer look at the team’s Learning
and Teaching.
•
Is it engaging and active? How can you tell?
•
Does everyone set challenging but achievable goals
•
How about feedback – is it given at the appropriate time, and how does it
help the student to improve?
•
Does everyone share learning intentions and success criteria with the
students?
•
Is there scope for collaborative learning?
•
Do the learning and teaching approaches reflect the ways different
learners progress
•
Does the delivery team have a common understanding of and approach to
the generic and vocational employability skills relating to the course?
•
Build in AiFL principles to your learning and teaching strategy. Successful
Assessment for Learning practice is now in place in many schools and
colleges and is a proven way to increase both learner achievement and
motivation.
Not sure what it’s all about? Take it from here........
http://www.ltscotland.org.uk/assess/index.asp
•
Consider where there is scope for developing, naturally, in your course the
skills of Literacy and Numeracy, and of promoting Health and Wellbeing
with your students. You could use a similar mapping exercise to that described
for mapping the 4 capacities. In Curriculum for Excellence, every
teacher/lecturer is responsible for developing these.
•
Literacy is the set of skills which allows an individual to engage fully in
society and in learning, through the different forms of oral and written
language.
25
•
Numeracy implies confidence and competence in using number to solve
problems, analyse information and make informed decisions based on
calculations.
•
Learning through health and well-being implies teaching which promotes
confidence, independent thinking and positive attitudes and dispositions.
Staff from Scotland’s colleges can work with you to provide guidance on all of
these starting points towards delivering a Curriculum for Excellence. Contact us at
[email protected] and check on our website for staff development
opportunities throughout the year: www.scotlandscolleges.ac.uk
“Above all, it is the teacher who brings the inspiration and challenge critical
to achieving our aspirations for all young people.”
Curriculum for Excellence
Useful Links:
http://www.ltscotland.org.uk/curriculumforexcellence/
http://www.sfeu.ac.uk/projects/curriculum_for_excellence
26
The Curriculum at a Glance
Summary of the components used to build the 3-18 curriculum, with the learner at
the centre.
Source: Building the Curriculum 3
27
Learning and Teaching with Younger Learners
Scotland’s Colleges have made significant progress in meeting the needs of
young learners. Our knowledge of the learning process has increased significantly
and provides a range of strategies and approaches which gives us a clear steer
on how lecturers can add to their skill repertoire. Lecturers can, and do, provide a
stable learning environment where young students develop a sense of selfrespect, learn from appropriate role models and see an opportunity to progress.
There are basic enabling skills for practical application which can further develop
the learning process for this group of students. So what are the characteristics of
effective learning and teaching which will help to engage young learners?
Ten ways to improve the learning process for younger learners
(This list is not exhaustive!)
1. Activate prior knowledge and learning – ascertain what the learner knows
already and teach accordingly. Young people do have life experience but it is
more limited than adult learners and they may not always be aware of how it
will assist them in their current learning.
Tips - Question and answer; Quick Quiz; Quick diagnostic assessment on
computer; present key words from the course or unit and see how many they
recognise or know something about.
2. Tune learners into the Big Picture – the tutor knows the curriculum inside out
and why each lesson follows a sequence, however the young learner does not
have this information and is re-assured by being given the Big Picture.
Tips – Mind map or concept map; use visuals, for example wall displays of
diagrams, photographs, flow charts; explain the learning outcomes in language
they will understand; We Are Learning Today (WALT) targets and What I’m
Looking For (WILF) targets; give clear and visible success criteria for tasks.
3. Use Advance Organisers – these are lists of the key concept words that are
part of the course or unit.
Tip – Highlight on any text the concept words that you will be using; make a
visible list and put it on display – concept words can be struck off or referred to
as they occur (NB this helps with spelling and independent learning as they do
not have to keep checking meaning); highlight essential learning and action
points.
4. Vary the teaching approaches. The two main approaches are instructing and
demonstrating, however try to provide opportunities to facilitate learning.
Tips – Ask students what they know now that they did not know before, or what
they can do now they could not do before, at appropriate points in the lesson or
teaching block; ensure there are problem solving activities that can be done
individually or in groups; ask students to demonstrate what they have learned;
28
use a range of question and answer techniques that allow participation and
dialogue, eg. provide hints and cues so that they can arrive at answers
themselves.
5. Preview and review of learning. This helps to embed previous learning and
listening skills and provides another opportunity to elicit learner understanding.
Consolidates and reinforces learning.
Tips – At the beginning of each lesson, or session, review previous learning
and preview what is coming up; at the end of each lesson or session, review
what has taken place and what will be focussed on next time – these can both
be done through question and answer, quizzes and mind mapping activities.
6. Language in the learning environment. Do not assume that the language
which is used in the learning environment is always understood by young
learners, some words may be familiar but do not have the same meaning when
used vocationally.
Tips - At appropriate points ask students what words mean; explore the various
meanings of words to find out if they may have come across this language in
another context; by looking at the structure and meaning of words there is an
opportunity for dialogue about learning and to build vocabulary.
7. Giving instructions in the learning environment. This is one of the most
difficult tasks a tutor has to do whatever the curriculum area. With young
learners this may have to be repeated several times.
