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Milady Standard Esthetics: Advanced
Course Management Guide
2nd Edition
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Milady Standard Esthetics: Advanced
Course Management Guide, Edition: 2e
Letha Barnes
President, Milady: Dawn Gerrain
Director of Content and Business Development,
Milady: Sandra Bruce
Associate Acquisitions Editor: Philip Mandl
© 2013, 2010 Milady, a part of Cengage Learning.
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
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Section 107 or 108 of the 1976 United States Copyright Act, without the prior
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Library of Congress Control Number: 2011941421
ISBN-13: 978-1-111-13910-0
ISBN-10: 1-1111-3910-5
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Printed in the United States of America
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Table of Contents
TAB 1
PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
TAB 2
INSTRUCTOR SUPPORT FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
Grade Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
TAB 3
PART 1: ORIENTATION LESSON PLAN FOR CHAPTER 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 1.0
TAB 4
TAB 5
TAB 6
TAB 7
Changes in Esthetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
PART 2: GENERAL SCIENCES LESSON PLANS FOR CHAPTERS 2–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 2.0
Infection Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 3.0
Advanced Histology of the Cell and the Skin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 4.0
Hormones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 5.0
Anatomy and Physiology: Muscles and Nerves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 6.0
Anatomy and Physiology: The Cardiovascular and Lymphatic Systems . . . . . . . . . . . . . . . . . . . 00
LP 7.0
Chemistry and Biochemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 8.0
Laser, Light Energy, and Radiofrequency Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
PART 3: SKIN SCIENCES LESSON PLANS FOR CHAPTERS 9–15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 9.0
Wellness Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 10.0
Advanced Skin Disorders: Skin in Distress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 11.0
Skin Typing and Aging Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 12.0
Skin Care Products: Chemistry, Ingredients, and Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 13.0
Botanicals and Aromatherapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 14.0
Ingredients and Products for Skin Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 15.0
Pharmacology for Estheticians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
PART 4: ADVANCED ESTHETICS LESSON PLANS FOR CHAPTERS 16–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 16.0
Advanced Facial Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 17.0
Advanced Skin Care Massage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 18.0
Advanced Facial Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 19.0
Advanced Hair Removal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 20.0
Advanced Makeup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
PART 5: SPA AND ALTERNATIVE THERAPIES LESSON PLANS FOR CHAPTERS 21–23 . . . . . . . . . . . . . . . . . . 00
LP 21.0
Spa Treatments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 22.0
Complementary Wellness Therapies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 23.0
Ayurveda Theory and Treatments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
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TAB 8
TAB 9
PART 6: MEDICAL SCIENCES LESSON PLANS FOR CHAPTERS 24–28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 24.0
Working in a Medical Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 25.0
Medical Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 26.0
Medical Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 27.0
Plastic Surgery Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 28.0
The Esthetician’s Role in Pre- and Post-Medical Treatments . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
PART 7: BUSINESS SKILLS LESSON PLANS FOR CHAPTERS 29–30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 29.0
Financial Business Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
LP 30.0
Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
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Preface
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Introduction
Congratulations! You hold in your hands the most comprehensive Course Management Guide ever published to support advanced esthetics education in our nation’s schools. Students entering training at your institutions expect and
deserve the best possible education that you can provide. They have chosen to enter this course of study to further
their career and that can be a life-transforming event. They have chosen your school for their education and you as
the teachers to educate them.
Merriam Webster’s Collegiate Dictionary Tenth Edition, defines educate as follows:
• To train by formal instruction and supervised practice especially in a skill, trade, or profession.
• To develop mentally, morally, or aesthetically especially by instruction.
As esthetics educators, our primary focus is to foster and provide education and training in advanced esthetics
that will arm the graduate with the needed skills and abilities to be competitive in advanced esthetic positions. We
constantly strive to further advance and develop the standards of education and instruction we offer in our schools.
Achieving that goal can be challenging, but with the right tools, it is definitely a challenge that can be met and
overcome.
Purpose
The purpose of Milady Standard Esthetics: Course Management Guide is to aid the educator in meeting the objective of advancing and improving the standards of education in your school. It is designed to serve as your partner
in making advanced esthetics education effective, interesting, and fun while also helping your students to develop
mentally, morally, and aesthetically. It has been more than 85 years since Milady published the first edition of The
Standard Textbook of Cosmetology. Now used in 48 countries and developed in five languages, Milady’s Standard is
recognized as the undisputed industry leader and primary source for the most current and comprehensive information available for students. It was with that history and vision in mind that Milady continues to expand, update, and
improve its educational programs to meet the needs of today’s educators and learners with emphasis on advanced
esthetics knowledge.
How to Use this Guide
Detailed instructions are provided in the following few pages. You will find that if you invest the brief amount of
time required to simply read these pages carefully, you will have a complete grasp of how effective and beneficial this
tool will be to you.
The Course Management Guide is divided into 10 tabbed sections:
Tab 1:
Tab 2:
Tab 3:
Tab 4:
Tab 5:
Tab 6:
Tab 7:
Tab 8:
Tab 9:
Preface
Instructor Support Forms
Lesson Plan for Chapter 1
Lesson Plans for Chapters 2–8
Lesson Plans for Chapters 9–15
Lesson Plans for Chapters 16–20
Lesson Plans for Chapters 21–23
Lesson Plans for Chapters 24–28
Lesson Plans for Chapters 29–30
Section 1, tab 1 contains the Preface, which you are reading now. It is designed to tell you how simple it is to use
this guide. It will take you through each section and explain how it can be used. In addition, it will take you through
the lesson plan format to ensure you know how to use them for maximum benefit.
