Grooming Rationale & Overview

Groom: To make neat and trim; polish; to take care of the details.

Further, if you look like a mess (ungroomed), a potential employer could easily assume that you will be a "messy" worker. Conversely, if you look neat and clean, it will suggest that you take pride in your appearance and give the impression that probably the same holds true for your work. Of course, the best grooming habits in the world won't make up for poor job performance, but it will improve the odds of getting a chance to try.

So in addition to the basic hygiene techniques illustrated in Module 1: Male & Female Hygiene, to make a good "first impression," people need to keep themselves groomed.

Practicing good grooming is important in professional and social interactions. This module teaches your students all they need to know.

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. Caring for straight or curly hair.
5. Styling and caring for African-American hair.
6. Selecting a comb or brush.
7. Selecting hair styling products.

Teacher Notes

The first five minutes of Male Grooming, Part I, and Female Grooming. Part I is 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 behavioral 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 above 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 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, 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 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.

In the interest of good grooming, Justin goes to the expert hair stylist, Gina Garoogian. Justin 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.

Gina then demonstrates the same principles on John, a young man with straight hair. Finally, hair stylist, Willie Houston discusses special hairstyle issues of interest to African-American men, as he cuts the hair of Troy, a young African-American man who asks for a "fade." Troy also brings up the special considerations African-American men have around shaving, a subject discussed in detail in "Grooming: Part II."

Justin and Kisha conclude by describing essential hair styling tools for men 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 behavioral 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-shaven, 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 you haven't shaved, 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 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 if 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 hair is growing over your ears or sticking out around the back of your neck.
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 do about getting a haircut:

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

Before the haircut begins:

1. Pick your hair cutter carefully; ask a friend whose hair you admire for a reference or look for a cutter who wears his hair the way you want to wear yours. Ask for a free consultation (most give them) to see if you like the cutter's advice before committing to a haircut.
2. Talk to the haircutter 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 cutter what you like, or ask to look through the many hairstyle books that can be found in hair salons or barber shops. This will give the stylist an idea of what you are looking for.
4. Confirm with the cutter 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 your cutter 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 cutter knows how to give one.

The easiest and most simple haircut:

It's the "wash and wear" haircut. That is, a haircut that you don't have to fuss with in the morning, or throughout the day, in order to keep it looking good. A good wash-and-wear cut is one that falls into place when you run your hands or comb through it. Also see the "Fade, Butch, and Buzz Cuts" below.

The "Fade, Butch and Buzz Cut," the ultimate "wash and wear" cut:

• If you like this look, these are the easiest haircuts to maintain.
• It's hard to make a mistake with these cuts and they can even be done at home using electric clippers with a "guide" (a rake-like attachment that determines the hair length to be cut). It's available at beauty supply stores for about $50.
• For a professional look, avoid cutting initials or designs into a butch, fade, or buzz cut.

⏯️ Optional Pause Point

The Haircutting Process:

1. If you are not going to get shampoo at the salon or barber shop, 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 shampoo in the price of the haircut. It's for cleaning the hair and getting 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 cutter 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 ups on maintenance and if you can come back if you have trouble with it when you get home (any good stylist or barber will welcome helping you).
5. Be friendly with the cutter but do not engage in personal conversation or distract them with constant chatter.

What to know about Hair Styling Products:

• "Wash and Wear" hair means there's no need to use gel or pomade.
• But if you want to add some extra style, be sure to use just a little bit. Rub it on your hands first to spread it out, then run your fingers through your hair.
• Gel makes your hair stiff and stays where you put it.
• Pomade adds shine and tames the hair.
• If you don't want or need to shampoo your hair, you can "mist" it with water to take care of any cowlicks, etc.

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.
• Men with curly, short 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 above your eyes.
• It's above your ears
• It's neat around the back of the neck.
• 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

Traditional African-American Haircuts:

• Short-length cuts such as the "Fade" have long been favored by African-American men.
• The short "Afro" is also a natural look and a good choice.
• African-American men tend to have curlier hair and this can intimidate hair stylists that aren't familiar with this texture. If you are African- American, be sure to find out if the hair stylist is familiar with cutting African-American hair. If not, find one that is.

Facial Hair Issues for African-Americans:

• Many African-American males have a problem with shaving because of razor bumps. Razor bumps come from curly hair being shaved too close to the skin, causing the hair to turn and grow inward, creating bumps in the skin that can get red and infected.
• A low-cut beard is a solution to razor bumps and can look neat if it is trimmed often.
• To trim a beard, the same electric clippers used for the head are used on the beard (but with a different length "guide.")

What to know about Hair Products:

• A wide-toothed comb gets the tangles out but won't pull hair out.
• A vent brush is another option to use. It's a comb and brushes in one. It has widely spaced bristles with balls on the tips so it doesn't hurt the scalp.

⏹️ 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: