milady standard esthetics: advanced course management … · tab 2 instructor support forms ......

Milady Standard Esthetics: Advanced Course Management Guide

2nd Edition

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

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Milady Standard Esthetics: Advanced Course Management Guide, Edition: 2eLetha Barnes

President, Milady: Dawn Gerrain

Director of Content and Business Development, Milady: Sandra Bruce

Associate Acquisitions Editor: Philip Mandl

Product Manager: Maria Moff re-Barnes

Editorial Assistant: Elizabeth A. Edwards

Director of Marketing & Training:Gerard McAvey

Marketing Manager: Matthew McGuire

Senior Production Director: Wendy A. Troeger

Production Manager: Sherondra Thedford

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© 2013, 2010 Milady, a part of Cengage Learning.

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.

Library of Congress Control Number: 2011941421

ISBN-13: 978-1-111-13910-0ISBN-10: 1-1111-3910-5

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Cengage Learning products are represented in Canada by Nelson Education, Ltd.

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Notice to the ReaderPublisher does not warrant or guarantee any of the products described herein or perform any independent analysis in connection with any of the product information contained herein. Publisher does not assume, and expressly disclaims, any obligation to obtain and include information other than that provided to it by the manufacturer. The reader is expressly warned to consider and adopt all safety precautions that might be indicated by the activities described herein and to avoid all potential hazards. By following the instructions contained herein, the reader willingly assumes all risks in connection with such instructions. The publisher makes no representations or warranties of any kind, including but not limited to, the warranties of fi tness for particular purpose or merchantability, nor are any such representations implied with respect to the material set forth herein, and the publisher takes no responsibility with respect to such material. The publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or part, from the readers’ use of, or reliance upon, this material.

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Table of Contents

TAB 1 PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

TAB 2 INSTRUCTOR SUPPORT FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

Grade Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

TAB 3 PART 1: ORIENTATION LESSON PLAN FOR CHAPTER 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 1.0 Changes in Esthetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

TAB 4 PART 2: GENERAL SCIENCES LESSON PLANS FOR CHAPTERS 2–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 2.0 Infection Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 3.0 Advanced Histology of the Cell and the Skin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 4.0 Hormones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 5.0 Anatomy and Physiology: Muscles and Nerves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 6.0 Anatomy and Physiology: The Cardiovascular and Lymphatic Systems . . . . . . . . . . . . . . . . . . . 00

LP 7.0 Chemistry and Biochemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 8.0 Laser, Light Energy, and Radiofrequency Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

TAB 5 PART 3: SKIN SCIENCES LESSON PLANS FOR CHAPTERS 9–15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 9.0 Wellness Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 10.0 Advanced Skin Disorders: Skin in Distress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 11.0 Skin Typing and Aging Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 12.0 Skin Care Products: Chemistry, Ingredients, and Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 13.0 Botanicals and Aromatherapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 14.0 Ingredients and Products for Skin Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 15.0 Pharmacology for Estheticians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

TAB 6 PART 4: ADVANCED ESTHETICS LESSON PLANS FOR CHAPTERS 16–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 16.0 Advanced Facial Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 17.0 Advanced Skin Care Massage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 18.0 Advanced Facial Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 19.0 Advanced Hair Removal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 20.0 Advanced Makeup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

TAB 7 PART 5: SPA AND ALTERNATIVE THERAPIES LESSON PLANS FOR CHAPTERS 21–23 . . . . . . . . . . . . . . . . . . 00

LP 21.0 Spa Treatments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 22.0 Complementary Wellness Therapies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 23.0 Ayurveda Theory and Treatments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

iii

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Milady Standard Esthetics: Advanced Course Management Guideiv

© 2013 Milady, a part of Cengage Learning.

TAB 8 PART 6: MEDICAL SCIENCES LESSON PLANS FOR CHAPTERS 24–28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 24.0 Working in a Medical Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 25.0 Medical Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 26.0 Medical Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 27.0 Plastic Surgery Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 28.0 The Esthetician’s Role in Pre- and Post-Medical Treatments . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

TAB 9 PART 7: BUSINESS SKILLS LESSON PLANS FOR CHAPTERS 29–30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 29.0 Financial Business Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

LP 30.0 Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

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Milady Standard Esthetics: Advanced Course Management Guidevi


Introduction

Congratulations! You hold in your hands the most comprehensive Course Management Guide ever published to sup-port advanced esthetics education in our nation’s schools. Students entering training at your institutions expect and deserve the best possible education that you can provide. They have chosen to enter this course of study to further their career and that can be a life-transforming event. They have chosen your school for their education and you as the teachers to educate them.

Merriam Webster’s Collegiate Dictionary Tenth Edition, defines educate as follows:

• To train by formal instruction and supervised practice especially in a skill, trade, or profession.• To develop mentally, morally, or aesthetically especially by instruction.

As esthetics educators, our primary focus is to foster and provide education and training in advanced esthetics that will arm the graduate with the needed skills and abilities to be competitive in advanced esthetic positions. We constantly strive to further advance and develop the standards of education and instruction we offer in our schools. Achieving that goal can be challenging, but with the right tools, it is definitely a challenge that can be met and overcome.

