Fire science unit I assessment two questions And DQ question

FIR 4306, Human Behavior in Fire 1

UNIT I STUDY GUIDE

Introduction to Human Behavior

Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to:

1. Discuss myths and studies of people’s behavior during fires. 2. Describe some of the concepts of gaining mainstream acceptance of

studying human behavior in fire. 3. Explain how acceptance influences human behavior. 4. Describe how social psychology influences human behavior. 5. Discuss early documented studies of human behavior in fire. 6. Discuss the precognition span period for research on human behavior in

fire. 7. Discuss the most productive span period for research on human

behavior in fire. 8. Describe the performance code incentive years related to human

behavior in fire.

Unit Lesson Human behavior is nothing new to the fire service industry or other professions for that matter. As you review any part of history, you can reference behavior demonstrated by humans. History lessons in grade school taught you about the behavior of early mankind and even their use of fire. Many religious documents such as the holy bible have stories of human behavior that is affected by peer pressure, the environment, etc. In Unit I you will find that many of the myths of people’s behavior during fires are not all true. Researchers believe that humans have a natural desire to be accepted by others, and this desire can have a great effect on behavior. Sociological studies have shown how peer pressure or groups can influence behavior. In the workplace, many managers find that “breaking bread” or having a meal with employees can have great influence on being accepted and gaining support. A fire chief who is new to the department may have a different set of challenges than one who was promoted through the ranks of the departments. The latter may have a social connection with the fire department personnel and the community and more easily have support and acceptance of the department and community. The new fire chief from outside the department may be known by few in the department and have little to no contact within the community. However, there are many fire chiefs who have conquered this challenge. This unit discusses early studies of human behavior in fire. Although there is a lack of documented research on many historical fire situations, some of the documented fire incidents in night clubs, government buildings, and other locations can provide us with useful information on the occupants’ behavior. Many of you may recall watching television and witnessing some of the behavior of occupants in the MGM fire, the World Trade Center, and night club fires. Without being in the situation, it is very difficult for anyone to say if they would or would not behave differently.

Reading Assignment See information below.

Learning Activities (Non-Graded) See information below.

Key Terms 1. Performance code

incentive years 2. Prerecognition years 3. Productive years

FIR 4306, Human Behavior in Fire 2

Other issues that need to be understood in regards to fire behavior is that there are many situations where a person was fully aware of appropriate actions to take and yet, when confronted with a situation, he or she responded inappropriately. One example is a supervisor of a 9-1-1 center who was visiting her mother and her mother suffered a massive stroke. The supervisor admitted that she actually forgot the universal emergency number. Although fire drills may be conducted in schools regularly, often the behavior of students and teachers is far different from what is expected in an actual emergency. Even in the home, people may practice an escape plan and even participate in home fire drills. However, the plan may not prepare them for the unexpected issues during a real fire such as poison gases, disorientation, or even panic. The actual presence of fire does a good job getting people’s attention. In fact, some neighborhood watch groups have claimed that yelling “FIRE” during burglary or carjacking attempt will summon help from bystanders more easily that yelling “HELP.” This may not be a good thing in the long run. There are many situations where very young or elderly people are at the mercy of irresponsible or uniformed adults. This even includes being told what actions to take in the event of a fire. The irresponsible adult often does not accept or have knowledge of preferred actions to take during a fire. Consequently, this misinformation is passed onto the young people and elderly people in the home. Children may seek “shelter” in a closet or under a bed in the event of a fire. The elderly person may be physically unable to escape the fire. In some homes, older children have the task of cooking and caring for younger children. In the event of an emergency, such as a grease fire, the child may automatically pour water in the pan rather than something more appropriate. Who would predict that people would stay put during a fire? In situations where high-rise buildings have housed a casino, fire departments have reported that during fires calls at some of these establishments, it is very difficult to get the cooperation of the occupants if they are participating in gaming. Other fire fighters have very interesting stories of occupant behavior and their resistance to leave the area, even if smoke is present. Why do people refuse to leave a burning building, and why is it important that you understand this behavior? Human behavior in fire also affects fire fighters. There are examples of how even the most veteran of fire fighters may encounter a situation and demonstrate behavior that is not normal for them. However, because firefighters are trained to respond to these emergency situations, the majority of firefighters who encounter life-threatening situations remain calm and their behavior is just like they were trained to do. In some cases, a trapped fire fighter was out of air, yet he or she was able to calmly inform rescuers of this location and even obstacles in the path. Another situation that can affect a firefighter’s behavior might be fatigue. Take for example the case of a fire company responding to a structure fire at 2:30 a.m. The driver of the apparatus was a veteran driver/operator. However, after driving for one minute, the driver realized that he was driving in the opposite direction of the structure fire. Although he was very familiar with the street location within his assigned territory, he acknowledged that the early morning time may have contributed to his disorientation. If a trained firefighter can make an error due to fatigue, how do you think this issue might affect the behavior of a victim?

FIR 4306, Human Behavior in Fire 3

After completing this course, you should be able to evaluate your own fire behavior tendencies and those around you.

Reading Assignment In order to access the resources below, you must first log into the myCSU Student Portal and access the ABI/Inform Complete database within the CSU Online Library. Mawson, A. R. (2005). Understanding mass panic and other collective

responses to threat and disaster. Psychiatry, 68(2), 95-113. Retrieved from http://search.proquest.com/docview/220706229?accountid=33337.

Learning Activities (Non-Graded) Take the time now to create or update your resume. If you do not have a resume, take a look at the resume templates found in Word and create one. Does your resume accurately reflect your job experience and your education? If not, take the time to update it. Keeping your resume updated not only helps you on a new job search, but can be used for promotional opportunities in your current job. A resume can be a great document to use if you want to work in the community and show your experience and expertise. You are not required to turn in your resume, but we will readdress this issue again at the end of this course. Non-graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions contact your instructor for further guidance and information.