Inherent requirements – Certificate III in Beauty Services SHB30121

This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include:

• Child protection and safety legislation (including the ability to pass a Working with Children Check)
• Criminal History / Police Checks
• Occupational health and safety
• Anti-discrimination legislation

Rationale

Knowledge, understanding and compliance with legislative and regulatory requirements are necessary in order to reduce the risk of harm to self and others in clinical and related settings; compliance with these professional regulations and the Australian Law ensures students are both responsible and accountable for their practice.

Examples

• Comply with Work Health and Safety and anti-discrimination laws. For examples of applicable Australian Federal legislations visit https://www.comlaw.gov.au/
• Comply with Public Health and Wellbeing Act 2008 (the Act) and Public Health and Wellbeing Regulations 2019. 

This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. Examples include:

• Complying with academic and non-academic conduct codes and policies, including academic integrity policies
• Understanding and complying with professional standards, codes of practice, and guidelines

Rationale

Compliance with standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with in the many environments of practice is required for the physical, psychological, emotional and spiritual well-being of all.

Examples

• Comply with academic and non-academic conduct codes, policies, and professional standards.
• Follow the Code of Ethical Practice and Standards of Practice, such as adhering to infection prevention and control guidelines. For further information visit: https://www.health.vic.gov.au/publications/infection-prevention-and-con…
• Identify and apply relevant codes and standards including those relating to academic integrity, informed consent, privacy, confidentiality, equitable and respectful behaviour in academic and professional settings.

Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. 

Examples include:

• Ability to understand and comply with all relevant workplace health and safety policies and practices
• Ability to identify and respond to alarm systems
• Ability to understand and demonstrate compliance with current scope of practice
• Ability to manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements, and the role/s for which the study typically equips the graduate

Rationale

Compliance with current scope of practice, workplace health and safety, infection control considerations and effective and timely response to alarm systems are required to provide safe environments for students, staff and others.

Examples

• Limit task performance to current scope of practice as a beauty therapy student within the course.
• Comply with relevant Workplace Health and Safety policies for product and equipment use, processing and storage. For further information visit https://www.health.vic.gov.au/infectious-diseases/notices-about-scope-o…
• Respond to adverse events following risk management protocols.
• Manage one's own time and health to allow for fulfilment of all requirements related to study and activities underpinning the development of graduate capabilities.

This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. Examples include:

• Focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
• Ability to reflect and take personal responsibility
• Ability to apply knowledge in practical and theoretical assessment settings

Cognition - knowledge & cognitive

Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning.

Rationale

Understanding and retention of coursework information and the effective processing of this information that is required for appropriate, safe and effective delivery of practice.

Examples

• Prioritise client safety by appropriately applying knowledge of theory, practice, policies and procedures in the work environment.
• Ability to select, evaluate, and apply knowledge concepts and practical capabilities from course to professional settings (e.g. conduct skin assessment, treatment planning and decision making) to individualise and enhance client care.

Cognition - metacognition

Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.

Rationale

Understanding and ongoing learning about oneself as an instrument in client care is required for safe and effective delivery of practice.

Examples

• Engage in self and peer reflection to assess actions, values, and behaviours for self-improvement, in both academic and professional settings.
• Review treatment outcomes and adapt own knowledge for future decisions.
• Reflect on cultural paradigms and ethical implications to develop safe, effective and professional care approaches.
• Take responsibility for your role as a beauty therapy student in professional settings.

This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). NB: For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF).  Examples include:

• Capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
• Producing clear, accurate documentation relating to practical tasks

Rationale

Client care information can be delivered by many different modes and competent literacy skills for these are essential to provide appropriate, safe and effective delivery of practice.

Examples

• Comprehend, summarise and reference a range of documents in accordance with appropriate academic conventions in written assignments.
• Interpret written and spoken language to enact verbal directions or document client treatment plans.
• Produce accurate, concise and clear documentation that meets legal requirements.

This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. NB: For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF).  Examples include:

• Competent reasoning and reliable accuracy with numerical concepts
• Ability to perform basic mathematical tasks

Rationale

Competent reasoning and reliable accuracy with numerical concepts are essential for safe and effective practice.

Examples

• Accurately calculate and measure the correct quantities of beauty products and solutions for treatments in a time-constrained environment.
• Accurately record measurements and treatment parameters in client notes.
• Accurately process payments and handle cash, including giving correct change.
• Calculate and manage treatment application times and client bookings to optimise the salon's schedule.

This includes verbal, non-verbal and written communication. Examples include:

• Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions
• Ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication
• Ability to produce English text to the expected standard (NB: This is a skill that may be developed throughout a course, and should be identified as such in any inherent requirements statement)

Communication - verbal 

Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.