Purpose

The purpose of Milady Standard Esthetics: Course Management Guide is to aid the educator in meeting the objec-tive of advancing and improving the standards of education in your school. It is designed to serve as your partner in making advanced esthetics education effective, interesting, and fun while also helping your students to develop mentally, morally, and aesthetically. It has been more than 85 years since Milady published the first edition of The Standard Textbook of Cosmetology. Now used in 48 countries and developed in five languages, Milady’s Standard is recognized as the undisputed industry leader and primary source for the most current and comprehensive informa-tion available for students. It was with that history and vision in mind that Milady continues to expand, update, and improve its educational programs to meet the needs of today’s educators and learners with emphasis on advanced esthetics knowledge.

How to Use this Guide

Detailed instructions are provided in the following few pages. You will find that if you invest the brief amount of time required to simply read these pages carefully, you will have a complete grasp of how effective and beneficial this tool will be to you.

The Course Management Guide is divided into 10 tabbed sections:

Tab 1: PrefaceTab 2: Instructor Support FormsTab 3: Lesson Plan for Chapter 1Tab 4: Lesson Plans for Chapters 2–8Tab 5: Lesson Plans for Chapters 9–15Tab 6: Lesson Plans for Chapters 16–20Tab 7: Lesson Plans for Chapters 21–23Tab 8: Lesson Plans for Chapters 24–28Tab 9: Lesson Plans for Chapters 29–30

Section 1, tab 1 contains the Preface, which you are reading now. It is designed to tell you how simple it is to use this guide. It will take you through each section and explain how it can be used. In addition, it will take you through the lesson plan format to ensure you know how to use them for maximum benefit.

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vii


Tab 1 Preface

Section 2, tab 2 contains Instructor Support Forms. The sample forms can be modified to fit the individual institution. The support materials include the following:

A sample course syllabus for a1,200-clock hour advanced esthetics program is provided. This brief, two-page document contains all the elements required for a course outline and generally meets requirements set forth by accrediting bodies. It is provided to assist you in developing a course syllabus specific to the program offered at your institution.

Another sample form is an “Academic Grade Record by Course Unit.” This form has been used successfully by schools to record and document theory test grades for students. It lists each of the unit tests contained in the Course Management Guide. There is a column for the grade, the date of the test, the date the grade is posted to the com-puter tracking system, and the student’s signature acknowledging the test grade. In this age of accountability, this form, which documents that students have completed the specific unit of study, can replace maintaining a plethora of actual tests in student files.

An additional sample document is a “Student Counseling Grading and Progress Report” form. Again, this is an example of a form that has been used successfully by schools to record sessions of academic advising conducted by faculty. The form can also be used to document a student’s progress evaluations and can be considered a “report card.” You can record both monthly and cumulative theory grade averages and attendance and give the student feedback in practical skills performance, professionalism, and adherence to school policies. One section allows you to identify any areas in which the student needs improvement and gives you space to record a brief “action plan” for improvement. It is a one-page form that can be used to satisfy many school requirements with respect to documenting student progress. If necessary, it can be modified to conform to the school’s policies.

A “Chapter Test Score Sheet” is also provided. Use of a score sheet allows the school to photocopy only enough tests for the size of the study body. The same tests can then be used multiple times, which provides cost savings in paper, toner, and time. The score sheets are retained in the student’s file only until the student has signed for the grades on the Academic Grade Record by Course Unit, and then the sheets can be discarded.

The final document is a master “Class Sign-In Sheet,” which can be used for classes you present that are not found in the Course Management Guide. The sign-in sheets provided with the lesson plans are explained more fully as follows.

Tabs 3 through 9 contain comprehensive lesson plans that closely follow the chapters of Milady Standard Esthetics: Advanced. A lesson plan is a tool used to organize the instructional time and ensure that all the planned material is covered in an orderly manner. You, as the educator, clearly represent an integral part of the student’s experience in school. Effective lesson plans can make your job much easier and your students’ learning experiences more satisfying. These are provided so you no longer have to spend hours writing your own lesson plans, and they are flexible enough that you can add information to reflect regulations in your state, to reflect the philosophies of your school, and/or to present your personal knowledge and experiences.

A brief outline is provided on the left side of the page; the right side contains in-depth notes that explain and enhance the outline. Therefore, the lesson plan can be used by the newest of instructors or by the seasoned instructor with years of experience in the classroom. It will be up to the individual instructor to edit or supplement as desired. The lesson plans include measurable performance objectives, practical esthetics skills education, and much more.

Lesson plans are numbered according to the relevant chapter in the textbook. In the event that there are multiple lesson plans for an individual chapter, the lesson plans will be numbered with the applicable chapter number and then with .1, .2, or .3. For example: LP 3.0, LP 3.1, and so forth.

Each lesson plan includes a class sign-in sheet. The top of the form lists all the headings found on page 1 of each lesson plan and space for the instructor to enter the applicable information for each lesson plan. The bottom half and reverse of the form provides space for each student to sign in for the class. This has proved to be an effective and valuable tool. We live in an age of accountability and for esthetics schools that means verifying that curriculum prescribed by state boards is being followed; that class objectives are being met; that academic and practical classes are being integrated throughout the course of study; that effective teaching methods are being employed; that students are being evaluated for competency in both academic and practical training; and so much more.

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Milady Standard Esthetics: Advanced Course Management Guideviii


The simple class sign-in sheet provides bona fide documentation that many of those requirements are being met. Some of you have heard about students who have claimed they were never taught anything about microdermabra-sion, for example. Some of those claims have resulted in complaints being filed with state regulatory or accredit-ing bodies or even in lawsuits against the school. These sign-in sheets are evidence that the school is following its prescribed schedule and that classes are being taught whether or not the students choose to avail themselves of the opportunity to learn by attending.

It is recommended that the sign-in sheets be maintained chronologically in a three-ring binder for each year. The binders are a compact and easy way to maintain class records for a number of years. They can be scanned after a period of time and maintained electronically. They also eliminate the need for “roll call.” Coupled with the academic grade record form, the sign-in sheets are excellent tools for owners or managers of multiple locations. By checking these two documents alone, you can verify that the assigned schedule is being followed and that students are receiving the training you have agreed to provide. It is an effective quality control procedure.

The first page of each lesson plan repeats the information contained on the class sign-in sheet and more:

1. The Subject: the Section of the Textbook 2. The Topic: the title of the lesson plan, topics to be covered. 3. Lesson Objectives: what the students will be able to understand or perform after completion of the lesson and

practice. 4. Implements, Equipment, Supplies Required: items for both students and instructors. 5. Teaching Aids: audio/visual equipment, hand outs, and other materials to be used by the instructor. 6. Facility: theory or practical classroom or both (The theory, or practical skills, text information can be taught

as a theory class and the practical aspects of the chapter can be taught as a practical class. The instructor can, therefore, modify the facility identified. (Some of the lessons might even take place in the clinic or lab area.)

7. Time Allotment: broad guidance is provided for the time allotted to each lesson. (Bear in mind that the Course Management Guide was written to function effectively in 50 states with hours requirements varying from 260 hours to 1,200 hours. There are numerous Learning Reinforcement Ideas or Activities included with each lesson. How many and when those will be incorporated into the learning will greatly impact the time allotment for each lesson.)

8. Prior Student Assignment: what the student needs to have completed prior to the class. 9. Educator References: references available to the instructor to further expand his/her knowledge on the subject

and enhance the class. 10. Notes to the Educator: suggestions and reminders to better prepare the educator for the class.

Next is the subject outline and in-depth notes in a two-column format. The left column contains the brief outline of the material contained in the chapter. The right column contains in-depth notes which expand on the outline. The in-depth notes include supplementary material that supports the outline. The in-depth notes are comments that the instructor can actually verbalize or paraphrase to the students. Information directed to the instructor is found after the word NOTE. For example: NOTE: Hand out LP 20.0, H - 1. That is not something the instructor would say to the students, but rather it is a notice to the instructor to hand out the applicable sheet.

The lesson plan continues in the two-column format until all the material in the chapter or lesson has been covered.

There is a written summary with review questions and answers provided at the end of each lesson outline. The “Summary and Review” is followed by “Learning Reinforcement Ideas or Activities.” This section lists activities, assignments, projects, and videos that can be assigned to the students to reinforce the material covered in the class. Many of these activities or ideas can be incorporated into class depending on availability of time. As an option, activi-ties can be assigned as practice or as projects for the students to do outside of the formal class. We have provided space for the instructor to add personal ideas for learning reinforcement activities. Please add these so that when you use the lesson plan again, or when another instructor uses the lesson plan, a greater resource of activities will be available.

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Tab 1 Preface

Each chapter includes a multiple-choice test and answer key. In addition, for those chapters that cover practi-cal skills information, practical skills competency evaluation criteria are found at the end of each lesson plan. These objective criteria will aid the instructor in conducting fair and equitable assessments of student practical performance.

Finally, the answers to Milady Standard Esthetics: Advanced Workbook are located as PDF files on the CD adhered to the front of this binder.

In choosing Milady Standard Esthetics: Advanced Course Management Guide, 2e you have taken a significant step into the new millennium of education. You have chosen proven performance and longevity by choosing Milady. You have chosen wisely and well. May success and good luck accompany you in every step you take with Milady Standard Esthetics: Advanced Course Management Guide, 2e. I believe that with the right tools, and your passion for esthetics and your compassion for students, you will experience all the joys and rewards possible in this honorable career.

Best wishes for success!

Letha Barnes, PresidentTraining, Education, and Management, Inc.

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Instru

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Instructor Support Forms

Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

Grade Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

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Milady Standard Esthetics: Advanced Course Management Guidexii


SAMPLE ESTHETICS ADVANCED COURSE SYLLABUS

The following is just one example of a Course Syllabus. Unit content, sequencing of hours, and the grading system should be modified to meet your school and state requirements.

Milady Standard: Esthetics Advanced Course Syllabus

1200 Hours – 40 Weeks (30 Hours Weekly)

COURSE DESCRIPTION: The primary purpose of the Advanced Esthetician Course is to train the student in the advanced manipulative skills, safety judgments, proper work habits, and desirable attitudes necessary to obtain an advanced position as an Esthetician, Medical Esthetics Technician, a Skin Care Therapist or related career avenue.

OBJECTIVES: Upon completion of the course requirements, the determined graduate will be able to:

1. Perform the advanced manipulative skills required for facial massage, effective use of required implements and equipment, proper application of advanced makeup, unwanted hair removal, lash/brow tinting, eyelash perming, and use of advanced facial devices.

2. Apply the underlying theory, technical information and related matter to assure sound judgments, decisions, and accurate advanced procedures.