Tips – Ask a student to repeat back what you have asked them to do before
beginning a task; ask them to explain the task to one of their peers; use the
KISS principle – Keep It Short and Simple so that they can absorb and process
the information.
8. Effective feedback. Feedback is very important for the learner to assess their
progress and to see how and what they can improve. Provide opportunities to
engage in dialogue about the learning function of assessment – provide details
of the learner’s strengths and development needs either in written or spoken
form. With younger learners identifying one or two areas for development is
sufficient along with acknowledgement of what has been done well.
Essentially, learners are helped by being given a specific explanation of how
work can be improved. You can also use summative assessment formatively,
ie. as an opportunity to identify strengths, development needs and how to
improve.
Tips – Ask students themselves to identify their own strengths and
development needs – self evaluation; peer evaluation of work can be
successful once they have been taught how to do it; the tutor can produce a
piece of work and ask students to assess it anonymously; have a discussion
about the success criteria for the task and ensure the students are clear about
29
them; allow learners to set criteria for success and then measure their
achievements against these.
9. Managing the learning behaviour. Younger learners are coming into
Scotland’s Colleges and training establishments from largely structured and
routine-driven environments in schools and early feedback from those
undertaking Skills for Work courses indicates that they very much enjoy the
different learning environment that colleges and other training providers offer.
Remember though that these are still young learners. They will still expect
tutors to provide structure and routine, and will perform best in a calm, orderly
learning environment. Young students will respond to firm, fair, and consistent
management. Such routines have to be established quickly and constantly
reinforced.
Tips - Health and safety is non-negotiable and consequences of noncompliance with the regulations should be made clear and adhered to at all
times; set out your expectations from day one and provide a consistent
message; have clear beginnings, middles and endings for each session; be a
positive role model for your students, ie. be there before they are and manage
the learners with respect; always deliver what you promise; build up good
relationships and get to know the learners, make the curriculum interesting and
stress the relevance of the learning; set up a positive behaviour management
system. By following these guidelines you will build up two-way respect, which,
while sometimes challenging to achieve, can be very powerful and work to
everyone’s benefit.
10. Care and welfare issues. School/college partnerships mean increasing
numbers of young learners in college. Tutors have to be aware of their
professional responsibilities and mindful of young people’s rights. However
tutors have rights too, in terms of feeling safe and secure in working with young
people and there are basic steps staff can take to minimise risks. It is essential
that colleges ensure that tutors have a working knowledge of the Child
Protection policies (local authority and college documentation) and follow
procedures and policies diligently. School/College Liaison Officers will be
familiar with these documents and can provide support and advice. There are
also training sessions on Child Protection available from Scotland’s Colleges
(see the following page).
Tips - Avoid one-to-one situations with young students in a closed area; do not
do or say anything that could be misinterpreted; if the opportunity arises, do
some observation in schools to see and discuss how teachers use the
guidelines for their own protection as well as the young person’s.
Most young people are a delight to work with and they will positively enjoy the
experience of learning in college. However, there will inevitably be some who
are disengaged, disaffected and who have not yet had an opportunity to
experience success. ‘Skills for Work’ is a unique educational initiative that
young people can be motivated to buy into – you as the tutor are key to the
success of these programmes.
30
Skills for Work Workshops
To take this 10 point plan forward and to add to it, you can attend one of the ‘Get
Skilled Up’ half day workshops for tutors delivering Skills for Work Courses at
Scotland’s Colleges, when we explore further the learning process and look at a
range of specific teaching and learning techniques to use with the younger
learners. To find out when the next event is visit our website
www.scotlandscolleges.ac.uk or contact the Learning Process team at Scotland’s
Colleges on 01786 892000.
Child Protection Workshops
These are run on a regular basis by staff at Scotland’s Colleges in Stirling and
also in colleges. For more information on these workshops please contact
members of the Access and Inclusion team at www.scotlandscolleges.ac.uk or
contact the team at Scotland’s Colleges on 01786 892000.
31
General Guidance on Unit Delivery
In this Unit, students will learn about the structure and function of the skin, skin
types and common skin conditions. They will learn how to analyse the skin before
selecting an appropriate treatment package and products which meet the client’s
needs; as well as develop the practical skills of cleansing, toning, skin warming,
exfoliation, masque application and removal and moisturising. Students will also
have the opportunity to review their own performance and identify areas for
improvement in specified employability skills.
It is suggested that delivery of this unit Beauty: Facial Treatment Packages
is integrated with the unit Beauty: Facial Techniques. Where the units are
delivered separately Beauty: Facial Techniques should be delivered first and
then Beauty: Facial Treatment Packages.
Each area of the learning and teaching should incorporate both theory and
practical to facilitate learning. Students should be given the opportunity to learn
and develop practical skills in a salon environment where they will learn how to
work with others in a team and how to interact with clients in a professional way.
Employability skills should be integrated throughout the Unit.
It is important to refer to relevant current health and safety legislation
throughout the Unit:
•
Health & Safety at Work Act
•
Control of Substances Hazardous to Health Regulations [COSHH]
•
Electricity at Work Regulations
•
Personal Protective Equipment [PPE]
•
The Provisions and Use of Work Equipment Regulations [PUWER]
•
Data Protection.
Activities relating to Health and Safety can be found in the Course Guidance
support pack.
