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Hispanic risk reduction 1
Running head: RISK REDUCTION IN THE HISPANIC COMMUNITY
Leading Community Risk Reduction
Risk reduction in the Hispanic community
Donald E. Triana
West Palm Beach Fire and Rescue Department
West Palm Beach, Florida
May 2007
Hispanic risk reduction 2
CERTIFICATION STATEMENT
I hereby certify that this paper constitutes my own product, that where the
language of others is set forth, quotation marks so indicate, and that appropriate credit is given
where I have used the language, ideas, expressions, or writings of another.
Signed:_____________________________
Hispanic risk reduction 3
Abstract
The problem is the West Palm Beach Fire Rescue Department does not provide a
comprehensive risk reduction program for the Hispanic community. The purpose of the research
was to identify the components for fire prevention /risk reduction program in the Hispanic
Community. Descriptive research was used and supported by external questionnaires, personal
interview, and on line search using academic search premier, to answer the following. What are
the natures of injuries to the Hispanic community? What programs address these injuries? What
are other departments doing for the Hispanic community? How current programs could be
modified for the Hispanic community? Results identified bilingualism, marketing, culture, and
partnerships, key to Hispanic risk reduction. It was Recommended these key components be
applied to Hispanic risk reduction programs.
Hispanic risk reduction 4
TABLE OF CONTENTS
Certification statement…………………………………………………………………….2
Abstract……………………………………………………………………………………3
Table of Contents………………………………………………………………………….4
Introduction………………………………………………………………………………..5
Background & Significance……………………………………………………………….6
Literature Review………………………………………………………………………….8
Procedures………………………………………………………………………………..15
Results……………………………………………………………………………………21
Discussion………………………………………………………………………………..32
Recommendations………………………………………………………………………..37
Reference List……………………………………………………………………………41
Appendix A: Cover Letter For External Questionnaire………………………………….44
Appendix B: Copy of External Questionnaire…………………………………………...45
Appendix C: Copy of Safe Kids Risk Assessment For Hispanic Children……………...47
Appendix D: Results of External Questionnaire………………………………………....51
Appendix E: Results of Safe Kids Questionnaire………………………………………..57
Appendix F: Table of Supporting Data for Research……………………………………63
Hispanic risk reduction 5
INTRODUCTION
A comprehensive risk reduction program is critical to the health and welfare of the
population a Fire Department serves. When an organization is able to remove the risk factors
associated with injury/ fatality, a better quality of life exists. In order for a risk reduction plan to
be comprehensive it must reach all the culturally diverse groups within a community The City of
West Palm Beach is a metropolitan community with 18.2 % of its population being persons of
Hispanic or Latino origin (United States Census Bureau, 2000).
The problem is that the West Palm Beach Fire Rescue Department (WPBFRD) does not
provide a comprehensive fire prevention/injury reduction program for the Hispanic population,
which may pre-dispose members of the Hispanic Community to an incommensurable amount of
preventable injuries annually. The purpose of this research is to identify the components for a
fire prevention/injury reduction program that would assist the Hispanic population to reduce
injuries within their communities.
Descriptive research was used to answer the following questions. (a) What are the natures
of injuries that occur to Hispanics living in West Palm Beach? (b) What new programs are
available to the (WPBFRD) that address fire prevention/injury reduction for the Hispanic
community? (c) What programs are available by other Fire Departments that address fire
prevention/injury reduction in the Hispanic community? (d) How could current (WPBFRD)
programs be modified to address fire prevention/injury reduction in the Hispanic community?
Hispanic risk reduction 6
BACKGROUND AND SIGNIFICANCE
The West Palm Beach Fire Rescue Department (WPBFRD), a fully paid career
department is comprised of two hundred employees, provides fire, emergency medical services,
technical rescue, fire prevention, public education, special weapons and tactics for the police
department, and hazardous materials services to the City of West Palm Beach, Florida (City of
West Palm Beach Fire Rescue Department [CWPBFRD] Strategic plan, 2006). The City of
West Palm Beach is a metropolitan community with an estimated population of 88,932 with a
land area of approximately 55 square miles. Approximately 18.2 % of the populations are
persons of Hispanic or Latino origin (U.S. Census Bureau, 2000). The WPBFRD operates out of
six permanent locations, and one temporary location for a total of seven fire stations (City of
West Palm Beach [CWPB], 2006). The majority of response area consists of single and multi-
family residential with light industry and commercial occupancies. The West Palm Beach
Association of Fire fighters, Local 727 of the International Association of Fire Fighters, are the
exclusive bargaining agency, which represents the career firefighters.
A full time Chief Fire prevention officer, Assistant Fire Marshal, Fire Prevention
Captain, three fire inspectors, one Public Education Specialist and a full time secretary staff the
Fire Prevention bureau. The fire prevention bureau presently has two inspector vacancies that
cannot be filled till the ratification of a new contract. The Public Education Specialist position
had been vacant for eighteen months with minimal interaction or emphasis on public safety
education while the position was vacant. During Fire Prevention Week firefighter participation
was limited to smoke detector giveaways at two locations within the city because there have not
been any creative or imaginary scenarios involving Fire Prevention education for any age groups
or cultures other than elementary school children.
Hispanic risk reduction 7
Currently, the West Palm Beach Fire Rescue Department (WPBFRD) has a single non
Hispanic Fire Safety educator to serve a rapidly growing and diverse community. Presently there
are no plans to develop Spanish curriculum for any life safety programs. The Fire Prevention
department does not employee any forty-hour staff Spanish-speaking employees. The WPBFRD
as an organization has less than 5% of its total number of personnel fluent in Spanish, and less
than 1% holds any certification for Fire Prevention. The majority of Spanish speaking employees
are only reluctant to obtain the certification for fear of being re-assigned from a forty hour one
day on three off schedule, to a forty hour five day work schedule, in the Fire Prevention bureau.
The WPBFRD recently initiated the first steps to accreditation. In such, a strategic plan
was developed to include changes to the mission statement, our vision for the future, and the
values we hold as an organization. As part of the mission statement “we will prevent loss and
minimize suffering; restore balance to the community; and provide a well trained, customer
centered fire organization that places a high premium on preparation and prevention”
(City of West Palm Beach Fire Rescue Department [CWPBFRD], 2006, p.1). Neither
socioeconomic status nor language differences should guide future or present injury prevention
programs to reduce risk. The department’s strategies should equally transcend any of these
barriers to match the mission and value statements of the organization.
The United States Fire Administrations five year Operational Objectives include to
“appropriately respond in a timely manner to emergent issues” (United States Fire
Administration [USFA] p. 23). On June 18, 2003 the Census Bureau marked a milestone in
United States history. Hispanics became the largest minority group in this nation of immigrants,
surpassing African Americans by 500,000 (Hardy, 2004, p. 23). The need to develop risk
Hispanic risk reduction 8
reduction strategies for this growing population is important for the Hispanic community and the
West Palm Beach Fire Rescue Department.
LITERATURE REVIEW
In order to develop a risk reduction plan in any community, it is important to understand
the vulnerability to preventable injuries and how the general influence of culture and ethnicity
impact behavior. Preventable injuries are the second highest area of medical spending, second
only to heart disease. “Injuries are the leading cause of hospital admissions for persons under the
age of forty-five, with nearly one quarter of those being preventable” (National Fire Academy
[NFA], 2003, p. 11).
“ For young adults between the age of nineteen and younger, injury is the leading cause
of death” ([NFA], 2003 p. 12).
Latino and Hispanic are two terms used frequently to denote individuals whose ancestry
can be connected to one of the Spanish or Portuguese speaking countries in the Americas. The
United States Government has adopted the term Hispanic to represent individuals of such
heritage (Altshuler & Schmautz, 2006, p. 5).
When referring to risk reduction or the elimination or absence of accidents within a
population or specific cultural group, the identification and study of risk reduction habits, social
adaptability, and the local government involvement in coordinating efforts to monitor the
effectiveness of programs is paramount. In the Hispanic community significant descriptors have
been identified that correlate with risk behaviors. The four occurring phenomena are “culture;
parental/family involvement; education, and bilingualism” Santiago & Feinberg, 2001, p.290).
Hispanic risk reduction 9
Culture is the first element to be evaluated in identifying risk behaviors. A culture is what
defines and shapes personal identity, self-esteem and influences an individual’s ability to
demonstrate knowledge acquisition.
Unlike previous Hispanic immigrant groups who resolutely turned their backs on native
countries and old ways, these Hispanic children cannot converse in the native language, even at
home. Communicating primarily through written correspondence, there was little need to
continue with the language from the country of origin. Today, Hispanics who have lived in the
United States (U.S.) for two decades still speak more Spanish than English (Shagrin, 2006).
Many of these same Children emphasize the need too continue to speak and write in Spanish.
Cell phones; Spanish television; the Internet, and cheap international flights, make it easier to
communicate in their native language preserving their cultural identity separate from the
prominent Anglo culture.
The prominent Anglo culture of today places a more freethinking, self-experimentation,
self-motivation emphasis on education and learning. Children are often rewarded for their
creativity and self-expression. In the prominent Anglo culture guessing is common practice, and
encouraged on some college entrance placement exams. The Hispanic cultural strength
emphasizes more interdependence, mutual help, non-competitiveness, and input and ideas from
the elders. Guessing is in the Hispanic culture is discouraged causing confusion and frustration
among students who must transition between the two cultures of home and school (Altshuler &
Schmautz, 2006).