To ensure continued career success, the graduate will continue to learn new and current information related to tech-niques, tools, trends, and methods for career development in advanced esthetics and related career positions.

INSTRUCTIONAL METHODS: The clock-hour education is provided through a sequential set of learning steps that address specific tasks necessary for state board preparation, graduation, and entry-level job skills. Clinic equip-ment, implements, and products are comparable to those used in the industry. The course is presented through comprehensive lesson plans and instructor support slides that reflect effective educational methods. Subjects are presented by means of interactive lecture, demonstration, and interactive student participation. Audiovisual aids, guest speakers, field trips, projects, activities, individual and team research, and other related learning methods are used for course delivery.

GRADING PROCEDURES: Students are assigned theory study and a minimum number of practical experi-ences. Theory is evaluated after each unit of study. Practical skills assignments are evaluated as completed and counted toward course completion only when rated as satisfactory. If the performance does not meet satisfactory requirements, it is not counted and the performance must be repeated. At least three comprehensive practical skills evaluations will be conducted during the course of study. Practical skills are evaluated according to text procedures, performance standards established by the state licensing agency, and set forth in practical skills evaluation criteria adopted by the school. Students must maintain a theory grade average of 75% and pass a final written and practical exam prior to graduation. Students must make up failed or missed tests and incomplete assignments. Numerical grades are considered according to the following scale:

WRITTEN and PRACTICAL COMPARABLE GPA

93–100: A 100 = 4.085–92: B 92 = 3.075–84: C 84 = 2.070–74: D 74 = 1.0Below 70: Failing

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Tab 2 Instructor Support Materials

REFERENCES: Milady Standard Esthetics: Advanced. A comprehensive library of references, periodicals, books, texts, CDs, and DVDs are available to support the course of study and supplement the students’ training. Students are encouraged to avail themselves of the opportunity to use these extensive materials.

UNITS OF INSTRUCTION AND HOURS: The contents of the units of instruction and applicable hours devoted to each unit are listed in the following section of the Curriculum Course Outline. Health, sanitation, infection con-trol, chemistry, electricity, anatomy and physiology, the use and safety of products, and the use and safety of tools and equipment are included in both theory and practical study within the applicable units of study. In addition, students learn career and employment information including professional ethics, effective communications and human rela-tions, compensation packages and payroll deductions, and the fundamentals of business management applicable to the program.

HOURS SUBJECT-UNIT

15 ORIENTATION: School rules and regulations; history of esthetics, role of the esthetician, qualities of the professional esthetician; code of ethics; familiarization of school facilities and supplies

20 INFECTION CONTROL: General salon/clinic safety; first aid; hazardous materials communications; local, state, and federal safety codes; salon/clinic rules and regulations; types and classifications; bacterial growth and reproduction; bacterial infections and their prevention; immunity and body defenses; methods of infection control; physical and chemical agents

20 ADVANCED ANATOMY, PHYSIOLOGY: Cells, tissues, and organs; body systems; importance of water; nutrition for healthy skin and longevity

20 HORMONES: Endocrine glands; hormone production; pregnancy; PMS flare ups; menopause; hirsutism; hormonal impact on skin

20 CHEMISTRY AND BIOCHEMISTRY: Chemistry and matter as related to esthetics; chemical reac-tions and solutions/elements; compounds and mixtures/biochemistry; the pH scale; nature versus biotechnology

20 LASER, LIGHT ENERGY, AND RADIOFREQUENCY THERAPY: Electricity and its effects on the skin; galvanic current for iontophoresis or desincrustation; lasers, ultrasonics; FDA; high frequency current; use of magnifying lamp and wood’s lamp; use of brushing, spray, suction machines; use of vaporizer, pulverizador, and hot towel cabinet; paraffin unit; electric mittens; booties; nominal hazard zones

20 NUTRITION AND WELLNESS MANAGEMENT: Nutrition for clients and estheticians including nutrients, diet, and metabolism; glycation and health; and healthy life choices

20 ADVANCED SKIN DISEASES, DISORDERS, SKIN TYPING, PRODUCTS: Wound healing and injuries; overview of diverse methods to evaluate skin; functional and performance ingredients

30 BOTANICALS AND AROMATHERAPY: Definitions; uses in skin care; flower essences, commonly used botanicals; aromatherapy chemistry

25 INGREDIENTS AND PRODUCT SELECTION: Surfactants, emulsifiers, fatty acids, and alcohols; esters, solvents, antimicrobials and preservatives; micelles; and liposomes and performance ingre-dients

25 PHARMACOLOGY: The law and labeling of drugs versus cosmetics; common OTC used by esthe-ticians; claims; common drugs and interactions; drugs and contraindications

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Milady Standard Esthetics: Advanced Course Management Guidexiv


275 ADVANCED FACIAL TREATMENTS: Client preparation; skin analysis and consultation; skin types; skin conditions and disorders; facial procedures; facial treatments with or without machines; overview of aromatherapy and manual lymphatic drainage for the face and neck; product recommendation

150 ADVANCED SKIN CARE MASSAGE: Advanced facial movements; back facial movements; select-ing and incorporating advanced movements; lymphatic massage for the face; shiatsu for the face; reflexology for the face; stones for estheticians; other specialty components

100 ADVANCED FACIAL DEVICES: Microdermabrasion theory and protocols; ultrasonic; microcur-rent; electrodessication; LED and IPL devices; laser hair removal; medi-spa treatments

75 HAIR REMOVAL: Advanced procedures; hard and soft waxes; double dipping; Brazilian; speed waxing

100 ADVANCED MAKEUP: Lash techniques; mineral makeup; world of camouflage; airbrushing; per-manent cosmetics

50 SPA TREATMENTS: Types of spas, spa treatments, and spa clients; safety considerations; wraps and masks; vichy showers; exfoliants and treatments; muds and clays; scrubs and baths

50 ALTERNATIVE THERAPIES: Chakras; color therapy; crystals and stones; reiki; balancing body, mind, and spirit

30 AURVEYDA TREATMENTS: Philosophy, doshas, and treatments

15 TERMINOLOGY: Medical terminology; prefixes, suffixes, plurals, and pronunciations

20 MEDICAL INTERVENTION: Working in a medical setting; dermal fillers; Botox; sclerotherapy and medical peels

15 PLASTIC SURGERY PROCEDURES: Rhitidectomy; brow lift; blepharoplasty; rhinoplasty; mam-moplasty; liposuction and more

10 ESTHETICIAN’S ROLE: Pre- and post-surgery treatment; laser resurfacing; cosmetic surgery

75 BUSINESS PRACTICES: Business operation; site planning and design; accounting, inventory, and sales tax; payroll regulations; ethics and professional conduct; communication skills; retailing techniques; marketing (advertising, retailing, and promotion); customer relations

1200 TOTAL HOURS

The hour requirements must be met by each student in each category in order for the earned hours to be accepted by the state licensing board for examination.

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xv


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Milady Standard Esthetics: Advanced Course Management Guidexvi


Student Counseling, Grading, And Progress Report

REVIEW PERIOD ENDING ___________________

This form is used for recording academic counseling sessions with students whether performed routinely or as needed.

STUDENT NAME ___________________________________________________________________ COURSE: Advanced Esthetics

MONTHLY HOURS EARNED ___________________ MONTHLY ATTENDANCE ___________________________%

TOTAL HOURS EARNED TO DATE ___________________ CUMULATIVE ATTENDANCE ________________________%

MONTHLY ACADEMIC AVERAGE ___________________% CUMULATIVE THEORY AVERAGE ___________________%

Performance Excellent Very Good Satisfactory

Development

Opportunity

Theory Grades

Practical Skills

Professionalism, Policies, Attitude

Identify development opportunities and action plan for improvement of student performance below:

_____ Practice skills in ____________________________________________________________________________________________

_____ Attend Theory class regularly and on time.

_____ Attend Clinic days regularly and on time.

_____ Complete more practices in ______________________________________________________________________________

_____ Adhere to the Standards of Conduct and School Policies at all times.

_____ Increase speed by completing timed projects in: ______________________________________________________________

COMMENTS:

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_________________________ _____________________

Student Acknowledgment Date

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MILADY STANDARD ESTHETICS: ADVANCED COURSE MANAGEMENT GUIDECLASS SIGN-IN SHEET 1.0

INSTRUCTOR NAME: _________________________ DATE TAUGHT: ___________________

LESSON 1.0

SUBJECT: ORIENTATIONTOPIC: CHANGES IN ESTHETICSLESSON OBJECTIVES:Upon completion of the lesson, the student should be able to:

1. Describe the evolution of the esthetics industry. 2. Discuss the need for advanced education and list a variety of employment opportunities. 3. Identify and discuss the steps of critical thinking and problem solving. 4. Explain soft skills and how to incorporate them into your work. 5. List Health Insurance Portability and Accountability Act (HIPAA) guidelines and your legal obligations to your

clients’ privacy. 6. Reference a broad range of resources to assist you in the industry.

IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED:

Student Instructor Items

X X Milady Standard Esthetics: AdvancedX X Milady Standard Esthetics: Advanced Student WorkbookX Student NotebookX Pens, pencils

TEACHING AIDS (Audio/visual equipment, handouts, etc., used by instructor):

1. Board 2. LCD Projector and Milady Standard Esthetics: Advanced Instructor Support Slides 3. Milady Standard Esthetics: Advanced DVD Series and DVD player

FACILITY: Theory Classroom

TIME ALLOTMENT: 1 to 2 hours (Adjust based on school schedule and student activities/participation.)

PRIOR STUDENT ASSIGNMENT:

Read Chapter 1, Milady Standard Esthetics: Advanced

EDUCATOR REFERENCES:

1. Milady Standard Esthetics: Advanced 2. Milady Standard Esthetics: Advanced Workbook

Student Signatures

Student Signatures

(If more space is needed, use reverse side of form.)

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Milady Standard Esthetics: Advanced Course Management Guide2


Student Signatures

Student Signatures


Tab 3 Lesson 1.03


MILADY STANDARD ESTHETICS: ADVANCED COURSE MANAGEMENT GUIDECLASS SIGN-IN SHEET 1.0

INSTRUCTOR NAME: _________________________ DATE TAUGHT: ___________________

SUBJECT: ORIENTATIONTOPIC: CHANGES IN ESTHETICSLESSON OBJECTIVES:Upon completion of the lesson, the student should be able to:

1. Describe the evolution of the esthetics industry. 2. Discuss the need for advanced education and list a variety of employment opportunities. 3. Identify and discuss the steps of critical thinking and problem solving. 4. Explain soft skills and how to incorporate them into your work. 5. List Health Insurance Portability and Accountability Act (HIPAA) and your legal obligations to your clients’ privacy. 6. Reference a broad range of resources to assist you in the industry.

IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED:

Student Instructor Items

X X Milady Standard Esthetics: AdvancedX X Milady Standard Esthetics: Advanced Student WorkbookX Student NotebookX Pens, pencils

TEACHING AIDS (Audio/visual equipment, handouts, etc., used by instructor):

1. Board 2. LCD Projector and Milady Standard Esthetics: Advanced Instructor Support Slides 3. Milady Standard Esthetics: Advanced DVD Series and DVD player

FACILITY: Theory Classroom

TIME ALLOTMENT: 1 to 2 hours (Adjust based on school schedule and student activities/participation.)

PRIOR STUDENT ASSIGNMENT:Read Chapter 1, Milady Standard Esthetics: Advanced

EDUCATOR REFERENCES:

1. Milady Standard Esthetics: Advanced 2. Milady Standard Esthetics: Advanced Workbook

INSTRUCTOR NAME DATE TAUGHT









NOTES TO EDUCATOR:

1. Review chapter, entire lesson plan, and Milady Standard Esthetics: Advanced Instructor Support Slides prior to lesson. 2. Review learning reinforcement ideas/activities and predetermine which are to be used at what point during the

lesson. You will incorporate them based on your time allotment. 3. Check projector and any audio/visual equipment to ensure it is working properly. 4. Review and practice proper pronunciation of technical terms for this lesson. 5. Take attendance or have students sign in based on school’s procedure. 6. During the instructor preparation time, and while students are entering and getting settled for the class, have

a Milady Standard Esthetics: Advanced Instructor Support Slide containing an inspirational quote projected (or write it on the board or flip chart). This will help get instructors and students into the appropriate mind-set for learning and for the day.

7. The information contained in this lesson plan correlates to that found in Chapter 1 of Milady Standard Esthetics: Advanced Course Management Guide, 1st edition.

Learning Motivation (Why?)

Understanding the evolution of the esthetics industry will help you make informed choices as you advance through your career as a professional esthetician. In the twenty-first century technology and unprecedented popular demand have brought the industry to a never-before-seen level of sophistication. New advances, products, and techniques are changing the industry. People with successful careers in other fields are electing to make a career change into the field of skin care therapy—all the more reason that those who are currently seeking a career in esthetics, or those who are advancing their career in esthetics, should become even more skilled and competent.

So, why learn about the changes we are seeing in the field of skin therapy? Let’s consider these reasons:

• For estheticians to successfully move forward, it is important to know the history of the industry and that “new” ideas and trends are often a revision of something from the past. Ancient therapies may offer insights to estab-lished client appreciation and effectiveness and offer value to the new or updated services.

• As our industry expands, more career opportunities develop. Learning about new career opportunities can influ-ence your personal choices and your professional and financial success.

• Learning the skill sets that can help you achieve your personal and professional goals will help turn those goals into realities.

• Gaining a rich understanding of practices that ensure a client’s confidentiality by employing HIPAA standards will help you retain clients because of the steps you follow to protect them. Privacy guidelines enhance client trust.


Tab 3 Lesson 1.05


PRESENTATION OF THE SKILLS AND/OR INFORMATION LESSON PLAN 1.0

SUBJECT LINE IN-DEPTH NOTES (Information to Share During Presentation)

I. THE GLOBAL EVOLUTION OF SPAS AND SPA TREATMENTSA. THE MEDICAL PROFESSION As the medical profession has expanded into the field

of cosmetology, opportunities and demands for well-educated estheticians have grown and diversified.

B. BABY BOOMERS Their desire, willingness, and financial ability to do whatever is necessary to keep their good health and youthfulness has had a huge effect on the industry.

C. GLOBAL EVOLUTION OF SPAS 1. Spa One theory is that the word spa is derived from the

Walloon word espa, which means “the fountain” and originates from the name of the Belgian town Spa.

2. Sanitas per aquas Latin phrase that means “health through water.”3. Latin word spagere Means “to scatter, sprinkle, moisten;” all origins commu-

nicate the process, the use of water, and implication for healing.

4. Water treatments a. Balneotherapy b. Spa therapy c. Hydrotherapy All terms are used interchangeably.

5. History Began in ancient Greek and Roman bath houses6. Bath house types

a. Balnea (home) b. Balnea private (private baths) c. Balnea public (public baths) The famous spa of Bath, England, is the best-preserved

of the ancient Roman spas. When the Roman Empire fell, most bath houses became churches.

7. Thirteenth century The Moors influenced a resurgence in bathing and the popularity of public bathing. Bloodletting was also used during medieval times to restore balance and good health.

8. Sixteenth century The Renaissance period saw a decline in public baths due to lack of firewood and the hypothesis that they caused syphilis and leprosy.

9. Seventeenth century The French used hot and cold springs—cold for drink-ing therapies, hot for both drinking cures and bathing. Physicians in France became an integral part of the spa experience.





10. Also in the 1800s A more scientific approach was taken. Father Sebastian Kneipp developed more than 100 different hydrotherapy treatments using water in solid, liquid, and vapor forms, including washings, wraps, packs, compresses, steam, and baths.

