LESSON 1 - American Massage Therapy Association ... · Web viewLESSON 1: Welcome Aboard...

Module 1 - Taking Stock of Your Career Options5 Lessons

LESSON 1: Welcome Aboard

Introductions (10 minutes)

PPT-1 p.1 Welcome to… The Business of Massage

Introduce yourself and share your background. Provide contact info (and write on board), telling learners when and how to reach you.

Go over housekeeping.Start and stop timesBreak timesRestroom locationsWhere to find food and drinkSchool policies, etc.Emergency exits

We’ll begin every lesson with a review of the learning objectives. This will allow all of us to get on the same page.

PPT-1 p.2 Lesson Objectives (Review objectives with students)

1. Get to know classmates.2. Understand the participation guidelines for the course.

Icebreaker Activity. (25 minutes) Some of you have known each other for some time, and others are new to the school. Let’s go around and introduce ourselves – but in a new way. I’d like you to stand up and tell us your name and where you are in the program (that is, your expected graduation date).

Then tell us something about yourself that no one would know just by looking at you.

This is good practice, by the way, for later on in the course, when you’ll get opportunities to share with your classmates – and for your work as a massage therapist, when you may have an opportunity to give a presentation to colleagues, prospective employees, or even to the media.

Today it’s just for fun. I’ll start. No one would know just by looking at me that I…

Share a fascinating fact about yourself, such as “…am the mother/father of triplets,” “…had a brief but brilliant career as a go-go dancer,” “…collect bowling balls,” etc.

>>Start the icebreaker<<

One by one, ask learners to introduce themselves. Acknowledge each learner after he or she shares. Allow a few moments for cross talk.

Tip: If a learner goes on too long or gets off track, tactfully interrupt and regain control of the conversation by asking a close-ended clarifying question, such as “How long did your partner teach mountain climbing?” Thank the learner and then ask next person to share.

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>>Bring exercise to a close<<

Encourage cooperation and collaboration by saying: You are sitting right now in a room full of living resources. In the future these folks may provide ideas, camaraderie, and possibly even referrals. So, I really encourage you all to get to know each other – and to act as cheerleaders toward one another. Who knows, a person sitting in this room might be your future business partner!

In fact, to help foster these relationships, we’ll be doing a lot of cooperative learning activities, as well as a group-based final project.

>>Ask for questions or comments. Answer questions before moving on<<

Group Expectations. (5 minutes) In this course, we will share and learn together. You’ll be asked to reflect and share on some fairly deep topics – who you are, what motivates you, what you really want out of life, and how massage therapy fits in with all that.

In order to foster an open discussion, it’s important that we create an environment that feels safe to everyone.

Setting Norms. We will now explore what the group expects in order to create this safe environment. What “group norms” (or way of doing things) need to be established in order to create a safe environment for everyone here?

>>Lead group in a brief full group discussion<<

Record the suggestions on a flip chart (not the board).Allow the students to brainstorm freely, but gently encourage them to add on if some critical elements are not suggested. Some suggested items to include are “Respect others,” “Listen without judgment,” “Maintain confidentiality,” etc.After finishing the group brainstorm, let everyone know that this will serve as the group norms for the remainder of the course (and if possible, keep the flip chart posted throughout the course).

Establishing these group norms is good practice for dealing with clients, who will sometimes share deeply personal feelings with you. With both classmates and clients, listen with generosity and understanding, take time to absorb information, and respond empathetically and without judgment.

Course Overview. (15 minutes) In your other classes here at the school you’re learning the physical practice of massage – anatomy, techniques, indications, contraindications, and so on. This course will focus on massage therapy from a career and business standpoint.

>>Review what’s ahead<<

Discuss final projects: portfolio and business plan.Introduce each module.Introduce the text.Distribute and review the course syllabus.

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Discuss journal writing.Discuss binder.

PPT-1 p.3HO 1-1, 1-2

Final Projects. Each of you individually will be responsible for submitting a portfolio – which is a collection of your work. In addition, you will be working in teams to create a business plan. Each of these will be accompanied by a presentation.

>>Pass out handout on each and review the details<<

PPT-1 p.4 Module Numbers and Titles. Now, let’s review the topics we’ll be covering:

Module 1, Taking Stock of Your Career Options, gives you an opportunity to some self-exploration and talk a little bit about the opportunities in the field of massage therapy. Then we’ll put the two together – you and the career – so you can think about how they fit.

In Module 2, Creating a Therapeutic Relationship, we’ll discuss how you can create a conversation with your clients in a way that is therapeutic and nurturing. Remember that as a massage therapist, you’ll touch not just your clients’ bodies, but their thoughts and emotions as well – through the verbal and nonverbal messages you send.

Module 3, Creating a Sense of Place, will be a lot of fun. You’ll get to design your ideal massage space and try to imagine what your clients experience – and what they think of you – even before they walk in the door.

In Module 4, Practicing Self-Care, you’ll learn how to take care of yourself while caring for others. In order to provide high-quality massages and maintain your stamina, you need to start with taking care of yourself first.

Module 5, Launching a Successful Practice, will help you get off to a professional and prosperous start – whether you decide to practice as an employee, independent contractor, or small-business owner.

In Module 6, Managing Your Practice, you’ll learn about the nuts and bolts of running a business – covering the essentials such as financial and record management, taxes, insurance billing, scheduling and employee management.

In Module 7, Spreading the Word, you’ll get creative in coming up with ways to reach prospective clients and build your practice – helping you to expand your business and your wallet!

In Module 8, Connecting with the Professional Community, we’ll finish up by discussing ways to build on your professional presence, through professional alliances and continuing education.

Stretch. We’re going to stretch at least once every lesson. Please remind me if I forget. As massage therapists we need to take good care of ourselves, right? I’ll lead this first one, but I’d

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like you to take turns leading the rest of them. I’ll say, “It’s time to stretch – who’d like to lead it?”

>>Lead the class in a stretch<<

Text. The Business of Massage textbook is essential to this course. We’ll refer to it, read from it, and fill out selected worksheets pulled from it. Please bring your textbook with you to every class.

At the end of each module, you’ll take a short quiz – to test your acquisition of knowledge.

>>Direct learners to pull out and page through their textbooks<<

Take a moment now to look through your textbooks. What are some things that you notice (in terms of how the information is organized)?

Point out:Chapter Overview and Objectives – at the beginning of every chapterSummary, Review Questions, Endnotes – at the end of every chapterSpotlight on Business – focus on specific business aspectsReal Touch – real-life stories, case studies and quotes from people in the fieldResources boxes – books, websites, associations that can serve as resourcesWorksheets – hands-on activities to help you apply information toward your own situation

>>Ask if there are any comments and acknowledge all responses<<

HO 1-3 Syllabus. This is the roadmap for the course. It explains the reading assignments you’ll be expected to have completed before each class begins and gives you a quick heads-up about the homework, so you can plan your calendar accordingly.

>>Hand out Syllabus. Remember to fill out times and dates before copying<<

Journal. Throughout this class, you’ll be taking a journey, reflecting on both personal and professional levels along the way. To help out in this personal exploration, we’ll be doing a lot of journal writing.

Is there anyone here who has a journal writing practice?

>>Acknowledge all responses<<

Between now and the next time we meet, please pick up a journal. We’ll be using this throughout the course, to engage in free form thinking, as well as goal setting. I think you’ll find that it’s a good practice that you can continue even after the completion of this course.

Binder. I’ll be handing out worksheets to you from time to time. You’ll need a binder to hold on to these. Please bring one with you to the next class – and to all classes from here on out. Many of these worksheets will go into your portfolio – which you will submit at the end of the course.

Wrap Up (5 minutes)

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Go over homework. Your first reading assignment is to first review the Table of Contents in order to better familiarize yourself with where we’re headed. Next, take a moment to look over page 1, reviewing Chapter Overview and Chapter Objectives. Now, beginning with “Overview of Profession,” read pages 2 – 10 (stop before “Career Settings”). Pay particular attention to page 3 – Massage Modalities.

You’ll be tested on these.

Let students know this review needs to be done before your next class meeting.

>>Invite and answer questions before moving on<<

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LESSON 2: Overview of Profession & Career Trends

Opening (5 minutes)

PPT-1 p. 5 Welcome to Module 1: Taking Stock of Your Career Options

Last class, you got an overview of the class and had a chance to get to know one another. Today, we embark on Module 1.

PPT-1 p. 6 Lesson Objectives (Review objectives with students)

1. Clarify personal reasons for choosing the field of massage therapy.2. Gain an appreciation for the history of the massage therapy profession. 3. Describe at least two trends in the massage therapy profession.

Objective 1: Help students explore their personal reasons for choosing massage therapy.

Journal writing. As I mentioned last time, this class is going to require you to do some real thinking on both personal and professional levels.

To get started, I’d like you spend a few minutes jotting down some of your personal goals in your journal. For example, one of your personal goals might be to live in another country someday. Or, you may be planning to start a family. You could also want to learn a new sport, such as surfing, or a new skill, such as filmmaking.

Remember that this is for you, so don’t be afraid to think big! You can share as little or as much as you want with others. What’s important is that you are clear about what your personal goals are as you embark on your new career as a massage therapist.

>>Give learners a few minutes to write in their journals<<

After a few minutes, take some time to introduce students to the massage therapy profession. Now, we’re going to briefly discuss the massage therapy profession, but I want you to keep your personal goals in the back of your mind throughout this discussion. You’re going to keep coming back and clarifying your personal goals, so feel free to add more or make changes as we continue through the course.

PPT-1 p. 7 Engage students in another journal writing activity. Now, let’s return to the journals. Building on your personal goals, take a few minutes to write and reflect on your choice to become a massage therapist. Use these questions here to help guide you:

(Referring to slide, ask them to address these questions in their journal writing.)

Why have you decided to become a massage therapist?What are your expectations?What do you think are some benefits?What are some directions you might take with it?What are some of your deepest, most heartfelt dreams, and how do you think a career in massage therapy will help you achieve these?

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>>Give learners about 5 minutes to write in their journals, and then elicit any comments at the close of the journal writing<<

Objective 2: Gain appreciation for the history of the massage therapy profession.

Using pages 2–5 as a reference, give students an overview of the massage therapy profession (40 minutes).

HO 1–4 Reinforce this discussion by introducing a “Quotes Slips” activity. Divide students into small groups (4–6) and ask them to designate a group facilitator and presenter. Distribute one quote slip to each group. As the facilitator to read the quote aloud to their group, then engage in discussion to address the following questions:

What are the expert’s main points? What do you think about their perspective? Do you agree? Why or why not?Is there anything you would add on?What are insights you gained by reading and discussing this quote?

Give each group about 3 minutes to discuss their quote. Use a timer, preferably one that makes a sound, so that learners hear it. Be sure to let the learners know when there’s only 30 seconds remaining, and ask them to wrap up their discussion and get ready to present to the larger group. Ask the presenter from each group to first read out their group’s quote and then share two insights from their group’s discussion.

>>Have a student lead the class in a stretch<<

Defining the Profession. Keeping the discussion from the Quotes Slips activity in mind, invite students to delve into a broad sweep of the profession.

First, as a group, let’s clarify what the definition of massage is: manipulation of soft tissue for therapeutic effect; many modalities exist under umbrella of massage. Talk about the history of massage therapy. Ask students if they learned anything new about the history of massage therapy? Ask if they know of any additional items that might be of interest to the group?

>>Encourage learners to share ideas<<

Massage Modalities. To see how well students learned about the different massage modalities, lead the group in a mini game of Jeopardy. Divide the class into two groups and, if there’s time, encourage each team to come up with a team name.

Ask each team to decide who will go first, as well as what the subsequent order will be.

Toss a coin to decide which team will go first.

Selecting from the list of massage modalities (shown on p. 3 in textbook), ask player 1 from team 1 to define the modality you call out. If player 1 answers correctly, a point goes to their team. If player 1 answers incorrectly, question goes to player 1 on team 2. If that player answers incorrectly, the question goes back again to Team 1, but this time to player 2, and so on.

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The next question goes to team who gives the correct answer.

Total up points at the end, and the team with the most points wins.

Objective 3: Discuss career trends in massage therapy (10 minutes)

Using pages 5–10 as a reference, give students an idea of the career trends in the massage therapy profession

PPT-1 p. 8 Referring to slide, review statistics on why consumers are getting massage therapy. Ask learners to contribute thoughts on what they’ve observed.

PPT-1 p. 9 Referring to slide, review demographics of massage therapists and compare these with the demographics represented in the class.

Wrap Up (5 minutes)

Go over homework, assigning pages 10–32. Tell students to begin with “Career Settings” and stop before “Self-Evaluation.” Let students know the reading needs to be done before your next class meeting.

Then, ask students if there are any final questions.

>>Invite and answer questions before dismissing<<

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LESSON 3: Career Settings & Professional Credentials

Opening (5 minutes)

PPT-1 p.10 Lesson Objectives (Review objectives with the students)

1. Describe the various settings in which massage therapy is practiced. 2. Identify the pros and cons of working in specific career settings. 3. Identify the credentials that are required or available for the practice of massage therapy.

Career Settings (35 minutes)

Identifying Pros and Cons of Various Career Settings. To help you to think more about where you’d like to work, and also to get you up and out of your seats, we’re going to engage in a “Human Graph” activity.

Human Graph. Here’s how it works. First, think about which of the following career settings you might like to work. Just make your best guess, focusing on where you would like to work, as opposed to where you think you’ll just “end up.” We’re going to divide into groups and each group will move to different parts of the room. I’ll tell you where to go.

>>Call out the following settings<<

Integrative health care centerHospital-based settingSports/fitness settingSpa or salonCorporate/franchise settingSpecialty setting

>>As you call out each setting, direct the learners to a designated part of the room, i.e. “Those of you considering Integrative Health Care Center, go to the front right corner.”<<

Once the learners have organized themselves into small groups, ask each group to designate roles: facilitator, recorder, presenter, and timer.

Here’s your task:

Identify the pros and cons of your group’s selected career setting. You can refer to your textbook, as well as your own experience (or what you’ve learned from others).I’ll give you 5 minutes to discuss this as a group, and then I’ll ask the presenter from each group to share out their findings. Make sure that you record on your group’s flip chart.

>>Distribute flip chart and markers to each group so that the recorder can transcribe the group discussion in two columns: Pros and Cons<<

After each presentation, encourage other learners to share any insights or questions.

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If any of the career settings were not selected, then go over pros and cons of each setting as a class.

Personal Reflections. Now that you’ve had time to explore where you might want to work, take a couple of minutes to write in your journals, responding to these questions:

Why have you selected this setting?How do you think that it suits your needs and interests?How do you think that working in this setting helps you to meet your personal goals?


Professional Credentials (10 minutes)

Lead Group Discussion

What do credentials provide? Why do we need them?Does anyone here any credentials that are related to the field of massage therapy?

PPT1 p.11Referring to slide, review professional credentials needed, identifying the distinction among the following terms.

Regulation (issued by state or province) CertificationLicensureMembershipAccreditation

Reference text pp. 31-32.

>>Point out acronyms listed on pages 31-32<<

Take a minute to review the acronyms listed on pages 31-32. It’s important to familiarize with each of these – and you will be tested on these. You may already have heard of some of these.

>>Name some of the acronyms, calling upon learners to identify what each one stands for<<

Wrap Up (10 minutes)

>>Go over homework<<

Assign students to read pages 32 – 38. Begin with “Self-Evaluation” and read through the end of the chapter.

To help you in this journey of self-exploration and to prepare you for next class, you’re going to take an online personality assessment. Go to www.humanmetrics.com (choose Jung Typology Test) and follow the prompts. Print out the results of the test, hole punch, and put into your binder to bring with you to the next class.

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http://www.humanmetrics.com/


Be sure that you take the test yourself beforehand, so that you can answer any questions.Remind students to follow the prompts shown on the site, culminating with the option to save results of test on their desktop – which they can then print out to bring with them to class.

Let students know the reading and the online personality assessment need to be done before your next class meeting.

>>Invite and answer questions before dismissing<<

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LESSON 4: Self-Evaluation

A. Opening (5 minutes)

PPT1 p.12 Lesson Objectives (Review objectives with students.)

1. Identify self-assessment strategies for examining how your needs, behaviors, beliefs, and attitudes are relevant to the practice of massage therapy.

2. Identify career transitions.


Personality Assessment. (15 minutes) Let’s continue with our journey of self-exploration. I’m going to give you a few minutes to share your results from the Jung Typology Test that you took online.

Pair Share. Now, I’d like you to partner up with the person next to you. If there’s no one next to you, raise your hand and I’ll help you to find a partner.

If class contains an odd number of learners, assist learners in creating 1 group of 3.Direct learners to decide who will go first.Call time after 3 minutes. Direct learners to switch roles.Call time after another 3 minutes. Pull the full group back together and share thoughts and insights.

In your Pair Share, please touch on the following questions:

What did you think of the results?Any surprises? Any insights?Have you taken this test in the past? If so, any changes?Have you taken any other personality assessments before? How does this compare?How are you going to apply these results toward your embarking upon a career as a massage therapist?

Now, let’s discuss this further as a full group. What are the four typologies this personality assessment identifies?

>>Look for: introvert/extrovert, sensing/intuitive, thinking/feeling, judging/perceiving<< How would you define each of these typologies?Introvert/extrovert – Are you more inwardly or outwardly focused?Sensing/intuitive – How do you process information?Thinking/feeling – How do you make decisions?Judging/perceiving – How do you organize your life?



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Self Evaluation. (20 minutes) Before you make any decisions about which opportunities to pursue in the field of massage therapy, it helps to do some self-reflection. Your career will be most satisfying – and perhaps more successful – if it is compatible with your abilities, interests, and values. In other words, you should start with you – who are you? What do you like to do?

I’m going to give you a fairly long worksheet to fill out. Unlike the Jung Typology Test, this worksheet is specifically geared toward your options in massage therapy. We’ll work on the first 3 questions in class. The rest you’ll do as homework.

Answer the questions in the exercise yourself before class, so you’re prepared to share your responses, if appropriate.

Once you begin distributing the worksheet, the learners will be distracted and will not be able to listen to you as carefully. Therefore, you need to tell them the instructions beforehand.

>>Explain instructions<<

HO 1-5 When I hand out the worksheet, I’d like you to take 5 minutes to write whatever comes to mind as you answer the first 3 questions. Don’t agonize about how to word things; just reflect on each question and see what comes up for you.

Just the first 3 questions! You’ll get to answer the rest outside of class.

Write as much as you can in 5 minutes. Use an extra piece of paper if you’d like. Keep going until I tell you time is up.

Sometimes learners have trouble answering the sorts of questions in the self-evaluation worksheet. Help learners warm to the exercise by reading aloud some of the questions and sharing your personal answers to 3 or 4 of the questions.

>>Pass out Self-Evaluation Worksheets and blank paper and pens (if necessary)<<

Any questions? Please begin.

Checkpoint after 3 minutes and again after 4 minutes, i.e. “You have 2 minutes left… you have 1 more minute,” etc.

>>Tell learners to stop writing<<

Pair Share. When you’ve completed it, stand up to let others know that you’re done. As soon as you stand up, look for someone else who is already standing. Walk over to them and share thoughts from this exercise.

>>If class contains an odd number of learners, assist learners in creating 1 group of 3<<

Take turns sharing with your partner(s) what you wrote in response to the first question – just the first question. Paraphrase it or actually read it to them, whichever you prefer.

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Your partner’s job is to just listen to you, not to interpret or evaluate or comment on what you’ve written. I repeat, the listener should not say anything – just listen carefully. Listeners, you can nod and smile if you’d like.

You’ll each get 3 minutes to share. I’ll tell you when it’s time to switch. Decide who’ll go first – and begin!

>>After 3 minutes, tell them to switch<<

After 3 more minutes, ask…Does anyone need more time?Give them 1 or 2 more minutes, if necessary.Repeat the sharing process for questions 2 and 3, if there’s time.Lead a 5-minute full-group debrief.

Who would like to share what you learned with the whole group?

If the acoustics in the room are poor or if the group is large, ask the learner to stand up when he or she shares.

If there’s time, you can allow learners to continue filling out the Self-Evaluation Worksheet.

Ending Reflection. What did you discover about yourself in taking the Jung Typology Test and in answering these first 3 questions on the Self-Evaluation worksheet?

>>Congratulate learners on their participation<<

Building on thoughts from both of these self-evaluations, I’m going to give you a few minutes to write in your journals. Remember, journal writing is an opportunity to engage in free-form thinking, but here are some questions to guide you:

What are your thoughts on results from both the Jung Typology Test?Did you achieve any insights in filling out the Self-Evaluation worksheet?What strengths of yours are you uncovering? How are you going to leverage these in your career as a massage therapist? Are you noticing any changes in your thinking, in terms of the direction you might be interested in taking in the field of massage therapy?Even though it may seem premature, do you have any thoughts about your “exit strategy” or what you might do after your career as a massage therapist?

Wrap Up (5 minutes)

Collect Jung Typology Test results.


Your homework is to answer the rest of the questions on the Self-Evaluation worksheet. Be ready to share thoughts on this for next class. There are no right or wrong answers, and you won’t be graded on how you respond – only on whether you fully completed the assignment.

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Additionally, you need to review Chapter One, in preparation for Chapter Quiz.

Let students know the reading and the online personality assessment need to be done before your next class meeting.

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LESSON 5: Summary & Application

Opening (15 minutes)

Pair ShareLet learners know that each will be given 3 minutes.Call time after 3 minutes – and ask learners to switch.Call time again after an additional 3 minutes.Encourage sharing any thoughts with the larger group.


1. Review key points in Module 1.2. Demonstrate acquired knowledge with short quiz.3. Apply knowledge with Final Project.

Chapter Review (15 minutes)Direct learners to the review questions at the end of Chapter 1, p. 37.Lead a discussion on each of the questions. Look for are given below.

Reference text p. 37

The chapter review questions provide an opportunity to refresh learners’ memories about their textbook reading.

1. What is the definition of a massage therapist?- Manipulation of soft tissue for therapeutic effect- Many modalities exist under umbrella of massage.

2. What are significant trends that affect career opportunities in the profession of massage therapy?- Growth in consumer acceptance of massage therapy- Greater visibility of massage therapy- Increased interest in alternative and complementary health care- Increased research into the benefits of alternative therapies, such as massage

3. How does increased research of complementary and alternative therapies affect the profession of massage therapy?- Consumers who rely on scientific measurement of health benefits might be more willing

to try massage.- Insurance companies might be more willing to include it as a covered benefit for their

subscribers.

4. What are primary areas of opportunity for working in the massage therapy profession?- Medical massage- Spas- Wellness programs- Integrative health care- Fitness/sports

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- Specialties: elderly persons, pregnant women, infants, animals

5. To you, what are the pros and cons of three different career settings? (Choose three.)- Example: Spa – Pros could include: 1) one of the fastest growing segments of career

opportunity for massage therapists, 2) often viewed as a great place to get started on a massage therapy career, 3) offers a relaxing and efficient work environment.

- Cons could include: 1) expected to work in addition to massage therapy work, 2) essentially a corporate environment, which might be challenging for some, 3) may not have as much autonomy as some might expect.

6. What credentials are required in the location where you want to work?- Dependent upon location each learner is planning to work in.

7. What credentials will you have by the time you complete your massage training?- Dependent upon each learner.

8. What credentials do you plan to get after you finish your training?- Dependent upon each learner.

9. What tools can you use to help identify your needs, behaviors, beliefs and attitudes as they relate to your choice of career path?- Personality and interest inventories and working with a mentor.

10. How do your personal and cultural values, attitudes, and ethics influence your choice of career path?Examples: - If you grew up in an athletic family you might be more interested in fitness/sports

massage.- If, in the region of the country that influenced you, meditation and holistic health

practices were widely accepted, then you might lean more toward wellness and relaxation massage.

- If your family of origin valued higher education, you might become interested in massage research.


Quiz 1 Quiz (10 minutes)

>>Distribute quiz. Give learners 5 minutes to complete<<

Collect quiz and explain that you will return them at the start of Module 2.

Application (15 minutes)

Final Project. Create a chronology of your own work life history – following the examples of Bobbi Thompson and Ruth Lang (on pgs. 8-10). Highlight what events precipitated your decision to go into massage therapy.

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Now, imagine that you are already a practicing massage therapist. What does your “Day in the Life of” look like? And, imagining that you already have a number of years of experience under your belt, what would be your “Advice to new massage therapists.”

Wrap Up (5 minutes)

>>Collect Self-Evaluation Worksheets<<


Read pages 39-41. Begin with the Chapter Overview and Objectives and end before “Ethics.” Let students know the reading should be completed before the beginning of the next class.

Complete the chronology of your work history, along with “A Day in the Life of.”DUE DATE: Module 2 – Lesson 2


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Module 2 – Creating a Therapeutic Relationship5 Lessons

LESSON 1: The Therapeutic Relationship

Opening (5 minutes)PPT-2 p.1 Welcome to Module 2: Creating a Therapeutic Relationship

Pair ShareAsk learners to find a partner and share a little about their work history chronology.After 2 minutes, ask partners to switch.Call time after an additional 2 minutes.Elicit any comments.

Return the graded Module 1 quizzes and Self-Evaluation Worksheets.

>>Remind learners to place both in their binder<<

Our focus in Module 2 is helping you to develop successful and ethical therapeutic relationships with your clients.

PPT-2 p.2 Lesson Objectives (Review objectives with students)1. Distinguish between the wellness model and the allopathic medical model. 2. Identify therapist behaviors that are consistent with confidentiality of client identification,

personal disclosure, files, and treatment information.

Let’s explore what goes into creating an effective therapeutic relationship…

The Therapeutic Relationship (25 minutes)

Reference text pp. 40-41

Defining the Therapeutic Relationship. What is a therapeutic relationship?

Look for: One that enhances the well-being of the client – and secondarily, the well-being of the practitioner – and does so ethically.

PPT-2 p.3 Insights From the Experts

>>Referring to slide, ask a volunteer to read the quote aloud<<

Your relationship with your client is what will make or break your practice, much more than your knowledge of anatomy. - Nina McIntosh

>>Invite comments before moving on<<

HO 2-1 Let’s take a look at what some other experienced practitioners have to say…

Divide students into small groups (4-6) – or simply ask learners to speak with their tablemates.Remind groups to assign roles: facilitator, recorder and presenter.Distribute one “quote slip” to each group.

After the facilitator in your group reads your group’s quote aloud (within the small group), I’d like each group to engage in a discussion, addressing the following questions:

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What are his/her main points? Do you agree with this practitioner’s perspective? Why or why not?Is there anything you would add?Is there anything that you would do differently?What insights did you gain from this quote – and from your group’s discussion?

I’ll give you 5 minutes to discuss your quote within your group. Then, I’m going to ask that each presenter 1) read their group’s quote out loud to the full class and 2) share 2 insights that their group came up with – based on their discussion. If your quote has already been read out loud, then please just share your group’s insights.

>>Allow each presenter to share their group’s quote and insights<<

Invite others to add their thoughts, but also keep the mini-presentations moving along.

Wrap up this portion with some final thoughts.

Who’s responsible for the quality of the therapeutic relationship between the practitioner and client?

Look for: Although the client’s actions and attitudes play a large part in the quality of the therapeutic relationship, ultimately it is the responsibility of the practitioner.

How does massage work? As massage therapists, do we heal our clients?

Look for: Practitioners don’t fix or heal. Instead, they facilitate the client’s innate healing potential and empower the client’s ability to access his or her wisdom.

This is a crucial distinction. First, it reminds us of the limits of our scope of practice: We are not medical professionals who can fix broken bones or cure disease. To attempt to practice beyond our scope is not just unprofessional – it can harm the client and get us into trouble ethically and legally.

At the same time the differentiation helps us define the powerful contribution we do make to our clients – empowering them to tap into their own healing potential not just physically, but also mentally and spiritually.

>>Ask a student to lead the class in a stretch<<

The Wellness Model (20 minutes)

Reference text pp. 40-41 and p.12 (6 Dimensions of Wellness Model)

As you discovered in your textbook reading, the medical model focuses primarily – but not exclusively – on the physical realm and on the removal and prevention of disease. The wellness model considers optimal health and well-being to be achieved through a balance between mind, body, and spirit.

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Generally, the practice of massage occurs within the context of the wellness model – but it is not dogma. And you don’t need to choose between the two models. The most important thing is that you understand the client’s model of the world instead of imposing your model on to them.

In order to explore the multidimensional elements of well-being, we are now going to engage in a Wellness Wheel activity, applying the Six Dimensions of Well-Being, developed by the National Wellness Institute (shown on page 12).

Distribute Wellness Wheel worksheets and ask learners to take a few minutes to fill out their Wellness Wheel worksheet.After completion, ask each to turn to a partner to share their results.

Any thoughts that anyone would like to share?

>>Invite responses<<

>>Collect Wellness Wheel Worksheets<<

We’ll actually be touching on this concept again when we get to Module #4: Practicing Self-Care.



Read pages 41-48. Begin with “Ethics” and stop at “Client Communication.”DUE DATE: Next class

Pay particular attention to both Code of Ethics (outlined on the top of p. 42) and the Performance Standards outlined on p. 43.

Let’s take a couple minutes right now. In your journal, write down some thoughts on how you are going to make sure that you will adhere to all of these ethics and standards. What are some practical ways to make sure these are enforced, especially if you are managing other massage therapists?

>>Remind learners that in their group final project, they must demonstrate that all of these Ethics and Performance Standards will be met<<

In addition to this reading assignment, your homework is to ask 3 people for feedback on your communication skills. You’ll ask them to give you 10 to 15 minutes of their time to give you some feedback.

As you know, your skills as a communicator will be essential to your success as a massage therapist. Before you can decide what to improve, you first need a sense of how you’re doing right now. Then you can come up with a plan for increasing your communication skills.

This assignment requires you to be somewhat brave, but it can be enormously helpful. One person who did this with 2 friends discovered that when the friends shared a problem with him, he too often jumped right to figuring out the solution rather than letting them vent.

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In his eagerness to help, he had the habit of cutting short the sharing of feelings, which made the friends feel not listened to. He was trying to solve the facts of the problem instead of just listening to the feelings. His friends explained that they could usually sort out the facts themselves, what they needed from him was some sympathy.

People had told him this before, he says, but he didn’t listen. It was only when he did the exercise – and heard the same feedback from 2 people in 2 days – that he actually heard. And he’s now a much better listener. It was easy to change once he knew.

You do not have to tell me or anyone what the people you interview say to you – unless of course you want to. You may uncover some bad news, but I’m sure you will hear good news as well.

The content of the interviews is private; the only thing you’ll turn in to me is a quick description of who you talked to – for instance, your spouse, a co-worker, and a cousin. However, please take time after each interview to write about your experience in your journal. For your own personal and professional growth, it’s critical that you actively reflect on what just took place – and what you learned.

Here are some guidelines. You don’t need to agree or disagree with what the person says – just listen. Don’t try to justify your skill or lack of it. Ask clarifying questions if you don’t understand what the person is saying.

You’ll thank them twice: First, in person at the end of the interview, and second, in a handwritten thank-you note that you’ll send within 48 hours after the interview.

You’ll have ____ [number] weeks in which to talk with 3 people. You’ll have an opportunity to share what you learned in Lesson 3, which meets on ______ [date].

>>Distribute Communication Skills Feedback handout<<

DUE DATE: Module 2 – Lesson 3

This sheet gives you some ideas. Turn in the bottom part to me when we meet for Lesson 3, Module 2.


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LESSON 2: Ethics & Boundaries

Opening (5 minutes)

Collect Work History Chronology and “A Day in the Life of.”

PPT-2 p.4 Lesson Objectives (Review learning objectives with students)

1. Identify the commonalities among the ethical codes of all health care professions. 2. Describe the process for establishing and maintaining professional boundaries and

relationships with clients and peers in the workplace. 3. Identify examples of boundary violations.

Creating a Safe Environment (10 minutes)

As massage therapists, we are responsible for creating a trusting and safe environment for our clients. This means upholding ethics and boundaries.

Pair Share. I’d like for you to take a moment to reflect back on past experiences you’ve had as a massage therapy client. When did you feel safe and at ease? What did the massage therapist do to help you to feel this way? Was there ever a time when you felt ill at ease? What did you think were the factors that contributed toward this feeling?

Direct learners to decide who will go first.Call time after 3 minutes. Direct learners to switch roles.Call time after another 3 minutes. Pull the full group back together and share thoughts and insights.

I want each of you to now think for a minute about and remember the best professional massage you’ve ever had. What made it so wonderful?

>>Write the attributes of the best massages on the board<<

Was the room ready for you when you arrived? Did the massage therapist keep you waiting? Did he or she seem distracted – or focused solely on you and the massage he or she was doing?

Did the practitioner chat a lot about his or her life? Or was the focus on you?

Tune the world out. Tune the client in.

Did you feel known to the practitioner? Recognized for who you were? As human beings, we all yearn to be recognized and remembered for who we are. Even if you only provide massage therapy once to a particular client, you have the opportunity to make a positive impact on that person’s life.

Massage can have a powerful impact on a client’s mental and emotional state. We know the physical impacts: deep relaxation, stress relief, improved muscle tone, etc. What are the mental and emotional impacts?

Look for: Feeling nurtured, feeling vulnerable, recalling past experiences (positive and negative).

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Ethics (15 minutes)


For your homework, I asked you to pay special attention to both the Code of Ethics and Performance Standards that you are responsible for upholding as a massage therapist.

What is the difference between the two?

Look for: Whereas a code of ethics is geared more toward values, performance standards are geared more toward actions.

Let’s review each of these.

Ask volunteer(s) to read out loud Code of Ethics on top of p. 42.Ask volunteer(s) to read out loud Performance Standards and Examples of each on p. 43.

It’s easy enough to read these aloud, but what matters most is how we actually internalize these guidelines. I also asked you to jot down ideas in your journal, as to how you will effectively uphold both. Would anyone like to share any thoughts?

>>Invite comments<<

The client’s trust that you’ll do only good things to them – and won’t hurt them – is key.

What sorts of mental and emotional responses have you had to massage? Did anything surprise you?

>>Invite learners to share<<

The intimacy of massage – the practitioner’s hands on one’s body – can be unsettling and confusing to some people. It brings up memories of other massages – good and bad. It can bring up memories of other kinds of touch, from one’s parents, lovers, or children.

Massage can bring up feelings of sadness from the losses in one’s life. The deep relaxation can lower one’s psychological shields and allow all sorts of thoughts and feelings to emerge – things that may have been long buried in order for the person to cope.

If the person receiving the massage has in the past been traumatized from physical or sexual abuse, the massage can feel nurturing and healing – or troubling.

Even after getting to know our clients, we can never fully know their past experiences – and what kinds of feelings massage therapy brings up for them. This is why it is so critical for us to establish and maintain clear boundaries. These are what will allow your client to feel safe.


Boundaries (25 minutes)

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The massage therapist’s job is to respond with exquisite sensitivity and grace to whatever comes up for the client. Relying on his or her good will and professionalism, the massage therapist ensures that both parties, the practitioner and client, are at all times physically and psychologically safe.

What are ways that we can help our clients to feel physically safe?

Look for: appropriate draping and appropriate touch.

Psychological safety can be more difficult to pinpoint, but is just as important. What are some ways that we can help our clients to feel psychologically safe?

Invite comments and look for: maintaining confidentiality, listening whole heartedly, staying within boundaries when giving advice to clients, encouraging the client to voice how they are feeling.

An essential aspect of psychological safety for the client is the ability to say no at any time. Information, knowledge, and the right to refuse offer personal power to someone who is in a relaxed, vulnerable state. Don’t ever surprise the client.

Feeling safe largely boils down to maintaining boundaries.

What do we mean by “boundary”?

Look for: A boundary is a clear definition of what you will and will not do and what you will and will not accept from others.

Setting boundaries is your professional and ethical responsibility. You’re responsible to yourself, to your clients, to your colleagues – and to the profession of massage therapy itself.

How much of your personal life will you share with your clients? The client, just trying to be friendly, says, “Tell me about you! Are you married?” What will you say?


Will you share your marital status but not answer questions about where you live? How about your religion? Your finances? Your own ailments?


Keep in mind that not everyone agrees on all ethical issues – and what constitutes boundary violations. However, what’s most important to keep in mind is to always avoid turning to clients to meet your personal needs. This is one reason why practicing self-care is so essential. We’ll explore how you can effectively manage your self-care in Module 4.

Always remember that the therapeutic relationship is designed to primarily benefit the client – not you.

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>>Brainstorm graceful ways to deflect client questions and maintain professional boundaries<<

>>Brainstorm ways to define professional boundaries in and out of the workplace<<

How do we define appropriate touch?

Look for: Appropriate touch is ethical (within boundaries of a professional relationship); consensual (the client has given permission); therapeutic (designed to help, not hurt); in the client’s best interests; and meets the client’s needs.

How do we define inappropriate touch?

Look for: Inappropriate touch is anything outside the boundaries of the professional relationship; nonconsensual (the client has not given permission); non-therapeutic (hurts instead of helps); against the client’s best interests; and anything sexual in nature.

Anything the client does not consent to is inappropriate touch.

>>Discuss issues of sexuality in relation to maintaining professional boundaries in a therapeutic relationship<<

Because of the closeness of contact between massage therapist and client, the feelings that come up may be confusing and disturbing for both. It’s important to differentiate between one’s thoughts and one’s actions (including what one says).

You are responsible for your behavior – what you do or do not do.

There are different kinds of boundary violations. The most obvious one is physical – unwanted, nonconsensual, or harmful.

How about emotional psychological boundaries – can you give me some examples?

Look for: Imposing the massage therapist’s interpretations of the client’s behavior. Imposing the massage therapist’s world-view or personal beliefs on the client. Assuming the client thinks/feels the same way as the massage therapist does on a particular topic.

Can anyone give an example of a social boundary violation?

Look for: Sharing a client’s identity, session information, files, or personal disclosures with others. Approaching a client in a public setting and announcing loudly, “It’s me! Your massage therapist! How’s that bum knee?”

Meaning well, you might try to help one client by telling them about the experience of another client: “Oh, my client Rebecca Schwartz had a problem just like that. Here’s how she solved it…”

Some people are tempted to show off the power that comes from holding so many secrets. Or they may attempt to establish rapport with one client by disclosing information about another.

Do not do it. If you disclose information about Client A to Client B, initially Client B will be interested and flattered that you gave her the inside scoop. Then Client B will think to herself,

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“Gee, if he’s telling everybody about Client A, what does he tell people about me?” The trust that the client had in you will be broken.

>>Discuss ways to ensure the privacy of the client’s identity, session information, files, and personal disclosures<<

Wrap Up (5 minutes)


Read pages 48-55. Begin with “Client Communication” and stop at “Client Self-Care.”DUE DATE: Next class

>>Elicit volunteers<<

Ask for 2 volunteers to help with a role-play that will take place in Lesson 3.Explain to them what a “Zig-Zag” Conversation is.Here’s how it works: Person A starts talking about any topic. It can be anything, but here are some suggestions:

What I did last night…What I enjoy doing…It really bothers me when…One of my favorite places to travel is…

After Person A finishes his/her thought, Person B responds by sharing his/her own experience (and not building on what was shared by Person A).Person A then responds in kind by, once again, speaking about the topic from his/her perspective. Continue the conversation in this fashion – demonstrating a conversation in which neither person ever really listens to the other.


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LESSON 3: Client Communications


Pair ShareLet’s take a moment to share with a partner what you learned from your Communication Skills Feedback Interviews.

Ask learners to find a partner and share insights.Remind learners to simply listen – no judgments.After 3 minutes, ask partners to switch.Call time after an additional 3 minutes.Elicit any comments.

>>Collect Communication Feedback Worksheets (just the bottom half)<<

PPT-2 p.5 Lesson Objectives (Review objectives with students)1. Identify the effect of language usage, vocabulary, style of speech, dress, posture, hygiene,

and conduct on effective practitioner-client communication. 2. Describe techniques for eliciting client feedback.

Client Communication (30 minutes)


Warm-Up Exercise. To get us warmed up, we’re going to practice better connecting with our clients by practicing the exercise outlined in “Spotlight” on page 52.

>>Lead massage technique exercise<<

Partner up. Read through the guidelines together and then take turns practicing the types of strokes suggested in the exercise.

Make sure to get feedback from your recipient.

Tip: If you have an odd number of learners, you can either have learners form one group of three – or, you can partner up with one of the learners in order to create an even number.

Effective Communication – Traps to Avoid. Let’s continue to explore this topic of communication. We’re going to watch a quick role-play – and I’d like you to observe what’s happening.

Ask the 2 volunteers to come up to the front of the room to role model the “Zig Zag” Conversation. You can fill in, if one of the 2 happens to be absent.

Debrief the conversation with the larger group, asking questions such as the following:

What did you notice in their conversation?How often do you see this happen?

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What are ways that we can effectively build on what the other person says, rather than simply steering the conversation back to ourselves?Did you notice any patterns that you might engage in when you’re talking and “listening” to others?

Many of us fall into the habit of listening only to find ways that we can bring the conversation back to ourselves. See if you can challenge yourself to really listen to what the other person is saying – without thinking about what you’re going to say next.

What are some ways to listen better?

>>Invite responses<<

Here are some examples of points to add to the discussion:One easy way to demonstrate real listening is to respond with questions, rather than statements. Another thing to do is to allow the speaker to completely finish his/her thought before beginning to speak.


Communication – Building Safety. Let’s explore effective communication on a deeper level – and how this can impact the climate of safety.

While our training is in massage therapy and not psychoanalysis, understanding some common psychological concepts can give us insights into the practitioner-client relationship.

Who can define transference?

Transference is the unconscious transfer of experience from one interpersonal context to another – in other words, the reliving of past interpersonal relations in current situations.

What does unconscious mean?

Look for: Beyond our conscious awareness.

What does interpersonal mean?

Look for: An interaction between two people (as opposed to, say, a person and a thing).

Let me give you an example of transference:

When Joan was five years old her mother made Joan and her brothers drink milk at every meal. Joan didn’t really like milk, but she was forced to drink it.

One day at the breakfast table her mother told Joan to drink her milk, but it tasted bad to Joan. So she refused. “Drink your milk!” said her mom. Joan protested, “It tastes bad.” “No it doesn’t! Just drink it!” Joan took a few sips of the milk – which was sour – and immediately vomited on the floor.

Forty years later, Joan goes out for lunch with some girlfriends. She orders a turkey sandwich and a cup of soup. The waitress asks, “Would you like something to drink with that, like a glass of

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milk?” Joan frowns and snaps at the waitress, “No! I would not!” The waitress is a little taken aback but says nicely, “What can I get you?” Joan orders a cup of tea. When it comes time to pay the bill, Joan barely leaves a tip. She has no idea why. She just doesn’t like the waitress.

Joan was reliving the past experience with her mother in the present experience with the waitress – without realizing it. This is called transference.

Can anyone offer another example of transference?

>>Acknowledge responses<<

Personal Reflections. I’d like for you to take a moment to reflect back on a time when you relived a past experience and transferred this on to your current situation. Have you ever acted as Joan did toward the waitress? Take a few minutes to write in your journal about what happened.

>>After a few minutes of writing, ask learners to turn to a partner and share what they came up with<<

Here’s another way to think about transference. Imagine that your mind is a movie projector, constantly playing a scene from a movie in your mind about experiences in your past.

Transference can act like a Geiger counter: Our past experience sensitizes us to focus on or selectively see meanings that might elude others or hold no interest or consequence to others.

It’s the reason we add interpretations to seemingly bland events – we’re simply transferring our experiences from the past to the present. Again, this is usually an unconscious process – in other words, we’re not even aware we’re doing this.

Any questions about transference?

>>Respond to questions<<

What about countertransference?

>>Respond to questions<<

Countertransference is the therapist’s reaction to the client’s transference. Let’s go back to the example of Joan in the restaurant. Pretend you’re the waitress taking Joan’s order, and Joan has just snapped at you for suggesting a glass of milk. How do you feel?

>>Acknowledge all answers<<

How do you react to Joan? You’re probably behaving differently toward her because of her snappishness.

Unless we’re aware of this process of transference and countertransference, we will probably react inappropriately. Once we become more aware of this process, however, we can begin to temper our responses and instead maintain a demeanor of professional compassion. This is an example of our maintaining a psychological barrier – again, to help create a climate of safety and trust.

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>>Discuss clients’ various emotional and behavioral responses to massage therapy and how to deal effectively with those responses<<

Client Records (5 minutes)


We’ve talked a lot about communication – exploring our own ways of communicating (and getting feedback), as well as some traps to avoid in order to build a strong rapport with each of our clients.

Another element to deepening the therapeutic relationship is through effective record keeping. We’ll talk more about these in Module 6, but briefly, what role do client records play in the therapeutic relationship?

Look for: can help to elicit and communicate expectations (your own and client’s); formalize responsibility (in payment, etc.); confirm confidentiality

Referring Clients to Others (5 minutes)


While your goal as a massage therapist is to build up your clientele, you’ll discover that in some cases, it’s best to refer clients to others. What are some examples when you might consider this?

Look for: the client’s health needs are outside the scope of practice for massage therapy; client does not like your technique despite the accommodations you have made; you find it difficult to maintain appropriate boundaries with the client (for instance, you and the client are mutually attracted); you instinctively have a bad feeling (fear, anger, revulsion) about providing massage to the client.

In Module 8 we’ll go into greater detail on developing your professional network. Having this network in place is critical when you are in a position of needing to refer a client to another massage therapist. Wrap Up (5 minutes)


Read pages 55-60. Begin with “Client Self-Care” and read through the end of the chapter.DUE DATE: Next class


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LESSON 4: Client Self-Care; Massage Session Start to Finish

Opening (5 minutes)


1. Describe the importance of instructing the client in self-care. 2. Describe techniques for ending a client session.

Client Self-Care (20 minutes)


Taking Charge of One’s Own Health. Clients are responsible for their own health. They’re active participants in achieving well-being, instead of just passive recipients of massage. You can enhance their well-being by providing self-care instructions.

In Module 4, we’ll talk a lot about our own self-care. This self-care, it turns out, is not only important to our own well-being, but also for our clients’ well-being. Modeling self-care is one of the best ways that we can encourage our clients to take charge of their own health and well-being.

In addition to modeling self-care, what are steps you might take to encourage your clients to take responsibility for their health?

Look for:

Identify the client’s motivation – what does he or she want to achieve (increased range of motion)?Offer specific suggestions on how to achieve that goal (if within your cope of practice; if not, refer to appropriate practitioner).Set goals with the client – for example, drinking adequate water everyday, or doing a 5-minutesute stretch 3 times a day for 7 days, or reducing stress by going for a 15-minute walk every morning.The goals should be concrete and measurable – in other words, someone observing the client should be able to tell whether he or she actually took action (walked 15 minutes, drank 8 glasses of water).Make a verbal contract with the client – “Is that the goal you would like to set?”Keep up your end of the bargain. Follow up with the client the next time you see him or her. “How did it go last week with your stretching exercises? Were you able to fulfill your goal of 3 stretches per day?”Provide encouragement and positive reinforcement.

Direct learners to techniques listed in the text, starting at the bottom of page 55 and continuing through page 56 and on to page 57. Give them 2 minutes to review the numbered list.

>>Brainstorm with the learners examples of each technique<<

Mini Role-Play. Let’s do a quick role-play to explore this topic further.

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Find a partner. Decide who’s A and who’s B. B’s go first. B’s, you will play the part of a client asking for the therapist’s advice on a problem or concern you have. It can be anything you want.

A’s, you will play the part of the massage therapist responding to the client’s request for information. Use the skills we just practiced: simple, clear instructions.

You’ll have 3 minutes. Then we’ll switch.

>>Call time after 3 minutes. Switch roles<<

>>After another 3 minutes, pull the large group back together for a discussion<<

Full-Group Discussion. Was the client’s problem or concern within the scope of practice for massage therapy? Why or why not?

When you were playing the role of the massage therapist, how did it feel to be giving these instructions? Comfortable? Uncomfortable?

During the role-play did you ever say, “I’m sorry, but I’m not qualified to help you with that. I suggest you consult _______ [name]”? Don’t be afraid to say, “I don’t know” or “That’s not my area of expertise.”

Massage Session Start to Finish (20 minutes)


Let’s talk about a massage session start to finish. Referring to pages 58 and 59 in your textbook, and also referring to your own experiences, let’s brainstorm ideas on what the profile of a good massage is – and also what the profile is of a bad massage.

>>Lead a group brainstorm. Encourage participation<<

Take notes on the board, under two columns: “Profile of a Good Massage” and “Profile of a Bad Massage.”

Let’s explore this a little further and conduct a short role-play of each.

Ask for two pairs of volunteers.First pair role-plays a “Good Massage Start to Finish.”Second pair role-plays a “Bad Massage Start to Finish.”Elicit comments after each one.

Wrap Up (5 minutes)


Review Chapter 2, in preparation for Chapter Quiz.DUE DATE: Next class

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Opening (5 minutes)

PPT-2 p.7 Learning Objectives (Review objectives with students)4. Review key points in Module 2.5. Demonstrate acquired knowledge with short quiz.3. Apply knowledge and skills by building Personal Portfolio.

