Last Updated 2/18/03

Maladaptive Behaviors

Introduction

When juvenile delinquency is mentioned, arson is not usually the first type of offense that comes to mind.  However, juveniles are arrested for a greater share of this crime than any other age group (Office of Juvenile Justice and Delinquency Prevention (OJJDP), 1997).  All forms of arson cause hundreds of millions of dollars in damages annually and thousands of needless injuries and deaths.

Juvenile firesetters are typically defined as children or adolescents who engage in firesetting (Slavkin, 2000). Historically, juvenile firesetting has been viewed as a problem particular to “curious kids” (USFA/FEMA, 1997).  Fires set by children playing with matches and lighters tend to be categorized as “accidental” or “children playing.” However, juvenile firesetting includes the deliberate destruction of property by juveniles through fire, which sometimes results in casualties (USFA/FEMA).

Federal Bureau of Investigation statistics for 1995 show that juveniles accounted for 52 percent of arson arrests (OJJDP, 1997).  Although legal definitions of arson vary from state to state, if an evaluation reveals that there is sufficient evidence of malicious and willful firesetting, the juvenile may be charged with arson (OJJDP).  

Table 1
Facts on Juvenile Firesetting
National Association of State Fire Marshals, 2001  

Etiology

At this point in time, specific information is not available about juvenile firesetting.  Most attention to firesetting has been included within broader categories of delinquency and aggression in children (Kazdin, as cited in Slavkin, 2000).  However, no separate review of firesetting from a developmental framework has been performed and it is believed that juvenile firesetting, much like other forms of delinquency and aggression in juveniles, can be explained as examples of problem behaviors.  To explain a problem behavior as complex as firesetting, both individual and environmental predictors must be examined simultaneously (Magnusson & Endler, as cited in Slavkin).

Researchers are attempting to gather data about the children and their families that are firesetters, the factors driving their behavior, and the number of firesetting incidents associated with a child or adolescent who is being screened for firesetting behavior—even if a fire department has never responded to one of these fires (Wilcox, 2000).  Further systematic study of this behavior is necessary in order to both understand this behavior and in order to design effective interventions for this behavior.  

According to the United States Fire Administration, there is a general consensus as to what motivates children to become involved with fire. Curiosity motivates a significant portion of fire involvement.  Developmental studies report that 40 percent of all children have engaged in fire play.  These children are by nature risk takers and learn by doing.  This trait combined with ready access to matches and lighters, the belief that parents would not punish them, a poor understanding of fire, and lapses in supervision, accounts for many thousands of fires every year (USFA/FEMA, 1997).

Profile of a Firesetter

According to Slavkin, while only 10 percent of juveniles who are arrested are juvenile firesetters, juvenile firesetters are more likely to be involved in a greater proportion of arrests overall when compared to other arrested juveniles.  Firesetters also engage in property destruction and crimes of physical aggression, such as forcible rape (11 percent), nonviolent sexual offenses (18 percent), vandalism (19 percent), and arson (35 percent) (Williams, as cited in Slavkin, 2000).  Furthermore, adolescent firesetters have higher levels of antisocial behaviors, higher levels of aggression, and are more likely to connect their deviance with covert, aggressive expressions when compared with other firesetters (Slavkin).

In all juvenile arson cases, the intensity and enormity of the fire tends to escalate with age, with the “bigger the child, the bigger the fire” (Little, 1998).  The average age of the firesetter is 11 (Little, 1998).  The majority (80 percent) of juvenile firesetters are males with the majority of juvenile arsons being committed by middle class Caucasian males (Little).  The most common factor among all juvenile firesetters is a severely disturbed home environment with only one or no biological parents present in the home (Little).  However, the strongest predictor of recidivism is the juvenile being in a home with a significant number of family problems (USFA/FEMA, 1997).  A pattern or history of multiple problems exists with firesetters.  True juvenile arson is committed by a child who escalates to this stage of destructiveness then a sequence of firesetting begins (Little).

Another feature many juvenile firesetters exhibit is that of poor school work performance. Depending upon the age group, they may also have a history of truancy, disruptive behavior or hyperactivity (Little, 1998). Poor relationships with peers and the inability to form close friendships is another common feature among juvenile firesetters.  They tend to be social misfits. They lack assertiveness and can be easily manipulated and vulnerable to others.  Some statistics show sexual abuse in both males and females is another common pattern for the juvenile arsonist.  But the statistics to support this belief are limited, as until recently few questions were ever put to juvenile male firesetters regarding sexual abuse. 