Practical demonstration of cleansing and skin analysis followed by supported roleplay, initially with peers, will enable students to practise and gain confidence
before progressing to work on clients. When students have gained experience of
cleansing, skin analysis, toning and moisturising, further demonstrations should
be given of skin warming by hot towels and steamer followed by exfoliation and
masque application and removal including setting and non-setting masques.
Eventually, students should be able to put their practical skills together to create a
treatment package in a commercially viable time. They should practise on a
variety of clients before they move onto assessment.
At the time of assessment they must be able to give and record aftercare and
homecare advice and product recommendations.
32
Unit Induction
There should be an induction to the unit which allows candidates to understand
fully what is required and the approaches that will be adopted.
An induction session in week 1 will prepare students well for the Unit and help to
clarify aims and expectations, what the unit is all about and any uncertainties they
may have about the Unit and how it will be delivered. Induction might include the
following:
•
an outline of the Unit content – what they’re going to be doing
•
how it fits in to the Skills for Work Beauty (Higher) Course
•
your plans for teaching the Unit – how they’ll be learning the skills
•
assessment methods and schedule
•
where employability fits in – start by asking them what they think!
•
the importance of regular attendance and good timekeeping to encourage the
students to get into good habits – as if they were at work and in employment!
•
you might also think about inviting a representative from a service provider to
speak to the class about the types of employment available in their
organisation, about employment and educational opportunities in Beauty
Therapy, and to reinforce the value that employers put on employability skills.
•
emphasise the importance of health and safety, hygiene procedures, personal
appearance and salon conduct
33
Signposting of Employability Skills
In addition to the specific vocational skills developed in this Unit, students will
have opportunities to develop and apply their knowledge and understanding of the
Throughout the pack there are numbered flags like the one shown
here, showing which specific employability skill can be highlighted
and/or assessment evidence recorded when students are busy with
the various activities in the Unit.
1, 5, 6, 7
Implementation
and knowledge of
9 health, safety and
hygiene
procedures
Positive attitude
1 and willingness to
learn
5
2 Good timekeeping
6 Teamwork
10
Awareness of
salon procedures
Communication
skills
3
Appropriate
appearance
Showing respect
7 and consideration
for others
11
Confidence to seek
feedback
4
Customer care
skills
8 Time management
12
Review and self
evaluation skills
Achievement in all of the employability skills above will be clearly identified as a
result of the evidence generated through the assessment activities for this Unit.
It is strongly advised that course teams meet together to discuss and agree a coordinated approach to the teaching and developing of the employability skills
throughout the Course and to ensure that the team has a common interpretation
of the skills and attitudes.
You will find, or create, countless opportunities to help students develop their
employability skills. The following pages show some ways of going about it to get
you thinking!
34
Generating Evidence and Assessment Opportunities for Employability Skills
Employability
Skills
Delivery Advice
Possible Activities/Contexts
•
Students should be made aware of the importance of displaying a positive
attitude at all times.
•
•
Students should be encouraged to take responsibility for improving their
own performance through self evaluation, taking feedback from others and
setting goals for improvement.
Students should display a
positive attitude throughout all
activities in this Unit
•
When learning new skills and
further developing existing
skills
•
When reviewing progress and
setting goals for improvement
•
Students should arrive on
time and be ready to start
work throughout the Unit. This
includes coming back from
breaks.
1
Positive
attitude and
willingness to
learn
2
Good
timekeeping
•
During induction students must be made aware of expected times of arrival
for classes and will be expected to adhere to those times.
•
In the context of this unit they should think about the consequences of poor
timekeeping - to the business, on their ability to start and complete facial
treatments, of the effect of lateness on clients and colleagues etc.
•
Monitor throughout the unit and act before timekeeping becomes a
problem.
35
•
Students should be made aware of the salon dress code and will be
expected to turn up for classes dressed appropriately.
•
Professional standards of
dress and appearance
•
Make clear any consequences of not wearing the agreed dress code e.g.
non participation in classes.
•
Personal cleanliness
•
Students should show willingness to treat all clients with respect and to
look after their clients’ welfare.
•
Working in pairs or groups
on the skin analysis activity
•
Students will be able to work on improving these skills, while practising
facial treatments on their peers before moving on to dealing with clients
and customers in the beauty salon environment
•
•
Reinforce that beauty therapy is a service industry and depends on clients
returning to the salon. Looking after clients and taking time to interact with
them in a positive manner is therefore an important skill to learn.
Activities relating to client
contact e.g. greeting client,
consultation, client
preparation, client care
throughout treatment,
communicating advice to
clients
•
Students should work clearly and confidently with their all peers and their
clients. They should be encouraged to develop their listening and verbal
skills throughout this Unit. They should be encouraged to develop skills to
be able to read their clients’ body language. Communication is vital to
developing a relationship with the client and establishing the client’s aims
and students should work at developing good interpersonal skills
throughout the Unit.
•
Actively seeking advice and
responding to client needs,
allowing for feedback from
clients and peers
3
Appropriate
appearance
4
Customer care
skills
5
Communication
skills
36
6
•
•
Teamwork
7
•
Respect and
consideration
for others
8
•
Students should develop an understanding of the benefits to themselves
and others, and to the business, of team working.
