This document discusses the steps involved in developing and implementing a fire and life safety program. It outlines the 5 steps of the Threat and Hazard Identification and Risk Assessment (THIRA) used to identify threats. It also describes the 5 E's - education, enforcement, economic incentives, engineering, and emergency response - that make up the components of program delivery. Finally, it notes that fire and life safety codes are adopted through a specific process and that a Firefighter I plays a role in enforcing these codes.

1. Essentials of Fire Fighting
6th Edition
Firefighter I
! Chapter 21 — Fire and Life
Safety Initiatives
1
!
!
Explain the steps taken during fire and
life safety program development.
Learning Objective 1
21–2
2
Firefighters need to understand the
value of a life safety program.
21–3
3
Development of a life safety program
should be systematic.
21–4
4

2. The first step in the THIRA is to identify
threats and hazards.
21–5
CourtesyofChrisMikal
CourtesyofRichMahaney
5
The second step in the THIRA is to give
identified threats a context.
21–6
6
The third step in the THIRA is to examine
jurisdictional core capabilities.
21–7
7
The fourth step in the THIRA is to set
capability targets.
21–8
8

3. The final step in the THIRA is to apply
the assessment results.
21–9
9
REVIEW QUESTION
!
!
What steps should be taken when
developing a fire and life safety
program?
21–10
10
!
!
Describe the components involved in
fire and life safety program delivery.
Learning Objective 2
21–11
11
Life safety program delivery is based
on the five Es.
21–12
12

4. Answering questions not typically
covered can be a part of education.
21–13
13
Enforcement activities are usually
grouped into a few categories.
21–14
14
Economic incentives can also play a
role in program delivery.
21–15
15
Fire and life safety program delivery
also requires engineering.
21–16
16

5. Emergency response is another aspect of
program delivery.
21–17
17
REVIEW QUESTION
!
!
What components are involved in
fire and life safety program delivery?
21–18
18
!
!
Explain the impact of safety hazards,
messages, and target audiences on
creating fire and life safety education
programs.
Learning Objective 3
21–19
19
!
!
Indicate ways to identify and
prevent firesetter development.
Learning Objective 4
21–20
20

6. Fire and life safety education is designed
to reach two goals.
21–21
21
Fire and life safety hazards are the two
broad categories of hazards.
21–22
22
Other hazards can also be the focus of
provided safety messages.
21–23
23
Fire and life safety messages are chosen based on
community assessment of risk and fall into four categories.
21–24
24

7. Presentation materials are typically
organized based on audience age range.
21–25
25
REVIEW QUESTION
!
!
How does identifying a target
audience impact the creation of a fire
and life safety program?
21–26
26
Structure surveys can be part of fire and
life safety education.
21–27
27
Juvenile firesetter programs take steps to
reduce fires set by children.
21–28
28

8. The U.S. Fire Administration identifies the
impact of juvenile firesetters.
21–29
29
Juvenile firesetters can be identified using
information from several sources.
21–30
30
Prevention of juvenile firesetters is
accomplished through several messages.
21–31
31
REVIEW QUESTION
!
!
What are some steps that can be
taken to help prevent firesetter
development?
21–32
32

9. !
!
Describe the role of a Firefighter I in
enforcing fire and life safety codes.
Learning Objective 5
21–33
33
Fire and life safety codes are adopted
using a specific process.
21–34
34
You should understand the two basic
aspects of code enforcement.
21–35
35
REVIEW QUESTION
!
!
What role does the Firefighter I
perform when enforcing fire and life safety
codes?
21–36
36

10. • Fire and life safety initiative programs
benefit both the community and the fire
department.
• When properly implemented the program
can help provide an accurate assessment
of hazards to which the community must
respond.
Summary
21–37
37