Chapter Review (15 minutes)

>>Direct learners to the review questions at the end of Chapter 2, page 61<<

>>Lead a discussion on each of the questions. Possible answers are given below<<



1. What is the wellness model, and how is it different from the allopathic model? - The wellness model aims to achieve balance between mind, body, and spirit.- The allopathic (or medical) model focuses on achieving health through the removal of

disease. Rather than focusing on the part of the body that appears to be ailing, the wellness model focuses first on prevention.

- Neither model is exclusive of the other, but they differ in the degree of emphasis placed on the physical body (the medical model) versus the integrated body, mind, and spirit (the wellness model).

2. What behaviors may a massage therapist demonstrate that are consistent with values common to all health care professional ethics?- First, do no harm.- Refrain from sexual conduct involving clients.- Respect boundaries.- Respect confidentiality of the client’s identity, personal disclosures, file and session

information.- Adhere to a code of ethics.- Stay within the profession’s scope of practice.- Promote the well-being of clients.- Relate to other health care practitioners in a professional manner.- Honor your clients’ individuality.

3. Name at least three areas in which adherence to boundaries is important to a massage therapist.- Draping- Confidentiality and privacy- Safety and security- Sexual conduct (i.e., dual relationships)- Advising and counseling clients

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4. Discuss the pros and cons of three ethical issues in the profession of massage therapy. - Is it ethical to date a person who is a massage client?- Is it ethical to accept tips?- Is it ethical to sell herbal or nutritional supplements?- Is it ethical to accept a cup of tea from a client after an outcall session at his or her home?

Glass of wine?

5. Why is proper draping essential to the trust between a client and massage therapist?- Massage therapy is inherently intimate in nature of massage.- Massage therapy creates a situation in which the client is dependent upon - Draping protects client’s emotional well-being.- Draping provides physical protection against drafts.

6. Name at least three language skills that affect the quality of communicating with your clients.- Vocabulary- Voice clarity- Tone of voice- Volume of voice- Organization of thoughts- Ability to listen to what the client is trying to communicate

7. What factors can cause a practitioner or a client to not listen effectively?- Mindset – preconceived notions based on one’s culture and past experiences.- Unrealistic expectations – believing in an outcome that’s not realistic.- Sensory overload – competing demands on one’s attention.

8. What nonverbal factors affect the quality of communicating with your clients?- Dress and hygiene: cleanliness, well-groomed hands, no dangling jewelry, no perfumes- Presence: eye contact, slowing down, single-pointed attention

9. In what instances might you find it necessary to suggest that a client see a different practitioner?- The client’s health needs are outside the scope of practice for massage therapy.- The client does not like your technique despite the accommodations you have made. - You find it difficult to maintain appropriate boundaries with the client (for instance, you

and the client are mutually attracted).- Despite your best efforts, the client always seems displeased.- You instinctively have a bad feeling (fear, anger, revulsion) about providing massage to

the client.

10. At what points in the client-therapist connection do you have an opportunity to provide customer service?- When the client first calls for an appointment.- During the intake interview.- While receiving, responding to, and providing feedback.- During the massage session itself.- While providing self-care information after the session.- When you refer a client to another health-care practitioner.- During follow-up after the session.

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11. Why is it important to instruct clients in self-care?- In keeping with the wellness model, the client should be encouraged to take responsibility

for his or her total mind-body-spirit well-being.- The healthful benefits of massage will not be as extensive if a client is a passive recipient

as they are if he or she is actively engaged in continual self-care.

12. Describe two techniques you could use to end a massage therapy session.- You could say, “We’re reaching the end of our session. Is there anything else you like me

to address before we finish?”- You could convey thanks.- You could convey through change in strokes – sweeping and light, to signal that session

is at the end.

Is there anything else that we discussed this module that you’d like to review before we begin the quiz?

>>Respond to questions by facilitating a discussion, encouraging learners to help each other in responding to these questions<<






In this module, we’ve focused a lot on effective communication skills.

Small Group Discussion. You’re now going to have a chance to share what you learned about your own communication style from the communication feedback exercise, zig-zag conversation activity, Jung Typology Test and our discussions about communication. Each of you will take 1-2 minutes to present what you learned from this exercise with your tablemates. It’s important that the others simply listen – without judgment. This is truly meant to be a learning experience.

Personal Reflections. Based on the feedback you received, the discussions we had on communication, along with the insights you gained from taking the Jung Typology Test, I’d like you to do some journal writing on what you have learned about your own communication style. Then, I’d like you to think about someone whose communication style you admire. What are the traits you observe? How might you emulate these? Take a few minutes to write these thoughts down in your journal.

>>Give learners 5 minutes to write in their journals. Elicit any comments<<

Wrap Up (5 minutes)


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The sharing out and journaling exercise was meant to get you started on a longer assignment: your Communication Improvement Plan. This should include three sections, with well-formed thoughts written out under each:

Describe your communication style.Describe a person whose communication style you admire. What specific communication attributes of theirs do you admire?Describe how you plan to blend some of these attributes you admire into your own unique style of communication.DUE DATE: Module 3 – Lesson 2

Read pages 63-76. Begin with Chapter Overview and Objectives and stop before “Equipping Your Space.”DUE DATE: Next class


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Module 3 – Creating a Sense of Place3 Lessons

LESSON 1: Space from the Client’s Perspective & Your Perspective


PPT-3 p.1 Welcome to Module 3: Creating a Sense of Place

>>Return the graded Module 2 quizzes<<

In this module, you’ll learn about how to create a therapeutic environment for your clients.

PPT-3 p.2 Lesson Objectives (Review learning objectives with learners)

1. Identify the physical components of a session space. 2. Describe the factors that make a session space appropriate to the client. 3. Make decisions related to the therapeutic environment, considering client preferences.

Insights From the ExpertsPPT-2 p.3

>>Referring to the slide, ask a learner to read the quote aloud<<

A medical doctor once told me, ‘I’m afraid that when I send a patient to an unknown massage therapist for a shoulder injury, they will have incense burning, music of whale sounds playing, and then stick a candle in the patient’s ear and light it. I want to know that the therapist’s office looks professional.’ - Bob Hasse, School Director, Bodymechanics School of Myotherapy & Massage, Olympia, WA

>>Engage learners in a discussion, following questions below<<

What are some of the stereotypes about massage therapists?Why does the physical space matter so much in establishing ourselves as professionals?What are other ways that we can combat misconceptions about our profession?

Introduction to the Topic. In this module, we’ll explore space. We’ve been meeting in this room for ____ [weeks/months], but I hope that by the end of this module you’ll begin to look at your environment in a new way and notice things that you may not have considered before.

The goal is to help you create a sense of place wherever you work as a massage therapist – a distinct feeling that allows you to work effectively and serve clients to the best of your ability.

Physical Space (20 minutes)


What goes into creating a massage space? Let’s talk first about the physical components – the tangible stuff you can touch. What are the physical components of a massage space?

Expect: The building in which the practice is located, the session space itself, signage, security system, decor, furniture, equipment, supplies, lighting.

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How about the intangibles? We could call these interpersonal components of a massage space.

Expect: Safety, security, cleanliness, natural light, noise, ventilation, comfort, convenience, privacy, customer service, practitioner responsiveness.

In this lesson, we use the phrase “therapeutic environment.” How can an environment be therapeutic?


How can an environment be un-therapeutic?


The environment has physiological effects on the human body. If you hear sirens or hear a crash or smell smoke or are startled by someone banging on a drum, what happens to your body?

Look for: Fight or flight response. Adrenaline rush. Takes adrenaline a while to dissipate from the body.

What might be the psychological responses to these sorts of stimuli?

Look for: High alert. Fear. Feeling unsafe, uncertain. Inability to relax.

To be therapeutic, an environment first must have those negative stimuli absent. Who’d like to describe their idea of a therapeutic massage environment?

>>Ask for volunteers to share<<

>>Write key phrases from learners’ responses on the board<<

Our bodies are keenly tuned to the most subtle changes in what’s going on around us, such as a two-degree change in temperature of a room, the texture of a blanket against a knee, a wrinkle in the sheet beneath us, the movement of air on our neck.

And, what’s relaxing for one person – like opera music, for instance – can be grating on the next.

To complicate matters, we associate aspects of our environment with prior experiences, both pleasant and unpleasant. We walk into a room and the way the light comes in the window reminds us of our grandmother’s kitchen – a pleasant association. Or the lamp in the corner reminds us of our dentist’s waiting room – an unpleasant association. Or vice versa.

A positive physical environment can suggest relaxation, health, and well-being. And by simply being in that environment, your body “hears” the suggestions and you feel more relaxed.

Pros & Cons of Home-Based Practice Versus Separate Business Location

>>Direct learners to pros and cons of a home-based practice shown on page 65, along with pros & cons of a separate business location shown on page 67<<

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Human Graph. Let’s do a quick human graph activity. Those of you who think that you’re more inclined toward a home-based practice move to this side of the room. Those of you who are more inclined toward a separate business location, move to the other side.

>>Direct learners to distinct sides of the room<<

Elicit reasons for choosing sides – from both sides.Elicit at least 5 pros of each.Elicit at least 5 cons of each.


The Clients’ Perspective (10 minutes)


Let’s take some time to think about space from the perspective of the client. What are all of the things that should be in place at each of these points in the client’s visit?

>>Refer learners to pages 69-71<<

As a potential client drives or walks by your workplace…As a client arrives at your workplace…As a client enters and waits in your reception area…As a client enters your session space…As a client leaves your session space…As a client leaves your workplace or building…

>>Brainstorm ideas – and take notes on the board (separating out by heading)<<

You’re going to be responsible for visiting two different massage spaces – and rating them in each of these 6 areas. We’ll review this further at the end of class.

Your Perspective As a Business Owner (10 minutes)


Now that we’ve had a chance to discuss what the space looks and feels like from the perspective of the client – let’s take a look at understanding the space from the perspective of the business owner.

The key elements to consider are the following:

Choosing your locationChoosing your office spaceKeeping in mind physical safety precautions

Under each of these categories, what are things to keep in mind?

>>Brainstorm ideas – and take notes on the board (separating out by category)<<

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Now, let’s review the Security & Safety Checklist on page 75. Is there anything that you would add on, particularly in regards to ADA?

>>Review ADA – American Disabilities Act and elicit ideas<<



We’ll be doing an activity next class where you’ll be estimating costs. To prepare yourself for that activity, please bring a calculator with you to the next class!DUE DATE: Next class

Read pages 76-82. Begin with “Equipping Your Space” and read through the end of the chapter.DUE DATE: Next class

While we want to make sure that we comply with all regulations, such as ADA, when selecting and setting up our massage therapy workspace, we always want to keep in mind that we are setting up the space to create a positive experience for the client.

Workspace ChecklistHO 3-1

Thinking about the space from the perspective of the client, you’re going to visit a massage therapy workspace. Using the Workspace Checklist, you’re going to analyze and then rate the workspace.DUE DATE: Module 3 – Lesson 3

>>Distribute Workspace Checklist Worksheets and review as a class<<


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LESSON 2: The Space

Opening (5 minutes)

PPT-3 p.4 Lesson Objectives (Review learning objectives with learners)1. Identify rules and regulations that might apply to your office space. 2. Identify environmentally sustainable practices. 3. Identify ways to compensate for session space that is not ideal.

Equipping Your Space (30 minutes)


When thinking about equipping the space for your massage therapy practice, what are the physical components that you need to think about?

Look for: furniture and equipment, supplies, style and layout of furnishings

Take a look now at Figure 3.8 on page 77 in your textbook – and let’s review the list of furniture, equipment and supplies you’ll need in setting up your workplace. Notice which one of these are one-time costs – and which ones represent ongoing costs.

Are there any items that are missing from this list?

>>Elicit responses – and ask learners to add these items on to their lists, if they’d like<<

To help get a better understanding of the costs involved, I’d like you to work with the others at your table to estimate the cost for each item shown and then the total costs for each category. If you all have decided to add on any additional items, you’ll need to factor in those costs, as well.

The purpose of this exercise is to get you thinking about estimating costs. So, don’t worry if your figures are off right now. I’m going to give you 10 minutes.

HO 3-2>>Pass out Equipping Your Massage Therapy Practice Worksheets<<

Remind groups to assign roles: facilitator, recorder, presenter and timer. Recorder will use the worksheet to record costs.Assist groups as needed.If there is internet access available – and if learners have laptops with them, they can use these to research costs.

Let’s hear from each of the groups. Please tell us what your estimated one-time initial costs are, as well as your predicted monthly costs. Also, please indicate whether or not your group added on any additional items.

>>Each group presents (should only take about a minute for each presentation)<<

>>Encourage discussion along the way, prompting with appropriate questions<<

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Your homework tonight will be to research actual costs. Please take a moment now to divide up the different items on the list to research. At the beginning of next lesson, we’ll begin with a quick report out from each group on their initial estimated total costs – and then what they came up with based on each member’s research. Remember to bring your calculators with you again to the next class!

How can you go about tracking down these costs?

Look for: look online, call vendors, talk with other massage therapists


A. Green Practices (15 minutes)


Everyone is going green, including the field of massage therapy!

What are some ways that you have implemented green practices at home?

>>Elicit responses<<

A lot of the practices many of us have implemented at home can also be applied in our workspace. For example, recycling, using compact fluorescent lighting and buying organic products.

What are some ways to help your massage therapy practice to also “go green?”

Look for:Using organic oilsBuying organic linensUsing green laundering practicesRecyclingUsing biodegradable, non-toxic cleaning productsBuying sustainably produced items

I’d like for you all to reconvene with your group now – and discuss ways that you might help your workplace to implement green practices. To get us started on these discussions, could I first get a volunteer to read out loud the “Real Touch” story on page 80 in your textbook?

>>Volunteer reads excerpt aloud to full group<<

I’m only going to give you about 5 minutes to discuss – and then we’ll hear a quick report-out from each group.

Remind groups to again quickly assign roles: facilitator, recorder, presenter, timer.After five minutes of discussion, ask each group to report out.Encourage discussion along the way, depending upon time available.

Office Space Variations and Reevaluating Your Space (10 minutes)

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Reference text p. 80-81

Of course if money were no object, you wouldn’t have to worry about bridging the gap between what’s ideal and what’s reality. Most of us, though, are going to need to compromise. Given this reality, what are some things to keep in mind?


Remember, you’re going to need to reevaluate your space over time. The key is to continue to look at your physical space from the client’s perspective: What’s going to make them feel comfortable and therefore more likely to keep coming back?


Wrap Up (5 minutes)


Research real costs of items assigned to you. Be prepared to present findings for next class.DUE DATE: Next class

Review Chapter Three, in preparation for Chapter Quiz.DUE DATE: Next class


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Estimating Costs for Office Set Up

Last class, each group had the opportunity to calculate costs, based on your best guesses. Your homework was to research the real costs. Now, let’s hear what you found out. I’m going to give you a few minutes to meet with your groups to consolidate your findings. Then, I’ll ask each group to report out their “best guess” findings – and then their researched findings.

Allow groups a few minutes for groups to convene and share what each came up with, in terms of each member’s assigned items to research.Remind groups to assign roles.Each group reports out findings.

As we get further into this course, we’ll be talking a lot about estimating costs. This, you will find, is a skill that you need to have in order to effectively run your massage therapy business.


4. Review key points in Module 3.5. Demonstrate acquired knowledge with short quiz.6. Apply knowledge by working on elements of Final Project.

Chapter Review (15 minutes)Direct learners to the review questions at the end of Chapter 3, page 82.Lead a discussion on each of the questions. Look for are given below.


>>The chapter review questions provide an opportunity to refresh learners’ memories about their textbook reading<<

1. Name three physical features of your office location or space that would influence a client positively or negatively.- Location convenience, parking convenience, accessibility, comfortableness of reception

area, amount of noise, degree of privacy degree of cleanliness, aromas or lack thereof, adequacy and appropriateness of lighting, appropriateness of décor.

2. What are three primary areas of security and safety considerations you must consider when establishing a massage therapy practice?- Physical safety (e.g., snow removed from walkways, a stable massage table, lack of

clutter in the practice space)- Medical preparedness (e.g., knowing first aid and CPR)- Personal security (e.g., screening clients carefully, installing an emergency buzzer)

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3. What kinds of decisions about your physical environment are related to the type of clients targeted by your business? (Targeted clients might be fitness, sports, medical, spa, wellness)- Tailoring the décor to fit the client type.- Using or avoiding incense.- Choice of publications in the reading area.- Deciding whether to hang your credentials on the walls.- Choice of music.

4. What are some of the practices you could use to make your business environmentally sustainable?- Using organic and natural fiber linens, upholstery, rugs and oils.- Using biodegradable, nontoxic cleaning products and laundry methods.- Recycling everything possible.- Using sustainably produced items, such as paper and massage table.- Using compact fluorescent lighting.

5. What working environments could cause you to work in a session space that is less than ideal?- You might have to share a space in an existing office, such as a chiropractic office or spa.- The room where you provide massage therapy might be used for other functions.- Budget limitations don’t allow you to create your ideal space.

6. In what ways can you compensate for less-than-ideal space?- Bring in extra linens or a space heater if the room is too cool.- Bring in your own lamp instead of using the overhead lighting.- Display your professional credentials.- Use a privacy screen.- Bring in a portable CD player or iPod and docking station.








Beginning in Module 5, you’re going to be working on a Group Project. Our focus in Modules 1-4 is on your own individual development – personally and professionally. After that, though, you’re going to be working with a group to dream up your ideal massage therapy business.

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Personal Reflections. To start you thinking about this now, let’s take a few minutes to do some journal writing on the Ideal Physical Environment. Here are some questions to help guide your journal writing:

Think back on some of your favorite physical environments. What were the aspects that made them so appealing? Lots of natural light? Plants? Great colors? Interesting textures? Describe in detail.If money were no object, what would your dream massage therapy workplace look like? Be specific – and creative!

>>Direct learners to write in their journals for a few minutes<<

>>Afterwards, ask them to share thoughts with a partner<<

Is anyone willing to share with the group some of the ideas you came up with?


Hold on to these great ideas. This will be great material for you to work with when you start working with your group to design your massage therapy business.

Wrap Up (5 minutes)


Read pages 83-90. Begin with Chapter Overview and Objectives and stop before “Effects of Stress.”DUE DATE: Next class


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Module 4 – Practicing Self-Care3 Lessons

LESSON 1: Effects of Stress & Self-Care Techniques

Opening (5 minutes)

PPT-4 p.1 Welcome learners to Module 4: Practicing Self Care


In this module, you’ll learn about how to take care of yourself – and why it’s so important that you do!

PPT-4 p.2 Lesson Objectives (Review learning objectives with students)

1. Identify physiological and psychological effects of stress. 2. Identify various stress reduction techniques and their benefits. 3. Describe at least two ways to get physical exercise. 4. Describe at least two ways to get mental exercise.

A. Practitioner As Client Model (5 minutes)

PPT-4 p.3 Insights From the Experts

>>Referring to slide, ask a learner to read the quote aloud<<

The correct use of body mechanics can help the longevity and successfulness of their business or career. It can make or break them. I’ve been practicing massage for over 25 years, and with the correct use of body mechanics, I am still going strong. - Sandy Fritz, Health Enrichment Center Inc., Lapeer, MI

>>Engage learners in a short brainstorm session, addressing the questions below<<

What are examples of correct body mechanics?What are additional ways to engage in effective self-care, so that you too can continue to thrive in your career as a massage therapist year after year?

Self-Care. In our eagerness to take good care of our clients, we sometimes forget to take good care of ourselves. The truth is, though, you have an obligation to yourself to take good care of your body, mind, and spirit. As you do so, you’ll become stronger and more effective as a massage therapist and less prone to injury.

This is what we’ll be focusing on in this module – how you can manage your own self-care. This, you’ll discover, is truly the foundation to thriving both professionally and personally.

Good self-care will also benefit your clients. By practicing good habits you will be a role model for them. Any suggestions you offer about body mechanics, nutrition, exercise, and finding balance in their lives will have more credibility if they can see that you practice those things yourself.

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As you know, massage is a physically demanding profession. Your lifestyle habits – what you eat, how much you exercise, how much water you drink, your height/weight ratio, your attitude toward life, and your resiliency – all affect your physical and psychological ability to do the job.

Effects of Stress (25 minutes)


What is stress exactly?


Let’s start by defining it. Here’s the definition of stress found in Merriam Webster’s Collegiate Dictionary:

“A force exerted when one body or body part presses on, pulls on, pushes against, or tends to compress or twist body or body part. Especially the intensity of this mutual force commonly expressed in pounds per square inch.”

Here’s another definition: “A state resulting from a stress; especially one of bodily or mental tension resulting from factors that tend to alter an existent equilibrium.” In other words, to be under stress is to be out of balance.

A certain amount of tension is necessary in life. It helps us achieve peak performance levels, keeps us curious about life’s challenges and how to meet them, and gives life pizzazz. Too much stress, especially over time, is not good for us – and ultimately chips away at our ability to be our best.

Let’s face it – a certain amount of stress is unavoidable. But if you just allow stressors to pile up and then try to deal with them after they’ve arrived, that’s like noticing a leak in your kitchen ceiling and coping with it by simply putting a bucket on the floor to catch the drips.

You could have avoided the stress of a leaky roof altogether 1) if you had anticipated that your roof, like your body, mind and spirit, needs regular routine maintenance, 2) if you had actually performed that maintenance when it was needed – for instance, by getting the roof inspected annually and getting new shingles every 20 years, and 3) if you had set aside the funds for such repairs.

That’s not to say that by planning ahead we can control every aspect of our lives – far from it. Nor are we responsible for everything bad that happens to us. Coworkers quit, clients move away, someone rear-ends our car…Life is risky business.

But, we do have some control over how much stress we experience through the choices we make. The first strategy for dealing with stress is to construct a life in which stress is minimized. Then, you’ll have the energy to deal with a crisis if and when it happens.

So, let’s play a game…

>>Introduce group exercise<<

PPT-4 p.4 This is Stan, the new massage therapist. He doesn’t have a care in the world…

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How could we add some stress to Stan’s life? To get a handle on how to decrease stress in our lives we’re going to add stress to Stan’s. We get to be masochists for a day.

Let’s think up some actions Stan could take – or avoid – and the consequences of these choices. The scenarios don’t need to be far-fetched to create stress; the decisions we make every day can have a direct effect on the amount of stress in our lives.

Let’s look at various areas of Stan’s life as a massage therapist, starting with his finances. Money – or lack of it – can certainly add stress. Imagine, for example, that Stan avoids paying the bills for his massage practice. He just doesn’t like doing it, or he never gets around to it. What might be the consequences?

If Stan avoids paying his practice bills, these are the stresses he might experience:

His massage oil vendor stops selling to him.He pays late fees.Creditors hound him.His credit rating decreases.The bank won’t loan him money to expand.His family gets mad at him.His utilities get turned off.He has to file for bankruptcy.Even his dog doesn’t like him.

Continue the discussion by directing the learners to think up actions or inactions that would add stress to other areas of Stan’s life: practice management, self-care, and professional relationships – and whatever areas you and the learners come up with. Discuss the stressful consequences of those actions or inactions.

>>Have some fun! If the conversational pump needs priming, use the tips below<<

Allow 15 minutes for the exercise.

Adding Stress to Stan’s LifeArea Action or Inaction Possible Stressful ConsequencesFinancial Avoids paying bills Pays late fees; creditors hound him; credit rating

drops; decreased ability to borrow; troubled family relationships; utilities turned off; credit accounts closed; bankruptcy

Avoids collecting money owed to him

Loses out on the interest he could have earned had the money been in his savings account; unable to pay his bills; clients begin to take advantage of him

Charges too little Expenses exceed income; doesn’t make a profit; becomes discouraged about the field of massage therapy

Practice Management

Doesn’t invite clients to rebook

Books drop; income drops

Doesn’t market his practice

Business doesn’t grow; insufficient income

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Allows massage supplies to dwindle

Doesn’t have supplies necessary to do the job; decreased quality of service; drop in client satisfaction

Purchases cheap, unreliable equipment

Frequent massage table breakdowns; inability to work; drop in client satisfaction

Doesn’t have backups for important equipment

CD player/iPod breaks and he can’t play music during massage sessions

Skips a meal Irritability; low blood sugar; decreased effectivenessForgets to rest Irritability; rigidity; forgetfulness; decreased client

satisfactionSkips regular doctor’s appointments

Risks illness or injury

Professional Relationships

Ignores gut feelings about inappropriate client behavior

Risks his psychological and maybe even personal safety

Plays the Blame Game Alienates coworkers and clientsToo passive Allows clients and coworkers to take advantage of

him

>>Draw group exercise to a close<<

Great job! Stan is a wreck now! From one minute to the next he’s tearing his hair out, feeling enraged, or yearning to go home and pull the covers over his head.

If he’s under this kind of stress, his body, mind and spirit may be negatively affected.

What are some possible physiological effects of chronic stress?