11. Early 1900s Europeans brought the spa concept to the United States, which led to spa resorts.

12. 1930s (depression) Spas halted in the United States. After WWII (in the late 1940s) spas became popular again and included health and exercise regimens, mud therapy, balneology, and hydrotherapy. With the advances of modern medicine, however, spas were once again on the decline.

13. The twenty-first century Spa revival recognizes the benefits of preventive therapies. According to the International Spa Association, 10 percent of the U.S. population visit spas regularly while 30 percent of Italy’s population does so.

II. ADVANCED EDUCATION AND As the medical profession has embraced esthetics, the EMPLOYMENT OPPORTUNITIES demand for solid, advanced esthetics education has sky-

rocketed.A. TODAY’S ESTHETICIAN Holds many qualifications; doctors hire the better-

trained candidates.1. Certificate to practice 2. Problem-solving abilities 3. Knowledge of research methods 4. Knowledge of available resources 5. Knowledge of methodology

and science 6. Knowledge of restrictions

and limitations B. EMPLOYMENT OPPORTUNITIES

1. Esthetician Specializes in skin care by performing facials and skin treatments; applying cosmetics; and providing preventative skin care and maintenance treatments. There are many opportunities for specialization.

2. Makeup artist Specialties include bridal, theatrical, and television makeup and fashion shows.

3. Permanent makeup artist Cosmetic tattooing is in increasing demand.4. Medical Aesthetician Partners with a dermatologist or plastic surgeon.5. Resort/cruise ship esthetician These venues offer full spa treatments; they may also do

group presentations to interested parties.


Tab 3 Lesson 1.07



6. Salon or spa owner 7. Esthetics instructor Up-to-date knowledge is a must. 8. Sales representative For skin care products and equipment. 9. Department store sales

10. Cosmetic buyer or assistant Buyers often travel and visit markets, trade shows, and showrooms.

11. Manager or salesperson 12. Beauty editor or columnist Works for a newspaper, magazine, or journal.13. Licensing examiner/inspector Ensures rules and regulations are enforced and ethical

practices are maintained.III. DEVELOPING CRITICALTHINKING SKILLS

A. IDENTIFY AND SOLVE CLIENT Learn to think smart.PROBLEMS 1. Clarify the concern. Identify the client’s needs and wants; ask questions, inter-

act, be curious, think.2. Gather the facts. Learn all the information you need to make an informed

decision and to provide quality service. Consider the cause of the problem.

3. Examine the evidence. Is the evidence based on opinion or fact? Has the client been 100 percent truthful about a prior regimen?

4. Define solutions and outcomes. The quickest action is not always the best.5. Choose and execute the solution. After considering all the options and potential outcomes,

choose the best solution and take action.B. SOAP NOTES Method of documenting the critical-thinking process.

1. S: Subjective What the client tells you.2. O: Objective What you see.3. A: Assessment Details of what is observed.4. P: Procedure Steps to take for outcome.

IV. ENHANCING SOFT SKILLS These are the nontechnical skills used in the practice of esthetics. They include personal habits, attitudes, profes-sionalism, leadership abilities, and client management skills. They employ critical-thinking skills and the ability to share information and educate the client on how to achieve his/her goals.

A. POWER TO INSTIGATE HEALING Holistic thought revolves around the idea of treating the person as a whole rather than focusing solely on a disease or disorder.

1. Greet client warmly. 2. Identify the client’s mood. 3. Make the environment comfortable.





4. Exude confidence and nurturing. 5. End treatment quietly and professionally. Maintain a heightened awareness of the client on an

intuitive, nearly spiritual level.B. CARE FOR YOURSELF Treat yourself holistically. Doing so will provide you with

the ability to set client boundaries.C. EIGHT STEPS TO MANAGING

NEGATIVE EMOTIONS 1. Stop and breathe. 2. Think proactively. Rather than reactively; remove yourself from the emotion

and view it constructively.3. Ask what is really going on. Where does the emotion come from?4. What is there to learn? 5. Imagine a friend’s feelings. If he or she was feeling what you are feeling, what advice

would you give that friend?6. Consider the source. Where is the negativity coming from?7. Consider the options. Think of someone you respect and admire and imagine

how he or she might handle it.8. Let it go. Its purpose has been served. Be forgiving and move on.

V. PRIVACY LAWS A. HIPAA Health Insurance Portability and Accountability Act of

1996 protects patients’ medical records, health informa-tion, and so on.

1. Limits access to medical records 2. Ensures notice of privacy practices 3. Limits use of personal medical information 4. Prohibits use of information for marketing 5. Strengthens state laws 6. Mandates confidential communications 7. Patient complaints Regarding breach of confidentiality; full information on

this standard is available at www.hhs.gov.B. PROFESSIONAL RESOURCES Web addresses are found in the textbook.