While concentrating on their own skills they will need to be encouraged to
be an effective team member and to respond to all other team members
in a positive manner.
Emphasise the importance of respecting the views of others and of
•
listening to what others have to say. Working in a beauty salon is about
working together in a team and to do this students must respect the views
and professional opinions of others, i.e. colleagues and clients, whether or •
not they agree with them.
Importance of carrying out a facial treatment package within the time
given. Discuss the consequences of not showing a good sense of time in
this context.
Time
management
•
37
•
Working in group session
activities, skin analysis,
practising their facial
treatments
Interaction and contribution
to group activities
Working with clients in
practical sessions
Being aware of timings of
each treatment and the
duration when treatments
are put together
9
Implementation
and knowledge
of current
legislation and
hygiene
procedures
• Specific opportunities should be taken to integrate the required knowledge
of current health and safety legislation in the context of facial treatments,
products and equipment use.
• Students should be encouraged to develop good working practices which
meet organisational and national health and safety policies and
procedures.
•
Students should have the opportunity to learn and develop practical skills
in a salon environment where they will experience workplace conditions
and develop understanding of their roles and responsibilities.
•
It may be possible for centres to arrange visits to beauty salons as part of
the students’ learning experience, to help them build knowledge and
understanding of salon procedures.
10
Awareness of
salon
procedures
38
• Activities which have health
and safety considerations
and especially within
practical facial treatments
•
Specific activities relating to
salon procedures for facial
treatments
11
• Students must seek advice and feedback from others on their
performance as a means of setting goals for future improvement.
Emphasise the importance of this in this Unit particularly, as mistakes
could make the client very uncomfortable or suffer a contra action.
• It is important that students get support from their tutor on their self
evaluation and progress throughout.
Confidence to
seek feedback
• Seeking advice and
feedback where necessary.
• Showing a willingness to
accept feedback.
• Feedback should highlight aspects where students did well and areas
where they need to improve.
• Provide feedback using prompts to tease out the students’ understanding
e.g. ‘explain this to me’; ‘tell me more about’; ‘what might you have done
instead?’; ‘can you think of a better way?’ etc.
12
• It is important throughout the Unit to encourage students to evaluate their
own work and progress. They should be encouraged to set themselves
goals to build competence and confidence.
Review and self
evaluation skills
39
• Review own progress both
formally and informally,
identifying strengths and
weaknesses and setting
goals for improvement.
Resources
This Unit is not suitable for delivery in a conventional classroom setting.
Centres will require beauty salon facilities which include plinths, beauty stools,
trolleys and basins. The salon facility will need to be equipped with sufficient
beauty equipment, tools, consumables and products.
Resources must include:
•
magnifying lamps
•
facial
steamers
•
paraffin wax heater
•
spatulas
•
masque
brush
•
sterilising products and equipment
•
a skincare range which
includes exfoliators,
setting and non-setting
masques
Appropriate safe storage facilities will be needed for all equipment and materials.
Personal protective clothing will be essential for all students, which would include
an appropriate uniform. Centres should carry out risk assessments for all activities
as required.
Textbooks
•
For NVQ’s levels 1, 2 and 3 ‘The Beauty Therapy Fact File’
(Susan Cressey)
•
S/NVQ for the 2004 standards 2nd Edition ‘Beauty Therapy
‘(Jane Hiscock and Frances Lovett)
•
‘Health & Beauty Therapy: A Practical Approach for NVQ
Level 3’ (Dawn Mernagh Ward, Jennifer Cartwright)
•
‘An introductory guide to Anatomy & Physiology’ (Louise
Tucker)
40
Website resources
The British Association of Beauty Therapy and
Cosmetology
www.babtac.com
British Skin Foundation
www.britishskinfoundation.org.uk
Skin Truth
www.skintruth.co.uk
Ellisons – beauty and hair supplier
www.ellisons.co.uk
Dermalogica
www.dermalogica.co.uk
41
Sample Responses to Student Activities
Activity 1, 2, 3, 4, 5, 6, 9
These can be checked by the students themselves. Get them to discuss each
others’ responses and check for accuracy against the diagrams.
Activity 2
Uppermost layer of
epidermis
which contains dead
keratinised cells
Stratum corneum
Layer nearest dermis
where new skin cells are
formed through mitosis
Stratum lucidum
The cells in this layer
have spiky spines and is
known as the prickle cell
layer
Stratum germinativum
Cells in this granular
layer start to become
keratinised
Stratum granulosum
The clear or lucid layer
found in the palm and
soles of feet
Stratum spinosum
Activity 7 11, (Skin analysis)
Issue a client record card. You could issue your own record card or the one
contained in the National Assessment Bank. Responses will be individual to each
student.
Activity 8 (Research)
Students should be encouraged to use all available resources to research contraindications e.g. Internet, industry magazines, textbooks.
42
Activity 10 (Factors preventing treatment)
Information should be given to students on the difference between factors
preventing treatment, and why they do prevent treatment and how to deal with
each.
Activities 12, 13, 14 and 15
Responses will be specific to the individual centre/salon.
Activity 16, 17, (Cleansing procedure) 18, (Skin warming and exfoliation)
19, (Masque application and moisturising)
Demonstration followed by compiling a checklist which will be individual to the
centre/salon. Students practise on each other.