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Tab 1
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Section 2, tab 2 contains Instructor Support Forms. The sample forms can be modified to fit the individual
institution. The support materials include the following:
A sample course syllabus for a1,200-clock hour advanced esthetics program is provided. This brief, two-page
document contains all the elements required for a course outline and generally meets requirements set forth by
accrediting bodies. It is provided to assist you in developing a course syllabus specific to the program offered at your
institution.
Another sample form is an “Academic Grade Record by Course Unit.” This form has been used successfully by
schools to record and document theory test grades for students. It lists each of the unit tests contained in the Course
Management Guide. There is a column for the grade, the date of the test, the date the grade is posted to the computer tracking system, and the student’s signature acknowledging the test grade. In this age of accountability, this
form, which documents that students have completed the specific unit of study, can replace maintaining a plethora
of actual tests in student files.
An additional sample document is a “Student Counseling Grading and Progress Report” form. Again, this is an
example of a form that has been used successfully by schools to record sessions of academic advising conducted by
faculty. The form can also be used to document a student’s progress evaluations and can be considered a “report card.”
You can record both monthly and cumulative theory grade averages and attendance and give the student feedback in
practical skills performance, professionalism, and adherence to school policies. One section allows you to identify any
areas in which the student needs improvement and gives you space to record a brief “action plan” for improvement.
It is a one-page form that can be used to satisfy many school requirements with respect to documenting student
progress. If necessary, it can be modified to conform to the school’s policies.
A “Chapter Test Score Sheet” is also provided. Use of a score sheet allows the school to photocopy only enough
tests for the size of the study body. The same tests can then be used multiple times, which provides cost savings in
paper, toner, and time. The score sheets are retained in the student’s file only until the student has signed for the
grades on the Academic Grade Record by Course Unit, and then the sheets can be discarded.
The final document is a master “Class Sign-In Sheet,” which can be used for classes you present that are not
found in the Course Management Guide. The sign-in sheets provided with the lesson plans are explained more fully
as follows.
Tabs 3 through 9 contain comprehensive lesson plans that closely follow the chapters of Milady Standard
Esthetics: Advanced. A lesson plan is a tool used to organize the instructional time and ensure that all the planned
material is covered in an orderly manner. You, as the educator, clearly represent an integral part of the student’s
experience in school. Effective lesson plans can make your job much easier and your students’ learning experiences
more satisfying. These are provided so you no longer have to spend hours writing your own lesson plans, and they
are flexible enough that you can add information to reflect regulations in your state, to reflect the philosophies of
your school, and/or to present your personal knowledge and experiences.
A brief outline is provided on the left side of the page; the right side contains in-depth notes that explain and
enhance the outline. Therefore, the lesson plan can be used by the newest of instructors or by the seasoned instructor
with years of experience in the classroom. It will be up to the individual instructor to edit or supplement as desired.
The lesson plans include measurable performance objectives, practical esthetics skills education, and much more.
Lesson plans are numbered according to the relevant chapter in the textbook. In the event that there are multiple
lesson plans for an individual chapter, the lesson plans will be numbered with the applicable chapter number and
then with .1, .2, or .3. For example: LP 3.0, LP 3.1, and so forth.
Each lesson plan includes a class sign-in sheet. The top of the form lists all the headings found on page 1 of each
lesson plan and space for the instructor to enter the applicable information for each lesson plan. The bottom half
and reverse of the form provides space for each student to sign in for the class. This has proved to be an effective
and valuable tool. We live in an age of accountability and for esthetics schools that means verifying that curriculum
prescribed by state boards is being followed; that class objectives are being met; that academic and practical classes are
being integrated throughout the course of study; that effective teaching methods are being employed; that students
are being evaluated for competency in both academic and practical training; and so much more.
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The simple class sign-in sheet provides bona fide documentation that many of those requirements are being met.
Some of you have heard about students who have claimed they were never taught anything about microdermabrasion, for example. Some of those claims have resulted in complaints being filed with state regulatory or accrediting bodies or even in lawsuits against the school. These sign-in sheets are evidence that the school is following its
prescribed schedule and that classes are being taught whether or not the students choose to avail themselves of the
opportunity to learn by attending.
It is recommended that the sign-in sheets be maintained chronologically in a three-ring binder for each year.
The binders are a compact and easy way to maintain class records for a number of years. They can be scanned after a
period of time and maintained electronically. They also eliminate the need for “roll call.” Coupled with the academic
grade record form, the sign-in sheets are excellent tools for owners or managers of multiple locations. By checking
these two documents alone, you can verify that the assigned schedule is being followed and that students are receiving
the training you have agreed to provide. It is an effective quality control procedure.
The first page of each lesson plan repeats the information contained on the class sign-in sheet and more:
1. The Subject: the Section of the Textbook
2. The Topic: the title of the lesson plan, topics to be covered.
3. Lesson Objectives: what the students will be able to understand or perform after completion of the lesson and
practice.
4. Implements, Equipment, Supplies Required: items for both students and instructors.
5. Teaching Aids: audio/visual equipment, hand outs, and other materials to be used by the instructor.
6. Facility: theory or practical classroom or both (The theory, or practical skills, text information can be taught
as a theory class and the practical aspects of the chapter can be taught as a practical class. The instructor can,
therefore, modify the facility identified. (Some of the lessons might even take place in the clinic or lab area.)
7. Time Allotment: broad guidance is provided for the time allotted to each lesson. (Bear in mind that the Course
Management Guide was written to function effectively in 50 states with hours requirements varying from
260 hours to 1,200 hours. There are numerous Learning Reinforcement Ideas or Activities included with each
lesson. How many and when those will be incorporated into the learning will greatly impact the time allotment
for each lesson.)