Parental/family involvement is the second element to be evaluated in identifying risk
behaviors (Altshuler & Schmautz, 2006).
Hispanic risk reduction 10
Inarguably the single most influence on behavior is our family unit. Children often will
perform tasks to illicit a response from their parents sometimes being rewarded or receiving
discipline. When parents do not understand the new cultural norms, children are alienated which
prohibits students from building a strong foundation that can lead to behavior issues and
withdrawing from the system. They will become the victims of a system and process they fail to
understand.
The lower socioeconomic status of Hispanics contributes to a built in fear of the system.
Parents often feel excluded because the lack of proficiency in the English language and
uncertainty of the rules and regulations. Many themselves lack self-esteem and must rely on
advice from others who may be of the same circumstance or over worked social workers who
attempt to deliver the message. Many adult family members have little means of transportation
or funds, which limits access to services necessary for safety and risk reduction.
Parents struggle for acquiring new information and pressure to teach their children to be
mainstreamed in a world unfamiliar to them. Children are especially encouraged to learn by
relying on the directions and ideas of their adult family members.
These children of immigrants who struggle to acculturate themselves to their
surroundings and life style tend to be at a higher risk of suicide. “Latinas think about and
actually attempt suicide at twice the rate of African-American and White young women”
(Carpinello, 2006, pp.1-3).
Education is the third element to be evaluated in identifying risk behaviors. Arguably the
biggest challenge and biggest opportunity for the public school system is educating the Hispanic
population. A number of alarming statistics have threatened the Executive Order signed into law
by President George W. Bush in 2001 (White House Initiative on Educational Excellence for
Hispanic risk reduction 11
Hispanic Children [WH], 2003) to close the educational achievement gap for Hispanic children.
According to statistics, one out of every three Hispanic students fails to complete high school.
Only 10% of Hispanic Americans graduate from a four-year university (White House Initiative
on Educational Excellence for Hispanic Children [WH], 2003).
Hispanic families and communities too often view employment as the primary measure
of socio-economic advancement. A social and economic condition, especially segregation in
poor neighborhoods, with low achieving schools means Hispanic youth have low academic
expectations. On a more concrete level, highly racially identifiable schools and poverty go hand
in hand for Hispanics. Hispanic youth often quit school and obtain jobs to send money home to
their families. Many illegal Hispanics fulfill an enormous gap in the United States (U.S.) labor
force by serving in jobs that Americans simply do not want to take or perform. Hispanics tend to
suffer from low educational attainment and are often relegated to low skilled, low wage jobs.
“Almost half of the Hispanics represented in the United States labor force statistical data held
blue collar job, while only about five percent were enrolled in vocational programs” (Santiago &
Feinberg, 2001, p. 294).
Many are not coming for the opportunity to live in this country, but for the economic
opportunities here. Many come to escape political repression or devastating poverty. The money
earned is sent back to their families. The Salvadoran government calculates that the largest
contributor to its economy is money sent in from people in the United States. “An estimated 50
billion dollars worth of revenue is generated annually” (Garland, 2007, p.18).
It is obvious that Latinos are finding work, and the money being returned to their native
countries is providing economic opportunities where economic development has not always
succeeded.
Hispanic risk reduction 12
Hispanics are coming of age in an aging society. The median age of the Hispanic population is
twenty-seven, which means Hispanics will be entering their prime working years as large
numbers of Americans are set to retire. Due to the lack of educational advancement there is a
growing concern that the United States will be a country vastly of blue-collar workers (Garland,
2007).
With the data to support the fact that Hispanic children are less likely than whites to
complete high school or go to college, their earning power will be considerably less. If lower
income residents are making up an increasingly larger share of the population, state tax revenues
and federally funded programs like social security will suffer. Many officials worry that the
under-educated Hispanic population will become a heavy burden. A likely scenario could
include high health care costs and larger public expenditures. If they do not fundamentally
change the educational attainment patterns for Hispanics, you cannot decrease the number of low
skilled workers. “You do not want to grow your low-skilled, undereducated population”
(Bowman, 2006, p. 3).
Education must be the uniting force. An educated America is a strong America. The
economic reward from education is higher than it has even been in our history. Progress has
been made in the “ No Hispanic Student Left Behind” (Altshuler & Schmautz, 2006) but to
finally close the gap and stop the exceedingly high drop out rate that has plagued the Hispanic
population family involvement and the continuation of State and Federally funded programs will
raise Hispanic Achievement. The lack of educational attainment not only leads to lower socio-
economic standing, it also pre-disposes Hispanics to elevated exposures to environmental risk,
reduced healthcare, lack of insurance and less information about genetic history (Shah &
Carrasqullo, 2006).
Hispanic risk reduction 13
Access to healthcare is important to understand if describing risk to Hispanics.
Healthcare is classified as a sub-group resulting from lower education achievement and will be
discussed as part of research question one where injuries specific to Hispanics are discussed The
economic impact referenced earlier to the cost of health care coverage on local budgets will be
briefly discussed in this section.
Hispanics constitute the largest racial or ethnic minority group in the United States (U.S.)
and have the highest proportion of people lacking health insurance. By immigration statistics
50% of immigrant Hispanics who are not U.S citizens lack coverage, versus 23% of U.S. Born
Hispanics (Shah & Carrasqullo, 2006). When these figures are compared to the total population
on the United States (U.S.), the dilemma can easily be seen.. Hispanics constitute 14% of the
United States (U.S.) population, yet they account for 30% of the nations uninsured (Shah &
Carrasqullo, 2006). Not surprisingly educational and economic factors do not paint an optimistic
picture of the conditions of Hispanics in the U.S. Approximately one-fifth of all Hispanic
families had incomes below the poverty level (Santiago & Feinberg, 2001).
Bilingualism is the fourth and final element to be evaluated in identifying risk behaviors.
Language barrier is clearly the most difficult obstacle to overcome when dealing with the
Hispanic community. Unlike other groups of immigrants of past centuries, Hispanics keep their
language and culture much longer. Withy nearly 66% of the planets being bilingual, most people
live in communities where neighbors do not speak the same language (Garland, 2007). With
such a large population and culture shift it is possible that in less than two generations time, there
will be Hispanics who never will have known a time when they could not obtain goods and
services in the United States (U.S.) using Spanish (Garland, 2007).
Hispanic risk reduction 14
Many would view being bilingual as an advantage and a tremendous opportunity for
businesses to recruit and promote their company through a multi-cultural media. When in fact
four out of five children who live in a house where Spanish is spoken are at an extreme
disadvantage and have significantly lower placement scores in social studies, science,
mathematics, and reading (Santiago & Feinberg, 2001, p. 292).
Florida most recently has adopted a cooperative program with Mexico’s Education
Ministry to enable Spanish-speaking students in Palm Beach County to take more than 600
courses in their native language (District Administration, 2006).
No educator wants to dummy down the education standard to ensure Hispanics are
granted access to universities. Advocates for promoting of bilingual/bicultural education simply
ask there be an increased accountability to ensure programs remaining in place that serves
Hispanic children. Also that schools hire and train bilingual counselors, teachers, and develop
policies leading to the credentialing of educators with foreign degrees. More Hispanic role
models and a stronger emphasis on parental participation are imperial to the long-term goals of
“The No Hispanic Student Left Behind” (Altshuler & Schmautz, 2006).
The attempt to develop universal safety messages that pertain to all sections of the
population should be the goal of a risk reduction program. Hispanics with limited English
proficiency are at risk from not being able to understand product and manufacturer
recommendations for handling and safe storage of products. Highway and traffic signs as well as
basic laws such as seat belts and child safety cannot be followed. If the goal is to identify risk
groups develop fire safety programs focused toward children and the elderly than
bilingual/bicultural programs are needed.
Hispanic risk reduction 15
Clearly the research findings including the two personal communication interviews
conducted. One with Mr. David Summers, Trauma Coordinator for St Mary’s pediatric Center,
and West Palm Beach Fire Prevention Education Specialist Anita Richardson, established criteria
necessary to achieve a successful Hispanic risk reduction program. Based on the observations of
the West Palm Beach Fire Rescue Department and the lack of any consistent application or
development of specific programs to reduce risk in the Hispanic community influenced the
research project.
PROCEDURES
Definition of Terms
Hispanic-Term used frequently to denote individuals whose ancestry is linked to
one of the Spanish or Portuguese speaking countries in the Americas (Altshuler & Schmautz,
2006, p. 5)
National Fire Protection Association- A professional organization that has
developed a system in which various levels of achievement are marked. These standards are a
model for career development in the fire service (National Fire Protection Association [NFPA],
2003, p.1)
Safe-Kids- A global network of organizations whose mission is to prevent injury
to children under fourteen years old (Safe Kids, n.d.)
Bilingualism- The intermixing of two different languages, especially when speaking
Altshuler & Schmautz, 2006, p. 2)
Level 2 Trauma Center- A medical center responsible for providing trauma care
in accordance with the EMS system program plan.
Hispanic risk reduction 16
Research Procedures
The procedures for this Applied research project started with the thought that Hispanics
in the United States have become the majority minority in this nation of immigrants. Looking
internally at the West Palm Beach Fire Rescue Department and the Fire Prevention bureau does
not employ any Spanish-speaking inspectors nor are safety programs being developed to reach
school age children of Hispanic dissent.
The Fire Prevention Bureau cannot meet the expectations and fulfill all the program
needs necessary to save lives. Firefighters must bridge the gap and help develop programs,
distribute pamphlets, and role-play when needed. The National Fire Protection Association
(NFPA 1021, 2003) recognizes fire prevention activities as an integral part of a firefighter’s
career.
The following research was conducted in this study. A literature review was
conducted searching academic premier under headings such as fire safety education, safety
training for Hispanic children, Hispanic education. Also various web sites such as “Yes I Can”,
“No Child Left behind” and “Safe Kids” were examined for information that could help describe
Reviews of the West Palm Beach Fire Rescue Department (WPBFRD) documents
including administrative and operational policies were reviewed to determine if any plans had
been developed to indicate the mission statement; disaster and emergency preparedness
documents were available in Spanish (City of West Palm Beach Fire Rescue Department
[CWPBFRD] Strategic plan, 2006). A Spanish newspaper was found to have hurricane tips and
Hispanic risk reduction 17
information related to shelter locations. Nothing was listed to inform residents of readiness and
evacuation routes or other safety related guidelines.
Palm Beach Community College on-line library was searched using academic search
premiere. Internet searches were done to identify other professional organizations or institutions
and what they might be doing in this area of identifying and developing risk reduction programs
specific to the various cultural differences. Searches conducted were Hispanic education, Fire
safety and training for Hispanic children and cultural demography. A brief examination of
material related to trends in health insurance, the Florida Department of Highway Safety and
motor vehicles related to Hispanic deaths as highway fatalities. The Centers for Disease Control
and Prevention was searched for leading causes of death for Hispanics.
The purpose statement for this project would fall under the descriptive research
criteria as established by the United States Fire Administration (United States Fire
Administration [USFA], 2003) which consists of the collection of data to answer questions
concerning how things are at the present time. For this ARP that problem is the West Palm
Beach Fire Rescue department (WPBFRD) does not provide a comprehensive fire
prevention/injury reduction program for the Hispanic community. The researcher will identify
the components for a fire prevention/injury reduction program that would assist the Hispanic
community in risk reduction. The information will be distributed through memo to the Union
President of Local 727, WPBFRD Fire Administration, and Fire Marshal’s office.
The original research of this ARP was to identify and analyze data of other professional
groups or organizations and determine if the Public Education aspect of the fire service was
advancing in its identification and development of fire prevention programs aimed getting
Hispanic risk reduction 18
parents, care givers, role models, siblings and educators involved in child safety programs that
reflect the cultural diversity in our communities.
The external questionnaire(Appendix B) was a blend of research from all components
researched and were structured to determine if other departments were affected by a significantly
emerging Hispanic population and what programs were developed to deal with this changing
culture. Also if the communities that supported those departments provided educational
curriculum in their native language; were there publications in Spanish; the age groups being
targeted and the number of Spanish speaking personnel in the organizations.
Listings of Fire Departments (Appendix D) were obtained on line from the
Florida Fire Chiefs Association. Members from Palm Beach County, Broward County, and
Martin County and Dade counties fire prevention risk reduction division were e-mailed
individually the developed questionnaire. Seventeen people representing these various
departments were contacted and eleven returned the questionnaire.
After the external questionnaire was developed and checked for completeness, it was
necessary to conduct personal interviews to obtain the necessary information to complete the
research project. David Summers (Personal Communication) of the Health Care District and
Trauma Coordinator for St Mary’s Hospital Pediatrics, Palm Beach Counties Level 2 Trauma
Center, was contacted for an interview. Data and statistics were needed to determine the types of
injuries commonly seen and documented to identify hazards that may predispose the Hispanic
community to injury. The interview with Mr. Summers was conducted February 5th at 845am
and lasted approximately two hours and fifteen minutes.
Also the Public Educator for the West Palm Beach Fire Rescue Department (WPBFRD),
Anita Richardson (Personal Communication, February, 19, 2007), was contacted for a personal
Hispanic risk reduction 19
interview to identify programs that WPBFRD presently performs and what programs could be
modified to reflect a growing Hispanic population. Mrs. Richardson was currently trying to
finish an evacuation program for residents living in high-rise apartments and was unavailable for
several weeks. An interview was conducted February 19th at 730 am and lasted approximately
two hours. Mrs. Richardson had many concerns about the effectiveness of the fire prevention
program to reach Hispanic Children.
To describe the effectiveness of fire prevention programs, information was needed to
determine the level of understanding for Hispanic children and their relationship to fire safety
education programs designed to teach risk reduction behavior. An Internet search using Google
to find an outreach program to meet the requirements of young pre-school Hispanic children
between the ages of three and five years old was found. Mr. L. Perez (Personal Communication,
February 23, 2007) director of the Guatemalan-Maya Center. Mr. Perez was questioned about
testing the fire safety lessons taught to school age children using the Safe Kids program. Many of
the children are from poor migrant families and the parents leave these children in a pre-school
program while they work. He was advised that in order to describe the effectiveness of public
safety education, it was important to determine a level of understanding in the Hispanic
community of children between the ages of three and five years old. Arrangements to administer
the Safe Kids (Safe Kids, n.d.) program in Spanish were made. This give the children an
opportunity to communicate in their native language. The program was administered on
February 27th at 8:30am under the direction of Mr. Perez. There were ten children present
between the ages of three and five years old. The testing lasted approximately four hours to read
the directions and administer the questionnaire in Spanish. Two volunteers were used to read the
questions to each child separately. The first responses were recorded from the children. There
Hispanic risk reduction 20
was no clarification given or additional information provided to explain any part of the process
once directions were read. Significant emphasis was placed on consistency in how questions
were asked from child to child.
The components and strategies necessary for a fire prevention risk reduction program for
the Hispanic community were identified after completing a literature review and compiling the
data from oral interviews and external questionnaires. The descriptive data was issued to the Fire
Prevention Bureau, Fire Marshall Carsillo for review.
The data obtained during research has limitations. The external questionnaire (Appendix
C) administered to the Hispanic children was limited to children of Guatemalan descent. These
children represented lower income status, limited English proficiency and predominantly from
uneducated migrant or immigrant families. The data obtained from research and oral interview
depicts anyone with a Hispanic surname. There was no adjustment made to data that would
reflect income level, educational achievement or bilingualism. Yes and No answers were
expressed as a percentage. Percentages were calculated for yes questions only to reflect percent
correct.
The external questionnaire (Appendix B) sent to various departments represents
departments in south Florida and not necessarily departments with large areas of seasonal or
migrant workers. Also communities within these areas may contain large pockets of Hispanics
who are citizens and would be reflected on census information. The Hispanic population is
composed of culturally distinct subpopulations that may tend to be regionally concentrated.
Hispanic risk reduction 21
RESULTS
In this research four questions were asked. Research question one asks, what are the
natures of injuries that occur to Hispanics living in West Palm Beach? The components for a fire
prevention /injury reduction program for the Hispanic community were established by literature
review, oral interview and external questionnaire.
Research Question 1
Research question one asks, what are the natures of injuries that occur to the
Hispanics living in West Palm Beach? The natures of injuries that occur to the Hispanics living
in West Palm Beach were answered by personal interview with Mr. David Summers, Director of
Pediatric Trauma at St Mary’s Hospital on February 14th 2007.
According to David Summers (personal communication) Hispanic children were
overrepresented among the burn center population. Most of the children treated were between the
ages of six months to thirty-six months whose parents were immigrant farm workers and who
had scald burns from hot food.
Summers also continues by saying that fall was the largest category of injury resulting in
hospitalization occurring in Palm Beach County for 2003-2005 for Hispanic children between
the ages of 3-7 years old. Summers stated that motor vehicle crashes and falls accounted for
one-third to one-half of the injuries for this ethnic group. Summers indicated that in this category
are pedestrian; traffic, non-traffic, and other transport, accidents Children left unattended can and
often do become victims under this classification. Typically, as a result of a member of the
family being dropped off from work.
Summers further states, it’s important to realize that socioeconomic status and culture
were key determinants in occupant death rates for Hispanics. Culturally women believe that the
Hispanic risk reduction 22
child will be safer in the mothers lap instead of being restrained in a car seat. Vehicles are
traveling along the roadways with more occupants than seat belts. Ejection from the vehicle is
common when seat belts are not being applied. This mainly affects the older age groups from
twenty-five to sixty four.
Summers advises that much more teaching is required with the Hispanic population,
particularly male drives in the use of alcohol-impaired driving and seat belt use. Here in West
Palm Beach for Hispanic females there is a lower passenger vehicle occupant death or injuries.
Summers states that women’s death rates as a whole, across all racial ethnic and socioeconomic
groups are less than half that of men.
Many other health issues affect the Hispanic population and would make excellent
programs to reduce risk and prevent injury in the Hispanic community, Summers advises.
Hispanics have the second highest rate for all ethic groups reporting in the nation of persons
living with AIDS. We have seen an increase in suicide rate among the Mexicans particularly the
age group 85 years old and above. We have seen an increase in the prevalence of diabetes
among Hispanics. In the pediatric arena they have seen the affects of tobacco and second hand
smoke on infant mortality and low birth weight.
Summers conclude, that some particularly important mechanisms of injury for Hispanic
children include struck by, against, gunshot, drowning, poisoning, and being pierced or cut by
objects. A fire prevention risk reduction program designed to address the specific needs of the
Hispanic community is needed. St Mary’s has many coalitions and is working to reduce child
injury in the community. Summers suggest; that more specific investigations targeted toward
these injury types are needed to identify the underlying preventable risk factors involved.
Hispanic risk reduction 23
Research Question 2
Research question two asks, what new programs are available to the West Palm Beach
Fire Rescue Department (WPBFRD) that address fire prevention/ injury reduction for the
Hispanic Community? What new programs are available to the (WPBFRD) that addresses fire
prevention/injury reduction for the Hispanic community were determined by personal interview
with Mrs. Anita Richardson, Public Education Specialist on February 26th 2007.
Mrs. Richardson was unaware that enrollment figures revealed that 57% of three to six
year old Hispanic children are in school compared to 65% of whites. She was concerned that
these children are missing the message of fire safety at an early age, an age where children are
most susceptible to injury from fire.
According to Mrs. Anita Richardson (personal communication) Public Education
Specialist for the West Palm Beach Fire Rescue Department, this is s a very exciting time for the
fire prevention division. Although after working in her position for four months, fire prevention
was lacking a public educator for eighteen months. A grant program from previous
administration was already funding many of the old stand-by programs such as smoke detector
give away, and car seat give-away. The focus has not been on developing new programs but just
getting to get out there and become a presence again. Priorities change, but the goal of public
education and fire prevention remain the same; reducing risk in the community. After Hurricanes
Wilma Frances, and Jeanne, Palm Beach County realized how vulnerable many of the elderly
were. The county wide initiative was to focus on this target group. Workshops and disaster
response plans were the new initiative. Never before has such a large initiative been undertaken
to define responsible authorities and a definition of how resources would be utilized. Through
public education seminars and investigation of other programs in the area, Richardson suggested
Hispanic risk reduction 24
there just are not that many new innovative programs out there. Richardson continues; Boca
Raton with their safety house and Delray Beach do some different things, but everyone
participates in the same basic programs with similar audiences.
Anita Richardson explained that the Fire Prevention division had partnered with
Emergency Medical services to focus on a new program. Fire prevention will work with the
Palm Beach County Drowning Prevention Coalition, do a couple of radio spots and talk about
drowning prevention, offer free swimming lessons, and try to reduce the number of drowning; as
well as educate the public on other programs available such as basic live saving.
The Delray Beach Fire Rescue Department manages a unique program that rewards
children for the development of an evacuation plan. During Fire prevention week, red white and
blue bracelets are given out at an awards ceremony to all elementary school children, who in
cooperation with their parents, bring in an emergency evacuation plan that has been practiced in
the home. The teachers are provided all the order forms and information needed to help the
children develop their evacuation plan. This requires a tremendous amount of time to order and
distribute the bracelets to the children, but the life saving and education exhibited by the program
is tremendous.
When Mrs. Richardson was asked about this program and if implementation of such a
unique program was possible here at the West Palm Beach Fire Rescue Department, Mrs.
Richardson advised that Delray has managed that program for many years. One person is
responsible for that entire program and it literally is a year round commitment. Having the
bracelets is positive reinforcement for the children, and it rewards many of them. She replied, but
in our community schools we want something that everyone can learn and benefit from. Mrs.
Richardson continues, starting any program and not having the personnel or means to follow-
Hispanic risk reduction 25
through can be detrimental to a department’s image. There must be a commitment and it must
continue to be shared throughout the organization to have a successful program like that bracelet
program in Delray Beach.
Our concern as always is the right message getting out to the right audience. Without
anyone in the Fire Prevention Bureau that is fluent in Spanish, that message cannot be heard. The
literature in the past have been purchased in Spanish with volunteers from the shift firefighters
that are fluent in Spanish being used to reach Hispanic children, states Richardson. Being
bilingual would be a tremendous advantage and allow for a broader delivery of programs,
Richardson advises, but with little support in terms of financial or just having the bodies
available, the programs that are in operation are maintained in a manner consistent with the
current commitment of the Fire Prevention Bureau.
Placing the proper individuals in the Prevention Bureau is an important goal for the Fire
Marshall. In the past, Fire Prevention Bureau’s were a dumping ground in most fire departments.
The misfits, troublemakers and those who were looking to fatten up those pensions always
managed to find their way to the Bureau. Today, contracts, and personnel subject to testing, and
oral interviews define entry into the Fire Prevention Bureau (City of West Palm Beach [CWPB],
2006). The candidates are selected on the basis of their willingness to make a difference, willing
and able to learn, commit to a job for an extended time. These candidates also need to reflect the
ethnicity of the communities they serve.
Richardson concludes we are a diverse society; we cannot effectively reach the Hispanic
community if we don’t speak the same language. There will always be that sense of mistrust and
our ability to evaluate their needs is compromised by our inability to determine their knowledge
level with regard to fire prevention/injury reduction behaviors.
Hispanic risk reduction 26
Research Question 3
Research question three asks, what programs are available by other Fire Departments to
reduce fire prevention/injury reduction in the Hispanic community? The programs that are
available by other fire Departments to reduce fire prevention/injury reduction in the Hispanic
community were determined by the external Fire Department questionnaire (Appendix B).
The results of the external questionnaire (Appendix B) revealed that 100% of
departments that returned questionnaire participated in a car seat giveaway and a smoke detector
giveaway program. In both of these programs Federal grant money was available to purchase the
car seats and the smoke detectors. What is interesting is that in the care seat giveaway, 100% of
the respondents advised the car seat giveaways were at a designated location and safety
technicians were in place to install the car seats. The installers did not go out into the community
or locations where access would be difficult for lower income populations. These lacks of assess
ability caused a number of potential problems. First is that the parents who struggle with the
safety belts and straps while attempting to secure the child safety seats did not receive any
feedback on whether the seat was properly attached. Second, an opportunity to educate and teach
the importance of properly securing a child in a car seat was lost. Also the enforcement and
teaching of seat belt use to all racial; and ethnic groups was eliminated. The third problem is that
the National Highway Traffic Safety Administration (NHTSA) makes changes such as adding a
tether strap to prevent head injuries by keeping a Childs head from moving too far forward in a
crash. Now installers do not have the proper seats to install, parents show up and want their seats
changed, or the seats that are being installed now are no longer available on the market.
Hispanic risk reduction 27
Also from external questionnaire it was determined that 82% of departments responding
participated in some sort of school or after school public education program, in which stop drop
and roll; learn not to burn; matches are tools and not toys was taught to elementary school
children by an animated production using puppets or toy fire trucks. None of the respondents
offered any programs in Spanish, and only Delray Beach Fire Rescue Department provided
classes in Creole (Appendix D).
Other programs available depended on resources available in the Fire Prevention risk
reduction program. It was determined that 64% of departments responding to external
questionnaire participated in either a bicycle helmet giveaway or participated in a water safety
education program. As for the bicycle helmet giveaway, departments either solicited funds from
private donors or requested through the health care district to purchase bicycle helmets.
The water safety program for most was an adaptation of a drowning prevention program
already in place by Palm Beach county Fire Rescue Department (PBCFRD). This department has
a full time drowning education specialist and is responsible for assisting other departments in
developing programs to meet the department’s individual needs. This however was based on
resources and or personnel available to develop, implement, and evaluate the training.
An even smaller number of participants, approximately 45% either performed stage or
musical productions or had access to a safety house. Researcher was unable to determine from
respondents, if puppet show was included as part of musical production in external
questionnaire.
Boca Raton Fire Rescue has a safety house and upon request will loan the house for
safety fairs or programs where it is requested. West Palm Beach Fire Rescue had a safety house
Hispanic risk reduction 28
but it was damaged during a hurricane. A grant was never written to purchase another model
home.
Only one responder from the external questionnaire, approximately 9%, participated in a
program not listed in questionnaire. Delray Beach Fire Rescue Department has a bracelet
program in which children are given bracelets through their school during fire prevention week
for developing a written and practiced evacuation plan for the family. This is a very good and
unique idea that requires a tremendous amount of coordination and cooperation with many
providers. These bracelets are red, white and blue and create a tremendous amount of exposure
and prompting fire prevention education in the home. Anyone can participate and the models are
free of any ethnic disparities.
Only two of the departments or 18% that responded to the questionnaire stated they
provided public education programs in Spanish (Appendix D). These same departments were
staffed with Hispanic Fire Prevention officers who were able to distribute information in Spanish
and effectively meet the needs of this growing population. Similarly, one department who did not
have any Hispanic Fire Prevention Officers boasted a Hispanic radio station that was able to
broadcast Hurricane information, evacuation routes, and storm-tracking updates to the Hispanic
population.
Research Question 4
Research question four asks, how could current West Palm Beach Fire Rescue
(WPBFRD) programs be modified to address the Hispanic community? How the current
(WPBFRD) programs can be modified to address the Hispanic community, was identified by a
merging of the external questionnaire, the Safe kid’s questionnaire, with the merging of the
literature review.
Hispanic risk reduction 29
The data obtained identified five components necessary for a fire prevention /risk
reduction program that would assist the Hispanic population to reduce injury within their
communities (Appendix F). With reduced staffing, funding or availability of other resources to
meet these challenges, it may appear that departments can easily become overwhelmed. Some of
these components may need to be prioritized in the organization, and approach the ones that are
doable and within the current staffing and funding levels first.
The first component necessary for a fire prevention/risk reduction program that would
assist the Hispanic population to reduce injury within their community is bilingualism. The West
Palm Beach Fire Rescue Department (WPBFRD) could recruit and hire Hispanic personnel.
When twenty- five of two hundred five employees are Hispanic, and none of those Hispanics are
serving in the Fire prevention Bureau, communicating in the Hispanic community is awkward.
The language barrier is the most difficult obstacle to overcome in dealing with the Hispanic
community for the members of the Fire Prevention Bureau . This was never more evident than
when working on the questionnaire at the Guatemalan-Maya Center. Illiteracy is prevalent in
lower socioeconomic groups in general, and more pronounced among minority groups. This
became apparent from question three in the “Safe Kids” external questionnaire. Children did not
understand, nor could they reference the difference between crawling low in smoke; stop drop
and roll; or what to do with matches (Appendix E). Programs such as those listed above are
currently at the West Palm Beach Fire Rescue Department (WPBFRD) but would require
volunteers to practice and prepare to produce these programs in Spanish. Written literatures to
support these programs are available from a number of resources and are available to education
programs. Hispanic firefighters could be recruited either through volunteering or offering
compensation for their time in developing the programs in Spanish. The puppet shows that the
Hispanic risk reduction 30
WPBFRD produces could be used as a way to demonstrate positive behavior. To help reinforce
behavior that is not communicated well through language, because of the low socioeconomic
levels and the inability of the parents to communicate well in their own native tongue.
The second component necessary for a fire prevention/risk reduction program that would
reduce injury in the Hispanic community is providing current public education programs in
Spanish. These programs should be relevant and based on priorities identified through research
as well as the goals of the fire prevention division. They should contain literature in Spanish as
well as other agencies or organizations that have bi-lingual personnel to answer questions. These
programs need to be broad enough to reach Hispanics of all ages. The ultimate effect of greater
prevention efforts is the reduction of risk in a community. A comprehensive and well-defined
program with a specific target audience is a winning situation for everyone involved. The risks
identified can be tracked for effectiveness; education increases and potential call volume for non-
emergencies can decrease. This will allow for better allocation of resources and more effective
fire department participation in risk reduction efforts. An example of a program conducted by
WPBFRD could be the implementation of a Community Emergency Response Team (CERT) in
Spanish. This Hispanic CERT team would aid the Hispanic community during disaster
preparedness and after the storm in restoring balance to the community. A CERT program is
available but no such Spanish team presently exists.
The third component necessary for a fire prevention/risk reduction program that would
assist the Hispanic population to reduce injury within their community is cultural familiarity. In
order to be effective in the goal of risk reduction, the person or persons who have the highest
standing in the Hispanic social hierarchy must be addressed. Staff needs to learn as much as
possible about the Hispanic community they plan to serve, as well as the culture of the people.
Hispanic risk reduction 31
They must identify the formal and informal leaders who can serve as resource people. The staff
will need to demonstrate sensitivity toward Hispanics regardless of their socioeconomic status.
During bicycle helmet giveaways and car seat giveaways, having an understanding of the
Hispanic culture and the lack of compliance to car seat safety and the use of bicycle helmets an
opportunity to educate and teach a new behavior would not be lost. The fourth component
necessary for a fire prevention/risk reduction program that would assist the Hispanic population
to reduce injury within their community is the development of partnerships for change in the
Hispanic community. Departments need to identify organizations, agencies, and individuals with
whom to form partnerships. If resources are pooled together programs can be developed and
personnel shared to obtain a common goal. Resource allocation and program development are
essential to providing specialized Spanish language resources for the community. The new water
safety education program that the West Palm Beach Fire Rescue Department (WPBFRD) has
worked on is a classic example of gaining support with partnerships. The Palm Beach County
Drowning Coalition teamed up with other agencies to reduce the risk of drowning in the
community. Combining resources and sharing information can reach Hispanic leaders and
communities
The fifth component necessary for a fire prevention/risk reduction program that would
assist the Hispanic population to reduce injury within their community is the ability to market the
public education programs that are available for Hispanic community. Knowing your
communities and its leaders will better allow a department to promote programs and services
efficiently and effectively. Effective marketing of your services deep in the communities will
ease the tension of a first meeting with members from outside the community. This will be the
beginning of building trusting relationships and addressing the needs of the community. The
Hispanic risk reduction 32
West Palm Beach Fire Rescue Department (WPBFRD) does a poor job at marketing the services
provided. Much more needs to be done through homeowners associations, public television, and
more visibility at public events besides school programs.
Any modification to the current programs offered by the West Palm Beach Fire Rescue
department (WPBFRD) must use appealing culture based materials. These materials must be
easily obtainable and or distributed through the community. The understanding of family in the
Hispanic culture, as well as the use of community role models or leaders to support the programs
can ensure success. There is still work to be done to raise awareness to this group that has
become the majority minority, and the risks associated.
The purpose of this research was to identify the components for a fire prevention/injury
reduction program that would assist the Hispanic population to reduce injury within their
community. The components identified (Appendix F) provide a baseline that will allow to better
design injury prevention strategies that are more likely to be successful. For all of the injury
prevention activities that might be considered for the Hispanic population, there is a need for
intervention expertise and institutional assistance.
DISCUSSION
Relationship Between Study Results and Literature
Fire departments must be able to communicate effectively with the citizens they serve
and understand the cultural factors that influence particular behavior. Marketing of public
education programs to a community can be used identify communities with special needs to
improve risk reduction behaviors. An effective risk reduction program should be designed to
meet the needs of a particular community, and the message has to be formulated to reach the
Hispanic risk reduction 33
intended target audience. Question four of (Appendix B) revealed 73% of department’s surveyed
had public education specialist, yet only 27% identified a public education specialist as being
bilingual.
(Appendix B) demonstrates that Fire Departments address the needs of the community
through the development of programs to eliminate or reduce risk, such as the bicycle helmet
program. Question eight of (Appendix B) demonstrated that 100% of departments responded
participate in bicycle helmet giveaway.
Of the data collected from the departments who responded to the external
questionnaire (Appendix B) 48% advised children were the primary target group of their public
education programs. According to the research, “children from low income families are at a
greater risk for fire related death and injury due to factors such as; lack of working smoke
alarms; substandard housing; and use of alternative heating sources” (Safe Kids, n.d.). Only 20%
of children responding to “Safe Kids” external questionnaire ( Appendix C) reported having
smoke detectors in the home. This further supports a study conducted at the University of
Memphis. According to (Dwyer, Lemming & McConnell, 1999) “children ages five and under
are more likely to live in poverty than any other age group. “These low income children are five
times more likely to die in a fire, four times more likely to drown and twice as likely to die in a
car crash” (p. 213). “The emphasis and training concerning the safety of children is both a new
and important focus of community psychology” (p. 214).
Socioeconomic status can often determine the ability to have access to things such as
health benefits, education and better housing. The poverty rate for Hispanics has slightly
declined since 2004, but still remains at 21% according to the latest census figures. “The United
States Census Bureau (United States Census Bureau, 2000) tabulations show that the number of
Hispanic risk reduction 34
uninsured Hispanics more than doubled, from six million in 1987 to nearly fourteen million in
2004” (Shah & Carrasqullo, 2006, p.1612). Shah further states “Hispanics of all races
experienced more age adjusted years of potential life lost before age seventy-five years per
100,000 populations than non-Hispanic Whites” (p.1615). Shah continues with “Hispanics also
were significantly less likely to be screened for blood cholesterol and for breast, cervical, and
colorectal cancers; to receive a pneumococcal vaccination within the preceding year” (p.1622).
Socioeconomics and families living below poverty level have a statistically significant
link to alcohol abuse, and the Hispanic population is not without its impaired drivers. According
to Kane” traffic deaths among Hispanics account for five percent of their deaths compared to one
to three percent for White, Black and Asian groups” (Kane, 2006). Kane continues, “Hispanic
male drivers who died in crashes were more likely than whites or blacks to have high blood
alcohol concentrations” (p. 4). Kane states, “It’s important to realize that socioeconomic status
was the key determinant of occupant death rates per trip” (p. 7).
Socioeconomic status also has demonstrated noticeable differences with regard to safety
differences. In cities with secondary laws, Hispanics used safety belts significantly less than
other drivers. “Approximately 51% of Hispanic drivers were least likely to use safety belts when
primary seat belt laws were not in affect” (Insurance Institute, 2002). “Nearly 50% of the
children ages between one and four killed in passenger vehicle crashes last year were not
buckled up at all” (Insurance Institute, 2002).
"The consequences of improperly applied restraining safety devices; or socioeconomic
factors such as income and education level; make these children unwilling participants in vehicle
crashes" (Insurance Institute, 1999). It should be the goal of a fire prevention/risk reduction
Hispanic risk reduction 35
program to reflect the diversity of the community population in preventing these traumatic and
tragic incidents by providing equipment and programs to these areas.
Interpretation of Results
The interpretation of the results of this study leads the author to conclude that the West
Palm Beach Fire Rescue Department (WPBFRD) has not taken ownership in the development of
public education programs that would regularly engage in preventing, suppressing, or educating
the citizens on hazard or risk reduction. The philosophy has been to respond by placing more
apparatus and personnel in service; driving up the cost; yet not necessarily improving the quality
of the service the citizens receive. Consequently the Fire Prevention program cannot exemplify a
successful fire prevention program.
