Trainer Guidance Notes
The Learning Support Unit you have recently purchased makes reference to Key/Core Skill Opportunities. From September 2010 Functional/ Essential Skills will be introduced and Key/Core Skills will be phased out. Where reference is made to Key/Core Skill Opportunities, please be advised that the same opportunities will follow on for Functional/ Essential Skills.
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Shampoo, condition and treat the hair and scalp
GH8
What this unit is about This unit is about the skill of shampooing, conditioning and treating the hair and scalp using appropriate massage techniques and products for a variety of hair and scalp conditions. Providing aftercare advice is also included. This unit applies to both hairdressing and barbering salons.
What the learner must know To achieve success in the unit the learner needs to know and understand: 1. Salon and legal requirements 2. How to work safely, effectively and hygienically when shampooing, conditioning and treating hair and scalp 3. Basic science the direction in which the hair cuticle lies and its importance when detangling hair • hair and scalp conditions and their causes • how the contra-indications in the range can affect the scalp massage service • how shampoo and water act together to cleanse hair • the pH value of products and how this affects the hair • the effects of water temperature on the scalp and hair • how a build-up of products affects the hair, scalp and other services • varying formulations of shampoos and conditioners to suit hair conditions • how heat affects the hair during the conditioning treatment • how shampoo and conditioning products affect the hair and scalp • the purpose and benefits of scalp massage
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Page 1 - Unit GH8
GH8
4. Products, equipment and their use 5. Shampooing, conditioning and treatment techniques 6. Aftercare advice for clients 7. Communication
Number of hours required to teach the content To cover all the requirements for the knowledge and understanding for the whole unit it is recommended that it be taught over a period of 4 - 5 hours. Those with special learning requirements may need extra time and/or support.
Page 2 - Unit GH8
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Session 1 Salon and legal requirements
GH8
Trainer requirements to teach this lesson For this session you will need the following: • • • • • • • • •
Handout GH8.1.1 (4 pages) Activity GH8.1.1 Slide GH8.1.1 Handout GH8.1.3 Handout GH8.1.4 Examples of faulty electrical equipment Slide GH8.1.4 Handout GH8.1.5 Learner Check Session 1
Trainer notes The session will cover: 1.1 Your salon’s requirements for client preparation, when and how to complete client records, the person to whom you should report low levels of resources and unrecognised hair and scalp conditions 1.2 Your salon’s expected service time for shampooing, conditioning and treating hair and scalp 1.3 Your own responsibilities under the current COSHH Regulations in relation to the use of shampoos and conditioners 1.4 Your responsibilities under the current Electricity at Work Regulations 1.5 Your responsibilities under current Data Protection legislation
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Page 3 - Unit GH8 - Session 1.
Session 1
GH8
Salon and legal requirements 1.1 Your salon’s requirements for client preparation, when and how to complete client records and the person to whom you should report low levels of resources and unrecognised hair and scalp conditions It is necessary to ensure that the minimum standards required for the safety and protection of the client are provided although different salons may have different requirements.
Ref: Handout GH8.1.1 (4 pages)
Part 1 Your salon’s requirements for client preparation State the minimum requirements as: Work station • Chair to be clean and dry, worktop to be clean and tidy and free from hair • Products and equipment on display to be clean and free from dust and debris • Tools to be cleaned and sterilised or disinfected before use. Client (suggested protection procedure for shampooing, conditioning and treatment)) • Clean gown to be placed on the client and properly secured • Clean waterproof shoulder cape to be placed over the client’s shoulders and tied in position • Clean towel to be placed around the client’s shoulders and secured to prevent it from falling off. Work based learners or learners working part-time in salons may have other requirements for client preparation. Encourage group discussion to explore the different arrangements. Page 4 - Unit GH8 - Session 1.
