Objectives

Students will learn:

1. The meaning of grooming.
2. The impact grooming has in making a good "first impression."
3. The basics of hair care:
1. Recognizing when to get a haircut
2. Selecting and Communicating with the hairstylist.
3. Choosing a "wash and wear" hairstyle.
4. Blow drying tips.
5. How to use hair styling products.
6. Styling and caring for African-American hair.
7. Selecting a brush or comb.

Teacher Notes

The first five minutes of Male Grooming, Part I, and Female Grooming, Part I are identical. After a brief introduction to the topic and a short sequence with our hosts, Justin and Kisha illustrating the negative consequences of making a bad impression at a restaurant, both shows become gender specific. That is, the Male version shows only male models and speaks whenever possible to male issues and the Female version only uses female models and addresses issues specific to females. It is for these reasons, rather than any appearance of nudity, that we designed separate Grooming modules for males and females. If the teacher feels it would be appropriate for both males and females to view each other's programs (or it is not feasible to divide the class), then they should feel free to do so.

Much of the content and many of the suggested "Behavior Development Activities" of the Male and Female Grooming Programs are similar. Although we have designed the male and female videos to be viewed by audiences according to gender, we recommend combining males and females in post-viewing discussions and "Behavior Development Activities" whenever appropriate.

Because of the vast number of bathing and grooming products available on the market today, consumer confusion often exists when it comes to choosing the best products to purchase. This is especially true among those consumers who have special needs.

To make things easier for this population, we have suggested or illustrated the use of specific products. Although these were recommended by our consultants, similar products may also be suitable. Further, the use of any specific brand or product shown or not shown may not be appropriate for all consumers. Please remind your students that if any rash, swelling, soreness, or other irritations result from the use of any product, they should stop using the product immediately and see a physician if the condition does not clear up.

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 "Grooming Rationale & Overview" section (on p. 13) and in the "Video Synopsis" to develop pre- and post-video screening discussions and as a reference guide in leading the "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 questions. 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 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, as well as to initiate one or more of the suggested "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 making 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."

Justin and Kisha, the hosts of the program, welcome the viewers and discuss the importance and meaning of good grooming. They dramatize the "impression" bad grooming can have on others in a restaurant setting. The scene opens with the couple standing first in line, waiting to be seated. Their friendly overtures to others in line are quickly rebuffed and when seating becomes available, the Host repeatedly ignores them, seating the better-groomed guests ahead of them. Finally, the Host then tells Justin and Kisha that the restaurant is full and that they should try the "outdoor" food stand down the street. The two leave, confused, disappointed, and still hungry.

Back in the studio, Justin and Kisha speculate on why they gave such a bad impression; the host probably thought they had no money, or that their appearance would drive other diners away. They conclude with the observation that being well-groomed is important in being accepted in the community and in getting service from community workers.

To illustrate getting a haircut, Justin and Kisha visit hair stylist, Gina Garoogian and her client, Jennifer. Jennifer and Gina model how to communicate styling preferences. Gina describes how to recognize when you need a haircut, and introduces the concept of a "wash and wear" hairstyle.

Willie Houston, an African-American hair stylist, discusses special hairstyle issues of interest to African-American women, as he styles the hair of Dalane, a young African-American woman.

Justin and Kisha conclude by describing essential hair styling tools for women and how to use them.

Instructional Content

Much of the content and many of the suggested "Behavior Development Activities" of the Male and Female Grooming Programs are similar. Although we have designed the male and female videos to be viewed by audiences according to gender, we recommend combining males and females in post-viewing discussions and "Behavior Development Activities" whenever appropriate.

Following is a list of "Instructional Content" which defines the facts, concepts, and tasks we expect your students to learn. 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 generally know about grooming

• "Grooming" is the next step in good body presentation after shampooing and bathing. It means making sure the details of your appearance are in order. For example, keeping your hair neat, your face clean, your make-up natural looking, your nails trim, and your breath fresh.
• Grooming is an important part of making a good first impression. You might be clean and nicely dressed-but if you haven't paid attention to your grooming-if your make-up's like a mask if you have dirt under your fingernails, or if your hair's a mess, people won't treat you with respect
• Your hair is a big part of your appearance. It frames your face and your face is what people look at most. If your hair is a mess, if you need a haircut, or it you are wearing your hair in an inappropriate style, you're giving others a wrong (and probably destructive) impression.

How to know when it's time to get a haircut

1. When your hair keeps falling in your face or covering your eyes.
2. When you notice split ends.
3. When your hair stops falling into place easily.
4. When 6-8 weeks have passed since your last haircut.
5. When your current hairstyle is not appropriate for your job.
6. Any time you want to make an especially good first impression.

What to know about getting a haircut

• Call for an appointment with your hairstylist.
• Drop into a hair salon (that accepts "walk-ins").
• With some "quick cuts hair salons," you save money by shampooing your hair at home before you come into the salon for the haircut.

Before the haircut begins

1. Pick your hair stylist carefully; ask a friend whose hair you admire for a reference, look for a stylist who wears her hair the way you want to, or ask for a free consultation (most give them) to see if you like the stylist's advice before committing to a haircut.
2. Talk to the hair stylist about your job, your lifestyle, and how much effort and time you want to put into your hair.
3. Bring a magazine picture with you to show your stylist what you like, or ask to look through the many hairstyle books that can be found in hair salons. This will give them an idea of what you are looking for.
4. Confirm with the stylist that it is a style that will work with your hair and face.
5. If you don't have any specific cut in mind, ask the stylist to recommend a cut that would look good on you.
6. If you ask for a "wash and wear" cut (see below), be sure the stylist knows how to give one.