8. Prior Student Assignment: what the student needs to have completed prior to the class.
9. Educator References: references available to the instructor to further expand his/her knowledge on the subject
and enhance the class.
10. Notes to the Educator: suggestions and reminders to better prepare the educator for the class.
Next is the subject outline and in-depth notes in a two-column format. The left column contains the brief outline of
the material contained in the chapter. The right column contains in-depth notes which expand on the outline. The indepth notes include supplementary material that supports the outline. The in-depth notes are comments that the instructor
can actually verbalize or paraphrase to the students. Information directed to the instructor is found after the word NOTE.
For example: NOTE: Hand out LP 20.0, H - 1. That is not something the instructor would say to the students, but rather
it is a notice to the instructor to hand out the applicable sheet.
The lesson plan continues in the two-column format until all the material in the chapter or lesson has been
covered.
There is a written summary with review questions and answers provided at the end of each lesson outline. The
“Summary and Review” is followed by “Learning Reinforcement Ideas or Activities.” This section lists activities,
assignments, projects, and videos that can be assigned to the students to reinforce the material covered in the class.
Many of these activities or ideas can be incorporated into class depending on availability of time. As an option, activities can be assigned as practice or as projects for the students to do outside of the formal class. We have provided space
for the instructor to add personal ideas for learning reinforcement activities. Please add these so that when you use
the lesson plan again, or when another instructor uses the lesson plan, a greater resource of activities will be available.
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Each chapter includes a multiple-choice test and answer key. In addition, for those chapters that cover practical skills information, practical skills competency evaluation criteria are found at the end of each lesson plan. These
objective criteria will aid the instructor in conducting fair and equitable assessments of student practical performance.
Finally, the answers to Milady Standard Esthetics: Advanced Workbook are located as PDF files on the CD adhered
to the front of this binder.
In choosing Milady Standard Esthetics: Advanced Course Management Guide, 2e you have taken a significant step
into the new millennium of education. You have chosen proven performance and longevity by choosing Milady. You
have chosen wisely and well. May success and good luck accompany you in every step you take with Milady Standard
Esthetics: Advanced Course Management Guide, 2e. I believe that with the right tools, and your passion for esthetics
and your compassion for students, you will experience all the joys and rewards possible in this honorable career.
Best wishes for success!
Letha Barnes, President
Training, Education, and Management, Inc.
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Instructor Support Forms
Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
Grade Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00
Instructor Support
Forms
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SAMPLE ESTHETICS ADVANCED COURSE SYLLABUS
The following is just one example of a Course Syllabus. Unit content, sequencing of hours, and the grading system
should be modified to meet your school and state requirements.
Milady Standard: Esthetics Advanced Course Syllabus
1200 Hours – 40 Weeks (30 Hours Weekly)
COURSE DESCRIPTION: The primary purpose of the Advanced Esthetician Course is to train the student in
the advanced manipulative skills, safety judgments, proper work habits, and desirable attitudes necessary to obtain
an advanced position as an Esthetician, Medical Esthetics Technician, a Skin Care Therapist or related career avenue.
OBJECTIVES: Upon completion of the course requirements, the determined graduate will be able to:
1. Perform the advanced manipulative skills required for facial massage, effective use of required implements and
equipment, proper application of advanced makeup, unwanted hair removal, lash/brow tinting, eyelash perming,
and use of advanced facial devices.
2. Apply the underlying theory, technical information and related matter to assure sound judgments, decisions, and
accurate advanced procedures.
To ensure continued career success, the graduate will continue to learn new and current information related to techniques, tools, trends, and methods for career development in advanced esthetics and related career positions.
INSTRUCTIONAL METHODS: The clock-hour education is provided through a sequential set of learning steps
that address specific tasks necessary for state board preparation, graduation, and entry-level job skills. Clinic equipment, implements, and products are comparable to those used in the industry. The course is presented through
comprehensive lesson plans and instructor support slides that reflect effective educational methods. Subjects are
presented by means of interactive lecture, demonstration, and interactive student participation. Audiovisual aids,
guest speakers, field trips, projects, activities, individual and team research, and other related learning methods are
used for course delivery.
GRADING PROCEDURES: Students are assigned theory study and a minimum number of practical experiences. Theory is evaluated after each unit of study. Practical skills assignments are evaluated as completed and
counted toward course completion only when rated as satisfactory. If the performance does not meet satisfactory
requirements, it is not counted and the performance must be repeated. At least three comprehensive practical skills
evaluations will be conducted during the course of study. Practical skills are evaluated according to text procedures,
performance standards established by the state licensing agency, and set forth in practical skills evaluation criteria
adopted by the school. Students must maintain a theory grade average of 75% and pass a final written and practical
exam prior to graduation. Students must make up failed or missed tests and incomplete assignments. Numerical
grades are considered according to the following scale:
WRITTEN and PRACTICAL
93–100:
85–92:
75–84:
70–74:
Below 70:
A
B
C
D
Failing
COMPARABLE GPA
100 = 4.0
92 = 3.0
84 = 2.0
74 = 1.0
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Tab 2
Instructor Support Materials
xiii
REFERENCES: Milady Standard Esthetics: Advanced. A comprehensive library of references, periodicals, books,
texts, CDs, and DVDs are available to support the course of study and supplement the students’ training. Students
are encouraged to avail themselves of the opportunity to use these extensive materials.
UNITS OF INSTRUCTION AND HOURS: The contents of the units of instruction and applicable hours devoted
to each unit are listed in the following section of the Curriculum Course Outline. Health, sanitation, infection control, chemistry, electricity, anatomy and physiology, the use and safety of products, and the use and safety of tools and
equipment are included in both theory and practical study within the applicable units of study. In addition, students
learn career and employment information including professional ethics, effective communications and human relations, compensation packages and payroll deductions, and the fundamentals of business management applicable to
the program.
HOURS
SUBJECT-UNIT
15
ORIENTATION:
School rules and regulations; history of esthetics, role of the esthetician, qualities
of the professional esthetician; code of ethics; familiarization of school facilities and supplies
20
INFECTION CONTROL:
20
ADVANCED ANATOMY, PHYSIOLOGY:
20
HORMONES: Endocrine glands; hormone production; pregnancy; PMS flare ups; menopause;
hirsutism; hormonal impact on skin
20
CHEMISTRY AND BIOCHEMISTRY:
20
LASER, LIGHT ENERGY, AND RADIOFREQUENCY THERAPY:
20
NUTRITION AND WELLNESS MANAGEMENT:
20
ADVANCED SKIN DISEASES, DISORDERS, SKIN TYPING, PRODUCTS: Wound healing and injuries;
General salon/clinic safety; first aid; hazardous materials communications;
local, state, and federal safety codes; salon/clinic rules and regulations; types and classifications;
bacterial growth and reproduction; bacterial infections and their prevention; immunity and body
defenses; methods of infection control; physical and chemical agents
Cells, tissues, and organs; body systems; importance of
water; nutrition for healthy skin and longevity
Chemistry and matter as related to esthetics; chemical reactions and solutions/elements; compounds and mixtures/biochemistry; the pH scale; nature versus
biotechnology
Electricity and its effects on the skin;
galvanic current for iontophoresis or desincrustation; lasers, ultrasonics; FDA; high frequency
current; use of magnifying lamp and wood’s lamp; use of brushing, spray, suction machines; use
of vaporizer, pulverizador, and hot towel cabinet; paraffin unit; electric mittens; booties; nominal
hazard zones
Nutrition for clients and estheticians including
nutrients, diet, and metabolism; glycation and health; and healthy life choices
overview of diverse methods to evaluate skin; functional and performance ingredients
Definitions; uses in skin care; flower essences, commonly
used botanicals; aromatherapy chemistry
30
BOTANICALS AND AROMATHERAPY:
25
INGREDIENTS AND PRODUCT SELECTION:
25
PHARMACOLOGY: The law and labeling of drugs versus cosmetics; common OTC used by estheticians; claims; common drugs and interactions; drugs and contraindications
Surfactants, emulsifiers, fatty acids, and alcohols;
esters, solvents, antimicrobials and preservatives; micelles; and liposomes and performance ingredients
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275
ADVANCED FACIAL TREATMENTS:
150
ADVANCED SKIN CARE MASSAGE:
100
ADVANCED FACIAL DEVICES:
75
Client preparation; skin analysis and consultation; skin types; skin
conditions and disorders; facial procedures; facial treatments with or without machines; overview of
aromatherapy and manual lymphatic drainage for the face and neck; product recommendation
Advanced facial movements; back facial movements; selecting and incorporating advanced movements; lymphatic massage for the face; shiatsu for the face;
reflexology for the face; stones for estheticians; other specialty components
Microdermabrasion theory and protocols; ultrasonic; microcurrent; electrodessication; LED and IPL devices; laser hair removal; medi-spa treatments
HAIR REMOVAL:
Advanced procedures; hard and soft waxes; double dipping; Brazilian; speed
waxing
100
ADVANCED MAKEUP:
Lash techniques; mineral makeup; world of camouflage; airbrushing; per-
manent cosmetics
50
SPA TREATMENTS: Types of spas, spa treatments, and spa clients; safety considerations; wraps
and masks; vichy showers; exfoliants and treatments; muds and clays; scrubs and baths
50
ALTERNATIVE THERAPIES:
Chakras; color therapy; crystals and stones; reiki; balancing body,
mind, and spirit
30
AURVEYDA TREATMENTS:
15
TERMINOLOGY:
20
MEDICAL INTERVENTION:
Philosophy, doshas, and treatments
Medical terminology; prefixes, suffixes, plurals, and pronunciations
Working in a medical setting; dermal fillers; Botox; sclerotherapy and
medical peels
15
PLASTIC SURGERY PROCEDURES:
Rhitidectomy; brow lift; blepharoplasty; rhinoplasty; mam-
moplasty; liposuction and more
Pre- and post-surgery treatment; laser resurfacing; cosmetic surgery
10
ESTHETICIAN’S ROLE:
75
BUSINESS PRACTICES: Business operation; site planning and design; accounting, inventory,
and sales tax; payroll regulations; ethics and professional conduct; communication skills; retailing
techniques; marketing (advertising, retailing, and promotion); customer relations
1200
TOTAL HOURS
The hour requirements must be met by each student in each category in order for the earned hours to be accepted
by the state licensing board for examination.
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Spa Treatments
Complementary Wellness
Therapies
Ayurveda Theory and
Treatments
Working in a Medical
Setting
Medical Terminology
Medical Intervention
Plastic Surgery
Procedures
Esthetician’s Role:
Pre- and Post-Medical
Treatments
Financial Business Skills
Marketing
Final Practical
Assessment
Final Written Examination
Hormones
A and P: Muscles and
Nerves
A and P: Cardiovascular
Lymphatic
Chemistry and
Biochemistry
Laser and Light Energy
Wellness Management
Advanced Skin
Disorders:Skin in Distress
Skin Typing and Aging
Analysis
Skin Care Products:
Chemistry, Ingredients
and Selection
Botanicals and
Aromatherapy
Ingredients and Products
for Skin Issues
Pharmacology for
Estheticians
Advanced Facial
Techniques
GRADE
DATE
DATE
POSTED TO
COMPUTER
STUDENT SIGNATURE
Instructor Support Materials
Test grades for each unit are entered onto this form the same day the test is administered. When a student is counseled, he/she should sign for all grades
received since the previous evaluation. The written documentation may be used to document the date the written grades are posted to the computer.
Advanced Hair Removal
Advanced Makeup
Advanced Histology
Advanced Facial Devices
UNIT OF STUDY
Infection Control
DATE
Advanced Skin Care
Massage
GRADE
STUDENT
SIGNATURE
Changes in Esthetics
UNIT OF STUDY
DATE
POSTED TO
COMPUTER
STUDENT NAME ___________________
Advanced Esthetics—Academic Grade Record By Course Unit
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Student Counseling, Grading, And Progress Report
REVIEW PERIOD ENDING ___________________
This form is used for recording academic counseling sessions with students whether performed routinely or as needed.
STUDENT NAME ___________________________________________________________________ COURSE: Advanced Esthetics
MONTHLY HOURS EARNED ___________________
MONTHLY ATTENDANCE ___________________________%
TOTAL HOURS EARNED TO DATE ___________________
CUMULATIVE ATTENDANCE ________________________%
MONTHLY ACADEMIC AVERAGE ___________________%
CUMULATIVE THEORY AVERAGE ___________________%
Performance
Excellent
Very Good
Development
Opportunity
Satisfactory
Theory Grades
Practical Skills
Professionalism,
Policies, Attitude
Identify development opportunities and action plan for improvement of student performance below:
_____ Practice skills in ____________________________________________________________________________________________
_____ Attend Theory class regularly and on time.
_____ Attend Clinic days regularly and on time.
_____ Complete more practices in ______________________________________________________________________________
_____ Adhere to the Standards of Conduct and School Policies at all times.
_____ Increase speed by completing timed projects in: ______________________________________________________________
COMMENTS:
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_________________________
_____________________
Student Acknowledgment
Date
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MILADY STANDARD ESTHETICS: ADVANCED COURSE MANAGEMENT GUIDE
CLASS SIGN-IN SHEET 1.0
INSTRUCTOR NAME: _________________________
DATE TAUGHT: ___________________
LESSON 1.0
SUBJECT: ORIENTATION
TOPIC:
CHANGES IN ESTHETICS
LESSON OBJECTIVES:
Upon completion of the lesson, the student should be able to:
1.
2.
3.
4.
5.
Describe the evolution of the esthetics industry.
Discuss the need for advanced education and list a variety of employment opportunities.
Identify and discuss the steps of critical thinking and problem solving.
Explain soft skills and how to incorporate them into your work.
List Health Insurance Portability and Accountability Act (HIPAA) guidelines and your legal obligations to your
clients’ privacy.
6. Reference a broad range of resources to assist you in the industry.
IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED:
Student
Instructor
X
X
X
X
X
X
Items
Milady Standard Esthetics: Advanced
Milady Standard Esthetics: Advanced Student Workbook
Student Notebook
Pens, pencils
TEACHING AIDS (Audio/visual equipment, handouts, etc., used by instructor):
1. Board
2. LCD Projector and Milady Standard Esthetics: Advanced Instructor Support Slides
3. Milady Standard Esthetics: Advanced DVD Series and DVD player
FACILITY: Theory Classroom
TIME ALLOTMENT: 1 to 2 hours (Adjust based on school schedule and student activities/participation.)
PRIOR STUDENT ASSIGNMENT:
Read Chapter 1, Milady Standard Esthetics: Advanced
EDUCATOR REFERENCES:
1. Milady Standard Esthetics: Advanced
2. Milady Standard Esthetics: Advanced Workbook
Student Signatures
Student Signatures
(If more space is needed, use reverse side of form.)
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Milady Standard Esthetics: Advanced Course Management Guide
Student Signatures
Student Signatures
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Lesson 1.0
3
MILADY STANDARD ESTHETICS: ADVANCED COURSE MANAGEMENT GUIDE
CLASS SIGN-IN SHEET 1.0
INSTRUCTOR NAME: _________________________
DATE TAUGHT: ___________________
SUBJECT: ORIENTATION
TOPIC:
CHANGES IN ESTHETICS
LESSON OBJECTIVES:
Upon completion of the lesson, the student should be able to:
1.
2.
3.
4.
5.
6.
Describe the evolution of the esthetics industry.
Discuss the need for advanced education and list a variety of employment opportunities.
Identify and discuss the steps of critical thinking and problem solving.
Explain soft skills and how to incorporate them into your work.
List Health Insurance Portability and Accountability Act (HIPAA) and your legal obligations to your clients’ privacy.
Reference a broad range of resources to assist you in the industry.
IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED:
Student
Instructor
X
X
X
X
X
X
Items
Milady Standard Esthetics: Advanced
Milady Standard Esthetics: Advanced Student Workbook
Student Notebook
Pens, pencils
TEACHING AIDS (Audio/visual equipment, handouts, etc., used by instructor):
1. Board
2. LCD Projector and Milady Standard Esthetics: Advanced Instructor Support Slides
3. Milady Standard Esthetics: Advanced DVD Series and DVD player
FACILITY: Theory Classroom
TIME ALLOTMENT: 1 to 2 hours (Adjust based on school schedule and student activities/participation.)