The results of the questionnaires (Appendix D) that were received from other
departments indicate that the Fire Prevention division is staffed with full time paid fire
personnel, and many participate in the same public education programs. Many departments
(Appendix D) approximately 73%, like (WPBFRD) had no Spanish-speaking inspectors; 100%
(Appendix D) question five; offered no programs in Spanish; and were understaffed doing more
with less.
However, A. Richardson (personal interview, February 19, 2007) responded previously,
stakeholders have identified that a change in attitude and professionalism is developing. With
the new Public Education specialist, and the realization that the Fire Prevention division has a
limited ability to identify and eliminate fire hazards and injuries through inspection. The West
Palm Beach Fire Prevention Bureau is working hard to set reasonable goals and establish
meaningful priorities for their division. The next generation of fire inspectors must have an
Hispanic risk reduction 36
appreciation of how community factors such as economic conditions, family structure,
demographics and culture affect risk behavior. The West Palm Beach Fire Rescue department
(WPBFRD) and its Fire Prevention division owe it to themselves and to the citizens they protect
to be both in terms of fire safety education and injury prevention, we are better able to
communicate the core values and principals that guide the decisions that affect the safety and
well being of the Hispanic community.
Organizational Implications
One of the greatest organizational implications of the research gathered in the project is
that the WPBFRD has the components necessary to combat language and cultural issues toward
fire prevention and injury reduction in the Hispanic community. By identifying community
leaders and developing programs specific to the culture targeted, the overall challenge of
reaching out and serving these communities can be more focused. Hispanic individuals who
speak the language and bring materials in the native language of the people will improve
relationships and foster continued support.
The Public Education Specialist can gain from the research was given information
necessary to identify and target the specific needs of the Hispanic community. With the
recognition of what other departments are doing as well, insight into future project needs can be
addressed. Members of the West Palm Beach Fire Rescue Department must always be ready to
promote the message of fire safety. The WPBFRD needs to promote its programs and services
efficiently and effectively to fulfill the expectations of the community and the department's
mission.
Finally, through the identification of these components in (Appendix F), the West Palm
Beach Fire Prevention Bureau will be provided a clear path and a framework to follow in the
Hispanic risk reduction 37
development of risk reduction initiatives. This would send a clear message to the community that
the Public Education specialist has identified necessary components of a risk reduction program
for the Hispanic community and is ready to respond to the needs with a diverse workforce;
community support; sensitivity; and formalized partnerships. That the Fire Prevention Bureau
are capable of setting and exceeding expectations necessary to ensure the Fire Prevention Bureau
remain ready by developing and implementing a proactive approach to fire safety, and injury
reduction throughout the Hispanic community.
Based upon the information gathered in conducting this research, this author concludes
that the West Palm Beach Fire Rescue Department (WPBFRD) should implement the identified
components (Appendix F) when evaluating all present programs and the implementation of new
strategies or public education programs. Further injury prevention efforts should provide
materials in Spanish with the implementation of safety related social marketing strategies to keep
children safe.
RECOMMENDATIONS
As a result of the research completed in this ARP, the overall recommendation is that the
Fire Prevention division applies the components for fire prevention injury reduction in the
Hispanic community to the development of a program to meet the needs of the Hispanic
community. Furthermore, all future and present projects should be measured using the identified
components from Appendix F and determine which parts are missing to strengthen the program.
This will help while pursuing community benefits to overlook the value of the fire
prevention/risk reduction program to the fire department.
The West Palm Beach Fire Rescue Department (WPBFRD) need only have the Fire
Prevention division concentrate on the outputs of quality fire prevention injury reduction
Hispanic risk reduction 38
programs and not focus on the input of these programs. How much time spent on these programs
is not as effective as what the results are. External questionnaire question 3 (Appendix E)
demonstrates that 70% of Hispanic pre-school children did not understand stop drop and roll as
proper technique for extinguishing a fire on your cloths.
The (WPBFRD) recommends these identified components be applied to the development
and implementation of any program in which there are major differences among the
socioeconomic levels and in the use of safety related devices when deficiencies have been
identified. Of the respondents, 73% employ a public education specialist while the same 73% do
not have a bi-lingual person. It is obvious that these disparities will require culturally appropriate
programs across all age groups to reduce or eliminate injury among the Hispanic population.
This information was given to Fire Marshall Mike Carsillo, and shared with the Public
education specialist. A committee was to be developed to design a flow sheet to identify
roadblocks as well as allies to implement these strategies to provide effective culturally
appropriate programs that will impact the community.
A peer group of public education specialists, educators, community activists and fire
department personnel need to conduct surveys to identify fire prevention/risk reduction hazards
that may expose Hispanics to unreasonable risk. As seen in Appendix E none of the responding
departments provided any programs in Spanish From here the information can be evaluated and
used to establish program priorities and focus. Next the peer group will help transform this
knowledge into successful action by developing proactive fire prevention/risk reduction
programs.
Once all the information and priorities have been established, the next step would be in
identify a future target start date when the components of Appendix F can be incorporated into
Hispanic risk reduction 39
the new fire prevention/risk reduction initiative. Also included would be a time line in which the
training and education for firefighters and company officers can be completed to ensure
consistency in company level fire prevention/risk reduction efforts.
The next step would be to identify staffing and financial needs so funding through the
budget process or grant program can be secured. Networking with other departments or
identifying community leaders would lessen the financial impact of funding new programs. The
mission of the West Palm Beach Fire Rescue Department is the reduction or elimination of life
and property from loss from fire. "As a nation; we spend less per capita on fire prevention than
almost any other industrialized nation on earth and have on the highest rates of fire losses"
(Chubb, 2007, p. 2)
Having identified the components for a fire prevention/injury reduction program for the
Hispanic community, it is important to remember the emphasis is customer service. The training
division of the West Palm Beach Fire Rescue Department (WPBFRD) would teach customer
service and its importance to the fire service public perception of firefighters. Every member in
the fire department needs to be customer oriented and have a cooperative effort where fire
prevention/risk reduction efforts are practiced. The Public education specialist knows that fire
prevention/risk reduction is the responsibility of all members of the fire service.
In conclusion, it is important to remember that good fire prevention/risk reduction
programs designed to meet the diverse needs of the community are a challenge for any Public
education specialist. However the tragic consequences of uncontrolled fire and preventable
deaths are vivid and lasting experiences for firefighters. Unfortunately most of these lessons are
shared only around the kitchen table of the firehouse. Those images when presented by the Fire
Hispanic risk reduction 40
Prevention Bureau on how to control the menace of fire are powerful and lasting impressions on
any citizens or community group.
The West Palm Beach Fire Rescue Department (WPBFRD) does not have a
comprehensive program for the Hispanic community in fire prevention/injury reduction. Work
needs to be done with the components identified to deliver quality programs to communities
where there has existed a language barrier or mistrust. A well designed risk reduction program
for the Hispanic community can be realized by commitment professionals and an understanding
of the cultural barriers to communication.
Hispanic risk reduction 41
References
Altshuler, S. J., & Schmautz, T. (2006, January). No Hispanic student left behind:The
consequences of high stakes testing. Children & Schools, 28, pp.5-14.
Bowman, M. (2006, March). Hispanics: A cure for America’s demographic woes. VOA News,
pp. 1-3.
Carpinello, S. (2006, December). Shakira the most influential Latina 2006. VivirLatino polls,
2006, December, p.1.
Centers for Disease Control and Prevention. (2004, October). Health disparities experienced by
Hispanics, Morbidity and mortality weekly report, 2004, Vol53, pp. no-40.
Chubb, M. (2007, January). Firefighters: train to prevent as well as protect. Fire Engineering,
2007, January, pp. 16.
City of West Palm Beach (2004). An agreement between the City of West Palm Beach and the
career Firefighters association.
City of West Palm Beach Fire Rescue Department (2006, July). Strategic plan, West Palm
Beach fire rescue strategic plan, 2006, July, pp. 16-18.
Dwyer, W.O; Lemming, F.C; and McConnell, C.F. (1999). Evaluation of a fire safety training
program for pre-school children. Journal of community psychology, 1999, Vol24, pp.
213-227.
District administration (2006, October). Curriculum eases transition for Spanish speaking
students. District administration.
Florida Fire Chiefs Association. (July, 2006). Professional organization that advances the
profession of fire and emergency service. Ormond Beach: Fl.
Hispanic risk reduction 42
Garland, E. (2007, January/February). Latinos in America’s cultural laboratory. The futurist,
2007, January/February, pp. 18-19.
Hardy, L. (2004, April). A new minority 50 years after Brown. Education digest, 70.1, 23-28.
Insurance Institute for Highway Safety (2002, February), Status report, 2002, vol.37, no2.
Insurance Institute for Highway Safety (1999, January), Status report, 1999, vol34, no1
Kane, A. (2006). Highway fatalities: A national health crisis highway designers can help turn
around. American association of state highway and transportation officials, 2006, June,
p.2.
National Fire Academy (2003, August). Leading community risk reduction course study manual.
SM 1-82.
National Fire Protection Association (2003, July). Fire officer professional qualifications, 10, pp.
1-17.
Safe Kids (n.d ). Injury facts: Children at risk. Retrieved February 8, 2007, from
http://www.safekids.org/tier3_cd.cfm?folder_id=540&content_item-id=1031
Santiago, R. L., & Feinberg, R. C. (2001, January). The status of education for Hispanics.
Educational leadership, pp. 292-297.
Shagrin, C. (2006, November). Ads should speak to Hispanic community. Television week.
2006, November, pp.1-3.
Shah, N. S., & Carrasqullo, O. (2006, November). Twelve year trends in health insurance
coverage among Latinos, by subgroup and immigration status. Health affairs, 25(6), pp.
1612-1619.
United States Census Bureau (2000) West Palm Beach Quick Facts, Retrieved December 27,
2006, from http://quickfacts.census.gov/qfd/states/12/1276600.html
Hispanic risk reduction 43
United States Fire Administration (2003). Applied research project guidelines.
United States Fire Administration (n.d). USFA 5- year operational objectives. Retrieved January
6, 2006, from http://www.usfa.fema.gov/about/op-obj.htm
White house initiative on educational excellence for Hispanic children (2003, March ;). Fulfilling
the educational needs of the Hispanic Americans in the 21st century. West wing
connections, pp. 1-2.
Hispanic risk reduction 44
Appendix A
December 18, 2006
Fellow Fire professionals,
My name is Don Triana and I am a Battalion Chief for the City of West Palm Beach Fire
Department. I am presently enrolled in the Executive Fire Officer program, and require
your assistance in the completion of my applied research project. My applied research
project is to identify the components of a fire prevention/ injury reduction program for
the Hispanic community. I have enclosed a survey to help me gather the necessary
information to identify these components. I would greatly appreciate it if you take the
time and complete this survey and e-mail it back to me by January 22, 2007.
Thank you in advance and Happy Holidays to everyone; and be safe.
Thank You
Don Triana
Hispanic risk reduction 45
APPENDIX B
EXTERNAL QUESTIONAIRE
Please answer the following questions to the best of your ability. If more explanation is
required, feel free to write in space provided below.
1. Name of your fire service organization______________________________
2. Is your Fire Prevention or risk reduction department staffed with?
Full time paid inspectors Volunteers
Combination of both paid and volunteer
3. What percentage of your Fire Prevention risk reduction division are Hispanic?
____________.
4. Does your organization have a Public Education specialist?
Yes No If yes are they bilingual? Yes No
5. Does your organization conduct public education programs in Spanish? If yes, do
You provide printed materials in Spanish?
Yes No
6. Does your City, County, or Town celebrate any Hispanic heritage festivals?
Yes No
7. Are any of your departments Disaster response or preparedness plans available in
Spanish? Yes No
8. Has your organization determined a baseline on the knowledge and practices of
childhood safety for the parents in the lower socioeconomic levels?
Yes No
c. What types of programs are available to minorities in your organization?
Care seat giveaway. Bicycle helmet giveaway. Learn not to burn.
Smoke detector giveaway Water safety education. Stop drop and roll
Puppet shows Musical productions Safety House Crawl low
Matches are tools not toys. Other Please explain.
10. Does your organization physically enter the community to provide these services?
Yes No
11. Does your organization provide Public education programs for parents of
Hispanic Children to teach injury prevention? Yes No
Hispanic risk reduction 46
APPENDIX B (continued)
12. Does your organization incorporate company level fire prevention programs
as a way to train and educate firefighters on risk reduction?
Yes No
13. Would you say your organizations prevention strategies for mitigating childhood
Injuries in the minority community are aimed at?
Targeting the caregiver Targeting the child Targeting society
14. What age group does your organization concentrate its fire safety training on?
Pre-school Elementary school Middle school High school
15. Are there any Spanish for fluent speaker programs in any of the schools in your
Community? Yes No Unsure
Hispanic risk reduction 47
APPENDIX C
Fire Knowledge Test for Hispanic Children
The following questions below were designed from a fire safety program model called Safe
Kids. The questions were given to Hispanic children between the ages of three and five years old
to test their knowledge of fire safety and their ability to identify other emergency situations.
1. Hot and Cold Objects
Answer questions about hot and cold objects. Ask every question the same way.
Circle Y for yes and N for No.
a. If you touch something that is hot, what will happen?
1. Will it feel good? Y N
2.Will it burn? Y N
3. Will it tickle? Y N
d. Your cloths could catch on fire if you stand too close to what?
1. A chair? Y N
2. A door? Y N
3. A Heater? Y N
e. When you see smoke coming from your bath water, what should you do?
1. Touch the water to see if it is hot? Y N
2. Tell a grown up to please check the water? Y N
3. Get into the water and wash before it gets cold? Y N
d. When you see smoke coming from your cup of hot chocolate, what should
you do?
1. Tell a grown up to please check the hot chocolate? Y N
2. Drink the hot chocolate before it gets cold? Y N
3. Stick your fingers into the hot chocolate? Y N
Have the children state whether each item is either hot or cold
a. Soda can Hot Cold e. Oven door Hot Cold
b. Milk container Hot Cold f. Coffee Cup Hot Cold
c. Pan/pot Hot Cold g. Iron Hot Cold
d. Glass of ice Hot Cold h. Ice tray Hot Cold
f. Matches and Lighters
Ask the child to tell whether the item is “safe to play with”. Circle Y for yes and N for
No.
a. Small game or toy Y N d. Comb or Brush Y N
b. Large box of matches Y N e. Crayons Y N
c. Cigarette or Cigar Y N f. Spoon Y N
g. Who would use matches?
1. Your brother or sister? Y N
2. Anyone? Y N
3. A grown up? Y N
Hispanic risk reduction 48
APPENDIX C ( continued)
h. If you see a friend playing with matches what should you do?
1. Play with them? Y N
2. Tell a grown up? Y N
3. Do not say anything? Y N
g. Stop, Drop and Roll
h. What happens if your cloths catch on fire and you run?
1. Does the fire go out? Y N
2. Does a fire burn faster? Y N
3. Does the fire burn slower? Y N
b. What should you do if your cloths catch on fire?
1. Run into your house and tell your parents? Y N
2. Stop, drop, roll and cover your face? Y N
3. Stop and hold still until a grown up comes? Y N
c. What will make the fire go out?
1. If you roll over and over on the ground? Y N
2. If you hit it over and over with your hand? Y N
3. If you run faster and faster? Y N
d. Why should you cover your face when you roll on the ground?
i. To hide your eyes from looking at the fire?
2. To make it easy to roll over? Y N
3. To keep your face from getting burned? Y N
4.Good and Bad Fires
Circle G for good if the fire is a good fire and B for Bad if the fire is a bad fire.
a. TV on fire B G d. House on fire B G
b. Fireplace B G e. A candle B G
c. Sofa on fire B G f. Pan on a gas burner B G
j. Smoke detectors
Answer Y for yes and N for No about smoke detectors.
k. What does a smoke detector do?
1. Does it make smoke? Y N
2. Does it find smoke? Y N
3. Does it stop smoke? Y N
b. Where do people put smoke detectors in their houses?
1. Near the ceiling? Y N
2. Near the door? Y N
3. Near the floor? Y N
c. What happens when the smoke detector finds smoke?
1. It sprays water? Y N
2. It sounds an alarm? Y N
3. It plays music? Y N
Hispanic risk reduction 49
APPENDIX C (continued)
l. Why are smoke detectors put on the ceiling?
1. Smoke goes in circles? Y N
2. Smoke goes down? Y N
3. Smoke goes up? Y N
m. Why are smoke detectors necessary in your house?
1. Do you have a smoke detector in your home? Y N
2. Has your smoke detector ever sounded an alarm? Y N
3. Has the fire department ever been to your house for a fire? Y N
n. Exit Drills in the Home
Answer the following question regarding exit drills in the home. Answer Y for yes and
N for No.
o. How should you move through smoke?
1. Stand up and walk? Y N
2. Run as fast as you can? Y N
3. Crawl low under the smoke? Y N
b. How can you tell if there is fire on the other side of the door?
1. Grab the doorknob? Y N
2. Feel the door with the back of your hand? Y N
3. Put your fingers under the door? Y N
c. What should you do when the smoke detector sounds the alarm?
1. Run to your room? Y N
2. Go to your parent’s room? Y N
3. Get out of the House? Y N
p. Pretend there is a fire in your house. You feel the door to your bedroom
and it
is hot. What should you do?
1. Stay in your room? Y N
2. Go out the window? Y N
3. Hide under your bed? Y N
q. What should you do to keep fire out of your bedroom?
1. Keep your door closed at night? Y N
2. Out a bucket of water by your door? Y N
3. Have a smoke detector over your bed? Y N
r. What should you do once you are out of a burning house?
1. You go to the meeting place and wait? Y N
2. You look for your mother and father? Y N
3. You go back in the house through another door? Y N
Hispanic risk reduction 50
APPENDIX C (continued)
s. Cooling Burns
What should you do if you get burned?
t. If you burn your skin, how do you cool it?
1. Put cold water on it? Y N
2. Blow on it? Y N
3. Leave it alone? Y N
u. The community helper
Who in your community do you call when you need help?
v. What helper does a firefighter use to get on top of a house?
1. An Ax? Y N
2. A ladder? Y N
3. Fire hydrant? Y N
b. What helper does a firefighter use to cut holes in a roof?
2. An Ax? Y N
3. A helmet? Y N
4. A boot? Y N
c. What helper does a firefighter use to breathe in the smoke?
