NFA Class Description

Community Risk Issues & Prevention Interventions (F347) - This 2-day course is designed for students who work in the field of prevention. Students learn a basic overview of the "three E's" of prevention--education, engineering, and enforcement. The course concludes that the most effective way to combat community risk issues is to develop strategies that use all "three E's." The course is designed to provide the motivation and leadership for local organizations to enhance their prevention efforts.Course content includes* evaluation of the types and levels of community prevention;* how injuries, fires, and burns can be prevented;* strategies and countermeasures to help people understand the injury, fire, or burn event and reduce the loss; and* prevention approaches--behavior changes, legislation, and enforcement and engineering. 
 

Fire Prevention for High-Risk Populations:  Age and Disability Factors (F275)- This 2-day course will provide an overview of the knowledge, skills, and process required to conduct successful risk reduction efforts among older adult populations and very young children. This course is designed for students who work in the field of prevention, safety education, and community leadership positions. Students learn to focus on the factors that contribute to high fire incidence with the older adult and very young populations. Course content includes* personal beliefs and observations about the aging process;* developing sensitivities about growing older;* characteristics and challenges associated with addressing risk among older adult and very young population groups;* the risk reduction process for older adult populations; and* fire safety plans/messages targeting high-risk populations based on aging.


Juvenile Firesetter Intervention Specialist I (F626) - The goal of this course is to provide the skills and tools necessary to become a Juvenile Firesetter Intervention Specialist I. The class will address the NFPA 1035 Juvenile Firesetter Intervention Specialist I including: Introduction; Primary Prevention; Identification and Intake; Who Sets Fires and Why; and Interviewing and Intervention Strategies. Students will be introduced to the NFPA 1035 Juvenile Firesetter Intervention Specialist I Professional Standard. The individual will learn to conduct an interview with a firesetter and their family using prepared forms and guidelines and who based on recommended practice may determine the need for referral for counseling and/or implement educational intervention strategies to mitigate effects of firesetting behavior. 

Juvenile Firesetter Intervention Specialist II (F627) - The goal of the course is to provide the skills and tools necessary to become a Juvenile Firesetter Intervention Specialist II. The class will address the NFPA 1035 Juvenile Firesetter Intervention Specialist II including: Identification and Intake; Coalition Building Support and Management; Budget and Funding; Development of a Juvenile Handbook, Resource Directory, Data Base, and Program Evaluation. Students will be introduced to the NFPA 1035 Juvenile Firesetter Intervention Specialist II Professional Standard. The individual will learn to develop and coordinate a child firesetting intervention program and the activities of Juvenile Firesetter Intervention Specialist. The course develops skills including interviewing and assessment, program development, implementation, and evaluation. 

Methods of Enhancing Safety Education (F344) - This 2-day course is designed for those who coordinate or assist their organization in public education. The course does not teach people how to deliver safety programs; rather it supports efforts to enhance safety education in their organizations and in their communities. Content is ideal for students from smaller or volunteer organizations who wish to enhance their public education and prevention efforts. Students will outline ideas and plans that they would like to apply when they return home. Students who take this 2-day program will be able to determine if public education is valued in their organizations and in their communities. Course content emphasizes three simple methods for establishing "roots" in public fire and life safety education:* personal commitment to public education;* determining and improving the organization's role in public education; and* enhancing programs through greater community support. 
 

Preventing Fire Risk Based on Socio-Economic Factors:  Rural and Urban Settings  (F276) - This 2-day course will develop ideas and plans to address the high fire incidence among populations based on socioeconomic factors. Rural and urban settings are taken as samples. This new course is designed for students who work in the field of prevention. Students learn to focus on the socioeconomic factors that contribute to high fire incidence among populations in rural and urban areas. Values, attitudes, and behaviors as well as social and economic characteristics will be evaluated. Effective change techniques, existing programs, and community collaboration are reviewed to develop effective solutions to community high-risk target groups. Course content includes* how socioeconomic factors play a significant role in high incidence of fire, fire deaths, and fire injuries;* attitudes, values, and behaviors of population at high risk for fire;* poverty and low education levels may explain up to one-third of the variation in fire deaths; * reaching into neighborhoods to create change for populations that are at high risk for fire; and* program issues for high-risk groups in rural and urban groups.

Training Operations In Small Departments (F290) - This 2-day course is designed to provide students with some basic tools and skills to coordinate training in a small fire/EMS organization. A training function in a smaller department typically may include conducting training drills and coordinating training with a nearby larger city or State training function.Course content includes* Leadership issues in fire service training, such as why and how the local training officer must be a catalyst for change, and personal motivators within the department.* Identifying the legal issues affecting the training function, including an understanding of a standard of care, and the impact of OSHA and NFPA standards.* Safety considerations in training.* Marketing training internally.* Identifying ways to justify training needs.* Resolving training conflicts using appropriate conflict resolution techniques.* Selecting and evaluating training curriculum and materials from outside sources.* Effective delivery and evaluation of training.