Activity 20
Tutors could make up a variety of cards covering a range of skin types for
students to consider.
Client Baker
The treatment package could include a variety of treatments. This is an example.
1. Cleanse, tone, blot dry and perform skin analysis to determine exactly the skin
condition.
2. Result from skin analysis:
• Dry skin type with dry patches on cheek area, milia and expression lines
around eye area.
• Lines around mouth area due to smoking and perhaps dehydration.
• Skin is fine but texture felt a little course on cheek area due to dryness.
• Slight sensitivity on cheek area, dilated capillaries were present.
3. Gentle exfoliation to remove dry skin patches and dead skin cells to help
promote skin producing health new skin cells and smother skin texture.
4. Steam for a short time due to sensitivity but try to promote increased activity in
the blood circulation and gland activity to help natural lubrication of the skin.
5. Non-setting masque applied to face and neck. Choose masque for mature
dry/sensitive/ skin. If necessary two masques could be used applied on
different areas of the face and neck. Leave masque on for the full time and
then remove.
6. Tone over skin and then blot dry.
7. Moisturise face, neck with a moisturiser for dry or dry/sensitive skin type, and
ensure it contains a sun block.
43
Client Young
The treatment package could include a variety of treatments. This is an example:
condition.
•
•
•
•
•
•
•
•
Result from skin analysis:
Oily skin on centre panel and over cheek area.
Forehead feels oily with congestion around hairline.
Comedones on nose and on chin.
Open pores across cheeks and around centre panel.
Some papules and pustules found on cheeks.
Skin texture is coarse and skin colour is sallow.
Neck area is clear from any imperfections.
No signs of ageing, or fine lines on skin.
2. Exfoliate over entire face (concentrating on congested areas) to deep cleanse
pores and help desquamation and encourage healthier cleaner looking skin.
Avoid being too harsh over pustules.
3. Steam the skin for a longer length of time in preparation for comedone
extraction and to promote increase activity in blood circulation bringing
nutrients to the skin and increase lymph circulation to aid waste removal.
4. Remove comedones using suitable method.
5. Apply setting masque with clay-based ingredient to deep cleanse the skin, aid
desquamation and help remove impurities. Remove once masque is dry.
6. Tone over skin and blot dry.
7. Moisturise face and neck with a suitable moisturiser for oily skin. Apply
specialised product to pustules and papules.
44
Client Tonner
The treatment package could include a variety of treatments. This is an example:
condition.
2. Result from skin analysis:
• Skin slightly oilier on the forehead, nose and cheek area.
• A slight shine appears down T-zone, but normal to dry on cheeks and neck
area, with some fine hydration lines visible.
• Some fine expression lines and milia, appearing around the eyes, also fine
lines on neck.
• Skin appears smooth with no dry patches.
3. Warm the skin by using hot towels in preparation for exfoliation and to promote
relaxation.
4. Gentle exfoliation to aid the removal of dead skin cells and maintain the skin’s
smooth texture.
5. Facial massage would be very suitable at this stage, if the therapist was able
to perform this treatment, in order to encourage relaxation and to maintain the
skin’s condition.
6. Apply a specialist paraffin wax mask to the entire face and neck to promote
relaxation, condition the dry/dehydrated skin, and aid desquamation.
7. Moisturise with a suitable moisturiser for each area of the face and neck. A
specialised eye cream could be applied to help reduce the fine lines.
45
Student Support Section
46
Tutor Note on Student Activities
This section includes both student notes and activities. These are offered to
centres as a flexible set of materials and activities which can be selected, altered
and used in whatever way suits individual centres and their particular situation.
For example, in the case of the student activities you might want to talk through
the instructions with the learners and then give them out on paper as reminders.
You are encouraged to adapt and use the materials creatively in ways which will
best engage your students.
It is not intended that the Student Support Section is issued to students as a
complete pack.
There are some activities that require students to use Internet sources. It may be
necessary on occasions to allocate class time in a flexible learning environment,
or in a dedicated IT room or within mainstream college facilities.
The online research and activities will provide students with a more blended
approach to teaching and learning. School students will be familiar with this
approach. For students returning to study, you may need to spend time supporting
them in the use of electronic resources.
47
Welcome to Beauty: Facial Treatment Packages
This unit will introduce you to the structure and function of the skin, skin types and
common skin conditions. You will learn the procedure for cleansing and analysing
the skin and from this, decide on the client’s skin type and skin condition. You will
learn to warm the skin and exfoliate, then apply and remove different types of
masques. Alongside these practical skills you will learn to give your client
aftercare, homecare and product advice.
48
Outcome 1: Demonstrate knowledge of the skin
The Skin Structure
The skin is made up of three layers:
•
Epidermis
•
Dermis
•
Subcutaneous
1
© Pearson Education
Activity 1
From the diagram of the structure of the skin make a list of the structures and note
which layer of the skin they are found in.
49
Epidermis
Check out the layers of the epidermis.
The epidermis is the most superficial layer of the skin and is made of stratified
epithelium and has five layers:
•
•
Stratum spinosum
•
Stratum granulosum
•
Stratum lucidum
•
Stratum corneum
1
Activity 2
Draw an arrow from the layer of epidermis named to its correct description. Check
your answer with your tutor or member of your group.