1. Facemask? Y N
2. Gloves? Y N
3. Hose? Y N
Hispanic risk reduction 51
APPENDIX D
Respondents to External Questionnaire Question 1
Department Responded Unanswered
Boca Raton Fire Dept Yes
Boynton Beach Fire Dept. Yes
Coral Springs Fire Dept. No
Delray Beach Fire Dept. Yes
Ft. Lauderdale Fire Dept. Yes
Green Acres Fire Dept. Yes
Lake Worth Fire Dept. Yes
Lauderhill Fire Dept. No
Palm Beach County Fire Yes
Palm Beach Gardens Fire. Yes
Pompano Beach Fire Dept No
Pembrook Pines Fire Dept No
Riviera Beach Fire Dept Yes
Stuart Fire and Rescue Dept Yes
Tamarac Fire Dept. Yes
Tequesta Fire Dept. No
Town of Palm Beach Fire. No
Hispanic risk reduction 52
APPENDIX D (continued)
Respondents to External Questionnaire Question 2
Response Number of participants Percentage
Full time Paid Eleven 100%
Respondents to external Questionnaire Question 3
Response Number of participants Percentage
Zero Seven 64%
25% One 9%
10% Three 27%
Respondents to External Questionnaire Question 4
Response Number of participants Percentage
Yes Eight 73%
No Three 27%
No Eight 73%
Respondents to External Questionnaire Question 5
Response Number of participants Percentage
No Eleven 100%
Hispanic risk reduction 53
APPENDIX D (continued)
Respondents to External Questionnaire Question 6
Response Number of participants Percentage
Yes Two 18%
No Nine 82%
Respondents to External Questionnaire Question 7
Response Number of participants Percentage
Yes One 9%
No Ten 91%
Respondents to External Questionnaire Question 8
Response Number of participants Percentage
No 11 100%
Respondents to External Questionnaire Question 9
Response Number of Participants Percentage
Care Seat Giveaway Eleven 100%
Smoke Detector Giveaway Eleven 100%
Puppet Shows Nine 82%
Bicycle Helmet Giveaway Seven 64%
Water safety Education Seven 64%
Hispanic risk reduction 54
APPENDIX D (continued)
External Questionnaire Question 9 Continued
Response Number of Participants Percentage
Musical Productions Five 45%
Learn Not to Burn Nine 82%
Stop Drop and Roll Eleven 100%
Crawl Low in Smoke Eleven 100%
Matches are Tools not Toys Nine 82%
Safety House Five 45%
Other One 9%
External Questionnaire Question 10
Response Number of Participants Percentage
Yes Eight 73%
No Three 27%
Response to External Questionnaire Question 11
Response Number of Participants Percentage
No Eleven 100%
Hispanic risk reduction 55
APPENDIX D (continued)
Response to External Questionnaire Question 12
Response Number of Participants Percentage
Yes Nine 87%
No Two 18%
Response to External Questionnaire Question 13
Response Number of Participants Percentage
Caregiver Two 18%
Child Five 45%
Society Three 27%
All The Above One 9%
Response to External Questionnaire Question 14
Response Number of Participants Percentage
Preschool Zero ------
Elementary School Six 55%
Middle School Zero --------
High School Zero ---------
All Ages Three 27%
Hispanic risk reduction 56
APPENDIX D (continued)
Response to External Questionnaire Question 15
Response Number of Participants Percentage
Yes Two 18%
No Five 45%
Unsure Four 36%
Hispanic risk reduction 57
APPENDIX E
External Questionnaire Safe Kids Question 1
Question A Yes No Percentage Question B Yes No Percentage
Will it Feel Good … …. A Chair Three Two 30%
Will it Burn Ten 100% A Door Two Three 20%
Will it Tickle … …. A Heater Five Five 50%
Question C Yes No Percentage Question Yes No Percentage
D
Touch the Three Seven 30% Check the Three Seven 30%
Water Drink
Tell Someone Two Eight 20% Drink it Four Six 40%
Hot
Get in the Five Five 50% Stick Three Seven 30%
Water Your
Fingers In
Identify Objects That Are Hot or Cold
Hot or Cold Hot Cold Percentage Hot or Hot Cold Percentage
Objects Cold
Objects
Soda Can Three Seven 30% Glass of One Nine 10%
Ice
Milk Container Ten …. 100% Oven Seven Three 70%
Door
Pan/Pot Ten …. 100% Coffee Four Six 40%
Cup
Iron Eight Two 80% IceTray Four Six 40%
Hispanic risk reduction 58
APPENDIX E (continued)
External Questionnaire Safe Kids Question 2
Safe to Play With Yes No Percentage Yes No Percentage
Small Toy Ten .. 100% Comb or Ten … 100%
Brush
Box of Matches Two Eight 20% Crayons Ten … 100%
Cigar or Cigarette Two Eight 20% Spoons Ten … 100%
Who Would Yes No Percentage If Yes No Percentage
Use Matches someone
is Playing
with
Matches
you
Should
Brother or Seven Three 30% Play with Three Seven 30%
them
Sister
Anyone Seven Three 70% Tell Seven Three 70%
Someone
A grown up Ten 100% Say Seven Three 70%
Nothing
External Questionnaire Safe Kids Question 3
Question A Yes No Percentage Question Yes No Percentage
B
The Fire Goes Eight Two 80% Run Inside Eight Two 80%
Out
Fire Burns faster Eight Two 80% Stop Drop Two Eight 20%
and Roll
Fire Burns Eight Two 80% Wait for a Seven Three 70%
Grown Up
Slower
Hispanic risk reduction 59
APPENDIX E (continued)
External Questionnaire Safe Kids Question 3 Continued
Question C Yes No Percentage Question Yes No Percentage
D
Roll on The Two Eight 20% Hide You Seven Three 70%
Ground Eyes
Use You Hand Five Five 50% Make It Three Seven 30%
Easy to
Roll Over
Run Faster Seven Three 70% Keep Five Five 50%
Your Face
From
Getting
Burned
External Questionnaire Safe Kids Question 4
Good and Bad Good Bad Percentage Good Bad Percentage
Fires
TV on Fire ….. Ten Zero House on …. Ten Zero
Fire
Fireplace Two 20% A Candle Eight Two 80%
Sofa on Fire ….. Ten Zero Pan on a Eight Two 20%
Stove
External Questionnaire Safe Kids Question 5
Question A Yes No Percentage Question Yes No Percentage
B
Does It Make Four Six 40% Near The Two Eight 20%
Smoke Ceiling
Does It Find Four Six 40% Near The Five Five 50%
Smoke Door
Does It Stop Seven Three 70% Near The Three Seven 30%
Smoke Floor
Hispanic risk reduction 60
APPENDIX E (continued)
External Questionnaire Safe Kids Question 5 Continued
Question C Yes Percentage Question
No Yes No Percentage
D
It Sprays Water Four Six 40% Smoke Three Seven 70%
Goes in
Circles
It Sounds an Seven Three 30% Smoke Six Four 60%
Alarm Goes Up
It Plays Music One Nine 10% Smoke Five Five 50%
Goes
Down
External Questionnaire Safe Kids Question 5 Continued
Question E Yes No Percentage
Do You Two Eight 20%
Have a
Smoke
Detector
Has it Ever Two Eight 20%
Sounded
The Alarm
Has The Nine One 90%
Fire
Department
Ever Been
to Your
House
Hispanic risk reduction 61
APPENDIX E (continued)
External Questionnaire Safe Kids Question 6
Question A Yes No Percentage Question Yes No Percentage
B
Stand Up and Six Four 60% Grab The Seven Three 30%
Walk Fast Doorknob
Run Fast Six Four 40% Feel The Five Five 50%
Door
Crawl Low Three Six 30% Put Your Three Seven 30%
Fingers
Under The
Door
External Questionnaire Safe Kids Question 6 Continued
Question C Yes No Percentage Question Yes No Percentage
D
Run To Your Two Eight 20% Stay in Five Five 50%
Room Your
Room
Go To Grown Seven Three 70% Go Out One Nine 10%
Ups Room The
Window
Get out of the One Nine 10% Hide Two Eight 20%
House Under
Your Bed
External Questionnaire Safe Kids Question 6 Continued
Question E Yes NoPercentage Question Yes No Percentage
F
Close Door at Two Eight 20% Wait at One Nine 10%
Night The
Meeting
Place
Keep Water by One Nine 10% Look For Nine One 90%
Your Door Your
Family
Smoke Detector Three Seven 30% Go Back Two Eight 20%
in Your Room Inside The
House
Hispanic risk reduction 62
APPENDIX E (continued)
External Questionnaire Safe Kids Question 7
Question A Yes No Percentage
Put Cold Water Eight Two 80%
On It
Blow on It Seven Three 70%
Leave It Alone One Nine 10%
External Questionnaire Safe Kids Question 8
Question A Yes No Percentage Question Yes No Percentage
B
An Axe Four Six 40% An Axe Eight Two 80%
A Ladder Eight Two 80% A Helmet Two Eight 20%
A Fire Hydrant One Nine 10% A Boot Zero Ten 100%
External Questionnaire Safe Kids Question 8 continued
Question C Yes No Percentage
A Facemask Four Six 40%
Gloves Two Eight 20%
A Hose Seven Three 70%
Hispanic risk reduction 63
APPENDIX F
Table 1
Supporting Data for Results of Research
Literature Review Safe Kids Other Departments WPBFRD
Bilingualism Bilingualism Bilingualism Bilingualism
Education Achieved Education or Public Education Public Education
exposure programs programs
Family parents Family parent Target children Learn the Culture
involvement
Culture of people Culture of people Target society Form Partnerships
Market services in
Hispanic
community
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