Answer: Concentration problems, digestive problems, headaches, high blood pressure (associated with heart disease and strokes), memory problems, migraines, muscle tension, sleep disturbance, susceptibility to injury, weight loss or gain.

And, what are some possible psychological effects of stress?

Answer: Anxiety, depression, decreased sense of humor, general reduction in quality of life, irritability, lack of focus, relationship problems, reduced feelings of pleasure and accomplishment, rigidity.


Self-Care Techniques (10 minutes)


Stress is not bad per se; the real key is how we manage the stress.

In addition to stretching, like we just did, what are some ways to reduce stress? What would you suggest to someone who is overwhelmed and totally stressed out? What would you suggest to Stan to help him reduce his stress levels?

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>>Acknowledge all answers. Write them on the board under the heading “Stress Busters”<<

Look for: Anticipating and consciously eliminating stressors from one’s life, breathing exercises, calling a halt, journaling, meditation, physical exercise, planning ahead, proper nutrition, seeking guidance from a supervisor or friend, seeking professional help, sharing one’s feelings, sleep, spiritual/religious practice, yoga, massage.

The first and foremost stress reliever is rest. A nap or a good night’s sleep allows the body’s natural healing powers to kick in.

Another great way to manage stress and get back on track is by adding ritual to your life. Find a special place where, every day, you meditate, or pray, or write or listen to music, or plan your day – in other words, do whatever is meaningful to you. Creating and practicing such rituals can calm you and help you feel grounded.

A tip that comes from the 12-step program is to “Call a HALT.”

>>Write “HALT” on the board<<

If you’re struggling with something and it’s not going well and you’re feeling overwhelmed, stop and ask yourself, “Am I hungry?”

>>Point to the “H” on the board<<

Angry?

>>Point to the “A” on the board<<

Lonely? Or tired?

>>Point to the “L” and “T” on the board<<

If the answer is “yes” to any of these, stop what you’re doing – call a HALT. Take care of that need before proceeding with whatever problem you’re trying to solve. Get something to eat, or take a few breaths to let the anger dissipate, or reach out to a friend or family member, or get some sleep. Then go back to your problem. Life will look a lot better – and seem a lot more manageable.

Any other ideas on how to effectively cope with stress?


Before we continue our exploration of self-care techniques, let’s first recall the Wellness Wheel activity we did in Module 2. What are the six areas of well-being identified by the Six Dimensions of Wellness model?

Look for: physical, spiritual, emotional, intellectual, social, occupational.

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If you think about it, many of the commonly used and recommended self-care techniques are really ways of enhancing well-being in each of these six areas.

What are some techniques for centering yourself?


Look for, among others: meditation/prayer, relaxation techniques, walking, quiet time in beautiful setting, breath work, yoga, journaling, exercise, support groups, reading

What are some techniques for nourishing your body?


Look for, among others: meditation/prayer, relaxation techniques, walking, quiet time in beautiful setting, breath work, yoga, journaling, exercise, support groups, reading, receiving a massage

What kinds of exercise should we do to enhance our self-care?


Look for, among others: types of exercise include endurance training, strength training, and flexibility training

And, finally, what are some mind exercises to employ?


Look for, among others: include one or more senses in an everyday task; combine two senses; break routines

Self-Inventory (10 minutes)

HO 4-1 Self-Evaluation. Now, I’m going to give you a moment to do an inventory to see how you’re doing. Here’s a checklist of suggested ways to effectively manage stress.

>>Distribute Personal Self-Care Strategy Worksheet<<

How many of these do you do on a regular basis? Check off the ones that apply.

Pair Share. Turn to a partner and share what you’re already doing to manage stress (based on the checklist).

>>Lead a Pair-Share activity. Allow each to speak for 2 minutes<<

Now, take a moment to explore which practices you are not doing. Of the other items listed, which additional one would you like to try? Or, is there something entirely different you’d like to try?

>>Lead Pair-Share activity. Allow each to speak for 2 minutes<<

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Wrap Up (5 minutes)


Read pages 90-93. Begin with “Personal Self-Care Strategy” and read through the end of the chapter.DUE DATE: Next class

To follow up on your discussion with your partner, I’d like you to actually do the self-care activity that you decided you’d like to try out. Be ready to report back on how it went for the next class.

HO 4-2 Finally, to get you to think about becoming more strategic about taking care of yourself, you’re going to begin to develop your Personal Self-Care Plan, by filling out this Worksheet for Developing a Personal Self-Care Plan.

>>Distribute Worksheet for Developing a Personal Self-Care Plan<<

DUE DATE: Module 4 – Lesson 3


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LESSON 2: Personal Self-Care Management Strategy

Opening


1. Identify strategies for stress management. 2. Identify strategies to prevent self-injury through the use of proper body mechanics and

holistic methods.3. Set self-care goals to better manage stress.

Developing a Self-Care Plan

Small Group Work. I’m now going to give you some time to report out on your newly tried out self-care activities.

Organize learners into groups of about 4-5. If you’d like, you can just ask learners to form groups with their tablemates.Each learner reports out on how it went trying out his/her selected self-care activity.Allow 10 minutes altogether.Encourage any sharing out with the full group at the conclusion of the small group discussions.

Set Personal Self-Care Goals.I also asked you to begin thinking about how to become more strategic about taking care of yourself by filling out the “Developing a Personal Self-Care Plan.” We’re now going to take this a step further by having a deeper discussion about setting goals.

All goals – even Personal Self-Care Goals – should include concrete measures of success – someone could see you doing it and agree that you accomplish it.

For instance, if your long-term personal self-care goal is to travel Europe by train for 4 weeks in the summer of 2012, in September of 2012 will you know whether you achieved the goal? Of course. You either went on the trip or you didn’t.

Goal setting involves breaking down goals into long-term and short-term goals.

An example of a long-term goal might be: “Travel Europe by train for 4 weeks in the summer of 2012.”

A short-term goal you might need to set to help you achieve this long-term goal might be: “Set aside $___ per month for the trip.”

So, with this in mind, I’d like each of you to set a couple of long-term Personal Self-Care Goal and then set one or two short-term goals to help you reach that.

>>Direct learners to begin<<

Take 5 minutes to jot down your long-term goals. Remember, goals can change as you change. They’re not vows. So don’t be afraid to write down whatever comes to mind. This is really just a free-form brainstorm.

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Now, please turn to the person beside you and share the Personal Self-Care Goals you came up with.

>>Direct learners in Pair Share activity – 2 minutes per person<<

Now, I’d like you to pick one of these long-term Personal Self-Care Goals and with your partner, come up with some short-term goals you might want to set to help you to reach your long-term goal.

>>Direct learners in another Pair Share activity – 2 minutes per person<<

Did anything surprise you from this exercise? Were your goals different – or very similar – to your partner’s goals?

I suggest that you post your written goals in a place where you’ll see them often – on your refrigerator, bathroom mirror, etc.

Let’s do our stretch now – which also happens to be a great way to take care of ourselves!


Wrap Up


All of the work we’ve done so far in the area of personal self-care is now going to be directed toward your final Personal Self-Care Plan. You will need to include this as part of your final Personal Portfolio.

Here are the elements that need to be included in your Personal Self-Care Plan:

Long-term self-care goal, written in a format that is concrete and measureableShort-term goals needed to reach this long-term self-care goalYour plan to meet these goals, which will include 1) your support system, 2) your reward system, and 3) resources you will use to reach your goals. DUE DATE: Module 5 – Lesson 1

Review Chapter Three, in preparation for Chapter Quiz.DUE DATE: Next class


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Lesson 3: Summary & Application

Opening (5 minutes)

PPT-4 p.6 Lesson Objectives (Review learning objectives)







1. What are some of the physiological and psychological effects of stress?- Physiological: Concentration problems, digestive problems, headaches, high blood

pressure (associated with blood disease and strokes), memory problems, migraines, muscle tension, sleep disturbance, susceptibility to injury, weight loss or gain.

- Psychological: Anxiety, depression, decreased sense of humor, general reduction in quality of life, irritability, lack of focus, relationship problems, reduced feelings of pleasure and accomplishment, rigidity.

2. Identify various stress reduction techniques and their benefits.- Anticipating and consciously eliminating stressors from one’s life, breathing exercises,

calling a halt, journaling, massage, meditation, physical exercise, planning ahead, proper nutrition, seeking guidance from supervisor or friend, seeking professional help, sharing one’s feelings, sleep, spiritual/religious practice, yoga.

3. Identify strategies for stress management.- Scheduling stress management activities into your daily routine.- Centering yours.elf.- Nourishment.- Exercise.

4. Describe the basics of good nutrition.- Consume two cups of fruit and 2 ½ cups of vegetables/day.- Choose a variety of fruits and vegetables.- Consume 3 or more oz. of whole-grain products/day.- Consume 3 cups or more oz. of fat-free or low-fat milk products.

5. Describe at least two ways to exercise your body.- Weight lifting, running, swimming, Pilates, yoga, walking, martial arts,

elliptical/treadmills, stationary bikes.

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6. Describe at least two ways to exercise your mind.- Include one or more senses in an everyday task.- Combine two senses.- Break routines.

7. Describe whether or not watching television is a productive self-care technique.- No, research indicates that watching TV shifts the brain into neutral.

8. Describe the recommended ways of achieving better nutrition.- Eat fewer calories.- Make wiser food choices.

9. Describe strategies that will help you incorporate self-care into your daily routine.- Create a plan.- Set goals.- Scheduling self-care activities into your day.







Your application piece for this module is your Personal Self-Care Plan. Does anyone have any questions on this assignment?

>>Respond to all questions<<

I will now give you time to work on your Personal Self-Care Plan. Remember that this needs to be written up in a formal essay.

Wrap Up (5 minutes)


Read pages 95-106. Begin with Chapter Overview and Objectives and stop before “Business Structures.”


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Module 5 – Launching a Successful Practice11 Lessons

LESSON 1: Seeking Employment

Opening (5 minutes)

PPT-5 p.1 Welcome to Module 5: Launching a Successful Practice


This module is designed to get you started on launching your practice – as an employee, independent contractor or business owner.


1. Clarify pros and cons of seeking outside employment.2. Identify an appropriate sequence of steps for launching your massage career. 3. Create an effective strategy and identify tools for job hunting.

Employment Options (20 minutes)


Debating the Pro and Cons of Being an Employee. Let’s take a moment to talk briefly about the pros and cons of working for someone else – as opposed to being self-employed.

>>Referring to Figure 5.1 on page 97, engage learners in a brief discussion about the pros and cons of employment<<

Here are some questions to guide the discussion:

Referring to the pros and cons listed on page 97, what do you think are the pros of seeking employment?Based on your own experience, what do you think are the pros of employment?How about the cons, based both on the text and on your own experience?Overall, which way are you leaning – toward outside employment or self-employment?

Human Graph

>>Invite learners to form a quick Human Graph<<

Let’s see where we fall out on this – we’re going to do a quick poll by getting up and out of our seats.

All of you who think you’re leaning toward seeking a job – move to one side – and all you who think you’ll pursue self-employment – move to the other side.

OK, great! And, remember, it’s OK to change your mind – that’s what this class is for – to allow for some personal and professional exploration. Go ahead and take your seats. We’ll now begin exploring how to go about landing a job.

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Let’s take a quick pause. I’m going to give you a couple of minutes to reflect on this choice – work for yourself or work for someone else – and write about it in your journal. Which way do you think you’re leaning? Why?


>>Invite any sharing afterwards<<

Steps to Landing a Job (10 minutes)PPT-5 p.3

Present three-step process for landing a job:

Look inside – Know who you are and what you want.Look outside – Explore all your options through a variety of means.Show your stuff – Let the world see what you have to offer, in the best possible light!

Let’s take a look at each step:

Look Inside. Know yourself and keep challenging yourself to get to know yourself better through ongoing reflection, journaling, exploratory conversations, networking, and reading. This builds on all of the previous work we’ve been doing.

Anyone have any additional ideas?

>>Invite suggestions<<

It’s important to be clear about who you are, what’s important to you and what you’re really looking for. That’s the purpose behind all of the goal-setting exercises we do in this course.

Look Outside. Search any and all available resources, including classified section in the newspaper, job hunting websites (refer to page 104), job postings with associations, networking and asking everyone you know.

Anyone have any additional ideas?

>>Invite suggestions<<

There are many different sources to turn to, but one of the very best ways to find out information is by conducting informational interviews. Have you all had experience soliciting and conducting informational interviews?

>>Ask for a show of hands<<

Have any of you conducted any informational interviews specific to massage therapy?

>>Ask for a show of hands – and congratulate them<<


Informational Interview (20 minutes)

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All of you will be conducting informational interviews to gather more information about the field – and about one potential employer in particular.

HO 5-1 Here are some guidelines for your interviews (handout):

Call during business hours only and ask if you can set up a time to talk with for 15 minutes in person or on the phone.

It’s much better to do this in person. It’s good for you to have practice doing face-to-face interviews, and you’ll get a much more complete view of the business if you go there and see for yourself.

Explain that you’re training to be a massage therapist, and as part of your homework for this class, you’ve been asked to find out about businesses in the area that provide massage therapy.

Be polite. Do take no for an answer. If someone doesn’t want tot talk to you, for any reason, politely thank them and go away.

If the business owner or manager prefers to be interviewed on the spot over the phone, proceed.

It’s up to you to establish rapport with the interviewee and gather the information any way you want. Don’t just read the form aloud – have a real conversation.

You’ll note that the form doesn’t ask about sensitive topics such as fees for massage therapy or salaries for massage therapists. This is intentional. We don’t want to scare businesses away from cooperating with you.

If the person you interview volunteers any information, by all means record it and include it in your report to the rest of us!

For instance, although it’s not on your form, you could ask how many clients each week are first-time clients. Later on in the module we’ll talk about estimating supply and demand, and the information you gather would be pertinent to that discussion.

Again, you’re contacting the business just to gather information, not to apply for a job. That should make the interaction more relaxed for both of you. However, it’s important to remember that while these are intended to be informational only, occasionally they can lead to a job. Therefore, even in an informational interview, you need to think about putting your best foot forward and employ good interviewing techniques.

>>Distribute Potential Employer Profile Worksheet<<HO 5-2

Go ahead and fill out the top portion. Give students a couple of minutes to fill out top portion – answering any questions that might come up.You can also refer students to pages 10-28 in their textbooks for further information.

Mini Role-Play.To get you prepped for this assignment, let’s do a quick role-play.

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Find a partner. Decide who’s A and who’s B. A’s – you’ll play the role of the interviewer and B’s – you’ll play the role of the potential employer. Using the Potential Employer Profile Worksheet as a guide, A’s, I’d like you to interview your potential employer.

You’ll have 3 minutes – and then we’ll switch.

>>Call time after 3 minutes<<

If there’s time, switch roles.After role-plays, debrief the activity and see if there are any further questions about the assignment.

Wrap Up


We’ll use all of Module 5 – Lesson 11 to hear your presentations on what you found. At this time, you’ll need to turn in your filled-out Potential Employer Profile Worksheet.DUE DATE: Module 5 – Lesson 11


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LESSON 2: Resume, Cover Letter & Interviewing

Opening (5 minutes)


1. Identify key components to putting together an effective resume and cover letter.2. Review effective interviewing techniques.

Putting Together a Resume and Cover Letter (20 minutes)

Show Your Stuff – Resume. How many of you have a resume?


How many of you have a current, up-to-date resume, one that fully reflects who you are today, what you can do today, and what you’re looking for today?

>>Ask for a show of hands again. If anyone raises their hand this time, congratulate them<<

You’re certainly going to need a resume if you’re going to apply for a job as an employee. But it’s also a good thing to have even if you’re planning on being self-employed.

If you apply for a business loan, apply for certification as a woman-owned or minority-owned business enterprise, join an association, or introduce yourself to potential colleagues, a snappy resume can come in handy.

We’re going to talk about resumes for a while. Then, as your homework, you’ll draft a resume and cover letter.

Depending on your career before you entered massage school, you might be a whiz at this topic. If you are, please feel free to share your tips with the rest of the class.

How long should a resume be?


Unless you’ve been a massage therapist for 40 years and you’ve written 5 books on the subject, your resume should be just 1 or 2 pages. That’s as long as anyone wants to read, and it’s enough space to communicate all you want to communicate.

What do you want to communicate in a resume?


It’s true, you want to include all the facts and figures about your relevant training and experience and how to contact you.

What do we mean by “relevant”?

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You also want to spell out what you’re looking for, in an objective at the very top, so the reader doesn’t read it and say, “Well, that’s all very nice, but so what?”

Your objective should be a clear, confident statement of your goal – the type of position you’re looking for.

A resume is an advertisement about you, so if you’re trying to appeal to an employer and sell yourself, it’s imperative that you take the time to tell them exactly why they should hire you.

And if that prospective employer specifically states certain skills that they’re looking for, especially in the job title – for instance, “sports massage therapist,” then you as the candidate need to address what’s important to the employer and say how your qualifications meet those desired skills.

Think of your resume as your first all-important step in promoting you in order to get the interview. Try to think from the employer’s viewpoint as to why you should be considered and why calling you for an interview is a good idea.

Your resume should use action words. What are some examples of action words?


Here are some action words you can use in describing your experience:- Developed, designed, directed, proposed- Increased (as in “increased sales” or “increased profits’), earned, expanded- Reduced (as in “reduced turnover” or “reduced expenses”), initiated, launched- Provided, managed, motivated, revamped, surpassed- Supervised, operated, performed, won- Achieved, created, delegated, wrote

There are lots of resources out there to help you, but here are three good ones:The Damn Good Resume GuideThe Resume Catalogue: 200 Damn Good ExamplesReady-To-Go Resumes

All of these are paperbacks written by Yana Parker and published by Ten Speed Press. You can find out more at the website www.damngood.com.

You can also refer to page 104 in your textbook for a listing of additional resources – for job hunting, resume preparation, and career guidance.

Show Your Stuff – Cover Letter. A resume to a potential employer should always be accompanied by a cover letter.

There are basically three parts to every cover letter:

Introduction – introduce yourself and evoke interestBody – describe how your skills and experience are a good fit for the job

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http://www.damngood.com/


Close – express appreciation and promise to follow up

While this is the basic format, make sure that you personalize each cover letter.

Your goal is to create both a resume and cover letter that are going to gain the attention of the potential employer and motivate them to want to invite you for the next step: The interview.


Interviewing for Employment (30 minutes)

Show Your Stuff – Interviewing. Let’s fast-forward in time. Let’s pretend that you have identified a business where you might like to work, you have sent in a topnotch resume and cover letter, and they have called you in for an interview tomorrow morning at 9 o’clock.

What do you do now?


Expect answers like:Choose your clothing carefully.Be well groomed.Carry business cards.Have the names, addresses, and phone numbers of references handyLook the interviewer in the eye.Allow plenty of time to get there, so you can enter the building relaxed.Demonstrate confidence.Use humor appropriately.Smile.Bring an extra copy of your resume.

It’s also important to think about questions they might ask – in particular, questions that might make you nervous or defensive.

For instance, the interviewer might say, “I see on your resume that you weren’t employed from 2003 to 2005. What were you up to?”

How might you respond?


During the interview, you’ll want to look for openings in which you can strut your stuff – share you ideas and dreams, talk confidently about your experiences, or at least project a positive, upbeat attitude toward life.

Now refer to the questions suggested on page 103 Are there any additional questions you would add?What are some special considerations to take into account when interviewing for a massage therapy position?

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It’s important to remember that while the potential employer is interviewing you – you are also interviewing them to see if it’s a fit for you.

What are some things you might want to know about a prospective employer?


Set up the role-play. Place two chairs in the front of the room. One will play the interviewer and the other will play himself or herself as the candidate. The rest of the class will observe.

Take the person playing the interviewer aside (go somewhere you won’t be overheard) and give him/her these private instructions: In addition to asking “straight” questions, attempt to throw the candidate an occasional curve ball by asking an illegal question. For instance, ask the candidate, “Are you married?” or “Are you planning on having kids?” or “Where’d you get that charming accent?” or “How old are you?”

Begin the role-play. Let the conversation continue for 5 to 8 minutes.

>>Applaud the volunteers<<

Debrief the candidate. Ask how he/she felt during the interview. From his/her perspective, was it a successful interview?If the candidate doesn’t bring it up, ask how he or she felt, particularly when the interviewer asked question(s) that were inappropriate.

>>Conclude role-play<<

Ask observers for their reactions:What did the candidate do well? What might he/she have done differently?

>>Direct learners to pages 102 – 103 for more information on questions for both employer and candidate to ask (or avoid)<<


In this role-play, I asked the interviewer to purposely ask a question that is inappropriate. Employment laws actually prohibit questions that are potentially discriminatory.

What are some questions that employers legally can’t ask you?

Look for:Questions related to birthplace, nationality, ancestry, or descent of you, your spouse, or your parentsQuestions related to gender or marital statusQuestions related to race or colorQuestion related to religion or religious days observedQuestions related to health or medical historyQuestions related to pregnancy, birth control or child careQuestions related to disabilities or handicaps

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>>If there’s time, repeat the role-play with 2 new volunteers<<

Personal Reflections. Let’s pause here to write in our journals. Reflect back on interviews on the past. Recall one that went really well. Why did it go so well? What strengths of yours were you able to convey? Did you feel at ease? What helped you to do well? How might you be able to repeat this in the future?

>>Allow learners to write in their journals for a few minutes<<

>>Elicit any sharing afterwards<<

Show Your Stuff – Demo Massage. The next step after the interview is the demo massage. Let’s review some of the criteria for the demo massage.

PPT-5 p.5>>Review criteria for interview demo massage<<

Wrap Up (5 minutes)


Your homework is to draft a resume and cover letter. This is only a first draft – so, you don’t need to worry about making it perfect. Please refer to the sample resume shown on page 100. Remember to include information that is relevant to massage therapy.DUE DATE: Next class

Next class, you’ll have the opportunity to get feedback from your classmates on your resume and cover letter. In this class, you’ll have the opportunity to engage in planning out your career.


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LESSON 3: Individual Career Planning

Opening (5 minutes)


1. Receive input from classmates on resume and cover letter.2. Set goals and objectives for starting your massage therapy career.

Feedback on Resume and Cover Letter (25 minutes)

HO 5-3 You are now going to have the opportunity to get some feedback from your peers on the resume and cover letter you’ve drafted. We’re going to engage in a “Round Robin Pair Share.”

Find a partner and swap resumes and cover letters. Hand your Feedback Form to your partner to fill out the top portion, read over your partner’s resume and cover letter and then provide both written (filling in top portion of their Feedback Form) and oral feedback to your partner.

>>Distribute Feedback Form Worksheets<<

We’re going to keep this at a fairly fast tempo – so that you can get feedback from two different people.

Here’s how the timing will work:2 minutes to read over your partner’s resume and cover letter2 minutes to fill out the Feedback Form2 minutes for Person A to give oral feedback to Person B2 minutes for Person B to give oral feedback to Person A

>>Repeat exercise<<

Goals and Objectives (25 minutes)

Setting Professional Goals. In Module #4, you set Personal Self-Care Goals. Now, you’re going to work on setting Professional Goals.

Let’s talk about the power of setting goals. Folks who are high achievers usually have a plan for accomplishing whatever it is they want to accomplish in life.

Few people, I expect, have reached the top of Mount Everest because they happened to be out strolling one day and thought they’d sort of wander in that direction and see what happens.

Anyone who’s made it to the summit got there as the result of intense planning and serious goal setting. They probably started with short-term goals such as low-altitude climbs of increasing duration.

Then they moved on to mid-altitude climbs and finally high-altitude climbs, steadily increasing their endurance. Along the way they learned to master their equipment and build camaraderie with their teammates.

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They set financial goals to cover not just the cost of the trip but also their living expenses while they were away from work.

They wrote these goals on paper and included concrete measures of success. For instance, “To build endurance, climb to the summit of Mount Hood, carrying a 10-pound pack, in X hours or less, by August 15.”

What other goals might this climber set?


My Goals as a Massage Therapist. When it comes to setting goals, we need to think about setting both long-term and short-term goals. Long-term goals are where we want to be in the next 5 or 10 years. Short-term goals are more immediate – and are stepping stones toward ultimately reaching our long-term goals. Keep in mind that most long-term goals require numerous short-term goals.

Just as we discussed earlier when setting Personal Goals and Self-Care Goals, all goals should include concrete measures of success – someone could see you doing it and agree that you accomplished it.

Here are some examples of long-term goals:

“By my birthday in 201__, develop a thriving sports massage practice in which 80% or more of my clients are interested in learning how to massage as part of their training.”

“By January 1, 201__, provide massage 4 days a week in an upscale spa within walking distance of my home.”

Here are some examples of short-term goals:

“Increase my stamina so that I am able to provide 6 massages per day by June 1.”

“Research all spas by zip code by July 1.”

Now, on a blank sheet of paper (to go into your binder), write out some of your career long-term goals. Don’t think about it too much – you’ll have a chance to develop this much further in just a minute.

>>Give learners 2 minutes<<

Now, select one of those long-term goals, and write out short-term goals you’ll need to set to achieve this long-term goal.

>>Give learners 2 minutes<<

HO 5-4 Individual Career and Practice Planning. I am now going to pass out a Career Planning and Practice Worksheet to help you to flesh out your individual career goals and objectives.

>>Distribute Individual Career and Practice Planning Worksheet<<

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Instruct learners to refer to Personal and Self-Care Goals that they set earlier – and insert one of each into the worksheet.Let learners know that we’ll be discussing financial planning in an upcoming lesson – and at this time revisiting their Financial Goals.

Your homework will be to complete this worksheet. Take a few minutes now to begin filling it out. I am also happy to take any questions.

Wrap Up (5 minutes)


Based on suggestions from your two peer editors, re-draft your Resume and Cover Letter. Place the final versions of each in your Portfolio.

Complete the Individual Career and Practice Planning Worksheet. DUE DATE: Next class

Read pages 106-112. Begin with “Business Structures” and stop at “Business Plan.”DUE DATE: Next class


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LESSON 4: Self-Employment

Opening (5 minutes)


1. Clarify pros and cons of self-employment.2. Describe different types of business structures.

>>Collect Career and Practice Planning Worksheets<<

Please turn in your Individual Career and Practice Planning Worksheets.

Would anyone like to share anything that came up for you with this exercise?

Self-Employment (15 minutes)

>>Conduct a “Fire Lane” Debate: Pros and Cons of Self-Employment<<

Two classes ago, we engaged in a brief discussion about whether it’s better to work for someone else or for yourself. Today, we’re going to take it a step further with a “Fire Lane” Debate.

Here’s how it works: If you think that overall it’s better to work for yourself – move to this side of the room. If you think it’s better to work for someone else – move to the other side of the room.

Clearly delineate which side of the room corresponds with which side of the debate. Drawing a line down the center of the room with masking tape (ahead of time) helps to make the “battle lines” even clearer.

Draw from the pros & cons of employment and self-employment listed on page 97 and page 108, respectively.

Elicit responses – one at a time. In other words, elicit a response from one side and immediately ask for a counter argument on the other side. Continue lobbing the debate, one point at a time, from one side to the other.If someone changes their mind, they must physically “cross the line” to the other side. If someone does change sides, ask the person to share their reasons for changing sides.Allow the debate and conversation to continue for 10-15 minutes, interjecting questions to prompt a continued back and forth debate.Debrief at the end.

It’s important to keep these thoughts in mind – and know that there are upsides and downsides to either option. The real issue is what’s best for you – and this may change as your life changes and your goals change. For example, some of you may start out as an employee and then start your own massage therapy business a few years down the line.

Again, the clearer you can be about what your personal and professional goals are – the better you can align your career choices to match these. This is why it’s so important to continue to reflect on what matters to you – both personally and professionally.

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Business Structures (15 minutes)

Let’s now take a deeper dive into what’s involved in setting up your own business.PPT-5 p.8

>>Referring to slide and pointing learners to Figure 5.5: Pros and Cons of Business Structure Types (on page 107), review types of businesses:<<

Sole proprietorshipPartnership: General, Limited, or Limited Liability Company (LLC)Corporation: Corporation (C Corporation), S Corporation, Professional Corporation, or LLC

>>Lead a discussion about each business structure, covering the following points:<<


Definition (refer to page 105)ExamplesPros and cons (refer to page 107)


Group Final Project: Business Plan & Presentation. Up to this point, you have been on an individual exploration – uncovering what matters to you most both personally and professionally, and creating a personal action plan to launch a position.

You are now going to begin working together in groups to create a business plan for a massage therapy practice. In essence, you and your teammates will build the plans for starting a massage therapy practice from the ground up.

Have any of you here ever started and run your own business – or know anyone who has?


What are some “lessons learned”?

>>Acknowledge all responses – and record ideas on the board<<

Keeping these thoughts in mind, let’s now talk more about your project. As a group, you are going to plan out a massage therapy business, create the business plan and then present the concept to your fellow classmates.

Form Groups. To get us started on this, we’re first going to divide ourselves into groups of 4-6. If you recall in Lesson 1, Module 5, you identified your preferred career setting. We’re going to revisit that – and use this as the basis to form groups.

Human Graph. At this point, lead learners in another Human Graph Activity. Learners move to different parts of the room in accordance with their preferred career setting, selecting from one of the following:

Fitness/Sports

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Chiropractic practice HospitalMassage therapy practicePhysical therapy practiceWellness centerSpa/Resort/Salon

Make sure that you are very specific about which part of the room corresponds with which career setting. For example, “Those of you whose preferred career setting is a fitness/sports facility, move to the front right-hand corner of the room.”

Assist the learners in forming groups. For example, you may need to combine learners from one setting with learners from another setting. Or, you may need to sub-divide within one career setting.

Working with a group can be both rewarding – and challenging. To help your group get off to a good start, we’re going to take a few minutes now for you all to get to know each other – but in a way that may be different than you’re accustomed to.

Creating Group Cohesion. Please go around the group, reintroducing yourself addressing the following points:

My greatest strengths are…Some of my weaknesses are…Here are some things you should know about me (in terms of how I relate with others and work as part of a team)…

Each group is going to be responsible for producing and presenting a sizeable project. The better the group dynamics are, the easier you’ll find that it is working together – and dividing up tasks.

I know that all of you have worked with others in the past. What are some things that you’ve found are important to maintain good group dynamics?


You’ll be meeting together outside of class. Here’s one thing I would suggest to help things running smoothly: Begin every meeting with a quick “check in.”

What’s a “check-in”?

Look for: Opportunity for each member to quickly express how they’re feeling.

You’re going to be given your first group homework assignment. Before I go over this, I’d like for you all to reconvene with your group right now and set a time and place now. You might want to go ahead and discuss when and where you can begin to meet on a regular basis between now and the end of the course.

We’ll also be spending a fair amount of time in class working on these projects, so I’d suggest that you start sitting as a group.

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>>Congratulate everyone for their courage and sense of adventure in embarking on this group endeavor<<

Wrap Up (5 minutes)


Read pages 112-127. Start with “Business Plan” and stop at “Laws and Regulations.”DUE DATE: Next class

Meet with your group to begin brainstorming ideas for the massage therapy business that you all will collectively design.

Here are some questions to consider:

What’s your business going to look like?What will make your group’s practice stand out?What kind of environment do you want to create?What do you want to call your business?

Make sure that you take notes – for this discussion and all of your discussions! This information will be critical for building your business plan. Furthermore, you will need to submit ALL of your notes and brainstorming ideas in the appendix section of your business plan. Make sure that you date each of these discussions!DUE DATE: Next class


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LESSON 5: Business Plan

Opening (5 minutes)


1. Identify the components of a business plan. 2. Begin designing business plan.

Business Plan (50 minutes)

Your homework was to meet as a group to begin brainstorming ideas about your group’s business. What are some of the ideas that you all came up with?


We’re now going to start to formalize this initial brainstorm session, by beginning work on a business plan. How many of you have created a business plan before?


Why is it important to create a business plan?

Look for: provides direction for a business, serves as the “map” for your business, clarifies business goals and how to achieve these, required if you plan to borrow money or solicit investors

What does a well-done business plan look like?

Look for:Tells a compelling story about the business Addresses the “who, what, when, where, how and why”Is focused and clearDefines specific business objectives and goalsIs a living document and therefore should be updated regularly

HO 5-5 I’m going to give you a worksheet that will help you get started on developing your business plan.

>>Distribute Business Planning Worksheet<<

It’s important to keep in mind that there are a lot of resources out there to help you, including the SBA Business Development Center. In fact, the template that you will be using for your final business plan is the one that suggested by the Small Business Administration.

>>Refer learners to “Spotlight on Business,” pages 111-112<<

As you can see here, the first item in the list is to “Write a business plan” – which is exactly what you are each getting ready to do (with your group). Keep in mind, that in running your own business, you are essentially engaging in dual professions: massage and management. In other words, you need to be both a skilled massage therapist as well as a savvy businessperson. This

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may seem overwhelming at first, but if you take the time to put in some upfront planning time – which includes creating an effective business plan – you’ll find that it can become much more manageable.


Group Planning. I’d like each group now to use this worksheet to begin drafting your business plan. Some of the questions you may not be able to answer right now, but go ahead and make a stab at them anyway.

Groups convene to begin drafting their Business Plan, using the Business Planning Worksheet.

>>Remind the groups that they need to set a meeting time outside of class<<

Wrap Up (5 minutes)


Read pages 127-135. Start with “Laws and Regulations” and stop at “Market Need.” DUE DATE: Next class


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LESSON 6: Laws, Regulations & Insurance Requirements


Eliciting Peer Feedback on Business Plan Ideas. We’re going to pair up in groups so that you all can give each other feedback (and also so you can get some practice for your final presentations at the end of the course).

Based on the discussions that you had with your group, both in class and for your homework, each group is going to present their initial business plan ideas to another group.

Here’s how it’ll work. Pair up groups.

>>If there are an odd number of groups, form one trio<<

Now, decide which group is “A” and which group is “B.” The A groups will go first: you’ll present your initial business plan ideas to the B groups. Meanwhile, B groups will listen carefully (and even take notes). After the presentation (I’ll call time after 3 minutes), B group members will give feedback (for another 3 minutes). Then, you’ll switch.

Give each of the groups a few minutes to convene and make final preparations.Now, “A” groups present to “B” groups. Call time after 3 minutes.“B” groups provide feedback to “A” groups. Call time after 3 minutes.Switch.If there are an odd number of groups – the remaining group will present to the entire class.

>>Debrief the activity<<

Great – this was meant to get you started right away in thinking about your business plan development. This is going to be a long process, but if you break it down into steps, it’ll be very manageable.

Let’s now begin today’s lesson.


1. Identify legal & regulatory issues that you need to know when opening your practice. 2. Clarify insurance requirements to protect yourself against loss.


Laws and Regulations (15 minutes)


Most states have laws and regulations in place that you will need to meet before launching your career as a massage therapist. How many states now have these laws and regulations in place?

Look for: 44 states

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This, of course, is likely to change. And, as you know, even if your state doesn’t currently have laws and regulations in place, it’s still a good idea to meet the requirements – as if there were laws and regulations in place. In fact, recall that in some cases, cities sometimes have their own laws and regulations in place.

In states that are regulated, what’s usually required?

Look for:Valid license or other form of registration/certification from the statePass an examSometimes a criminal background check

While state requirements vary, what’s the minimum number of educational hours required?

Look for: 500 hours

Which states require the most? And, how many hours do they require?

Look for: Nebraska and New York – 1000 hours

In addition to meeting these state and local laws and regulations, you will also need to meet the requirements for business licenses and permits.

Has anyone ever held a business license and/or permit?

>>Acknowledge responses<<

Remember that a business license is different from a massage therapy license – which is a professional license. This is a reminder of how you are going to need to be an expert both in massage therapy and in business – especially if you decide to become a business owner or even an independent contractor, as opposed to an employee.

So, let’s review. What are the licenses that are required for you to become a massage therapist and business owner?

Look for:State, county, and/or city massage therapist licenseCity and/or county business license

Point out: If you are an employee, you will still need to have a professional license, but you will not need to have a business license. If you are a business owner, you need to have both.

And, what are the certificates and permits required to run a massage therapy business?

Look for:City and/or county certificate of occupancy for an officeState and/or county dba (“doing business as”) permit for operating your practice under a name other than your ownBuilding permits for building or remodeling spacePermits from your local fire, health, or police department

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Seller’s permit for your state, city, or county (if you are required to charge a sales tax for selling products)Employer identification number (EIN) from the IRS (if you are a partnership or corporation or if you hire employees)

Insurance Requirements (10 minutes)


What are the 7 types of insurance requirements?

Look for:Professional liabilityGeneral liabilityProperty insuranceBusiness interruption insuranceDisability insuranceWorkers’ compensationHealth (medical) insurance

PPT-5 p.11

>>Referring to slide, review and define each of these. Address any questions and refer learners to pages 132-134 in their textbooks<<

Wrap Up (5 minutes)


Read pages 135-141. Begin with “Market Need” and stop before “Business Policies and Procedures.”DUE DATE: Next class

What are the regulations for your state? Find out by going to – http://www.amtamassage.org/regulation/index.htmlDUE DATE: Next class


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http://www.amtamassage.org/regulation/index.html


LESSON 7: Market Need, Services & Products, Pricing

Opening (5 minutes)

Reporting Out. Let’s hear what you found out about the regulations that are required by your state.

>>Acknowledge responses – and make sure that the information given is correct<<


1. Estimate the size of your market. 2. Determine the services and products your business will offer.

Market Need (15 minutes)


Using the formulas shown on pages 136-139, your group is going to need to gather the following information about your community:

Estimated Supply (refer to Figure 5.12 on page 136)Estimated Demand (refer to Figure 5.13 on page 137)Estimated Unmet Demand (refer to Figure 5.14 on page 138)

Based on these figures, as a group, you then need to calculate

Your Potential (refer to Figure 5.15 on page 139)

>>Review terms and ask if there are any questions<<

Estimating Supply and Demand. Let’s review and break down terms – in the context of your assignment. (Remember that you all are making these calculations as a group, as opposed to an individual practitioner.)

Estimated current supply: - Number of practitioners already offering massage. - What percentage are full-time; what percentage are part-time.

Estimated total demand: - Number of clients (massage consumers) in your area multiplied by the number of

massage.- sessions you estimate they will get per year.

Calculate unmet demand: - Subtract the current supply from the total demand. - The remainder is the unmet demand. - If the unmet demand is large enough to support the group’s career goals, there is a good

opportunity for you in the community you have chosen.

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>>Any questions?<<

Estimating Unmet Demand. Let’s review and break down terms:- Supply: Community’s supply of total massage hours now provided by massage

practitioners.- Minus Demand: Subtract the demand for massage hours from the number of supply

hours.- Unmet Demand in Hours: The difference = unmet demand hours.- Unmet Demand in Number of Clients: Divide unmet demand hours by eight .

>>Any questions?<<

Your Potential. Let’s review how you go about calculating this:- urs you want to work each week- Times weeks you want to work each year- Divided by eight visits per client per year- Equals number of clients you need- Your Potential: Now compare your supply to the unmet demand

Remember that you are calculating your potential as a group – not as an individual! Therefore each member of the group needs to calculate his/her individual potential and then as a group, you need to collectively add up these figures to determine the group potential.


Services and Products (20 minutes)


Each group is now going to engage in a brainstorm session to generate ideas about services and products that you might like to offer.

What are some things to keep in mind when you’re brainstorming?

Look for: The purpose is to come up with as many ideas as possible.Resist discounting “bad” ideas and remain open to all possibilities.There’ll be time later to narrow down options.

Specific to this brainstorm session, keep in mind the following:

The career setting that your group has selected (for example, you would probably have greater success selling aromatherapy products in a spa, than in a hospital setting)The interests and skill sets represented within the group (for example, if one of you happens to be a skilled jeweler, your group might want to take advantage of this and sell jewelry)

Remind each group to assign roles before beginning the brainstorming process: facilitator, recorder, presenter, and timer.

>>Give the groups 10 minutes to brainstorm ideas<<

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If possible, provide flip chart paper and markers to each group to assist with the brainstorming process.After the 10 minutes, take a moment to first debrief with the full group about the process itself.Then, ask each group presenter to share a few ideas that his/her group came up with to the class.Remind the class that it’s OK to “steal” ideas. In other words, if a group presented an idea that your group really likes, it’s OK to incorporate it into their planning.

Pricing (15 minutes)


PPT-5 p.13The next item your group is going to need to consider is your pricing strategy.

>>Referring to slide, discuss the concept of “What to Offer and How Much to Charge?”<<

A common pricing strategy that is often used is discounting. Let’s discuss this, exploring its pros and cons.

Before we go any further, let’s take a brief moment to review the pros and cons listed in the textbook.

>>Direct learners to “Spotlight on Business” on pages 140-141<<

Facilitate a discussion, encouraging learners to voice different opinions on the topic. Here are some questions to guide you:

Based on these, as well as your own experience, what do you think – is it a good idea or not?Do you think that there might be times that this strategy could backfire?

Wrap Up (5 minutes)


Read pages 141-154. Begin with “Business Policies and Procedures” and stop before “Financial.”DUE DATE: Next class

You also need to meet with your group to continue developing your business plan. In your discussion, please address the following questions (and be ready to report back for next class):What is the market need?What services and products will you offer?What will be your pricing structure?


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LESSON 8: Business Policies & Procedures; Professional Assistance


Reporting Out. We’re going to hear a quick report-out from each of the groups on what they came up with in their discussions. I’ll first give you a few minutes to convene with your groups.

Remember, here are the questions that you need to address in your reports:

What is the market need?What services and products will you offer?What will be your pricing structure?

>>Give groups a few minutes to convene<<

Allow each group to give a quick report-out.Encourage others to provide feedback.


1. Determine the policies that will govern your business. 2. Evaluate whether or in what areas you will hire professional assistance.

Business Policies and Procedures (10 minutes)


When you set up your own massage therapy business, you are going to need to establish your company’s business policies and procedures. Your group’s business plan will need to include these.

What do we mean by “business policies and procedures?”

Look for: how things get done in the business, standard operating procedures, known by everyone

Just like we established norms at the beginning of this course, the business policies and procedures are basically the “norms” for your business.

PPT-5 p.15 Take a look at Figure 5.16, on page 142 in your textbook. Are there any questions about any of these? Is there anything you would add on? With your group, you’re going to need to decide what your business policies will be, addressing each of these points.

>>Acknowledge responses and address any questions<<

>>Referring to slide, note that there are three types of policies to establish: client policies, business policies and employee policies<<

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Professional Assistance (10 minutes)


You’re going to need to decide what kind of professional assistance you’re going to need.

As a group, please take 5 minutes to do the following:

Referring to Figure 5.17 on page 144, review the checklist and discuss who “can do it” or who “can learn it” – and which items you will want to “hire someone.”After you’ve gone through this checklist, identify the experts within the group and the professionals you will need to hire.

>>If there’s time, allow groups to share out what they have decided<< Hiring Others (10 minutes)


Let’s take a moment to talk briefly about the pros and cons of hiring others.

>>Referring to Figure 5.18 on page 146, engage learners in a brief discussion about the pros and cons of hiring others<<


Referring to the pros and cons listed on page 146, what do you think are the pros of hiring others?Based on your own experience (or what you’ve heard from others), what do you think are the pros of employment?How about the cons, based both on your text and on experience?

Interviewing Prospective Employees (15 minutes)

We’re going to do another interview role-play, but this time our focus will be more on the interviewer (as opposed to the candidate). Remember, you’re now in the role of the employer.

First, let’s come up with some questions that you (as the interviewer) might want to ask. Take a look at some of the suggestions shown in your textbook.

>>Direct learners to Figure 5.21, page 147 in their textbook<<

Can you think of other questions you might want to ask?


Remember, as we discussed earlier, there are questions that you definitely want to avoid asking a potential employee. What kinds of questions should you avoid?

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>>Elicit responses, referring to Figure 5.21, page 147 in the textbook<<

>>Review the laws, such as Civil Rights Act and ADA, that must always be taken into consideration. (Refer to page 147.)<<

OK, we’re ready to go. I need 2 volunteers. Who would like to volunteer?

>>Set up the role-play<<

Place two chairs in the front of the room. One will play the interviewer and the other will play the candidate. The rest of the class will observe. Begin the role-play. Let the conversation continue for 5 to 8 minutes.Applaud the volunteers.Debrief the interviewer. Ask how he/she felt during the interview. From his/her perspective, was it a successful interview?Debrief the candidate. Ask how he/she felt during the interview. From his/her perspective, did the employer do a good job of conducting the interview?

>>Conclude role-play<<

Ask observers for their reactions:What did the interviewer do well? What might he/she have done differently?

Wrap Up (5 minutes)


Read pages 155-163. Begin with “Financial” and read through the end of the chapter.DUE DATE: Next class

In addition, you’ll need to meet as a group and discuss the following questions:

What will be your business policies and procedures?Will you use professional assistance?Who will be your advisors?Will you hire employees?

Hold on to your notes! Not only will you need to turn them in at the end of the course, but you will use the notes from this discussion (and all discussions) to develop your business plan.DUE DATE: Next class


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LESSON 9: Financial Planning


Reporting Out. We’re going to hear a quick report-out from each of the groups on what they came up with in their discussions. I’ll first give you a few minutes to convene with your groups.

Remember, here are the questions that you need to address in your reports:

What will be your business policies and procedures?Will you use professional assistance?Who will be your advisors?Will you hire employees?

>>Give groups a few minutes to convene. Allow each group to give a quick report-out<<

>>Encourage others to provide feedback<<


1. Construct a financial plan.2. Describe the basics of selling, buying, or closing a business.

Financial (20 minutes)


My Financial Goals – As an Individual. We’re going to take a step back from our group focus, back to an individual one. Individually, each of you has set Personal Goals, Self-Care Goals and Career Goals. Just as we’ve discussed, goal setting is a critical step in achieving what we want out of life. This applies toward financial planning as well.

We’re now going to set some personal Financial Goals – both long-term and short-term.

Here’s an example of a long-term goal:

“Achieve a net profit (or salary) from massage of $______ per year by 201_.”

Here are examples of short-term goals:

“Pay off all student loans by February 1, 201_.”

“Increase fees by a minimum of 10% per year.”

Take a few minutes now to jot down some of your Financial Goals, distinguishing long-term goals from short-term goals.

Share these with a partner and then select what you feel is your most important long-term Financial Goal. Take a moment to add this on to your Individual Goals and Career Planning

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Worksheet that you filled out in Module 5 – Lesson 3.

Financial Goals – As a Group

Now, join with your group. Take a moment for each of you to share your most important long-term Financial Goal. Keeping these in mind, engage in a discussion about the financial goals your group has for the business that you are forming.

Referring to page 155 in your textbook, address the following questions:

What do you think your start-up costs will run?What do you estimate your monthly expenses will run?And, finally, what do you estimate your monthly revenues will amount to?

After this general discussion, you all are going to need to do some real research. First, decide how you’re going to divide up researching the various costs.


Exit Strategy (20 minutes)


Although it might sound strange, you want to think up front about your “Exit Strategy” – and the steps to get there.

First, let’s talk about the cycle of a business. First, you either start a business from scratch (as you’re doing with your groups) – or you can buy an already existing business.

What are some advantages to buying someone else’s practice?

Look for:- Eliminates some level of competition.- Acquire already existing clients.- Saves steps of evaluating and purchasing equipment, supplies and systems.- Many of the business policies and procedures already in place.

If you are going to buy a practice, what are some steps you’re going to need to take?

Look for:- Assess practice income (refer to Figure 5.26 on page 159)- Negotiate a purchase price

How do you determine what the cost of a business should be?

Look for:- Hard assets (furniture, equipment, etc.)- Soft assets (projected expenses of unpaid balance of the lease, insurance premiums, etc.)- Goodwill (reputation of the business, loyalty of clients, working relationships with

suppliers, etc.)

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The next step is, of course, actually running the business. But, let’s say you decide to sell and close the business. What does this involve?

Look for:- If a corporation – sell the assets, pay off the debts, distribute proceeds of liquidated assets

to shareholders/owners.- If a partnership – partners need to reach an agreement on who gets what.- If a sole proprietorship – sell off your assets and use to pay off your liabilities or sell

practice to someone else.


Refer to Figure 5.28 “Checklist for Closing a Practice” – on page 161 – for more information.

Please meet as a group now to discuss what your Exit Strategy will be.

>>After groups have had time to meet, allow any sharing with the full group<<

Personal Reflections. Let’s take a few minutes now to write some thoughts in your journal. Here’s your prompt: Life After Massage Therapy. Write whatever comes to mind. Don’t think about it too much, just write!

>>Give learners a few minutes to write in their journals<<

>>Ask learners to then share thoughts with a partner. Encourage learners to share out ideas afterwards<<

Wrap Up (5 minutes)


Review Chapter Five, in preparation for Chapter Quiz.DUE DATE: Next class

In addition, you’ll need to continue working on your business plan. Building on your discussion in class about costs – now go out and do your research. DUE DATE: Next class


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Opening (5 minutes)




>>Direct learners to the review questions at the end of Chapter 5, pages 162-163<<




1. What skills do you need for the process of finding a job?- Goal setting skills, resume writing skills, oral communication skills, internet search skills,

research skills, financial planning skills.

2. Create an effective strategy for job hunting.- Set short-term and long-term goals.- Research potential employers.- Create your resume and cover letters.- Practice interview strategies, then go on interviews.- Thank those who helped you in your job search.