Uppermost layer of
epidermis which contains
dead keratinised cells
Stratum corneum
Layer nearest dermis
where new skin cells are
formed through mitosis
Stratum lucidum
The cells in this layer
have spiky spines and is
known as the prickle cell
layer
Cells in this granular
layer start to become
keratinised
Stratum granulosum
The clear or lucid layer
found in the palm and
soles of feet
Stratum spinosum
50
The Dermis
The dermis contains the following structures:
•
Sweat gland
•
Sebaceous gland
•
Hair follicle
•
Sensory nerve endings
•
Arrector pili muscle
•
Dermal papilla
•
Blood vessel
•
Lymph vessel
Underneath the dermis is the subcutaneous layer. It is the deepest layer of the
skin. You will find adipose tissue (fat) in this layer which gives protection to the
internal organs of the body and helps insulate the body too.
1
Activity 3
Draw your own diagram of the skin structure, using colour if you wish. Ensure you
include the following structures:
•
five layers of epidermis
•
all structures of the dermis
•
subcutaneous layer
51
1
Activity 4
Dermis test
Complete the following table describing the structures found in the dermis:
Structure
Description
Sebaceous gland
Hair follicle
Dermal papilla
Sweat gland
Blood vessels
Lymph vessels
Sensory nerve endings
Arrector pili muscle
52
Functions of the Skin
There is an easy way to remember the skin functions by the word shapes.
Here are the skin functions:
•
sensation
•
heat regulation
•
absorption
•
protection
•
excretion
•
secretion
Activity 5
Using textbooks or other resources find out what each of these functions in the
table below actually means. Check your findings with your tutor.
Function
Description of Function
Sensation
Heat regulation
Absorption
Protection
Excretion
Secretion
53
Skin Analysis
Q: What is a skin analysis?
A: Where the skin type and condition is identified.
Q: How is this done?
A: Ideally after cleansing the skin, closely look at and feel all sections of the face
and neck for oily, dry areas and common skin conditions you may find. From
your findings you then would decide on the skin type. A magnifying lamp can be
used to help to see.
Q: What different skin types are there?
A: The skin types you will come across when you do your skin analysis are:
•
dry
•
oily
•
combination
•
normal
54
Activity 6
Characteristics of skin types
Draw four blank faces - one for each skin type. In your group, discuss the
characteristics of each skin type and add these to your blank faces.
55
Activity 7
Skin analysis
1. Working with a partner, perform a skin analysis and record details of your
findings.
2. Swap over and let your partner carry out a skin analysis.
3. Discuss your findings with the rest of the group.
Client Record Card
Client name:
Characteristics found on skin:
•
___________________________________________________________
•
___________________________________________________________
•
___________________________________________________________
•
___________________________________________________________
•
___________________________________________________________
•
___________________________________________________________
•
___________________________________________________________
Skin Type ……………………………………………………..
56
Common Skin Conditions
Did you find any of the following during your skin analysis?
•
comedone
•
milia
•
papule
•
pustule
Comedones, known as blackheads, are found in oilier areas of the face. They are
hardened sebum stuck in a pore which turns black when it oxides with the air.
These can be removed after warming the skin by squeezing the comedone out.
To do this you would wear disposable gloves and with a tissue gently rock up and
down on either side of the comedone with your fingers to squeeze it out. Some
therapists use a special tool known as a comedone extractor, which is designed to
squeeze out the comedone. Your tutor may demonstrate this, although you won’t
have to do it as part of this unit.
Milia are plugs of sebum with some keratin blocked in a duct where there is no
surface opening to allow it to escape. Often found on dry areas for example
around the eyes. Removal of milia is a specialist technique. Your tutor may
demonstrate this, although you won’t have to do it as part of this unit.
A papule is a red raised blemish, which is normally found on oily areas. It often
turns into a pustule. This condition would not be treated in the salon.
A pustule is similar to a papule except it would have a yellow centre which is
known as pus. You should not squeeze a pustule as you may make it worse. This
condition would not be treated in the salon.
Factors which prevent treatment taking place
What are these?
These can be skin diseases, skin disorders and conditions which would cause
discomfort to the client. These can be referred to as a contra-indication.
57
Activity 8
Research Activity
Carry out the following research using appropriate resources e.g.
textbooks, Internet, magazine articles.
Find as many photographs of skin diseases and disorders as you
can to share and discuss with your group and teacher/lecturer.
For each skin condition discuss with the group whether or not you
would be able to carry out a facial treatment.
58
Activity 9
Speed test!
In your small group list as many examples of each of the following
as you can in the time set by your tutor.
•
Skin infections
•
Skin diseases
•
Skin disorders
•
Conditions which could be uncomfortable for the client having
a facial treatment
To feedback your examples, you’ll need to appoint a:
•
time keeper
•
scribe
•
spokesperson
The group with the most correct examples will get a special treat!
59
Activity 10
Group Discussion – Infectious Conditions
In your group discuss with your tutor the different skin diseases which are
infectious and draw up a list of them.
Q: What would you do if you suspected the client had an infectious skin
disease?
A: You would not carry out the treatment. Instead, you would recommend the
client to see a GP.
Remember you cannot diagnose a condition as you are not medically
trained.
60
Outcome 2: Prepare for a customised facial treatment
package
Beauty Therapist Appearance
As a beauty therapist your appearance is very important. The client will feel more
comfortable and reassured if you have a professional image.
Professional image:
•
smart clean uniform
•
long hair tied back
•
short well manicured nails
•
no jewellery
•
sensible shoes
61
Activity 11
Discuss with your group what you think are the requirements for establishing a
professional image in the salon. This should include salon conduct and expected
behaviour within the salon.
Discuss your thoughts with your tutor and when you have agreed on the key
points write them up as a code of conduct for your class.
Professional Salon Image
62
Consultation
The diagram lists the key points in a consultation. Time will be given to allow you
to perform a consultation prior to treatment. When you record any client details
you will need to be aware of and follow the data protection rules of your salon.
Remember that the consultation stage is an ideal opportunity to start to build a
relationship with your clients and to put them at ease. It also gives them a chance
to ask you questions.
Activity 12
Role play
Your tutor will give you a blank client record card. Using role play with your
partner carry out consultations on each other. Record your findings on your client
record card.
Discussion Point
What are the Data Protection Act considerations when carrying
out a consultation and completing a client record card?
63
Client Preparation
You must always protect your client’s clothing when carrying out a facial
treatment. It is important to keep the client warm and comfortable. You may have
to wrap the client in a blanket to keep her/him warm during the facial treatment.
You must also remember to protect the client’s hair with a clean head band.
Everything you use on the client must be hygienic and all tools and
equipment must be sterilised before and after treatment.
Remember – you have to comply with the Health and Safety
Act at all times.
64
Activity 13
Checklist
Find out how clients are prepared in your salon for a facial treatment. Write down
what you need below, e.g. how many towels?
List for facial treatment preparation
1.
2.
3.
4.
5.
6.
Always remember to wash your hands before and after your
treatment to avoid cross infection.
Trolley Preparation
65
Trolley Preparation
You require the following on your trolley for a facial treatment:
•
Headband
•
Cleanser
•
Toner
•
Exfoliator
•
Masque
•
Moisturiser
•
Bowls
•
Cotton wool
•
Tissues
•
Masque brush
•
Spatula
•
Masque sponges
66
If you are going to carry out a skin warming treatment you will need a steamer
and/or a hot towel oven.
Steamer
Hot Towel Oven
If you are going to carry out a paraffin wax masque you will need a paraffin wax
heater.
Paraffin Wax
Heater
67
Skincare Products
In your career as a beauty therapist you may find that you will work
in many salons. Each of these salons will have chosen to use a
specific range of skincare products. It’s important that you know your salon’s
skincare range well. This will help you use the correct products on the client’s skin
and to recommend products for homecare. You should always check the
manufacturer’s information and instructions before you use any product.
Activity 14
Find out what skincare products are used in your salon and complete the list
below naming the different products available.
Skincare Product
Name
Cleanser
Toner
Moisturiser
Exfoliator
Masque
68
1
Activity 15
In a small group try out all the skincare products from your salon range and
discuss your likes and dislikes e.g. texture, smell etc.
Have you checked out your products in relation to COSHH?
69
Outcome 3: Carry out a customised facial treatment
package
Cleansing Routine
These are the main points to consider when carrying out
your cleansing procedure:
•
cleanse eyes and lips
•
superficial cleanse
•
deep cleanse
•
tone optional
10
Activity 16
Your tutor will demonstrate a cleansing procedure. During the demonstration take
notes and then prepare a checklist to follow when cleansing.
70
Cleansing procedure
How it was done
Why it was done this way
71
Activity 17
With a partner, practise your cleansing procedure. Get feedback from your partner
and your tutor.
Products used:
Your partner’s feedback:
Your tutor’s feedback:
72
Skin warming
You will need:
•
steamer
•
hot towel
Skin warming is normally carried out prior to exfoliation
or comedone extraction.
You always place the steamer at a safe distance, and
you will need to decide on the length of time the steamer
is used depending on your client’s skin type and
condition.
When using a steamer you must be aware of the health and safety requirements
for electrical equipment.
When steaming – consider the Electricity at Work
Regulations 1989.
Never leave your client alone when having a steaming
treatment.
Exfoliation
Exfoliation can be carried out manually or with a facial brush. Exfoliation will
remove dead skin cells, which is known as desquamation. There are different
exfoliators for different skin types and conditions. Be careful to choose the correct
product as some may be too harsh on the skin.
73
Masque Application and Removal
You will need to use three types of masques:
•
setting
•
non-setting
•
paraffin wax
Benefits of masque application
74
Masque application is carried out at the end of a facial treatment. The masque is
applied evenly all over the face and neck, avoiding the hairline, eyebrows, eyes
and lips. It’s nice to do a hand massage for your clients while the masque is on.
They will feel pampered!
75
Types of masques:
Setting
Generally, these are masques which will set and dry on the skin. They are not
always suitable for a client who is claustrophobic. They could be clay, thermal,
peel off and biological masques. Clay masques are very good for drawing out
impurities and stimulating the skin but you do have to watch you choose the right
type of ingredients for your client’s skin type. Setting masques can be hard to
remove.