Environmental Issues

Further consideration should be given to the environmental characteristics that relate to juvenile firesetting. Variability in problem behaviors stems largely from differences in perceptions of environmental characteristics (Slavkin, 2000).  Family, school and peer problems are major influences that may promote firesetting and the continuation of patterns of firesetting (Kolko & Kazdin, as cited in Slavkin).  Moderate youth firesetting has been associated with limited family sociability, whereas recidivism has been associated with lax discipline, family conflict, limited parental acceptance, and family affiliation (Kolko & Kazdin, as cited in Slavkin). Parental influences such as limited supervision and monitoring, early learning experiences and cues with fire, parental distance and uninvolvement, and parental pathology have been identified as predictors of juvenile firesetting (Kolko & Kazdin, as cited in Slavkin).  

Comorbidity

Clinical studies that have examined juvenile firesetters find that many of these children have conduct and aggression problems.  Kolko, as cited by Slavkin (2000), found that early childhood firesetters can be characterized as having multiple behavior problems with few internalizing behaviors, such as depression, but many externalizing behaviors, such as rule breaking, aggression, and destruction.  Some children are diagnosed as having attention deficit-hyperactivity disorder (USFA/FEMA, 1997).  In a sample of hospitalized firesetters, Dr. David Kolko at the University of Pittsburgh , Medical Center performed a study and found a higher level of delinquency, aggressiveness, and hyperactivity compared to hospitalized children with no history of firesetting (USFA/FEMA).  Moreover, these children were less socially skilled, more aggressive, and presented with learning disabilities (USFA/FEMA).  

Elements of Effective Treatments

Seven components common to effective juvenile firesetter programs have been identified and are described below (OJJDP, 1997).  

1. A program management component to make key decisions, coordinate interagency efforts, and foster interagency support.
2. A screening and evaluation component to identify and evaluate children who have been involved in firesetting.
3. An intervention services component to provide primary prevention, early intervention, and/or treatment for juveniles, especially those who have already set fires or shown an unusual interest in fire.
4. A referral component to link the program with the full range of agencies that might help identify juvenile firesetters or provide services to them and their families.
5. A publicity and outreach component to raise public awareness of the program and encourage early identification of juvenile firesetters.
6. A monitoring component to track the program’s identification and treatment of juvenile firesetters.
7. A juvenile justice system component to forge relationships with juvenile justice agencies that often handle juvenile firesetters.

Promising Treatment Approaches

There is no single identified treatment that is effective for treating this behavior.  However, many treatments utilized have proven beneficial in the management of this behavior.  Many of these treatments are appropriately applied to firesetters with consideration for their age (Slavkin, 2000).  

Cognitive Behavioral Therapy and Fire Safety Education

Cognitive behavioral therapy and fire safety education were found to significantly curtail firesetting and match play behaviors up to a year after intervention (Mental Health Weekly, 2001).  Structured treatments designed to intervene with children who set fires were also found to have great effect in the long-term than a brief visit from a firefighter (Mental Health Weekly).  Both cognitive behavioral therapy and fire safety education were also shown to be effective at reducing other activities associated with firesetting, such as playing with matches and being seen with matches or lighters (Mental Health Weekly).  

Irrespective of the seriousness of an incident or the child’s motive in starting a fire, education regarding fire should be part of the intervention strategy.  Such education should include information about the nature of fire, how rapidly it spreads, and its potential for destructiveness (USFA/FEMA, 1997).  Information about how to maintain a fire safe environment, utilizing escape plans and practice, and the appropriate use of fire have been shown to be effective parts of comprehensive arson intervention programs, at least for younger juveniles (USFA/FEMA).  

Treatment Settings

Sometimes it is determined that the juvenile should be confined to a secure facility, residential treatment center, or hospital, although treatment for firesetting usually occurs in the least restrictive environment, depending on the seriousness of the offense and based on the needs of the child, (USFA/FEMA, 1997).  Although many juvenile firesetters can be maintained in the community with appropriate supervision, careful assessment is crucial in order to provide the appropriate level of care (USFA/FEMA).  Such an assessment must consider the child, family, environment, facts about the fire and other fire history, as well as the child’s reaction to the fire and sense of accountability (USFA/FEMA). In addition, consideration should be given to ensure that the juvenile does not pose a risk to others and the public safety is protected.  

Treatment in a Residential Facility

Many programs will not admit a juvenile with a history of firesetting for fear that the child will burn the facility (USFA/FEMA, 1997).  However, residential treatment can provide a safe and comprehensive setting for providing treatment to firesetters and provide treatment for any other co-occurring or familial issues.  

Foster Care

There is a strong link between neglect and abuse and firesetting, so placing a child in a safe, supervised family setting can be very effective.  When firesetting occurs as a result of neglect or abuse, the removal of the outside stressors can often cause the firesetting behavior to cease (USFA/FEMA, 1997).  Certain foster homes can be classified as “intensive” foster homes to allow for these difficult types of placements (USFA/FEMA).  Considerable attention is placed on fire safety practices and the foster parents receive in depth training in working with difficult adolescents.  Such training includes communication and problem solving skills, supervision and restraint, behavior management and fire safety education for prevention and intervention (USFA/FEMA).  The children in foster care receive counseling, additional support services and the firesetter’s parents are included as a component in the treatment plan (USFA/FEMA).  

It is very important that the risk be acknowledged in this and any other community based treatment intervention.  Emphasis is placed on training and making the firesetter aware of the potential dangers of firesetting (USFA/FEMA, 1997).  

Inpatient Hospitalization

Although inpatient facilities may also be reluctant to accept children with a history of firesetting, inpatient treatment is effective in treating these children when an effective treatment protocol is in place (USFA/FEMA, 1997).  

Dr. David Kolko at the University of Pittsburgh Medical Center has successfully treated firesetters in an inpatient treatment setting (USFA/FEMA, 1997).  Intensive individual, group, and family counseling with a cognitive treatment approach is utilized.  This treatment approach challenges the child’s rationalizations behind the firesetting behavior.  A skills based approach is employed with particular emphasis placed on providing interpersonal and problem solving skills (USFA/FEMA).  

Ineffective Treatments

It is important to acknowledge that while simple curiosity of fire is normal, firesetting is not and that this behavior can be deadly. Leaving the child untreated, as recent studies have shown, is not beneficial as children usually do not outgrow this behavior (Waupaca Area Fire District, Juvenile Fire Setting, 2002).  Accordingly, the problems must be dealt with to prevent the fires from increasing in number and intensity.  Also, past notions of burning the child to make them cease the undesired behavior is unfounded and shown to have no benefit (Waupaca Area Fire District, Juvenile Fire Setting).  

Conclusion

In conclusion, current theories suggest that juvenile firesetting stems from the most obvious possible cause, a childhood environment filled with multiple and overwhelmingly negative factors.   Furthermore, firesetting behaviors appear to differ as a result of both individual and environmental circumstances.  The unique circumstances and characteristics of individual fire setters requires extensive evaluation to determine the best course of treatment.  An appropriate review of firesetting should include an examination of the firesetter’s history; such as with prior fire learning experiences, cognitive and behavioral reviews, and parent and family influences and stressors (Slavkin, 2000).

Sources

Little, P. (1998). National Paralegal Reporter.  Juveniles & Arson.  

Mental Health Weekly. (2001). Intensive interventions may reduce fire-setting.  

National Association of State Fire Marshals. (2000). Juvenile Firesetter Intervention Project.  [Online].  Available:  http://www.firemarshals.org/issues/arson/pdf/nasfm_final_report.pdf.  [November 2002].  

Office of Juvenile Justice and Delinquency Prevention. (1997). Juvenile Firesetting and Arson.  Fact Sheet 51.  

Slavkin, M.L., M.A. (R), L.P.C., N.C.C.  (2000).  Juvenile Firesetters: An Exploratory Analysis.  

U.S. Fire Administration /Federal Emergency Management Agency. (1993). The National Juvenile Firesetter /Arson Control and Prevention Program Fire Service Guide to a Juvenile Firesetter Early Intervention Program.  

U.S. Fire Administration /Federal Emergency Management Agency. (1997). Arson and Juveniles: Responding to the Violence.  A review of teen firesetting and interventions, Special Report.  

Waupaca Area Fire District. (2002).  Juvenile Fire Setting.  [Online]. Available:  http://www.cityofwaupaca.org/waupacafire/default.htm.  [October 2002].  

Wilcox, D. K. Ed.D. (2000). Oregon Office of State Fire Marshal, Juvenile Firesetter Intervention Program.  Hot Stuff.  How do we know what we know about firesetting behavior?

For further information, see the following sources:

International Association of Arson Investigators http://www.firearson.com/.  

National Juvenile Firesetter/Arson Control and Prevention Program publications, contact OJJDP’s Juvenile Justice Clearinghouse at 800–638–8736.  

FEMA’s Fax-On-Demand at 202–646–FEMA; or consult the U.S. Fire Administration’s home page on the World Wide Web at http://www.usfa.fema.gov/.

Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice Juvenile Justice Clearinghouse 800-638-8736.  

U.S. Fire Administration Federal Emergency Management Agency http://www.usfa.fema.gov.

USFA/FEMA Resource List
Primary Prevention School Curriculum and Programs

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