3. What are the pros and cons of a sole proprietorship, a partnership, a corporation, and a limited liability company?- Refer to full list of pros and cons for each on page 107 in textbook.

4. What are the components of a business plan?- Overview of the business, the market, marketing plan, operating plan, financial plan.

5. For what purposes would you use a business plan?- To help focus on long-term and short-term employment goals.- To help you identify how to build your business and thus reduce your financial risk – and

increase your likelihood of success!- To use in applying for funding.

6. Where would you go to find out what the scope of practice is for massage in your state?http://www.amtamassage.org/regulation/index.html

7. If your state regulates massage, what are its qualifications for becoming licensed?- Depends on state.

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http://www.amtamassage.org/regulation/index.html


8. If your state does not regulate massage, what local qualifications apply to becoming licensed to open a massage business?- Depends on city.

9. How can you identify the supply of and demand for massage therapy in your community?- Estimate current supply by looking at the total number of massage therapists currently

serving your market’s needs.- Estimate total demand by using survey information and analyzing national patterns.- Calculate unmet demand by subtracting demand from supply.

10. What are some of the pros and cons of selling merchandise?- Pros: potentially can further your image as a professional.- Cons: liability issues, often products are available online for lower prices, bulk ordering

takes up a lot of space, some states place restrictions

11. What factors influence pricing of your services?- Costs and pricing of comparable services.

12. In what four areas might you establish policies that will govern your business?- Client related

o Code of ethicso Business hourso Acceptance of tips

- Employee relatedo Employee work hours and dayso Employee benefitso Dress and hygieneo Method of conflict resolution

- Internal structureo Procedure for opening officeo Computer back-up and securityo Tax return forms and schedule

13. What are three important steps to consider if you want to sell your business?- Consult with knowledgeable specialists who have experience in selling massage therapy

practices.- Don’t sell in desperation.- Set a reasonable price.- Get your paperwork in order.- Anticipate how a buyer would scrutinize your practice.- While your practice is on the market, keep your staff and clients happy.

14. Describe why a person might choose to buy an existing business rather than building his or her own business from the start.- Eliminates some level of competition.- Acquire already existing clients.- Saves steps of evaluating and purchasing equipment, supplies and systems.- Many of the business policies and procedures already in place.

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15. Why is it important to evaluate your business plan before you try to implement it?- Make sure your business ideas match your goals.- Make sure your business is financially viable.- Helps to address questions ahead of time, such as hiring, that you’ll need to address over

time.







Application (25 minutes)I am now going to give you time to meet with your group to continue working on your business plan. Having completed Module 5, you have enough information and expertise to begin addressing the following sections of your group’s business plan:

“Business Description and Vision” “Definition of the Market”“Description of Products and Services”

Keep in mind that you will continue to gather information during Modules 6, 7 and 8 on each of these areas. However, you have enough information to get started. Here’s a reminder of what each of these areas should cover:

Business Description and Vision. This section should include the following: Mission statement (purpose of your business);Vision statement (what the growth of your business will look like);Business goals and objectives;History of the business;List of key company principals (your group members).

After reviewing this section the reader should know what your business stands for, your estimated growth and potential, specific goals and objectives, and background about the company (and individual members).

Definition of the Market. This section should include the following:Description of your industry; Definition of market needs (on a general level);Identification of your target market, including a profile of your targeted clients.

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After reviewing this section the reader should know basic information about the massage therapy industry and the market needs your business will fulfill. In addition, the reader should know your target market and targeted clients.

Description of Products and Services. This section should include the following:

Specific description of your products and services; Explanation as to how and why these stand out from your competitors;Reference to preliminary marketing materials – attached in the appendix.

After reviewing this section the reader should know why you are in business, what you are selling and for how much, and why your products and services are competitive.

(Source: Small Business Administration website)

Wrap Up (5 minutes)


Prepare for Individual Final Presentations and Portfolios.DUE DATE: Next class


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LESSON 11: Presentations

Opening (5 minutes)


1. Deliver Presentations on Potential Employers.

>>If the class is large, you may need to build in an additional lesson to follow this one<<

Presentations (50 minutes)

>>Set up learner presentations<<

Explain what goes on when.Tell learners how much time they will have (5-6 minutes, depending upon how many people are in class).Explain the items they should cover in their presentations:

Who did the interview?Was it on the phone or in person?What facts did you gather (e.g., years in business, target market)?What did your post-interview analysis uncover for you? For instance, how could this business benefit from incorporating your services?What was the experience of doing the interview like for you?

>>Encourage everyone to be a good audience for others’ reports and to give the presenter their full attention<<

At the end of each presentation, invite the audience to ask questions of the presenter.

>>Applaud each presenter<<

Wrap Up (5 minutes)

Any questions about anything we’ve covered in Module 5?

>>Review selected Module 5 content, if necessary<<

>>Acknowledge everyone’s participation in Lesson 11 and all of Module 5<<

Up to this point, our focus has been on each of your individual journeys. From this point forward, you’re going to shift into working with your group.

Any questions about the group project – writing and presenting a business plan – so far?

>>Respond to any questions<<

We’re now ready to begin Module 6. To get started, here’s your homework.

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Read pages 165-181. Begin with Chapter Overview and Objectives and stop before “Taxes.”DUE DATE: Next class


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Module 6 – Managing Your Practice6 Lessons

LESSON 1: Financial Management

Opening (5 minutes)

PPT-6 p.1 Welcome to Module 6: Managing Your Practice


In Module 5, our focus was on helping you get off to a professional and prosperous start – whether you decide to practice as an employee, subcontractor, or small business owner. In this module, we’ll take it a step further – how to manage the business you’ve launched.


1. Describe the pros and cons of hiring professional bookkeeping or accounting services for your business.

2. Identify four types of financial reports and their purpose. 3. Describe how to collect on an invoice if your client is slow to pay.

Financial Management (50 minutes)


Financial management is really about maintaining the financial health of your business – and it largely comes down to effective record keeping.

How does it benefit your business to keep accurate financial records?

Look for:First and foremost, financial records are a requirement of satisfying federal, state, and local tax laws.Can serve as early warning system to alert you of trends that might need to be corrected.Can help you to identify which clients are the most profitable.Can be useful in providing information to potential lenders, buyers of practice and/or investors.Can be used to help satisfy client requests for payment information.Critical in helping you to keep track of earnings and if clients owe money.

What are some guiding principles to keep in mind for effective financial management?

Look for:Keeping financial recordsBack-upDocument retention

>>Referring to pages 166-167, facilitate discussion on tips to keep on top of these 3 areas<<

Debating the Pro and Cons of Using a Bookkeeper. In our earlier discussion about hiring professional assistance, you had the chance to talk briefly with your group about which types of

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professional assistance you’re considering. One of the professions you discussed was bookkeeping. Let’s take a moment to talk briefly about the pros and cons of hiring a bookkeeper.

>>Referring to Figure 6.2 on page 169, engage learners in a brief discussion about the pros and cons of using a bookkeeper<<


Referring to the pros and cons listed in Figure 6.2 on page 169, what do you think are the pros of hiring a bookkeeper?How about the cons, based both on the text and on your own experience?

Types of Financial Accounts/ What are the different types of financial accounts you’ll most likely be using?

Look for: Checking account and credit account

What are the benefits and drawbacks to each?

Look for: Checking account is the simplest, safest, and most convenient – but limited to the actual amount of funds in your account; credit account allows you to make larger purchases – but can get you in trouble if you overextend


Creating a Budget. How many of you have a regular practice of creating and maintaining a budget for your personal expenses?


What’s the purpose of a budget?

Look for: Provides a plan for how you will spend, save, and invest the money you anticipate receiving – organized by category.

To help us in our discussion about a budget for business expenses, let’s start first with a discussion about creating a budget for your personal expenses. What are the categories that you might include in a personal budget?

>>Acknowledge responses and record on the left-hand side of the board – creating a list going down<<

Now, let’s begin turning this into an actual budget, by creating columns to record what we’re going to budget for each month – and then a final column to tally up total expenses within each category at the end of the year.

Draw 13 columns across, identifying months of the year along the top and writing “Total Year” at the top of the last column.

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Lead learners in an exercise of estimating monthly costs for a few of the categories, recording the projected expenses into the appropriate columns. With a category like “Groceries,” for instance, you could ask learners if they might budget a higher amount during the holiday months.

Year 1 Budgeting. Now, let’s apply this exercise of creating a budget based on the estimates for expenses that you’ve already come up with during Module 5.

>>Ask learners to pull out their Researching Costs Notes from Module 5<<

Please convene with your group and using the cost estimates that you already have, design your business’ Year 1 Budget. Referring to Figure 6.3, on pages 171-172, create your Year 1 Budget. I’ll give you 10 minutes to work on this as a group. Whatever you don’t complete during class should be finished for homework.

Allow groups to meet and discuss for 10 minutes. Make yourself available to any groups that might need assistance.

>>Call time after 10 minutes and debrief the exercise with the full group<<

>>Check in to see if there are any additional questions<<

Financial Reports. While your budget is your projection of anticipated expenses (based on anticipated revenue) – your financial reports are your actual expenses and revenue.

What are the four basic kinds of financial reports you’re going to want to create?

Look for: ledgers, cash flow statements, income statements, and balance sheets

Referring to Figure of 6.5 on page 174, what’s the difference between each one?

Look for:Ledger – shows all income and expenses; the basis for all financial statements; kept dailyBalance sheet – shows assets, liabilities and equity; updated quarterly or annuallyIncome statement – show revenues, expenses, profit; updated monthly and year-to-dateCash flow statement – shows existing cash on hand, as well as income and expenses; projected on a monthly basis

Finally, what do you use to request payment?

Look for: submit an invoice – or request for payment

>>Refer learners to Figure 6.10 on page 179 to view sample invoice<<

Wrap Up (5 minutes)


Finish up your Year 1 Budget.DUE DATE: Module 6 – Lesson 3

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Read pages 181-186. Begin with “Taxes” and stop before “Client Records Management.”DUE DATE: Next class

>>Invite and answer questions before moving on<<LESSON 2: Taxes

Opening (5 minutes)


1. List the types of taxes for which your business is liable. 2. Identify at least five deductions that you might be able to claim on your income tax.

Taxes (50 minutes)


While I’m not a certified public accountant, and therefore am not qualified to give you specific tax advice, we can still have a general discussion about taxes.

In Module 5, we talked about the three different legal structures for a business. What are these?

Look for: Sole proprietorship, partnership, corporation

Each of these, as you know, has different tax implications.

Let’s back up for a moment, though. Let’s say you’re an employee. What’s involved in filing taxes?

Look for: Employer withholds taxes; using the W2 form that you receive from your employer at the end of the year, you fill out your tax return; depending upon other income, exemptions, deductions, and other credits, you either pay more money or get money back

As you know, it’s more involved when it comes to filing taxes when you are a business owner instead of an employee.

Before we get into a deeper discussion about what’s involved, I’m going to share a couple of stories of why it’s always a good idea to keep on top of your taxes – especially as a business owner.

The first story is about Jim, a massage therapist who decided he would pocket most of his cash receipts instead of reporting it all to the government. Jim did fine for a few years. His massage therapy business prospered in spite of his unethical business practices. In fact, he did so well, he decided to expand into a larger space.

Doing so, however, meant that he needed to borrow money. So, he went to the bank and talked with a loan officer.

“We’d love to loan you some money,” the loan officer said after hearing Jim talk about how prosperous his business was. “Just bring in your income statement, balance sheet, and record of

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your business checking deposits over the past 2 years, so we can make sure that you can afford to repay the loan.”

Well, as it turns out, Jim’s books didn’t reflect his “prosperity,” because he had been hiding some of his income. On paper he instead looked like a small-time operator. The loan was denied.

Then, there’s the story of Becky, a massage therapist who put paying her estimated tax and end-of-year taxes at the bottom of her to-do list. Although she was supposed to pay $2,000 per quarter in estimated taxes, she spent the money on other things.

After a few years of penalties, late filing fees, and extended payment plans, the IRS had had enough. One day Becky went to her bank to withdraw $100 from her savings, but her savings were no more. The IRS had garnished her account to cover all of her outstanding late taxes, penalties and late fees.

Pair Share. Turn to a partner now and share two things: (1) a taxes horror story that you’ve heard of (or experienced) and (2) a tax or record-keeping tip, such as a way to streamline your record keeping, deduct business-related expenses, or even the name of a good accountant that you know of.

Allow 3 minutes and then call time. Ask learners to switch. Call time after an additional 3 minutes.

>>Debrief with the full group<<

Let’s hear about some of the tips that you all came up with.

>>Record all suggestions on the board – and discuss each<<


General Guidelines for Taxes. In order to avoid any of these bad situations, let’s talk about what you need to do instead.

If you are self-employed, or are an independent contractor, and if you earn more than $400 a year, what must you do?

Look for: pay your own federal, state, FICA, Medicare and self-employment tax; file quarterly estimated taxes

When do you need to pay your quarterly estimated taxes?

Look for: April, June, September, January – using a 1040-ES form

If you are incorporated, you must also file a corporate tax return.

What are the types of taxes you need to pay?

Look for: FICA, self-employment tax, profit & loss, sales tax

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What are the forms you will need to fill out – for each of the three legal structures?

>>Write up the checklist below on the board (and referring to page 186 in the text, define what each form is)<<

Sole Proprietorship Partnership CorporationForm 1040-ESForm 1040Schedule CSchedule SEForm W2 – for any employeesForm 1099-MISC – for any payments >$600 to independent contractorsForm 2106

Form 1040-ESForm 1040Schedule K1Schedule SEForm W2 – for any employeesForm 1099-MISC – for any payments >$600 to independent contractorsForm 2106

Form 1040-ESForm 1040Form 1120

Form W2 – for any employeesForm 1099-MISC – for any payments >$600 to independent contractorsForm 2106

What are the kinds of deductions you can claim?

Look for:Office and massage-related suppliesCost to acquire itemsSubscriptionsFees for professional assistanceCredit card feesBank account feesWages for employees and fees to independent contractorsHome office expensesInsuranceTelecommunication chargesComputer service charesLicense feesProperty tax, sales tax, business taxDepreciation of fixed assetsRent/mortgage paymentsUtilities for office spaceLinen and/or cleaning serviceUniformsGifts to clientsTravel expensesMeals (limited)Membership duesConference attendance feesContinuing education feesBooks and resources

Debating the Pro and Cons of Using a Professional Accountant. Another profession that you discussed with your group about hiring for professional assistance was accounting. Let’s take a moment to talk briefly about the pros and cons of hiring the services of an accountant. While the text definitely leaned toward the pros of hiring an accountant, let’s take a moment to examine both sides.

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What do you think are the pros of hiring an accountant?How about the cons, based both on the text and on your own experience?

>>Allow discussion to continue for a few minutes<<

Asking the Right Questions. Even if you’re planning to hire a professional accountant, it’s still important that you know the basics of taxes so that you can ask the right questions.

When you’re looking to hire an accountant, what are some questions that you should ask?

>>Record suggestions on the board<<

Some examples of questions to include:Do you have any other massage therapists as clients?What are your terms?If I incorporate, how much do you charge for doing my quarterly books?How should I set up my filing system?What will I need to send to you and when?Will I need to pay estimated tax?How can I avoid being audited?

Role-Play. To practice this, let’s do a quick role-play. I’m going to play the role of the accountant. Who would like to volunteer to interview me?

Set up the role-play. Place two chairs in the front of the room. The volunteer will play the interviewer and you will play the accountant. The rest of the class will observe.

>>Begin the role-play. Let the conversation continue for 5 to 8 minutes<<

>>Applaud the volunteer<<

Debrief the interviewer. Ask how he/she felt during the interview. Debrief with the full class. Are there any other questions they might have added on?

Wrap Up (5 minutes)


Read pages 187-210. Begin with “Client Records Management” and stop before “Time and Schedule Management.”DUE DATE: Next class


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LESSON 3: Client Records Management & Insurance Billing

Opening (5 minutes)


1. Describe the types of client records you must maintain. 2. Describe the issues for and against accepting client insurance payments.

Client Records Management (30 minutes)


In addition to keeping records about your money, you will also need to keep careful records of your clients. This begins with the client intake form.

>>Direct learners to Figure 6.16, pages 190-192<<

This is a sample form – which you can use as a template for creating your own client intake forms for your practice.

What’s the purpose of a client intake form?

Look for:Minimize malpractice liabilityClarify your professional boundariesClarify why client is seeking massage therapy

Key points to cover:Informed consent agreementClient release of information agreementFinancial responsibilityRecord of client visits

Informed Consent Agreement. Informed consent agreements are basic to ethical standards within the profession of massage therapy.

How does this serve the client?

Look for: Protects the client’s right to have professional services, credentials, and products explained; supports their responsibility to respect the business practices of the professional and to actively participate in the healing process

How does this serve the massage therapist?

Look for: Protects their right to know information about the client to determine whether or not massage therapy is the correct therapeutic service; supports their responsibility to inform client of benefits, limitations, contraindications, possible outcomes of work

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>>Refer learners to Figure 6.17 on page 193 to view sample informed consent form (simplified)<<

SOAP Notes. What does SOAP stand for?

Look for: Subjective, Objective, Assessment and the Plan

SOAP notes were developed by Dr. Lawrence L. Weed in the 1970s and have become widely used in health care. SOAP notes provide a consistent, objective method of recording a massage client’s needs, the work provided in each session, and the client’s progress.

Why should a massage therapist bother with SOAP notes?

Answer: If the client is healthy and is seeking massage just for relaxation, your SOAP notes do not need to be as thorough. However, if a third-party insurer is paying for the massage therapy, or if the client was referred to you by a licensed health-care provider, SOAP notes are necessary.

In either case, it’s always a good idea to keep good records – using a system that is widely known. Another benefit of using SOAP notes, in fact, is that they help to bridge the gap between the field of massage therapy and the health-care community. If you speak their language, health-care professionals are more likely to respect you. We’ll touch again on the importance of using the same language in Module 8 when we discuss forming professional relationships with allied industries.

Let’s break down each of the letters in SOAP.

Who is the actor in the “Subjective” step?

Answer: The client. This is where we record the client’s subjective complaints and functional goals, including symptoms and affected activities.

When does this step occur? Before the massage, during the massage, or after the massage?Answer: Before the massage begins.

Who can give me an example of a client’s subjective complaint?

>>Acknowledge answers and correct any, if need be<<

Who is the actor in the “Objective” step?Answer: The massage therapist’s objective findings and recommended plan.

When does this step occur?Answer: Primarily it occurs before and during. It includes observations before the massage – or it could occur during the massage, through palpation or range-of-motion testing.

Who is the actor in the “Assessment” step?Answer: Both. The massage therapist is actually recording the client’s subjective change, such as “My shoulder doesn’t hurt anymore.” Plus the massage therapist records his/her own assessment of objective changes.

When does this step occur?

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Answer: After the particular area has been massaged or after the massage itself.

Who is the actor in the “Plan” step?Answer: Primarily the massage therapist. The massage therapist generates both a plan for future care; as well as the client’s self-care plan (although the latter is dependent upon the client to actually execute the self-care plan).

>>Refer learners to Figure 6.19 on page 196 to view sample SOAP chart<<


Client Insurance Billing and Reimbursement (20 minutes)


Debating the Pro and Cons of Seeking Insurance Reimbursement

>>Referring to Figure 6.21 on page 198, engage learners in a brief discussion about the pros and cons of seeking insurance reimbursement<<


Referring to the pros and cons listed in Figure 6.21 on page 198, what do you think are the pros of seeking reimbursement?How about the cons, based both on the text and on your own experience?

What would be your inclination as a business owner – to seek reimbursement or not?

>>Create a quick human graph – with those inclined to seek reimbursement on one side of the room and those disinclined to on the other side<<

Now, please convene with your group and decide whether or not the business that you are creating will or will not seek reimbursement.

>>Give groups a few minutes to discuss and then elicit a quick discussion<<

If your group has decided to seek insurance reimbursement, please stand – and then have a seat.

If your group has decided to not seek insurance reimbursement, please stand – and then have a seat.

Regardless of whether or not you decide to pursue insurance reimbursement, it’s important to know the terminology.

>>Review insurance reimbursement terminology, outlined in “Spotlight on Business” on page 203<<

What does each of these mean?Assignment of benefitsInitial evaluation/reevaluation form

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Payment agreementPrescriptionRelease of records

>>Define each as a group<<

Learning how to work within the medical and health insurance system can be cumbersome, but let’s take a quick look at what a typical health insurance claim looks like.

>>Refer learners to Figure 6.23 on page 204 to view sample health insurance claim form<<

Remember that as a massage therapist, you are going to need to have professional liability insurance. What’s the standard in massage therapy?

>>Look for: $2 million per occurrence, with $6 million aggregate<<

There are a number of types of insurance coverage we should be familiar with as massage therapists, since these sometimes may be used to cover massage therapy services. What are these?

Look for:Auto & personal injuryWorkers’ compensationHealth insuranceSelf-insured employer plansDiscount plans

>>Referring to pages 199-202, review each of these types of insurance<<

Any questions on any of these forms or types of insurance before we wrap up for the day?

>>Respond to questions or comments<<

Wrap Up (5 minutes)


Read pages 210-214. Begin with “Time and Schedule Management” and stop before “Human Resources Management.”DUE DATE: Next class


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LESSON 4: Time & Schedule Management

Opening (5 minutes)


1. Identify effective time management tips.2. Identify strategies for effective management of the work environment.

Time Management (30 minutes)


Pair Share. Turn to a partner and share tips on how you manage your time, both personally and professionally. Each of you will get 2 minutes.

>>Call time after 2 minutes<<

>>Call for partners to switch and then call time after an additional 2 minutes<<

Now, based on your Pair Share discussion, I’d like the two of you together to draw up a list of suggested tips to manage time – both at home and at work. Just write these out on a regular piece of paper.

>>Allow 4 minutes for partners to create lists of tips. After 4 minutes, ask for a sharing of ideas with the full group.<<

>>Record tips on the board<<

Add on the following (if they are not already on the list):Weekly activities listABC rankingSchedulingA-level tasksB-and C-level tasksReevaluation

Training people on how to manage their time better is a multi-million dollar business. It largely comes down to creating systems that will work for you. This often involves a trial-and-error process. Once you find tricks that work for you, discipline yourself to follow these.

Radical Time Management. Let’s do an activity to address this topic further. When it comes to time management, the usual way is to say to yourself, “First I’ll schedule all my work obligations. Then, if (and only if) there’s time left over, I’ll squeeze in 10 minutes of fun.”

>>Set up the individual writing exercise<<

>>Ask everyone to get out a sheet of blank paper and pen<<

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Here’s what I’d like you to. On your piece of paper, make 2 columns – the left one should be wide, and the right one should be narrow, just wide enough to put a number in it.

In the left column, write down all your current time commitments, including sleep. Every activity that takes up some of your time. Imagine if someone were watching you from another planet – what would they see you doing?

In the right column, next to it, estimate how much time per week you currently spend on that commitment. It doesn’t matter in what order you write them. For instance, you might write:“Wash, fold, and put away laundry – 1½ hours”“Enter finances into Quicken – ½ hour”“Work – 43 hours”“Talk to mom – ½ hour”“Sleep 7 hours/night – 49 hours”“Shower and shave – 4 hours”“Help Megan with her homework – 2 hours”

Draw a line at the bottom of your list when you’ve finished writing down every current commitment you can think of. Below the line, write down the things you wish you had time for but are currently not doing. Remember, the times are per week. Some of these activities may include personal self-care activities – that we discussed in Module 4. Effective time management, as we touched on in Module 4, is one of the best tools to take care of ourselves – since it opens up more time to engage in the kinds of activities that truly nourish us.

Perhaps you might write:“Paint the kitchen – 6 hours”“Do tai chi 15 minutes/day – 1½ hours”“Write in my journal for 15 minutes/day – 1½ hours”

>>Direct learners to begin. Call time after 5 minutes<<

>>Distribute Radical Time Management Worksheet<<HO 6-1

Now, here’s the radical part. Make out a schedule for the next week of your life.

1. Schedule sleep first. How much does your body need in order for you to feel vital, rested, and happy? Fill it in.

2. Next, schedule the fun stuff – however, you define the fun stuff. While some people consider painting the kitchen a chore, others consider it a delight. You decide. If you want to do an hour of tai chi on Monday, Wednesday, and Friday mornings, block out a 1-hour band on those days for that. If you want to go to a movie on Saturday night, block out time for that.

3. Next, schedule the activities that give your life meaning – however you define that. Maybe it’s volunteer work at a hospice, walking your dog, hanging out with your significant other, or helping Megan with her homework.

4. Next, schedule the life maintenance items that are unavoidable – grocery shopping, getting a haircut, doing dishes, paying your bills, going to the doctor, buying stamps.

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Give learners 5 to 10 minutes to fill out the schedule in class. Explain that they will turn in their Radical Time Management Worksheet at the beginning of next class – and will have a chance to talk further about it.

>>Call time after 5 to 10 minutes, depending upon how much time they seem to need<<

How much time is left in your week? Count up the hours.

>>Give learners a chance to count<<

How many hours do you have open in your schedule?

>>Ask learners to call out the number of hours>>

That’s how much time you have available to devote to your massage business.

Do you see any benefits to adopting this approach to managing your schedule?


Just as we discussed in Module 4, when we take time to engage in activities that nourish us and when we intentionally schedule these, then we become more effective when we are working. You’ll exude vitality instead of fatigue, and a keen ability to listen to your massage clients instead of distractedness.

Do you think that this way of doing a schedule is realistic?


Personal Reflections. Let’s take a few minutes to reflect on this activity – and the concept of time management – in our journals. Use the following questions to guide your writing:

Again, what matters to you most in life?How are you going to manage your time effectively so that you can continue to engage in activities that matter to you?Especially given the time pressures you’ll face upon entering a new career, how are you going to manage your time?

>>Give learners a few minutes to write and then bring journal writing to a close<<

>>Elicit any comments afterwards<<


Appointment Schedules (10 minutes)


How many of you use some kind of scheduling system or device?


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As a massage therapist, you’re going to not only keep a schedule of your own life – but you’re also going to need to keep a record of client appointments. What are different systems that you can use?

Answers could include: paper calendar, online calendar, appointment book

What’s important is that you keep track – and stay on top of your appointment schedule.

What are some tips to make scheduling easier?

Look for: Offer only two options, i.e., “Morning or afternoon?”; keep space in appointment book to mark changes; use different colored pencils

Most often, the scheduling will take place over the phone. What are some tips to handling phone calls?

Look for:Use voicemail.Smile when leaving outgoing message – and listen to it before saving it.Return calls within 24 hours.Use an answering service.Use software to allow clients to book online.Mute ringer during appointments.Hire a receptionist during busy hours.

The Automated Office (10 minutes)


What are some software packages that you know of that are specifically tailored to massage therapy businesses?

Look for: Customer Pro-File Massage Management Software Cassowary Massage Office Management SoftwareEasyTabs, For Independent Massage Therapists ManEdger Management Systems (Canada)Massage ManagerMassage Office Professional

What are the common features of each of these?

Look for:Client managerCalendar schedulerExpensesGift certificateSupplier managementReports

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Mailing labels

Now, taking a look at the “Real Touch” story on page 213, discuss with your group the level of automation you’re shooting for in the business you’re developing. As a group, read over the story – and then discuss what you think is best for your business. I’ll give you 5 minutes to discuss – and remember to take notes (and date it)!

Wrap Up (5 minutes)


Finish up your Radical Time Management Worksheet. DUE DATE: Next class

If your group has decided to go the automated route – or is even considering it, tonight, you’ll need to research the different software packages available. Look into pricing, available features and convenience. Be ready to present on what you found for the next class.DUE DATE: Next class

Read pages 214-222. Begin with “Human Resources Management” and read through the end of the chapter.DUE DATE: Next class


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Lesson 5: HR Management, Being and Employee


Pair Share. Let’s take a couple of minutes to share both the Radical Time Management schedule that you designed – along with your experience in trying it out between last class and this one. You’ll each get 2 minutes to share.

Direct learners to share thoughts with a partner. Call time after 2 minutes.Switch. Call time after an additional 2 minutes.

>>Encourage any sharing out afterwards<<


1. Identify legal considerations that affect you if you have employees. 2. Describe how your massage practice is like your own business even if you are not self-

employed.

Human Resources Management (20 minutes)


Establishing Employee Policies

HO 6-2 Convene with your group and using the Employee Policy Setting Worksheet, decide what the employee policies will be for your business.

>>Distribute Employee Policy Setting Worksheet – one per group<<

Allow groups to discuss for 5 minutes. Ask for a report out from each group.

I won’t be collecting these as homework. However, remember to (1) incorporate what you came up with in your business plan and (2) include this actual worksheet in the appendix to your group’s business plan.


Being an Employee (10 minutes)


Even if you decide to be an employee as opposed to a business owner or independent contractor, you are still going to need to develop a similar skill set.

What are some of the skills that are required, even as an employee?

Look for: managing client relationships, goal setting, abiding by laws and regulations

Whether you work for yourself – or someone else – you’re going to need to create a business plan

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to follow. You already touched on a number of these when you filled out your Individual Career and Practice Planning Worksheet – and you are continuing to address all of these areas in working with your group in designing your business plan. But, let’s review each, briefly.

Review: Goals and objectivesLaws and regulationsBusiness structureServices and productsPricing and marketingPhysical spaceBusiness policies and proceduresHiringFinancial


HO 6-3 Insights From the Experts. As a way of wrapping up both today’s class – and in approaching the end of Module 6, let’s hear some words of wisdom from experts in the field.

Allow learners to stay with their group.Distribute one “quote slip” to each group.Remind learners to assign roles, as always.

After the facilitator in your group reads the quote aloud, I’d like each group to engage in a discussion, addressing the following questions:

What are the main points? What do you think about their perspective? Do you agree? Why or why not?Is there anything you would add on?What are insights you gained by reading and discussing this quote?

As a group, take 3 minutes to discuss your quote – and then please be ready to share both the quote and 1 insight you gained by discussing the quote.


Review Chapter Six, in preparation for Chapter Quiz.DUE DATE: Next class


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Automated Office Software System Report Outs. Now, let’s hear a quick report out from each group about which system you decided to go with – giving us a quick overview as to why you selected this particular system.

>>Elicit a quick report from each group<<








1. What basic financial business records and statements are relevant to the management of a massage therapy practice?- Business records: budgets, ledgers, invoices, mileage log.- Financial statements: balance sheet, income statement, cash flow statement.- Tax returns.

2. How could you handle collecting a bill from a client who is overdue in paying you?- Consider your options – and whether or not you’re better off financially to spend the time

with another client.- If the bill is large – contact a collection agency.- Wait to reschedule client until bill is paid in full.

3. What types of taxes does your business have to pay and when are they due?- FICA- Self-employment tax- Profit & loss- Sales tax- Quarterly taxes – due April, June, September, January

4. What are five business-related tax deductions you might be able to claim on your income tax return?- Office and massage-related supplies- Cost to acquire items

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- Subscriptions- Fees for professional assistance- Credit card fees- Bank account fees- Wages for employees and fees to independent contractors- Home office expenses- Insurance- Telecommunication charges- Computer service chares- License fees- Property tax, sales tax, business tax- Depreciation of fixed assets- Rent/mortgage payments- Utilities for office space- Linen and/or cleaning service- Uniforms- Gifts to clients- Travel expenses- Meals (limited)- Membership dues- Conference attendance fees- Continuing education fees- Books and resources

5. Name three advantages to hiring a professional accountant to assist you with financial and tax management.- Help you set up a financial record-keeping system.- Highlight areas of financial vulnerability so you can take corrective action before it’s too

late.- Prevent your business from paying higher taxes than necessary.- Reduce your chances of being audited.- Free your time so you can spend it on giving massages.

6. What client records are necessary to your massage practice?- Client intake form- Client informed consent agreement- SOAP notes- Client telephone log- Client visits and billing record

7. What communications strategies are appropriate for networking effectively and building relationships with other health care professionals in the care of shared clients?- Send letters of introduction.- Follow up with professionals.- Provide education about massage therapy licensure, training and experience, efficacy of

massage.- Explain how you measure the success of your work.

8. What are the pros and cons of accepting client insurance reimbursement?Pros:- Provides access to potentially large client base.

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- Medically prescribed massage may be billed at higher rate.- More people could receive massage therapy, and more often.- May be required if you’re working in a hospital or clinic.- Increases access to those who wouldn’t otherwise be able to afford.- Opportunity to increase your knowledge base, especially if working with chronically ill

or injured clients.

Cons:- Have to learn to work within medical system.- Thorough documentation required.- Requirements that need to be met, such as timeliness.- Type of care you provide may be dictated by insurance company or referring physician.- Denials, delays, adjustments and reductions often occur.- Can be daunting working with chronically ill or injured clients.

9. What factors should you consider when choosing the best method for clients to make appointments?- Depends upon complexity of your business.- Depends upon preference of clients.- Depends upon whether you have employees who are scheduling appointments.

10. What legal considerations affect your business if you have employees?- State and federal health laws- FICA taxes- Overtime pay- Federal/state unemployment taxes- Workers’ compensation insurance

11. How is managing a business you own similar to managing your massage practice as an employee of another company?

- Still use many of the same skills, such as: managing client relationships, goal setting, abiding by laws and regulations.

Is there anything else that we discussed in this module that you’d like to review before we begin the quiz?

>>Respond to questions by facilitating a discussion,encouraging learners to help each other in responding to these questions<<






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I am now going to give you time to meet with your group to continue working on your business plan. Having completed Modules 5 and 6, you have enough information and expertise to begin addressing the following additional sections of your group’s business plan:“Organization and Management” “Financial Management”

Here’s a reminder of what each of these areas should cover:

Organization and Management. This section should include the following:Description of how your company is organized;Description of the legal structure of the business; Identification and overview of required licenses and permits;Brief bios of all key players in the company (everyone in your group).

After reviewing this section the reader should know how the company is organized, its legal structure, the roles that everyone plays in the company and an understanding of the flow of operations.

Financial Management. This section should include the following:Estimate of start-up costs, including one-time, annual and monthly expenses;Projected revenue (one year forward)After reviewing this section the reader should know your company’s financial projections.

Wrap Up (5 minutes)


Bring in magazines that have lots of great images. They don’t have to be related to massage therapy.DUE DATE: Next class

Read pages 223-233. Begin with Chapter Overview and Objectives and stop before “Advertising.”DUE DATE: Next class


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Module 7 – Spreading the Word4 Lessons

LESSON 1: Marketing


PPT-7 p.1 Welcome to Module 7: Spreading the Word


Now that you’re managing your business, how do you get the word out? That’s what we’ll focus on in Module 7.


1. Name the four primary parts of a marketing plan and the purpose of each part. 2. Name at least three marketing strategies you can use to develop and maintain a client base. 3. Describe the pros and cons of different marketing strategies. 4. Describe at least one tactic that would be appropriate for each type of marketing strategy.

HO 7-1 Quote Slips Activity

Allow learners to form into small groups (4-6). These can be the same or different as the project-based groups. Remind groups to assign roles: facilitator, recorder, timer and presenter.Distribute one “quote slip” to each group.

After the facilitator in your group reads your group’s quote aloud (within the small group), I’d like each group to engage in a discussion, addressing the following questions:

What are the main points that the practitioner is conveying? Do you agree with this practitioner’s perspective? Why or why not?Is there anything you would add?Is there anything that you would do differently?What insights did you gain from this quote – and from your group’s discussion?

I’ll give you five minutes to discuss your quote within your group. Then, I’m going to ask that each presenter 1) read their group’s quote out loud to the full class and 2) share 2 insights that their group came up with – based on their discussion. If your quote has already been read out loud, then please just share your group’s insights.

>>Allow each group to share their quote and insights. Invite others to add their thoughts, but also keep the mini-presentations moving along<<

>>Wrap up this portion with some final thoughts<<

These words of wisdom from experts in the field bring up different facets to getting the word out. Now, let’s start breaking it down.

Importance of Marketing (10 minutes)


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Getting the word out begins with marketing. What do you think of when you hear the word “marketing?”

Expect: Selling, cajoling, tricking, telling consumers about a product or service.

The dictionary defines marketing as “promoting or selling a product or service.” We’re bombarded with marketing communications – called “marcom” by people in the business – all day long. How do you feel about marketing? Do you love it? Hate it? Find it annoying but useful?


Let’s talk about times when you’ve found marketing to be useful. Think about an example of a recent marketing communication that you found to be useful.

Examples:Signage advertising a restaurant in your neighborhood.An email from a travel site letting you know that there’s a sale on fares to a city you’ve always wanted to visit.50% off coupon sent in the mail.Brochure at the doctor’s office that provided some useful information for me.

Marketing is not about forcing people to do something they don’t want to. It’s more about letting people know what’s available – and giving them the information they need to find it. Marketing is based upon understanding people’s needs and letting them know how your service or product helps to fulfill these needs.

Of course, some marketing communications are indeed intrusive, rude, manipulative, and dishonest. Can anyone think of examples?

Expect: Unwelcome telemarketing calls, annoying TV commercials, etc.

That’s not the kind of marketing we’re going to learn about. Instead, our focus will be on developing and delivering marketing that provides information to potential clients – and helps to connect them with the services and/or products you have to offer them. It’s really about simply letting them know how you can help them to fulfill their needs.


How to Create a Marketing Plan (10 minutes)


So, let’s get to brass tacks – and discuss how to go about creating an effective marketing plan. We’ve talked a lot in this course about setting goals so that you have a map to get you where you want to go. The same holds true for marketing.

What are the four parts of a marketing plan?

Answer: Goals, objectives, strategies, and tactics

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What do we mean by your goals?

Look for: Your overall values and mission – your ultimate destination

For example, let’s say your goal is to build a full-time sports massage practice. That’s your overall mission.

Or, your goal might be simply to build a full-time practice.

What are your objectives?

Look for: Specific and measurable statement of your goals that break down goal into smaller parts

For example, if your goal is to build a full-time sports massage practice, then perhaps your objective would be to add 5 new sports-massage clients per month until you were averaging 80 massages per month, 50% of which were for sports-massage clients.

Or, your goal is to build a full-time practice, your objective may be to add 5 new clients a month for 10 months, until you’re working more than half time.

How about strategies?

Look for: The approach, or method, you’ll use to meet your objective; how you will reach your desired destination

So, if your objective is to add 5 new clients a month, what are some of the strategies you might use?

Examples: Give demo chair massages; write educational articles; participate in community events To reach your marketing goal of building a full-time sports massage practice, you will use advertising, promotions, public relations, or networking. Think back on the quotes we just discussed. A lot of their suggestions were marketing strategies.

How would you define each of the 4 marketing strategies?

>>Write the 4 marketing strategies on the board: advertising, promotions, public relations, networking<<

>>Referring learners to their textbook, pages 226-227, define each one<<

Look for:Advertising = Paid form of communication to inform and/or persuade potential customerPromotions = Motivating offers to stimulate demandPublic relations = Non-paid communication to influence opinions and beliefsNetworking = Forming connections to generate referrals through word of mouth

Which of these do you think is most effective? What are some pros and cons of using each one?

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>>Point out advantages and drawbacks outlined on page 227 in the text<<

Finally, what are tactics?

Look for: Actions that help carry out your strategy

So, if your selected strategy is to offer demo chair massages, your tactic might be to offer demo chair massages at a local health-food store – and at the time, distribute new-customer discount coupons.

Marketing Tools (25 minutes)


Just like each of think about our personal identity – how others perceive us – your massage therapy practice will also have a unique identity. It’s important that you take some time to think about what kind of identity you would like your massage therapy business to have.

Storyboarding. To help your group in coming up with your business’s identity, we’re going to do a creative exercise. Pull out your magazines and start cutting out images that speak to you. You don’t even have to be able to pinpoint exactly why. For some reason, the image inspires you.

Then, each group is going to create a “storyboard” of images. Make sure that you leave some white space between the images. It’s helpful to actually hang up the flip chart – and then post up the images.

After your group has posted up your chosen images, now you all can start to tease out some of the words that these images bring to mind. These might be words like – hip, worldly, athletic, inspirational, and beautiful. Take some time to talk about this with your group. Meanwhile, as your group is sharing out these ideas, the recorder in each group can use a marker to write out some of these words – on the storyboard.

Distribute supplies: flip chart, clear tape (to post images), masking tape (to post flip chart) and markers.Learners should have brought their own magazinesRemind groups to assign roles: facilitator, recorder, presenter, timer.

Now, with these words and images, start playing around with what you think your business’s identity might be. What’s your brand? How do you want the outside world to perceive you?

>>If there’s time, allow each group to provide a mini-presentation of their storyboard and initial branding ideas<<

Wrap Up (5 minutes)


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For your homework, you’re going to meet with your group to continue your marketing plan discussion – kicked off by the storyboard exercise. In your discussion, make sure that you address the following questions:

What features and benefits will your business provide?What do you think your brochures might look like?What are you going to do to create an electronic presence? What will your website look like?

Make sure that you record your thoughts. We’ll share ideas at the next class.DUE DATE: Next class

Your reading assignment is pages 234-245. Begin with “Advertising” and stop before “Stages of Business.”DUE DATE: Next class


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LESSON 2: Advertising & Promoting


Marketing Plan. I asked you all to discuss features and benefits that each group will be offering. Let’s take a quick moment to define each of these terms – and clarify the difference.

Look for:Feature = description of the service itselfBenefit = description of the benefits received from the service

We’re going to share ideas on what your groups have come up with so far. First, I’ll give you all a couple of minutes to convene with your group to prepare.

>>After allowing a few minutes for prep time, ask each group to share their marketing ideas<<

>>Encourage other learners to provide feedback<<

PPT-7 p.3 Learning Objectives (Review objectives with students)

1. Identify primary aspects of advertising, promotions, public relations and networking/referrals.

2. Describe the difference between a feature and a benefit.

Advertising (25 minutes)


You’ve had a chance to figure out the identity for your business, now what’s your ad campaign going to look like?

HO 7-2 Referring to the 12 Benefits of Massage outlined on the worksheet that I’m going to pass out to each group, create your company’s ad campaign.

Here are some questions to guide you (and you can also refer to your textbook on page 235 to get some additional questions):

What audience are you targeting?What needs of theirs are you going to address?What benefits are you going to emphasize? (It’s better to emphasize one or two, rather than overwhelming them with an overload of benefits.)What types of advertising are you going to use?What kind of response do you want a potential client to have after reading your ad?What kind of information are you going to include?What are you going to highlight? For example, are you going to highlight the collective credentials and experiences represented in your group?How are you going to make the ad understandable and clear?

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Capture your discussion by writing notes on a flip chart. Now, referring to the Storyboard that your group created – is there an image that might be appropriate to use for the ad that you’re creating? Pulling from your magazines, see if you can add some images to your flip chart of advertising ideas. Label your flip chart “Advertising.”

>>Allow groups to work together for about 15 minutes – creating their ad campaign<<

Afterwards, ask each group to provide a quick sharing of what they’ve come up with so far – using both Storyboard and flip chart as visual props.

Tip: Encourage the groups to post their flip chart sheets on the wall – and if it’s possible – to keep them in order to encourage a “brainstorming” and creative learning environment.


Promotions, Public Relations, Networking and Referrals (15 minutes)


Now that your group has established the identity and come up with ideas for an ad campaign, start to expand your discussion to alternative ways to increase business – through promotions, public relations, networking and referrals.

Re-convene with your group and placing another flip chart paper in the center of the table, you’re going to engage in a mind-mapping exercise. First, create three circles, labeled “Promotions,” “PR,” “Networking & Referrals,” respectively. Each of you should have your own marker. Based on the reading from the textbook (and feel free to use it as a resource now), along with any of your own ideas, each of you can start “mind mapping” out your ideas, clustered around each of the three circles.

Here are some questions to help you out in your mind mapping exercise:

Promotions:Any special promotions you might use to encourage clients to rebook?How about businesses you might want to partner with for cross-promotions?

Public Relations:What kinds of educational seminars might you provide?What kinds of news releases might you write up?What kinds of fact sheets might you make available to your clients?How might you publicize events at the business?

Networking & Referrals:How are you going to build up your network?What are some creative ways you might get referrals?

Wrap Up (5 minutes)


Your group needs to create your elevator pitch. What’s an elevator pitch?

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>>Acknowledge answers – and refer learners to Figure 7.13, on page 245 in their textbook to look at sample elevator speeches<<

DUE DATE: Next class

We’ll begin next class with each group sharing their respective elevator pitch. Remember it needs to be short and sweet.

Read pages 245-256. Begin with “Stages of Business” and read through the end of the chapter.DUE DATE: Next class

Invite and answer questions before moving on.

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LESSON 3: Business Stages


Elevator Pitches. Let’s hear what each group came up with!

>>Ask each group to share their elevator pitch. Encourage other learners to provide feedback<<

PPT-7 p.4 Learning Objectives (Review objectives with students)

1. Name two warning signals that your practice is experiencing a downturn. 2. Describe recovery strategies that could help your business if you experience a downturn.

Stages of Business (25 minutes)


What are the stages of business?

Look for: Building your client base; retaining clients; winning back clients

All of your marketing efforts will get clients in the door – but the process of building, retaining and winning back clients really boils down to the service that you provide – and how well you connect with your clients.

In thinking about how to build your client base, it’s important that you take into consideration your specific setting. For example, if your practice is in a clinical setting, you’ll probably want to cite scientific research when working with your clients. They’ll likely be expecting this.

Turn your flip chart sideways and create 3 columns, labeled “Building,” “Retaining,” and “Winning Back.”

Now, take a few minutes to meet as a group and brainstorm ways to build your client base, taking into consideration your specific setting. Record your ideas under the “Building” column. We’ll have a quick report out of ideas you came up with afterwards.

>>Give groups 5 minutes to discuss ideas, reminding them (as always) to first assign roles<<

At the end of 5 minutes, ask each group to give a quick report out (no more than a minute each). Encourage others to take notes (and tell them that it’s OK to “steal” ideas) and provide feedback.

Now, let’s move on to the stage of retaining clients. This is where you and your group members should think carefully about your business’s way of doing things. What are the Best Practices you want to establish to retain clients? How will you create a culture and environment that will encourage your clients to keep coming back?

Take 5 minutes to brainstorm ideas, recording ideas under the “Retaining” column. For ideas, you can refer to Figure 7.15, on pages 249-250 in your textbook.

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Finally, what are going to be some of your business’s Best Practices to win back clients? Referring to ideas on page 251 in your textbook, fill in your last column.




Recovering and Reevaluating (20 minutes)


Invariably, you’re going to run into some bumps along the way. Even the best-laid plan can come up against obstacles. As entrepreneurs, you need to be prepared for these setbacks.

What are ways that you deal with personal setbacks? You might want to think back to some of the self-care strategies you came up with in Module 4.


Probably one of the most important elements is to maintain your enthusiasm, both for personal and professional setbacks. How are you as a team going to help each other maintain enthusiasm when your business experiences setbacks?


In addition to maintaining enthusiasm, it’s critical that you all stay on top of the factors that can impact the success of your business. Understand that some of these factors are ones that you have direct control over, such as the services you provide, whereas others you can only indirectly control. What’s key in either case is how you and your team respond to these circumstances.

Referring to Figure 7.17 on page 253, let’s review each of these factors and discuss possible strategies to respond to each one.

>>Lead full-group discussion, reviewing the following factors<<

Local economyServices/modalitiesMarketingCustomer serviceFinancial management

>>Be sure to point out that all of these factors, except the local economy, are factors that are within their direct control<<

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Ultimately, you and your team may need to reevaluate. Take a look at Figure 7.18 on page 254 – and take a moment to address these questions with your group.

>>Give groups 5 minutes to discuss the questions. Again, remind groups to record their discussions (plain paper is fine)<<

Imagining that your business has reached the point where you might want to take a different direction altogether, take a few minutes to write out in your journal other options you might want to explore.

>>Direct learners to write in their journals for a few minutes. Afterwards, ask them to share thoughts with a partner<<

While it may seem strange to think about alternatives to a career in massage therapy when you’re just embarking upon it, it’s important to do so for two reasons. First, it’s helpful to have a back-up plan. Second, thinking about other areas of interest can sometimes lead us in interesting directions – even within the same field.


Wrap Up (5 minutes)


Review Chapter Seven, in preparation for Chapter Quiz.DUE DATE: Next class


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Opening (5 minutes)



Chapter Review (10 minutes)Direct learners to the review questions at the end of Chapter 7, page 256.




1. What are the four primary parts of a marketing plan, and what is the purpose of each part? - Goals define your overall values and mission. They answer the question: What is my

destination? Example: “Build a full-time sports massage practice.”- Objectives provide a specific and measurable statement of your goals. They answer the

question: How will I know when I’ve arrived? Example: “Add x new clients per month until I am averaging x massages per week.”Strategies provide a plan for reaching your goals. They answer the question: What’s the best way (or ways) to get there? Example: “PR campaign directed toward the sports community.”

- Tactics spell out the actions that will help you carry out your strategy. They answer the question: What are my specific travel plans? Example: “Publish an article about the benefits of massage (with my photo and business phone number) in an athletic club’s newsletter.”