Rationale

Effective verbal communication, in English, with clients and University and professional staff is required for effective learning and to provide safe and effective delivery of practice.

Examples

• Communicate, build rapport and respond appropriately to client requests in a time-constrained environment during consultation and treatment.
• Participate in class discussions and present information to a diverse audience.

Communication - non-verbal 

Non-verbal communication skills that enable respectful communication with others.

Rationale

The ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication is essential for safe and effective practice.

Examples

• Recognise and respond to non-verbal cues, such as facial expression, appearance, behaviour, posture, or movement in both academic and professional settings.
• Deliver information to a client incorporating appropriating non-verbal cues.
• Adapt to each client's preference regarding physical touch.

Communication - written 

Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.

Rationale

Effective communication in English text is required to demonstrate applied skills in academic writing conventions and in sustained and organised academic argument and provide safe and effective delivery of practice.

Examples

• Summarise and appropriately reference a range of documents in written assignments.
• Use precise and appropriate language to contribute to both handwritten and electronic client records in a time-constrained environment.
• Complete documentation and create beauty treatment plans that meet professional standards.

Ability to interact with visual inputs sufficiently to manage learning environments.

Sensory ability - visual 

Rationale

Ability to interact with visual inputs sufficiently to manage learning environments. Elements in the working and learning environment are delivered by visual means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice.

Examples

• Process visual information to accurately assess clients and guide appropriate interventions.
• Observe and detect subtle changes in a client's response to therapeutic procedures (e.g. skin colour and/or appearance).

Sensory ability - auditory

Ability to interact with auditory inputs sufficiently to manage learning environments.

Rationale

Elements in the learning and working environments are delivered by auditory means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice.

Examples

• Listen to instructions and oral feedback from multiple sources (e.g. clients, colleagues and supervisors).
• Respond to auditory cues from timers or alarms.
• Participate in verbal discussions with colleagues for client care decisions.

Sensory ability - tactile

Ability to respond to tactile input and provide tactile interaction.

Rationale

Elements in the learning and working environment are detected and measured by tactile means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice. The appropriate use of touch as a part of effective client care is also required.

Examples

• Use touch to conduct a physical skin assessment.
• Provide beauty therapy care through appropriate touch.

This includes both gross and fine motor ability. NB: Care must be taken to not prescribe any motor ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. Examples include:

• Strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course
• Manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course

Motor ability - gross

Strength, range of motion, coordination and mobility.

Rationale

A wide range of physical client care actions in a time-constrained environment is required to provide safe and effective practice.

Examples

• Move efficiently around clients, between work areas and clients, while adapting to varying surfaces and levels, to complete tasks within time-frames.
• Access equipment and work across clients without contaminating surfaces during the provision of treatments.

Motor ability - fine

Manual dexterity and fine motor skills.

Rationale

A wide range of fine-motor manual tasks in a time-constrained environment are required to provide safe and effective practice.

Examples

• Perform delicate actions such as applying skincare products.
• Open sterile packaging without contaminating contents.
• Prepare handwritten and electronic client treatment records.

This includes a person's ability to sustain their performance in a given activity or series of activities over time. Care must be taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors. 

Examples include: 

• Ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement

Rationale

A range of complex, multi-component or extended client treatment tasks carried out over a period of time and in a time-constrained environments is required to provide safe and effective practice.

Examples

• Manage time effectively to meet study, course, and client service demands within set timeframes.
• Ability to maintain posture, perform manual tasks, stay cognitively engaged, and regulate emotions throughout treatments and shifts.

This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. NB: Care must be taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures. 

Examples include: 

• Ability to adjust ways of working to work within teams of varied personal and professional backgrounds
• Being receptive and responding appropriately to constructive feedback
• Maintaining respectful communication practices in times of increased stressors or workloads
• Adjusting to changing circumstances in a way that allows self-care

Rationale

Behavioural adaptation is required to manage personal emotional responses as an individual and within teams in changing and unpredictable environments, including emergency situations and times of human distress. Students will also be required to adapt their behaviour appropriately during times of additional stressors in their own lives, whether this adaptation involves ways of continuing to engage with their role or withdrawing for a period of self-care.

Examples

• Adjust ways of working within teams of diverse backgrounds and opinions to facilitate effective client decisions.
• Manage own emotions and behaviour effectively when dealing with changing responses from individuals in both academic and professional settings.
• Be receptive and respond appropriately to constructive feedback.
• Maintain respectful communication practices in times of increased stressors or workloads.
• Adapt to changing circumstances while maintaining self-care and professional focus.