PRIOR STUDENT ASSIGNMENT:
Read Chapter 1, Milady Standard Esthetics: Advanced
EDUCATOR REFERENCES:
1. Milady Standard Esthetics: Advanced
2. Milady Standard Esthetics: Advanced Workbook
INSTRUCTOR NAME
DATE TAUGHT
INSTRUCTOR NAME
DATE TAUGHT
INSTRUCTOR NAME
DATE TAUGHT
INSTRUCTOR NAME
DATE TAUGHT
INSTRUCTOR NAME
DATE TAUGHT
INSTRUCTOR NAME
DATE TAUGHT
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Milady Standard Esthetics: Advanced Course Management Guide
NOTES TO EDUCATOR:
1. Review chapter, entire lesson plan, and Milady Standard Esthetics: Advanced Instructor Support Slides prior to lesson.
2. Review learning reinforcement ideas/activities and predetermine which are to be used at what point during the
lesson. You will incorporate them based on your time allotment.
3. Check projector and any audio/visual equipment to ensure it is working properly.
4. Review and practice proper pronunciation of technical terms for this lesson.
5. Take attendance or have students sign in based on school’s procedure.
6. During the instructor preparation time, and while students are entering and getting settled for the class, have
a Milady Standard Esthetics: Advanced Instructor Support Slide containing an inspirational quote projected (or
write it on the board or flip chart). This will help get instructors and students into the appropriate mind-set for
learning and for the day.
7. The information contained in this lesson plan correlates to that found in Chapter 1 of Milady Standard Esthetics:
Advanced Course Management Guide, 1st edition.
Learning Motivation (Why?)
Understanding the evolution of the esthetics industry will help you make informed choices as you advance through
your career as a professional esthetician. In the twenty-first century technology and unprecedented popular demand
have brought the industry to a never-before-seen level of sophistication. New advances, products, and techniques are
changing the industry. People with successful careers in other fields are electing to make a career change into the field
of skin care therapy—all the more reason that those who are currently seeking a career in esthetics, or those who are
advancing their career in esthetics, should become even more skilled and competent.
So, why learn about the changes we are seeing in the field of skin therapy? Let’s consider these reasons:
• For estheticians to successfully move forward, it is important to know the history of the industry and that “new”
ideas and trends are often a revision of something from the past. Ancient therapies may offer insights to established client appreciation and effectiveness and offer value to the new or updated services.
• As our industry expands, more career opportunities develop. Learning about new career opportunities can influence your personal choices and your professional and financial success.
• Learning the skill sets that can help you achieve your personal and professional goals will help turn those goals
into realities.
• Gaining a rich understanding of practices that ensure a client’s confidentiality by employing HIPAA
standards will help you retain clients because of the steps you follow to protect them. Privacy guidelines
enhance client trust.
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PRESENTATION OF THE SKILLS AND/OR INFORMATION
SUBJECT LINE
I. THE GLOBAL EVOLUTION OF SPAS
AND SPA TREATMENTS
A. THE MEDICAL PROFESSION
B. BABY BOOMERS
C. GLOBAL EVOLUTION OF SPAS
1. Spa
2. Sanitas per aquas
3. Latin word spagere
4. Water treatments
a. Balneotherapy
b. Spa therapy
c. Hydrotherapy
5. History
6. Bath house types
a. Balnea (home)
b. Balnea private (private baths)
c. Balnea public (public baths)
7. Thirteenth century
8. Sixteenth century
9. Seventeenth century
Lesson 1.0
5
LESSON PLAN 1.0
IN-DEPTH NOTES
(Information to Share During Presentation)
As the medical profession has expanded into the field
of cosmetology, opportunities and demands for
well-educated estheticians have grown and
diversified.
Their desire, willingness, and financial ability to do
whatever is necessary to keep their good health and
youthfulness has had a huge effect on the industry.
One theory is that the word spa is derived from the
Walloon word espa, which means “the fountain” and
originates from the name of the Belgian town Spa.
Latin phrase that means “health through water.”
Means “to scatter, sprinkle, moisten;” all origins communicate the process, the use of water, and implication for
healing.
All terms are used interchangeably.
Began in ancient Greek and Roman bath houses
The famous spa of Bath, England, is the best-preserved
of the ancient Roman spas. When the Roman Empire
fell, most bath houses became churches.
The Moors influenced a resurgence in bathing and the
popularity of public bathing. Bloodletting was also
used during medieval times to restore balance and good
health.
The Renaissance period saw a decline in public baths due
to lack of firewood and the hypothesis that they caused
syphilis and leprosy.
The French used hot and cold springs—cold for drinking therapies, hot for both drinking cures and bathing.
Physicians in France became an integral part of the spa
experience.
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Milady Standard Esthetics: Advanced Course Management Guide
6
SUBJECT LINE
10. Also in the 1800s
11. Early 1900s
12. 1930s (depression)
13. The twenty-first century
II. ADVANCED EDUCATION AND
EMPLOYMENT OPPORTUNITIES
A. TODAY’S ESTHETICIAN
Certificate to practice
Problem-solving abilities
Knowledge of research methods
Knowledge of available resources
Knowledge of methodology
and science
6. Knowledge of restrictions
and limitations
B. EMPLOYMENT OPPORTUNITIES
1. Esthetician
IN-DEPTH NOTES
(Information to Share During Presentation)
A more scientific approach was taken. Father Sebastian
Kneipp developed more than 100 different hydrotherapy
treatments using water in solid, liquid, and vapor forms,
including washings, wraps, packs, compresses, steam, and
baths.
Europeans brought the spa concept to the United States,
which led to spa resorts.
Spas halted in the United States. After WWII (in the late
1940s) spas became popular again and included health
and exercise regimens, mud therapy, balneology, and
hydrotherapy. With the advances of modern medicine,
however, spas were once again on the decline.
Spa revival recognizes the benefits of preventive
therapies. According to the International Spa
Association, 10 percent of the U.S. population visit
spas regularly while 30 percent of Italy’s population
does so.
As the medical profession has embraced esthetics, the
demand for solid, advanced esthetics education has skyrocketed.
Holds many qualifications; doctors hire the bettertrained candidates.
1.
2.
3.
4.
5.
2. Makeup artist
3. Permanent makeup artist
4. Medical Aesthetician
5. Resort/cruise ship esthetician
Specializes in skin care by performing facials and
skin treatments; applying cosmetics; and
providing preventative skin care and maintenance
treatments. There are many opportunities for
specialization.
Specialties include bridal, theatrical, and television
makeup and fashion shows.
Cosmetic tattooing is in increasing demand.
Partners with a dermatologist or plastic surgeon.
These venues offer full spa treatments; they may also do
group presentations to interested parties.
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SUBJECT LINE
6.
7.
8.
9.
10.
Salon or spa owner
Esthetics instructor
Sales representative
Department store sales
Cosmetic buyer or assistant
11. Manager or salesperson
12. Beauty editor or columnist
13. Licensing examiner/inspector
Lesson 1.0
7
IN-DEPTH NOTES
(Information to Share During Presentation)
Up-to-date knowledge is a must.
For skin care products and equipment.
Buyers often travel and visit markets, trade shows, and
showrooms.
Works for a newspaper, magazine, or journal.
Ensures rules and regulations are enforced and ethical
practices are maintained.
III. DEVELOPING CRITICALTHINKING SKILLS
A. IDENTIFY AND SOLVE CLIENT
Learn to think smart.
PROBLEMS
1. Clarify the concern.
Identify the client’s needs and wants; ask questions, interact, be curious, think.
2. Gather the facts.
Learn all the information you need to make an informed
decision and to provide quality service. Consider the
cause of the problem.
3. Examine the evidence.
Is the evidence based on opinion or fact? Has the client
been 100 percent truthful about a prior regimen?
4. Define solutions and outcomes.
The quickest action is not always the best.
5. Choose and execute the solution.
After considering all the options and potential outcomes,
choose the best solution and take action.
B. SOAP NOTES
Method of documenting the critical-thinking process.
1. S: Subjective
What the client tells you.
2. O: Objective
What you see.
3. A: Assessment
Details of what is observed.
4. P: Procedure
Steps to take for outcome.
IV. ENHANCING SOFT SKILLS
These are the nontechnical skills used in the practice of
esthetics. They include personal habits, attitudes, professionalism, leadership abilities, and client management
skills. They employ critical-thinking skills and the ability
to share information and educate the client on how to
achieve his/her goals.
A. POWER TO INSTIGATE HEALING
Holistic thought revolves around the idea of treating the
person as a whole rather than focusing solely on a disease
or disorder.
1. Greet client warmly.
2. Identify the client’s mood.
3. Make the environment comfortable.
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Milady Standard Esthetics: Advanced Course Management Guide
8
SUBJECT LINE
4. Exude confidence and nurturing.
5. End treatment quietly and professionally.
B. CARE FOR YOURSELF
C. EIGHT STEPS TO MANAGING
NEGATIVE EMOTIONS
1. Stop and breathe.
2. Think proactively.
3. Ask what is really going on.
4. What is there to learn?
5. Imagine a friend’s feelings.
6. Consider the source.
7. Consider the options.
8. Let it go.
V. PRIVACY LAWS
A. HIPAA
1.
2.
3.
4.
5.
6.
7.
Limits access to medical records
Ensures notice of privacy practices
Limits use of personal medical information
Prohibits use of information for marketing
Strengthens state laws
Mandates confidential communications
Patient complaints
B. PROFESSIONAL RESOURCES
1. IRS
2. OSHA
3. U.S. FDA
4. NIC
5. AIA
6. NCEA
7. ISPA
IN-DEPTH NOTES
(Information to Share During Presentation)
Maintain a heightened awareness of the client on an
intuitive, nearly spiritual level.
Treat yourself holistically. Doing so will provide you with
the ability to set client boundaries.
Rather than reactively; remove yourself from the emotion
and view it constructively.
Where does the emotion come from?
If he or she was feeling what you are feeling, what advice
would you give that friend?
Where is the negativity coming from?
Think of someone you respect and admire and imagine
how he or she might handle it.
Its purpose has been served. Be forgiving and move on.
Health Insurance Portability and Accountability Act of
1996 protects patients’ medical records, health information, and so on.
Regarding breach of confidentiality; full information on
this standard is available at www.hhs.gov.
Web addresses are found in the textbook.
Internal Revenue Service
Occupational Safety and Health Administration
United States Food and Drug Administration
National Interstate Council of State Boards
Aesthetics International Association
National Coalition of Estheticians
International Spa Association
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Tab 3
SUBJECT LINE
8. NCEA Certified Commission on
Accreditation
9. NACCAS
10. SDCC
11. SPSSCS
12. CIDESCO International
13. ITEC
14. IMSA
15. PBA
16. DSA
17. ATT
18. Spa Management
19. SPCP
C. PROFESSIONAL PUBLICATIONS
1. Dermascope Magazine
2. Skin Inc. Magazine
3. Les Nouvelles Esthetiques Magazine
4. Milady/Cengage Learning
5. Day Spa Magazine
6. Spa Magazine
7. American Spa Magazine
8. Spa Management Journal
9. PCI Journal
Lesson 1.0
9
IN-DEPTH NOTES
(Information to Share During Presentation)
National Accrediting Commission of Career Arts
and Sciences
Society of Dermatology Skin Care Specialists
Society for Plastic Surgical Skin Care Specialists
International Therapy Examination Council
International Medical Spa Association
Professional Beauty Federation
Day Spa Association
Aesthetic Trend and Technologies
Society of Permanent Cosmetic Professionals
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Milady Standard Esthetics: Advanced Course Management Guide
Summary and Review
Learning to use all the tools and resources available to you will help you continue to grow as an esthetician. There
are numerous online forums for networking and sharing information between professionals. Magazines, Web sites,
networking groups and boards, webinars, trade shows, manufacturer classes, and other advanced training options
help estheticians keep a competitive edge in an industry with diverse options and opportunities.
Let’s review:
1. How has the medical community contributed to the esthetics field?
ANSWER: The demand for well-educated estheticians has grown and diversified. Doctors respect professionals
in the esthetics field who have similar education and experience.
2. Why has advanced esthetics education become so important?
ANSWER: Technological advances offer estheticians the opportunity to add to and improve their current skill
set and to reach a broader audience. A solid knowledge of the most current information and technology offers
the chance to educate the public.
3. From what country is the term spa believed to have originated?
ANSWER: Various theories identify France, Belgium, or Rome.
4. What is the meaning of the term spa?
ANSWER: All origins of the word communicate the process—the use of water and its implication for
healing.
5. List three terms for water treatments.
ANSWER: Balneotherapy, spa therapy, and hydrotherapy are all terms used for water treatments.
6. Who is credited with inventing hydrotherapy treatments such as wraps and steam baths?
ANSWER: Father Sebastian Kneipp.
7. List five different areas in which an esthetician might find employment.
ANSWER: Any of the following may be included: esthetician, makeup artist, permanent makeup artist, Medical
Aesthetician, esthetician and makeup artist for resorts and cruise ships, salon or spa owner, esthetics instructor,
manufacturer/sales rep, department store cosmetics rep, cosmetic buyer or assistant buyer, manager or salesperson, beauty editor or columnist, state licensing inspector, or examiner.
8. List each step in developing critical-thinking skills.
ANSWER: Clarify the problem, gather the facts, examine the evidence, define solutions and outcomes, and
choose and execute the solution (follow SOAP).
9. List several ways you can identify your client’s needs.
ANSWER: The greeting; identifying the client’s mood; making the environment comfortable (temperature,
music, aromas, pillows, blankets, herbal teas); exuding confidence; being nurturing; providing peace; completely
focusing on the client; ending the treatment quietly (step lightly, close doors carefully, provide water, be sincere,
thank him or her).
10. What is HIPAA and how does it affect you?
ANSWER: The Health Insurance Portability and Accountability Act of 1996 outlines federal privacy standards
to protect patients’ medical records and health information provided to health plans, doctors, hospitals, and
other health care providers.
© 2013 Milady, a part of Cengage Learning.
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Learning Reinforcement Ideas and Activities
1. Have students complete Chapter 1 of Milady Standard Esthetics: Advanced Student Workbook.
2. Have students complete review and final testing with Milady Standard Esthetics: Advanced Online Licensing Preparation.
3. On the lines below, write any activities, assignments, or ideas that you have used effectively with this lesson in
order to aid other instructors who may use this lesson plan in the future:
© 2013 Milady, a part of Cengage Learning.
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Milady Standard Esthetics: Advanced Course Management Guide
Test–Chapter 1–Changes in Esthetics
1. All of the possible origins of the word spa communicate the basic idea of:
a) using water for healing
b) using water to enhance beauty
c) creating beauty through good health
d) using natural materials to enhance beauty
2. Father Sebastian Kneipp is famous for:
a) opening the first spa resort
b) pioneering the idea that drinking mineral water is good for your health
c) developing many hydrotherapy treatments
d) inventing the first public bath house
3. What is the next step in the critical-thinking process after you have clarified the problem?
a) define solutions and outcomes
b) examine the evidence
c) gather the facts
d) choose and execute the solution
4. Under HIPAA, when can patient information be used for marketing purposes?
a) only when the patient gives permission
b) any time
c) never
d) no more than once every 3 years
5. HIPAA, the Health Insurance Portability and Accountability Act of 1996, was developed to:
a) provide patients with access to their medical records
b) give patients more control over how their personal health information is being used
c) neither of these
d) both of these
6. An important part of a holistic approach is beginning each treatment with:
a) intention
b) complete openness
c) a gentle cleansing of the skin
d) a positive thought about yourself
7. The acronym SOAP is used to help you:
a) remember the steps of a facial
b) identify the best career choice for you
c) document the critical-thinking process
d) remember the steps for disinfecting instruments
8. Which of these is NOT a typical duty of an esthetics salesperson?
a) keeping records of sales and inventory on hand
b) training sales staff
c) cashiering
d) demonstrating products
© 2013 Milady, a part of Cengage Learning.
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9. Which of these people is MOST likely to perform cosmetic tattooing?
a) bridal makeup artist
b) permanent makeup artist
c) Medical Aesthetician
d) esthetician
10. As the medical profession has embraced esthetics, the demand for esthetics education has:
a) risen dramatically
b) risen slightly
c) remained the same
d) dropped dramatically
© 2013 Milady, a part of Cengage Learning.
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