Dress Rationale & Overview

We all know we shouldn't "judge a book by its cover," but we can't help it. The auto industry knows that- they constantly redesign the bodies of their cars, while making only minor changes to their engines, to bring in new buyers. Product manufacturers know that - they often spend more on package design than they do on the development of the product itself! And, upon first meeting, people are more likely to socially accept or hire those individuals who look "put together" over those who do not.

Of course, to keep a job or to keep a relationship, we have to be more than nicely wrapped. No matter how well we dress, we'll eventually have to prove ourselves worthy of the impression our packaging makes. Still, without making a good "first impression," we may never get the chance to prove ourselves.

One of the most important contributors to our "packaging" is our dress. Clothing has the power to enhance or weaken the impact we make on others - regardless of our specific body type and physical characteristics. With the right dress, any "body" can signal a "together" look. Likewise, with the wrong clothes, any "body" can send a "slovenly" look.

• If your clothes are dirty or torn, people may wonder what else is wrong. Is she lazy? Is she broke? Can she keep a job? Does she have a drug problem? Can she be trusted? Would my other employees want to be around her?
• If your clothes are too big or too tight or poorly coordinated, people may wonder what else is wrong. Is he stupid? Is he eccentric? Is he unconscious? Could my other employees take him seriously?
• If you wear clothes that are too revealing, people may wonder what else is wrong. Does she crave attention? Does she have low self-esteem? Is she trying to get by on looks? Would she be easy to take advantage of? Would she distract the other workers?

On the other hand, if your clothes fit properly, are clean and in good condition (a mended hole is okay), other people will usually conclude that:

• She respects herself and I should respect her too.
• He wants to make a good impression, therefore, he must respect me.
• She is neat and attends to details.
• He is confident and trustworthy.
• He can discipline himself. He has self-control.
• She can take care of herself.
• He can do the job and is probably okay to be around.

The Dress module of "First Impressions" teaches how to dress in a timeless "classic style," with colors that are "mistake-proof" in coordination.

Students are shown exactly how to pick a wardrobe that is "mistake-proof"- everything goes with everything. No matter what outfit they put together from this wardrobe, they will look good.

With simple language, humorous examples, and clear, step-by-step instructions, your students will:

• Learn how dress contributes to making a good "first impression."
• Learn the five factors that determine good dress: fit, condition, coordination, appropriateness, and use of accessories.
• Learn how to put together a 10-piece, "mistake-proof" self-coordinating wardrobe for men.
• Learn how to put together a 12-piece, "mistake-proof" self-coordinating wardrobe for women.
• Learn how to avoid inappropriate clothing.
• Learn the basic elements of clothing care.

Whether we like it or not, how we dress ourselves affects how others judge us. Fortunately, knowing how to dress is easy to learn and doesn't cost a lot of money-it's just a matter of following a few very simple rules. This module will teach your students those rules.

Objectives

Students will learn:

1. The importance of "packaging" in selling anything.
2. How dress affects how others see us.
3. How to "dress for respect" and make a good "first impression."
4. To identify the FIVE key elements to consider when choosing clothes:
1. Fit
2. Condition
3. Coordination
4. Appropriateness
5. Accessories
5. Select clothing that demonstrates an understanding of the five elements

Teacher Notes

Unlike the Hygiene and Grooming Modules, we have designed the Dress Module to be viewed by a mixed male and female audience. Although we use models of different gender within the program, with the exception of the basic male and female wardrobes recommend in Dress Part II, most of the content presented in this module can apply to both men and women.

How to Design Your Lessons & Use The "Optional Pause Points"

In the "Instructional Content" section of this guide, you will find the facts, concepts, and tasks we expect your students to learn. Use this information, as well as the material in the "Dress Rationale & Overview" section above and in the "Video Synopsis" to develop pre- and post-video screening discussions and as a reference guide in leading the suggested "Behavior Development Activities" appropriate to the functioning level of your students. More capable students will enjoy extended discussions of the power of personal presentation. Students with moderate to severe cognitive and/or behavioral impairment will gain most from repeatedly watching the "video modeling" of our First Impression Players and from "in vivo" (in a living body) practice.

We have incorporated many "Optional Pause Points" within the video itself. These Pause Points correspond to discreet content areas and make convenient stopping points to take a break and/or to answer question. We do, however, recommend screening the entire video with your class, over one or more class periods, before initiating any extended discussions or engaging in one of the "Behavior Development Activities." After the class has seen the entire video, we suggest playing it again, but this time stopping at the Optional Pause Points to teach and review in depth the "Instructional Content" for that Pause Point. You can also initiate one or more of the "Behavior Development Activities." No matter how you choose to proceed, be sure to take your time. Taking several periods to teach and practice the content at each Pause Point would not be considered unusual, especially when working with students with special needs.