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Session 1 Part 2 Completion of client records – when and how this should be done
GH8
Discuss the way client records are completed. Explain to learners that they can be stored on computer or in a manual system such as a card index system and that they should be completed and entered on to the system at the end of the service. Explain to learners that, if the salon keeps records of shampoos, conditioners and hair and scalp treatments, the following information should be included in each client’s record. Tell learners the reasons why these details need to be kept. Personal identification information: • the hairdresser or barber must be sure that s/he is reading the correct record card • include name, address, email address, contact telephone number, etc. Repetition of service, problems: • enter full details of the service so that it can be accurately repeated • keep a record of any difficulties or problems to be avoided. Contra-indications, responses to questions: • full consultation records should be kept to include a list of questions relating to the client’s awareness of any medical reason that would contra-indicate shampooing, conditioning or treatment • records of client’s responses to questions – may be needed if disputes arise • record of any other reason why shampooing, conditioning or hair and scalp treatments would be contra-indicated.
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Page 5 - Unit GH8 - Session 1.
Session 1
GH8 Consultation details - all necessary information relating to: • • • • • • • • • • •
hair type, texture, length hair condition scalp condition scalp and skin disorders product allergies client requirements type of shampoo used conditioning treatment carried out hair and scalp treatment carried out result of service client satisfaction/dissatisfaction.
Ref: Slide GH8.1.1
Show the slide with an example of a completed record card that would be used in a card indexing system.
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Session 1 Part 3 The person to whom you would report low levels of resources
GH8
Explain to learners that they must know the correct person to whom to report resources that are running low. Tell them that they must not wait until the product runs out, they must give sufficient notification to allow an order to be placed, processed and received.
Part 4 The person to whom you should report unrecognised hair and scalp conditions Explain to the learners that sometimes when analysing the hair and scalp it is difficult to recognise certain hair and scalp conditions, say that even experienced hairdressers and barbers sometimes ask colleagues for their advice. Emphasise to the learners that if they suspect a condition they should always ask for help from a senior stylist or salon manager. Tell the learners that if they don’t report unrecognised hair and scalp conditions they are putting the salon at risk from cross-infection or infestation. Ref: Activity GH8.1.1 Ask learners to complete the chart in private study time or in the group session, in small groups or individually. They may leave blank any boxes that they don’t need. Alternatively, they can prepare their own organisational chart to their own requirements using IT skills. The activity can then be linked to key/core skills.
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Page 7 - Unit GH8 - Session 1.
Session 1
GH8 1.2 Expected service times for shampooing, conditioning and treating hair and scalp The NVQ/SVQ has pre-set times in which a learner must complete a service to prove competence. The times relate to service times expected in commercial salons. Tell learners that there are no set times for shampooing, conditioning and treating hair and scalp services, but that the time taken to shampoo, condition and treat the hair and scalp should not lead to extending the service times for the subsequent treatments or services. Most salons allow up to 45 minutes for the client to have a blow dry, this allows time for the consultation, the shampoo, conditioning and treating hair and scalp services, service and the blow dry and finish. Therefore if a learner takes too long to complete the shampoo, condition and treat the hair and scalp, the time remaining to complete the blow drying will be reduced. The stylist or barber may run late and the client may feel rushed. Explain the maximum service times for NVQ/SVQ/SVQ Level 2 and discuss the differences across the learners’ salons. The discussion with learners is likely to highlight differences among hairdressing and barbering salons.
Ask learners why they think it is important to identify and work within the pre-set service time.
Explain to learners that commercial salons must remain profitable by working to scheduled time allocations for different services while providing an environment that is professional and welcoming and that makes the client feel relaxed and unhurried, even if the hairdresser or barber is under pressure. By allocating specific times for a service an efficient appointments system can be maintained. Page 8 - Unit GH8 - Session 1.
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Session 1
GH8
The operation of an efficient appointments system ensures that clients are not kept waiting, that the best use is made of salon time and that successful planning of salon resources can take place. Explain to learners that they need to keep within commercially acceptable times when shampooing, conditioning and treating the hair and scalp, yet remembering that, for many clients, having their hair shampooed is a very pleasurable experience. 1.3 COSHH Regulations in relation to the use of shampoos and conditioners COSHH Regulations may have been covered in other units, but it is important to recap on their importance and relate the regulations to shampooing and conditioning products.
Ref: Handout GH8.1.3 Control of Substances Hazardous to Health Explain that the Control of Substances Hazardous to Health (COSHH) is one of the regulations that has come out of the Health & Safety at Work Act. Tell learners that COSHH stands for: • • • • •
Control of Substances Hazardous to Health
and means that there have to be controls over the use of all chemicals or other substances that could cause damage to health or a threat to the safety of the people using them.
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Page 9 - Unit GH8 - Session 1.
Session 1
GH8 Discuss the difference between a hazard and a risk: A hazard is something that could be harmful; a risk is when the chance of harm being caused is increased. For example - shampoo is a hazard because it could damage the skin (dermatitis). The risk of damage is increased if the shampoo is allowed to lie on the skin.
Ask learners if they can think of any other hazards in the salon and how the risk of them causing harm is increased.
Explain that: • this process is called risk assessment • salon owners must carry out a risk assessment to help them to decide the best way of controlling the substance and, therefore, of reducing the risk. When a risk assessment is carried out it can help to identify the potentially harmful products in the salon and what to do in the case of: • • • •
accidental spillage ingestion entry to the eyes damage to the skin.
Tell learners that all salon workers must comply with the COSHH requirements to store, handle, use and dispose of hairdressing and barbering substances properly. Explain to learners that if they use the acronym SHUD (store, handle, use, dispose of) they may find it easier to remember what the requirements are.
Page 10 - Unit GH8 - Session 1.
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Session 1
GH8
1.4 Electricity at Work Regulations
Some aspects of this area of learning are also covered in other units.
Ref: Handout GH8.1.4
Electricity at Work Regulations Explain to learners that the purpose of these Regulations is to state that electrical equipment must be adequately maintained and checked by a qualified person and that a written record of the equipment tests should be kept and made available for inspection. Emphasise that it is their responsibility to ensure that any faulty equipment they find in their workplace is removed from use, labelled as faulty and reported to a relevant person. In addition to the requirements of the legislation, explain that the equipment should only be used for its intended purpose and that they should make sure that they know how to use it by reading the manufacturer’s instructions or by asking the salon owner or manager. Tell the learners that it is important to visually check if the equipment is safe for use by checking the flex and the plug. Explain that, when they have finished with the equipment they should switch off, isolate it from the power source and store it safely away.
Ask learners why it is important that such legislation exists and how the regular checking of electrical equipment is carried out in their own salons.
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Page 11 - Unit GH8 - Session 1.
Session 1
GH8 Explain that the legislation is there to protect both the salon worker and the client. Faulty electrical equipment can cause injury or death. A qualified person must carry out testing. Any faulty electrical equipment identified between routine checks must be removed from use and clearly labelled as faulty. Ask learners how they would recognise if electrical equipment was faulty and the routine they have in their salons when faulty equipment is found. The discussion may highlight different approaches to the removal of electrical equipment. Point out any dangerous practices to the learners. Activity Have some small items of electrical equipment available with obvious faults for the learners to look at. For example, loose plug, exposed wires, damaged flex. Ref: Slide GH8.1.4 Show the overhead transparency with list of checked and recorded electrical equipment. 1.5 The Data Protection Act
Some aspects of this area of learning are also covered in other units.
Outline the basic provision of the Act as follows:
Ref: Handout GH8.1.5
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Session 1
GH8
The Data Protection Act State that any organisation that keeps information about people (staff or clients) on record must comply with three requirements. The organisation must: • register with the Data Protection Registrar • ensure that all information is accurate and up-todate • provide access to the person’s own record if requested to do so. Explain to learners that the reason for the Act is to protect people from the possible results of inaccurate or out of date information being held on them – this can affect credit rating, medical treatments or employment opportunities. Tell learners that anyone can ask to see their record and it is the responsibility of the organisation to provide access to it but, no one has the right to see the records relating to another person.