Non-setting
Non-setting masques are often already prepared and pre-mixed and they will not
set on the skin. Because they do not tighten on the skin they will not tone the skin.
Always try to use the masque from your skincare range, which complements your
client’s skin type.
Paraffin Wax
The masque when applied is warm and you have to work quickly with it before it
sets. Due to its warmth, it is not suitable for oily or sensitive skin types. It will
nourish a dry skin. When the masque is ready for removal, you should be able to
lift around the edges and peel it off. Ideally, it will come off in one piece.
Moisturising
This is the final stage of the facial treatment. You will need to choose the correct
product for your client’s skin from the salon range.
Does your salon moisturiser contain a SPF factor? This is increasingly found in
moisturisers to help protect the skin from the sun.
Aftercare and Homecare Advice
Q: Why is it important to give aftercare and homecare advice?
A: It is very important that you give your client advice after their facial treatment in
order for the skin to continue to benefit from the salon treatment and so that
the client can help maintain the skin in between salon appointments.
The advice should always include product recommendation for use at home.
Remember to explain to the client how to use the products you are
recommending.
76
Putting it all together
Watch your tutor demonstrate the next stages of a facial treatment procedure
which includes:
•
cleansing
•
skin warming
•
exfoliation
Take notes of the procedure to help you remember the following:
How it was done
77
78
Activity 18
Working with a partner, now practise your facial treatments including
cleansing, skin warming and exfoliation and then complete a client
record card.
Review your own performance.
Seek feedback from your tutor and your partner ‘client’.
Products used:
79
Watch your tutor demonstrate the next stages of a facial treatment procedure
which includes:
• masque application
•
masque removal
•
moisturiser application
Take notes of the procedure to help you remember.
How it was done
80
81
Activity 19
Working with a partner, now practise all your facial treatments and
complete a client record card. Review your own performance. Seek
feedback from your tutor and your partner ‘client’.
Products used:
82
Facial Packages
Q. When selecting your facial treatment package what are the things you
need to consider.
A. Client’s aims, therapist aims, client’s skin type, and client’s skin condition.
Activity 20
From the descriptions below, decide on a facial treatment package
which you think would be most suitable for each client.
Client Baker
Your client is in her early 50’s and has never really looked after her skin very well.
She loves to sunbathe and often goes abroad on holidays. She has just given up
smoking. She comments on her skin feeling tight when she washes it in the
morning and complains of dry patches especially on her cheeks. Client Baker
works in a very busy centrally heated office.
Client Young
Your client is in her late teens. She is concerned about her skin. She has spots
and feels embarrassed when she goes out with her friends, as they seem to have
nice skin. Client Young is at university and suffers from stress, especially during
exams. She feels her spots are worse at this time. Her diet is quite unhealthy and
she admits to eating mainly junk food and drinking fizzy drinks only and no water.
Her skin care routine includes scrubbing her face morning and night using a harsh
soap wash and nothing else.
Client Tonner
Your client is a manager of large department store. Her work includes regular use
of a computer and she comments that she often suffers from headaches. Client
Tonner regularly attends beauty salons on her days off and feels it is important to
look after her skin. She spends a lot on skincare products trying different brands.
Her skincare routine involves cleansing, toning and using a moisturiser regularly;
she has followed this routine since her early 20’s, and is now approaching forty.
Discuss your chosen package with your group and tutor explaining why you
decided on your treatments.
83
Glossary of Terms
Term
Meaning
Aftercare
advice that is given to a client on how to look after
his/her skin at home immediately after treatment
Analysis
to examine the skin of the face and neck by looking
and feeling the areas
Application
the name given to placing a product on the face
Body language
non verbal signs given by the client using their body
e.g. lack of eye contact, arms folded
Characteristics
recognition factors on the skin that would help
describe it
Condition
describing how does the skin feels for texture, if
there are blemishes, good or poor skin tone.
Consultation
to speak with the client and ask questions and find
out information about the client
Contra-action
a reaction on the skin resulting from a treatment
carried out
Contra-indication
a condition which will prevent any treatment taking
place
Cell
the human body is composed of cells of all shapes
and sizes, each cell is made up of small organs and
in these parts chemical reactions take place helping
the cell to live
Dermis
middle layer of skin
Desquamation
where the dead skin cells are removed from the top
layer of the epidermis
Epidermis
upper layer of the skin
Exfoliation
to use a product which deep cleanses the skin and
helps remove dead skin cells from skin surface
Homecare
advice that is given to a client on how to look after
the skin at home to maximise their salon treatments
and help maintain their skin
Image
how the beauty therapist and the salon is portrayed
Infectious
condition which can be spread to other people
Non-setting
a masque which does not set on the skin and will
stay the same consistency
84
Professional
correct standard of conduct when performing
beauty treatments
Record card
documentation where the client’s contact details
and treatment details are recorded by the therapist
Salon conduct
rules to follow in a salon, including behaviour
Setting
masques which will dry on the skin and feel tight
Skin disease
condition which would prevent a facial treatment
Skin disorder
condition which might prevent a facial treatment if it
was severe
Skin function
how the skin organ works towards helping to
maintain a healthy body
Skin structure
how the skin is put together
Subcutaneous
bottom layer of the skin
85

Beauty Facial Treatment Packages

Transcription

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