Exploring explicit and implicit correlates of early anti-social fire exposure and everyday fire use in adulthood

Horsley, Faye K.; James, Trevor; Baker, Natasha; Broughton, Rachel; Hampton, Xanthe; Knight, Amy; Langford, Imogen; Pomfrey, Ellie; Unsworth, Laura

doi:10.1108/jcrpp-06-2021-0036

Cited by 2 publications

(1 citation statement)

References 41 publications

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“…[Type here] 3 Some limited existing literature points to the relevance of early experience of fire in understanding later fire-related behaviour (Macht & Macht, 1968 as cited in Gannon & Pina, 2010;Ritvo et al, 1983;Murray, Fessler & Lupfer, 2015;Sherrell, 2021). More specifically, research has shown that experiences of anti-social fire use in childhood might result in maladaptive fire use -including firesetting -later in life (see Horsley et al, 2022). Childhood experiences are relevant because they influence how young people learn about fire, which, in turn, determines how they go on to use it.…”

Section: Un-proofed Draft Versionmentioning

confidence: 99%

Fire messaging: a qualitative exploration of how adults teach children about fire

Horsley,

Birrell,

Gouldthorp

et al. 2023

Preprint

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Purpose: Research indicates that young people’s early experience of fire can influence what and how they learn about fire. In turn, early fire-learning can influence how people come to use it later in life, including whether they engage in maladaptive use, i.e. firesetting. Little is known about the underlying mechanisms of fire-learning. Horsley (2022) proposed that young people learn key messages about fire from adults and society as a whole and that these messages are, at times, skewed and problematic, which was the basis for this study. The research question was: ‘how do adults educate young people about fire in the UK/ Ireland’? Methodology: Semi-structured interviews were conducted with 21 fire-educators who had regular contact with young people. Data was analysed using abbreviated Grounded Theory. Steps were taken to ensure reliability and validity, including a Cohen’s Kappa calculation, indicating an agreement level of .9 between two raters. Findings: Four core themes were identified: 1) The Fire Narrative; 2) Enabling Growth; 3) Risk Management, and; 4) Communication, each of which have sub-themes. Limitations, originality and practical application: The main limitation is that this study used a self-selecting sample and, thus, participants may be more invested in fire education than other adults in the UK/ Ireland. Nevertheless, this is the first psychological study exploring how young people are educated about fire in the UK/ Ireland. The findings are discussed, highlighting important policy, practice and research implications, including for firesetting reduction.

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Section: Un-proofed Draft Versionmentioning

confidence: 99%

Fire messaging: a qualitative exploration of how adults teach children about fire

Horsley,

Birrell,

Gouldthorp

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

Fire messaging: a qualitative exploration of how adults teach children about fire

Horsley,

Birrell,

Gouldthorp

et al. 2024

JCRPP

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Purpose Research indicates that children’s early experience of fire can influence what and how they learn about fire. In turn, early fire-learning can influence how people come to use it later in life, including whether they engage in maladaptive use, i.e. firesetting. Little is known about the underlying mechanisms of fire-learning, which was the basis for this study. The research question was: “how do adults educate children about fire in the UK/ Ireland”? The purpose of this study was to explore the child fire education process from an adult perspective. Design/methodology/approach Semi-structured interviews was conducted with 21 fire-educators who had regular contact with children. Data was analysed using abbreviated grounded theory. Steps were taken to ensure reliability and validity, including a Cohen’s Kappa calculation, indicating an agreement level of 0.9 between two raters. Findings Four core themes were identified: the fire narrative, enabling growth, risk management, and communication, from which the fire-learning process model (F-LPM) was formed. Research limitations/implications The main limitation is the nature of the sample, in that it was diverse and self-selecting. Practical implications The findings are discussed, including how they offer support for social learning theory (SLT) perspectives on fire-learning. Social implications The social construction of fire (i.e. the way fire is viewed by society as a whole in the UK/ Ireland) is discussed in depth, and cultural variability is highlighted. Suggestions are made for how the societal view of fire and, consequently, how adults convey this to young people, could be better balanced. Originality/value To the best of the authors’ knowledge, this is the first study in the UK/ Ireland to consider how adults educate young people about fire from a concurrent perspective. This is important given that research indicates early experiences of fire can impact how people later go on to use it (including maladaptive use in the form of firesetting).

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Exploring explicit and implicit correlates of early anti-social fire exposure and everyday fire use in adulthood

Cited by 2 publications

References 41 publications

Fire messaging: a qualitative exploration of how adults teach children about fire

Fire messaging: a qualitative exploration of how adults teach children about fire

Fire messaging: a qualitative exploration of how adults teach children about fire

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