2. Name at least three marketing strategies you can use to develop and maintain a client base.- Personal selling- Advertising- Public relations- Sales promotion- Direct marketing

3. Give at least one example of a tactic that would be appropriate for each type of marketing strategy.- Personal selling: Participate in trade shows; network with other heath care professionals;

start a breakfast networking group.- Advertising: Place an ad in the yellow pages or business directory; place an ad in a

magazine or newspaper; run radio advertising; create your website; place listing in an electronic dictionary where potential clients can search for massage therapists.

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- Sales promotion: Give out coupons to targeted potential clients; sell gift certificates; give discounts (discounts are prohibited in some Canadian provinces).

- Direct marketing: Send advertising or targeted sales promotion offers to mailing lists of potential clients; send newsletters.

4. What are the pros and cons of different marketing strategies?- Personal selling: Requires concentrated effort and good communication skills; provides

good word-of-mouth referrals for potential clients.- Advertising: You choose your message and where and when the message will be

delivered, but it’s expensive; can provide short-term or long-term benefits.- Public relations: Free or lower cost than advertising, but the media, not you, controls the

final delivery of the message; good for image creation and visibility; long-term benefits.- Sales promotion: Fastest response; targeted at getting appointments; must consider pros

and cons of discounting and cost of direct mail.- Direct marketing: Effective way to get clients to keep coming back; time-consuming and

costly.

5. What is the difference between a feature and a benefit? Give an example of each.- A feature describes what a product or service is or does; a benefit is the value of that

product or service to the user.

6. What are two warning signals that your practice is experiencing a downturn?- Fewer clients- Decreased income- Higher expenses

7. What are examples of recovery strategies that could help your business if you experience a downturn?- Re-evaluate your marketing plan.- Re-direct your efforts, depending on the cause for the downturn.- Ask your clients for feedback on why they are booking fewer appointments.- Ask your mentor for feedback.- Become involved in your community’s economic development council.- Learn a new modality and let clients know that you offer a new service.

Is there anything else that we discussed in this module that you’d like to review before we begin the quiz?







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Having completed Modules 5, 6 and 7, you now have enough information and expertise to complete the following sections of your group’s business plan: “Marketing and Sales Strategy” “Executive Summary”

Please use this time now to build these sections of your business plan. Here’s a review of the information that should be included:

Marketing and Sales Strategy. This section should include the following:

More specific description of your market (estimated supply and estimated supply for your products & services);Explanation of your marketing goals, strategies, objectives, and tactics.

After reviewing this section the reader should know who your market is and how you will reach it; along with how your company will apply marketing tools, such as advertising, PR, promotions, and networking to sell your products and services competitively.

Executive Summary. This section should provide a snapshot of your company, explaining who you are, what you do and why. After reviewing this section the reader should not only come away with a basic understanding of your company, but more importantly, should be inspired to want to learn more about your business.

Remind learners that the Executive Summary should be written last, should be short (no more than 2 pages) – and should be the “inspirational” piece of the business plan. This opening section is what should “hook” the reader and make him/her want to find out more.

(Source: Small Business Administration website)

Wrap Up (5 minutes)


Read pages 257-265. Begin with Chapter Overview and Objectives and stop before “Research.”DUE DATE: Next class


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Module 8 – Connecting with the Professional Community5 Lessons

LESSON 1: Being a Professional & Allied Professions


PPT-8 p.1 Welcome to Module 8: Connecting with the Professional Community


In Module 8, our focus will be on helping you to build professional connections. When we say “Connecting with the Professional Community,” what do you think we mean?

Working in a health care environment?Cooperating with allied professionals, such as physical therapists, chiropractors, osteopaths, physiotherapists, naturopaths, nurses, acupuncturists, and so on?Building bridges with the mainstream medical community?Joining your professional association and becoming involved as a volunteer?Getting along well with other massage therapists?Becoming familiar with the research done by others in the field?

>>Answer: All of the above<<

PPT-8 p.2-3 Lesson Objectives (Review objectives with students)

1. Identify agencies, professional associations, and other allied professions that massage practitioners commonly do business with.

2. Identify the role of professional associations for massage practitioners. 3. Identify strategies for effective communication with other professionals regarding client

care and networking. 4. Identify strategies for conflict resolution in relationships with other professionals. 5. Identify characteristics of effective interaction in groups and organizations. 6. Identify strategies to attain new knowledge.

Being a Professional (20 minutes)


What does it mean to be a professional?


And, what are the three primary components of professionalism?

Answers: Your professional association; Continuing education; Research and advocacy

Often when we use the word “professional,” we associate it with how we look, as in dressing professionally. But, really, in its true sense, it’s much deeper than that.

What do you think it means to be a “professional” in this truer sense?

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Look for: commitment to excellence; put clients first; practice to acquire mastery; continue to learn; hold high standards and critically review one’s performance

Now, let’s have a little more fun with this. Think back on a time when someone acted unprofessionally – either someone you worked with or someone you had an interaction with. In your journal, describe the incident and then see if you can tease out some of the characteristics that their behavior embodied.


>>Afterwards, ask them to share thoughts with a partner<<

Is anyone willing to share with the group some of the characteristics you came up with?


One of the best ways to enhance your professionalism is by joining a professional association. What are some professional associations that you might consider as a massage therapist?

Look for: American Massage Therapy Association (AMTA) Associated Bodywork and Massage Professionals (ABMP), National Association of Massage Therapists (NAMT).Point out the distinction between national, regional and local associations.

Are any of you members of any associations now?


What are some things that you want to ask yourself when choosing a professional association?

Look for: To what extent does it increase public awareness of the profession?Does it support massage research?Does it define and uphold ethics and standards?Does it foster legislative advocacy?Is it member driven?What are member benefits and cost of membership?

Perspectives on Allied Professions (5 minutes)


As we’ve already discussed, part of being an effective massage therapist is learning how to collaborate with other allied professions, such as occupational therapy or naturopathy. So, in addition to looking for professional associations to join within the field of massage therapy, it’s also a good idea to explore associations for allied professions. This is especially the case in light of the growing demand for integrative and complementary medicine (which includes massage therapy).

Conflict Resolution (10 minutes)

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Ultimately, whether you’re interacting with other professionals within massage therapy – or with professionals in related fields – it ultimately boils down to putting good communication skills into practice. Just as we talked about in relation to building an effective therapeutic relationship, our personal communication skills matter a lot.

Whether we’re interacting with a client or another professional, conflicts are bound to come up. So, it’s important that we be skilled not only in communication, but also in conflict resolution.

In Module 2, we talked briefly about resolving conflicts with clients. The process is much the same when it comes to resolving conflicts with other professionals.

What do you all think are some good tactics to use to resolve conflicts? I’d like you to reflect back on times when you have actually had a conflict with a co-worker or someone you knew in a professional setting.


The best approach is to have a dialogue with the other person from the point of view of trying to clarify what he or she is communicating. Clear, complete communication can often prevent conflicts from occurring.

Let’s look at a four-step process for conflict resolution, adapted from a book by Ron Willingham called Hey, I’m the Customer (Prentice Hall; 1992).

First, understand the problem. Get all the facts (from both sides) without getting defensive. Let the other person vent and listen patiently – rather than denying the problem.

Second, identify the cause. Figure out what happened, what should have happened, and what went wrong.

Third, explore possible solutions. Suggest some options, ask for the other person’s ideas, and agree on the best course of action.

Finally, remove the cause or take corrective action.

Any other suggestions or ideas?



Continuing Your Own Learning Curve (15 minutes)

The most successful people in life are often those who consider themselves to be life-long learners. To be able to continue to acquire and apply new knowledge, it’s important that you develop some effective strategies.

What do you think are some good strategies to employ?


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Also look for: keep an open mind; always look for learning opportunities

One of the best strategies is to increase your awareness and understanding of how you think and how you learn. In other words, you need to “think about how you think.” There’s actually a fancy term for it: “Metacognition.” Applying this skill enables us to be successful learners.

To introduce this concept, I’m going to lead you through a quick exercise. Pull out a piece of paper (scrap is fine) and number it 1-8. I’m going to call out a number of different scenarios, each with three different possible ways to respond – A, B, or C. After each scenario, I’d like you to quickly jot down A, B or C on a piece of paper – and don’t think about it too much! Just whatever comes to mind.

Any questions?

Here we go…Make sure learners have 1-8 written on pieces of paper.Read out one scenario at a time – and then ask learners to write down their likely response: A, B or C (by corresponding number).Remind learners that they can only choose one response for each scenario.

Scenario 1: You are trying to operate new equipment. Which are you most likely to do? A) Read the instructions; B) Listen to an explanation; or C) Have a go at it?

Scenario 2: You’ve decided to go on your dream vacation. Which are you most likely to do? A) Read the brochures; B) Listen to recommendations; or C) Imagine the experience?

Scenario 3: You realize that the item you just bought is faulty. Which are you most likely to do? A) Send an email or letter; B) Make a phone call or C) Take it back to the store?

Scenario 4: Which are you more likely to say? A) Show me; B) Tell me; or C) Let me try?

Scenario 5: You’re cooking a new dish. Which are you most likely to do? A) Follow a recipe; B) Call a friend or family member; or C) Follow your instinct and just cook by instinct?

Scenario 6: You’re teaching someone something new. Which are you most likely to do? A) Write down instructions; B) Explain verbally; or C) Demonstrate and then let them have a go?

Scenario 7: You’re traveling and trying to find a specific destination. Which are you most likely to do? A) Look at a map; B) Ask for spoken directions; or C) Follow your nose?

Scenario 8: You’re buying a new car. Which are you most likely to do? A) Read reviews; B) Discuss with friends and family; or C) Test-drive?

Let’s tally up the results! On your piece of paper, add up the total number of A’s, B’s and C’s.

>>Give learners a minute or so to add up results, providing any assistance if needed<<

Let’s create a Human Graph now to see where we fall. Those of you who had mostly A’s, move to the left side of the room. Those of you who had mostly B’s, move to the middle – and those who had mostly C’s, move to the right side of the room.

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>>Direct learners to the 3 different parts of the room<<

If there are any learners with a tie – ask them to choose one. “In general, do you think you’re more like an A, B or C?”

What groups have you divided yourselves into?

Answer: Visual (A); Auditory (B); and Kinesthetic (C)

The point is – there is no right way to be. There are multiple ways of understanding, problem solving or taking in new information. The more you can understand and leverage your way of thinking, the better you can be at learning new information.

The latest brain research indicates that we all think differently – and, what’s key is that we are aware of how we think and how we learn. So, for example, if you’re an auditory learner, then think about ways that you can acquire learning through auditory means, such as talking through new information or listening to someone speak (as opposed to reading about it). If you’re a kinesthetic learner, think about ways that you can actually do whatever you’re learning. So, you’re probably better off learning new massage techniques by actually doing them (as opposed to reading about them or having someone provide a lengthy explanation). If you’re a visual learner, you might want to use visual prompts to help you to remember and learn information. You’re also probably better off taking notes when someone is speaking – to provide visual reinforcement.

Wrap Up (5 minutes)


Read pages 266-273. Begin with “Research” and stop before “Professional Growth Through Supervision.”DUE DATE: Next class

Even though this module takes us back to looking at our own individual development, you should be continuing to work with your group to create your final project: the business plan. By this point, you should have a lot of notes (which you will need to submit at the end!). As we’ve discussed, the template we’re using for these business plans is actually based on the template suggested by the Small Business Administration.

For your final project, I’d like you to actually go to the website, input all of the information you’ve gathered so far, and generate a business plan. Here’s the website you need to go to:

http://web.sba.gov/busplantemplate/BizPlanStart.cfm

Follow the prompts in order to generate your group’s business plan. Please print this out to include with your final project.


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LESSON 2: Research

Opening (5 minutes)


1. Demonstrate the ability to read and critically evaluate technical information found in health-related journals.

2. Describe the importance of evidence-based research to the massage profession.

Defining Research (15 minutes)


To get us started on our discussion about research, let’s first take a moment to clarify what research means – and how we can distinguish between anecdotal evidence and clinical research.

To make it fun, I’ll tell a silly story. Jim, Sally and Carlos all report that they had a headache before lunch, they all had a piece of rhubarb pie with lunch, and, afterwards, each reported that their headache had gone away.

This is an example of anecdotal evidence (that rhubarb pie cures headaches).

Who can define anecdotal evidence?

Answer: Anecdotal evidence is a report of clinical experiences based on individual cases rather than on an organized investigation with appropriate controls, etc.

Based on this anecdotal evidence, we can’t conclude that rhubarb cures headaches. There could actually be a number of explanations – beyond the rhubarb pie. For example, one possible explanation could be that all three were hypoglycemic before they had lunch (one of the symptoms of hypoglycemia is headache).

Let’s pause for a moment. Would you say that this an example of empirical research or objective research?

Answer: Empirical research – it only relies on Jim, Sally and Carlos’ experiences or observations. Objective research relies on information gathered by the use of measurement tools.

So, how could we test whether rhubarb pie cures headaches?

Answer: Take a large group of people with headaches and do a controlled study.

How large of a group is big enough? Well, consider that according to the Headache Foundation 45 million Americans suffer from recurring headaches, we know that the experience of 3 people is not enough to tell us anything of significance. At the same time, it would be impossible to test all 45 million headache sufferers. So, what we would need to do is limit the sample size to include, for instance, people with headaches of a certain type at a certain hospital at a certain time. If the study is valid, the results of the study can be assumed to apply to the larger population.

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We would also need to use objective measures of pain, such as brain scans, to indicate headache activity.

For any research question to be valid, it has to include the question – “Compared with what?” In other words, how does your intervention compare with other interventions or no interventions at all?

In this case, perhaps we could randomly divide the people into 3 groups. We’d feed the first group a piece of rhubarb pie, the second group apple pie, and the third group a “fake” pie.

What’s important here is that all participants have the same dining experience. That way we know the difference in outcome are due to the contents of the intervention rather than the way in which the intervention was administered.

After the pie, we’d measure again to find the difference in the participants’ pain levels – before and after.

Have we designed a placebo-controlled study? Not really. Although we’ve included a fake pie, presumably the participants can still taste the difference between the three kinds of pie, and the differences in taste might affect the outcome.

Our study would actually be better controlled if we put the three samples of pie in capsules and fed it to the participants. That way, they wouldn’t know what kind of pie they were eating.

If the participants didn’t know which kind of pie capsules they were eating and the wait staff serving the pie didn’t know what kind of pie capsules they were serving (but someone behind the scenes did), what kind of study would that be?

Answer: Double blind – both the participants and the direct administers of the test cannot distinguish between the three substances.

This is just a fun story to make the point that conducting a controlled research study involves many steps – and even reading research requires that we be familiar with a number of terms (including some of the terms that we used in our fun story about rhubarb pie and headaches).


>>Direct learners to Figure 8.4 on page 270 to review common research terminology<<

Go over each term as a group, responding to any questions. Remind learners that they will be responsible for knowing these terms for the Module 8 quiz – as well as for a fun activity next lesson.

Value of Research (15 minutes)

Ultimately, the purpose of research is to help answer questions that will lead to a better understanding of how massage can improve people’s lives. The textbook lists some examples of questions that research can help to answer – such as –What is the role of massage in helping a client achieve peak performance?Can massage help a person with insomnia sleep better?

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What are some examples of questions that you’d like to have answered?


So, what would you say is the value of getting involved with research?

Look for:Research can help us improve our skills and thus better serve our clients.Continually generating a relevant body of knowledge is key to the professionalism of any health care field. We have to keep learning.Research can help to better connect massage therapy with the health care community.Thinking scientifically and logically is a valuable skill in and of itself.

If you are considering getting involved with research, probably the most important aspect is to find a topic that you are passionate about. I’m going to give you a moment to reflect on topics in the field of massage therapy that interest you – and may be topics you might like to research.


Is anyone willing to share with the group some ideas of topics you might be interested in researching at some point?

>>Elicit responses – and encourage learners to talk with others who have shared interests<<

I encourage you to take note of others here who have similar interest as you. Perhaps you may conduct a study with someone else here who is passionate about the same topic as you.


Getting Started (5 minutes)

Getting involved in research can seem overwhelming, but let’s review a quote from a veteran in the field to get some ideas on how to get started.

>>Referring to slide, ask a volunteer to read the quote out loud<<

If you wish to get involved in research, you should contact your local hospitals, local research centers, colleges and universities, and/or key practitioners in your geographic area. Read the newest studies and see if any are being done in your area. You could perhaps do a small study within your practice – be in touch with the AMTA Foundation about how to do this. - John Balletto, NCTMB, President, AMTA Foundation

What do you think of what he has to say? Have any of you here been involved in a research project? If so, are there any words of wisdom that you could pass along to the rest of us?


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Biases, Ethical Considerations and Informed Consent (15 minutes)

A critical component to research is being able to identify biases in research (if you’re reading about another research project) – and being able to prevent biases (if you are conducting research). What are some questions to consider in determining the validity of research results?

Look for questions, such as - How were participants selected?Was the sample size large enough?Was there a control group?Did participants know the source of funding?Was there any potential conflict of interest between the source of funding and desired outcome?Have the results been replicated?

Beyond biases, there are ethical considerations to keep in mind. What are the three elements that should underlie all research endeavors?

Answer: Respect for persons; beneficence; justice

To maintain these high standards, researchers must incorporate elements of informed consent for the individuals who agree to participate in their studies. What would these include?

Look for: procedures, potential risks and benefits, alternatives to participation, confidentiality, request for more information, refusal or withdrawal, injury statement, consent statement, signatures

Finally, even if you have no interest in ever conducting any research, it’s critical that you know how to effectively find and read research articles. This is a critical skill as a professional massage therapist. What are some resources to find massage therapy articles?

Look for: Massage Therapy Foundation, AMTA, Massage Magazine, CAM on PubMed, Google search

As we touched on earlier in this class, you need to be familiar with some basic terms (outlined on page 270 in your text) in order to be able to read these research articles.

Wrap Up (5 minutes)


Get comfortable with the terms we reviewed on page 270 – in preparation for a quick, fun game of Jeopardy at the beginning of next class!

Read pages 273-277. Begin with “Professional Growth Through Supervision” and read through the end of the chapter.DUE DATE: Next class


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LESSON 3: Professional Supervision & PD Business Plan


Before delving into today’s lesson, let’s first do a quick review of the research terminology we talked about last class with a game of Jeopardy.

Divide class into two groups. (If there’s time, encourage each team to come up with a team name.)

Ask each team to decide which player will go first (and what the order will be following).Toss a coin to decide which team will go first.Selecting from the list of Research Terminology (shown on page 270 in textbook), ask Player 1 from Team 1 to define a selected term. If Player 1 answers correctly, a point goes to that team. If Player 1 answers incorrectly, question goes to Player 1 on the Team 2. If that player answers incorrectly, the question goes back again to Team 1, but this time to Player 2 – and so on.Next question goes to the winning team.Total up points at the end.

Great! Now, let’s continue with our discussion of today’s topic: Professional Supervision and Professional Development Business Plan.


1. Explain the need for using professional supervision when appropriate. 2. Incorporate professional development goals into your business plan.

Professional Growth Through Supervision (10 minutes)


Finding and working with a mentor is one of the best ways that we can develop ourselves professionally. Who here has experienced working with a mentor?


How did having a mentor help you?

>>Elicit responses – and write down on the board<<

What are the three kinds of supervision that massage therapists can use?

Look for: school clinic supervisor, group supervision (peer supervision), professional supervision

>>Discuss each one of these and respond to any questions<<

Keeping in mind the issue of confidentiality, remember that the actual supervision will always be done outside the actual massage therapy session.

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Professional Development in Your Business Plan (25 minutes)

Reference text pp. 274-275 Just like it’s important to create a plan to know where your business is going – it’s also important to create a plan for your professional development. Take a moment now to jot in your journal some ideas about what some professional development goals that you have in mind.

Here are some questions to help guide you:What are some issues within the profession that you’re particularly interested in getting involved in?What kinds of professional relationships are you particularly interested in developing?How do you think you might get professional supervision and mentoring?


Is anyone willing to share with the group some of your professional development goals?


HO 8-1 You’re now going to build on these initial thoughts. I am going to now ask you to begin creating your Professional Development Plan, using the worksheet that I’m about to pass out to you.

>>Pass out Professional Development Plan Worksheet<<

Take a look at it – and begin filling in your responses.

>>Give learners a few minutes to begin responding to questions<<

Your homework will be to fill this out completely and thoroughly. At the end of the course, each of you will need to include your individual Professional Development Business Plan as part of your group’s full portfolio.

Right now, I’d like you for you to form into your groups. Remembering to appoint a facilitator and recorder, we’ll take about 10 minutes now for each of you to share your initial thoughts on your Professional Development Plan with the other group members.

>>Help learners to form into their groups to discuss<<

Wrap Up (5 minutes)


In addition to reviewing Chapter 8 in preparation for Module 8 quiz, fill out your Professional Development Plan Worksheet. DUE DATE: Next class


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Lesson 4: Summary & Application

Opening (5 minutes)




>>Direct learners to the review questions at the end of Chapter 8, pages 276-277Lead a discussion on each of the questions. Possible answers are given below<<

Reference pp. 276-277


1. Identify agencies, professional associations, and other allied professions that massage practitioners commonly do business with.- Chiropractic- Physical therapy- Physicians- Holistic health care professionals such as naprapathy, naturopathy, homeopathy, and

acupuncture.

2. Identify the role of professional associations for massage practitioners.- Provide support for decision-making.- Provide set of professional values.- Provide liability insurance.- Provide forum for collaboration with peers.

3. Identify strategies for effective communication with other professionals regarding client care and networking.- Build understanding of other’s use of terminology and depth of training.- Focus on areas of understanding and overlap.

4. Identify strategies for conflict resolution in relationships with other professionals.- Focus on similarities rather than on differences.- Look for understanding and clarification.- Focus on each other’s strengths.- Share resources.

5. Identify characteristics of effective interaction in groups and organizations.

6. Identify strategies to attain new knowledge.

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- Look for continuing education opportunities.- Look for both formal and informal training opportunities.- Develop a training plan when you re-evaluate your business goals and develop your

expense budget.- Use every massage session to heighten your awareness of your touch technique and their

effect on the client.- Use every conversation with a client to refine your therapeutic communication skills.- Listen to tapes, watch videos, read massage therapy journals, and research articles.- Include informal learning in your self-care practice.

7. Demonstrate the ability to read and critically evaluate technical information found in health-related journals.- Identify possible biases.- Be familiar with common research terminology.- Know how to find research articles by familiarizing yourself with useful resources in

your field.- Understand how to translate research toward practice.- Understand the ethical considerations in clinical research.- Get further training in the area of research, i.e., take a course on research methods.

8. Describe the importance of evidence-based research to the massage profession.- Helps to answer questions that lead to better understanding of how massage can improve

people’s lives.- Lends more credibility to the profession of massage – and its value.

9. Explain the need for utilizing professional supervision when appropriate.- Helpful in sorting out behaviors and feelings you might experience while interacting with

clients.- Helpful in building your knowledge base.- Helpful in serving as a role model.

10. How would a massage therapist benefit from using professional supervision?- A supervisor generally has more experience than you.A supervisor can help you improve your therapeutic relationships with clients, your self-care, and the health of your business.

11. What professional development goals will you include in your business plan?- Dependent upon the individual learner.






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Collect quiz and explain that you will return them at the start of next class.


For the remainder of our time here today, I’d like you to meet with your group to make any final touch ups on your business plan and preparations for your presentation next class. Remember, the appendix of your group’s business plan needs to include all of the work that has gone into creating it. This includes the notes from all of your discussions and brainstorm sessions, as well as all of the preliminary marketing materials you’ve created.


Prepare learners for the final business plan presentations.Explain what the format will be. Remind learners how much time each group will have (15 minutes – or depending upon how many people are in class).Referring to Overview of Final Projects (handed out on first day of course), review the items that should be included in their business plans and what should be covered in their presentations.Remind the learners that every person in the group needs to have a role in their group’s presentation.


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Lesson 5: Group Presentations

Opening (5 minutes)


2. Present your group’s business plan.3. Turn in your group’s “start-up kit” (all of the planning documents that went into the

development of the business plan).4. Turn in individual portfolios.

>>If the class is large, you may need to build in an additional lesson to follow this one<<

Presentations (50 minutes)HO 8-2

>>Remind learners of today’s format and how much time each group will be allotted for their presentation<<

Pass out Business Plan Presentation Evaluation handouts to students. Each student should have a handout for each group. Remind learners to be fair but honest when evaluating their fellow students. Encourage everyone to be a good audience for others’ reports and to give the presenter their full attention.At the end of each presentation, invite the audience to ask questions of the presenters.Applaud each group.

>>Collect Business Plan Presentation Evaluation handouts from learners<<

Wrap Up (5 minutes)

>>Any questions about anything we’ve covered in this course?<<

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LESSON 1 - American Massage Therapy Association ... · Web viewLESSON 1: Welcome Aboard...

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