Ask learners what may happen if they let someone see someone else’s record.
Explain that if this happens the breach of confidentiality may result in the culprit losing their job, loss of a client, loss of reputation and, at worse, legal action by the client.
Now use the learner check for Session 1 to check learners understanding.
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Page 13 - Unit GH8 - Session 1.
Session 1
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GH8
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Session 1 Shampoo, condition and treat the hair and scalp
GH8
Learner Check Session 1 1 Why must the client’s clothing be protected before shampooing and conditioning?
1 To prevent them from becoming wet or soiled by the products.
2 What must you do with your tools before using them on a client?
2 Tools must be cleaned and sterilised before use.
3 When should the client’s record be brought up-to-date?
3
4 Why must you notify low levels of resources in good time?
4 To avoid running out of supplies.
5 What is your salon’s allocated service time for shampooing short to medium length hair?
5 Store, Handle, Use, Dispose of……..
6
6 Answer should reflect candidate’s salon allocated service time.
What does SHUD stand for?
At the end of each service.
7 What are your legal responsibilities under COSHH?
7 To store, handle, use and dispose of substances according to manufacturers’ instructions and the law.
8 What is the difference between a hazard and a risk?
8 A hazard is a possible danger, a risk is how likely it is to happen.
9 What must you do if you identify a faulty piece of electrical equipment?
9 Label it as faulty, remove it from use and tell the relevant person in the salon.
10 List the three main requirements of the Data Protection legislation.
10 Register with the Data Protection Registrar, keep accurate and current information, ensure security but allow proper access.
Se
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Page 15 - Unit GH8 - Session 1.
Session 1
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GH8
© Copyright Habia 2009 - All rights reserved.
Session 1 Salon and legal requirements
GH8
Trainer summary 1.1 Your salon’s requirements for client preparation, when and how to complete client records and the person to whom you should report low levels of resources and unrecognised hair and scalp conditions Remind learners to: • Protect the client’s clothing during shampooing and conditioning • Use computerised or manual methods of storing client records • Enter sufficient information to correctly identify the client • Ensure all consultation and service details are recorded • Keep records up-to-date • Identify the relevant person to whom to report low levels of resources • Identify the relevant person to whom to report unrecognised hair and scalp conditions. 1.2. Expected service times for shampooing, conditioning and treating hair and scalp • Remind learners that the time taken to shampoo and condition hair should not hinder the total time allocated for subsequent services. 1.3 COSHH Regulations • • • •
The Control of Substances Hazardous to Health Requirements for storing, handling, using and disposing of substances that are or could be hazardous to health Remind learners of the difference between a hazard and a risk Remind learners how and why risk assessments are done.
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Page 17 - Unit GH8 - Session 1.
Session 1
GH8 1.4 Electricity at Work Regulations Remind learners: • Electrical equipment must be adequately maintained and checked by a qualified person • A written record of the equipment tests should be kept and made available for inspection. Reiterate the responsibilities of the individual as: •
It is their responsibility to ensure that any faulty electrical equipment identified is labelled as faulty, removed from use and reported to a relevant person.
1.5 Data Protection legislation Remind learners about:: • • •
Page 18 - Unit GH8 - Session 1.
Registering with the Data Protection Registrar Ensuring security of records Ensuring accuracy and currency of records.
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Session 1 Salon and legal requirements
GH8
Key/Core Skill Opportunities There will be an opportunity to promote discussion when covering: • GH8.1.1 Methods of client preparation for shampooing, conditioning and treating hair and scalp • GH8.1.2 The importance of working within the salon’s service time allocation • GH8.1.5 Methods of completing client records • GH8.1.5 The possible consequences of breaching security of records. IT skills can be developed when: •
GH8.1.1 Producing an organisational chart .
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Page 19 - Unit GH8 - Session 1.
Session 1
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GH8
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