· system, or you may find other ways of organizing and presenting this information particularly...

Why you should choose Elite Continuing Education over other continuing education providers!

“Elite Continuing Educationa quality choice,

an economical choice,the best choice.”

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Dear Colleague:

As a licensee and former salon and school owner, I understand the feeling of uncertainty in these di�cult economic times. �is year, you’re likely to receive lots of �ashy postcards from continuing education companies touting their courses. I have seen many continuing education companies come and go during our 12 years in business. We believe Elite’s decade of service as the No. 1 provider of cosmetology continuing education shows that we remain your best choice. We intend to stay atop your list because you can count on low-cost, quality courses from Elite now and in the future.

We believe so many licensees choose Elite because of our:

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Sincerely,

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CHAPTER I

COSMETOLOGY INSTRUCTION: CURRICULUM DEVELOPMENT

(2 CE Hours)

Learning Objectives:Name and describe three domains of !

instructional outcomes.Explain a “systems approach” to curriculum !

development.Discuss the importance of formal “learning !

objectives”.Discuss the significance of evaluation or !

assessment in instruction. List three types of performance rating scales !

used in student evaluation.Describe the steps in developing a lesson plan. !

What is curriculum development?Curriculum development has been defined as “All the learning, which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.1 Curriculum development is typically student-based, in that the goal of curriculum development is behavioral changes in the student’s performance or behavior. Curriculum development has historically been understood or defined in one of the following four ways:

As a specific course of study or a body of ■knowledge to be transmitted; with a primary focus on the transmission of content and bodies of knowledge.As the achievement of specific ends in students ■(product), with a focus on setting behavioral objectives and measuring outcomes. As a process: in which curriculum is not ■a physical thing, but an interaction of instructors, students, and knowledge that can be prepared and evaluated.As a praxis: a practical application or ■exercise of a branch of learning that becomes a customary practice.

Two American educators, Franklin Bobbitt and Ralph W. Tyler, introduced ideas about learning and curriculum development in the mid 1900’s that are still influential today. Franklin Bobbitt felt that educational institutions should train people for the practical roles they played in the community. Tyler was concerned with curriculum theory and policy. Both considered it key that a planned and guided learning experience must be one specified in advance so an appropriate and valid assessment or evaluation of the performance could be judged at its completion.

Tyler [1949] wrapped curriculum development around the core of these four questions:2

What educational purposes should the school 1. attempt to achieve?What educational experiences can be used to 2. achieve these purposes?How can educational experiences be 3. effectively organized?How can it be determined that the purposes 4. are being attained?

Tyler developed an innovative approach to curriculum design and evaluation that became an integral part of the American educational system.

It called for an application of these principles to the field of instruction:3

Defining appropriate learning objectives 1. Establishing useful learning experiences 2. Organizing learning experiences to have a 3. maximum cumulative effect Evaluating the curriculum and revising those 4. aspects that did not prove to be effective

Instructional systems design (ISD)Since the 1960’s, ISD, or Instructional Systems Design [also known as ISDD, Instructional Systems Design Development, Systems Approach to Training (SAT), or Instructional Design (ID)] established itself as one of the most influential and commonly used methodologies for developing educational and training programs. ISD evaluates the needs of students, as well as the effectiveness of newly designed materials. It is a systems approach; that is, a system or set of components working together to reach a specific outcome or end product. Each system must have feedback mechanisms that assure that the goal is reached. System approaches in curriculum development are used to:4

Diagnose an educational need or needs. ■Develop learning objectives. ■Select and organize content and learning ■experiences.Determine standard and criteria to evaluate ■student performance.

As an instructor, it is useful to have an understanding of instructional design fundamentals. You can use the methodology to modify or fine-tune curriculum you have inherited, and incorporate changes each time you teach to keep the presentation fresh and better meet students’ learning needs. ISD is a systems approach that views “human organizations and activities as systems in which inputs, outputs, processes (throughputs), and feedback and control elements are the salient features.”5

All ISD models share the following elements. They are:

Systematic: follow a logical sequence or order. ■Systemic: include necessary steps and ■processes to achieve learning outcomes.Reliable: steps can be identified and ■implemented with assurance /feasibly.Repeatable: the cycle of analysis, design, ■development, implementation and evaluation can be repeated at any point or points in the process.Empirical: data collection is intrinsic to the ■process, enabling instructional designers to gather information and make decisions based on that data.

Many different ISD models have been developed, but most are built from the ADDIE systems approach model, which stands for Analysis, Design, Development, Implementation, and Evaluation, in which each step leads into the next:

Analysis Design Development Implementation Evaluation.

In the analysis stage, the instructional designer learns what gaps exist between the students’ current knowledge and skills and the desired outcome goals. In the design stage, the learning objectives of the course and the content are

determined, including instruments for evaluation. The learning materials are fully developed in the Development stage and are put into use during Implementation, when instructional materials and exercises are delivered to the students, and are evaluated in the final phase. Each stage is associated with specific steps in the process:

Analysis: ■ Identify training requirements and key information content; analyze organizational goals and needs; determine training requirements, identify student population; consult experts in necessary subject matter.Design: ■ Identify testing and evaluative procedures, instructional strategies, order and structure of the course; associate training with measurable outcomes, determine instructional strategies and aids; conceptualize objectives.Development: ■ Establish learning activities and exercises; strategy and system for evaluating and tracking student performance; coordinate all class elements and ensure training needs are met by course content and objectives.Implementation: ■ Strategy and design for course delivery; transfer information and skills to students through instruction; confirm delivery of content and learning objectives.Evaluation: ■ Final assessment of students; collect feedback from students; assess effectiveness of training and achievement of course objectives; incorporate feedback and evaluation into course refinement.

A combined effortIn developing your cosmetology curriculum, you may find it useful to implement a systems approach, in which analysis, design, development, implementation, and evaluation are built into the system, or you may find other ways of organizing and presenting this information particularly helpful to you. This chapter will introduce some useful ways to think about curriculum development. No matter what system you use, the first step in developing an appropriate cosmetology curriculum is likely to be:

Identify the course content and units of study required by state regulatory agenciesRegulatory and accrediting agencies dictate a good portion of the content and length required of programs within the fields of barbering, cosmetology, esthetics, and manicuring, so this first step is largely the task of identifying the appropriate licensing agency in your state. The state board not only identifies the major topics of study in the curriculum, but the standards and skills required. Because curriculum requirements vary by state and may change in any year, please refer directly to the Ohio State Board of Cosmetology (see: http://www.cos.ohio.gov/) for information, or contact Ohio State Board of Cosmetology, 101 Southland Mall; Columbus, OH 43207-4041, Telephone 614-466-3834, Fax 614-644-6880.

For example, an excerpt from Section 4713 of the Ohio Administrative Code (Feb 1, 2005) reads:

“Career technical schools shall meet the program requirements below: The total time scheduled for the cosmetology program shall be at least fifteen

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hundred hours and sufficient to complete and pass the approved course outlines. Cosmetology students shall successfully complete and pass the cosmetology program course outlines and a maximum of four academic courses that meet state curriculum minimum graduation requirements and are taken during the time the student is enrolled in the cosmetology program…”

And Section 4713-5-02 [Program requirements for cosmetology schools], notes:

“Proprietary schools have sole discretion as to offering clock or credit hour programs. Career technical schools shall comply with ODE (Ohio Department of Education)/“Board” cosmetology program course outlines.

Prior to implementation all schools shall A. submit course outlines for any and all courses taught within a program for “Board” approval. Upon enrolling in a school of cosmetology, B. a cosmetology student shall be assigned to study theory and perform nonclinic practice. A student shall not perform any service on a patron until they are certified to do so. All schools shall ensure each program C. offered is comprised of at least twenty-five percent theory and nonclinic practice. All schools shall ensure each program D. offered is comprised of at least fifty percent clinic work performed on patrons, other students or mannequins. For clock hour schools at any time patrons are not available the student shall receive credit for clinic work so long as the student is actively engaged in training within the clinic related to the course of study.

Comprehensive curriculum planning takes into account the state curriculum, the institution’s facilities, the mission statement of the school, and course objectives, etc. Still, the course of study should be flexible enough to meet student needs and industry standards, as much as the educational requirements established by the state regulatory agencies. Instructors should be aware that change is an inherent part of course format and content. The curriculum is constantly in development, with revisions each time the course is presented.

Planning and developing a course of study is a project requiring input from many actors, including state agencies and advisory teams made up of professionals, cosmetologists, instructors, and administrators. Federal and state documents set up the parameters for educational programs of cosmetology, and that information is implemented by individuals and committees, who are responsible for interpreting rules and developing the major components of the curriculum.

These licensing and regulatory agency personnel, representatives from educational institutions, and professional associations have a concerned interest in identifying and prioritizing subject matter in varying topic areas. Each state operates differently in determining what objectives and requirements are necessarily associated with the profession. Each year, changes in instructional

policy, cosmetology, and associated educational and legal issues may be reflected in new course content and requirements.

The profession is incumbent on educational specialists and professional cosmetologists, governing agencies, state and national policies, and the educational programs of specific schools and industry institutions. All contribute to the basic framework and details of cosmetology curriculum. Instructors have varying degrees of autonomy in the development of their own curriculum. Some play very influential roles, while others determine little about what they teach.

Allocate the appropriate amount of time to theoretical vs. practical study unitsSubject areas are typically categorized into theory or practical credit hours:

Theory: ■ Theoretical information required to perform skills.Practice: ■ Repetition of essential information and hands-on skills to achieve basic level of manual skills. Remember that students learn at a different pace, some students may require more drill or instruction to achieve mastery of skill.

Here are two listing formats for cosmetology courses broken down into theoretical and practical class hours:

Technical Instruction Operations

Client safety/OSHA/MSDS

4 required 2

Disinfection and sanitation

4 2

Shampoo 25 25Hair styling 25 50Press and curl 2 6Chemical control 25 55Haircutting 25 55Hair coloring and bleaching

25 25

Scalp and hair treatments

4 4

Facials (manual) 4 4Facials (electrical) 4 4Facials (chemical) 4 4Eyebrow arching and hair removal

4 4

Makeup 4 4Manicuring (water and oil)

4 4

Pedicure 4 4Acrylic nails 4 10Artificial nail tips 4 10Nail wraps and repair

4 4

Business technology

10 10

Customer service 10 10Retail inventory 10 10

(See additional charts on next page.)

Allocate instructional time for each state or school requirementNext, determine instructional time allotted for each state requirement. For example, the state requires 1,500 hours in an approved cosmetology program that might include these necessary areas:

Sanitation/sterilization/disinfection. ■Anatomy. ■Bacteriology. ■Shampooing. ■Cutting. ■Styling. ■Permanent wave. ■Color. ■Facials. ■Manicuring. ■

You and your institution will need to decide how the 1500 hours are broken down into the 10 study areas.

The order of topics and time dedicated to each area of study can be determined by listing all topics, then dividing them into specific sections or units and attributing adequate periods of time to each subject of study. For example, “haircoloring” would include an introduction to the topic, a description of different types of hair colors and methods of application, and proper care of color-treated hair.

Sample curriculumThe curriculum for students enrolled in the cosmetology program at this educational institution requires 1500 hours of training. Each student must first complete 250 hours of training to be eligible to work on patrons. The 250-hour requirement consists of 215 hours of theory and training on mannequins; 10 hours on skin care and nail care; and 25 hours work on live models. The first 245 hours of training shall be as follows:

Theory – 50 hours. ■Chemistry. □Sanitation and sterilization. □Introduction to skin and nail care. □

Cold waving – 20 hours. ■The chemistry of cold wave solutions, □relaxers and reaction on hair.Technique of placing cold wave rods on □patron’s head.

Coloring of hair – 50 hours. ■Chemistry of color. □The chemical action of hair color. □Technique of applying color. □

Hair and scalp treatments and conditioning – ■20 hours.

Hair analysis. □Scalp conditioning. □Treatments. □

Hair shaping – 30 hours. ■Proper handling of instruments. □Improper handling of instruments. □

Shampooing – 20 hours. ■Proper procedure of shampooing. □Knowledge of shampoo formulas. □Water temperature. □

Styling – 45 hours. ■20 hours training on mannequins. □25 hours training on live models. □

Manicuring and skin care – 10 hours. ■Theory – 100 hours. ■


Sterilization and sanitation. □Safety precautions. □Chemistry of beauty products, actions, □reactions and the composition of tints, dyes and bleaches.Salesmanship. □Telephone conversation and ethics. □Shop deportment, consisting of instruction □in courtesy, neatness and professional attitude in meeting the public.

Reception/administrative work, arts and ■ethics – 50 hours.

Charm, reception, art and ethics, state □board rules, regulations and laws.

Laboratory – 50 hours. ■Shall include practical training in □preparing germicidal solutions, shampoos, tints and bleaches, and practical training in washing and sanitizing all equipment in the salon.

Hairdressing, shampoo and comb out – ■330 hours.

Shall include shampoos, comprising dry, □soapless, oil and reconditioning, finger waving, wet curls, hairstyles, comb out

and all types of pressing; hot combs and chemicals.

Hair cutting and shaping – 125 hours. ■Permanent waving – 180 hours. ■Chemical relaxing – 100 hours. ■Hair coloring and bleaching – 125 hours. ■

Color rinses. □Bleaches. □Virgin tints. □Predisposition tests. □Dye and tint removal. □Retouches. □

Scalp and hair treatment – 50 hours. ■Brushing and manipulation. □Corrective treatments. □Reconditioning treatment. □

Facial treatment – 75 hours. ■Make-up. □Eye brow arching. □Body treatment. □

Manicuring – 35 hours. ■Manicuring. □Pedicuring. □Sculptured nails. □

*Additional instructions of 50 hours, at the discretion of the academic director

Organize and order subject material logically; organize content and competency requirements into individual courses:

Review all materialsReview the resources you are considering for inclusion in the course of study. Instructional materials and course content come from many different sources. You may also want to review content from other courses, information about new research or developments in the field, professional materials, textbooks, workbooks, and related educational materials, as well as consult with industry professionals and experts. Course content may need revisions every year to keep up with current developments in the field. Conferences, professional meetings, and educational seminars are good places to look for subject matter and content that reflect the state of the industry.

Distinguishing units of instructionCourses should be broken down into logical subcategories. The major divisions of cosmetology subject areas will be categorized into classes. Classes are divided into units, or clusters of related subject areas, and units are divided into lessons, the daily blueprint for each specific class meeting. See figure 1 below.

The greater your familiarity with the subject matter, and the more you teach the material, the better your allocation of adequate time to each area. If 100 hours are required for an entire topic area, some segment of it should always be devoted to introducing the topic, theoretical discourse, and practical elements of the topic of study.

Group into subject areas and sub-areasCourses are made up of units, subsections of content, which are made up of daily lesson plans.

Group major topics and tasks and organize them into logical subsets, allocating course subject areas into the sub-areas known as instructional units. Units are subcategories within each subject area that are concrete, specific activities covered in a specific period of time and focused on a particular set of skills or abilities. While the general subject or topic area includes all sections to be discussed, a unit comprises a small number of topics within that subject area.

Once you have assembled subject matter into logical categories, prepare a list of content areas, theory, and tasks or abilities associated with each unit of the curriculum. Courses should be substantive and examine subject areas critically. Identify the occupational knowledge, areas of competency, and manual skills required by your institution. What must entry-level professionals in the field of cosmetology know when they graduate from their course of study? Organize

Class hours theoretical instruction

Class hours practicum Total

State laws, rules & regulations for cosmetology & hairstyling administrative shop operations 5 0 5

Sanitation & sterilization 5 0 5Facials, massage, skin care, make-up, depilatory, eyebrow arching, shaving 15 15 30

Shampooing – including temporary and semi-permanent rinses 5 10 15

Hair and scalp treatments, reconditioning treatments 5 10 15Hair & basic layer and clipper cut – razor, scissors, thinning shears, tapering 10 30 40

Hairstyling – including pin curls, fingerwaving and blow waving 10 30 40

Hair tinting and bleaching including frosting, tipping and streaks 10 20 30

Permanent waving 10 20 30Chemical relaxing and pressing thermal curling and waving 10 25 35

Manicuring and pedicuring 10 20 30Chemistry relating to cosmetology 10 0 10Teaching methods 40 100 140Motivation and learning 10 0 10Testing 10 0 10Teacher preparation 15 0 15Instruction evaluation 20 0 20Classroom management 20 0 20

TOTAL 500 220 280 500

Figure 11500 Hours-------------------------------------------------------------------------------------------------------------------------------------------------------------------->>

Course 1 Course 2 Course XUnit

1Unit

2Unit

3Unit

4Unit

5Unit

XUnit

1Unit

2Unit

3Unit

4Unit

5Unit

XUnit

1Unit

2Unit

3Unit

4Unit

5Unit

X

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and order topics with their practical requirements, content matter, and necessary tasks.

Because units of instruction are not be constant in their ease of learning or level of complexity, different subject areas may take more or less class sessions to cover adequately. It is difficult, initially, to associate periods of time with required courses of study. Topics vary considerably in degree of difficulty and significance, and course length and complexity must be appropriate to the subject matter. You will need to make sure topics are covered effectively, in sufficient depth, with no unnecessary duplication or gaps.

Sequence coursesOnce subject areas have been selected and associated with relevant activities, each class or subject must be organized and ordered logically for the student’s optimum benefit. Distribute the subject matter and competencies into logical packages or groups, which will become specific subjects and unit areas. Then sequence courses in a logical manner.

Build skill sets gradually. If the subsets are ordered appropriately, procedures and tasks will be taught in a logical manner, without unnecessary duplication. For example, understanding chemicals and their use would necessarily come before practical chemical applications such as permanent waving and relaxing. Some subject areas may naturally precede others - hair analysis before hair styling, for example.

In ordering subjects and skills, you may choose to start with more basic tasks and concepts, moving on to more complex subject matter over time. Or, it may be sensible to teach the tasks in the order in which they would encounter them in their work, starting with how to properly drape a client, for example, before how to properly shampoo, which is taught before the cutting of hair. Another possibility might be to begin with more general subject matter, and work toward more detailed instruction in a specific topic area.

Course description Develop a short descriptive statement of the course, including what the student will get from the course, how it relates to other topics in the curriculum, for whom the course is intended, and what the students should achieve by the end of the course. Here is an example:

1500 Hour Cosmetology Course: ■ The 1500-hour Cosmetology Course is designed to teach and allow each individual the opportunity to practice the art of hair styling on all types of hair. By the end of the cosmetology course, each student will have received 1500 hours of state board approved training. There are three components to the cosmetology education, theory (book work and lecture), practical (practicing on each other or mannequins, and clinical (working on actual customers). See figure 2 above.1800 Hour Combined Cosmetology and ■Managers Course: The 1800-hour combined Cosmetology & Managers Course prepares all graduates for the Ohio State Board

examination to become a licensed managing cosmetologist. The course study includes haircutting and styling, manicuring, make-up, facials, hair coloring, permanent waving, scalp and hair treatments, and other important areas of cosmetology. This course is also designed to teach students all areas of being a salon manager, such as hiring new employees, payroll taxes etc. Our school also has a large clinic open to the public and is supervised by licensed instructors. Completion of the subjects listed below will prepare the student to take the State Board examination and become a licensed managing cosmetologist.The objectives ■ of the Combined Cosmetology and Manager course are to thoroughly train all cosmetology students in all phases of hairdressing including cutting, styling,

permanent waving, hair straightening, tinting, manicuring, facials, make-up, thermal waving, including marcelling and pressing. We also train advanced students (over 750 hours) in various areas of salon management including payroll, basic bookkeeping, inventory, state & federal taxes, hiring and training, public relations and health and public safety. Students graduating from this course can be employed as a stylist, salon manager, or most of the positions listed in the career section.

Course outlineThe course outline can be considered the strategic plan for the course. It is an agreement between the instructor, students, and institution that states course objectives. A course outline should be well organized and clear, providing the basic information

Figure 2Here is an example of a course syllabus listing subject headings and topic areas for a Combined Cosmetology and Managers Course curriculum totaling 1800 hours. It includes a very basic course description and objectives:

Non-clinic hours

Clinic hours

I.

SanitationBacteriology, sterilization, sanitation, dispensary, laws, and lectures 23 24

II.

Scalp careShampoo, rinses, massage, scalp treatments 20 40

III.

Hair 1Marcel iron curls, fingerwave pincurls, basic styling, haircutting, trimming, care of wigs, pressing

120 280

IV.

Hair 2Permanent wave, chemical relaxing, tinting, bleaching 150 350

V.

ManicureWater, oil, electric, hand and arm massage, hand and arm bleach, anatomy of nails, skin, bones, and muscles

44 66

VI.

Skin careFacial and make-up, masks and packs, eyebrow arching, anatomy of body, body massage, and client health issues

32 66

VII.

Communications skillsHuman relations, personality, presentation, career development, salesmanship, shop management

60 90

VIII.

Cosmetology laws and rulesOhio cosmetology statues and rules, inspection and enforcement 8 12

IX. Elective work 20 80X.

Business managementScheduling, inventory, advertising, insurance, banking, bookkeeping, payroll, commissions, laws, telephone techniques, salon planning

35 60

XI.

Health and public safetyFirst aid, fire codes, accident prevention, product use & safety 16

XII.

Advanced hair coloringCorrective hair coloring, advanced color formulas, laws of color 20 38

XIII.

Advanced restructuringAdvanced wave techniques, advanced straightening techniques, advanced relaxing techniques

16 56

XIV.

Advanced cosmetologyAdvanced hair analysis, advanced hair shaping, advanced thermal techniques, advanced blow waving

10 39

XV.

Supervisory responsibilitiesHiring & training, public relations, employee discipline 5 20

Total (1800 hours) 579 1221


and requirements for the course. It should also include a description of the course, including outline of course content, its format, order of presentation (instructional sequence), and the amount of time dedicated to each unit of the curriculum.

Section 4713-5-03 specifies that course outlines must be presented to the Board of Cosmetology and the Ohio Department of Education for program approval:

‘The “Board” approved course outlines for each program shall be provided to a school upon its request. Changes to the “Board” approved program course outlines shall be provided to each school. Each school shall use the “Board” approved program course outlines or submit their school’s proposed course outlines for “Board” approval. Career technical schools shall also receive ODE approval for any program course outline changes or program additions.’

At its most basic, the course outline may take this format:

Course ■Time: [in credit hours] ■Description: ■Objectives: The student will…. ■Activities: ■Resources: ■Criteria for Evaluation: [tests, etc.] ■

More often, the course outline is a fairly detailed syllabus of course information with a comprehensive description of the overall course, including major topic areas covered. It typically also lists the schedule for class sessions, showing the amount of time allotted to each topic over the length of the course. While course outlines are typically written by instructors, they are in reality a collaboration between the teaching institution and the instructor, as courses must meet the objectives set out by the school or association. The course outline is reviewed to determine whether the course meets the institution’s mission objectives, and the academic standards and requirements set by the school.

More detailed course outlines also tell students:What is going to be taught, when, and how. ■Dates and times of class sessions . ■Time dedicated to each area of study or ■competency (typically, the amount of time specified at the state level or by the educational institution).Instructional methods/course format and ■presentation.Strategy for the integration of theory and ■practice.Instructor’s office hours and contact information. ■Prerequisites for taking the course ■(information and skills, i.e., previous coursework). May include reading comprehension basis and speed for course materials, high school education or GED, entry level requirements.A list of all subject areas covered in the course, ■listed in the order they will be presented.Types and dates of graded assignments and ■course requirements for success.

Required and supplemental course materials, ■including books, videos, and reference materials.Tools, equipment, lab facilities, and related ■instructional materials or supplies requiredImplements/equipment – function, proper ■use, and maintenance.Processes: hair color hair relaxing ■Professional ethics, health and safety ■requirements (state and federal laws), skill areas.Goals associated with specific topic ■areas, as well as practical requirements or competencies in key areas.Statement of course objectives (reviewed in ■next section).

Assessing performanceYour course outline should show the standards and criteria by which you assess and track the progress of students. (Assessing performance is an important element of class design that will be discussed in a following section: see “Evaluating students”.)

Course outline checklist:The subject matter is arranged in a logical order.____The course is associated with learning objectives.____Appropriate time is allotted for each area.____Teaching methods or format are specified. ____Subject matter is divided into theoretical ____versus practical training.Grading procedures (or other methods by which ____students’ progress can be tracked and evaluated).Materials, equipment, tools, and/or lab facilities ____are listed.Prerequisites are listed.____References, texts, and/or multi-media resources ____are listed.

The following is an example of one type of course outline:

Theory of Cosmetology I2004-2005Course informationOrganization EASTERN COLLEGEDivision BusinessCourse number COS 101Title Theory of Cosmetology ICredits 2Developed by John SmithLecture/lab ratio 1 Lec./3 Lab (64 hours)CIP code 14.0401Assessment mode PortfolioSemester taught Offered Upon RequestGE category NoneSeparate Lab NoIntensive writing course NoPrerequisites NoneEducational value

Provides beginning knowledge of cosmetology for those preparing to become a licensed cosmetologist.

DescriptionIntroduction to the basic manipulative skills in manicuring, professional image and conduct and personal hygiene. Includes basic sciences in bacteriology, sanitation and physiology pertaining to the head, face, hands and arms. Theory and use of electricity and light as applied to cosmetology. The

course also includes Arizona laws and rules governing cosmetology.

TextbooksMilady’s Standard Cosmetology. Publisher: Milady. Year: 2002. RequiredEASTERN COLLEGE – 2 – Theory of Cosmetology IEqual Opportunity Employer and Educator

Competencies and performance standards1. Identify laws, rules, and regulations of Arizona state board of cosmetology.

Learning objectivesWhat you will learn as you master the competency:

List regulations for cosmetologists.a. Demonstrate proper safety habits when b. working with chemicals that relate to nails.Describe laws and rules governing cosmetology.c. Comply with laws and rules governing d. cosmetology.

Performance standardsCompetence will be demonstrated:

During supervised practical. ■During mock board exam. ■In completion of phase i exam. ■

Criteria – Performance will be satisfactory when:Learner lists regulations for cosmetologists. ■Learner demonstrates proper safety habits when ■working with chemicals that relate to nails.Learner describes laws and rules governing ■cosmetology.Learner complies with laws and rules ■governing cosmetology.

2. Analyze basic sciences of bacteriology, sterilization, and sanitation related to cosmetology.Learning objectivesWhat you will learn as you master the competency:

Describe the relationship of bacteria to the a. spread of disease.Describe the difference between b. sanitation, disinfection and sterilization.


During supervised practical. ■During mock board exam. ■In completion of phase i exam. ■

Criteria – Performance will be satisfactory when:Learner describes the relationship of bacteria ■to the spread of disease.Learner describes the difference between ■sanitation, disinfection and sterilization.

3. Demonstrate basic manipulative skills in manicuring and various hair treatments.Learning objectivesWhat you will learn as you master the competency:

Demonstrate basic manipulative skills in a. manicuring.Demonstrate basic manipulative skills in b. shampooing.Demonstrate basic manipulative skills in c. fingerwaving.Demonstrate basic manipulative skills in d. haircutting.

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Demonstrate basic manipulative skills in curl e. construction.


During supervised practical. ■During mock board exam. ■On completion of Phase I Exam. ■

Criteria – Performance will be satisfactory when:Learner demonstrates basic manipulative ■skills in manicuring.Learner demonstrates basic manipulative ■skills in shampooing.Learner demonstrates basic manipulative ■skills in fingerwaving.Learner demonstrates basic manipulative ■skills in haircutting.Learner demonstrates basic manipulative ■skills in curl construction.

4. Demonstrate theory and use of electricity and light as applied to cosmetology.Learning objectivesWhat you will learn as you master the competency:

Analyze hair and scalp conditions.a. Apply basic scalp treatments.b. Demonstrate basic scalp manipulations.c. Demonstrate basic hair and scalp corrective d. treatments.


During supervised practical. ■During mock board exam. ■In completion of phase I exam. ■

Criteria – Performance will be satisfactory when:Learner analyzes hair and scalp conditions. ■Learner applies basic scalp treatments. ■Learner demonstrates basic scalp manipulations. ■Learner demonstrates hair and scalp ■corrective treatments.

5. Display a professional image.Learning objectivesWhat you will learn as you master the competency:

Maintain good personal hygiene.a. Interact professionally with clients.b. Dress appropriately for the salon field.c.



Criteria – Performance will be satisfactory when:Learner maintains good personal hygiene. ■Learner interacts professionally with clients. ■Learner dresses appropriately for the salon field. ■

6. Demonstrate effective business administration skills.Learning objectivesWhat you will learn as you master the competency:

Demonstrate effective reception desk procedures.a. Perform inventory of supplies and equipment.b. Practice effective telephone techniques.c.



Criteria – Performance will be satisfactory when:Learner demonstrates effective reception ■desk procedures.Learner performs inventory of supplies and ■equipment.Learner practices effective telephone techniques. ■

Types of instructionClassroom instruction. ■Demonstration. ■Supervised practicals. ■Theory group work. ■

Grading information: Grading scaleA = 91 percent – 100 percentB = 81 percent – 90 percentC = 75 percent – 80 percentD = Below 75 percent

Developing learning outcomes for the course of studyCourse development is typically structured around learning objectives, succinct statements telling what behaviors learners should be able to accomplish at the end of a course or instructional unit. Learning objectives identify what information and abilities students should achieve as a result of this course, naming the most significant and relevant goals and objectives that are the framework for course content.

Learning objectives drive curriculum development. They communicate to students the expectations of the course, identifying the types of achievement or areas of accomplishment students must demonstrate to show competence or understanding. Clear learning objectives make students accountable for their progress or lack of progress toward a goal, providing both a standard and criteria for the assessment and evaluation of students.

There are three levels of learning outcomes or objectives, distinguished primarily by their degree of specificity in regard to students’ abilities or areas of knowledge, ranging from the general to specific, and reflected in the verbs that are used to describe particular areas of knowledge or abilities:

Course objectives or outcomes: the highest and ■most general level, indicating what the student will do at the end of the course of study. Unit objectives or outcomes: what the learner ■will achieve after a series of lessons on a specific subject or subjects; and Lesson or instructional objectives: the most ■specific type of outcome, directed at the daily lesson plan level.

The development of a course outline and course content is closely integrated with the use and clarification of learning objectives, which are also referred to as learning outcomes, behavioral objectives, competencies, or performance objectives. In each case, learning objectives are expectations of student learning that provide a context and framework for student performance, and standards and criteria for determining if those objectives have been realized.

Learning objectives are three-part statements describing scholastic expectations for each student. They consist of a student behavior or “action statement,” which describes what the learner will be doing, and at what level of mastery; a condition statement, which describes under what circumstances the learner will complete the measurable, observable behavior or action statement; and the performance criteria or criterion statement, which describes the quality or quantity required for successful or passing performance, and may mention a time-frame or standard of quality or quantity.6

Learning objectivesStudent behavior/action statement

Knowledge or skill to be gained

Performance condition/condition statement

Under what conditions or in what context

Performance criteria/criterion statement

Evaluation based on standard criteria; often in the form of a percent or grade

Learning objectives explain the reasons the course is important. They are typically drawn from mission statements and express the purpose for the course, as well as the means of measuring performance or success in the course and competency of students in the subject matter. Learning objectives are stated in terms of student achievement, and state exactly what students must do to show expertise in skills and theoretical knowledge.

Action statementLearning objectives typically state what the student should be able to do after completing the course. They are action statements about student behavior that should closely approximate actual tasks required of cosmetologists. Learning objectives should be detailed and focused, and be written in terms of a specific observable product or outcome. Performance objectives can be written many different ways, but are often written in the following form:

The student will…

The action statement is one of the most significant parts of the performance objective because it states what the student will be able to do as a result of the instructional unit or course. The verbs used in writing learning objectives are extremely important. Choose verbs that are highly descriptive and clearly and concisely identify a quantifiable behavior. Use specific rather than ambiguous verbs. For example, use, “identify,” “locate,” or “compute,” and avoid, “know,” “understand,” or “comprehend.

Condition statementPerformance conditions or condition statements express the terms or conditions of testing or assessment under which the student will be asked to demonstrate ability or expertise in theoretical knowledge and/or the performance of skills. Performance conditions describe the resources, tools, and equipment the learner will need to complete the quantifiable behavior, as well as the conditions or context under which the student


must perform. The condition statement should include these details:

Context or situation. ■Equipment, tools, facility or implements ■required.Reference materials or texts used. ■Equipment or instructional aids provided to ■assist the student.

A condition is usually specified by the term “provided” or “given,” for example:

Given a set of questions or series of problems… ■Given a list of conditions… ■Provided a choice between… ■

In some cases, objectives are written without conditions of performance. In such a case, the condition is considered implied.

Criterion statementCriterion statements are also referred to as competencies, levels of expertise, or levels of mastery. They specify the specific criteria for successful or acceptable performance; i.e., the standards, in quality or quantity, by which the achievement may be assessed, and define the qualifications for success or failure, with specifications relating to time periods, levels of efficiency, accuracy, speed, or quality of performance or work. They also may include the formula for quantifying success or passing achievement. Criteria statements should be quantifiable, making clear at what level a student must perform an activity to be considered successful or pass the course.

The following steps summarize the process for developing clear, well-defined learner outcomes:

For each instructional objective, distinguish ■each individual task or activity that can be completed or achieved by the student.Identify the desired learning or performance ■objective in behavioral terms.For each objective, identify the context and ■conditions under which the student must perform.Identify the student’s required level of ■expertise or mastery.Identify the criteria and assessment methods ■for evaluating that specific objective.

Common problems or mistakes in learning objectives include the following:

Subject areas or topics are listed, but not ■learning objectives.Outcomes are phrased in vague or ■unmeasurable terms.Quantity or quality of outcomes are ■unreasonable or not feasible within the specific time- frame, environment, etc.The outcome is actually a combination ■or cluster of outcomes, which must be disentangled from one another.

Learning objectives serve no purpose if they are not measurable or student achievement is not assessed. Remember that learning objectives should be quantifiable, so avoid using verbs that are ambiguous or difficult to quantify; verbs like “know,” “comprehend,” “study,” “understand,” “appreciate,” “acquaint,” “realize,” and “learn,”

for example. Learning objectives must do more than just describe learning activities. Good learning objectives are those that can be evaluated to determine student mastery of course content.

One rule of thumb for learning objectives is to be “SMART” –specific, measurable, acceptable to the instructor and institution, realistic in goals, and timely. Use this checklist to confirm the course effective learning objectives:

Is the learning objective quantifiable or ■measurable?Are learning objectives associated with ■course objectives?Is the learning objective written in ■observable outcomes?Is the learning objective stated using an ■accurate, relevant, and active verb that describes the desired level of performance?

Do learning objectives measure a set if ■behavioral outcomes?Do learning objectives correspond with ■instructional activities and evaluation?Do learning objectives specify the conditions ■and context for successful performance?

Behavioral objectives are often written in terms of instructional domains (cognitive, affective, or psychomotor). The following section on Bloom’s taxonomy will introduce you to these concepts.

Bloom’s taxonomy Blooms taxonomy of educational domains was one of the first attempts to classify learning behaviors and develop the means to measure and identify different levels or types of learning. After the 1948 Convention of the American Psychological Association, a task force of

Cognitive domain

Level Defined by Key Verbs Typical taskKnowledge Testing recall of data and recognition

of factual statements; remembering of previously learned material; recall of accurate, appropriate information.

DefineLabelSelectListStateKnow

NameDefineWho/what/when?How many?How much?Yes/No questions

Comprehension Understand the meaning and be able to explain it in your own words; translation, restatement, interpretation, extrapolation; the ability to understand the meaning of information.

ClassifyIndicateExplainSummarizeInterpretInfer

Provide an exampleCause and effectDistinguishCompare/contrastSummarizeTranslate

Application Application of original information to novel situation; use of learned material in new environments or situations; may involve the applications of principles, concepts, laws, or theories.

UsePredictApplySolveModifyCompute

Solve a problemApply this principlePut into practiceCompute

Analysis Breaking concepts or information into elemental components to understand its structure and relationship among parts; distinguishing between fact and suggestion or deduction;

DistinguishIdentifyCompareAnalyzeContrastOutline

What rationale is provided for this conclusion?What is the writer’s viewpoint?What evidence supports that theory?

Synthesis Combining elements or components in a novel way; creating a new pattern or structure; learning outcomes are typically creative.

DesignDevelopSolveCreateOrganizeReconstruct

Write a reportBuild a modelDevelop a theoryCombine DesignCreate

Evaluation Application or assessment based on specific criteria or rationale; judgments regarding value and relevance of concepts or materials; ability to judge value of material for specific purpose based on specific criteria.

DetermineEvaluateDefendJudgeAppraiseConcludeInterpret

Provide reasons for and againstAppraise the system used in this model

Note that the same verbs can be used at different levels of cognitive complexity. While many students will be able to function at the more simple cognitive domains, it is important to produce graduates who are critical thinkers and decision makers, operating at the more complex cognitive levels. Graduates who function at higher cognitive levels operate beyond the basic transmission of facts, or ability to recall what is taught. The most qualified professionals in cosmetology are those who are able to analyze and synthesize information, drawing accurate and relevant conclusions based on their observations and the information provided them.

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educational psychologists, led by Benjamin Bloom, developed a classification scheme for intellectual behavior and educational processes and objectives. The committee identified three domains, but generated a more elaborate classification system for only two of the three - the cognitive and affective domains. Later, a number of competing psychomotor elaborations were developed. Bloom’s classification scheme, called a taxonomy, includes these three domains of instructional outcomes (see Anderson and Krathwohl, 2001; Bloom and Krathwohl, 1956):

Cognitive ■ – relating to the acquisition of knowledge.Psychomotor ■ – relating to physical performance and skill development.Affective ■ – regarding the evolution of values and attitudes.

Domain Target Focus

Cognitive Knowledge, intellectual skills

Mind

Affective Attitudes, feelings, values

Spirit

Psychomotor Motor skills and manipulation

Body

Cognitive domainThe cognitive domain is associated with mental skills or knowledge. It is related to performance requiring specific knowledge or information, theoretical principles, established concepts, and problem-solving abilities or practices. Within the cognitive domain are six levels of performance, listed from simple to increasingly complex. See chart on previous page.

Knowledge: ■ recollection of facts, figures, and other specific details in the form they were heard.Comprehension: ■ Interpretation, summation, translation, or paraphrasing; the interpretation of information based on prior learning or knowledge.Application: ■ applies prior knowledge or information to a new situation or context. Analysis: ■ separates a whole into parts, to understand the structure and relationship among parts; the ability to apply information for purposes of analysis.Synthesis: ■ combines parts into novel whole.Evaluation: ■ requires decision-making abilities, judgment, or selection based on specific criteria or reasoning.

Affective domainThe affective domain relates to the development of attitudes and values that are associated with success, but affective objectives are more difficult to assess or measure, as they relate to the demonstration of attitudes or feelings toward other people, concepts, and things. In so many cases, professional success is based on more than specific knowledge and skills; much of job performance is associated with affective factors, which are hard to quantify, such as the following attitudes and values desired in students and professionals:

Positive attitude. ■Getting along with others. ■Having a good work ethic. ■Enjoying their job. ■

The affective domain can be broken down into categories as well. These are listed in order from the most simple to the most complex:

Receiving ■

Responding ■Valuing ■Organization ■Characterization ■

Any time you include standards for performances or actions such as these, you are considered elements of the affective domain:

Good work ethic: appropriate habits and ■attitudes, pride in good work.Appropriate appearance and grooming. ■Appropriate relationships with employers. ■Appropriate relationships with fellow employees. ■Personal and business standards related to ethics. ■Appropriate relationships with clients – ■customer relations.Communication skills. ■

Psychomotor domainThe psychomotor domain is associated with the development of manual or physical skills. Objectives relating to it include the performance of specific abilities, and development of competencies and skills associated with the use of tools, supplies, equipment, and materials.

Manipulative skill training in the psychomotor domain is central to success and comfort in cosmetology. It is of paramount importance that objectives in cosmetology programs allow students to achieve competency and mastery over psychomotor tasks. Students will need to practice under instructor supervision to gain confidence and competency, and require sufficient time to practice and develop their skills.

Bloom never developed a similar taxonomy for psychomotor subcategories, but others did.

Two of the most familiar are outlined on the chart on the next page.8

Lesson planningIn the same way that a course outline indicates the content and objectives of the course, the daily lesson plan describes the content and objectives of the lesson. A lesson plan is a clear blueprint, often developed by and for the instructor, that is the guide for teaching the lesson. In many cases, instructors are provided only very general guidelines regarding course and unit requirements, which the instructor or a committee must translate into meaningful lessons objectives, content, and activities. The lesson plan is the most detailed aspect of the planning process.

Class time is limited, so instructors should make the best use of it. Striking the delicate balance between too much and not enough information is difficult. You must have time to complete all essential activities or topics, and still provide time to take questions from students. If you feel rushed, you may be trying to squeeze too many objectives or activities into the lesson. Introducing too many ideas in a short time is counter-productive, so limit lesson subject matter to a reasonable number of topics. If the lesson is too long for one session, divide the topic into multiple lessons rather than trying to put everything into one class session.

Affective domain7

Category or Level Definition Key wordsReceiving (phenomena): awareness, perception, attention to and reception of (nonverbal) and verbal information

Awareness or attention to something in the environment

Asks ChoosesDescribesFollowsSelects

Responding(to phenomena):

Showing new behavior as a result of specific experiences; related to motivation

AnswersAssistsPerformsPracticesReports

Valuing; assessment of worth or value: Showing commitment or personal involvement

CompletesDemonstratesDifferentiatesJustifiesProposes

Organization Integrating a new value into one’s own personal values or priorities

ArrangesCombinesComparesModifiesPrepares

Characterization or internalizing Acting consistently according to a new value

ActsDiscriminatesQualifiesVerifiesQuestions


Lessons should always review prior information and introduce new elements or activities. Make sure each lesson is logical and builds on information in previous lessons. The most effective instructors use a variety of exercises, activities, teaching formats, and strategies to maintain interest during each daily lesson and over the entire course. Also limit the amount of entirely new information you introduce in a lesson. Lectures may be useful and effective in meeting certain learning objectives, but limit them to the length of time students are able to maintain interest in that type of presentation. Provide information for more motivated learners to review on their own if they have an interest.

Lesson plans vary enormously; some instructors include highly detailed information, others do not. The lesson plan typically includes the course, unit, and lesson title (which may be referred to as “subject” and “topic”), as well as a description of the theoretical and practical information that will be covered in that session of the course.

Lesson plans usually include an introduction to the material, or another type of preparatory statement providing orientation to the lesson, giving students an idea of what is to come and what will be expected of them. The introduction should include a statement of lesson objectives, stated in the format discussed earlier, and reasons these objectives are important. Lesson objectives dictate the basic knowledge, skills, and attitudes, or cognitive, psychomotor, and affective domains of learning that each student should achieve by the end of the lesson.

Lesson plans establish the objectives for the lesson, and bridge the transition between prior and new subject matter, but their main goal is to require the instructor to organize the lesson subject matter and materials and help the instructor prepare for the class. There are many benefits to formal lesson plan development; the

lesson plan helps instructors prepare for the day, know their subject matter and how to present it. Doing without one is a disservice to the instructor and his or her students.

Remember that lesson plans should always be based on and revolve around students’ needs and interests, and that they should be flexible. For example, if many students do not understand a concept after an initial explanation, it must be repeated in a more effective way. Instructors must be willing to change the lesson plan if students are not meeting learning objectives. Change in lesson planning should be student-focused. That means evaluating the value of what is taught according to the extent to which it affects student performance in one or more learning areas.

The lesson plan should also be flexible enough to reflect changes in the industry. Ideally, the lesson plan should be updated each time the lesson is taught. Try to keep lesson plans in a legible format so they can be followed without a great deal of effort, but also be easy to update, for example, by leaving white space on the page, in margins, or adding lines for written notes that can be used to revise outdated information and keep the lesson topical for the next group of students.

While lesson plans vary according to the teacher’s experience and expertise, they are often written as a series of tasks or steps for achieving specific objectives. Lesson plans commonly include information regarding teacher and student preparation, a description and objectives of the lesson, format or style of presentation, safety precautions and sanitary guidelines, as well as some kind of summary, assignment, and feedback mechanism to check students’ understanding. Lesson plans benefit students, letting them know what is expected of them, and where and how to seek help if they have any questions or difficulty with the material, both in and out of the classroom.

Psychomotor domain

Category or Level DefinitionImitate Observe and repeat a skill or procedure.Manipulate Perform a skill or produce the action in a recognizable way by

following instructions instead of observation.Precision Perform the skill or produce the action, accurately and exactly, in

an expert manner.Articulation Modify the skill or action to adapt to novel situations; may

include the combination of more than one act skillfully practiced in sequence .

Naturalization Completion of one or more skills or actions with comfort and ease; skill becomes automatic with little physical or emotional energy expended.

Category or Level Type of Action.Reflex or involuntary action Reaction.Fundamental movements Applicable to young children (crawling, reaching).Perception Response to stimuli (catch, write).Physical abilities Actions that can be developed (stop, react).Skilled movements Advanced learned movements (hit, dive).Non-discursive communication Effective body language (interpret, express).

Lesson plans may also include or involve the following:

Locations and schedule for class meetings ■or labs.Presentation notes discussing the instructional ■format and lesson strategy (i.e., lecture followed by class discussion and practice quiz), and can include detailed lesson subject matter and instructional aids.Instructional aids and course materials that ■will be used to emphasize points in the lesson. Also note books or articles related to the topic that students may find interesting or useful.Time frame: the amount of time or duration ■of each subject area of the lesson, including a schedule with approximate times of subject matter and activities. May also note activities or information that takes less or more time to present than anticipated.New concepts, topics, or skills that will be ■covered in the lesson.Preparatory items for the teacher and student, ■including material, instructional aids, and equipment required by teachers and students during the course of the lesson. It may also include safety precautions related to the use of particular implements or equipment. Note any books or equipment that are the responsibility of students to bring to class. Include any listing of items required for demonstrations.Resources or reference materials: A ■bibliography or similar list of references and sources. Lesson plans should have detailed information regarding assignments, and note workbook or text book chapters or pages of significance that should be referred to as homework or pointed out in class.Activities associated with the subject area: ■Instructional activities are the processes and experiences through which students learn lesson objectives. Most activities are attempts to approximate experiences students will encounter. This may entail learning the actual acts themselves (learning to cut or style hair, for example) or reading about these acts, taking a field trip to learn about them, watching a movie about them, or doing homework related to the act of cutting or styling hair. The most effective instructional activities stimulate student interest and provide variety in the daily schedule. In planning learning activities, consider ■the prior knowledge or skill level required to perform the task successfully. Activities should build on prior knowledge and the steady development of skills. Also, be certain that the activity, behavior, or performance gives students adequate time to practice the behavior and provide students with feedback regarding their performance, particularly regarding issues or subject areas that require further improvement and practice. A summary of the information presented in the ■lesson: In the summary of the lesson, which is presented near the close of the class session, instructors should summarize the main points of the lesson and why they were significant. May be followed by evaluation procedures such as an oral or written practice test.

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Review questions for the students at the ■close of a topic, assessing to what extent lesson objectives were achieved. Also used to stimulate discussion.Required homework or lab assignments: ■Students should be assigned meaningful practical and theoretical tasks to complete in their own time or in laboratory sessions. Homework may include any learning activities or processes that students are able to complete on their own, in their own time. Instructions should be written in clear terms, so there is no confusion regarding the assignment.Standards and criteria to evaluate the ■students: Any grading or evaluation standards, and how they are calculated, including quizzes, tests, projects, or other critical feedback given to students.

Evaluating studentsStudent coursework is typically assessed using a range of grading systems appropriate to each type of knowledge:

Theoretical knowledge. ■Practical abilities. ■Manner or attitude. ■

A grading system requires the development of measuring instruments, such as exams, or quizzes, as well as evaluations related to project performance, homework, attendance, and/or degree of improvement, to assess the student’s progress. It is a 3-step process that involves:

Identifying significant skills and necessary ■knowledge. Writing questions that skilled, ■knowledgeable students with good recall of information can decipher and “guessing” students can not decipher.Assessing each student’s level of mastery and ■assigning a grade or score.

Identifying significant skills and necessary knowledgeChoosing what to test is an important consideration. Instructors should be sure to test the most substantive or significant information and necessary tasks and reasoning skills, and be able to assess performance on a consistent scale for all students. You should have a very specific idea of what you’re evaluating, and the learning objectives associated with target skills and knowledge. In some cases, simple recall of memorized information may be appropriate. In other cases, a specific sequence of steps, method, or procedure must be recreated, and/or reasoning skills and higher level cognitive tasks are called for.

The overarching purposes of testing are to identify educational development and measure knowledge or ability achieved. Testing or assessment is a way of determining to what extent students have met lesson, unit, or class goals. Fair testing treats all students equally, meaning that the same level of knowledge will be rewarded consistently. While accrediting institutions typically set standards and criteria, there must be general agreement and common interpretation of testing instruments and student responses.

In sum, testing or assessment, according to Kellough and Kellough,9 must serve one or more of the following purposes:

Assist student learning. ■Identify students’ strengths and weaknesses. ■Provide decision-making information. ■Assesses effectiveness of an instructional plan ■or program (used to improve plan or program).Assesses teaching effectiveness (used to ■improve teaching effectiveness).

Types of assessmentTesting or assessment may be diagnostic, formative or summative. Diagnostic assessments attempt to measure students’ abilities and deficiencies before instruction begins, then adjust the curriculum to meet each students’ specific needs. Diagnostic assessment is typically ungraded, so as not to penalize students for their academic weaknesses before the curriculum is taught. Outcome evaluations are a particular kind of diagnostic test used to assess the effectiveness of instruction. Instructors develop a pre-test to assess the level of knowledge or awareness of an issue or topic, teach the information, then post-test to see if the instruction was effective.

Formative testing includes any type of pre-testing or assessment “along the way.” Formative tests are often diagnostic and typically not graded, but used to understand the extent of students’ knowledge and gaps in theoretical knowledge or skill sets. (Some theorists consider diagnostic assessment a part of formative assessment, while others consider it a qualitatively different form of testing. Like diagnostic testing, formative testing is typically not graded, and is used as a diagnostic tool.

Formative testing considers assessment an integral part of instruction, rather than just an end product at the close of a course. Testing is not something done to students, but equally, for students benefit. In formative testing, test data becomes part of a feedback loop that is used to change curriculum and enable students to learn more effectively. Formative testing often helps instructors pinpoint areas where students need to show improvement, and can help instructors make decisions regarding students’ education.

Summative assessment usually takes the form of a test given at the end of a unit of instruction, to assess students’ progress toward an overall goal. It is a comprehensive examination of the students’ areas of accomplishment and deficiencies. Summative testing involves assignment of grades after the examination. The most effective summative testing shares the following characteristics:10

Relevance: ■ also referred to as “authenticity.” Test items reflect objectives related to the theoretical world of the classroom as well as practical applications or knowledge and skills.Variety: ■ It is best to use a variety of testing methods, as students may naturally excel in one area or another, or be deficient in a specific skill or theoretical area. Some students have specific anxiety or phobia regarding one method of testing. Assessment should

be in each of the three learning domains, and should reflect higher-level analysis or thought processes, as well as rote recall. Quantity: ■ assessment techniques are repeated frequently enough to assure validity and reliability in results. Testing should produce a representative sample of students’ work. Quality: ■ assessment techniques are valid and accurate and reflect course objectives.Reliability: ■ assessment techniques ensure consistency of that result. This means that other instructors viewing the same performance would produce the same grade according to the given standards and criteria. Quality and reliability need not go together; tests can be accurate but not reliable; reliable but not accurate.

Types of test questionsStudents are typically evaluated through written or practical testing of the following kinds:

True/falseTrue/false testing presents a statement, asking if the item is correct or incorrect. Some advantages to true-false testing are that it takes little time to write tests in this format, and also minimal time to grade. Guessing is a disadvantageous aspect of true-false testing, as students who do not know the answer have a 50-50 chance of getting the answer right. To make questions more difficult, students may also be asked to correct false statements presented to them.

Statements, or “stems” of questions, should be similar lengths. Avoid unnecessarily confusing wording or giving the answer away to students by avoiding words such as “never” or “always” and “not” in the stem of the question. Some instructors prefer to begin writing a test using all true statements, and then revise about one-half of them, making them false. Avoid “trick” questions that grade interpretation of the question more than factual information. Use clear, simple language and avoid vocabulary words with which students may not be familiar.

Make sure items are unambiguously true or false, and ask students to write the entire word [“true” or “false”] or circle the correct item, rather than writing just “T” or “F,” which may appear similar depending on students’ handwriting. You may also choose an elaboration of instructions to clarify statements, such as: “Mark true those statements you think are true, and mark false those which are partially or completely false.”

MatchingMatching tests examine students’ ability to recall information and associate concepts with one another. Use clear, careful wording in matching instructions. For example, it is useful to identify each set of concepts with a title, for example “List 1”: and “List 2”: i.e., “choose the item in List 1 that is most closely associated with the item in List 2.”

List 1 List 21. Red 1 The color of a stop sign.2. Green 3 The color of the sky.3. Blue The color of grass.


Key points in matching tests: Keep items in the same format and list all sets ■of questions and answers on one page.Include a greater number of answers than ■the number of questions to increase the degree of difficulty. Keep exams relatively short, no more than 20 ■questions, and make each individual item or set (question and correct answer) brief.

CompletionCompletion (or fill in the blank) testing requires students to supply from memory words or phrases suggested by a description or statement with missing terms. Completion tests may be time consuming to write, but take little time to grade.

Key points in completion tests:Keep sentences and paragraphs short and ■succinct.Provide clues but avoid giving the answer away. ■Ensure that the correct answer is the only ■correct, or most correct, answer.Use appropriate vocabulary words and degree ■of complexity. Do not divide a question, or question and ■answer, between two pages.

Multiple choice Multiple choice consists of a phrase or statement, called the “stem,” and more than one possible response, of which one is correct (or most correct) and a number of incorrect (or less correct) responses. Multiple choice tests can vary considerably in degree of difficulty according to the amount of similarity among responses. Depending on the way it is written, a multiple choice exam can be an efficient test of knowledge, or a reasonably easy guessing game.

In writing multiple choice questions, the stem of the questions should be emphasized over the responses, and it should be written in the affirmative, rather than the negative manner. Avoid the use of “always” or “never,” which tends to divulge answers. Answers should be presented in a random order so that the correct answer is not in the same physical location among the foils. Similarly, take care not to hint or provide answers to other test questions within the context of multiple choice questions. Stems, correct answers, and incorrect responses should all be the same length and in similar form. Confirm that the foils and correct answers are of similar length and complexity; don’t give away answers by making foils obviously ridiculous.

Multiple choice tests can vary in complexity from very easy to very difficult, depending on how the questions are crafted. Easy test items typically consist of one clearly correct answer and three obvious foils, which even poor students should be able to identify correctly. Moderately difficult questions will have two obvious foils and two likely correct answers, requiring students to be more discriminating to choose the correct answer. The most difficult multiple choice questions include 3 or 4 partially correct or likely responses, but one that is clearly the most correct

or best response. The best students will be able to decipher these questions.

Short answer and essayEssay questions do not provide any part of student responses. Instead, students write answers of varying lengths, anywhere from a short sentence or phrase to a paragraph or number of pages, providing basic information and explaining their understanding of specific concepts. Essay questions can be particularly useful in assessing abilities that require a series of specific steps within a general context, or combining a test of both theoretical and practical skills.

Tests may be objective or subjective. Some examples of objective tests are true-false, multiple choice, and fill-in-the-blank. Objective tests typically require students to recall information learned and apply it to test situations, while subjective tests are more often used to evaluate working vocabulary, as well as cognitive processes, and explanatory or reasoning abilities, which go beyond simple recall. Some examples of subjective texts are short answer, essay and oral exams.

Essay questions may be used less frequently than the other types of testing discussed above due to its difficulty and subjectivity in grading. While some teachers are inclined to grade “harder” than others in any kind of testing situation, objective tests like multiple choice or fill in the blank (where there is one unequivocally right answer and the rest are wrong) are not open to interpretation in grading to the same degree as essay tests, where answers are not absolutely correct or incorrect.

Students rely on instructors to grade tests consistently, without reference to the individual being tested, but this is not always the case. Teachers may be subconsciously influenced by positive or negative factors associated with the student (i.e., “halo effect”). Ideally, essay tests should be graded without knowledge of the student’s name, but know that unhappy students may legitimately question your grading criteria. To keep students anonymous, you may want to request that students put their name on a page of the test that you avoid or fold over.

Essay questions take more time for students to answer than matching, multiple choice, or fill in the blank. Questions should be selected carefully, as students can only cover a limited number of topics. Instructors may want to limit the amount of writing in each essay question from a number of paragraphs to pages. This will force students to prioritize the importance of information overall. Each essay question should be a composite of many pieces of correct information. In grading a question, it is useful to plot a “plus” or “minus” for each significant phrase or statement that makes up the question.

Demonstration/performance testing Yet another type of assessment is performance testing. Performance tests combine cognitive (intellectual) and behavioral learning or skills through the use of demonstration or performance of the abilities. Performance tests are a common

requirement in cosmetology, as the skills they test are central to cosmetology study and training. Effective demonstration or performance testing pinpoints critical tasks or knowledge and appropriately tests students in those specific areas.

Demonstrations or performance examinations that test practical skills can and should be given repeatedly, so students are able to show improvement over the length of the course and learn in what areas they are accomplished or deficient. Demonstration or performance testing should mimic as closely as possible the actual ability required, providing a similar environment, with all the necessary tools, and equipment, and a reasonable time frame. Performance or “demo” testing provides:

Complete instructions. ■Consistent surroundings. ■Student identification of tasks and ■theoretical knowledge.Appropriate equipment and tools. ■Adequate time period. ■Limited further directions or assistance, if ■required.Points of observation and assignment of ■assessment score.

Demonstrations can be graded according to many variables, including level of skill, degree of accuracy, quality of the presentation and result, attention to detail, safety, and timeliness.

Scoring rubricA scoring rubric combines a rating scale and the dimensions used to score or evaluate a performance. To develop a scoring rubric:

Identify a “dimension,” a variable or set of ■variables to be scored (i.e., “communicates effectively”).Identify an associated rating scale with ■the variable or set of variables: typically a spectrum of points at regular intervals (poor, fair, good, excellent).Evaluate student performance on the variable ■according to the rating scale criteria.

Rating scales are used to assess student performance, either to compare or contrast them with one another, or evaluate against specific standards or requirements established in a subject area. There are two main methods for interpreting assessment results or grades [according to Salyers et al (2003)]: 11

Criterion-referenced grades measure students’ abilities according to specific criteria, and independent of other students’ performances or abilities. Practical examinations are typically criterion-referenced, “whereby a score is compared to an external standard, such as one that is related to prediction of performance (e.g., a score that has been found to be associated with positive client outcomes or better service delivery).”12

The alternative is norm-referenced assessment, where a score for an individual is compared to a large group of assessed individuals. Like “grading on a curve,” the grade awarded is determined in part according to the performances of other

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students in that area. Some scales can be used to meaningfully evaluate a student’s abilities on an individual basis, against a particular standard, as well as in comparison to other students.

The use of a scoring rubric or rating scale in testing is beneficial in a number of ways, but requires a great deal of time and thought beforehand. Effective rating scales are accurate and reliable, producing consistent results among raters and minimizing subjective bias. Good scoring rubrics allow instructors to grade more quickly and make grading more equitable. In many cases, it is useful to use a combination of norm-referenced and criterion-referenced assessments, except in the case of performance rating scales, which should be well-defined and criterion-referenced. Use a use a highly descriptive scale best suited to the task.

The simplest performance rating scales are a checklist with two points, such as “acceptable/ unacceptable”, or “satisfactory/unsatisfactory.” Many instructors prefer the straightforward simplicity of a performance checklist.

Dimension or variable A…

Performance checklistYes No

Satisfactory Unsatisfactory

Pass Fail

1 0

Developing a test plan A test plan is a list of the content areas that will be covered by a test, and the weighting or value associated with each area or objective. “Weighting,” means attributing a level of importance to each content area by associating it with a “weight.” Different subject areas are weighted differently to reflect differences in difficulty or complexity of information and time required to learn the subject. It also often includes the format of questions.

An instructor may be able to use the same criteria across many activities, or may require a different scale of criteria for each unique performance. When rating a performance on a number of dimensions or factors, consider the following: will you be adding up all relevant scores? Will they be weighted equally? If you want to weight all scores equally for a final score, rating systems should share the same scales.

Test plan objectives must conform to course objectives, and amount of time or questions associated with each subject on the test plan should reflect the amount of class time spent

teaching that particular content area. A test plan benefits both the student and teacher by clarifying what information is important, and how knowledge or skills must be demonstrated on the exam. It can be distributed to students and used by them as a study guide.Endnotes

John Kerr [Kelly, AV 1983, 1999, The curriculum: 1. theory and practice, London: Paul Chapman Ralph W. Tyler Publishes Basic Principles of 2. Curriculum and Instruction http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1949tyler.htmlRalph W. Tyler Publishes Basic Principles of 3. Curriculum and Instruction http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1949tyler.htmlTaba, H. (1962) Curriculum Development; Theory 4. and Practice, New York; Harcourt Brace and World.Michael Molenda, James A Pershing, and Charles 5. M Reigeluth, “Designing Instructional Systems,” The ASTD Training and Development Handbook,

Robert L. Craig, ed.; see: http://www.nhi.fhwa.dot.gov/download/material/420018/RM/420018.pdfhttp://chiron.valdosta.edu/whuitt/col/plan/behobj.6. htmlBased on Krathwohl et al’s Taxonomy of the 7. Affective Domain; adapted from Krathwohl, D., Bloom B. and Masia, B. (1956) New York; David McCay.Adapted from Dave, R. (1967) Psychomotor 8. Domain; Berlin; International Conference of Educational Testing Harrow. A.m, (1972) A taxonomy of psychomotor domain-a guide for developing behavioral objectives. New Yorkhttp://www.mmrwsjr.com/assessment.htm 9. Kellough RD and Kellough NG (1999) Secondary School Teaching; A Guide to Methods and Planning for Competence. Copyright Prentice Hill, New Jersey.http://www.mmrwsjr.com/assessment.htm 10. Kellough RD and Kellough NG (1999) Secondary School Teaching; A Guide to Methods and Planning for Competence. Copyright Prentice Hill, New Jersey.http://depts.washington.edu/wrapeval/11. WFIStandards__2005proceedings.pdfhttp://depts.washington.edu/wrapeval/12. WFIStandards__2005proceedings.pdf

The table below shows a number of common rating scales and corresponding grades.

Letter grade LevelPercentage correct

(scale 1)Percentage correct

(scale 2) Points

A Excellent 90-100% 93-100% 5

B Good 80-89% 92-83% 4

C Satisfactory 70-79% 75-82% 3

D Needs Improvement 60-69% 68-74% 2

F Unsatisfactory Below 60% Below 68% 0 or 1

Each point on a rating scale should be clearly defined and labeled. It is usually best to limit the number of points to 5 or 6, or run the risk of minimal differentiation among points. Very short scales make it difficult to identify or differentiate small qualitative or quantitative differences among student performances. Use as many scale points as can be clearly and distinctly defined, from the poorest to best possible performance.

The Likert scale, which uses a continuum from “Strongly Agree” to “Strongly Disagree”, is a commonly used rating scale that may or may not be associated with a point system. Some scales include a non-applicable (N/A) category or a neutral category (in the Likert scale, “neither agree nor disagree”), while others leave one or the other out, “forcing” students into a positive or negative category:

Dimension or variable: communicates effectively

Strongly agree AgreeNeither agree nor disagree Disagree

Strongly disagree

2 1 0 -1 -2

Tables show other dimensions or variables with commonly used rating scales:

Dimension or variable: blocking and sectioning hairPoor Fair Average Good Excellent

1 2 3 4 5

Dimension or variable: is open to criticism

Never Rarely Sometimes Usually Always

0 1 2 3 4

Sample test plan

Objective Weight Number of questions Question format/type

Task A 10 percent 1 out of 10 Essay

Task B 40 percent 4 out of 10 T/F

Task C 50 percent 5 out of 10 Multiple choice


CHAPTER 2

COSMETOLOGY INSTRUCTION: LEARNING STYLES,

TEACHING METHODS, AND INSTRUCTIONAL AIDES

(2 CE Hours)

Learning objectives:Compare and contrast several methods of !

teaching and explain their advantages and disadvantages.Discuss the use and importance of the !

senses relating to instructional materials for classroom teaching.List Gardner’s original seven categories of !

multiple intelligence. Describe common characteristics of effective !

teaching methods and instructional materials.Explain how instructional materials can be !

used both appropriately and inappropriately. Explain how to use Dewey Decimal system !

call numbers to find reference materials.

IntroductionTeaching strategies are the methods by which ■instructors impart information and skills to their students.Instructional aids are accessories, such as ■books or images, which facilitate student’s learning abilities.

Many factors influence how students learn and how they will benefit from specific types of teaching methods or instructional materials. Students naturally vary, for example, in their interest toward a subject, their reasons or need to learn it, their ability to attend to or maintain interest in a lesson, the way they absorb information, and the duration to which they retain that absorbed information.

Consider how students at different levels of ability or interest will respond to a variety of different learning methods and instructional materials. Some students will easily identify essential items from the information you present; some will not. More highly motivated students will learn at an accelerated pace. Students with poor reading comprehension may need non-print images such as photos or diagrams to support the text. Similarly, you may encounter students with poor English-language skills, physical, or emotional disabilities that make certain instructional methods or aids a poor choice.

This course will introduce you to a number of different ways to think about intelligence and learning styles and how different students learn best. Remember that all students have the ability to learn, but different learners require different teaching methods and instructional aids. Recognizing your students’ needs is a critical part of lesson development. This course will help you provide effective, varied resources that address students’ abilities and disabilities and fulfill learning potential.

How we learnThere is currently no one, overall, inclusive theory of learning styles (sometimes called “cognitive styles” or “personality”); instead there

are a variety of theories. Most agree that multiple factors working together produce varying characteristics of learning abilities in different individuals. The following sections discuss some of the factors that have been determined to shape a student’s learning style, focusing primarily on three influential models of learning and intelligence: brain hemisphere dominance, visual-auditory-kinesthetic (VAK) learning styles, and Gardner’s theory of multiple intelligences.

The research data comes from three main ideological viewpoints or schools of thought:1

Personality models. ■Perceptual modality. ■Information processing. ■

Personality models: nature and nurturePersonality models suggest that the way we perceive, organize, and retain information is primarily the result of our environment (nurture) and our genes (nature). “Nature-only” would mean that a person is only what he/she was genetically born with; that the environment had no role in determining or shaping intelligence. “Nurture-only” would attribute nothing to genes, and everything to life experience.

While the “nature versus nurture” debate has been framed as a classic controversy of “either-or,” it is a safe conclusion that both play a considerable role. Most experts accept the following three facts about the transmission of intelligence:

Both heredity and environment contribute ■something to what we refer to as “intelligence”.Heredity and environment interact with one ■another.Environmental factors can interfere with the ■realization of the full potential of a person’s intelligence, regardless of the person’s heredity2.

So, what we consider intelligence appears to be the unique and complex interplay between our biological being (genetics) and the environment.

Perceptual modality: The five sensesPerceptual Modality describes the individual’s biological mechanisms or reactions to the world around him. It is the most basic way we interact with the world around us, taking in information through our sensory organs. In making decisions related to the selection of materials and teaching methods, consider these facts. A student’s capacity to learn relies on his or her ability to absorb information through the five senses, which include smell (olfactory), sight (visual), hearing (auditory), touch (tactile), and taste (gustatory).

Good teaching methods and instructional aids take advantage of the way the senses work and may do any or all of the following:

Bring about deeper understanding ■Improve memory retention. ■Emphasize important ideas. ■Hold the student and instructor’s attention. ■Imprint a picture in the mind. ■Increase rate of learning. ■Clarify complex ideas. ■

Research data suggests that students naturally emphasize what they learn from visual cues over those absorbed through hearing alone. In fact, a

picture is estimated to increase retention by three times over words alone. Pictures and words, used together, cement ideas into consciousness more solidly than either alone. That means students hearing a lecture will tend to remember more about it if they see visual cues periodically throughout the lesson, and even more if they take notes.

A Chinese proverb attributed to Confucius (a philosopher living from 551-479 B.C) encapsulates some of the lessons learned in research on education and the senses:

“I hear, and I forget. I see, and I remember. I do, and I understand.”

Think of how easily a good visual image can clarify an otherwise complex or confusing discussion; using words alone to describe a haircut cannot as easily or quickly communicate the idea like a photo or diagram. Using effective visual aids will enhance your students’ ability to remember the information, as their attention will naturally latch on to visual aids that support the lesson, and keep minds from wandering to other topics. Photos, for example are a practical instructional aid for students learning to identify anything from nail infections to hair conditions.

Visual-auditory-kinesthetic (VAK) learning model“Learning styles” have been defined as “the way in which an individual experiences the world, and how that individual processes and integrates new information.”3 Much of our learning style is dependent on the way we receive sensory information about our environment, our preferences in absorbing it, and making sense of the information.4

According to the VAK learning model, from the field of accelerated learning, these preferences can be visual, auditory or kinesthetic:

Visual: Involving the transfer of information ■through observation; pictures, photos, diagrams, demonstrations, handouts, flip chart.Auditory: the transfer of information through ■listening; lectures, discussion.Kinesthetic: involving the physical; hands- ■on; practical (from the Greek “kineo” meaning “move,” and “aesthesis” meaning “sensation”); action.

A preference for a visual learning style means a need to see the information in a written or visual format. An auditory learner would prefer having new information explained by the instructor, and then discussed by the class. While learners use all three dimensions to absorb information, one or more is typically dominant, although the individual may prefer one sensory filter or learning style for one type of task, another for learning a different type of task.

According to this model, the majority of people have a dominant or preferred way of learning, but most individuals use all three or a blend of the styles. That means most students are able to take in information from more than one channel or sensory dimension. For example, in a class of 30 people, the majority will be able to take in information a number of ways, and can learn with the presentation of visual, auditory, or kinesthetic methods. A few,

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however, (estimated at 20%) will be visual-only, audio-only or kinesthetic-only learners, requiring that one type of presentation to learn effectively. 5

Not surprisingly, schools systems have historically tended to favor auditory or visual learners, and neglect or punish kinesthetic learners, who tend to drop out of the system at a higher rate than any other group.6 Instructors should be able to present information in all three ways so that each type of learner sees something of their preferred style of learning, and has the information reinforced by the two other types of learning styles. Remember that a preference for one style does not mean that the other two information channels are useless.

The table at the bottom of the page is a simplified learning style indicator showing typical preferences for each type of learner.

Visual-learning style preferencesVisual learners are associated with either linguistic or spatial dimensions: Visual-linguistic learn best through reading and writing. Visual-spatial learners may not read or write well, absorbing information best from visual images, like charts or diagrams, a demonstration, or a video. Visual spatial learners often have a very good spatial sense and rarely get lost. For all visual learners, the act of taking notes (not necessarily the studying of those notes) is useful, as it reinforces the material they are hearing. Visual learners tend to remember more of a lecture if they see it, as well as hear it, being delivered.

For these students:Use visual aids. ■Provide an outline. ■Have students take notes. ■Ask students questions. ■Provide handouts that leave white areas ■where students can write notes.Use boards or flip charts to note information. ■Tell students what the information objectives ■of the lecture are.

Auditory-learning style preferencesAuditory learners may not read and write well. They may move their lips, or speak out loud, when they read. They may talk to themselves and prefer to hear, rather than read, instructions.

For these students:Always preface new information with ■an introduction of what you are going to

present, and end with a round-up of the material covered.Use educational tasks that involve ■hearing, such as lectures, discussions, and brainstorming sessions.Questions students about the material you ■are teaching.

Kinesthetic-learning style preferencesKinesthetic learners are associated with the dimensions of touching (tactile) or moving (kinesthetic). These students tend to maintain greater concentration of a lecture if they take notes, use visual images such as doodles and diagrams, and may find color highlighters useful.

They tend to be “big picture” people, for example, scanning material initially to get the overall picture, and focusing less on the details.

Allow breaks where students can do ■something physical.Use colored markers or chalk to highlight ■information on boards and charts.Use diagrams and visual images to ■emphasize points.

Information processing: brain hemisphere dominanceAnother important factor in understanding learning styles is the theory of brain function, which characterizes the way an individual’s brain processes information, solves problems, and creates memories. Each side of the brain reasons and functions according to different strategies, with one side typically dominating. Dominance refers to a preference for using one hemisphere of the brain over the other hemisphere. You may have heard people referred to as “right brain” or “left brain” dominant individuals, referring to the way that part of the brain organizes and processes information.

Information processing styleListed in the chart at the top of the page are information processing styles that are characteristically used by your right or left brain hemisphere.

The Left Hemisphere (LH) of the brain is rational, analytical, and verbal. It is most adept at language, math, logical analysis, and the processing of serial sequences of information. The Right Hemisphere (RH) is the intuitive, creative, mostly non-verbal part of our brain that uses symbols and images. The Right Hemisphere is holistic and intuitive, and responsive to visual imagery.

Individuals with left-brain dominance are described as successive processors. They prefer to learn in a sequential step-by-step manner, and are considered analytical in learning style. They are good at “connecting the dots.” Individuals with right brain dominance are referred to as simultaneous processors, and are considered holistic or global learners. They typically see “the big picture” before details. The hemispheres can be further subdivided, into Forebrain (FB)

VAK learnersVisual Auditory Tactile

Show me Tell me Let me try

Selecting a car Read reviews Ask friends Test-drive

Cooking a meal Use a recipe Ask your mom Trial and error

Choosing an outfit Look at catalogues Ask sales staff Try things on

Learning to use new equipment

See instructions and a diagram

Hear verbal explanations

Try it out

Gift choice A book A CD Tennis racquet

Explaining something Watch this Listen to this Do this

Finding your way around a new city

Use a map Ask directions Use your intuition and a compass

Information processing style

Left/successive/analytic Right/simultaneous/global

LinearFrom parts to whole.Sees details first.Arranges pieces logically, then draws conclusions.

vs HolisticFrom whole to parts.Sees big picture first.

SequentialLinear, sequential, logical processing.

vs RandomRandom processing; May jump from one topic to another; will get things done, but not in a particular order.

SymbolicProcesses symbols in language and mathematics.Memorizes formulas easily.

vs ConcreteDifficulty reading using phonics; prefer to see words in context.Need visual images and hands-on activities.

LogicalLinear, sequential, logical processing.

vs IntuitiveUses instinctual or intuitive reasoning.

VerbalExpress themselves easily with words.

vs NonverbalThink in images; may have problems finding the right words.

Reality-basedIndividual adjusts to reality; rule-conscious.

vs Fantasy-orientedMay be unaware of rules; creative problem-solver.


and Hindbrain (HB) sections, with specific characteristics associated with each sub-section.

Strengths and weaknesses relating to brain hemisphere dominanceYou can see from this description that left-brain strategies tend traditionally to be emphasized in the classroom, and right brain students may have felt left out or unable to compete academically. The left-brain, for example, is responsible for the linear and sequential processing of math, so the left-brained person tends to be comfortable with linguistic and mathematical endeavors. Left-brained students will easily memorize vocabulary words or math formulas, and they tend to be good spellers, as the left brain pays attention to sequencing, spelling, agreement, and punctuation in writing. Left-brain learners have little trouble expressing themselves in words. They are punctual and deadline-conscious.

You can see that much of the educational system seems to favor or reward a left-brain style of information processing, except for actions related to creativity, which is governed by the right brain. When you process on the left side, you use information, piece-by-piece, to solve a math problem or work out a science experiment. When you read and listen, you look for pieces, so that you can draw logical conclusions. Right brain people, in contrast, are “big picture” people; rather than working from pieces to the whole, they work from the whole to the pieces. They may know the right answer to a math problem by intuition, but not be sure how to calculate it. They may work “backwards;” for example, writing papers first and outlining them later, if it is required. Right brain learners may not be punctual or conscious of deadlines.

The best way to reach both kinds of learners is to combine left-brain and right-brain activities. For example, assign projects that have both creative and analytical elements, and accompany text with images. The table summarizes some aspects of right and left-brain dominant learning. See chart at the top of the page.

Be aware that right-brain students may have trouble reading, especially if they learned to read using a system of phonics rather than seeing words in context. Because right brain students may be poor spellers, they may take more time to write a paper and have more difficulty with proofreading. Advise right-brain students to reinforce their memory of information through the use of visual images, writing new information down, and/or illustrating it—making mental images of things they hear or read to help them remember. Right-brain learners will tend to learn well anything with which they become emotionally involved because emotion is processed on the right side of the brain.

To balance your presentation to right-brain learners:Create opportunities for hands-on activities, ■using something real whenever possible. Have students visit with you routinely, to ■assess progress and provide feedback.Present an overview (the big picture) before ■you begin a lecture.Recommend that all students (especially ■those with a dominant random nature) make lists and schedules.

Recommend that students always read ■instructions or directions before beginning a task.Remind students to refer to the dictionary, ■and use the spell checker on the computer. Right-brain learners may lose points by not proofreading an assignment for spelling. Because the right side of the brain is color- ■sensitive, you might try using colors to emphasize points or a set of steps in sequence.Emphasize pictures and diagrams, charts and ■graphs, video, film, discussion, and music.

Gardner’s multiple intelligencesGardner’s theory of multiple intelligences is a perspective for understanding or explaining a person’s dominant way of thinking and learning that has become one of the most influential models of learning and intelligence in the field. His approach was revolutionary for rejecting a single value for intelligence, challenging long-held notions that intellect could be measured on a single scale, such as an IQ score.

A professor of Cognition and Education at the Harvard School of Education, and author of, most notably, the book Frames of Mind: the Theory of Multiple Intelligences (1983), Howard Gardner, has also written a number of books on teaching strategies that benefit students, and a proponent of the theory that educational research

has relevant implications for teaching strategies and the use of effective instructional aids in the presentation of course material.

There are two main points to his theory:Each human being has a unique set of ■intelligences. Effective education addresses and takes ■advantage of that unique set of intelligences.

He posited seven original types of intelligence, which are illustrated in the table below. The majority of individuals, Gardner suggested, are strong in about three or four dimensions. See chart below.

Perhaps the most significant revelation of the theory was the assertion that there is no one type or single value of intelligence. Rather, intelligence is a mixture of numerous abilities, strengths and weaknesses that vary enormously among individuals.

Gardner’s theory has been embraced by many teachers and policymakers. It resonated deeply with their classroom experiences, validating their understanding that student’s learn in different ways. It provided a new way to look at students who did not “fit in” or do well in the educational system; the students who could do other things well, but not the things that made them successful in school. Gardner’s theory reminds us that the criteria by which we judge people must be appropriate to the job or set of tasks

Left (analytic) Right (global)

Successive (left) hemispheric style Simultaneous (right) hemispheric style

Learning style emphasizes:Verbal.Meaning of words.Sequential.Thinks in linear fashion. Logical.Planner.Remembers names.Prefers quiet while studying.Rational.

Learning style emphasizes:Visual.Tone of voice.Random.Thinks in varied order.Emotional. Impulsive/spontaneous.Remembers faces.Prefers background music while studying.Intuitive.

Type of intelligence

Perception/capability Ability Profession

Linguistic. Meaning and order of words and language.

Learning languages and using language to accomplish goals.

Writer or lawyer.

Logical-mathematical.

Math and logic. Logical analysis, detecting patterns, deductive reasoning.

Scientist.

Musical. Music and rhythm. Music composition and performance.

Musician.

Spatial-visual. Visual perception; ability to think in pictures.

Recognize and assess spatial relationships

Engineer.

Bodily-kinesthetic. Body control and movement.

Using mental abilities to coordinate physical activities.

Dancer.

Interpersonal. Ability to understand others’ emotional states and motivations.

“Emotional intelligence” (EQ).

Psychologist or Manager.

Intrapersonal. Self-awareness. Self-reflection. Any.

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required, rather than just the narrow criteria of conventional educational systems.

Gardner’s second substantive point is that it is through a combination of our strengths and weaknesses that we learn. It suggested a learning model that looks across the spectrum of behavior for strengths and weaknesses, and appeals to the areas of natural strength, rather than weakness, as learning conduits. It suggested that people are more amenable to learning when they feel happy, safe and comfortable with the task and their environment, and that positive reinforcement encourages development.

The main implications of the theory of multiple intelligences for the classroom are:

Attend to all seven intelligences, not just the ■few that have been conventionally supported in the classroom.Be flexible to students needs; take individual ■strengths and weaknesses seriously.Change your lesson design to include more ■interdisciplinary educational strategies; allow students to choose or design their own projects.

Later Gardner extended his model to suggest the possibility of one to three more types of intelligence, but these have not been as widely accepted:

Naturalist: ■ Perception of the natural environment.Spiritual/existential: ■ Philosophical perception and/or God.Moral: ■ Relationship to others’ well-being.

Putting it all togetherAs these theories suggest, a person’s learning style is attributable to a combination of many factors, and is likely a reflection of genetic makeup, the way the individual’s brain processes information, the way the sensory organs work, aspects of the individual’s culture and environment, and the individual’s unique set of intelligences. As an educator, you can respond to different learners with one of the following strategies; either:

Identify a person’s individual learning style 1. and adapt instruction toward that person’s strengths and preferences.Use a variety of different instructional styles, 2. methods, and materials and adapt the course design to reach all kinds of learners.

In choosing a wide variety of materials and methods, do not rely too heavily on any one mode of instruction or type of instructional aid to convey information, but include as many different methods as is possible and practical. This “one size fits all” method assumes that if a learning activity doesn’t fit that person’s natural style, the person will still be able to achieve a set of predefined instructional objectives through the use of multiple educational styles and instructional aids.

Use of instructional aidsInstructional materials and equipment, known as teaching aids, are physical items used as teaching resources that facilitate a student’s ability to learn. Vital tools in cosmetology instruction, instructional aids include a vast variety of materials, media, and equipment that, carefully

chosen, can contribute significantly to the classroom experience.

Great care and attention should go into the selection and/or creation of instructional materials, as thoughtfully developed and presented “props” can be of considerable value, with the potential to powerfully enhance the learning process. While good instructional materials and equipment support the learning experience, poor use of materials or inappropriate aids can confuse students about lesson objectives.

Instructional aids may be drawn from a variety of sources, including printed information or images from cosmetology textbooks, pamphlets, brochures, or materials related to other fields, businesses, or industries. In choosing materials, consider what instructional aids used in the lesson will best illustrate subject matters and impress itself upon your student. Good visual aids tend to be highly visible, often brightly colored or outlined. They should be durable, well constructed, and easy to move (portable) and use. Ultimately, they must be understandable to the student, avoiding concepts or terminology with which he/she is unfamiliar.

Instructional materials should add variety to the educational program and maintain students interest. In a repetitive lesson, for example, you might use two different instructional aids to emphasize or teach the same point, rather than one. Use of repetition can be very effective, but can also engender listlessness in the class, Given the mind-boggling variety of teaching materials available to the instructor, it is quite feasible for an instructor to utilize instructional aids from each of these three categories:

Printed materials. ■Audio and/or visual materials. ■Cosmetology tools and equipment. ■

Selecting instructional materials:Sources for instructional materials are everywhere, but word-of-mouth is perhaps the best way to learn about effective instructional aids. You may discover useful tools in a casual discussion with coworkers, paging through professional journals, in advertising, at regional or national conventions, or perusing educational aid catalogues available in the consumer or specialty education market. The greater variety and number of resources you encounter, the better your ability to choose excellent resources for your students. Keep an eye open for all kinds of cosmetology materials, teaching aids, and hardware, from commercial as well as noncommercial sources.

It is understood that cosmetology instructors do not always have the latitude to choose their own instructional materials and equipment. The decision-making process is often a collaboration among a variety of actors. It is generally a good idea for all individuals involved to review the instructional materials individually, and ideally, rate them on the same rating scale, then meet to review all responses. The decision should be made after sufficient discussion and exchange or ideas and opinions, but in a timely manner, to provide enough time for instructors to get

comfortable with new materials or develop courses that utilize those materials.

Cosmetology instruction materials can be commercially produced or original, developed by instructors themselves. Typically, textbooks and workbooks are commercial products, rather than individually developed resources. Many cosmetology materials are readily available at reasonable prices. If needed materials or resources are not available, for example, because it is a new subject area that is not yet associated with instructional aids, the instructor can make an effort to bridge these gaps through the development of materials like worksheets that include text and images that will impress themselves on students in a memorable or easy to understand way.

Criteria for printed materialsThe primary assessment criteria for printed materials is the credibility and reputation of the material and its source, meaning the author, publishing agency, and manufacturer of the printed materials. While word-of-mouth can also be very useful, the accuracy and validity of written information should be confirmed by a knowledgeable independent source, like, for example, material that is discussed or published in trade journals, which typically undergoes a professional review process. New materials, like just published textbooks, have no record, but are usually test-marketed, with some written review, assessment, or rating according to specific criteria.

Incorporate the material into the course if you think it will be a good addition to the lesson plan, enhancing the course and facilitating learning objectives. Judge the suitability of the subject to determine its compatibility with the existing content of the course, the mode of learning, method of instruction, and the students’ capabilities. You may need to secure permission, if necessary, to use the materials for instruction purposes. Other criteria to consider include:

Aesthetic qualities: print and visual ■attractiveness.Quality of writing. ■Expense: is there a fee for use of the text? ■(Include any potential, hidden,or less obvious costs.)Bias-free (i.e., no gender, age, or ethnic bias). ■Contemporary: outmoded information is of ■little use in cosmetological instruction.Memorability. ■

Types of printed materialsReference and textbooksReference books and textbooks are common resources in cosmetology instruction. Textbooks are compilations of printed materials and images developed into an organized curriculum, or set of lessons, to facilitate learning. Reference books, like encyclopedias, are authoritative compilations of detailed information about a specific subject or subjects that students are likely to consult as needed, and less frequently than a textbook.

Textbooks are typically a primary source for cosmetology students, so it is useful for each


student to have his/her own copy, and provide extra copies in case a student forgets his/her text (although this should not become a habit). The selection of a textbook, and in many cases, its accompanying workbook, is one of the most critical decisions made in lesson development. In many cases, the textbook is a core around which lesson plans are based. The textbook should never be the sole resource of a course, however, but should be supplemented with a variety of other materials.

Textbooks are chosen based on subject matter, organization, and “readability,” which refers to the level of comprehension expected from print materials, as calculated by a formula, and usually expressed as a grade level, (i.e., a 5th grade reading level). In choosing printed materials, assess reading comprehension ability in students and the degree of difficulty in content. Consider and note difficult vocabulary words, unnecessarily long sentences, or too much complexity in the ideas presented. Readability can include:

Aesthetic appeal: ■ are the materials attractive and easy to read? Is the print large enough to read comfortably?Order: ■ Is the sequence, or chronological way items are presented, logical and clear?Depth: ■ What is the level of complexity or philosophical weight of the items presented?

Written resources are useless unless students are reasonably good readers, able to comprehend the ideas presented in the lesson and meet lesson objectives. Textbooks that do not match students’ reading levels are inappropriate. Teachers should also review textbooks in light of changing technology and recent innovations that may make otherwise useful textbooks or reference books outdated. In this case, instructors should be prepared to note outdated information in class and substitute accurate up-to-date facts.

Because reference books may be expensive and used only infrequently, they typically need not be purchased by each student, but all students should be able to consult and use reference materials as an informational resource. Reference materials should be made readily available to all students through a library or resource center, where relevant reference books and related materials should be put “on hold” for students’ use. Mini-libraries or resource centers can be easily installed by designating a “study area” in a specific location, and making common reference materials and textbooks available so students can visit the area and use materials at their own convenience. Students may want to clarify concepts or lessons learned in class or have an opportunity to study a topic on their own in greater depth.

Teachers should prepare a list of reference books and related materials that will be used over the course of the class so students can acquaint themselves with these resources and learn where they can be found. Instructors should teach and/or review how to use textbooks and reference books effectively, including sections like a glossary or index, as well as how to research a subject using library resources. Review the section on using the

library at the end of this chapter and explain the process to students so that they feel comfortable finding information in reference or textbooks and other written resources. Knowing how to use a library system and reference materials are among the most useful tools a student can learn.

WorkbooksWorkbooks tend to discuss established objectives of a lesson, typically emphasizing basic facts and figures regarding a topic. Workbooks can be very useful because they combine a substantial amount of information, assignments, directions, news, notes, and exercises regarding a topic into one easy-to-use resource. Workbooks are usually written to accompany a specific textbook. Many provide a teachers’ edition with additional information for the instructor to use in preparing or teaching a lesson.

Workbooks may contain useful definitions, written exercises and activities, practice problems, assignments, and questions, and even quizzes and tests. They commonly provide lesson review or testing at the end of a section. Most workbooks have a place for students to write answers and notes within the workbook, itself. If students write their answers in a notebook, instead, workbooks can be reused economically.

Good workbooks can be used to facilitate learning in students with a wide range of abilities and interests. They allow students to work at their own pace, with extra credit or advanced skills training in optional sections, and offer flexibility for slower learners who can take extra time to complete exercises or review a section. Workbooks can be useful “filling in the gaps” when a student is absent. Exercises and problems can be studied and completed at home, or be assigned as a supplement to catch up with missed work.

Worksheets and handoutsWorksheets and handouts are information sheets designed, in many cases, by the instructor, when he or she wants to fill a specific information need or clarify a point and cannot find ready-made materials. Developing handouts allows an instructor the freedom to directly tailor a lesson to his/her students’ needs. Worksheets or instruction sheets can provide procedures or practices related to a lesson in an efficient way that saves time and ensures that students have the correct information in front of them. (Poor notetakers tend to perform poorly in class because they cannot dependably rely on their notes as informational and study guides.) A written outline of the day’s lecture is a good record of the lesson that students can study and use for review. Project sheets are a specific kind of handout that provides information regarding new techniques, including an outline of the necessary steps and procedures for completing it safely.

Brochures, pamphlets, manuals, and instruction sheetsMany professional organizations, government agencies, companies, and groups are potential resources for instructional materials related to cosmetology. Acquaint yourself with local

cosmetology schools, professional trade associations, private industry, and commercial businesses, as well as state, local, and federal government agencies that may produce materials relevant to a cosmetology curriculum.

Articles in newspapers, magazines, journals, and other publicationsArticles in a variety of publications, including newspapers and periodicals, are categorized and indexed in ways that allow one to search for pertinent, timely, up-to-date information regarding cosmetology or related career opportunities. These publications can be used to supplement outdated information in textbook, or give up-to-the-minute topicality to a classroom subject. Trade journals and industry publications review cosmetological products and tools and provide accompanying information regarding their use. They also highlight new developments or technological innovations in the field.

In assigning sections of textbooks, workbooks, or other printed materials, be clear about the project, specifying page numbers and sections to be covered. Give students the rationale or purpose for each assignment, and discuss the desired objectives. Students expected to discuss a topic about which they have read may find it useful to take notes or outline the material as they read it. Always review the lesson beforehand to determine areas of difficulty that might need special emphasis or explanation.

Audiovisual materials Audio aidsAudio materials include cassette tapes, CD’s, and DVD’s. Information can be presented through audiotapes or disks, together, in the classroom, or individually, as homework. Students may find choose to listen to taped or digital information on their own, to clarify a difficult lesson; as a learning supplement, for students absent from class; or as a review, the night before a test.

Visual aidsBecause educational research findings suggest that most learning is a product of visual stimulation,7 instructional aids that appeal to the sense of vision make practical sense. In many cases, images can be presented with more clarity than spoken or written material, making an impression more efficiently than verbal cues. Visual images are often the best way to clarify an idea or process. Using visual aids to emphasize certain lessons or topics may make them more interesting or memorable to the student.

Audiovisual and visual materials can be classified a number of different ways. For the purposes of this discussion, they will be presented in two main categories: those that are projected and those that are not. In the first category are photographs and posters, flip charts, chalk and multi-purpose boards, and three-dimensional models. In the second category are films, slides, videotapes, computer software, overhead transparencies, and other projected media.

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Non-projected visual aidsSome very useful visual aids, like chalkboards and multipurpose or dry-erase boards, are also very simple. Chalkboards are the backbone of classroom instruction and are readily available in many classrooms. While they may not have the same impact as transparencies or multipurpose boards, they are still, nonetheless, a useful tool in classroom instruction. Multipurpose or dry-erase boards are white magnetized boards that are used with special pens and ink that erases with a cloth or paper towel. The surface of a multipurpose board can also be used to project films, slides, or videos, as well as display magnetic or cut-out figures or letters.

Working most effectively with basic displayed visual aids like dry erase boards and flip charts requires some preparation and imagination. Simple strategies, such as varying the size, color, and style of writing can have a substantial impact on a student’s ability to remember written information.

Some of the most common uses for chalk and multipurpose boards are:

Outline points in the lecture. ■Write assignments for the lesson. ■List or review lesson objectives. ■Draw pictures or diagrams. ■List new terminology or vocabulary words. ■Announce the date of a test or quiz. ■Demonstrate how to work through a problem. ■Write key points of a video presentation. ■

Using chalk and multipurpose boards effectively usually requires an instructor to start with a blank board. Wash the board between each lesson and have spare markers or chalk and erasers available. Use appropriate chalks and/or markers, as the wrong type of writing utensil may write permanently on an uncompatible board. Grease or wax-based chalk, for example, may not come easily off some boards. All erasable markers are not interchangeable, but must be used with appropriate board material.

If you are planning to write a great deal on one board, develop a layout beforehand and practice using the space properly. Make sure all students copy necessary material off the board before you erase. Write clearly, and preferably in print rather than script (or whichever is more legible). If a great deal of writing is required, you may prefer to do this work beforehand and review it as you speak, to save time writing. If so, use a pointer to refer to your written outline, and emphasize words by underlining them as you review their meaning.

Keep your body turned toward the class, except when you are writing. Do not speak “into the board,” but turn your face toward students and speak clearly and loudly. Write in letters large enough for words to be seen clearly from the back rows of the class. It may be necessary to avoid using the bottom third of the board, as lower lines may not be visible to students in the back of the classroom. Confirm that all writing is visible to the whole class.

Finally, on a point of courtesy, avoid making unpleasant squeaks with chalk or markers and do not expect information on the board to be saved from one class to the next. If you intend to save written material, do not use forms of media that are

transient by nature, like chalk and erasable boards. Instead use a format in which words can be written in a more permanent fashion, such as flip sheets or handouts, especially if you want to refer to the same information a number of times over the course.

Two and three-dimensional exhibitsStudents in cosmetology commonly work with three-dimensional aids, including mannequins, live models, and pictures or models showing three-dimensional views (cut-aways). Models or mannequins should be easy to use and as realistic as possible, with lifelike features and proportions, to increase their potential value for demonstrating the lesson. If models are shared, make sure everyone has a turn, and an unobstructed view.

In some cases, instructors may want to assign projects to students or develop their own displays showing a collection of two-dimensional (i.e., bulletin board) or three-dimensional materials (i.e., exhibit) or objects together, to convey a lesson or concept. Exhibits are typically set up on floor space, tables, or desk surfaces. Both bulletin board and other types of displays can be set up briefly, as temporary exhibits, or for long-term displays. In working with nonprojected visual aids, like boards and exhibits:

Keep them topical: Information should be as ■current and relevant as possible. Do not let information in audiovisual aids get dated.Maintain clarity of images: They should be ■clear and striking, not difficult to decipher.Maintain simplicity: Emphasize a few ■essential points, and do not obscure the topic with unnecessary information.Be creative and encourage creativity in your ■students: Encourage them to develop their own exhibits on topics that interest them.

Flip charts Flip charts are large reams of paper, bound at one end, usually measuring about three feet in height, filled with white or neutral-colored blank sheets. They are conveniently portable and storable, with perforated pages, in some cases, so they can be torn off easily and cleanly. Use of a flip chart typically necessitates an easel or stand for its use. Be sure you have a sturdy compatible stand. Different colored ink is also desirable. Pens can be purchased in many bright, easy-to-see colors.

Like boards, flip charts must be clearly viewed by everyone to be useful. Be sure all students have an unobstructed view of the flip chart. Use letters at least two inches in height, and try not to print on the bottom third of the chart, unless you are presenting information from a platform or have confirmed that all students can see all parts of the chart. After writing on the board, step back from it to avoid blocking students’ views.

When using a flip chart, consider beforehand how you will use the board during the class. Prepare any handouts or related supplies for distribution during the class. It can be especially useful using flip chart images to illustrate a series of steps in a procedure, or compare and contrast between two images or diagrams. Important points can be illustrated on each sheet of paper, discussed, and later reviewed by flipping to the appropriate page.

Many different types of non-projected display items can be incorporated into flipchart use, for example, attaching photos, charts, or other images or figures to the page. In selecting materials:

Write out any new or problematic terms. ■Choose images, such as charts or pictures, ■that illustrate key lesson points. Consider the order of images used. Move ■from simple to more complex ideas and stress relationships among images. Always clarify and review the important ■points of the presentation, in summary, at the end of the session.

You may find it useful to lightly pencil in all the elements of your presentation before you are in front of a class. Then, as you present the material, trace the pre-existing pencil outline with a brightly colored marker to emphasize the material as you discuss it. Unusual colors or underlining helps words and ideas stand out. Avoid printing in pale tones, like yellow, which may be difficult to read.

If you prepare flip charts in advance, use extra sheets of paper to cover up the information until you are ready to present it in class so pre-written pages do not distract from other points. As you complete each flip chart page, tape it to the wall or a board using masking tape (which is easily removable). This will give slower students time to finish writing notes, and you can refer to it easily when you review the point.

Criteria for visual and audiovisual materialsVisual and audiovisual materials usually support print materials, utilizing an image or visual dimension that is not presented in text alone. Good visual aids present an idea or procedure clearly, using vocabulary that all students understand. Material should be as memorable, interesting, and educational as possible, capturing and holdings a student’s interest. Effective visual aids:

Are aesthetically pleasing. ■Facilitate or explain complex ideas. ■Demonstrate a relationship between two or ■more items.Outline a process or procedure. ■Are easily visible, often using bright or ■appealing colors.Are easily understood, using terminology ■common to all students (new terminology should be defined and explained or discussed before use in the classroom).Are easily used in or portable to the ■classroom or other learning environment.

Before viewing visual aids in the classroom, preview them to be sure they meet lesson criteria and objectives:

Images should be clear and show enough ■detail to be descriptive. Audio or videotape is only as useful as the sound quality and images are clear and appealing. Note any materials that are “dated” or ■anachronistic due to their content or physical appearance. Timeliness of audiovisual materials can be of significant concern in cosmetology, given rapidly changing technology and styles.


Be sure you have the appropriate audiovisual ■equipment you need, meaning the hardware that goes with the visual aid. Do your institution have the appropriate projector, screen, or other devices required for the material?

Tell students what to expect, what to look for, and what they are expected to learn. Take extra time to explain difficult sections or aspects of the lesson. In reviewing the lesson, clarify confusing ideas or topics, ask for questions, and encourage discussion to assess whether the learning objectives have been reached.

Projected instructional materialsSlides and filmstripsOld-fashioned filmstrips and slides can still play a useful role in the classroom. Slides are easy to use and store, but projection methods typically require a well-darkened room, which encourages sleepiness in some students. If at all possible, try to leave some light on to assist students taking notes. New presentation technologies like PowerPoint have made it even easier to create slides from publishing and word-processing programs, which can be viewed using computer software or a slide projector.

In your preparation for class, estimate the amount of time you will spend on each slide and its explanation or discussion. Each slide should have a description or explanation accompanying it. Some slides may take much longer to review or discuss than others. Test the projector beforehand, and confirm that the slides are in proper order and right side up. During the lesson, darken the room sufficiently for viewing, but not to obscure student’s taking of written notes. Ask for questions regarding each slide, summarize, and discuss before moving on.

Transparencies and opaque projectors Overhead projectors are a staple of classroom presentations as they are inexpensive, do not require a great deal of space, and provide flexibility and ease of presentation. In using transparencies, images such as photos or diagrams and written information are copied onto transparencies, which are then placed on an overhead projector, allowing light to pass through the transparent material, and projecting an image onto a screen or wall. Overhead projectors are sometimes also equipped with a roll of clear film on which to write.

Opaque projectors can be used to projects pages from books, magazines, or journals, as well as other solid materials (drawings, charts) onto a screen. Unlike traditional transparencies, which are best kept simple, opaque projectors are well adapted for more detailed or complicated images. Both types of projectors can also be used to project images on to a screen, wall, or flip chart, for tracing or viewing. You can also present information as you would with a chalkboard or flip chart, using overlapping transparencies to show a series of points.

Transparencies can be used in a light room, making it easier for students to take notes or discuss points presented in the lesson. Use of multiple layers and highlighting can embellish a basic image or picture, and using brightly colored markers, it is possible to create memorable

permanent transparencies that can be used year after year. Additionally, temporary wet or dry erase pens can be used with the same transparency.

Naturally creative or artistic instructors may choose to prepare their own transparencies, as transparency kits are generally inexpensive and flexible. Avoid using any copyrighted images without the permission of the copyrighting agent. Using word processing or desktop publishing software, it is possible to generate hard copy that can be copied onto a transparency using a duplicating or copy machine. Be sure to use the transparency material that is compatible for this purpose (some transparent film will melt in a hot copier). Commercially prepared transparencies are also available for purchase.

In making and using transparencies:Prepare transparencies before class and ■practice your presentation using the projector and transparencies.Test the projector, setting it up in the position ■you will use it and practice focusing; you may have to refocus slightly with each transparency. Mark the location of the projector and screen ■in the room in advance, and confirm the location before the class session begins, ensure that the light bulb works, and that you have an extra light bulb. As in the use of all visual materials, using bold ■lines and color to enhance the presentation.Keep images and information simple and clean. ■Use large bold, easy-to-read fonts, at least ■18-point in size (about one-quarter inch in height or greater). Limit each line to no more than five or six ■words, and five or six lines per page.Vary font size and boldness to emphasize ■words or concepts, but limit different font or type styles to two or three at the most per page to avoid cluttering up the presentation.Leave space or room of at least one line between ■letters, words, and lines; do not crowd words or images together vertically or horizontally.Use a pointer to emphasize specific parts of ■the transparency as you present them.Write essential points in short phrases or ■outline form.Do not use the outer inch or two of a ■transparency, as these may be out of viewing range when the transparency is mounted on the projector. Use enough color to be interesting, but not so ■much that it becomes “busy” or cluttered.Do not use vertical lettering or italics, as they ■are much harder to read.Focus on one concept or point with each ■transparency. Then use transparency overlays to present more complicated ideas or concepts using transparency layers.In creating your own media transparencies, ■select copyright-free illustrations or use clip art software packages that provide artistic images free or for a small fee.Turn off the projector after use and remove ■the transparency from the screen, to avoid heat damage to the transparency.

PowerPoint PowerPoint is a presentation graphics package. It offers word processing, outlining, drawing, graphing, and presentation management tools, and is relatively easy to use and learn.8

The following is and overview of what you can do in PowerPoint:

When you create a presentation using ■PowerPoint, the presentation is made up of a series of slides. The slides that you create using PowerPoint can also be presented as overhead transparencies or 35mm slides. In addition to slides, you can print audience ■handouts, outlines, and speaker’s notes. You can format all the slides in a presentation. ■You can keep your entire presentation in a ■single file, including all your slides, speaker’s notes, and audience handouts. You can import what you have created in ■other Microsoft products, such as Word and Excel into any of your slides. 9

PowerPoint can be used to develop sophisticated multimedia presentations that can be very effective in turning educational concepts into images that motivate learners. Instructors can create interesting slide shows with graphics, animations, and multimedia, and make them easy to present. New programs also offer the ability to use ink annotation tools—including a highlighter, arrows, and two types of pens. You can also add impact with graphics like Clip Art and other on-line media. Use a variety of images, sounds, photos, and animations. It is possible to add notes and illustrations while giving the presentation, and choose colors and “pen types” that help make the information stand out.

Tips for using PowerPoint:Use only 2 fonts per presentation. ■Keep each slide short and simple: do not use ■more than 4 bullet points.Limit yourself to a few minutes per slide. ■Use a limited number of colors with good ■contrast.Limit slides to about 5 lines of text; limit ■bullet points to one line, or sentence, per bullet point.Use large sans serif fonts. ■Use high contrast color for text fields so they ■are easy to read; many people find it easier to read light text on a dark background.Use vivid 8-bit images. ■Do not overcrowd the slide. ■Do not include too many points on any slide. ■Keep charts simple with a few significant ■points; don’t include everything on one chart.Students should not have to strain to read ■anything.Keep graphs simple, highlighting one trend ■or concept per graph.Use different sizes and types of text, for ■interest, but avoid italics.Add textures to make visual images interesting. ■Use autocorrect to check your spelling. ■Do not include too many special effects or ■visual details.Make images consistent in quality and sizes. ■Don’t clutter the image with clip art. ■

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Use minimal animation. ■Keep sound effects to a bare minimum. ■

Video, television and filmsVideotapes have many of the advantages of slides, filmstrips, and movies, but do not require a darkened room, and are inexpensive, durable, and easily stored. Video education in cosmetology is very common and effective for certain subjects Many videotapes offer step-by-step instructions for mastering a specific technical skill or learning about different procedures related to cosmetology, barbering, or nail technology. Videotape is also useful in its ability to provide the student with feedback, by videotaping the student and highlighting his or her strengths or weaknesses, in review.

Videos and films have great practical potential for classroom use and can be instrumental in cosmetology instruction, but not at the cost of a teacher. Educators should always remain in the classroom during the showing of a video or a film and follow the steps outlined below for classroom presentation of videos or film. It is relatively easy to find inexpensive videos covering a broad range of educational subjects and lessons. Always review the film in advance for accuracy and to be certain it meets your subject area needs.

When using a television screen or computer monitor in a classroom, choose one that is large enough to be viewed easily. A rule of thumb suggests calculating one diagonal inch multiplied by the number of students in the class. That means using a 30-inch monitor (measuring diagonally) for a class of thirty students. If large monitors are not available, use one 19-inch screen for every 12 students. With larger classes, it is usually more effective to use a video projector on a large wall or screen.

Seats should be arranged to provide everyone clear viewing of the film or video. Make sure the projector doesn’t block someone’s view. Set the volume appropriately and demand quiet during the playing so everyone is able to hear properly.

Introduce the video by stating its title and a brief description, as well as the reason you are showing it (i.e. the learning objective of the lesson). Tell the students how long the film or video will last and the main points on which they should focus. Explain any necessary terminology before the film. It is useful to hand out a vocabulary list, or glossary, defining new terms. Captions can be read out loud, to ensure that everyone has time to absorb the printed information.

In any visual presentation like a film or video, it is useful for students to know what to look for, so many instructors cue students to notice essential points of the lesson; for example announcing when an especially important part of the film is about to be presented. Other instructors, however, prefer not to speak over the film.

Summarizing and discussing the video or film after the showing is an integral part of the viewing experience. After the showing, review important points, writing key terms on a board

or chart. Discuss the most important points of the film and lesson. Videos can also be followed with activities that demonstrate the presentation introduced in the video. Time after the film should also be used to evaluate the effectiveness of the film in achieving your lesson’s objectives.

It may also make sense to repeat the viewing of the video to emphasize important points; films often have more information in them than can be absorbed with one viewing.

Computer software and computer-generated materialsThe role of the computer in cosmetology instruction is growing by the day. Visual information can be displayed on a computer monitor, and an increasing number of instructional aids are computer-generated, with greater use of computer monitors at work and study stations. Written materials and images in transparencies, handouts, and worksheets can be prepared easily using common software programs, and quizzes and tests can also be more easily developed.

Computers have revolutionized distance learning, and instructional methods can set up remotely using television, telephone, radio, microwave, satellites, and cable methods. CD-Rom assisted education is also a great learning resource, providing students with a fulfilling sense of learning on their own, at their own pace. In using any computer-assisted methods, always support computer learning with classroom review and discussion to ensure that students understand essential lesson points. The hands-on nature of cosmetology suggests that the computer will not replace the teacher entirely in the foreseeable future.

Cosmetology tools and equipmentMore so than many other subject areas or disciplines, cosmetology instruction depends on the use of specialized tools and equipment. Students will need to become proficient in a variety of cosmetological practices related to barbering, manicuring, and esthetics, all of which rely heavily on implements used in these fields. Instructors must be familiar with a facility’s instructional aids and equipment, such as overhead projectors and computers, as well as commonly used cosmetology tools and equipments, such as videos, mannequins, and models. While materials vary according to course objectives and topics, students may be expected to supply inexpensive resources like scissors, and combs, relying on the instructional facility to provide larger, more expensive equipment.

Instructors should be trained in the operation of any equipment, to ensure that they use it safely and appropriately. They should teach students how to make intelligent decisions regarding equipment rental or purchase. Maintenance should be readily available, if necessary, to repair and maintain the item over its lifetime of use. The instructor may or may not make purchasing decisions for the institution. If you have a role in that choice, give appropriate attention, time, and thought to choosing the equipment with which you work and teach. The tools or equipment should facilitate or

enhance a student’s ability to learn, and it should require minimum maintenance, care, and repair. Warranty and service issues are also an important consideration, as is the item’s durability and safety record. Tools and equipment should always be inspected and tested before classroom use and used according to manufacturer instructions.

Choosing effective teaching methodsAs we have discussed teaching and learning occur through many different means, with not all instructors at the same levels of ability in all methods of teaching, and not all students able to benefit equally from different teaching methods. Teaching methods and instructional aids must be relevant and appropriate to the type of information and learner. Ideally, the teacher maximizes learning potential for the greatest number of students in the class as possible, by selecting effective teaching styles that the majority of students understand and appreciate, and from which they can benefit.

Instructional methods are strategies used by instructors to communicate lesson objectives. Long before classes begin, the instructor decides what methods are most appropriate to his or her topic, teaching style, and students’ needs. The best instructors are those who are skilled in many teaching styles and methods, and can choose those strategies that best suits the topic at hand and the students’ learning styles. This course will introduce some important elements of decision-making, planning, and preparation that go into lesson development and classroom presentation.

Types of teaching methodsLectures Lectures are monologues, or verbal presentations, in which the instructor delivers the subject matter of the course, the content of which is developed well in advance and delivered, often, with the use of written notes. While lecturing plays a significant role in many classrooms, it may be a highly effective strategy for only a small minority of students. Unless the teacher is a dynamic speaker with interesting information, he or she may not find a receptive audience. Repetition, for example, can be a useful technique for emphasizing information, but can be overused or abused. Pace of delivery can be as important as content: too slow, and students are bored; too fast, and the lesson flies over students’ heads, discouraging them. Good lecturing strikes a delicate balance, as students will naturally vary in their ability to absorb the content of the lecture, and proceed through course material at unequal rates.

To keep students attending to the lecture, present items in a logical order and emphasize lesson objectives at the beginning and throughout the lecture. Introduce a written statement of purpose, outlining the essential points of the lesson, and explain the purpose of the presentation, telling students what lesson objectives are expected of them. It is also useful to reinforce lecturing with the use of instructional aids, such as worksheets or handouts, which can be handed out at the beginning of the lecture and referred to throughout the class.


Use eye contact throughout the lecture, and learn to keep it short and sweet. The best lectures do not last longer than a student’s ability to concentrate or absorb the information. At the end of a lecture, it is useful to provide a summary of the lesson that reinforces its main points, reviewing them in the order they were presented. Ideally, lectured periods are followed by activities such as group discussion or demonstrations where students can review and discuss the theoretical content of the lecture and its practical applications.

Interactive lecturesLectures are best used in combination with class discussion or other presentation methods that allow student participation, as questions or comments keep students interested in the subject matter. Interactive lectures are presentations directed primarily by the teacher, who typically speaks the majority of the time, but interspersed with student participation. Instructors can ask students factual questions about the material, or to share their opinions regarding some aspect of the lesson. This type of interaction keeps students alert, and their minds active.

Interactive lectures are typically organized along the following lines: the instructor speaks first, then asks questions about the material he or she just presented, and the students respond; but may be presented countless other ways, as well. Instructors may prefer that students call out questions, as they have them, during the presentation, or save them for a specific portion of the lecture time, at the end, for example. If students ask questions as they arise, the instructor learns what points need clarification, but some instructors find that many interruptions during the lecture can ruin the flow of the lecture, making it more difficult to follow.

The instructor should assess, through questions, how much of the lesson objectives students have absorbed, and any confusion they may have about the subject matter. The instructor can ask students to explain, in their own words, the concepts just introduced, allowing the students to review and summarize essential points of the lesson, When students expect to be questioned about new material, they are more likely to pay attention. Expecting students to actively listen and participate in the discussion holds them accountable for the information in the lesson.

Class discussionClass discussions allow students to work through projects verbally, sharing their knowledge, perceptions, and opinions. Like lectures, good discussions require some planning and forethought, but rely more heavily on student involvement than lectures or interactive lectures. In most discussions, the instructor acts as a guide, providing information and correcting misinformation as the conversation progresses, and raising questions that challenge the class to reach the right answer or answers. In some cases, students assist in facilitation by choosing questions and asking them of the group.

The best discussions involve everyone, but it may be a challenge to encourage quiet students

to speak. Some students participate easily; other may be heard from rarely. It may encourage less forward students to participate if the class breaks into small groups, randomly, or based on shared opinions. Some useful discussion rules are:

Avoid interrupting individual speakers or ■the group. Don’t allow the conversation to get too ■off-track on tangential issues or arguments. Comments should not stray off topic, but stay with the objectives of the lesson.While it is often useful to learn the range of ■opinions in the class, opinions should always be supported by factual information. In this way, discussions contribute to the knowledge base rather than spreading ignorance.Realize the importance of listening skills in ■any discussion.

BrainstormingIn 1941, an advertising executive, named Alex Osborn, who thought conventional business meetings were inhibiting the creation of new ideas, proposed a number of strategies to stimulate new ideas in conversation. In general, he was looking for ways to nurture and promote creative ideas. This method came to be known as “brainstorming.” The rules guiding this technique follow:10

No criticism of any idea. ■Try to generate a large number of ideas. ■Build on each others ideas. ■Encourage extreme or exaggerated ideas. ■

Osborn found these new rules reduced peoples’ inhibitions, allowing them to generate “silly” ideas that had the potential to generate a greater quantity of useful ideas, as the final outcome.

In cosmetology classes, brainstorming techniques can be used to discuss or solve problems in new and creative ways.

Panel discussions and symposia Panel discussions and symposia are more formal or stylized discussions, with specific guidelines governing their use. Panel discussions may be used to communicate differing points of view on a specific topic, explain a variety of issues, or help students understand a range of opinions relating to a topic or issue. The panel consists of a number of students, and the instructor acts as host/facilitator of the discussion. Typically, each panel member is responsible for a particular topic or topics. He or she will present an idea, perhaps in opposition to the other panel members, then, the class engages panel members with questions, guided by the instructor. In panel discussions, the host or facilitator guides the subject matter, to assure that lesson objectives are met.

In symposia, a number of speakers present information—often competing viewpoints, or a specific aspect of an issue or set of topics. Symposium members, unlike panel members, are usually highly skilled or expert in a specific subject area. In symposia, the presenters tend to guide lesson objectives, with the facilitator or instructor playing a smaller, less influential role. Symposia typically conclude with a discussion in which experts answer audience or students’ questions.

Cooperative learningCooperative learning is a method of instruction that requires students to work cooperatively to complete projects. It is based on the philosophy that students learn best what they work through on their own, and from each other, and operates with the assumption that students who share project goals will encourage interest and involvement in the task.

Cooperative learning follows a multi-step model in which the instructor initially prepares the lesson plan and divides students into groups of four or five. Each group of students is assigned particular responsibilities and project objectives, including the criteria for success in the project.

The instructor’s role is to listen to group discussions, breaking in, when appropriate, to refocus the conversation, reiterate lesson objectives, or bring up essential points. In the final step, the instructor concludes the session with a summary of the lesson, and evaluates the extent to which students achieved educational goals.

DemonstrationsDemonstrations refer to instruction methods highlighting the hands-on or technical aspects of cosmetology education, rather than the purely theoretical. Such methods or activities include step-by-step instruction, usually performed by the instructor or a guest expert. If the instructor is not well versed and comfortable in the technique, he or she should allow a skilled guest to teach that section of the lesson.

Demonstrations require excellent planning. All equipment or materials necessary to the demonstration should be gathered and organized well before the demonstration, and reviewed with the class at the beginning of the session. Arrange the classroom or facility in such a way that students will have no trouble seeing or hearing the demonstration, and set up the equipment and tools to approximate a professional environment that is a realistic as possible. If it is difficult for everyone to see at once, have a small number of students come up, a few at a time, to look closely at necessary details, for example, the application of solution onto a model’s hair.

In developing a demonstration, remember that students learn at different rates. Identify the objectives of the lesson, in the beginning of the session, and discuss any special terminology in advance of the demonstration by explaining it and writing it on the board. The demonstration should focus on a specific fundamental process, analyzing it step-by-step, at an appropriate speed for all students. An explanation of each technique and its objective should accompany the demonstration of each step.

Observe nonverbal cues from students during the presentation to make sure their interest in not waning. Ideally, a demonstration should last no longer than 20 minutes to maintain students high level of concentration and attention to the subject matter. Demonstrate each task slowly, and question students throughout the task to assure they understand each step. Do not distract from the

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demonstration by passing items around room. Once the instructor has completed the demonstration, he or she can narrate the steps of the demonstration, while students demonstrate a portion of the process, or a student can narrate the step, while other students demonstrate the process. Students will feel more secure about the procedure the more they hear repetition of the explanation and review of the physical steps of the demonstration.

Checklist for demonstrations:List and explain all steps in order. ■Introduce new terminology and write in on ■the board.Introduce all equipment and write on the board. ■Discuss safety protocol. ■Initially introduce only one basic way to do ■the demonstration, even if competing ways exist. Use the safest method.Monitor students for signs of boredom or ■confusion.Ask students questions at the end of the ■demonstration, and encourage discussion to learn to what extent they understand or do not understand the main concepts of the lesson and the learning objectives.

Return demonstrationIt is especially useful for a demonstration to be followed immediately with students practicing the procedure or technique, when their memory is fresh, using their notes, if necessary, with the instructor reviewing the students’ work. This is referred to as a return demonstration. Students demonstrate the specific steps of the procedure or technique, with guidance, after watching the instructor at least once, or one student can narrate the steps while another demonstrates the procedure in front of the class.

As repetition is a basic requirement for learning procedures, multiple practice sessions are ideal. This allows students to proceed at their own rate, correcting and learning from any mistakes made along the way. Near the end of the session, the instructor should assess each student’s performance, evaluating each part of the demonstration with a grade or review of the work.

Laboratory (lab) Lab work emphasizes hands-on techniques and practical experience, and also requires a great deal of preparation. Discuss the procedure and furnish written instructions, beforehand, with information and images to support the lesson topic so students have a good sense of the job or project they will be undertaking before they launch into use of materials and equipment. To insure project success and safety, students should be guided in their work with complete written instructions and/or handouts that provide useful images along with instructive technical information. Using a combination of approaches can be very useful. For example, the instructor may begin with a verbal explanation supported by handouts that introduce and explain new terminology and step-by-step instructions, including all necessary technical and safety information.

Encourage students to ask questions, and ask questions of them before, during, and after the lab work is completed, but avoid needless

chatter about other topics. Instructors should remain in the lab the entire session. During the lab session, the instructor should make rounds, checking each student’s work, and assessing its quality. It is useful to ask students questions as you monitor their progress, for example: What is that procedure you are doing now called? What is your next step? What safety considerations are related to use of that equipment?

Monitor students’ work closely, and assist, as needed, with suggestions and corrections. Use minimal guidance, however, allowing the students to work as independently as possible, and avoid “taking over” the project. It is acceptable for students to make mistakes only if they do not risk their or other students’ safety or waste expensive materials. In case of error, the instructor should follow up with student/class by reviewing the correct procedure, noting the cause of the error, and ways to avoid or correct it. Instructors should use positive reinforcement methods, praising and complementing good form and improvement, and acknowledging good effort.

Remember that students vary enormously in the way they learn and work, and even their physical dexterity, and should be permitted to learn new concepts or skills at their own speed. A well-organized and effectively managed lab can accommodate a range of abilities and all speeds of learners. Instructors will likely spend more time with students who require more assistance, but should visit each workstation at least two or three times per lab. To address varying needs, provide extra credit or additional tasks for students who finish early. The instructor can also demonstrate necessary techniques a second or third time for students who need it, in a small group or one-on-one.

Role playing Role playing is a learning tool meant to help learners understand the perceptions and opinions of others. In role playing, students act out a situation characterized by conflict, assuming another person’s role or character, and attempting to think and act as that individual would in a specific situation. The instructor’s role in role playing is to facilitate the process by setting up the scenario and leading the discussion that follows. Class members are either role players or observers, who will take notes, and review the interaction for the discussion portion of the class.

Role-reversal specifically helps students understand opposing viewpoints. In role-reversal, students act out roles in opposition to those they usually play. For example, the student may play the role of a particular person or position, like “the client,” a person with whom they have necessary and constant interaction. An example of a scenario that lends itself to role playing or role-reversal might be “How to respond to a dissatisfied client.”

Field tripsField trips require students to leave the traditional classroom and attend a lesson in another type of environment, such as a professional salon or retail distribution center, that provides a real-world context for their training. Common destinations for cosmetology student field trips include trade

shows, professional salons, and industry seminars. Trade shows and seminars provide an opportunity for students to learn about the latest trends and techniques, elements of business management, or salon operation, Even a visit to a beauty supply store can be illuminating and useful to students, as a way for cosmetology students to learn about floor design and equipment options, for example.

Field trips encourage and motivate students, broadening their understanding of the professional world, and giving them the opportunity to see how different aspects of the industry and licensed professionals interact in the real world. This is especially useful when students are close to graduation, or trying to determine what practice niche suits them best. They are also a way to help instructors stay current and learn about innovations in the field.

Field trips add variety to the schedule, but are not meant as a holiday. Prepare a checklist or work sheet to be completed by students, during the field trip, as they view specific areas of the facility or talk with specific people. You might ask:

How do they greet clients? ■What is this salon’s image? ■How would you rate this salon’s level of ■professionalism? How is the salon decorated? ■What do licensed professionals wear on the job? ■Where do they advertise their services? ■What product lines do they offer? ■How much do you see management personnel? ■How smoothly run are operations? ■

Evaluation and discussion of the field trip should occur as soon after the conclusion of the field trip as possible, and ideally the same day. If that is not possible, use the next session of class to follow up on the field trip by having students discuss what they saw. For example, after visiting a retail distribution center, students can discuss the range of product choices available to them and their decision-making process in selecting specific products.

Students on field trips bear a significant amount of responsibility to listen attentively and observe carefully what is around them. Special procedures related to parental permission or the use of “permission slips” may be required, depending on the ages of the students. Please check into your facility or institution’s requirements regarding field trips before you plan a venture.Endnotes

Conner& Hodgins, 2000; cited in www.nwlink.1. com/~donclark/hrd/learning/styles.html(Sternberg & Grigorenko, 1997, p.xi).2. N.A.L.D - Canadian Literacy Resources - 3. Workplace Basic Skills: 2004 - Learning StylesSmith, Alistair. (2001) 4. Accelerated Learning in Practice. Stafford: Network Educational Press Ltd.Michael Grinder, Righting The Educational Conveyor 5. Belt, Metamorphous Press (1989). www.thelearningweb.net/chapter10/multiple__intelligence__page351.htmlMichael Grinder, Righting The Educational Conveyor 6. Belt, Metamorphous Press (1989). www.thelearningweb.net/chapter10/multiple__intelligence__page351.htmlLaunching Technology Across the Curriculum, Teacher’s 7. Resource Book, Delmar Publishers Inc, 1993.http://einstein.cs.uri.edu/tutorials/csc101/powerpoint/8. power.htmlhttp://einstein.cs.uri.edu/tutorials/csc101/powerpoint/9. power.html©1999-2003 Infinite Innovations Ltd. All rights reserved. 10. www.brainstorming.co.uk http://www.brainstorming.co.uk/tutorials/historyofbrainstorming.html


CHAPTER 3

SANITATION AND STERILIZATION, INFECTION CONTROL AND KenTucKy STATuTeS And

ADMINISTRATIVE REGULATIONS(4 CE Hours)

Learning objectivesDescribe recent events that require your !

knowledge of sanitation techniques.Explain the difference between pathogenic !

and nonpathogenic bacteria.Contrast disinfectants and antiseptics and !

explain the significance of those differences.List the steps necessary to properly sanitize !

your hands and to disinfect, handle and store tools appropriately.List infection-control responsibilities in the !

practice of cosmetology in Kentucky.List infection-control responsibilities !

according to universal sanitation precautions.Contrast sanitation and sterilization and !

explain the significance of those differences.

Part 1 – Sanitation, sterilization and infection control

IntroductionWhy do I have to complete sanitation continuing education?

Salon professionals need to be aware that we have reached a time where, quite simply, antibiotic-resistant organisms can kill, and the frequency of infections from them are increasing. Because of the sheer number of people touching people in a salon atmosphere, the killer organisms can be present in your facility if you aren’t informed and following the proper procedures. The following articles and studies emphasize how important sanitation is in your salon.

Methicillin-Resistant Staphylococcus aureus in a Beauty Salon (Summary from the Centers for Disease Control, November 2008)In September 2005, a medical microbiologist from a regional medical microbiology laboratory in the Netherlands reported to the municipal health department a recurring MRSA – methicillin-resistant Staphylococcus aureus – infection in a stylist. From December 2004 onward, the woman had recurrent infections on the legs, buttocks and groin resulting in incision and drainage of lesions. When an abscess developed in the genital area in July 2005, MRSA was cultured from a wound swab. In December 2005, the stylist was declared MRSA-free after antimicrobial treatment.

Swabs were taken three times in one-week intervals from the nose, throat, perineum and wounds and used for enrichment culture of MRSA. In March 2006, the woman was tested again for MRSA colonization; test results showed that she had been reinfected or that therapy had failed. The stylist had eczema. Because of the “hands-on” nature of her work, she was advised to temporarily stop providing services to customers.

The municipal health department conducted a risk assessment of the woman’s household contacts and the beauty salon. The Netherlands does not require that MRSA infections be reported. Therefore, the municipal health department depends upon the consent and full cooperation of index patients and contacts for further investigation of outbreaks. Consequently, in this instance, household contacts for screening were identified but had not presented themselves for screening. Contacts who had complaints sought treatment at the emergency department, where the observant infection control practitioner (ICP) and microbiologists related them to the MRSA outbreak. Nurses obtained specimens by swabbing each patient’s nose, throat and wounds. A case was defined as a patient who had a culture-confirmed MRSA infection during the outbreak period July 2005-December 2006 and a direct epidemiologic link to the index patient.

In April 2006, a salon customer was hospitalized with an abscess of the breast caused by MRSA; in July 2006, another customer who had had boils since February 2006 was found to be MRSA positive. Both customers had been given wax treatments by the stylist during the period in which she had an infected hair follicle in her armpit. Swabs taken from this site showed that the stylist was infected with the same MRSA strain as before. Concern arose about the risk for infection to customers through instruments, materials (wax), or contact with other employees. The index patient and the other six employees of the salon regularly provided services to each other.

A nurse and the infection control practitioner of the municipal health department visited the salon in June 2006 to check on hygiene protocols and to advise on preventive measures to reduce risk for further transmission. All working procedures and protocols were investigated, and the salon was advised to clean and disinfect instruments and procedure rooms. More specifically, the practitioner observed a total waxing procedure performed by the staff. Ten swabs were taken from used wax, wax implements and the treatment room. All six employees were screened and informed about MRSA and the current situation. Arrangements were also made to test 22 regular customers who had received wax treatments by the index patient in the previous two months.

In the following weeks, these customers were screened at the municipal health office and informed about MRSA. Of the 22 regular customers, 21 completed a questionnaire and 19 were actually screened for MRSA by culturing samples from nares and throats.

All employees and the 19 selected regular customers were negative for MRSA colonization. All environmental swabs were also negative for MRSA. It was noted that the 70 percent alcohol used to disinfect the skin after waxing was diluted with water because customers had complained about the stinging effect of the alcohol on treated skin. Furthermore, it became apparent that after performing waxing treatments, the stylist would touch the waxed skin of customers with ungloved

hands to check for remaining hairs. She did not wash her hands after removing the gloves.

During the outbreak investigation, more background information became available from those who were MRSA colonized or infected and who could be indirectly linked to the stylist or her customers. During the week that the first infected customer was identified (in April 2006), another customer was hospitalized with an abscess in the groin.

Unfortunately, no culture was taken from this patient. The partner of the second infected customer was also infected with MRSA that was related to an abscess on his leg. By the end of 2006, a MRSA-positive couple was identified as a contact of the second infected customer. In August 2006, another couple was reported to be MRSA positive; both had abscesses on the thighs. Because no further epidemiologic data could be obtained, whether the couple’s infection was linked to the beauty salon is not clear.

A total of 45 persons who had been in direct or indirect contact with the stylist were screened for MRSA: three family members, three roommates, 11 other persons (including secondary contacts), six beauty salon employees, and 22 customers (including regular customers). Fifteen persons had skin infections and 10 of them were colonized with MRSA (stylist, family member, roommate, ex-partner of the roommate, customers and partners of customers). Although skin infections never developed in the stylist’s family members, tests did show MRSA colonization in one of them. The stylist’s boyfriend, a native of the United States, had already lived for two years in the Netherlands.

Although he had skin lesions, no S. aureus was found. The girlfriend of a sport mate who regularly exercised with the partner of a customer was colonized with MRSA at the end of 2006. She had emigrated recently from the United States to the Netherlands, but her first screening test results were negative. The mean age of the patients was 29 years (range 21-40 years).

Eleven people were found to be MRSA positive. Of these 11, three persons with a direct link to the beauty salon (the stylist and two customers), six with an indirect link (family member, roommate, ex-partner of roommate, partner of a customer, sport mate of partner of a customer and his partner), and a couple from whom no epidemiologic data could be obtained were infected with the same MRSA strain as the stylist. Outbreaks of CA-MRSA strains have been reported with increased frequency. Several reports involved outbreaks among competitive sports participants, military personnel, prisoners, Native Americans and drug users. Skin treatments in a beauty salon likely led to MRSA transmission as a result of contact with an infected stylist. Clearly, the study and others show that CA-MRSA is an emerging problem in the community setting.

In the Netherlands, patients are generally only tested after recurrent infections. Unless outbreaks occur in a defined group, MRSA remains undetected in the general population

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because reporting is not mandatory. Although the prevalence of MRSA is still low, local microbiologic laboratories should report outbreaks, when detected, to the local municipal health department for further investigation. More research is necessary to better understand the risk factors involved in these outbreaks. You will learn more about MRSA later in this chapter.

Deaths from dirty salonsMost salon professionals are surprised when they hear that people can actually die if proper sanitations techniques are not followed. Licensees think that these types of infections occur only in health care settings. The following summarizes articles describing how dirty salons in Texas and California are suspected of being linked to deaths:

A case in CaliforniaAn infection contracted from a pedicure may have caused the death of Gerry Ann Schabarum, wife of former California State Assemblyman and longtime Los Angeles County Supervisor Pete Schabarum.

According to the Pasadena Weekly, Schabarum had been battling a staphylococcus infection for more than a year, and because she suffered from rheumatoid arthritis, it was able to take hold in her body.

“It is tragic that another life may have been lost because of an unsanitary salon,” said Sen. Leland Yee (D-San Francisco/San Mateo), the author of legislation signed into law to help clean up dirty salons. “While progress has been made to address these outbreaks, clearly more needs to be done to protect the health of nail salon consumers.”

In September 2007, Gov. Arnold Schwarzenegger signed Yee’s AB 409 into law. AB 409 allows the Board of Barbering and Cosmetology to immediately suspend any license without advance hearing if the action is necessary to protect the public health and safety. A licensee found in violation could be placed on probation for one year, required to undertake remedial training in health and safety laws and regulations, subject to re-inspection at the cost of establishment owner, as well as new citation fines.

“AB 409 was a good first step, but we need more inspectors and we need better testing,” said Yee. “Currently, only visual inspections are made at salons; I plan to pursue further legislation that will require bacterial testing at salons to make sure consumers are protected from potentially deadly infections.”

There has been a dramatic rise in the number of people complaining of persistent lesions and infections after visiting salons. California has been especially hard-hit by the outbreak, with hundreds of women reporting cases of a rare bacterial infection linked to pedicures and manicures.

Mother blames pedicure for daughter’s deathThe following is a newspaper account of the death of a woman allegedly linked to salon sanitation issues:

SAN JOSE, CALIF. – The mother of a woman who died in June 2006 has sued a nail salon

alleging an infection from a pedicure contributed to her daughter’s death. Jessica Mears, of Sunnyvale, died in late June at age 43. Her mother, Diana Mears, filed a wrongful death lawsuit in Santa Clara County Superior Court against Top Hair and Nails Salon of Mountain View.

The suit claims Jessica Mears contracted a bacterial infection during a 2004 pedicure at the salon that left a large lesion on her left calf. Jessica Mears had lupus, a chronic disease that compromises the immune system, and the lesion never completely healed, said Robert Bohn Jr., the San Jose attorney representing Diana Mears.

A number of women have reported similar infections following pedicures. They are believed to be caused by harmful bacteria that accumulate in improperly cleaned whirlpool footbaths. An outbreak traced to a single salon in Santa Cruz County affected more than 100 pedicure customers in October 2000. Another outbreak of skin infections, involving 33 different salons and over 140 customers in Santa Clara County, was reported in November 2004.

No previous deaths in California had been attributed to bacteria from pedicures, according to California’s Department of Consumer Affairs.

Family is sure pedicure led to woman’s deathKimberly Jackson believed something as simple as a pedicure caused what eventually led to her death. A MRSA Staph bacterium that is sometimes found in salons is extremely aggressive. David Jackson is confident that his ex-wife got the infection from a dirty salon during a pedicure. David said Kimberly went to the salon in June 2005 and was receiving a pedicure when she looked down and saw that she was cut by a pumice stone and was bleeding. Several days later, she sought medical help for an infection on the foot and was treated over a course of seven months. Doctors treated it with a strong combination of antibiotics, but on February 12, 2006, she lost her life.

The Texas Department of Licensing and Regulation (TDLR) could not link the death to the salon, but the family is confident that it is the source of the infection.

Violations continueBrad Watson from WFAA TV has done several undercover investigations and has found that while improvements have been made, many salons continue unsanitary practices.

Watson’s investigations showed evidence of salon professionals not washing hands between customers, illegal blades, improper cleaning and disinfecting of spa chairs, and the potential cross-contamination of creams/lotions and reuse of buffing blocks, which expose a customer to the previous customer’s nail and skin tissue.

Other recent salon incidentsThese cases are not isolated. Below is list of other recent reported injuries from salon mistakes:

An unnamed woman nearly died after getting ■a bikini wax and then contracting a life threatening bacteria, Streptococcus pyogenes.

Paula Abdul’s injury made worldwide news, ■and she nearly lost her thumb because of an infection following a manicure. Kristina Preston was diagnosed with herpes ■after receiving a manicure, and was awarded $3 million in a settlement.Reba Burgess (Kansas City) had to have a ■finger amputated after receiving an infection as a result of poor sanitation techniques.Jeanine Camerlengo (New York) contracted ■herpetic heratoconjunctivitis after an eyebrow waxing.A woman (Aurora, Colo.) was awarded $3.75 ■million after contracting herpes in a salon.Geremie Hoff (St. Louis) was awarded ■$6,000 because of a bad hair treatment.Mary Reddish (Georgia) was awarded ■$15,000 because of a bad hair treatment.

Are cases being unreported?Many doctors believe that salon bacterial infections are not being linked or reported to state agencies, health departments or the CDC. Dallas County Chief Epidemiologist Dr. John Carlo has said that serious infections are often mistaken as other illnesses, such as bites from insects or spiders. Carlo believes that an emerging threat is at hand.

Dermatologist Shelley A. Sekula, MD, has suggested that states need to modify current cosmetology and barbering industry regulations.

Before AIDS and hepatitis became household names, the cosmetology and barbering industries were under little scrutiny as risks for spreading infectious diseases. However, since the 1980s, an epidemic of blood-borne diseases has forced a reexamination of the beauty industry.

Based on her experience in Texas, it is Dr. Sekula’s belief that legislators and public health officials need to look seriously at the risks that threaten both clients and operators of the beauty industry. “Poorly trained technicians using dirty instruments are a cause of great concern for consumers,” Sekula said.

The health risks associated with the beauty industry include viral infections such as HIV, hepatitis B and C, and warts; bacterial infections such as staphylococcus, streptococcus and pseudomonas; fungal infections such as athlete’s foot, nail fungus and yeast; reactions to nail, hair and facial products such as hand eczema, eyelid dermatitis, chemical burns and loss of hair or nails; and toxicity from acrylic and lacquer fumes and inappropriate use of chemical peeling solutions.

Although each of these risks poses considerable health problems for consumers, there are simple ways beauty establishments can modify their current practices and reduce the potential transmission of infectious diseases. Sekula explained that using disposable instruments whenever possible, properly sterilizing instruments, employing proper hand washing practices, and teaching the Center for Disease Control’s (CDC) “universal precautions” in cosmetology and barber schools would virtually eliminate the risks of contracting viral, bacterial and fungal infections.

“Since there is an inherent risk that customers may accidentally be cut during a routine hair or


nail appointment, it makes sense to use sterile instruments,” Sekula said. “Nail clippers, acrylic nail drills, cuticle scissors, callus paring blades, reusable razors and blades all have the potential to transmit infectious diseases if they are not properly sterilized. Unfortunately, we are finding that not all salons are following this simple rule of thumb.

“As more and more consumers frequent hair and nail salons each year, the risk of becoming infected with hepatitis, HIV and other transmittable diseases increases as well,” Sekula said.

Among the diseases that have the potential to be transmitted at a hair or nail salon, hepatitis B and C pose the biggest threat to public health. There are more than 5 million people infected with hepatitis in the U.S. Every year, approximately 100,000 people in the U.S. contract hepatitis B – which is 100 times more contagious than HIV. Between 28,000 and 140,000 people contract hepatitis C. Hepatitis B can be infectious for at least a week on surfaces commonplace to salons, such as headrests, chairs and tools and instruments.

There is now evidence that hepatitis C, which prior to 1990 was commonly transmitted through blood transfusions, can be transmitted by razors, nail files and barber’s scissors, among other things.

Your responsibilitiesAs a salon professional, you have responsibilities to the state and your profession to learn and use appropriate precautionary measures and cleaning procedures to protect both yourself and your clients; reduce the incidence of bacterial, viral and fungal infection; and prevent the spread of disease. You, your instruments and workstation must be kept as clean as possible, meaning no shortcuts or omissions of any precautionary measures discussed in this chapter. Violations can result in penalization by the state of Kentucky as well as infection.

The remainder of this chapter will review these subjects:

The biology of pathogens, how they function, ■reproduce and infect.Universal sanitation and sterilization precautions. ■State of Kentucky ■ regulations that apply to cosmetology.The difference between decontamination, ■sanitation, sterilization and disinfection.How to effectively disinfect tools and surfaces ■in your environment, and sanitize hands.

Microorganisms and infectious agentsMicroorganisms are tiny living particles (organisms) with many different characteristics. They live in our air, water and earth, and are found everywhere on the planet. Some microorganisms are associated with infection or disease; others are harmless or even helpful. Bacteria, viruses and parasites are three major categories of microorganisms that you encounter every day.

BacteriaBacteria are tiny one-celled vegetable microorganisms (plants) that can be seen only with a microscope. The most plentiful organisms on the earth, bacteria are found virtually everywhere

around us, existing in dust, dirt and decay, our skin and body tissues, the air we breathe, and the water we drink. Bacteria produce slimy fluids or waxy coatings, which moisten them and help them survive in inhospitable environments. Fimbri, hairlike tendrils that anchor the bacteria to an object, make bacteria sticky, requiring one to use some degree of pressure when scrubbing to break the hold of these tenacious fibers. Bacteria exist in one of two modes: an active, vegetative mode, and an inactive, spore-forming mode. In the active stage, bacteria grow and multiply at an astonishing speed.

Reproducing through binary fission (a process in which one bacteria splits into two), bacteria produce millions of copies within hours. Bacteria are only able to reproduce when the environment meets their specific needs in temperature and degree of moisture. They require a warm, damp, usually dark and often dirty environment that provides a supply of food adequate to sustain the bacteria and provide fuel for reproduction. If conditions are not favorable for reproduction, the bacteria will move into a spore-forming stage, producing spores with tough outer surfaces that are almost impervious to wind, heat, cold, harsh cleaners or disinfectants. These characteristics help spores survive for long periods between reproductive phases.

While there are hundreds of different kinds of bacteria, they are primarily sorted into one of two types, according to the danger they pose to us. Potentially harmful bacteria are called pathogenic; harmless or beneficial bacteria are called nonpathogenic. The great majority (about 70 percent) of bacteria are nonpathogenic. Called saprophytes, these organisms do not produce disease and carry out necessary functions, such as decomposing dead matter, for example. Nonpathogenic bacteria also exist in the human digestive tract and in the mouth and intestines, where they facilitate digestion by breaking down food.

A much smaller minority (about 30 percent) of organisms are pathogenic organisms, also called microbes or germs. These are harmful and produce disease when they invade animal or plant life. Pathogenic bacteria commonly exist in the salon environment. Bacterial infection occurs when a body is exposed to and cannot successfully fight off bacterial invasion.

General infections typically begin as local infections, which may start as a boil or pimple accompanied by pus (a compilation of bacteria, decayed tissue, waste and blood cells) that is often associated with infection. Bacterial toxins from local infections can spread to different parts of the body through the bloodstream, increasing the likelihood of general infection.

Pathogenic bacteria are distinguished by their characteristic shapes: Bacilli are rod-shaped, and the most common bacteria, causing diseases such as influenza, tetanus and diphtheria. Spirilla are spiral-shaped bacteria, and cocci are round bacteria that produce pus. Cocci rarely move on their own, but are usually transported through the air in dust particles or other substances. Bacilli and spirilla are both

capable of self-movement (motility), using hairlike projections (flagella or cilia) to propel themselves.

Methicillin-resistant Staph aureas (MRSA)Methicillin-resistant Staphylococcus aureus (MRSA), the virus that killed Kimberly Jackson as noted above, is caused by bacteria known as Staphylococcal aureas. Staph aureas is a common bacteria found on skin and mucous membranes. In MRSA, a type or strain of Staph aureas has become resistant to antibiotics in the penicillin family, which includes methicillin.

People can become either colonized or infected with MRSA. In colonization, people have MRSA on their skin or mucous membranes without signs of infection. With infection, the bacteria have entered the body and have begun to multiply and cause damage to the organ or body tissues involved. Signs of infection include fever, warmth, redness of the area, pain, and an elevated white blood cell count. MRSA is spread by direct contact with affected areas and is normally not spread by casual contact. Good hand washing and the use of gloves for contact with mucous membranes will avoid transferring the bacteria from one person to another.

How common are Staph and MRSA infections?Staph bacteria are one of the most common causes of skin infection in the United States and are a common cause of pneumonia, surgical wound infections and bloodstream infections. The majority of MRSA infections occur among patients in hospitals or other health care settings. But they are becoming more common in the community setting.

What does a staph or MRSA infection look like?Staph bacteria, including MRSA, can cause skin infections that may look like a pimple or boil and can be red, swollen, painful, or have pus or other drainage. Infections that are more serious may cause pneumonia, bloodstream infections or surgical wound infections.

Are certain people at increased risk for community-associated staph or MRSA infections?Factors that have been associated with the spread of MRSA skin infections include close skin-to-skin contact, openings in the skin such as cuts or abrasions, contaminated items and surfaces, crowded living conditions and poor hygiene.

How can I prevent staph or MRSA skin infections?

Practice good hygiene. ■Keep your hands clean by washing □thoroughly with soap and water or using an alcohol-based hand sanitizer.

Keep cuts and scrapes clean and covered with ■a bandage until healed.Avoid contact with other people’s wounds or ■bandages.Avoid sharing personal items such as towels ■or razors.Practice good disinfection techniques. ■

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If I have a staph or MRSA skin infection, what can I do to prevent others from being infected?You can prevent spreading staph or MRSA skin infections to others by following these steps:

Cover your wound. ■ Keep wounds that are draining or have pus covered with clean, dry bandages. Follow your health care provider’s instructions on proper care of the wound. Pus from infected wounds can contain staph and MRSA, so keeping the infection covered will help prevent the spread to others. Bandages or tape can be discarded with the regular trash. Clean your hands. ■ You, your family and others in close contact should wash hands frequently with soap and warm water or use an alcohol-based hand sanitizer, especially after changing a bandage or touching the infected wound.Do not share personal items. ■ Avoid sharing personal items such as towels, washcloths, razors, clothing or uniforms that may have had contact with the infected wound or bandage. Wash sheets, towels and clothes that become soiled with water and laundry detergent. Drying clothes in a hot dryer, rather than air-drying, also helps kill bacteria in clothes. Talk to your doctor. ■ Tell any health care providers who treat you that you have or had a staph or MRSA skin infection.

VirusesViruses are infectious biological entities that are very small – much smaller than bacteria – and cause disease by entering a healthy cell, maturing and reproducing. Unlike bacteria, viruses do not survive for any length of time without the protection of a living cell. Viruses are dangerous because their replication inside the cell eventually causes the death of that cell. They are parasites, taking the cell’s nutrients and destroying the cell in the process. The cell is then used to breed hundreds, thousands and even millions of new mature infectious viruses that leave to infect other cells. Viruses cause diseases like hepatitis, influenza and measles, and are the source of colds, chicken pox, cold sores and genital herpes, mononucleosis, hepatitis and HIV/AIDS.

Viruses are a particular concern in salons because of their potential severity and the way they spread. Viruses occupy the surfaces of objects you touch, including door handles, coffee mugs and scissors; they can be inhaled on tiny dust particles or travel on the minute amount of saliva expelled in a cough. Viral infections can be transmitted from one person to another through casual contact with an infected individual or contact with what he or she touched. Both hand-to-surface and hand-to-hand contacts are highly effective methods for transferring virus particles from one individual to another.

Viruses are hardy organisms. They can live for up to 48 hours on the surfaces of toys, coffeemakers, doorknobs, computer keyboards and other hard surfaces in a salon. It can take up to a week for that virus that infected you to produce symptoms.

Plant parasites, such as fungus or mold, mildew and yeasts are multicellular organisms that are as

prevalent as bacteria and consume both live and dead tissue to survive. Fungi usually prefer a damp environment, but can also survive in a warm, dry climate. They reproduce and spread a number of different ways, and can invade the human body easily, requiring no break in the skin.

Ringworm and athlete’s foot are two common contagious diseases that are spread by fungi. Another is favus, which affects the scalp. Cosmetologists should not serve any individual with signs of any fungal infection. If you have a fungal infection, do not work and seek treatment immediately. If you think a client has ringworm, identified by a ring-shaped, circular pattern on the skin, or athlete’s foot, do not provide service to the individual because it is highly contagious. Tell the individual to consult a physician for treatment.

Precautions with plant parasitesFungal infections can be stubborn. Many affect the skin, but fungal infections can also cause severe respiratory infections. More common versions of fungal infections are those caused by yeast, including nail fungus, athlete’s foot, jock itch and ringworm. Both over-the-counter and prescription treatments are available for relief from the unpleasant, itchy symptoms of many yeast infections.

Plant parasites, like fungus and mold, are contagious, with nail fungus a significant risk to clients receiving nail services because fungi can spread not only from one nail to another but also from a client to a technician or the reverse, given improper sanitation techniques at a salon. Nail fungus appears as discoloration of the nail plate (on either the fingernails or toenails), initially appearing white but growing darker over time. Clients with nail fungus should be referred to a physician for treatment.

Molds and mildews do not infect fingernails, and rarely, if ever, appear under the nail.

Greenish bacterial infections, which may appear yellowish or yellow-green initially, can continue to stain the nail plate long after an infection has subsided and are sometimes mistakenly attributed to mold. Nails can harbor dangerous bacteria, which can thrive on the oils and moisture that exist between an improperly prepared or unsanitized nail plate and an applied enhancement.

Clients with nail fungus or other infections should not receive nail services, but can be assisted in removing an artificial nail from the infected natural nail. If you are asked to expose the natural nail, follow these precautionary steps:

Wear gloves during the removal of artificial nails. ■Follow the manufacturer’s instructions for ■removal.Discard any implements, including ■orangewood sticks, items with porous surfaces and any abrasives used.Disinfect all implements and work surfaces. ■Refer the client to a physician for treatment ■once the natural nail is exposed.

Animal parasitesAnimal parasites may be single-cell (protozoans) like amoebas or malaria, or multicell, like mites or lice. Protozoans consume both plant and

animal tissue, and are found in blood and body fluids, water and food. Multicell animals, such as lice and mites, can hide in the hair and burrow under the skin. Be aware of the signs of scabies, identified by bite marks on a client; Rocky Mountain spotted fever or typhus, caused by rickettsia; and animal parasites carried by fleas, lice and ticks that are even smaller than bacteria.

For any individual with a visible communicable disease, like pediculosis (head lice), open sores or marks suggesting scabies, it is recommended that the person furnish a statement signed by a physician that the disease or condition is not in an infectious, contagious or communicable stage. The same is true if the cosmetologist has symptoms or indications of a visible disease, lice or open sores; he or she should not practice cosmetology until obtaining a statement signed by a physician stating that the disease or condition is not in an infectious, contagious or communicable stage.

Modes of contaminationDiseases are communicable or contagious when they move from one individual to another. Working with the public means encountering potentially dangerous pathogens and opportunistic organisms every day. Always assume your clients, co-workers and environment could be carrying illness, and use proper infection control procedures every day.

Humans have some level of immunity against infection, but our level of protection varies with age, health and a range of other factors. Skin is our first line of defense. When there are no cuts or scrapes, skin is excellent protection against pathogens.

In the vast majority of cases, bacteria, fungi and viruses enter the body through the portals of the nose and mouth, small tears or openings in the skin, and to a lesser extent, the eyes and ears. Once inside the body, the pathogen reproduces rapidly at a rate that can overwhelm the immune system, resulting in disease.

Transmission may occur through direct or indirect contact. For example, indirectly inhaling contaminated droplets in the air (airborne transmission), or touching a contaminated surface and then touching one’s nose, eyes or a mucous membrane is an easy way for transmitting germs. Try to avoid touching your face during the day, and always wash your hands between clients.

Yeast, scabies, lice and many other skin infections do not require an open sore or mucosal surface to infect. Athlete’s foot contaminates through indirect transmission. When someone with athlete’s foot walks barefoot on a wet bathroom floor, for example, the person leaves behind spores that will stick to the foot of anyone else walking barefoot on that floor, infecting the individual even if he or she has no cuts or openings on the feet.

Fungi, like athlete’s foot, will survive for some time on a damp or wet floor. Spa shower stalls and soaking baths that retain small amounts of water must be thoroughly cleaned and disinfected with the appropriate disinfectant.


The primary modes of travel for common contagions are:

Unclean hands. ■Unclean implements. ■Open sores. ■Pus. ■Mouth and nose discharge. ■Shared cups or towels. ■Coughing or sneezing. ■Spitting. ■

Pathogenic bacteria can also enter the body through:A break in the skin, including pimples, ■scratches or cuts.The nose and the mouth during breathing. ■The mouth during eating and drinking. ■

Humans are excellent sources of contamination because we are constantly leaving organic particles behind wherever we go, a mixture of dead skin cells with viral, bacterial and fungal particles and other microorganisms that consume skin cells or use us to travel to an appropriate host. Every time you touch something, you deposit some of this organic matter on another surface. Simple actions, such as touching a client’s hair, brushing some of your hair out of your eyes with your hand or touching a spray bottle, can move microorganisms from one item to another, from you to your client or your client to you.

Individuals who are susceptible to infection because of a compromised protection system or some failure in their ability to resist invasion are also the targets of opportunistic microorganisms. In contrast to pathogens, opportunistic organisms do not cause initial illness but will infect an individual once pathogenic organisms have already weakened its immune system. Opportunistic organisms cling to the skin and the hair and exist in the bodies of healthy people.

Microbes also contaminate ventilation systems; to discourage their growth, vents, filters, humidifiers and dehumidifiers should be cleaned and maintained regularly. Investigate any mildew or musty odors, which are a good indication of microbe growth. Germs in a ventilation system easily spread throughout a salon, landing on people, surfaces and implements whenever the blower or fan turns on.

Germs not only float through the air, settling constantly on salon surfaces such as sinks and countertops, they also can “hitchhike” on human skin, hair and clothing, contaminating anything with which they come into contact.

Pathogenic and opportunistic microorganisms are able to thrive in a salon’s warm, moist places, like the drain of the shampoo sink, the footbaths, hot and cold-water handles and taps. Implements such as scissors, files, brushes or nippers can be major sources of contamination because they often contain organic matter, an optimum growth environment for pathogenic and opportunistic microorganisms.

Some of the most dangerous areas in your salon are the places where you keep contaminated manicuring tools or equipment, including the manicure table and the trashcans in which you deposit dirty implements. Microbes can also

exist on seemingly unlikely products, like bars of soap, for example. Because germs and other microorganisms have been shown to thrive on bar soap, many salons prefer to use liquid soap that can be dispensed from a container for each customer. In addition, soaking solutions, lotions and creams that initially are uncontaminated may lose preservatives that keep them safe from pathogenic or opportunistic microbes from growing in them. Changes in color, texture, appearance or odor can be signs of contamination.

Fighting infection may be a matter of staying home when you are sick. Just as you should avoid working with contagious clients, you should not go to work if you have an infection, such as a bad cold or flu. Cover your mouth and nose to control pathogens escaping through sneezes and coughs. Avoid causing wounds if your client’s skin is dry or fragile; tears and breaks can occur easily, even when filing nails. Use abrasive instruments with care and a gentle touch, especially around the nail bed.

VirusesViruses cause:

All colds and flu. ■Most coughs. ■Most sore throats. ■

Antibiotics cannot kill viruses. This is a common misconception. Many of us demand antibiotics from our doctor when we have a severe cold, but antibiotics in that situation can actually do you more harm than good.

BacteriaBacteria cause:

Most ear infections. ■Some sinus infections. ■Urinary tract infections. ■

Antibiotics do kill specific bacteria.

Drug-resistant bacteriaEach time you take an antibiotic, bacteria are killed. Sometimes bacteria may be resistant or become resistant. Resistant bacteria do not respond to the antibiotics and continue to cause infection.

Each time you take an antibiotic unnecessarily or improperly, you increase your chance of developing drug-resistant bacteria. So it is really important to take antibiotics only when necessary. Because of these resistant bacteria, some diseases that used to be easy to treat are now becoming nearly impossible to treat.

What do you need to know about antibiotics?Remember that antibiotics don’t work against ■colds and flu, and that unnecessary antibiotics can be harmful.Talk to your health care provider about ■antibiotics and find out about the differences between viruses and bacteria – and when antibiotics should and shouldn’t be used.If you do get an antibiotic, be sure to take it ■exactly as prescribed; that may help decrease the development of resistant bacteria.Antibiotic resistance is particularly dangerous ■for children, but it can occur in adults as well.

Taking antibiotics appropriately and getting immunized will help prevent having to take more dangerous and more costly medications. Use antibiotics appropriately can help avoid the development of drug resistance. People just need to take their medicine exactly as it is prescribed and not expect to take antibiotics every time they are sick.

The problem of antibiotic resistance – An overviewThe triumph of antibiotics over disease-causing bacteria is one of modern medicine’s greatest success stories. Since these drugs first became widely used in the World War II era, they have saved countless lives and blunted serious complications of many feared diseases and infections. After more than 50 years of widespread use, however, many antibiotics don’t pack the same punch they once did.

Over time, some bacteria have developed ways to outwit the effects of antibiotics. Widespread use of antibiotics is thought to have spurred evolutionary changes in bacteria that allow them to survive these powerful drugs. While antibiotic resistance benefits the microbes, it presents humans with two big problems: It makes it more difficult to purge infections from the body, and it heightens the risk of acquiring infections in a hospital.

Diseases such as tuberculosis, gonorrhea, malaria and childhood ear infections are now more difficult to treat than they were decades ago. Drug resistance is an especially difficult problem for hospitals because they harbor critically ill patients who are more vulnerable to infections than the general population and therefore require more antibiotics. Heavy use of antibiotics in these patients hastens the mutations in bacteria that bring about drug resistance. Unfortunately, this worsens the problem by producing bacteria with greater ability to survive even our strongest antibiotics. These even stronger drug-resistant bacteria continue to prey on vulnerable hospital patients.

To help curb this problem, the Centers for Disease Control and Prevention (CDC) provides hospitals with prevention strategies and educational materials to reduce antimicrobial resistance in health care settings.

According to CDC statistics: Nearly 2 million patients in the United States ■get an infection in the hospital each year. Those patients, about 90,000, die each year as a result of their infection – up from 13,300 patient deaths in 1992.More than 70 percent of the bacteria that ■cause hospital-acquired infections are resistant to at least one of the drugs most commonly used to treat them.Persons infected with drug-resistant ■organisms are more likely to have longer hospital stays and require treatment with second- or third-choice drugs that may be less effective, more toxic and more expensive.

In short, antimicrobial resistance is driving up health care costs, increasing the severity of disease and increasing the death rates from certain infections.

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Environment forces evolutionary changeA key factor in the development of antibiotic resistance is the ability of infectious organisms to adapt quickly to new environmental conditions. Bacteria are single-celled creatures that compared with higher life forms have small numbers of genes. Therefore, even a single random gene mutation can greatly affect their ability to cause disease. And because most microbes reproduce by dividing every few hours, bacteria can evolve rapidly.

A mutation that helps a microbe survive exposure to an antibiotic drug will quickly become dominant throughout the microbial population. Microbes also often acquire genes, including those that code for resistance, from each other.

The advantage microbes gain from their innate adaptability is augmented by the widespread, and sometimes inappropriate, use of antibiotics. A physician wishing to placate an insistent patient ill with a cold or other viral condition sometimes inappropriately prescribes antibiotics. And when a patient does not finish taking a prescription for antibiotics, drug-resistant microbes not killed in the first days of treatment can proliferate. Hospitals also provide a fertile environment for drug-resistant germs when close contact among sick patients and extensive use of antibiotics force bacteria to develop resistance. Another controversial practice that some believe promotes drug resistance is adding antibiotics to agricultural feed.

A growing problemFor all these reasons, antibiotic resistance has been a problem for nearly as long as we’ve been using antibiotics. Not long after the introduction of penicillin, a bacterium known as Staphylococcus aureus began developing penicillin-resistant strains.

Today, antibiotic-resistant strains of Staphylococcus aureus bacteria as well as various enterococci – bacteria that colonize the intestines – are common and pose a global health problem in hospitals. More and more hospital-acquired infections are resistant to the most powerful antibiotics available, methicillin and vancomycin. These drugs are reserved to treat only the most intractable infections in order to slow development of resistance to them.

There are several signs that the problem is increasing: In 2003, epidemiologists reported in The ■New England Journal of Medicine that 5-10 percent of patients admitted to hospitals acquire an infection during their stay, and that the risk for a hospital-acquired infection has risen steadily in recent decades.Strains of S. aureus resistant to methicillin ■are endemic in hospitals and are increasing in non-hospital settings such as locker rooms. Since September 2000, outbreaks of methicillin-resistant S. aureus infections have been reported among high school football players and wrestlers in California, Indiana and Pennsylvania, according to the CDC.The first S. aureus infections resistant to ■vancomycin emerged in the United States in 2002, presenting physicians and patients with a serious problem. In July 2002, the CDC reported that a Michigan patient with diabetes, vascular

disease and chronic kidney failure had developed the first S. aureus infection completely resistant to vancomycin. A similar case was reported in Pennsylvania in September 2002.Increasing reliance on vancomycin has led ■to the emergence of vancomycin-resistant enterococci infections. Prior to 1989, no U.S. hospital had reported any vancomycin resistant enterococci, but over the next decade, such microbes have become common in U.S. hospitals, according to CDC.A 2003 study in The New England Journal of ■Medicine found that the incidence of blood and tissue infections known as sepsis almost tripled from 1979 to 2000.

Other federal agencies are involved in combating the problem of drug-resistant microbes. See the links below for more information:

Centers for Disease Control and Prevention: ■http://www.cdc.gov/drugresistance/community/Food and Drug Administration: ■ http://www.fda.gov/oc/opacom/hottopics/antiresist.html National Library of Medicine Medline ■Database: http://www.nlm.nih.gov/medlineplus/antibiotics.htmlPublic Health Action Plan to Combat ■Antimicrobial Resistance: http://www.cdc.gov/drugresistance/actionplan/index.htmAPUA: Alliance for the Prudent Use of Antibiotics ■Antibacterial Agent Information Sheet.

About antibacterialsWhat is an antibacterial and how are antibacterials classified?In its broadest definition, an antibacterial is an agent that interferes with the growth and reproduction of bacteria. While antibiotics and antibacterials both attack bacteria, these terms have evolved over the years to mean two different things. Antibacterials are now most commonly described as agents used to disinfect surfaces and eliminate potentially harmful bacteria. Unlike antibiotics, they are not used as medicines for humans or animals, but are found in products such as soaps, detergents, health and skin care products and household cleaners.

What are some common antibacterials?Antibacterials may be divided into two groups according to their speed of action and residue production. The first group contains those that act rapidly to destroy bacteria but quickly disappear (by evaporation or breakdown) and leave no active residue behind (referred to as non-residue-producing). Examples of this type are the alcohols, chlorine, peroxides and aldehydes. The second group consists mostly of newer compounds that leave long-acting residues on the surface to be disinfected and thus have a prolonged action (referred to as residue producing). Common examples of this group are triclosan, triclocarban and benzalkonium chloride.

How common are antibacterials in consumer products?All products that claim to kill bacteria or viruses have some kind of antibacterial agent. Alcohols, chlorine and peroxides have been

used for many decades in health care and cleaning products. Within the past two decades, the residue-producing antibacterials once used almost exclusively in health care institutions have been added to increasing numbers of household products, particularly soaps and cleaning agents. A recent survey reported that 76 percent of liquid soaps from 10 states in the U.S. contained triclosan, and approximately 30 percent of bar soaps contained triclocarban.

Many cleaning compounds contain quaternary ammonium compounds. Because these compounds have very long chemical names, they often are not easily recognized as antibacterial agents on packaging labels. More recently, triclosan has been bonded into the surface of many different products with which humans come into contact, such as plastic kitchen tools, cutting boards, highchairs, toys, bedding and other fabrics.

Is the use of antibacterial agents regulated in the U.S.?Whether an antibacterial agent is regulated depends upon its intended use and its effectiveness. The U.S. Food and Drug Administration (FDA) regulates antibacterial soaps and antibacterial substances that will either be used on the body or in processed food, including food wrappers and agents added to water involved in food processing. If a substance is not intended for use on or in the body, it is registered by the U.S. Environmental Protection Agency (EPA) under the Federal Insecticide, Fungicide and Rodenticide Act. Substances are registered either as public health or as non-public health antimicrobial agents.

What is the difference between bacteriostats, sanitizers, disinfectants and sterilizers?The EPA classifies public health antimicrobials as bacteriostats, sanitizers, disinfectants and sterilizers, based on how effective they are in destroying microorganisms. Bacteriostats inhibit bacterial growth in inanimate environments. Sanitizers are substances that kill a certain percentage of test microorganisms in a given time span. Disinfectants destroy or irreversibly inactivate all test microorganisms, but not necessarily their spores. Sterilizers destroy all forms of bacteria, fungi and other microorganisms and their spores.

Disinfectants can be further categorized as broad- or limited-spectrum agents. A broad-spectrum disinfectant destroys both gram-negative and gram-positive bacteria. A limited-spectrum disinfectant must clearly specify the specific microorganisms against which it works.

How beneficial are antibacterials?Antibacterials are definitely effective in killing bacteria, but there is considerable controversy surrounding their health benefits. The non-residue-producing agents have been used for many years and continue to be effective agents for controlling disease organisms in a wide variety of health care and domestic settings.


When used under strict guidelines of application, the residue-producing agents have proven effective at controlling bacterial and fungal infection in clinical settings such as hospitals, nursing homes, neonatal nurseries and other health care facilities where there may be a high risk of infection. A certain few consumer products have demonstrated effectiveness for specific conditions: antibacterial toothpaste helps control periodontal (gum) disease; antibacterial deodorants suppress odor-causing bacteria; and antidandruff shampoos help control dandruff. However, to date, there is no evidence to support claims that antibacterials provide additional health benefits when used by the general consumer.

Are antibacterial agents safe?When used as directed for external surfaces, antibacterial agents are considered to be relatively non-toxic. However, some may cause skin and eye irritation, and all have the potential for doing harm if not stored or used properly. Furthermore, evaluations of risk are based on single agents and do not consider the effects of multiple uses or multiple compounds.

Recently, triclosan has been reported in surface waters, sewage treatment plants, the bile of fish and breast milk, but the significance of these findings is presently unknown.

Do antibacterials create resistant bacteria?Because of their rapid killing effect, the non-residue-producing antibacterial agents are not believed to create resistant bacteria. Resistance results from long-term use at low-level concentrations, a condition that occurs when consumers use residue-producing agents such as triclosan and triclocarban. Until recently, it was accepted that these agents did not affect a specific process in bacteria, and because of this, it was unlikely that resistant bacteria could emerge. However, recent laboratory evidence indicates that triclosan inhibits a specific step in the formation of bacterial lipids involved in the cell wall structure. Additional experiments found that some bacteria can combat triclosan and other biocides with export systems that could also pump out antibiotics. It was demonstrated that these triclosan-resistant mutants were also resistant to several antibiotics, specifically chloramphenicol, ampicillin, tetracycline and ciprofloxacin.

Resistance to antibacterials has been found where these agents are used continuously (as in the hospital and food industry); however, this modest increase in resistance has not yet created a clinical problem.

Can the widespread use of antibacterial agents lead to bacteria that are more resistant?Many scientists feel that this is a potential danger, but others argue that the laboratory conditions used in the research studies do not represent the “real world.” So far, studies of antibacterial use in home products such as soap, deodorant and toothpaste have not shown any detectable development of resistance. However, such

products have only been in use for a relatively short time, and studies of their effects are still extremely limited.

Are there other concerns about the use of antibacterial agents?Yes, experts believe that the use of these agents creates a false sense of security that may cause individuals to become lax in their hygiene habits. Antibacterial use should not be considered an alternative to normal hygiene except where normal hygiene practices are impossible.

It should always be remembered that most bacteria are harmless and in many cases, even beneficial. Very few bacteria actually cause disease. Antibacterials are not discriminating, and an all-out attack on bacteria in general is unjustified. Constant use of disinfecting agents tends to disrupt the normal bacteria that act as barriers against invading pathogens. This may cause shifts in bacterial populations and create a “space” for disease-causing bacteria to enter and establish infection.

In addition, some scientists have gathered evidence showing that overly hygienic homes during early childhood may be linked to the appearance of allergies later in life. In this “hygiene hypothesis,” allergies develop because the childhood immune system fails to mature properly due to lack of contact with immune-stimulating bacteria. This hypothesis remains controversial and requires further research for validation.

When are antibacterials useful?While there is no evidence that the routine use of antibacterials confer a health benefit, they are useful where the level of sanitation is critical and additional precautions need to be taken to prevent spread of disease.

Thus, they are important in hospitals, day care centers, salons and health care facilities and other environments with high concentrations of infectious bacteria. In the home environment, they may be needed for the nursing care of sick individuals with specific infections, or for those whose immune systems have been weakened by chronic disease, chemotherapy or transplants. Under these circumstances, antibacterials should be used according to protocol, preferably under the guidance of a health care professional.

Please visit the following link to learn more about antibiotics: http://www.cdc.gov/ncidod/op/antibiotics.htm.

Decontaminating your environmentYou have a responsibility to control exposure to pathogens by decontaminating your environment and tools. Remember that pathogens collect any time an object or surface is exposed to air.

Doorknobs, handles, the telephone, money, cabinets, the cash register – all are surfaces touched by co-workers and clients that may harbor harmful pathogens, so all must be decontaminated to some degree. Cleaning is only the first step of the process. The following sections review the meaning of sanitation, sterilization, and

disinfection, terms that are commonly used interchangeably, but have very different meanings and require different procedures.

SanitationSanitation is the lowest level of decontamination. Sanitation will reduce germs on a surface, but will not kill all organisms. Sanitation provides a minimum level of cleanliness, protecting public health by preventing the spread of some, but not all, bacteria and fungi. Instruments that are sanitized are not sterile. Countertops and workstations should also be sanitized, wiped down with soap and water; this process should not be confused with, and does not replace, disinfection, which requires an appropriate disinfectant. Remember that soap and water will kill most of the bacteria on your hands, workstation or chair, but will not kill all the bacteria or fungal spores.

The term “sanitation” is most often used in reference to cleaning the hands. Hand washing is absolutely essential to controlling bacteria and the most effective way to prevent the spread of infectious agents from one person to another. Hands cannot be sterilized, because it is impossible to remove all microorganisms from the surface of the skin. Water and soap, in fact, are not sterile, and can introduce new bacteria and infectious agents.

Your hands are populated by both resident and transient organisms. Resident organisms are a normal part of your skin’s environment, their natural habitat. They grow and multiply in an oxygen environment, and rarely cause infection or harm the individual who is their host. These organisms cannot be removed easily by hand washing. Sanitation controls minimize exposure to transient organisms. These organisms, like E. coli and salmonella, cause dangerous infections in humans. In contrast to resident organisms, transient organisms cannot live long on the surface of our skin. They function poorly in an oxygen environment, usually surviving less than 24 hours. These organisms can be removed easily through the process of hand washing, using friction, soap and water.

Wash your hands http://www.cdc.gov/Features/Hand washing/

Hand washing is a simple thing, and it’s the best way to prevent infection and illness.

Clean hands prevent infections. Keeping hands clean prevents illness at home, at school and at work. Hand hygiene practices are key prevention tools in health care settings, in daycare facilities, in schools and public institutions, and for the safety of our food.

In health care settings, hand washing can prevent potentially fatal infections from spreading from patient to patient and from patient to health care worker and vice-versa. The basic rule in the hospital is to cleanse hands before and after each patient contact by either washing hands or using an alcohol-based hand rub.

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At home, hand washing can prevent infection and illness from spreading from family member to family member and sometimes throughout a community. In the home, the basic rule is to wash hands before preparing food and after handling uncooked meat and poultry; before eating; after changing diapers; after coughing, sneezing, or blowing one’s nose into a tissue; and after using the bathroom.

Wash your hands: The right wayWhen washing hands with soap and water:

Wet your hands with clean running water and 1. apply soap. Use warm water if it is available.Rub hands together to make a lather and 2. scrub all surfaces.Continue rubbing hands for 15-20 seconds. 3. Need a timer? Imagine singing “Happy Birthday” twice through to a friend. Rinse hands well under running water.4. Dry your hands using a paper towel or air 5. dryer. If possible, use your paper towel to turn off the faucet.Always use soap and water if your hands are 6. visibly dirty.If soap and clean water are not available, use 7. an alcohol-based hand rub to clean your hands. Alcohol-based hand rubs significantly reduce the number of germs on skin and are fast-acting.

When using an alcohol-based hand sanitizer: Apply product to the palm of one hand. ■Rub hands together. ■Rub the product over all surfaces of hands ■and fingers until hands are dry.(http://www.health.state.mn.us/handhygiene/ ■wash/fsgermbuster.html)

Hand washing: The beginning of infection controlhttp://www.cdc.gov/Features/HandWashing/

Ignaz Semmelweis, an Austrian-Hungarian physician, first demonstrated more than 150 years ago that hand hygiene can prevent the spread of disease. Hand hygiene as a practice includes performing hand washing, or using antiseptic hand wash, alcohol-based hand rub or surgical hand hygiene/antisepsis.

Dr. Semmelweis worked in a hospital in Vienna whose maternity patients were dying at such an alarming rate that they begged to be sent home. Most of those dying had been treated by student physicians who worked on corpses during an anatomy class before beginning their rounds in the maternity ward.

Because the students did not wash their hands effectively between touching the dead and the living – hand washing was an unrecognized hygienic practice at the time – pathogenic bacteria from the corpses regularly were transmitted to the mothers via the students’ hands.

The result was a death rate five times higher for mothers who delivered in one clinic of the hospital than for mothers who delivered at another clinic not attended by the student physicians.

In an experiment considered quaint at best by his colleagues, Dr. Semmelweis insisted that his students wash their hands before treating the mothers – and deaths on the maternity ward fell fivefold.

Unquestioned today as the most important tool in the health care worker’s arsenal for preventing infection, hand washing was not readily accepted in Dr. Semmelweis’s era. Indeed, his pleas to make hand washing a routine practice throughout the hospital were largely met with derision. Another 50 years would pass before the importance of hand washing as a preventive measure would be widely accepted by the medical profession. Sanitation is now a standard and thousands of lives have been saved because of Dr. Semmelweis’s discovery.

Cleaning agents for handsCleaning agents assist in the process of removing substances from surfaces. Soaps and detergents are two common cleaning agents that are often confused for one another, but are composed of very different ingredients, with different cleaning properties. Soaps are the product of a chemical reaction, formed by vegetable oil reacting with lye, for example, and chemicals that add a desirable smell or quality to the soap, such as glycerine, to make it milder. While soap does not kill microorganisms, soap and water will help remove them from surfaces.

Detergents are manufactured for the express purpose of cleaning specific substances off specific items, and are created using chemicals that can be very harsh to skin. In contrast to detergents that do not leave a residue or require rinsing, soaps leave a coating or residue on the body, typically one designed to make skin smoother or more attractive. Soaps also remove less fat from the skin than detergents, which have a drying quality and may strip the skin. Be sure to use the appropriate cleaning agent for the job. Different cleaning and disinfecting agents have many different properties. Always read the ingredients, instructions and recommendations for use on the item’s label.

Sterilization and disinfection“Sterile” means free from all germs; sterilization is the most effective level of decontamination, involving the removal of all bacterial life from a surface. This is the level of decontamination required for tools and surfaces in hospital surgeries. Hospitals use steam autoclaves to heat instruments to a very high temperature, and many salons are investing in autoclaves to reassure clients that their safety is the number one priority.

Disinfection is the process of killing specific microorganisms, bacteria or germs using physical or chemical processes. Disinfectants are chemical agents that destroy organisms on contaminated instruments or surfaces. Disinfectants can be dangerous and must be used with caution. Disinfectants are used to destroy bacteria on equipment and implements, but they should not be used on the skin. In a salon atmosphere, disinfectants must be able to kill viruses, fungus and dangerous bacteria.

DisinfectantsControlling bacteria in a salon requires some degree of effort, vigilance and good sense. In choosing a disinfectant, always look for the EPA registration number (awarded by the Environmental Protection Agency) to ensure you are using an approved disinfectant. This number indicates a level of safety for specific kinds of disinfection. To be registered by the EPA, it must be effective in killing bacteria, including Staphylococcus aureus, salmonella and pseudomonas. Cosmetology salons must use not only EPA-approved disinfectants, but also those with an EPA rating of hospital-level (tuberculocidal) quality. These disinfectants are especially effective for salon use and are capable of killing viruses, dangerous bacteria and fungus.

Disinfectants can be hazardous if prepared incorrectly. Consult the manufacturer’s material safety data sheets (MSDS) for information on preparing the solution; check the listing of chemicals in the disinfectant and how they can pose safety hazards, if any. Be certain to follow manufacturers’ instructions and all written directions for the preparation and use of a specific disinfectant. Remember to follow all directions when using this type of disinfectant or any other disinfectant.

To ensure safety, use an appropriate ratio of concentration in the solution, and clean only approved items according to label instructions. Wear gloves and safety glasses as indicated when mixing and using solutions. Do not confuse disinfectants, which destroy harmful microorganisms, with antiseptics, products designed to slow the growth of microorganisms. Antiseptics do not kill microorganisms and should not be confused with disinfectants or used for salon disinfection.

Household disinfectants, commonly used to clean offices and homes, may be used to clean floors, doorknobs, walls and so on as directed on the container label, but should not be used in place of a hospital-grade salon disinfectant, which is required to sterilize instruments.

Bleach can be used as an effective disinfectant, but it is not a cleaning agent and should only be applied to clean surfaces. Bleach must be used with caution because it can release toxic fumes when mixed with certain substances. Bleach is far too harsh for day-to-day disinfection and will damage instruments. It may be used for washing towels and other salon laundry.

What are efficacy tests?The tests used to measure the effectiveness of disinfectants on various pathogenic (disease-causing) organisms are called efficacy tests. The EPA must pre-approve all “efficacy test methods” used to measure the effectiveness of disinfectants against specific microorganisms. The most common efficacy test prescribed by EPA is the Association of Official Analytical Chemists (AOAC) test. Currently, for a disinfectant cleaner to be registered by EPA as hospital strength, it must be effective at its recommended dilution in killing target pathogens in the presence of 400


ppm hard water and 5 percent organic serum and must kill 100 percent of the target test organisms.

It is a good idea for you to require the manufacturer or distributor of a disinfectant or disinfectant-cleaner to provide efficacy data to you before you select it for use in your salon.

What factors affect how well a disinfectant works?There are six main factors:

Concentration1. – This is the dilution rate. Proper dilution is very important. Read label for complete dilution directions. Contact time 2. – For quats, this is very important and is discussed throughout this course. For other disinfectants, such as bleach, contact time is not very critical.PH3. – Certain disinfectants work best under acidic conditions (bleach), and others work best under alkaline conditions (quats). Temperature4. – Certain disinfectants work best in cold water (bleach). Most, like quats, work best in warm water. Soil load 5. – Quats and other disinfectants do not know the difference between soil and bacteria. That is why heavy soil should be removed before disinfecting.Organism type6. – Not all disinfectants work on all types of organisms. When in doubt, read the product label for a complete list.

How can you calculate active parts per million (ppm) of the disinfectant you are using?To calculate active ppm, you’ll need three things – the active ingredient list from the disinfectant label, dilution rate of the product and a calculator. The following is an example of how this would be done using Neutral Germicidal Cleaner:Step 1:

Add together active ingredient percentages from the label: For example, 5.07 percent + 3.38 percent = 8.45 percent total active ingredients.

Step 2: Multiply by 10,000: 8.45 X 10,000 = 84,500

Step 3:Divide the result of Step 2 by the dilution rate (128 in this example): 84,500 / 128 = 660 ppm.

Parts per million (ppm) is a ratio figure that represents the amount of one substance that is in one million parts of another substance.

Cleaning salon computers and reception areasAlmost all modern salons now work with computers and computer appointment books. These computer appointment books are generally at the reception desk and are also found in break areas so that salon workers can view their schedules.

Few people think about the germ havens these areas have become. Experts say the computer keyboard, phone and desk areas of salons are major germ areas that must be sanitized.

Believe it or not, you could put your fingers on a toilet seat and collect fewer germs than

the average desk or keyboard. Charles Gerba, a microbiologist at the University of Arizona, counted bacteria on several surfaces.

He found the office toilet seat had an average of 49 germs per square inch. When he looked at keyboards, he found 3,295 bacteria per square inch, 60 times higher than the toilet seat. Even worse were tops of desks at 21,000 bacteria per square inch and telephones at 25,000 per square inch. People are constantly coughing and sneezing on them. Germs from unwashed hands can remain alive for days. In other words, if you share computer keyboards in your salon, a phone or a desk, you are sharing germs.

To combat the problem, you must assign cleaning duties to staff. First, you should remove the screws on the underside of the keyboard and separate the two parts. Brush the debris away and then wipe with a sanitizing cloth.

Once you put it back together, spray the entire keyboard with a disinfectant spray like Lysol. Do this lightly so as not to ruin the electronics. You can also use sanitation wipes commonly found in drug stores.

Staff should clean phones daily with a disinfectant spray and more often when someone is known to be sick or feels sick. Also, remember to daily disinfect your workstation. Often stylists forget to perform this important step, yet they routinely place combs, scissors and other items on top of the workstation.

Disease and infestationSalons and schools should not knowingly permit a person afflicted with an infection or parasitic infestation capable of being transmitted to a patron to serve patrons or train in the establishment or school.

In addition, salons and schools should not knowingly require or permit a licensee or student to work upon a person with an infection or parasitic infestation capable of being transmitted to the licensee or student.

Infections or parasitic infestation capable of being transmitted between licensee or student and patron include the following:

Cold, influenza or other respiratory illness ■accompanied by a fever, until 24 hours after resolution of the fever.Streptococcal pharyngitis (“strep throat”), until ■24 hours after treatment has been initiated, and 24 hours after resolution of symptoms.Purulent conjunctivitis (“pink eye”), until ■examined by a physician and approved for return to work.Pertussis (“whooping cough”), until five days ■of antibiotic therapy has been completed.Varicella (“chicken pox”), until the sixth day ■after onset of rash or sooner if all lesions have dried and crusted.Mumps, until nine days after onset of parotid ■gland swelling.Tuberculosis, until a physician or local health ■department authority states that the individual is noninfectious.

Impetigo (bacterial skin infection), until 24 ■hours after treatment has begun.Pediculosis (head lice), until the morning ■after first treatment.Scabies, until after treatment has been ■completed. No person working or training in an establishment or school should massage any person upon a surface of the skin or scalp where such skin is inflamed, broken (e.g., abraded, cut) or where a skin infection or eruption is present.

The cosmetology industry is booming and one of the few factors that can harm your industry is if clients do not feel safe. You must make safe sanitation techniques a part of your daily routine and encourage co-workers to do the same.

Sanitation issues have a direct impact on the health and welfare of clients and the livelihood of the salon professional. The importance of maintaining proper sanitation procedures cannot be overstated; it can literally be a matter of life or death! Following proper sanitation guidelines will greatly reduce the potential risks to you, your clients and co-workers.

Part II – Kentucky Statutes and Administrative Regulations

317A.090 Requirements for schools.No license shall be renewed or issued by the cosmetologist board to any cosmetology school unless such school provides:

As a prerequisite of graduation a prescribed 1. course of instruction of not less than eighteen hundred (1,800) hours in the case of a cosmetology school to be given within an uninterrupted period with not more than eight (8) hours nor less than four (4) hours of instruction a day, exclusive of Sundays; except that in the state area vocational schools the eighteen hundred (1,800) hours of instruction may be offered according to the schedule for other vocational classes in the school;Courses of instruction in histology of the 2. hair, skin, nails, muscles and nerves of the face and neck; elementary chemistry with emphasis on sterilization and antiseptics, diseases of the skin, hair and glands, massaging and manipulating of the muscles of the upper body; cutting, shaving, arranging, dressing, coloring, bleaching and tinting the hair and such other courses as may be prescribed by regulation of the board;Such facilities, equipment, materials, 3. and qualified instructors and apprentice instructors as may be required by rules and regulations of the board adopted pursuant to this chapter, but in no event shall any cosmetology school have fewer than one (1) licensed instructor per twenty (20) students;The fee for the initial license of a beauty 4. school shall be one thousand dollars ($1,000); No cosmetology school after being licensed for the first time, shall serve the public until three hundred (300) hours of instruction has been taught;

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In compliance with KRS 317A.070 the board 5. may revoke or suspend any license issued by it if, in the judgment of the board, such school is not following the requirements as set out in this chapter or such school does not comply with the rules and regulations promulgated by the board in order to regulate the conduct of the school and in order to supervise the proper education of the students.

317A.130 Sanitation requirements and prohibited practices.No instructor, student, cosmetologist, apprentice, or nail technician shall:

Knowingly continue to practice while he has 1. an infectious or communicable disease;Fail to provide the head rest of each chair 2. with a relaundered towel or a sheet of clean paper for each person;Fail to place around the patron’s neck a strip 3. of cotton, towel, or neck strip so that the haircloth does not come in contact with the patron’s skin;Use on one (1) patron a towel that has been 4. used upon another patron, unless the towel has been relaundered;Use on any patron any razor, scissors, 5. tweezers, comb, sachet, rubber disc, or part of vibrator or other similar equipment or appliance that comes into contact with the head, face, hands, or neck of a patron, until the equipment or appliance has been immersed in boiling water for ten (10) minutes or in a sterilizing solution and placed in a wet or dry sterilizer until again used. Only those methods of sterilization that are bacteriologically effective and approved by the Department for Public Health shall be used; orUse on any patron a liquid nail enhancement 6. product containing monomeric methyl methacrylate, also known as dental acrylic monomer, for the purpose of creating artificial nail enhancements in the practice of cosmetology and nail technology.

317A.140 Grounds for refusal to issue, renew, revoke or suspend license.

The board may refuse to issue or renew 1. a license or may revoke or suspend such licenses as are issued upon proper showing of applicant’s or licensee’s:

Conviction of a felony;a. Gross malpractice or incompetence;b. Mental or physical health that would c. endanger public health or safety;False or deceptive practice or d. misrepresentation including advertising;Practicing in an unlicensed shop or in a e. shop knowing that such is not complying with this chapter or regulations of the board promulgated pursuant to this chapter;Immoral or unprofessional conduct;f. Teaching in an unlicensed school or g. in a school knowing that such school is not complying with this chapter or regulations of the board promulgated pursuant to this chapter;

Failure to comply with the rules and h. regulations of the board.

The licensee may have the alternative, subject 2. to approval of the board, to pay in lieu of part or all of the days of any suspension period a payment of not less than twenty-five dollars ($25) per day and not to exceed five hundred dollars ($500) total. The board shall set the amounts of such payments by regulation.Payments in lieu of suspension collected 3. by the board shall be deposited in the State Treasury and credited to the general expenditure fund.The board may require retesting of any licensee 4. upon proper showing of gross malpractice or incompetence on the part of such licensee.

201 KAR 12:082. School’s course of instruction.KRS 317A.060(1) requires the board to promulgate administrative regulations governing schools of cosmetology, including their hours and courses of instruction. KRS 317A.090 establishes the requirements for schools of cosmetology. This administrative regulation establishes requirements for the hours and courses of instruction of schools of cosmetology.

Section 1. The regular courses of instruction for cosmetology students shall contain the following:(1) Professional practices.

(a) The cosmetology profession.1. Cosmetology vocabulary.2. Brief history: how it began, and changes.3. Ethics: ethics in a beauty salon; and salon conduct.

(b) Salon procedures.1. Hygiene and good grooming.

a. Personal and public;b. Personal characteristics; andc. Responsibilities of a cosmetologist.

2. Professional attitudes and salesmanship.a. Personality development;b. Salesmanship and business management;c. Customer relationship; andd. Telephone personality.

3. Public relations and psychology.a. Behavior; andb. Proper image.

(c) Specialty services.1. Facial treatments and make-up.

a. Facial treatment/make-up preparation;b. Implements and supplies;c. Procedure in giving a plain facial;d. Purpose and effect of massage movements;e. Facial cosmetics;f. Special problems;g. Eyebrow arching; andh. Lash and brow dye.

2. Nail technology.a. Purpose and effect;b. Preparation;c. Equipment; andd. Procedures, including the following:

(i) Plain manicure;(ii) Oil manicure;

(iii) Removal of stains;(iv) Repair work;(v) Hand and arm massage;(vi) Buffing;(vii) Application of lacquer; and(viii) Application of artificial nails.

(2) Life sciences (general anatomy).(a) Osteology.

1. Definition; and2. Functions.

(b) Myology.1. Definition;2. Functions; and3. Types.

(c) Neurology.1. Definition;2. Functions;3. Types (motor and sensory); and4. Principal nerves of the head, face and neck.

(d) Angiology.1. Definition;2. Composition of blood; and3. Function of blood.

(e) Dermatology.1. Structure of skin;2. Functions of skin;3. Appendages of skin;4. Conditions of the skin; and5. Lesions of the skin.

(f) Trichology.1. Structure of hair;2. Composition;3. Blood and nerve supply;4. Growth and regeneration;5. Color;6. Texture;7. Elasticity;8. Porosity; and9. Conditions to be recognized.

(g) Nails.1. Structure and composition;2. Growth and regeneration; and3. Irregularities.

(3) Physical sciences (chemistry and treatment).(a) Chemistry.

1. Elements, compounds, and mixtures.a. Properties of;b. Acid and alkali; andc. Chemistry of water.

2. Composition and uses of cosmetics.a. For the body;b. For the skin and face; andc. For the scalp and hair.

3. Chemistry of hair lightening.4. Chemistry of hair coloring.5. Chemical hair relaxing.6. Chemistry of make-up.7. Chemistry of facial treatments.8. Chemistry of rinses.

a. Soaps and shampoos; andb. Detergents.

9. Chemistry of cold waving.(b) Scalp and hair treatments.

1. Purpose and effects;2. Preparation and procedure;3. Use of cap;4. Electricity and therapeutic ray; and


5. Safety rules.(c) Shampoos and rinses.

1. Importance of good shampoo;2. Purpose of effects;3. Required materials and implements;4. Brushing and drying;5. Types of shampoos;6. Rinses (not colored); and7. Composition.

(d) Hair coloring.1. Principal reasons for coloring;2. Advantages of coloring;3. Classifications of hair coloring;4. Variation of products;5. Procedures; and6. Safety measures.

(e) Hair lightening.1. Types of lighteners;2. Implements and supplies;3. Procedure;4. Special problems in hair lightening;5. Fillers and toners;6. Removal of aniline derivative tints; and7. Tint back to natural coloring.

(f) Cold waving.1. Basic requirements;2. Scalp and hair analysis;3. Hair porosity;4. Hair texture;5. Hair elasticity;6. Hair density;7. Curling rods and chemicals;8. Variation of permanent wave products;9. Procedures;10. Problems; and11. Safety measures.

(g) Sterilization and sanitation.1. Definitions;2. Importance;3. Sterilization rules; and4. Methods of sterilization.

(4) Hair designing or sculpturing.(a) Hair shaping.

1. Fundamentals of hair shaping;2. Correct use of tools;3. Designing and planning the hair cut;4. Sectioning and thinning;5. Razor and shear shaping;6. Wig shaping; and7. Safety precautions.

(b) Hair styling.1. Finger waving;2. Pin curls;3. Hair partings;4. Artistry hair styling;5. Dressing of the coiffure;6. Special consideration in hair styling;7. Chemical hair relaxing and styling;8. Facial types; and9. Hair pressing and types of hot-iron curling.

(c) Care and styling of wigs.1. Purpose;2. Quality;3. Types of wigs;4. Ordering wigs;5. Cleaning;6. Shaping;

7. Tinting and color rinsing;8. Setting; and9. Safety precautions.

Section 2. A school shall teach the students about the various supplies and equipment used in the usual salon practices.

Section 3. A school shall have the following charts or visual aids available for students’ use:(1) Charts or visual aids showing anatomy of muscles of face and neck with special reference to the direction of muscle fibers and function of muscle or groups of muscles; and(2) Charts or visual aids showing anatomy of nails.

Section 4. A student shall receive not less than 1,800 hours in clinical class work and scientific lectures with 450 minimum lecture hours for science and theory and 1,305 minimum clinic and practice hours; and forty-five (45) hours of applicable Kentucky statutes and administrative regulations.

Section 5. One (1) hour per week shall be devoted to the teaching and explanation of the Kentucky law as set forth in KRS Chapter 317A and the administrative regulations of the board.

Section 6. A school of cosmetology shall maintain and teach the following curriculum:(1) Curriculum for freshmen students.

(a) Theory and related theory class, 100 hours.1. General theory, including Kentucky

cosmetology law and applicable administrative regulations promulgated thereunder.

2. Clinical theory.3. Lecturing theory.

(b) Clinical and related theory class (freshman practice class on students or mannequins), 200 hours.1. Cold waves.2. Facials and make-up.3. Complete “S” formations or complete

finger waves.4. Pin curl technique.5. Hair shaping.6. Hair styling techniques.7. Lash and brow tint.8. Eyebrow arches.9. Nail technology.10. Scalp treatments.11. Shampooing.12. Hair coloring, bleaching, and rinsing (mixing and formulas).13. Heat permanent.14. Safety measures.

(2) Curriculum for junior and senior students.(a) Theory and related theory class, 500 hours, including:

1. Professional practices;2. Life sciences (general anatomy);3. Physical sciences (chemistry and treatment);4. Hair designing safety measures; and5. Kentucky cosmetology laws and applicable administrative regulations.

(b) Clinical class, 1,000 hours.1. Hair conditioning treatments.2. Scalp treatments.3. Hair shaping.

4. Shampoos.5. Cold waves.6. Chemical hair relaxing (permanent wave).7. Complete “S” formation and complete finger waves.8. Pin curl techniques.9. Hair styles.10. Iron curling.11. Hair coloring and toning.12. Bleaches and frostings.13. Facials and make-up.14. Nail technology.15. Lash and brow tints.16. Eyebrow arches.17. Color rinses (certified color).18. Wiggery.19. Professional ethics and good grooming.20. Salesmanship.21. Reception desk and telephone answering.22. Recordkeeping.23. Dispensary (procedures for ordering supplies and retail merchandise).24. Personality development.25. Salon management.26. Public relations.

Section 7. In addition to the regular course of instruction, a cosmetology school may have two (2) related lectures and demonstrations per month.

Section 8. Time not utilized in theory or clinic work shall be used for study periods or library work.

Section 9. A school shall furnish students text books that have been approved by the board.

Section 10. A student of cosmetology shall not be permitted to work on the public until the student has completed 300 hours of instruction.

Section 11. A student of cosmetology shall be allowed a total of sixteen (16) hours for out-of-school activities pertaining to the profession of cosmetology per 1,800 hours, not to exceed eight (8) hours per day, if:

(1) It is reported to the board office on “Certification of Cosmetology Field Trip * Hours (95)” form, or “Certification of Cosmetology Student Education Show * Hours (95)” form, as appropriate; and

(2) The form is received in the board office within ten (10) days of the date of the field trip.

Section 12. A student of cosmetology shall be allowed a total of sixteen (16) hours for attending educational programs per 1,800 hours, not to exceed eight (8) hours per day, if:

(1) Reported to the board office on “Certification of Cosmetology Field Trip * Hours” form, or “Certification of Cosmetology Student Education Show * Hours” form, as appropriate; and

(2) The form is received in the board office within ten (10) days of the date of the educational show.

Section 13. A copy of the Kentucky State Board of Hairdressers and Cosmetologists’ statutes and administrative regulations shall be made available to all students.

Section 14. Nail technician curriculum shall include the following:

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(1) Science and theory; 200 hours.(a) 1. Equipment;

2. Sterilization;3. Sanitation;4. Chemistry and types of artificial nails;5. Public and personal hygiene safety measures; and6. Statutes and administrative regulations governing cosmetology and nail technology.

(b) Nail condition and manicure techniques.(c) Hand and arm massage.(d) Science pertaining to areas of hands and arms.(e) 1. Personality;

2. Grooming;3. Salon management;4. Professional ethics; and5. Cosmetic theory laws.

(f) Nails:1. Structure and composition;2. Growth and regeneration; and3. Irregularities.

(2) Clinical; 400 hours.(a) Oil and plain manicure.(b) Nail polish changes;

1. Nail polish changes;2. Moons;3. Half-moons; and4. Tips.

(c) Hand and arm massage.(d) Safety measures.(e) Care of equipment.(f) Removal of stains.(g) Repair work including wraps and tips.(h) Buffing.(i) Application of lacquer.(j) Application of artificial nails.

Section 15. The course of study and curriculum for an apprentice instructor shall include as a minimum, for a total of 1,000 hours, the following:(1) Orientation, fifteen (15) hours.(2) Psychology of student training, fifty (50) hours.(3) Introduction to teaching, thirty (30) hours.(4) Good grooming and personality development, fifty (50) hours.(5) Course outlining and development, forty (40) hours.(6) Lesson planning, forty-five (45) hours.(7) Teaching techniques (methods), eighty (80) hours.(8) Teaching aids, audio-visual techniques, eighty (80) hours.(9) Demonstration techniques, fifty-five (55) hours.(10) Examinations and analysis, sixty (60) hours.(11) Classroom management, forty-five (45) hours.(12) Recordkeeping, twenty-five (25) hours.(13) Teaching observation, sixty-five (65) hours.(14) Teacher assistant, ninety (90) hours.(15) Pupil teaching (practice teaching), 270 hours.

Section 16. An apprentice instructor shall be under the immediate supervision and instruction of a licensed instructor during the school day. An apprentice instructor shall not assume the duties and responsibilities of a licensed supervising instructor.

Section 17. All records of apprentice instructors’ hours earned shall be recorded on the “Monthly

Attendance Report” form supplied by the board office on or before the tenth day of each month.

Section 18. If the board permits a student to enroll in a school for a special brush-up course in any of the following subjects, the student shall be required to have a course of training of the following number of hours in the course or courses he desires to take:(1) Permanent waving, and all chemical control, 150 hours.(2) Nail technology, hand and arm massage, and application of artificial nails, 100 hours.(3) All iron curls, 100 hours.(4) Facials, 125 hours. (5) Hair coloring and bleaching, 150 hours.(6) Scalp massage, 25 hours.(7) Hair shaping, trimming, and thinning, 125 hours.(8) Science, 100 hours.(9) Hair dressing and styling, 150 hours.

Section 19. Incorporation by Reference. (1) The following material is incorporated by reference:

(a) “Certification Of Cosmetology Field Trip * Hours” (2003);(b) “Certification Of Cosmetology Student Education Show * Hours” (2003); and(c) The “Monthly Attendance Report” Form, (2003).

(2) This material may be inspected, copied, or obtained, subject to applicable copyright law, at Kentucky State Board of Hairdressers and Cosmetologists, 111 St. James Court, Suite A, Frankfort Kentucky 40601, Monday through Friday, 8 a.m. to 4:30 p.m.

201 KAR 12:083. educational requirements.KRS 317A.060 and 317B.020 require the board to promulgate administrative regulations governing the operation of schools of cosmetology and esthetics, including the proper education and training of students. This administrative regulation establishes proof of education and other enrollment requirements.

Section 1. (1) Any person enrolling in a school of cosmetology for a cosmetology or nail technician course shall complete a “Student Enrollment Application for Kentucky Cosmetology School” provided by the board.

(2) The applicant shall furnish proof that he or she has completed two (2) years of high school or its equivalent.

(3) The required proof shall be any one (1) of the following:

(a) A transcript of subjects and grades showing the applicant has completed grades nine (9) and ten (10);(b) G.E.D. test indicating score equivalent to tenth grade high school as determined by the Department of Education; or(c) High school diploma or G.E.D. certificate.

Section 2. Any person enrolling in a school of cosmetology for the esthetics course shall complete the application for enrollment provided by the board. The applicant shall furnish proof that he or she has completed four (4) years of

high school or its equivalent. The required proof shall be any one (1) of the following:

(1) A transcript of subjects and grades showing the applicant has completed 12th grade.

(2) G.E.D. indicating score equivalent to 12th grade high school as determined by the Department of Education.

(3) High school diploma or G.E.D. certificate.

Section 3. (1) The student enrollment application, accompanied by the applicant’s proof of education, shall be received by the board no later than ten (10) working days after the student date of enrollment.

(2) A student shall not receive credit hours if the application is not received within the ten (10) day period.

(3) The school shall forward to the board the enrollment application and proof of education so that the board receives the information no later than ten (10) working days after the student date of enrollment.

(4) Failure of the school to timely forward the information to the board may result in suspension or revocation of the school’s license or a fine of twenty-five (25) dollars a day for every day the application is late.

Section 4. (1) A person shall not be permitted to enroll in a school of cosmetology for a brush-up course unless:

(a) The applicant holds a current license issued by this board; or(b) The applicant has obtained special permission from the board.

(2) The applicant shall complete the application for enrollment.

Section 5. Incorporation by Reference. (1) “Student Enrollment Application for Kentucky Cosmetology School” (2003) is incorporated by reference.

(2) This material may be inspected, copied, or obtained, subject to applicable copyright law, at Kentucky State Board of Hairdressers and Cosmetologists, 111 St. James Court, Suite A, Frankfort, Kentucky 40601, Monday through Friday, 8 a.m. to 4:30 p.m.

201 KAR 12:085. School advertising.Schools advertise for student enrollments and services rendered.

Section 1. Schools shall not use deceptive statements and false promises which act as inducements in an effort to get students to enroll in the schools.

Section 2. A school of cosmetology shall display in the reception room, clinic room, or any other area in which the public receives services a sign to read: “School of Cosmetology - Work Done by Students Only.” The sign shall be large enough to be read the length of the room in which the sign is posted.

Section 3. A school shall not be permitted to guarantee students’ work.

Section 4. Schools shall be forbidden to guarantee future employment to students.


201 KAR 12:088. esthetic course of instruction.KRS 317B.020 requires the board to promulgate administrative regulations establishing course work and conduct of school owners, instructors, estheticians, esthetic salons, and cosmetology schools conducting classes in esthetic practices; set the requirements for the proper education and training of students; and set the standard for the hours and courses of instruction in esthetic practices. This administration regulation establishes requirements for the hours and courses of instruction for esthetician students.

Section 1. Definition. “Cosmetic resurfacing exfoliating procedures” means the application of cosmetic resurfacing exfoliating substances by licensed practitioners for the purpose of improving the aesthetic appearance of the skin.

Section 2. The regular course of instruction for esthetician students shall consist of the following:(1) Professional practices.

(a) The esthetics profession.1. Orientation.2. History and evolution of skin care.3. Esthetics vocabulary.4. Ethics: personal and professional.5. State law.

(b) Salon procedures.1. Hygiene and grooming.2. Responsibilities of an esthetician.3. Standards and procedures.4. Salesmanship.5. Personality development.6. Customer relations and business developments.

(2) Science, theory and state and federal law relating to the practice.

(a) Life sciences, anatomy and physiology of the skin.

1. Skin function.2. Biochemistry.3. Layers of the skin.

(b) Body systems.1. Skeletal.2. Muscular.3. Circulatory.4. Nervous.5. Endocrine.6. Immune.7. Respiratory.8. Digestive.9. Reproductive.10. Integumentary.

(c) Bones, muscles and nerves of the face and skull.(d) Chemistry.

1. Elements, compounds and mixtures.2. Composition and uses of cosmetics for the skin and face.3. Chemistry of makeup.4. Chemistry of facial treatments and products.

(e) Bacteriology and sanitation.1. Microorganisms.2. Sanitation and sterilization.3. State and federal requirements.

(f) Disorders and diseases.

1. Dermatological terms.2. Lesions.3. Common, contagious and other diseases.4. Allergens.5. Autoimmune diseases.

(g) Facials.1. Products, supplies and set up.2. Benefits, purpose and function.3. Procedures including:

a. Skin analysis.b. Consultation.c. Deep cleansing.d. Exfoliation.e. Extractions, including:

(i) Comodone extractor.(ii) Light therapy.(iii) Brushes.

f. Use of steamer and brush.g. Electrodes.h. Massage.i. Masks.

4. Equipment and technological tools.a. Machines: use and safety.b. Electricity and light therapy.c. Microdermabrasion.

5. Body treatments.a. Sanitation and hygiene.b. Cleansing, exfoliation, scrubs and wraps.c. Hydrotherapy.

(h) Pharmacology.1. Over the counter and prescription drugs.2. Allergic reactions.3. State and federal requirements.

(i) Methods of hair removal.(j) Make up application.

1. Color theory.2. Facial shapes.3. Products, tools and equipment.4. Client consultation.5. Basic, corrective and camouflage application.6. Artificial eye lashes.7. Lash and brow tint.

(k) Advanced skin care.1. Aging.2. Reactions to sun.3. Sensitive skin.4. Ethnic skin.5. Exfoliation.6. Alternative skin care.

(l) Clinical skin care.1. Plastic and reconstructive surgery under the supervision of a medical doctor.2. Glycolic peels.

a. Cosmetic resurfacing exfoliating substance and equipment, which includes cosmetic use of the following:

(i) Thirty (30) percent alpha hydroxy acid (AHAs which include glycolic and lactic acids with a pH of three (3.0) or higher).(ii) Zero percent beta hydroxy acid (BHAs which include salicylic acid with a pH of three (3.0) or higher).

(iii) Trichloroacetic acid (TCA) with levels less than twenty (20) percent.(iv) Jessner’s solutions (14) percent salicylic acid, lactic acid, and two (2) percent resorcinol).(v) Proteolytic enzymes (papain and bromelain).

b. Equipment and instruments that mechanically administer substances, including:

(i) Brushing machines.(ii) Polyethylene granular scrubs.(iii) Loofah or textured sponges.(iv) Gommage.(v) Lancets with blades less than 2mm.(vi) Microdermabrasion instruments, provided the manufacturer has established and substantiated product and equipment safety with the Federal Food and Drug Administration (FDA).

c. Glycolic peels exclude all other chemical and mechanical exfoliation/peeling procedures and substances, including:

(i) Carbolic acid (phenol).(ii) Products listed above that exceed the stated maximum levels or combinations thereof.(iii) Lancets when used to penetrate the stratum corneum or remove hair.(iv) All adulterated chemical exfoliating/peeling substances.(v) Devices that penetrate beyond the stratum corneum of the epidermis.

d. Cosmetic resurfacing exfoliating procedures.

3. Microdermabrasion.a. The FDA lists microdermabrasion equipment as Class I devices intended for use by licensed practitioners trained in the appropriate use of such equipment.b. For purposes of this rule, microdermabrasion equipment is considered a cosmetic resurfacing exfoliating substance only if the equipment is used in a manner that is not intended to remove viable (living) skin below the stratum corneum.

4. Pre- and postoperative procedures.

Section 3. A student of esthetics shall not receive less than 1,000 hours in clinical and theory class work with 350 minimum lecture hours for science and theory; fifty (50) hours of applicable Kentucky statutes and administrative regulations; and 600 minimum clinic and practice hours.

Section 4. A student of esthetics shall have completed 300 hours in clinical and related theory

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class before working on and providing services to the general public. Clinical practice shall be performed on other students or mannequins.

Section 5. A school of cosmetology shall maintain and teach the following curriculum:(1) Curriculum for beginning students:

(a) Theory and related theory class, 100 hours.1. General theory, including applicable Kentucky statutes and administrative regulations and applicable federal requirements.2. Clinical theory.3. Scientific lecturing theory.

(b) Clinical and related theory class with clinical practice class on students or mannequins, 200 hours.

1. Skin analysis.2. Esthetic practices.3. Diseases and disorders of the skin.4. Electricity and light therapy.5. Sanitation and sterilization.6. Basic facials.7. Chemistry.8. Color theory and makeup.9. Introduction and safety of machines.10. Procedures for arching by tweezing or waxing.

(2) The curriculum for students with more than 300 hours shall include theory and clinical practice as follows:

(a) Chemical peels – 100 hours.(b) Esthetic practices – 175 hours.

1. Consultation.2. Skin analysis.3. Facial and body treatments.4. Disorders and diseases of the skin.5. Electricity and light therapy.6. Eyebrow arching by tweezing or waxing.7. Skin care machines – proper use and safety.8. Techniques of massage.9. Artificial eyelash application.10. Lash and brow tinting.

(c) Facial and body procedures with and without machines including disincrustation, ionization, all skin types, acne, body wraps – 125 hours.(d) Makeup application and artistry including corrective and camouflage – fifty (50) hours.(e) Removal of excess or unwanted hair by tweezing or waxing - twenty-five (25) hours.(f) Beautifying or cleansing of the body with preparations, antiseptics, tonics, lotions or creams – twenty-five (25) hours.(g) Providing preoperative and postoperative skin care under the immediate supervision of a licensed physician – seventy-five (75) hours.(h) Salon management – twenty-five (25) hours.

Section 6. Time not utilized in theory or clinic work and practice shall be used for study periods and library work to be counted toward the necessary number of hours to be completed as established in Sections 2, 3, and 4 of this administrative regulation.

201 KAR 12:100. Sanitation standards.KRS 317A.060 and 317B.020(3) authorize the Kentucky State Board of Hairdressers and Cosmetologists to regulate the practice of cosmetology, nail technology and esthetics in Kentucky and establish uniform standards for sanitation. This administrative regulation establishes sanitation standards for all facilities.

Section 1. (1) All establishments, and all furniture, equipment, utensils, floors, walls, ceilings, restrooms and lavatories used in those establishments, shall be kept in a clean and sanitary condition.

(2) Clean towels or linens shall be provided for use of the patrons.(3) The use in common of towels or linens of any type shall be prohibited.

Section 2. (1) Each student, apprentice cosmetologist, and cosmetologist shall have a sufficient number of combs and brushes at their disposal.

(2) Combs and brushes shall be sterilized after each use.(3) A comb or brush shall not be used in common on any patron.(4) Any article dropped on the floor shall be disinfected before being used again.

Section 3. All water supply and waste connections shall be constructed in conformity with the city, county, and state plumbing statutes, administrative regulations and code.

Section 4. A sufficient number of covered waste receptacles shall be provided in every establishment for disposal of trash and other waste.

Section 5. (1) A protective covering shall be placed around the patron’s neck so the cape does not come into contact with the skin.

(2) The protective covering shall be discarded after each use.

Section 6. The Cabinet for Health Services Department for Public Health, has approved the following methods of disinfection.(1) Dry disinfection. The use of Formalin, ultraviolet rays, or any other dry disinfectant approved by the Cabinet for Health Services and EPA are considered acceptable methods of dry disinfection provided labels and manufacturer’s directions are followed.(2) Liquid disinfection.

(a) A ten (10) percent solution of Formalin shall be satisfactory for disinfection of all equipment. Formalin does not attack copper, nickel, zinc, or other metal substances.(b) A seventy (70) percent solution of alcohol or bleach shall be an effective disinfectant for cleaning equipment.(c) Any other liquid disinfectant approved by the Cabinet for Health Services shall be acceptable, provided labels and manufacturer’s directions are followed.

Section 7. Implements shall be disinfected and sanitized as follows:(1) Remove all debris, dirt and foreign material;(2) Wash implement with soap in warm water;(3) Immerse implement in liquid disinfectant

according to manufacturers direction;(4) Air dry; and(5) Place implement in dry sanitizer or autoclave.

Section 8. Use of brush rollers shall be prohibited in any establishment licensed by this board.

Section 9. (1) The following grading shall be used for the inspection of any salon or school of cosmetology: 100%-90% = A; 89%-80% = B; 79%-70% = C.

(2) Any standard of less than an “A” rating shall indicate failure to comply with the statutes and administrative regulations of the board.

201 KAR 12:101. equipment sanitation.KRS 317A.060 and 317B.020 require the board to promulgate administrative regulations governing the operation of any cosmetology, nail technology and esthetics schools and salons and to protect the health and safety of the public. This administrative regulation establishes sanitation requirements for schools and salons.

Section 1. All implements, tools and equipment shall be cleaned and sterilized before using.

Section 2. Combs or brushes shall not be used on more than one (1) person without first cleaning and sterilizing.

Section 3. Towels, linens, bed and chair coverings shall be changed after each use.

Section 4. All instruments shall be kept in a closed sterilizing container when not in use.

Section 5. All student kits shall contain an approved method of sterilization and shall be kept closed when not in use.

Section 6. All creams, lotions, tonics, shampoos, and other liquids shall be kept covered when not in use.

Section 7. Covered containers shall be supplied for disposal of waste.

Section 8. Floors, walls, furniture, and fixtures shall be kept clean at all times.

Section 9. All bowls and basins shall be kept clean at all times.

Section 10. All glass and other metallic electrodes shall be sterilized between patrons.

Section 11. (1) Treatment of any kind shall not be given to any person manifesting a physical sign of a suspected communicable disease except those excluded by the Americans with Disabilities Act without written clearance by a medical physician licensed by the Kentucky Board of Medical Licensure.(2) When a beauty salon or cosmetology school has reasonable cause to suspect the possibility of infection or disease transmission from a licensee or student, except those excluded by the Americans with Disabilities Act, it may require any or all of the following measures:

(a) The immediate exclusion of the licensee or student from the beauty salon or cosmetology school; and(b) A written clearance by a medical physician licensed by the Kentucky Board


of Medical Licensure.

Section 12. All creams shall be removed from the container by a disposable spatula or sterile spoon and any unused cream remaining thereon shall not be replaced in the container or used on any other person.

Section 13. Any comb, brush, implement, or other instruments that are dropped on the floor shall be washed, disinfected and placed in a sterilizer.

Section 14. Combs, brushes, tweezers, shears, razors, or other implements shall not be kept in the pockets of the students or licensees.

Section 15. Towels shall not be used more than once without being laundered. Towels intended for use on patrons shall not be dried on lines, radiators, or steam pipes used towels shall not be dipped into a receptacle containing hot water and used on patrons.

Section 16. Each licensed place of business shall provide an appropriate space in which to keep all linens sanitized.

201 KAR 12:110. School license.Each school owner shall submit an application to operate a school of cosmetology, furnish proof of financial responsibility, and meet all city, county, and state zoning, building, and plumbing codes.

Section 1. Each person, firm or corporation applying for a license to operate a school of cosmetology shall submit an application provided by the board.

Section 2. Each individual owner, or one (1) partner, in the instance of a partnership, or one (1) corporate officer in the instance of a corporation, shall submit a financial statement indicating financial assets in the amount of $10,000 for twenty (20) students enrolled and $1,000 for each additional student enrolled.

Section 3. A person having any interest in operating a school shall submit a minimum of two (2) character references, proposed copy of student contract indicating all financial charges to enrolling students, and term of lease for location, if applicable.

Section 4. Application for license to operate a school of cosmetology shall be accompanied by an architect’s or draftsman’s plan of proposed premises drawn to scale, showing the arrangements of the classroom, clinic area, mannequin area, dispensary, reception area, shampoo area, office and any other area of the school, entrance and exits, and placement of equipment.

Section 5. A license to operate a cosmetology school carries the approval of this board and shall be valid only for the location and person, firm, or corporation named on application and license issued by the board. A school of cosmetology license shall not be transferable from one location to another or from one person, firm or corporation to another.

Section 6. The owners, firm or corporation operating a school of cosmetology shall notify the board in writing twenty (20) days prior to selling, transferring, or changing of ownership and management of a school. Prospective ownership shall meet all qualifications of owning a school and have the approval of the board.

Section 7. Following approval of the application to operate a school of cosmetology by the board, the site shall be inspected by a quorum of the board or by at least one (1) member of the board and the board administrator. A final inspection of the premises shall be conducted by the members of the board prior to issuing of license. All schools shall comply with city, county, and state zoning laws, plumbing and building codes. The construction or renovation of the proposed school shall be completed and a final inspection conducted by the board within twelve (12) months from the date of approval of the site. Any extension of this period of time shall be granted for good cause shown provided the request is presented, in writing, to the board.

Section 8. Any cosmetology school owner, manager, or instructor who misrepresents facts to the board, to the students, or to the general public concerning any information regarding the school or any student enrolled in the school, or in any way violates administrative regulations adopted by this board, may be served notice to show cause before this board, why the school’s license and the instructor’s license should not be revoked.

Section 9. Any person, establishment, firm or corporation which accepts, directly or indirectly, compensation for teaching persons any branch or subjects of cosmetology as defined in KRS 317A.010 shall be classified as a school and shall be required to comply with all the provisions of law and the rules and administrative regulations of this board.

Section 10. The board shall not license a correspondence school, nor shall the board license any school of cosmetology in an establishment that teaches any other trade, profession or business, excluding vocational training schools.

Section 11. A person who is an owner, partner, stockholder, corporate officer or who has any financial or other interest in the management and control of the school, shall not be enrolled in the school as a student.

Section 12. A school of cosmetology shall not permit or require students to be in attendance at school more than forty (40) hours in any one (1) week.

Section 13. Any school of cosmetology desiring night classes may, by proper application, be granted permission from the board to operate the classes. Under no condition shall the school operate past 10 p.m. local time.

Section 14. (1) It shall be considered a conflict of interest and therefore impermissible for a member of the board or for an employee of the board to apply for a new school license or to apply for any existing school license under KRS 317A.090 and this administrative regulation. If any member of the board or any employee of the board desires to apply for a new school license or for any existing school license, the board member or employee of the board shall submit a letter of resignation to the board no later than thirty (30) days prior to submitting an application for a school license.(2) The board may choose not to consider any

application for a school license submitted by a relative of a member of the board, by a relative of a board employee or by any person with whom a member of the board or a board employee shares a significant financial interest. Failure to make full disclosure to the board as to the exact nature of the relationship between the board member or employee of the board and the applicant may result in denial of approval of licensure.(3) The provisions of this section shall apply only to applications for licenses approved or filed, licenses issued, or actions of a person serving as a member of the board or as a board employee after June 10, 1986.

201 KAR 12:120. School faculty.KRS 317A.060 and 317B.020 authorize the board to promulgate administrative regulations relating to the activities and responsibilities of instructors and apprentice instructors. This administrative regulation establishes the standards that shall be met by instructors and apprentice instructors.

Section 1. Any person employed by a school for the purpose of managing, teaching and instruction, shall be licensed as a cosmetologist instructor or esthetic instructor. Each licensed instructor or apprentice instructor shall keep a personal photograph posted with his or her license.

Section 2. All students shall be under the immediate supervision of a licensed instructor during all classes and study hours and practical student work.

Section 3. A licensed cosmetologist, nail technician or esthetician shall not render services in a school. Instructors and apprentice instructors shall render services only incidental to and for the purpose of instruction.

Section 4. Every instructor and apprentice instructor employed in a school of cosmetology shall devote their entire time during the school hours to that of instructing the students and shall not apply his or her time to that of private or public practice for compensation during school hours or permit students to instruct or teach other students in the absence of a teacher.

Section 5. Teaching by demonstrators shall be prohibited, except that properly qualified licensed individuals may demonstrate to the students new processes, new preparations, and new appliances in the presence of licensed instructors. A demonstration may only take place in a licensed school. Schools shall not permit more than one (1) demonstration in any calendar month.

Section 6. All services rendered in a school on patrons shall be done by students only. Instructors shall be allowed to teach and aid the students in performing the various services.

Section 7. Instructors and apprentice instructors in attendance shall, at all times, wear a clean, washable uniform, and an insignia or badge indicating they are an instructor or apprentice instructor in the school.

Section 8. Each school of cosmetology shall, within five (5) days after the termination,

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employment or other change in faculty personnel, notify the board of that change.

Section 9. Schools enrolling an apprentice instructor shall maintain the following ratio: one (1) apprentice instructor to one (1) instructor.

Section 10. The following minimum faculty to student ratio shall be maintained at all times:

(a) One (1) instructor for every twenty (20) cosmetology students enrolled, which includes nail technician students; and(b) One (1) instructor for every twenty (20) esthetician students enrolled.

201 KAR 12:125. Schools’ student administrative regulations.KRS 317A.090 and 317B.020 authorize the board to protect the health and safety of the public and to protect the general public and students enrolled in schools of cosmetology against misrepresentation, deceit, or fraud while seeking services or while enrolled. This administrative regulation establishes requirements for students and requirements for schools regarding students.

Section 1. A student enrolled in a school of cosmetology shall not be permitted to receive a salary or commission from the school while enrolled as a student in the school.

Section 2. A student shall not be permitted to smoke while providing services to patrons.

Section 3. A student shall not be allowed to remain in the school to work on patrons upon completion of the required hours for the appropriate course of enrollment.

Section 4. After graduation from school, a student shall not be allowed to return to that school or any other school for further practice or work in the pay departments without permission of the board.

Section 5. A school shall, at all times, display in a centralized conspicuous place the enrollment permits of all students enrolled.

Section 6. A school shall require a student to wear some kind of insignia, badge, cap, or marking on his or her uniforms to indicate that he or she is a student in the school.

Section 7. A school shall require students to wear a clean washable uniform, coat, or smock while on school premises.

Section 8. A student shall be on time for all class studies and work.

Section 9. A student shall not be permitted to leave during school hours without special permission from the manager.

Section 10. A student shall not be permitted to leave a class during a lecture or demonstration without permission from the instructor.

Section 11. A student shall not be permitted to operate any equipment in which there is a known operating hazard.

Section 12. All student kits containing all equipment, tools, and implements shall remain on school premises until completion of the course of enrollment or the student’s withdrawal from the school.

Section 13. A student desiring to change from one (1) school to another shall notify the school in which the student is presently enrolled of the student’s withdrawal and shall complete an application for enrollment when entering another school.

Section 14. A student shall be required to comply with the rules of his or her school, as long as those rules do not conflict with KRS Chapter 317A or the administrative regulations of the board.

Section 15. An owner of a school shall include the school’s refund policy in school-student contracts.

Section 16. Each student in a school shall be permitted to file a complaint with this board concerning the school in which the student is enrolled, provided the information is clearly and concisely given and the complaint shall at all times be signed by the complainant.

Section 17. Student Dismissal and Appeals. (1) A school may dismiss a student for law violations, rule violations, insubordination, or for any reason for which the board could deny, refuse to renew or revoke a license if the student was licensed pursuant to KRS Chapter 317A.(2) A school may dismiss a student for a violation of any of KRS Chapter 317A or for the violation of any administrative regulation adopted by the board or for violation of any school rule not in conflict with KRS Chapter 317A or the administrative regulations.(3) Any student aggrieved by dismissal from a school may appeal to the board by writing the board and requesting that an appeal be granted, but the appeal shall be taken within ten (10) days after the date of dismissal and the appeal shall be docketed by the board for a hearing within thirty (30) days after the appeal request is received. The hearing day shall be set for as early a day as possible. The hearing and production of evidence shall be in conformity with that provided for board hearings in KRS Chapters 317A and 317B.

(a) Upon hearing the appeal, the board shall determine: whether the school acted within the scope of its power; and whether or not there is sufficient evidence to support the order of dismissal appeal from the school.(b) After the hearing the board shall enter an order sustaining or setting aside the school’s order of dismissal. If the order of dismissal is overruled and set aside by the board, then the school shall reinstate the student.

Section 18. Within ten (10) working days from a student’s withdrawal, a cosmetology school shall report the name of the withdrawing student and send the permit card and a notarized certification of the total number of hours that the withdrawing student has acquired in the cosmetology school to the board’s office.

Section 19. In the event that the school after receiving request for the information outlined in Section 18 of this administrative regulation does not forward that information to the board within ten (10) days after receiving requests, a verified affidavit from the student as to the number of

hours received may be accepted by the board and entered on their records as the appropriate number of hours earned.

Section 20.(1) A training period for students shall be as follows: eight (8) hours per day, forty (40) hours per week (maximum).(2) A student of cosmetology shall have a minimum of 225 days of school attendance under instruction.(3) A student of nail technology shall have a minimum of seventy-five (75) days of school attendance under instruction.(4) A student of esthetics shall have a minimum of 125 days of school attendance under instruction.

Section 21. A student shall be allowed thirty (30) minutes toward the middle of any eight (8) hour day for eating or taking a rest break. A student shall not be given credit for the one-half (1/2) hour break toward meeting the 1,800 hour requirement.

Section 22. An informational copy of the statutes and administrative regulations of the Kentucky Board of Hairdressers and Cosmetologists shall be provided to each student enrolled in a school of cosmetology. Copies may be obtained from the board’s office.

Section 23. A student shall not be in attendance in a school of cosmetology more than eight (8) hours in one (1) day and no more than five (5) days in one (1) week.

Section 24. A person completing hours in a school of cosmetology within a period of five (5) years from date of enrollment shall be given credit by the board for hours completed. Any extension of this period of time may be granted at the discretion of the board.

201 KAR 12:130. School fees for services.Schools are considered establishments of teaching and learning and shall not operate as a beauty salon or charge the public or students enrolled additional fees.

Section 1. Each school of cosmetology shall submit a price list for services rendered and subsequent revisions of price changes to the office of the board. Said price list shall remain on file in the office of the board.

Section 2. A copy of such prices shall be posted on a card in each room of the school where work is done on the public. Price list shall be printed in type large enough to be read at a distance of ten (10) feet.

Section 3. Schools shall not be permitted to charge students additional fees for demonstrations, nor shall any supply house or manufacturer be permitted to charge students fees for such demonstrations.

201 KAR 12:140. School equipment.KRS 317A.050(7)(a) and 317B.025(6) require cosmetology and esthetics schools to meet the requirements established in administrative regulations relating to equipment, supplies, and facilities. This administrative regulation establishes the requirements for equipment,


supplies, and space for instruction that are necessary for cosmetology and esthetics schools.

Section 1. (1) A licensed school of cosmetology shall have the following equipment:

(a) Shampoo bowls;(b) Facial chairs;(c) Dryers;(d) Manicure tables;(e) Styling chairs;(f) Curling irons;(g) Facial supplies;(h) Covered containers for:

1. Hairpins;2. Clips; and3. Rollers;

(i) Mannequins for use in practicing:1. Iron curling;2. Finger waving; and3. Other related subjects; and

(j) Necessary supplies including:1. Shampoos;2. Color preparations;3. Permanent waves;4. Cosmetics; and5. Manicuring equipment.

(2) All equipment and supplies shall be available for student use and practice.(3) A licensed school offering an esthetics course shall meet the requirements of 201 KAR 12:115.

Section 2. A school shall be located as to be entirely separated and shall not have a connection with any beauty salon or barber shop, or any other place of business.

Section 3. A school shall not be approved and shall not operate if it:(1) Has space of less than thirty-six (36) square feet in the clinical area for each student involved on the floor of the clinical area at any one (1) time;(2) Has a space less than eighteen (18) square feet in the mannequin area for each student involved on the floor of the mannequin area at any one (1) time; and(3) Does not have a reasonable amount of area allotted for training of students in all areas other than those previously mentioned.

Section 4. All schools licensed by this board shall have a separate room to be used for demonstration and study. This room shall have necessary charts and equipment to carry out the curriculum. This room shall also contain a blackboard, charts relating to the curriculum, classroom chairs with armrests, or desks for students’ use.

Section 5. Every school shall maintain a separate lavatory and toilet for male and female students.

Section 6. Lockers shall be provided by the schools for student use.

Section 7. Booths or partitions in the work department shall be sufficiently low to permit observation of students while they are working.

Section 8. Every school shall have a reference library composed of the books recommended and set forth in the administrative regulations as well as any other literature and materials pertinent to

the teaching and study of cosmetology, including the informational copy of the Kentucky State Board of Hairdressers and Cosmetologists statutes and administrative regulations.

Section 9. (1) Each school of cosmetology shall furnish a supply or dispensing room in which each student shall obtain actual experience for a period of time as indicated by the course of instruction.(2) The supply room shall contain the following:

(a) A supply of clean towels or linens;(b) A lavatory, or sink;(c) Bottles and containers distinctly and correctly labeled;(d) A large wet sterilizer;(e) A large dry sterilizer;(f) Soap;(g) Covered waste containers;(h) Closed storage space for supply of clean towels or linens;(i) Covered containers for used towels or linens;(j) A stove;(k) Pressing combs;(l) Irons; and(m) All other solutions, and preparations used.

201 KAR 12:150. School records.KRS 317A.060 authorizes the board to promulgate administrative regulations to set standards for the operation of schools and to protect the students. This administrative regulation establishes the requirements relating to the records kept, the retention requirements, and the information that is to be forwarded to the board.

Section 1. A daily record of the attendance of the enrollment, including full-time, and part-time students and apprentice instructors shall be kept by the schools and shall be available to the employees of the state board or to the members of the state board at all times.

Section 2. A school shall keep daily records, approved and signed by the instructor, showing practical work and work performed on clinic patrons. Those records shall be available to the employees of the state board or to the members of the state board at all times.

Section 3. A detailed record shall be kept of all enrollments, withdrawals and dismissals.

Section 4. All records shall be kept in a lockable fireproof file on the premises of the school and shall be available for inspection by the state board or its employees during hours of operation.

Section 5. The student permit and certification of hours completed shall be forwarded to the office of the board within ten (10) working days of the date of the students’ withdrawal, dismissal, completion, or closure of the cosmetology school.

Section 6. A cosmetology school shall be held fully responsible for the completeness, accuracy, and mailing or delivery to the state board office no later than the 10th of each month on forms that are incorporated by reference in 201 KAR 12:082 showing the total hours obtained for the previous month and the total accumulated hours to date for students enrolled. Only the hours recorded shall be submitted each month and that

report shall not be amended without satisfactory proof of error.

Section 7. A copy of the students’ hours, provided to the office of the board, shall be posted monthly on a bulletin board in the school to be available to the students and employees or agents of the board.

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8-HouR ce foR KenTucKy INSTRUCTORSFinal Examination

Choose True or False for questions 1-25 and mark your answers on the Final Examination

Sheet found on or take your test online at www.elitecme.com.

A praxis is a practical application or exercise 1. of a branch of learning that becomes a customary practice.

True False

A systems approach is a system or set of 2. components working together to reach a specific outcome or end product.

True False

An ADDIE systems approach model stands 3. for analysis, design, development, instruction, and evaluation.

True False

The major divisions of cosmetology subject 4. areas will be categorized into units, the daily blueprint for each specific class meeting.

True False

Learning objectives are two-part statements 5. describing scholastic expectations for each student.

True False

A performance criteria or criterion statement 6. describes under what circumstances the learner will complete the measurable, observable behavior or action statement.

True False

The affective domain relates to the 7. development of manual or physical skills.

True False

Lesson plans should also be flexible enough 8. to reflect changes in the industry.

True False

Performance tests combine cognitive 9. (intellectual) and behavioral learning or skills through the use of demonstration or performance of the abilities.

True False

There is currently no one, overall, inclusive 10. theory of learning styles.

True False

According to the VAK model, the majority of 11. people have a dominant or preferred way of learning, but most individuals use all three or a blend of the styles.

True False

Visual-spatial learners learn best through 12. reading and writing.

True False

The theory of brain function refers to a 13. preference for using one hemisphere of the brain over the other hemisphere.

True False

The primary assessment criteria for printed 14. materials is the credibility and reputation of the material and its source, meaning the author, publishing agency, and manufacturer of the printed materials.

True False

“Aesthetic appeal” refers to the level of 15. comprehension expected from print materials, as calculated by a formula, and usually expressed as a grade level.

True False

Simple strategies, such as varying the 16. size, color, and style of writing can have a substantial impact on a student’s ability to remember written information.

True False

Panel discussions follow a multi-step model 17. in which the instructor initially prepares the lesson plan and divides students into groups of four or five.

True False

Some of the health risks associated with 18. the beauty industry include viral infections such as HIV, hepatitis B and C, and warts; bacterial infections such as staphylococcus, streptococcus, and pseudomonas; fungal infections such as athlete’s foot, nail fungus and yeast.

True False

Hepatitis B remains infectious for at least 19. 30 days on surfaces commonplace to salons, such as headrests, chairs and tools and instruments.

True False

Seventy-five percent of all bacteria are 20. classified as pathogenic or harmful.

True False

Methicillin-resistant Staph Aureas (MRSA) is 21. almost always spread by casual contact.

True False

Sterilization is the least effective level of 22. decontamination.

True False

Antiseptics do not kill microorganisms and 23. should not be confused with disinfectants.

True False

Disinfectants are still effective even when 24. visibly contaminated with debris, hair, dirt, particulates and/or when heavily soiled.

True False

To be licensed as a cosmetology school, the 25. operator shall submit a financial statement indicating financial assets in the amount of $10,000 for twenty (20) students enrolled and $1,000 for each additional student enrolled.

True False

IKY08E12

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