1. IRS Internal Revenue Service2. OSHA Occupational Safety and Health Administration3. U.S. FDA United States Food and Drug Administration4. NIC National Interstate Council of State Boards5. AIA Aesthetics International Association6. NCEA National Coalition of Estheticians7. ISPA International Spa Association


Tab 3 Lesson 1.09



8. NCEA Certified Commission on Accreditation

9. NACCAS National Accrediting Commission of Career Arts and Sciences

10. SDCC Society of Dermatology Skin Care Specialists11. SPSSCS Society for Plastic Surgical Skin Care Specialists12. CIDESCO International 13. ITEC International Therapy Examination Council14. IMSA International Medical Spa Association15. PBA Professional Beauty Federation16. DSA Day Spa Association17. ATT Aesthetic Trend and Technologies18. Spa Management 19. SPCP Society of Permanent Cosmetic Professionals

C. PROFESSIONAL PUBLICATIONS 1. Dermascope Magazine 2. Skin Inc. Magazine 3. Les Nouvelles Esthetiques Magazine 4. Milady/Cengage Learning 5. Day Spa Magazine 6. Spa Magazine 7. American Spa Magazine 8. Spa Management Journal 9. PCI Journal




Summary and Review

Learning to use all the tools and resources available to you will help you continue to grow as an esthetician. There are numerous online forums for networking and sharing information between professionals. Magazines, Web sites, networking groups and boards, webinars, trade shows, manufacturer classes, and other advanced training options help estheticians keep a competitive edge in an industry with diverse options and opportunities.

Let’s review:

1. How has the medical community contributed to the esthetics field?ANSWER: The demand for well-educated estheticians has grown and diversified. Doctors respect professionals in the esthetics field who have similar education and experience.

2. Why has advanced esthetics education become so important?ANSWER: Technological advances offer estheticians the opportunity to add to and improve their current skill set and to reach a broader audience. A solid knowledge of the most current information and technology offers the chance to educate the public.

3. From what country is the term spa believed to have originated?ANSWER: Various theories identify France, Belgium, or Rome.

4. What is the meaning of the term spa?ANSWER: All origins of the word communicate the process—the use of water and its implication for healing.

5. List three terms for water treatments.ANSWER: Balneotherapy, spa therapy, and hydrotherapy are all terms used for water treatments.

6. Who is credited with inventing hydrotherapy treatments such as wraps and steam baths?ANSWER: Father Sebastian Kneipp.

7. List five different areas in which an esthetician might find employment.ANSWER: Any of the following may be included: esthetician, makeup artist, permanent makeup artist, Medical Aesthetician, esthetician and makeup artist for resorts and cruise ships, salon or spa owner, esthetics instructor, manufacturer/sales rep, department store cosmetics rep, cosmetic buyer or assistant buyer, manager or salesper-son, beauty editor or columnist, state licensing inspector, or examiner.

8. List each step in developing critical-thinking skills.ANSWER: Clarify the problem, gather the facts, examine the evidence, define solutions and outcomes, and choose and execute the solution (follow SOAP).

9. List several ways you can identify your client’s needs.ANSWER: The greeting; identifying the client’s mood; making the environment comfortable (temperature, music, aromas, pillows, blankets, herbal teas); exuding confidence; being nurturing; providing peace; completely focusing on the client; ending the treatment quietly (step lightly, close doors carefully, provide water, be sincere, thank him or her).

10. What is HIPAA and how does it affect you?ANSWER: The Health Insurance Portability and Accountability Act of 1996 outlines federal privacy standards to protect patients’ medical records and health information provided to health plans, doctors, hospitals, and other health care providers.


Tab 3 Lesson 1.011


Learning Reinforcement Ideas and Activities

1. Have students complete Chapter 1 of Milady Standard Esthetics: Advanced Student Workbook.

2. Have students complete review and final testing with Milady Standard Esthetics: Advanced Online Licensing Preparation.

3. On the lines below, write any activities, assignments, or ideas that you have used effectively with this lesson in order to aid other instructors who may use this lesson plan in the future:




Test–Chapter 1–Changes in Esthetics

1. All of the possible origins of the word spa communicate the basic idea of:a) using water for healing b) using water to enhance beauty c) creating beauty through good health d) using natural materials to enhance beauty

2. Father Sebastian Kneipp is famous for:a) opening the first spa resortb) pioneering the idea that drinking mineral water is good for your healthc) developing many hydrotherapy treatmentsd) inventing the first public bath house

3. What is the next step in the critical-thinking process after you have clarified the problem?a) define solutions and outcomes b) examine the evidence c) gather the factsd) choose and execute the solution

4. Under HIPAA, when can patient information be used for marketing purposes?a) only when the patient gives permission b) any time c) never d) no more than once every 3 years

5. HIPAA, the Health Insurance Portability and Accountability Act of 1996, was developed to:a) provide patients with access to their medical recordsb) give patients more control over how their personal health information is being usedc) neither of thesed) both of these

6. An important part of a holistic approach is beginning each treatment with:a) intention b) complete openness c) a gentle cleansing of the skin d) a positive thought about yourself

7. The acronym SOAP is used to help you:a) remember the steps of a facial b) identify the best career choice for you c) document the critical-thinking process d) remember the steps for disinfecting instruments

8. Which of these is NOT a typical duty of an esthetics salesperson?a) keeping records of sales and inventory on hand b) training sales staffc) cashieringd) demonstrating products


Tab 3 Lesson 1.013


9. Which of these people is MOST likely to perform cosmetic tattooing?a) bridal makeup artist b) permanent makeup artist c) Medical Aesthetician d) esthetician

10. As the medical profession has embraced esthetics, the demand for esthetics education has:a) risen dramatically b) risen slightly c) remained the same d) dropped dramatically


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