The easiest and most simple haircut

It's the "wash and wear" haircut. That is a haircut that requires minimal maintenance. A good wash-and-wear cut is one that falls into place when you run your hands or comb through it. The cut Gina gives Jennifer is a good example of a "wash and wear" cut. It's called a "bob." Depending on the shape of your face, the hairstylist may add bangs or may layer or feather the sides for a softer look. The "bob" also has the advantage of always being in style.

The Haircutting process

1. If you are not going to get a shampoo at the salon, be sure to wash your hair at home on the day of the haircut. This will make your hair easier to cut and save some money.
2. Many salon cuts include a shampoo in the price of the haircut to clean the hair and get it wet (it's best to cut hair wet).

"Quick-cut" salons will usually make shampooing optional and thus the haircut is cheaper. They simply spray the hair with water instead of shampooing it.

3. When the haircut is finished, be sure to ask to see how it looks in the back. If for any reason you are not satisfied, ask the stylist to trim some more.
4. Practice combing your hair out with the stylist there to be sure you will be able to style it at home. Ask them to give you tips on maintenance and if you can come back if you have trouble with it when you get home (any good stylist will welcome helping you).
5. Be friendly with the stylist but do not engage in personal conversation or distract them with constant chatter.

What to know about blow drying your hair

• Blow dry your hair only if you want your hair to dry fast or if you want it to look extra special.
• Don't immediately blow dry your hair when you've washed it and it's dripping wet. Instead, wrap your hair in a towel, go eat breakfast, make the bed, etc. Let your hair dry naturally for a while. Once it's 50-80% dry, you can blow dry and style it, and it will take much less time and be less damaging.
• Keep the dryer at arm's length, and keep it moving. If you aim the dryer at one place for too long, you could damage or burn your hair, scalp, or skin. If you feel your scalp burning, then your hair is also burning.
• Never use a blow dryer over a sink full of water-it is dangerous because the dryer could slip out of your hand, fall in the sink and electrocute you.
• Blow dry your hair off of your face and even pull the hair straight up while blow drying it (exaggerate it since the hair will naturally get flatter).
• You can use a brush or your hands to bend the hair under while you're blow-drying it.

What to know about Hair Styling Products

• "Wash and Wear" hair means there's no need to use gel, mousse, or hair spray for it to look good-it just falls into place when it's dry.
• But if you want to add some extra style, you can use gel, mousse, or hair spray. However, be sure to use just a little bit.
• For gel or mousse, rub some on your hands first to spread it out, then run your fingers through the roots of your hair. (if it's a spray gel, spray it into the roots of your hair) Do not use gels or mousses on the ends of the hair as it will make your hair heavy and flat.
• For hair spray, use it just where you want the hold, not over all your hair (avoid the "helmet head" look).

What to know about "parts"

• Comb or slick all your hair back from your forehead. Now push it forward and see where it splits. This is your natural part.
• Parts vary from head to head.
• A "side part" is more flattering to the face since it brings out the eyes and other features more than a "center part."
• Women with short, curly hair won't be able to "part" their hair since curls won't lay down flat.
• A hairstylist can help you find your part.

The signs of a good haircut

• Your hair is out of your face and out of your eyes.
• It's wash and wear-it looks good when you run your fingers or comb through it only a few times.
• You don't need to cut it for at least six weeks.

⏸️ Optional Pause Point

Hair issues for African-American women

• African-American women tend to have curlier, dry hair. Some choose to straighten or "relax" their hair. However, some choose not to do that and instead wear their hair in a short Afro or in braids.
• Hair can be straightened by "pressing" it with a hot iron styling tool but under humid or moist weather conditions or after washing the hair, it will revert to the natural curly state.
• Hair can also be chemically straightened. The chemical straightening method is preferred since the hair stays straight until it grows out. There are home kits to do this, but it is safer and better to have a professional hair stylist familiar with African-American hair do it. Once the hair is relaxed, it can be cut and styled as any other kind of hair. A one-length "bob" is an easy and versatile style to choose since you can wear it down or pull it back into a ponytail.
• Relaxed hair needs to be treated gently as it is more susceptible to breakage and damage.
• Women with relaxed hair should shampoo their hair less often (once a week since shampooing too often can be damaging to the hair), use a leave-in conditioner, or use special oils that add sheen.

What to know about Hair Products:

• A "vent" brush has widely spaced bristles with little balls on the tips. It's like a comb in that it gets tangles out without pulling out hair, and like a brush in that it fluffs up the hair. Plus you can use it with a blow dryer to create bends in the hair. If we could only have one hair grooming item, we would recommend the vent brush.
• Another option is a wide-toothed comb (combs with teeth close together will pull the hair too much).

Hair Tips

• If your hair is mid-neck or longer, start combing/brushing your hair from the ends and move up towards the scalp. This is less damaging for hair, especially when it's wet.
• The admonition that you should brush your hair 100 times a day is a myth. Brush your hair only when it needs grooming.
• Your stylist should be able to give you other tips on hair care.

⏹️ End of Video

Behavior Development Activities

Much of the content and many of the suggested "Behavior Development Activities" of the Male and Female Grooming Programs are similar. Although we have designed the male and female videos to be viewed by audiences according to gender, we strongly recommend combining post-viewing discussions and working on "Behavior Development Activities" whenever appropriate.

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 "have 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.

Invite students to: