| University | Qualifi Ltd |
|---|---|
| Subject | CO507 Body Dysmorphia Disorder and Psychological First Aid in Beauty Wellness and Aesthetic Practice |
CO507 Assignment Brief
| Qualification | Qualifi Level 5 Award in Body Dysmorphia Disorder and Psychological First Aid (610/7013/0) |
| Unit Reference Number | T/651/9195 |
| Unit Code | CO507 |
| Unit Title |
Body Dysmorphia Disorder and Psychological First Aid in Beauty, Wellness and Aesthetic Practice |
| RQF Level : | 5 |
| Number of Credits | 4 |
| Total Qualification Time (TQT) | 40 hours |
| Guided Learning Hours (GLH) | 21 hours |
Assignment Tasks
Task 1 : Develop a personal plan for emotional resilience and self-care (AC 6.3)
Practitioners in beauty therapy, aesthetics, and wellness regularly encounter clients experiencing emotional distress, anxiety, or trauma-related concerns. This task assesses your ability to apply psychological first aid principles to your own wellbeing, demonstrating an insight into emotional resilience, self-awareness, and professional sustainability.
Your plan should include at a minimum:
A. Your understanding of emotional resilience and self-care
B. Identification of your personal stressors and emotional triggers
C. Strategies that you can put in place to help you to build emotional resilience
D. Details of your self-care plan (practical and sustainable)
E. How you will evaluate and review your personal plan
F. Professional presentation and reflection on your personal plan
Task 2: Describe organisational and peer strategies to support staff following difficult client interactions (AC 6.4)
This task assesses your understanding of how aesthetic, beauty therapy and wellness professionals can be supported both at an organisational and peer level after challenging or distressing client interactions. You need to evaluate your awareness of psychological first aid principles, staff wellbeing, and workplace culture in promoting resilience and emotional safety.
Your answer should include at a minimum:
A. Your understanding of “Difficult Client Interactions” and the emotional impact of this
B. The organisational strategies that could be/are in place to support staff
C. Peer support strategies at your clinic
D. Application to Psychological First Aid (PFA) Principles in the workplace
E. Evaluation of the effectiveness and implementation in your clinic
F. Professional structure and reflection on the planned strategies
Learning Outcomes, and Assessment Criteria
| Learning Outcomes
To achieve this unit a learner must be able to: |
Assessment Criteria
Assessment of these outcomes demonstrates a learner can: |
||
| LO1 | Understanding and ethically responding to Body Dysmorphic Disorder (BDD) in Beauty,
Wellness and Aesthetic Practice |
1.1 | Define Body Dysmorphic Disorder (BDD), including those most at risk (e.g. OCD, eating disorders) |
| 1.2 | Explain how aesthetic procedures may heighten symptoms of Body Dysmorphic Disorder (BDD) | ||
| 1.3 | Explain the importance of conducting face-to-face consultations in identifying Body Dysmorphic Disorder (BDD) | ||
| 1.4 | Describe how to recognise symptoms and red flags of Body Dysmorphic Disorder (BDD) during a consultation | ||
| 1.5 | Evaluate the role of screening tools and questionnaires that can be used in assessing the suitability of the client for aesthetic procedures | ||
| 1.6 | Explain the principles of informed consent and cooling-off periods | ||
| 1.7 | Describe the course of action to be taken if a client is not suitable for a beauty, wellness or aesthetic procedure | ||
| 1.8 | Explain how to document the consultation outcomes clearly and ethically | ||
| 1.9 | Identify appropriate referral pathways and mental health support organisations available | ||
| 1.10 | Describe effective aftercare and follow-up procedures for clients | ||
| 1.11 | Summarise the current NICE guidelines in relation to Body Dysmorphic Disorder (BDD) | ||
| LO2 | Understand the principles of psychological first aid (PFA) | 2.1 | Define psychological first aid and its purpose, including the core principles of PFA (e.g. look, listen, link) |
| 2.2 | Describe how PFA differs from counselling or therapy | ||
| 2.3 | Outline when and why PFA may be applied in beauty, wellness and aesthetic practice | ||
| LO3 | Develop awareness of how emotional distress may present in beauty, wellness and aesthetic practice, including masked or high-functioning presentations | 3.1 | Identify verbal and non-verbal signs of distress, anxiety, or emotional dysregulation |
| 3.2 | Explain how trauma may present during a consultation, treatment, service, or procedure | ||
| 3.3 | Describe common mental health concerns seen in salon/clinic settings (e.g. anxiety, low self-esteem) | ||
| 3.4 | Describe language that should be avoided to prevent re-traumatisation or harm | ||
| LO4 | Understand the principles of trauma-informed care, including safety, trustworthiness, choice, collaboration, and empowerment
|
4.1 | Demonstrate appropriate verbal and non-verbal communication for supportive interactions |
| 4.2 | Use active listening and validation techniques during emotional disclosure | ||
| 4.3 | Demonstrate sensitivity to diversity,
neurodivergence, and cultural factors affecting emotional presentation |
||
| 4.4 | Adapt tone, pace, and body language based on the client’s emotional state | ||
| LO5 | Recognise when a client’s presentation may require a treatment pause, referral, or safeguarding escalation
|
5.1 | Identify when to pause or postpone treatment or a procedure due to the client’s emotional presentation |
| 5.2 | Identify appropriate referral pathways and mental health support services, including culturally competent and inclusive options | ||
| 5.3 | Explore ethical decision-making in emotionally charged or high-risk scenarios | ||
| 5.4 | Record client concerns and practitioner actions in line with ethical and legal standards | ||
| 5.5 | Understand the limits of the practitioner’s scope and the importance of signposting rather than diagnosing or treating psychological conditions | ||
| 5.6 | Embed psychologically informed aftercare and follow-up practices that reinforce dignity, autonomy, and emotional safety | ||
| LO6 | Maintain your own wellbeing and manage the emotional load.
|
6.1 | Identify the signs of secondary trauma and emotional burnout in practitioners |
| 6.2 | Explain the importance of reflective practice, supervision, and debriefing | ||
| 6.3 | Develop a personal plan for emotional resilience and self-care | ||
| 6.4 | Describe organisational and peer strategies to support staff following difficult client interactions | ||
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