Video Synopsis

All the video programs in the "First Impressions" series open with a brief statement from a vocational counselor regarding the importance of making a good first impression at a job interview. Although the Hygiene, Grooming, and Dress Modules in the "First Impressions" series are not specifically about "getting a job," they are about the universal components that make up a good impression. The counselor's observations about how quickly impressions are formed (30 seconds) and his perception that the first impression we make is often the one thing we can control, and apply whether making an impression in the community, on a date, or at a job interview.

After hearing the counselor's admonition, we see a music video to the music of George Thorogood's "Get A Haircut." This 2-minute montage illustrates the negative consequences a bad first impression can make on getting service in a store, being seated in a restaurant, and getting a job. We clearly see the social rejection that occurs when our actors disregard social norms related to appearance, cleanliness, and attitude. We see how powerfully appearance and actions can speak louder than words in giving a "First Impression."

We then see the impression five "mis-dressed" job applicants make when applying for a job...they don't get passed the door. Our motley crew is then helped by Jennifer Chapman, our resident fashion consultant. She analyzes what they have done wrong, and then helps them choose clothes that will make a better impression on the boss.

Instructional Content

The following is a list of basic facts, concepts, and skills relevant to the subject of good dress. The videos in this module present most of this content. However, you will notice that some of the items below are in italics. These points are additional information, related to the information in "First Impressions," but are not discussed directly in the videos.

What to know about clothing and the first impression:

• Dressing is like "packaging" our bodies.
• Dress affects what people think of you. If your clothes look bad or ridiculous, people will:
• Question your judgment.
• Question your intelligence.
• Question your ability to discipline yourself.
• Question your emotional well-being.
• Dress affects the amount of respect people will give you.
• Dress reflects how much people you think to respect them.
• Other things being equal, people are more likely to select, accept and hire people who are dressed neatly over those who are not.
• It doesn't cost any more to have a good wardrobe than a bad one.
• The 5 key elements to consider when wearing clothes:
1. Fit
2. Coordination
3. Accessories
4. Condition
5. Appropriateness

Fit

Good Fitting Shirts

• Long sleeves on shirts should end right at your wrist.
• For comfort, you should be able to place one finger between your collar and your neck.
• There should be enough room in the shoulders to allow for ease of movement.
• The shirt should be long enough so that if you bend over, it doesn't pull out of your pants or skirt.
• You should be able to button the buttons without causing "stretch wrinkles" when you sit down.

Good Fitting Pants

• You should be able to button the waistband without causing "stretch wrinkles" or stomach bulges.
• You should be able to put 2 fingers into a buttoned and zipped pair of pants. However, they should not be loose enough to fall down on their own.
• There should be enough room in the rear of the pants so they won't split apart when you sit down.
• Pleats or pockets on pants should not "flare out," but be able to lie down smoothly.
• Zippers should zip up completely and the zipper flap should lay flat.
• Cuffs should just touch the top of the shoe.
• Belts are necessary for a finished look - if you need them to hold your pants up, it means the pants are too big.

Good Fitting Dresses

• Enough room in the bust area for ease of arm movement.
• Enough room in the waist area for ease of body movement.
• You should be able to button up or zip up easily, and without causing "stretch wrinkles."
• Length is at least mid-thigh area while sitting.

Good Fitting Skirts

• You should be able to button up the waistband of the skirt and still slip 2 fingers into it, but it should not be loose enough to fall off.
• Enough room in the hip area to be comfortable while sitting.
• Length is at least mid-thigh area while sitting.

Good Fitting Shoes

• Feet don't slip out while walking.
• Enough room in the toe area so your toes lay flat without touching the tip of the shoe.
• Support for your arch.
• The heel area bugs your heel comfortably.
• If there are buckles or laces, they can buckle or lace up completely.

⏸️ First Video Pause Point

Coordination

We define good coordination as:

1. Dressing in a "classic style"
2. Wearing only neutral colors

OR

3. Optional (For more capable students):

Wearing neutral color bottoms + 1 top of any color or small pattern.

4. Socks and shoes are always the same color or darker than pants or dresses/skirts. However, white socks can be worn with athletic wear, tennis shoes, or jeans.

• Our model, Ken, in the video, mixed different clothing styles and wore too many colors and patterns together. He thought he was projecting a "fun guy image. Instead, people will only think he's ridiculous and crazy, and they won't take him seriously.
• A "Classic style":
• Is simple and traditional in design.
• Has few details like fancy stitching, multiple pockets, and unnecessary buttons.
• Tends to be cut in straight rather than curving lines
• Is always in good taste.
• "Neutral colors" are:
• The Browns (all shades from tan to brown)
• The Blacks (all shades from gray to black)
• Navy Blue (the blue of denim is considered neutral)
• The Whites (all shades from white to cream or beige)
• An example of wearing all neutral colors would be:

Khaki dress

or

Khaki pants + a navy blue top

• An example of wearing a neutral bottom with a non-neutral top would be:

Khaki pants + a plain red shirt or small patterned shirt.

⏸️Second Video Pause Point

Accessories

Accessories are belts, jewelry, scarves, hats, sunglasses, purses, and gloves.

1. For men, limit accessories to a watch, and one ring per band (a necklace is okay if it can't be seen).
2. For women, a watch, one ring per hand, small earrings, and a one-strand necklace or bracelet.
3. Always wear a belt with pants that have belt loops (with the possible exception of jeans worn for casual activity).
4. If your jewelry makes noise (jingles), don't wear it.
5. When in doubt, don't wear it.
6. Cartoon T-shirts or shirts with slogans can be worn around the house, but not in public, and certainly not during a job interview.
7. If you have tattoos, cover them when out in public.
8. Men should not never earrings to a job interview.
9. Baseball caps shouldn't be worn outside of recreational activities (e.: job interviews or dates)
10. Body piercing jewelry should not be worn in public.
11. Avoid "Nerd" accessories, i.e. plastic pocket holders for pens and pencils (generally worn in shirt pockets), rings of keys on a chain, belt holsters for pocket knives, etc.

⏸️ Third Video Pause Point

Condition

Good condition means your clothes are not frayed, dirty, stained, torn, wrinkled, overly faded, or have missing or broken buttons, zippers, or buckles.

1. Clothes should always be neat and clean.
2. Follow instructions on clothing labels regarding the cleaning or drying method. Washing incorrectly or harshly is the major cause of clothing wear.
3. Follow the proverb, "A stitch in time saves nine" and you'll keep your clothes looking good for a long time. If a hole appears in a garment, mend it right away. Clip loose threads carefully. The minute a button falls off, sew it back on. If you lose a button, and can't match it, buy all new buttons and replace them all.
4. If you soil your clothes, don't wear them again until they're washed or sent to the cleaners. If you get a small food stain on a garment that doesn't need to be dry cleaned, and you want to remove it immediately, dab cold water on it. Do nothing if you stain clothes that must be dry cleaned.
5. Make sure shoes are shined - nothing ruins an outfit more than dirty, scuffed-up shoes. Anytime your shoes get dirty-if they are of synthetic material (like some tennis shoes), use a damp wash cloth to wipe them off. If they are made of leather, use a leather cleaner or water followed by a shine.
6. Repair shoes as soon you notice a hole or broken stitching (take them to a shoe repair store). Replace broken shoelaces immediately.
7. Give your shoes a day off-switching between your shoes will give them a chance to air out. They will last a lot longer. Also, wearing nylons or socks with shoes will keep your feet from smelling bad.

⏸️ Fourth Video Pause Point

Appropriate

Appropriateness means wearing the right outfit for the right occasion.

1. When we are alone in the privacy of our own rooms, we can dress any way we want.
2. With roommates, we must be sure our clothes cover our private parts and that we don't wear T-shirts with slogans that might offend them.
3. When we go to work, go out on a date, or anytime we go out in public, our dress should be clean, fit well, and be coordinated (see above). We should not wear T-shirts or sweatshirts that have cartoons or slogans on them and always wear shoes.
4. Clothes designed for recreational activity (swimming suits, running bras, shorts, etc.) should only be worn while participating in that activity. If you're going out afterward, bring a sweatshirt to cover up.
5. Sexually provocative clothing should only be worn in private.
6. Wear clothing that is geared for the current weather.

⏹️ End of Video

Behavior Development Activities

The following "Behavior Development Activities" are designed to augment and reinforce the content presented through the video and classroom discussions. These activities were designed to meet the needs of students with cognitive and/or emotional disabilities. Since the verbal levels of individuals within this group vary widely, it is expected that the teacher will adapt these activities to meet the needs of his or her students. For example, an activity calling for making magazine collages may be appropriate for students with low verbal skills, but substituting "making a list" or "having a small group discussion" would be an appropriate adaptation of this activity for students functioning at higher verbal levels. In other words, don't overlook an activity because the response called for is inappropriate to your students - just adapt it to make it so.

Ask students to: