National Juvenile Firesetter/Arson Control and Prevention Program FA-239/June 1994 The National Juvenile Firesetter/Arson Control and Prevention Program

Federal Emergency Management Agency/United States Fire Administration i The National Juvenile Firesetter/Arson Control and Prevention Program

ii Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

ACKNOWLEDGEMENTS

Several individuals and numerous organizations contributed to this volume. We would like to thank Travis Cain of the Office of Juvenile Justice and Delinquency Prevention, and Thomas Minnich of the U.S. Fire Administration for recognizing the seriousness of the juvenile arson problem and for persisting in efforts to gain federal support for this important developmental initiative. They continue to provide helpful guidance to the project. Clifford Karchmer and his able colleagues at the Police Executive Research Forum conducted the initial analysis of program survey information and gathered valuable information on the response of the justice system to juvenile firesetting and arson.

In addition, we would like to thank the members of the National Juvenile Firesetter/Arson Partnership: Stephen Austin; Jim Estepp; Francis McGarry; Nancy Campbell; James McMullen; Art Glatfelter; Evelyn Davis; Rick Gilman; Robert Savitt; Robert Rubel; Michael Valentine; James Breiling; Patricia Mieszala; Kenneth Fineman; Carol Connor; and Houston Campbell. The Partnership provided invaluable insights and assistance throughout the development of the program materials. Blair Bourque, Roberta Cronin, and Mei Han of the American Institutes for Research conducted a thorough and impartial assessment of these materials and their recommendations helped shape the final program materials.

Without the unfailing cooperation and assistance of the staff of the many juvenile firesetter programs surveyed and visited during the development of these materials, this manual would not have been possible. The staff of the thirteen programs visited by ISA during the assessment stage were particularly generous with their time and materials, and we wish to thank all of them.

This project was supported by grant number 87-JS-CX-K104 awarded to the Institute of Social Analysis by the Office of Juvenile Justice and Delinquency Prevention and the U.S. Fire Administration. Points of view or opinions stated in this document are those of the authors and do not necessarily represent the official positions or policies of the Office of Juvenile Justice and Delinquency Prevention or the U.S. Fire Administration.

Federal Emergency Management Agency/United States Fire Administration iii The National Juvenile Firesetter/Arson Control and Prevention Program

iv Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

TABLE OF CONTENTS

PAGE

U.S. Fire Administration Mission Statement...... i Acknowledgements ...... iii Table of Contents ...... v

EXECUTIVE SUMMARY...... 1

USERS' GUIDE ...... 17

GUIDELINES FOR IMPLEMENTATION...... 63

TRAINERS' GUIDE ...... 201

FIRE SERVICE GUIDE TO A JUVENILE FIRESETTER EARLY INTERVENTION PROGRAM ...... 259

Federal Emergency Management Agency/United States Fire Administration v

Executive Summary 1

EXECUTIVE SUMMARY EXECUTIVE SUMMARY The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Executive Summary 2 The National Juvenile Firesetter/Arson Controland Prevention Program

Federal Emergency Management Agency /United States FireAdministration

Executive Summary

3 PAGE

ng Juvenile Firesetter Programs...... 14 /Arson Control and Prevention /Arson Control and TABLE OF CONTENTS The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Program (NJF/ACP)...... (NJF/ACP)...... Program 5 Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency Lessons for Regional Firesetter Efforts ...... 13 Developi Recommendations for Agencies The Pilot Programs ...... Accomplishments...... Program 6 7 Background...... 5 Firesetter The National Juvenile The Evaluation...... 6

Executive Summary 4 The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agency /United States FireAdministration

Executive Summary 5 ting. The initiative , to provide primary , to provide primary , to identify and evaluate , to make key program , to make key program , to raise public awareness of of awareness , to raise public y identification of juvenile juvenile firesetters or provide r Social Analysis (ISA). Based efforts, and foster interagency nd/or treatment for juveniles, nd/or treatment y set fires or shown an unusual mprehensive set of materials to to materials of set mprehensive rials define seven components rials define seven components officials have been turning more turning more officials have been Instead of advocating a single Instead of advocating a single l juvenile fireset firesetter issues and to guide firesetter issues and to guide evaluate a variety of community- evaluate a variety nd the U.S. Fire Administration Administration nd the U.S. Fire year in the United States. Since the Since United States. year in the resetting and have experimented with experimented resetting and have onetheless, many experts believe that experts onetheless, many nvolved in firesetting; , to link the program with the full range of range with the full , to link the program our knowledge and practice. our knowledge ile firesetter programs: ile firesetter programs: cerns, in 1987 the Officecerns, in 1987 the and of Juvenile Justice RESETTER/ARSON AND CONTROL intervention services component intervention services program management component referral component referral screening and evaluation component screening publicity and outreach component firesetters; agencies that might help identify help identify might agencies that and their families; to them services and encourage earl the program children who have been i an a a a decisions, coordinate interagency a prevention, early intervention, a in fire; interest support; especially those who have alread

• • • • • of juvenile firesetter assessment The NJF/ACP began with a nationwide fo conducted by the Institute programming, a co ISA produced on that assessment, Juveniles are responsible for a significant proportion of both the accidental the accidental of both proportion for a significant are responsible Juveniles occur each that fires and intentional state, and local national, mid-1970's, of juvenile fi attention to the problem to reducing it. N various approaches in gaps there are significant con In response to these (OJJDP) a Delinquency Prevention intended to program a new research and development (USFA) began develop, and conceptualize, design, contro based approaches to prevent and Juvenile Firesetter/Arson Control and was known as the National (NJF/ACP). Prevention Program heighten awareness of juvenile programs. of model implementation model, the NJF/ACP mate program common to effective juven

The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency THE NATIONAL JUVENILEFI PREVENTION PROGRAM (NJF/ACP) BACKGROUND BACKGROUND

Executive Summary 6 1 THE PILOTPROGRAMS THE EVALUATION assessing these outcomes. local datasystem of the capabilities implementation, programs controlledjuvenile firesetting,itbecame evident early intheevaluation Although OJJDP, the th OJJDP,the USFA, and Although The National Juvenile Firesetter/Arson Controland Prevention Program • • The threegrantees were: from themonitoring systems developedbyeachindividualprogram. program, telephonemonitoring ofprogram evaluation werecollectedduringtwor and trainingsothattheycouldbemodifiedifneeded. jurisdictions, andtoevaluatetheuti had twoprimary aims: toassessthe evaluation of thethree pilot juvenile OJJDF engagedtheAmericanInstitutes December 1992. of $20,000inOctober1991,whichsuppor chosen through acompetitive process. juvenile firesetterpilotprograms To testtheusefulnessofNJE/AC economic environment. characteristics of thelocal firesetting problem aswell thepolitical and encourage flexibility,emphasizingthatprograms mustbetailored tothe these components insome form. Developers ofjuvenilefiresetter • Federal Emergency Management Agency

treatment of juvenilefiresetters; a helped developtheproposal. fire agencies.Firedepartments Colorado's 18thJudicialDistrict for-profit organizationinParker,Colorado.This program targeted The Adam andDorothyMillerLife juvenile justice agencies that a monitoring component, totracktheprogram's identificationand juvenile justicesystemcomponent e evaluation team were also interested in assessing how well the howwellthe assessing in teaminterested were also e evaluation s, and limited evaluation resources would preclude preclude would resources evaluation limited s, and programs areurgedtoincorporateall lity oftheNJE/ACPresourcematerials often handlejuvenilefiresetters. in Colorado,Oklahoma, andUtah, firesetterprograms. Theevaluation P materials, OJJDPsponsoredthree However, the NJF/ACP materials However, theNJF/ACP Eachprogram receivedanaward implementation processinthetest in Parker, Aurora,andCastlewood in Parker, forResearch(AIR)toconductan ounds ofsitevisitstoeachpilot , coveringfourcountiesand34 /United States FireAdministration safety EducationCenter,anot- progress,andanalysisofdata ted projectoperationsthrough , toforge relationships with that the pace ofprogram 1 Datafor the

Executive Summary 7 All three All three rt from the West Valley Fire the West Valley rt from a Governments, the council of of council the a Governments, . In all three sites a few fire y area with 35 fire departments. 35 fire departments. y area with unty, containing Salt Lake City, unty, containing rials, they would offer an ideal rials, they would offer an ideal out. In Utah the group consisted ms to screen, evaluate, and refer ms changes and enhancing capabilities single-city programs because that because that single-city programs e pilot programs would not provide e pilot programs been required or encouraged to take or encouraged to take been required influence the firesetting behavior of implement regional or countywide regional implement ity, and systematic monitoring. monitoring. ity, and systematic ring the grant period, however, they t award. The grantees proposed to grantees proposed t award. The The population of these jurisdictionsThe population nding juvenile firesetter programs to nding juvenile firesetter programs other fire agencies. other fire agencies. hy progress in several areas. longer term goal. longer term programs established a multi-agency task force, board, or board, task force, established a multi-agency programs made efforts, the juvenile firesetter for that set policy committee key decisions, and carried them Establishing a multi-agency management structure. a multi-agency Establishing Utah, with suppo West Valley City, Department. a single co The program targeted and 11 West Valley City, The Association of Central Oklahom of Central The Association governments serving the Oklahoma City metropolitan area. area. City metropolitan the Oklahoma serving governments prepare the proposal. helped Department Fire City's Oklahoma four count targeted a This program

opportunity to learn more about a new about a variation on juvenile firesetter opportunity to learn more programs. an optimal test of the NJF/ACP mate test of an optimal System-level changes notewort The projects made • a regional approach involving multiple departments. In fact, the NJF/ACP In fact, departments. multiple involving approach a regional on primarily focus resource materials were developed. The pilot the materials was what was operating when the standpoint of the From would be breaking new ground. programs th that although evaluation, this meant to ultimately hoped projects All three juveniles in their jurisdictions. Du on making structural focused primarily that would support this programs for juvenile firesetters. for juvenile programs and each in Oklahoma, to 900,000 435,000 in Colorado ranged from rural areas included urban, suburban, and not Interestingly, grant applicants had • • grantees proposed to Thus, all three had been operating progra departments gran juvenile firesetters before the • this experience, exte capitalize on quality areawide and enhancing program departments, non-participating through coordination, training, public The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency PROGRAM ACCOMPLISHMENTS

Executive Summary 8 The National Juvenile Firesetter/Arson Controland Prevention Program • the countrytoscreenfiresettersandgaugetheirriskoffuturefiresetting. under FEMA-USFAauspicesandno They allemployedscreeningforms a capability toscreen and assess juvenile firesetters in their target areas. On average,theprograms doubledthe • Federal Emergency Management Agency

policies orprocedures areawide. and Oklahoma, madeaneffortto manuals, videotapes,orVCR's. Tw providing them withnewresour the targetarea.Theprograms al uncertain becauseofstaff turnoverin keycitypositions. months afterthegrantexpired.ThefutureofUtahgroupwas Colorado's andOklahoma's taskfor in theday-to-daydecisionmaking audiences. Inboththese sitesfi mental health agencies,schools,justiceandother much larger taskforces, withrepr of onlyfivemembers. BothColoradoandOklahoma developed area firedepartments and clinics. This successful referralprocess is several ChildGuidanceClinicsand itslargest fire department. tested aformal referralrelati the Children's HospitalBurnUnit. TheOklahoma project pilot- providers, andworkedcloselywith firesetting. Coloradodevelopedare the mental healthand socialse both ColoradoandOklahoma werea mental health,thisareawasnota agencies in Utahalreadyhadst was oneofthekeycommitteemembers inUtah.Sincethefire both ColoradoandOklahoma, andamental healthrepresentative system. Establishing linkages with thement and others,therebyextending was toprovidetrainingopportunitie departments withintheprogram's vested responsibility for screening and evaluation inthelocal fire treatment ifdeemed necessary.The juvenilefiresetterprogram been involvedwithfire,andreferr intervention--identifyi firesetters. Enhancing localcapabilitiesto Mental healthagenciespar Allthree pilotprogr ng, screening,andevaluatingyouthwhohad w areusedbyprograms throughout nd proceduresthatweredeveloped onship betweenoneofthearea's evaluation capab number ofdepartments withsome re servicepersonnelpredominated rong workingrelationshipswith /United States FireAdministration ce materials suchasguidebook, boundaries.Theprograms' role esentation fromfiredepartments, so assistedlocaldepartments by ing them forfurthereducationor screenandeducatejuvenile nowbeingreplicatedby other rvice agenciesabout juvenile ces stillremained active several developconsistentscreening program priority.Incontrast, and programeffort,however. thecounselingdepartmentin s tofiredepartment personnel ticipated onthetaskforces in o of thethreesites, Colorado al healthandsocialservices ggressive inre source listofmental health ams focused on early ilities throughout aching outto

Executive Summary 9 With With ng at the three ng at the three nnouncements, or nnouncements, obation officers, and obation officers, All the pilot programsAll the firefighters, or were relatively the State Attorney General, the State Attorney ipation in its task force and in and task force ipation in its Although all of the programs Although all of the programs ce levels of their grants. All in which was an important step in which was an important rol procedures, the need for a nts that were small, had limited had limited small, were nts that a common system into place. into place. a common system st short-term grants stimulated grants stimulated st short-term hing the general public, while hing the general r, in Utah the program worked the program r, in Utah am's task forces or workshops. am's task forces juvenile justice system. justice system. juvenile pproaches throughout the target pproaches throughout the target public service a public service Oklahoma the program met with met the program Oklahoma original goals were probably too firesetter programmi d outreach activities such as publishing as publishing such activities d outreach itself, all had difficulty putting of blocks included the technical requirements Stumbling and quality cont developing forms to and restricted access information, of repository central juveniles. data about confidential Establishing a monitoring system. to monitoring, a commitment made Extending juvenile firesetter a Extending juvenile firesetter fire every succeeded in involving of the programs area. None in their area. Departme department budgets, relied heavily on volunteer engaged in publicity an engaged to billboards constructing youth, school elementary for brochures services, developing advertise the to linkages Establishing support from strong and visible district from training activities attorneys, pr less made two programs personnel. The other law enforcement Howeve this arena. in progress to engage. especially difficult geographically were remote Conducting an information campaign. campaign. an information Conducting and Oklahoma coverage. The mass media more working to get on reac focused Utah programs audiences on reaching professional more Colorado concentrated in the progr participate that might substantial partic Colorado achieved program educational pre-existing court's juvenile's the with closely for juvenile firesetters; and in to work out a mutual juvenile justice system personnel juvenile handling in each about the roles of understanding firesetters.

In both these areas, the programs' • and resour frame given the time ambiguous all, however, we conclude these mode in juvenile considerable improvements areas of weaker implementation: There were some • • pilot sites. • The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Executive Summary 10 1

Most frequencies are based on fewer cases The National Juvenile Firesetter/Arson Controland Prevention Program months). some Utah departments didnotprovid 12 months, Oklahoma's cover13months, reporting periods differed acrosssites aswell;Colorado's statistics cover reporting anddifferencesintheforms andproceduresacrosssites.The However, theresultsmust beinterpretedcautiously because ofincomplete system provide information aboutth over 600children.Descriptive datafromeachprogram'smonitoring Interventions with • • • • referrals toOklahoma, 88referralstoUtah. and Table 1summarizesinformation about372referralstoColorado,253 the pilotprograms alsoscreened and In additiontobringingaboutchangesin localcapabilitiesandstructures, Federal Emergency Management Agen

previous firesettingincidents. A substantialminority ofthereferredyouthhadbeeninvolved in juvenile firesetting perceived theprograms, ratherthan targeting aswellsubtledistinctions intheway referral agencies referrals. Theagedifferences percent oftheOklahomareferra accounted foronly16percentofreferralsinColorado,but33.7 the otherendofagespec up, versus16.7percentinOklahoma, and15.6percentinUtah.At with olderchildren:43.3percentof the othertwosites,Coloradoprogram wasmuchmore involved There werepronouncedagedifferences easier toobtain theimplemen majority oftheyouthhadaparentwho smoked, perhapsmaking it In thetwositesreportingonparentalsmoking behavior,the population. Themajority oftheyouthlivedintwo-parent families. The threeprograms servedapredominately white,male campaign lateinthegrantperiod. possibly becausetheprogram la departments rankedsecond.In most commonsourceofreferrals In ColoradoandUtahparentsa Juvenile Firesetters because of missing information, however. across jurisdictions. ts neededtostartafire. evaluated the firese cy/United States FireAdministration e childrenandfami nd otherfamily members werethe e anyreportsforthefirstseveral trum, childrenage6andunder ls, and36.4percentoftheUtah Oklahoma thereversewastrue, probably reflectdifferencesin and Utah's cover17months (but unched itspublicinformation theirreferrals were age 12 and to the program, while fire totheprogram, while differencesinthenatureof 1 acrosssites.Comparedto tting behaviorsof lies involved.

Executive Summary 11 the youth in four age groups--under in four age groups--under the youth 14 and up--generally supported the up--generally supported 14 and ndoors or at their own residence; ndoors or at their ng the juveniles screened by all three three by all screened ng the juveniles there are differences between younger differences between there are

ile firesetters were: ile firesetters were: more likely to have acted alone; more likely to have in two-parent household; less likely to live a parent who smokes; more likely to have set a fire i more likely to have over $100; and done damage more likely to have or death. started a fire involving injury more likely to have

• • • • • • A comparison of the characteristics of of the characteristics A comparison 5, age 5 to 9, age 10 to 13, and to 9, age 10 5, age 5 1978) that view (FEMA, prevailing Amo juvenile firesetters. and older juven the younger programs, The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Executive Summary For Previous Firesetter, Number of Number Firesetter, Previous For Smokes? Parent orGuardian Race Sex 2 1 History Fire Parent/ of Custodial Marital Status Age ofReferral Source No data are reportedforColoradobecause Nodataare Basedoninformation knownto fire de Guardian Guardian Previous Fires 10+ 5-9 4 3 2 1 No KnownFires Involved inPreviousFire No Yes Other Widowed Divorced/Separated Single Married/Remarried Other Hispanic African American/Black White Female Male Average age 14+ 12-13 10-11 7-9 5-6 <5 Others Schools Law Enforcement/Prosecutors/Courts Fire Departments Parents/Guardians/Relatives 12 Personal andFamily Characteristicsof 2 Characteristics Characteristics 1 The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agen partmentsinterviewsreported withchildor inscreening or family. Total Total Total Total Total Total Total Total the Coloradoforms didnotdistinguishbetw Colorado Firesetter Programs 10.3 years 10.3 years n =262 n =361 n =372 n =351 n =353 n =57 18.0 22.7 45.0 65.6 33.3 86.6 86.4 12.3 15.8 28.1 16.5 26.8 11.7 10.8 22.9 13.9 13.4 28.6 Table 1 NA NA NA NA NA NA 3.5 4.3 7.0 1.5 9.2 9.3 0.9 0.8 2.8 1.9 (n

= 372) JuvenilesReferredtotheJuvenile cy/United States FireAdministration Oklahoma (n=253) een "missing data" and "no previousfire een "missing data"and 8.2 years 8.2 years n =242 n =252 n =252 n =252 n =246 n =202 n =227 n =69 21.7 23.4 26.2 20.6 17.4 24.6 26.1 24.0 51.5 89.3 71.8 10.4 19.4 13.1 28.9 69.6 40.6 16.1 10.7 10.1 57.3 30.4 59.4 4.3 5.8 6.3 2.8 5.7 4.0 2.5 4.8

Utah (n=88) 7.8 years 7.8 years history." n =77 n =74 n =79 n =63 n =61 n =65 n =19 14.3 33.7 67.6 63.1 82.3 98.4 15.6 14.3 20.8 25.4 35.4 52.6 11.1 47.4 17.7 23.0 64.6 NA NA NA NA NA NA NA 1.3 8.2 1.4 1.6

Executive Summary 13 nile firesetter hing a realistic . Two factors . Two factors g the scope and An organization that An organization important considerations important considerations taining networks may be a be a may taining networks e than an individual fire reened by the juve mental health provider in most health provider in most mental s to be reached too fast and s to be reached too fast and s. In Colorado some larger larger some Colorado In s. level and establis ferred to the projects--whether or health services health Two fires in Colorado resulted in in Colorado resulted Two fires ize from the experiences of three ved any injury, and most did not injury, and most ved any lahoma total damages for all cases all cases for damages total lahoma r youth were referred directly to an referred r youth were ealth agency recommended further ealth agency recommended s in improving the coordination and the coordination s in improving suggest several lessons about the tter effort--limitin tter es where the outcome of this second second of this es where the outcome time-consuming screening procedure screening time-consuming . In Oklahoma some departments departments some . In Oklahoma ices, their plans may have been too have been ices, their plans may ype of fire education. FIRESETTER EFFORTS

department. more effective program vehicl already spans the boundaries of the region and that already already spans the boundaries of the region and that already and main has experience building department or district, the function of a regional effort is to department several to screen,organize the individual efforts of departments firesetters. refer juvenile educate, and 1. designed to serve a single fire programs Unlike firesetter not they were assessed as needing mental health follow-up--were also the mental as needing not they were assessed t beneficiaries of some great stride made While the programs delivery of juvenile firesetter serv They expected milestone ambiguous. are These quickly. expansion to occur too when considering a regional firese goals of the program to a manageable While we do not want to over-general these pilot projects do programs, were re who Most children and families that foster regional efforts. circumstances of the children sc Significant proportions rated as in Colorado and Oklahoma--were two-thirds programs--about evaluation by mental needing further these high percentage contributed to timetable. Fortunately, however, few cases invol however, few Fortunately, damage. of fire large amounts involve relatively the reserved departments deaths, however. In Colorado and Ok In Colorado deaths, however. youth. Othe fire-involved for the most for firesetters educational program a from requested a second assessment cas cases. In about 40 percent of the screened by the program exceeded $400,000 at each site. (Damage data data site. (Damage at each $400,000 exceeded program the by screened for Utah.) were not available h was known, the mental assessment counseling. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency LESSONS FOR REGIONAL

Executive Summary 14 PROGRAMS FIRESETTER RECOMMENDATIONS FORAGENCI The National Juvenile Firesetter/Arson Controland Prevention Program . Whileanindividualdepartment ma 2. from firepreventioneducation,to notion, webelieveitisuseful toconsid firesetter Furthermore, jurisdictions a regionaleffort. firesetter program inan individual As acorollary, werecommend thatajurisdiction small andgrow incrementally astheygainexperience and acceptance. In additiontobuilding environment. a community,andfittheprogramdesign that We wouldliketoreiterate oneoftheunderpinni planner. are anexceptional andcomprehensive for theNational Juvenile Firesetter accumulated overthepastfew years.Thevolumes developedbyISA advantage ofthebody ofmaterialsandexpertisethat hasbeen juvenile firesetterprograms oralready implementing them to At theriskofstatingobvious, Sinceregionalprograms maytranscendthejurisdictional 4. Manyoftheserviceagenciesto 3. Federal Emergency Management Agen programs shouldbuildontheexistingresourcesfor firesetters in the regionalprogram. firesetter program may becritical tothelong-term success of involvement ofafiredepartme manage juvenilefiresetternetwork,theleadership a and involvement and support ofdiverseagencies. involvement andsupport government official can serveas acatalyst togalvanize the firesetting andenlistingtheiraid.However, about educating relevantofficials and protectiveservices systems, boundaries ofthecriminal justice, coordinating mechanismsalreadyexist. should takeadvantageofwhatever regionalizedservicesand referred arealreadyregionalized. capability ratherthan asingle on existing capacities, shouldthinkinterms of ES DEVELOPINGJUVENILE /Arson ControlandPreventionProgram we encourageagenciesconsidering fire departmentbeforeattempting early interventionfor the juvenile cy/United States FireAdministration resource document fortheprogram er theentirecon they faceachallenging taskin whichjuvenilefiresettersare nt with asuccessful juvenile y notbetheoptim theseriousnessofjuvenile fire, mental health,education, totheexigenciesoflocal program Obviously, regionalefforts

programs shouldstart ngs ofISA's approach-- developingajuvenile . Inlinewiththis develop ajuvenile tinuum of services tinuum ofservices a high-ranking al agencyto take

Executive Summary 15 requires a requires Arranging stice linkage is is linkage stice tting to children other youth-serving available to the program's available to the program's of a juvenile ju equences of firese educational and to the educational attention viors we need to engage all of the viors we need to engage all of the y protect us from accidental fires us from y protect or, to treatment for the serious for the treatment or, to ting information on juveniles. To on juveniles. information ting human factorhuman for is likely to account ograms must present basic fire safety fire safety basic must present ograms ate procedures for handling firesetters ate procedures for handling firesetters mortality. Intercepting problem fire fire mortality. Intercepting problem volvement in firesetting does not have in firesetting does not have volvement e, education, and nal materials and techniques. nal materials and controls for the arsonist. for the arsonist. controls health professionals in the dynamics and in the dynamics and health professionals can bolster the services can bolster the services agencies will begin addressing the problems now. problems agencies will begin addressing the and alert us to fires of any origin, the and alert us to fires of any origin, address the full continuum of fire beha address the full continuum increasingl advances As technological a larger share of fire injuries and an imperative. We hope that become to behavior at an early stage is likely health, juvenile justic fire, mental increased also pay should Programs that they provide. Pr referral services about the cons concepts and information emphasis on the importance The NJF/ACT's in But, juvenile justice on the mark. tapped programs The pilot spectrum. the end of to the arson to be limited to consolid expertise juvenile justice collec of the legality and to review the problem. agencies that deal with a piece of exhibiting inappropriate fire behavi inappropriate exhibiting to court-directed firesetter, of different ages and different levels of fire involvement. This levels of fire involvement. and different of different ages educatio range of appropriate mental training for firesetters treatment of clientele. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

The National Juvenile Firesetter/Arson Control and Prevention Program

Users' Guide

USERS' GUIDE

Federal Emergency Management Agency/United States Fire Administration 17 The National Juvenile Firesetter/Arson Control and Prevention Program

Users' Guide

18 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

TABLE OF CONTENTS

PAGE

Introduction...... 21

Component 1: Program Management ...... 21

Component 2: Screening, Evaluation, and Developing the Intervention Plan ...... 26

Resource List ...... 34

Component 3: Intervention Services...... 37 Users' Guide

Resource List ...... 45

Component 4: Referral Mechanisms ...... 51

Resource List ...... 53

Component 5: Publicity and Outreach...... 55

Resource List ...... 57

Component 6: Monitoring Systems ...... 58

Component 7: Developing Relationships with the Juvenile Justice System ...... 60

Resource List ...... 61

Federal Emergency Management Agency/United States Fire Administration 19 The National Juvenile Firesetter/Arson Control and Prevention Program

Users' Guide

20 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

This Users' Guide is designed to accompany The Juvenile Firesetter/Arson Control and Prevention Program (JFACPP) Program Materials. The Users' Guide is intended to accomplish the following objectives.

1. To provide a summary of how to plan and implement a juvenile firesetter/arson control and prevention program.

This is achieved by outlining critical decision points in building each component of the juvenile firesetter/arson program. The result is a cookbook format that guides the reader from the planning to the execution of an effective community program.

Users' Guide 2. To highlight the key information contained in The JFACPP Guidelines for Implementation.

INTRODUCTION

Because these volumes contain a great deal of information, the Users' Guide identifies the specific areas which will be useful to those developing their own juvenile firesetter/arson program. The Users' Guide also shows where to find particular types of information in the two volumes. The Users' Guide and The JFACPP Guidelines for Implementation follow the same organizational format, therefore cross- referencing is facilitated.

Program leadership, management, and service providers in fire service, mental health, law enforcement, probation, and juvenile justice systems will find this guide a quick and easy reference. It can be used as a handbook in helping all of these disciplines build an effective network of community services to control and abate the problem of juvenile firesetting and arson.

COMPONENT 1: PROGRAM MANAGEMENT

The role of program management begins with planning and developing the juvenile firesetter/arson program. If the proper groundwork is laid early in the planning and development stages, later management and maintenance of the program will be greatly facilitated. Therefore, it is important to recognize that there are specific phases of planning and development, and that certain decisions have to be made to ensure the successful implementation of the program.

Federal Emergency Management Agency/United States Fire Administration 21 The National Juvenile Firesetter/Arson Control and Prevention Program

There are three general phases of building a juvenile firesetter/arson program. They are assessment, planning, and development. There are several decisions, which must be made during each of these three phases. These phases and corresponding decision points should be viewed by program leadership as guidelines for planning and developing their juvenile firesetter/arson program. Some or all of these phases and decisions may be executed by program leadership, depending on the perceived need and level of effort. The amount of careful planning, which occurs is likely to be directly related to the implementation of an efficient and successful juvenile firesetter/arson program.

Phase I: Assessment

The purpose of the assessment phase is to determine whether there is a

need for a juvenile firesetter/arson program in the community.

Decision 1. Problem Identification. Determine whether local experts Users' Guide think that juvenile firesetting is an important or significant problem in the community.

Decision 2. Fact-finding. Conduct fact-finding activities to determine the statistical occurrence or incidence of juvenile firesetting in the community. Some resources in the community which might have relevant information are the fire service, law enforcement agencies, and probation/juvenile justice.

Phase II: Program Planning

The planning phase builds the foundation of the program and to a certain extent determines its effectiveness and longevity. Table 1.1 highlights the seven key steps which must be executed during the program planning phase.

Decision 1. Problem Definition. Define the nature and extent of the juvenile firesetter problem in the community. The problem should be defined in terms of the statistical incidence of juvenile firesetting and arson. These rates should be compared to national averages to determine the significance of the problem.

Decision 2. Program Leadership. Identify the key decisionmakers, such as fire service management, mental health professionals, etc., who are willing to establish program operations.

22 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

Table 1.1 Key Elements in Program Planning

I. Problem Definition Specify the nature and extent of juvenile firesetting incidents in the community.

II. Program Leadership Identify someone responsible for the program.

III. Service Delivery Select the type of services to be offered.

Users' Guide IV. Program Site Determine the primary location for service delivery.

V. Service Jurisdiction Specify the geographic boundaries of service delivery.

VI. Staffing Identify management and key service providers.

VII. Budget Estimate costs of service delivery.

Decision 3. Service Delivery. Identify the types of services that will be offered to juvenile firesetters and their families. Table 1.2 presents the three general service delivery models for juvenile firesetter/arson programs. They are primary prevention, early intervention, and core intervention. Each program must decide on its basic approach to service delivery. Once the basic approach has been selected, then the specific program functions and operations must be determined. The functions and operations of a program refer to the actual types of screening, evaluation, and intervention services that will be offered. Components 2 and 3 of this Users' Guide cover how to select the most appropriate functions and operations for juvenile firesetter/arson programs.

Decision 4. Program Site. Identify and establish the primary program site or sites responsible for the operation of the juvenile firesetter/arson program. In addition, secondary or referral sites can be specified as part of the network of service delivery.

Decision 5. Service Jurisdiction. Define the jurisdiction of service delivery for which the juvenile firesetter/arson program will be responsible. Often smaller towns or communities may want to pool resources and mount a coordinated effort.

Federal Emergency Management Agency/United States Fire Administration 23 The National Juvenile Firesetter/Arson Control and Prevention Program

Table 1.2 Program Models for Intervention Services

Model Source Goals

I. Primary Prevention A. School Curriculum and 1. Prevention of first-time Programs firesetting.

B. The Fire Service 2. Communication and education of fire safety and survival skills.

II. Early Intervention A. The Fire Service 1. Identification of children at risk. 2. Evaluation, education, and referral. 3. Prevention of recurrence.

III. Core Intervention A. Mental Health 1. Evaluation of recurrent Users' Guide firesetters. B. Probation and Juvenile 2. Treatment to stop firesetting Justice and remediate psychopathology. 3. Prevention of antisocial and criminal behavior.

Decision 6. Staffing. Based on the selection of the program model, estimate the personnel and staffing patterns for the program. This includes the identification of primary service providers.

Decision 7. Budget. Based on decision 1-6 develop a proposed budget estimating the cost of service delivery.

Phase III: Program Development

This phase sets in motion activities so that the program's door can be open for business. Table 1.3 summarizes the seven essential tasks for effective program development.

Decision 1. Program Goals. Specify short- and long-term goals and objectives for successful program operations.

24 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

Table 1.3 Program Development Tasks

I. Program Goals Define program goals, objectives, and time-frame for implementation.

II. Program Operations Establish new program functions within existing service structure.

III. Coordination Council Solicit members from the community and establish routine meetings.

IV. Funding Develop sources of financial support and contribution for Users' Guide short and long term operations.

V. Training Conduct orientation and training sessions to educate key staff and service providers.

VI. Liability Define potential legal and financial risks and responsibilities.

VII. Interagency Linkages Establish referral pathways between community services.

Decision 2. Program Operations. Once the specific program services have been identified, they will have to be integrated within the existing service delivery system. For example, if a juvenile firesetter/arson program is going to offer evaluation and education services within a fire department, the department must decide which division will be responsible for offering this service. In some instances it may be fire prevention, in other instances it may be public education or another fire service division. The details of how the program will operate within the existing structure must be planned.

Decision 3. Coordinating Council. A local coordinating council must be established comprised of leaders of community programs most likely to contribute to the general support and operation of the juvenile firesetter/arson program. Some members of the council may include the Fire Chief or Fire Marshal, the Police Chief, a Juvenile Court Judge, a School Principal or School Board Member, Mental Health or Social Service Agency Directors, and other individuals with status and influence within their profession or agency. Component 1 in the Guidelines for Implementation details specific steps to be taken in building an effective coordinating council.

Federal Emergency Management Agency/United States Fire Administration 25 The National Juvenile Firesetter/Arson Control and Prevention Program

Decision 4. Funding. Establish and secure mechanisms for short- and long-term funding of the program. This includes both financial commitments as well as in-kind contributions for supporting the anticipated costs associated with operating the program.

Decision 5. Training. Plans should be made for conducting orientations and in-service training seminars for staff who will be involved in implementing the program. Specific ideas for training programs are presented in Component 1 in the Guidelines for Implementation.

Decision 6. Liability. Consult with local community experts (attorneys, city management, etc.) to determine the nature and extent of the program's legal and financial responsibilities in working with the population of juvenile firesetters.

Decision 7. Interagency Linkages. Identify which community agencies might provide services to juvenile firesetters. These agencies may include social services, mental health, and probation and juvenile justice. Users' Guide Component 4 of this Users' Guide details how to establish and maintain effective referral pathways for juvenile firesetters.

COMPONENT 2: SCREENING, EVALUATION, AND DEVELOPING THE INTERVENTION PLAN

Virtually all juvenile firesetter/arson programs will have some type of screening and evaluation system for working with children and their families. During the program planning phase, preliminary decisions have been made regarding the selection of a general program model. Now, a particular set of screening and evaluation procedures must be selected for implementation.

There are several factors which should be taken into consideration when setting up a screening and evaluation system for juvenile firesetters. There are four major phases which must be completed for the successful operation of the system. These phases are identification of the target population, designation of the responsible service agencies and individuals, selection of the screening and evaluation procedures, and implementation of these procedures. In each of these phases there are specific decisions to be made which will determine the nature and extent of the screening and evaluation effort. It is recommended that program leaders utilize each of these phases and decisions as guidelines when developing their screening and evaluation system.

26 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

Phase I: Identification of the Target Population

During this phase the target population of juvenile firesetters must be identified and described in the community. Program leaders must decide on the level of severity of firesetting behavior they are willing to screen and evaluate, along with the type of juvenile firesetters they will serve. There are general personality profiles associated with juvenile firesetting. They are presented in Tables 2.1 (curiosity firesetters ages seven and under), 2.2 (recurrent firesetters ages eight to twelve), and 2.3 (adolescent firesetters), and they are described in detail in Component 2 in the Guidelines for Implementation.

There are some specific psychosocial characteristics, which are likely to Users' Guide vary from community to community. For example, the demographic characteristics of juvenile firesetters, such as age, ethnic background, and

economic status, are likely to represent the demographic characteristics of the particular community in which the juvenile firesetter/arson program is being implemented. Because demographic characteristics vary from community to community, it is important for program leaders to know what types of youth live in their community and hence what type of youth they are likely to serve.

Decision 1. Severity Level. Define the level of severity of firesetting behavior to be screened and evaluated. See Component 2 in the Guidelines for Implementation for a complete description of the severity levels of juvenile firesetting behavior.

Table 2.1 Characteristics of Curiosity Firesetters Ages Seven and Under

Dimension Description

I. Individual Characteristics Normal physical, cognitive and emotional development. No evidence of psychiatric disturbance.

II. Social Circumstances A happy, well adjusted family life. Good peer relationships. No academic or behavior problems in school.

III. Environmental Conditions Firesetting is the result of accident, experimentation and curiosity. Feelings of guilt and remorse occur after firesetting. Attempts are made to extinguish firestarts. A low probability exists of future firesetting.

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Table 2.2 Characteristics of Recurrent Firesetting Children Ages Eight to Twelve

Dimension Description

I. Individual Characteristics Evidence of difficulties in one or more areas of physical, cognitive, or emotional functioning. Studies suggest the presence of one or more of the following problems: a greater number of physical illnesses, history of sexual abuse, learning disabilities, overwhelming feelings of anger and aggression, overactivity, impulsiveness and frequent temper outbursts.

II. Social Circumstances Single-parent families with absent fathers are typical. When marriages are intact, there is a high degree of

discord. Overly harsh methods of discipline coupled with lack of adequate supervision is common in single-parent households. Violent patterns of family interaction also

Users' Guide have been observed. A history of academic failure coupled with behavior problems in school are evident. Difficulties establishing and maintaining friendships are observed.

III. Environmental Conditions Stressful events trigger emotional reactions which result in firesetting. Firesetting represents the emotional release of displaced anger, revenge or aggression. Firesetting has the immediately positive reinforcing properties of attention and effect. No attempts are made to extinguish firestarts. There is rarely consideration of the negative consequences or potential destruction prior to firesetting.

Decision 2. Demographics. Identify the specific demographic characteristics of the community. These demographic characteristics are likely to describe the population of juvenile firesetters to be served by the program. In addition, the fire service may have information on where fires set by juveniles occur in the community. This type of information also will be useful in planning screening and evaluation services.

28 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

Table 2.3 Characteristics of Adolescent Firesetters

Dimension Description

I. Individual Characteristics Several significant emotional and behavioral problems are apparent. Studies indicate a higher than average number of accidents resulting in physical injuries, higher levels of sexual arousal, fantasy, excitement, and misbehavior, evidence of gender confusion, lack of emotional depth and restricted capacity for expression, and greater risk-taking behavior.

Users' Guide II. Social Circumstances Predominant are single-parent households in which discipline and supervision are uneven. Intact families

display high levels of marital discord. One or more parents may carry a psychiatric diagnosis. Physical abuse and other violent patterns of family interaction have been observed. Long histories of academic failure and behavior problems in school are typical. Peer pressure and influence are responsible for guiding and directing behavior.

III. Environmental Conditions Firesetting can be motivated by need for recognition and attention from peers and from stressful events which trigger emotional reactions resulting in antisocial activity. Firesetting is frequently accompanied by other delinquent activities, such as drug consumption or petty theft, and feelings of excitement and defiance are reported just prior to the act. Feelings of guilt or remorse after firestarting are rare, no attempts are made to extinguish the fires, and there is little fear of punishment.

Phase II: Designation of Service Agencies and Individuals

Once the target population of juvenile firesetters has been specified, the next step is to locate the primary site responsible for screening and evaluating juvenile firesetters. The majority of screening and evaluation systems are operated by fire departments. Other sites include law enforcement agencies and mental health facilities. Each agency must then identify the type of personnel most appropriate for conducting the actual screening and evaluation procedures.

Decision 1. Identify Primary and Secondary Service Agencies. Decide which agency is the primary site responsible for screening and evaluating firesetting youth. There may be other agencies in the community which

Federal Emergency Management Agency/United States Fire Administration 29 The National Juvenile Firesetter/Arson Control and Prevention Program

serve as backup to the primary agency or with whom referral arrangements are established.

Decision 2. Identify Service Providers. Determine which types of professionals will be doing the actual screening and evaluation of juvenile firesetters.

Phase III: Selection of Screening and Evaluation Procedures

The primary site generally is responsible for selecting the most appropriate types of screening and evaluation procedures for working with juvenile firesetters. The range of procedures is described in detail in Component 2 in the Guidelines for Implementation.

Decision 1. Determine Purpose and Function. The major consideration in selecting screening and evaluation procedures is an agreement on the purpose and function which they are to serve. Program leadership must Users' Guide determine the nature and extent of their evaluation efforts and then decide which procedures best meet their needs. There are specific procedures, which have been implemented by the screening and evaluation procedures, are presented for each of these community agencies in Tables 2.4 (the fire service), 2.5 (mental health), and 2.6 (law enforcement, probation, and juvenile justice). These decision grids should help program leadership select the best fit between their agency's capabilities and the available procedures for screening and evaluating juvenile firesetters. Component 2 in the Guidelines for Implementation contains a more detailed analysis of screening and evaluation procedures. Copies of the actual screening and evaluation instruments can also be found in the resource section of that manual.

30 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

Table 2.4 Screening and Evaluation Decision Grid Fire Service Procedures

Method Purpose Output Impact Risk

Telephone Contact Screening Files with The organization Adding paperwork Sheet demographic of first contact to an already information on information to aid overloaded system firesetters in routing firesetters to the most appropriate help

Users' Guide Juvenile with Fire Screening Files with Increased Creating an Worksheets demographics and communication unnecessary trail

services received in between first of paperwork service delivery contact and following points to track service delivery firesetters firesetter within the points system

USFA's Interview Evaluation Classification of The application of Currently there are Schedules juveniles into low, a widely accepted no formal definite, and and applied statistical studies extreme risk for system for of validity or firesetting and evaluating and reliability on this development of an classifying method intervention plan firesetters

FRY Program Recordkeeping Files on firesetting Numerical codes Short on incidents, and values are supplying demographics, assigned to data information on the psycho-social data for quantifiable "why's" of and intervention analysis of trends firesetting steps

Adolescent Evaluation An assessment of Systematic No quantifiable Firesetter Decision the severity of the documentation of summary score Criteria firesetting and arson the severity of results, and no behavior. according delinquent formal statistical to one of three risk firesetting studies have been levels--low, behavior conducted moderate, and high

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Table 2.5 Screening and Evaluation Decision Grid Mental Health Procedures

Target/ Method Purpose Output Impact Risk Population

The Older children Evaluation of Through a Provides a Does not yield Therapeutic and psychosocial structured method for a summary Assessment adolescents factors related interview obtaining score nor can of Firesetting with to firesetting, format, a set of important clinical its Scale (TAF) significant planning for answers to information on psychometric histories of rehabilitation, systematic firesetting properties be firesetting and questions evaluated stimulating related to therapeutic firesetting

growth

The Youngsters A paper and Standard Psychometrically Recommended

Users' Guide Achenbach exhibiting pencil test scores on two sound clinical to be used only Child behavior which scales; social information on in conjunction Behavior problems provides competency youngsters with with a Checklist quantitative and behavior behavior comprehensive information on problems problems clinical behavior evaluation problems as well as competencies

General All youngsters To assess the Output will Evaluation of Psychosocial exhibiting psychological vary according psychological Assessment psychological problems and to specific problems and problems strengths of methods and development of youngsters and procedures plans for their their families employed resolution

32 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

Table 2.6 Screening and Evaluation Decision Grid Law Enforcement, Probation, and Juvenile Justice Procedures

Method Purpose Output Impact Risk

Law Enforcement

Investigation Documentation In cases of no Systematic Arrested juveniles Interview of fire incident arrest, incident documentation may not be diverted reports are filed; and monitoring of for necessary in cases of arrest, incidence rates of psychological

arrest records are juvenile firesetting interviews Users' Guide established and arson

Child Protective Documentation Filed reports to the The protection of Services Report of credible legal entity in state the physical and evidence governments psychological demonstrating responsible for welfare of children neglect, abuse, investigating cases as guaranteed by or maltreatment of child abuse law

Miranda Rights To inform youth A signed legal The protection of of their legal document legal rights of rights acknowledging arrested minors administration of rights

Probation and Juvenile Justice

Adolescent The evaluation An assessment of Systematic No quantifiable Firesetting of the the severity of the documentation of summary score Decision Criteria psychosocial firesetting and the severity of results, and no formal factors related to arson behavior delinquent statistical studies have firesetting and according to one firesetting been conducted arson behavior of three risk behavior levels--low, moderate, and high

Probation To assess the Documentation of The identification Relies heavily on self Case Plan psychosocial case plans to of specific report from youth and factors related to remediate intervention their families firesetting and delinquent objectives identify firesetting interventions behavior

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Decision 2. Application. Once the screening and evaluation procedures have been selected, then a system must be designed for their implementation. The flow of juveniles through the screening and evaluation process must be planned, from the moment they are identified to screening, evaluation and through to the development of a plan for intervention. The result should be an organizational chart outlining the flow of juveniles through the service system.

Phase IV: Implementation

The implementation phase consists of all the steps necessary to operate an effective screening and evaluation system. Many of these tasks already have been accomplished, however a few final steps need to be taken to put the system into place.

Decision 1. Staffing. Based on the planned screening and evaluation system, identify the responsible professional and their roles and duties. Users' Guide Decision 2. Training. Because many of the screening and evaluation procedures require specialized skills in their application, in-service seminars and workshops will be necessary to ensure that those responsible for the program have been adequately trained.

Decision 3. Basic Operations. At this stage, all of the screening and evaluation procedures should be in place. These procedures should be documented in writing in a small operations manual.

RESOURCE LIST

The following items provide ways to get further information about the procedures and methods described in the component.

Fire Service Procedures

1. Telephone Contact Sheet

Source: The Firehawk Children's Program

Reference: Gaynor, J., et al. (1984) The Firehawk Children's Program. A Working Manual. San Francisco: The National Firehawk Foundation.

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2. Juvenile With Fire Worksheets A and B

Source: Portland Fire Bureau

Contact: Don Porth Portland Fire Bureau 55 SW Ash Portland, OR 97204 (503) 823-3806

3. USFA's Interview Schedules

Source: U.S. Fire Administration Users' Guide

References: Fineman, K., et al. (1980). Washington, DC: US

Government Printing Office.

Fineman, K., et al. (1984). Preadolescent Firesetter Handbook. Ages 7 to 13. Washington, DC: US Government Printing Office.

Gaynor, J., et al. (1988). Adolescent Firesetter Handbook. Ages 14-18. Washington, DC: US Government Printing Office.

Contact: U.S. Fire Administration FEMA/National Fire Academy 16825 South Seton Avenue, Building N, Suite 311 Emmitsburg, MD 21727 (301) 447-6771

4. FRY Program Data Sheet

Source: Rochester, New York's FRY Program

References: Cole, R. E., et al. (1984). Juvenile Firesetter Intervention. Report of the Rochester, New York FRY Program Development Project. New York: Department of State Office of Fire Prevention and Control.

Cole, R. E., et al. (1986). Children and Fire. Second Report of the Rochester, New York Fire Department FRY Program Development Project. New York: Department of State Office of Fire Prevention and Control.

Federal Emergency Management Agency/United States Fire Administration 35 The National Juvenile Firesetter/Arson Control and Prevention Program

Law-Enforcement Procedures

1. Investigation Interview

Source: David Lowery Arson Task Force 1215 South Boulevard Charlotte, NC 28203 (704) 336-3970

2. Juvenile Miranda Rights

Source: Los Angeles Grand Jury

Source: Arson Task Force

1215 South Boulevard Charlotte, NC 28203 (704) 336-3970

Users' Guide

Probation and Juvenile Justice Procedures

1. Adolescent Firesetter Decision Criteria

Contact: Alison Stickrod Gray The Center for Prevention Service P.O. Box 254 Underhill Center, VT 05490-0254 (802) 899-2824

2. Probation Case Plan

Source: Juvenile Service Division 700 E. Trade Street Charlotte, NC 28202 (704) 342-6804

Mental Health Procedure

1. The Therapeutic Assessment of Firesetting (TAF) Questionnaire

Source: Terrance Neary, Ph.D Horizon Counseling Center Suite 305 Hoffman Estates, IL 60195 (708) 882-7744

36 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

2. The Achenbach Child Behavior Checklist

Reference: Achenbach, T.M. & Edelbrock, C.S. (1982). Manual for the Child Behavior Checklist and Child Behavior Profile. Burlington, VT: Child Psychiatry, University of Vermont.

3. General Methods of Psychosocial Assessment

References: Gaynor, J. & Hatcher, C. (1987). The Psychology of Child Firesetting, Detection, and

Intervention. New York: Brunner/Mazel, Users' Guide Publishers.

Wooden, W.S. & Berky, M. L. (1984). Children and Arson, American's Middle-Class Nightmare. New York: Plenum Press.

COMPONENT 3: INTERVENTION SERVICES

The centerpiece of any juvenile firesetter/arson program is the intervention services it provides to help stop firesetting behavior and improve the quality of life for youth and their families. Program leadership must decide what type of system they are going to develop to serve their target population. Now that the program model has been selected and the screening and evaluation procedures identified, it is the task of program leadership to select the best fit between their current level of resources and capabilities and one or more intervention methods.

To reach a decision regarding the selection of an optimal intervention system, it is recommended that program leadership consider three basic decision phases--the definition of the current level of program effort, the selection of specific intervention methods, and the implementation of the best fit between the current level of capabilities and program operations. The desired result should be an intervention system that is competently organized and managed and provides efficient services to the population of juvenile firesetters and their families.

Phase I: Level of Effort

The level of effort must be specified before a particular intervention system can be selected. By defining the level of effort, program leadership can determine the feasibility of implementing various types of interventions.

Federal Emergency Management Agency/United States Fire Administration 37 The National Juvenile Firesetter/Arson Control and Prevention Program

Decision 1. Funding. Although funding decisions are likely to be determined during the program planning stage, at this point in the program's development the budget must be firmly established so that specific resources can be allocated for particular intervention methods. Knowing what the budget constraints are will help narrow the selection of feasible intervention approaches.

Decision 2. Staff. The number and type of staff, from program leadership to service providers, should be specified so that roles and responsibilities can be taken into consideration when selecting intervention methods.

Phase II: Intervention Selection

First, during the planning stage, a program model was selected. Next, the

screening and evaluation system was put into place. Finally, the specific intervention methods must be identified. These methods represent the basic functions and operations of the juvenile firesetter/arson program. Users' Guide For each program model, there are a variety of corresponding intervention methods. The application of these intervention methods depends, in part, on the type of community agency implementing the interventions. For example, primary prevention programs in schools are likely to use different intervention methods than primary prevention programs in the fire service.

To help different community agencies select the most appropriate set of interventions, decision grids have been developed which provide basic information about the various types of interventions. There are a set of decision grids which outline the primary prevention methods for schools and for the fire service. These are presented in Tables 3.1 (schools) and 3.2 (the fire service). Table 3.3 shows a decision grid for early intervention. The fire service is the primary community agency operating this type of intervention system. This decision grid shows examples of the most widely applied juvenile firesetter/arson programs throughout the country. Lastly, there are a set of decision grids for core intervention, which provide examples of programs for mental health, and probation and juvenile justice. These are outlined in Tables 3.4 (mental health) and 3.5 (probation and juvenile justice). A more detailed analysis of these decision grids can be found in Component 3 in the Guidelines for Implementation.

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Phase III: Best Fit

During this decisionmaking process, program leadership must tailor the selected program model and corresponding intervention methods to their specific organization and community. Once the specific pieces of the intervention system have been defined, then each juvenile firesetter/arson program must make it fit into their current organizational structure. For example, if a fire department wants to start an early intervention program, with evaluation, education, and referral operations, then program leadership must set these functions into place with the appropriate and available personnel and resources. Decisions have to be made regarding where, within the fire department, such a program is going to operate. It

may be best suited for the fire prevention section or perhaps the public Users' Guide education division. A careful consideration of the day-to-day operations of the juvenile firesetter/arson program will determine which intervention

methods are likely to work best given the boundaries of the existing service system.

Decision 1. Match the Intervention to the Current System. Determine where and how the new juvenile firesetter/arson program is going to fit within the current service delivery system.

Decision 2. Maximize the Use of Available Resources. Determine how best to capitalize on the available resources to fit the juvenile firesetter/arson program into current operations. Table 3.1.

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Table 3.1 Primary Prevention Decision Grid School Curriculum and Programs

Method Purpose Acceptability Impact Limitations

CTW's Fire Introduce Widely used and Effective use of No formal evaluation Safety Project preschoolers to fire highly regarded popular of this approach safety by preschool preschool teachers characters as throughout U.S communicators of fire safety

Learn Not To Classroom Extensively used Teaches 25 key No long-term Burn curriculum (K-8) in urban and behaviors followup studies of teaching fire safety suburban school resulting in effectiveness

and prevention districts competent fire throughout U.S safety schools

Users' Guide Knowing About Classroom A new program Good initial As yet no information Fire curriculum (K-3) pilot-tested in a reception by on effectiveness presenting hands-on sample of students and fire learning schools teachers activities

Fire Safety Skills Classroom Utilized by Minimal teacher No documentation of Curriculum curriculum (K-11) school districts preparation, self- impact teaching mastery of throughout the contained, and fire survival skills State of Oregon easily implemented

The Juvenile Teaching crime Utilized in the High satisfaction No formal studies Crime Prevention prevention and fire school districts ratings from all assessing crime Curriculum safety skills to of the levels of students prevention adolescents who in Minneapolis/ St. and teachers turn teach them to Paul cities younger children

Project Open First-hand, graphic Reported as a Enthusiastically Labor and cost House exposure to single episode received by intensive watching a learning activity students, teachers controlled fire burn by one and parents and destroy community

40 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

Table 3.2 Primary Prevention Decision Grid Fire Service Programs

Method Purpose Acceptability Impact Limitations

National Fire To raise national Nationally and Increased public Increased awareness Prevention awareness about fire locally planned awareness of fire but unclear impact Week safety and media events safety on behavior prevention throughout U.S.

Media Campaigns

Curious Kids Press packet Pilot-tested in Well-received by Only a short-term Set Fires promoting national several states states looking to impact on a long- media campaign on mount media term problem Users' Guide fireplay and fire- activities setting

Big Fires Start National media kit Researched & Good reception Services to help Small designed to explain developed based on by local fire children must be problem of children statistics showing departments available playing with alarmingly high matches numbers of children playing with matches

Fire Busters Television With minor Continued Must be a broadcasts on adjustments in support and cooperative evening news presentation of expansion community effort teaching fire safety program, good throughout response from Oregon children and families

School Programs

Visits Education and Used by several Well-received by Short-term impact exposure to fire fire departments students department throughout U.S.

Slide Visual education Commonly used Good reception One-shot effect Presentations teaching method from students

Film Visual education Effective teaching Well-liked by Single exposure method students

Assemblies Participant Economical Positive response Short-term effect education teaching of many

Public Fire Resource directory Widely distributed Excellent Education throughout U.S. resource Today

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Table 3.3 Early Intervention Decision Grid Fire Service Programs

Method Purpose Acceptability Impact Limitations

Evaluation, Education, and Referral

Juvenile Strong educational A new program Good follow-up Resource unable to Firesetter component with being well- procedures. 7 % keep up with demand Program written materials received by recidivism participants

Operation Highly structured Well-received by Reportedly low No follow-up studies Extinguish educational participants but recidivism to support its impact classes coupled community with family support recently

counseling declining

Fire Related Strong interagency Follow USFA Community Over-reliance on

Users' Guide Youth Program linkages and guidelines, cohesiveness referral chain excellent acclaimed as a documentation model program

Juvenile Solid program Part of the widely Services aimed at No formal studies on Firesetter with state-wide used and high-risk fire impact of program Program connection recommended areas in Portland, USFA program OR model

Counseling

Juvenile Effective Although utilized Highly effective Major commitment of Firesetter interview graphing by many mental in stopping resources Counseling technique health firesetting Program professionals, only two fire departments have implemented it

Cease Fire Interview Follows USFA Comprehensive No formal studies graphing coupled model, but adds services evaluating with family family counseling effectiveness counseling services

Firehawk Partnerships with Follows USFA Long-term Significant Children's firefighter model, but adds intervention commitment of time Program counselors partnership approach, low and resources between recidivism firefighters and children as program feature

42 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

Table 3.4 Core Intervention Decision Grid Mental Health Programs

Method Purpose Acceptability Impact Limitations

Outpatient Treatment

Cognitive- Recognition and Widely applied Reportedly low No information on Emotive Therapy interruption of the not only with (7%) recidivism relative effectiveness urge to firestart firesetters, but with difficult of method using the with other (recurrent) interview graphing delinquent firesetters technique populations Users' Guide Behavior Abate firesetting Applied in single- Highly effective Not applied beyond Therapy behavior using case studies in cases with single case studies

punishment, reported follow- reinforcement, up negative practice, or fantasies

Family Therapy Improving and Three single case Effective in all Small number of restructuring studies reported cases with applications patterns of follow-up communication and interaction

Group Therapy Flame Out Pilot-tested Reported New and untested teaches stress and successful in method home management preliminary skills with fire stages safety instruction

Inpatient Treatment

Behaviorally Short-term Private psychiatric Reported Labor and cost Oriented Juvenile inpatient hospitals in effective with intensive; no follow- Firesetter evaluation and California and low recidivism up or impact studies Treatment treatment using Oregon reported Program satiation, family therapy, and re- entry activities

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Table 3.5 Core Intervention Decision Grid Probation and Juvenile Justice Programs

Method Purpose Acceptability Impact Limitations

The First General diversion For first offenders, Decline of Missing or diverting Offender offering viable alternative delinquency rate seriously disturbed Program, Dallas, assessment, to incarceration from 50% to offenders Texas treatment, and 22.6% followup intervention

Operation Evaluation Acclaimed as a Reportedly low Serious commitment Extinguish education, family model program, recidivism rates of resources, but may Montgomery counseling, but not yet be worth the outlay

County, restitution, and replicated Maryland community service

Users' Guide Juvenile Fire safety Supported by Well-received by No data on Firesetter education program local agencies, but juveniles and effectiveness Program Upper for incarcerated not replicated in local Arlington, Ohio arsonists other communities participating community agencies

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RESOURCE LIST

Primary Prevention

School Curriculum and Programs

1. CTW's Fire Safety Project Sesame Street Fire Safety Resource Book

Contact: Children's Television Workshop 1 Lincoln Plaza New York, NY 10023

(212) 595-3456 Users' Guide

2. Learn Not to Burn

Contact: National Fire Protection Association 1 Batterymarch Park, P.O. Box 9101 Quincy, MA 02269 (617) 770-3000

3. Knowing About Fire

Contact: Paul Schwartzman National Fire Service Support Systems, Inc. 20 North Main St. Pittsford, NY 14534 (716) 264-0840

4. Fire Safety Skills Curriculum

Contact: Judy Okulitcy Program Manager Office of the State Fire Marshal 3000 Market Street, NE, #534 Salem, OR 97310 (503) 378-3473

5. The Juvenile Crime Prevention Curriculum

Contact: Public Relations Department The St. Paul Companies 385 Washington Street St. Paul, MN 55102

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6. Follow the Footsteps to Fire Safety

Contact: City of St. Paul Department of Fire and Safety Services Fire Prevention Division 100 East Eleventh Street St. Paul, MN 55101 (612) 228-6203

7. Project Open House

Contact: Richard A. Marinucci Farmington Hills Fire Department 28711 Drake Road Farmington Hills, MI 48331-2525

(313) 553-0740

8. Kid's Safe Program Users' Guide Contact: Fire Safety Education Curriculum for Preschool Children Oklahoma City Fire Department Public Education 820 N.W. 5th Oklahoma City, OK 73106 (405) 297-3314

Fire Service Programs

1. National Fire Prevention Week

2. Curious Kids Set Fires

Contact: U.S. Fire Administration National Fire Academy 16825 South Seton Avenue Emmitsburg, MD 21727

3. Big Fires Start Small

Contact: National Fire Protection Association 1 Batterymarch Park, P.O. Box 9101 Quincy, MA 02269 (617) 770-3000

46 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

4. Firebusters

Contact: Earl Diment Office of Community Relations Portland Fire Bureau 55 Southwest Ash Portland, OR 97204 (503) 823-3700

5. Public Fire Education Today

Contact: U.S. Fire Administration

National Fire Academy Users' Guide 16825 South Seton Avenue Emmitsburg, MD 21727

Fire Department Programs In Schools

1. Slide Presentations

Contact: Office of the Fire Chief Fourth Floor East Largo Government Center 9201 Basil Court Landover, MD 20785

2. Films

Contact: Juvenile Firesetter Program Fire Prevention Division Fire Marshal's Office 301 2nd Avenue South Seattle, WA 98104 (206) 296-6670

3. Assemblies

Contact: Juvenile Firesetter Program Fire Prevention Division Fire Marshal's Office 301 2nd Avenue South Seattle, WA 98104 (206) 296-6670

Federal Emergency Management Agency/United States Fire Administration 47 The National Juvenile Firesetter/Arson Control and Prevention Program

Contact: Captain Henry Begroot Fire Prevention San Jose Fire Department 4 North 2nd Street, Suite 1100 San Jose, CA 95113 (408) 277-4444

Law-Enforcement Programs

1. McGruff

Contact: The National Crime Prevention Council 1700 K Street, N.W., Second Floor Washington, DC 20006

Early Intervention

Users' Guide Evaluation Education and Referral Programs

1. The Juvenile Firesetter Program, Columbia, Ohio

Contact: Lonnie Poindexter Juvenile Firesetter Program Bureau of Fire Prevention 300 N. Fourth Street Columbia, OH 42315 (614) 645-7641

2. Operation Extinguish, Montgomery County, Maryland

Contact: Mary Marchone Division of Fire Prevention 101 Monroe Street Rockville, MD 20850 (301) 271-2442

3. Fire Related Youth (FRY) Program, Rochester, New York

Contact: Jerold Bills FRY Program Rochester Fire Department Room 365 Public Safety Building Civic Center Plaza Rochester, NY 14614 (716) 428-7103

48 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

4. Juvenile Firesetter Program, Portland Oregon

Contact: Don Porth Portland Fire Bureau 55 Southwest Ash Portland, OR 97204 (503) 823-3700

Counseling Programs

1. Juvenile Firesetting Counseling Program, Dallas Texas

Users' Guide Contact: Inspector Carnell Mays Arson and Fire Inspection

Fire Department 2014 Main Street, Rm. 404 Dallas, TX 75201 (214) 670-4312

2. Cease Fire Club, Huston Texas

Contact: Alfred Taylor Juvenile Firesetters Prevention Program Houston Cease Fire Club 1205 Dart Street Houston, TX 77027 (713) 247-1000

3. The Firehawk Children's Program

Gaynor, J., et al. (1984). The Firehawk Children's Program: A Working Manual. San Francisco: The National Firehawk Foundation.

Core Intervention

Mental Health Programs

Outpatient Programs

1. Cognitive-Emotive Psychotherapy

Bumpass, E.R., Brix, R.J., & Preston, D. (1985). A community- based program for juvenile firesetters. Hospital and Community Psychiatry, 36(5), 529-532.

Federal Emergency Management Agency/United States Fire Administration 49 The National Juvenile Firesetter/Arson Control and Prevention Program

Bumpass, E.R., Fagelman, F.D., & Brix, R.J. (1983). Intervention with children who set fires. American Journal of Psychotherapy, 37, 328-345.

2. Behavior Therapy

Carstens, C. (1982). Application of a work penalty threat in the treatment of a case of juvenile firesetting. Journal of Behavior Therapy and Experimental Psychiatry, 13, 159- 161.

Holland, C. J., (1969). Elimination by the parents of firesetting behavior in a 7-year old boy. Behavior Research and Therapy, 7, 135-137.

Kolko, D.J. (1983). Multicomponent parental treatment of firesetting in a developmentally disabled boy. Journal of Behavior Therapy and Experimental Psychiatry, 14, 349- Users' Guide 353.

Stawar, T.L. (1976). Fable mod: Operantly structured fantasies as an adjunct in the modification of fire-setting behavior. Journal of Behavior and Experimental Psychiatry, 7, 285- 287.

3. Family Psychotherapy

Eisler, R.M. (1974). Crisis intervention in the family of a firesetter. Psychotherapy: Research, Theory, and Practice, 9, 76-79.

Madanes, C. (1981). Strategic family therapy. San Francisco; Jossey-Bass.

Minuchin, S. (1974). Families and family therapy. Cambridge, MA: Harvard University Press.

4. Group Therapy

Monaco, C. (1988). Flame Out. Unpublished manuscript. Phoenix, Arizona.

Joseph Richardson Juvenile Firesetter Intervention Program Department of Public Safety 209 Fountain Street Providence, RI 02903 (401) 272-3121 (Ext. 2431)

50 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

Inpatient Treatment

Birchill, L.E. (1984). Portland's firesetter program involves both child and family. American Fire Journal, 23, 15-16.

Probation and Juvenile Justice

A. General Diversion

The First Offender Program, Dallas, Texas

Contact: Dallas Police Department

Youth Section Users' Guide 106 S. Harwood Street Room 225

Dallas, Texas 75201

B. Juvenile Firesetter Diversion Programs

Operation Extinguish, Montgomery County, Maryland

Contact: Mary Marchone Division of Fire Prevention 101 Monroe Street Rockville, MD 20850 (301) 271-2442

C. Juvenile Firesetter Programs for Incarcerated Arsonists

Juvenile Firesetter Program, Upper Arlington, Ohio

Contact: City of Upper Arlington Division of Fire 3600 Tremont Road Upper Arlington, Ohio (614) 457-5080

COMPONENT 4: REFERRAL MECHANISMS

An effective juvenile firesetter/arson program will have strong linkages to a network of service agencies within the community. The majority of juvenile firesetter/arson programs rely on this network to help juveniles enter the system, be screened and evaluated, and obtain one or more interventions to abate the firesetting behavior and improve the quality of life. The primary site of the juvenile firesetter/arson program can be viewed as one part of a network designed to provide effective services to firesetting youngsters and their families.

Federal Emergency Management Agency/United States Fire Administration 51 The National Juvenile Firesetter/Arson Control and Prevention Program

There are a number of decisions to be made when setting-up a referral system for juvenile firesetters. Consideration of the following sequence of decisions will help program leadership build a comprehensive referral network in their community.

Decision 1. Define the Scope of the Referral System. Once the juvenile firesetter/arson program model is identified, and the screening, evaluation, and intervention systems are put into place, then the question of the relationship between the program and other community service agencies must be addressed. If the juvenile firesetter/arson program is going to rely on other community services for referrals, then these agencies must be identified. If the program is planning to refer juvenile firesetters for additional services, then these community agencies also must be designated. The scope of the referral system will depend on the type of intervention services that program leadership selects to implement.

Decision 2. Identify Referral Sources. The community agencies likely to refer juvenile firesetters to the program must be identified. A list of Users' Guide potential referral sources is presented in Table 4.1 and their operations are described in detail in Component 4 in the Guidelines for Implementation.

Decision 3. Identify Referral Agencies. If the program is going to rely on other community agencies to provide services to juvenile firesetters, then these agencies and their roles and responsibilities in the service delivery system must be designated. Table 4.1 shows a list of possible referral agencies. Their functions are described in greater detail in Component 4 in the Guidelines for Implementation.

Decision 4. Initiate the Referral Network. Once the referral sources and agencies have been identified, then working linkages must be developed. Relationships must be established on the program leadership and management levels as well as the service provider levels. Effective channels of communication must be opened between agencies and the referral pathways for juvenile firesetters must be specified. Component 4 in the Guidelines for Implementation explains how to create and maintain effective referral agreements between community service agencies. Examples of written referral agreements between community service agencies can be found in the resource section of the Guidelines. Table 4.1.

Decision 5. Quality Control. Once the referral relationships and pathways have been established, then a plan must be developed to maintain an effective referral network. Activities must be designed to increase the communication between community agencies. Some of these activities may include routine in-service training seminars, case conferences, and follow-up telephone and written communication systems. These activities are described in detail in Component 4 in the Guidelines for Implementation.

52 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

RESOURCE LIST

Cole, R.E., et al. (1984). Juvenile Firesetter Intervention. Report of the Rochester, New York FRY Program Development Project. New York: Department of State Office of Fire Prevention and Control.

Cole, R.E., et al. (1986). Children and Fire, Second Report of the Rochester, New York Fire Department FRY Program Development Project. New York: Department of State Office of Fire Prevention and Control. Users' Guide

Federal Emergency Management Agency/United States Fire Administration 53 The National Juvenile Firesetter/Arson Control and Prevention Program

Figure 4.1

Juvenile Firesetter Referral Network

Users' Guide

54 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

COMPONENT 5: PUBLICITY AND OUTREACH

Once the juvenile firesetter/arson program has been put into place, it becomes important to let the community know that it is open for business. There are two major activities which can be conducted to increase the program's visibility within the community. First, a publicity program can be organized to take advantage of exposure through a number of different types of media. Second, a community outreach effort can be mounted to ensure that specific target populations in need of services will be aware of the program. If the juvenile firesetter/arson program elects to increase its public awareness, then they must anticipate and accommodate an increase in the number of youth and families requesting its services.

Users' Guide Both a publicity program and a community outreach effort can be limited or broad in scope depending on the number and types of modalities and

strategies employed by program leadership. There are several options that can be pursued, depending on the level of effort, commitment, and desired effect. The following guidelines are decisions to be considered when mounting publicity or community outreach activities for juvenile firesetter/arson programs.

Publicity

An effective publicity program will increase the general public's awareness about the problem of juvenile firesetting as well as the solutions available in the community.

Decision 1. Define Goals. The scope of the publicity program must be specified. There are several potential objectives, from educating the general public about the problem of juvenile firesetting to announcing the availability of services.

Decision 2. Select Modalities. Once the goals of the publicity effort have been defined, then the modalities which will be used for communication must be specified. There are four different modalities, including print media, television and radio, press conferences, and general communications. Each of these modalities have various types of strategies and associated effects. These are outlined in Table 5.1 and their implementation is described in detail in Component 5 in the Guidelines for Implementation.

Outreach

The value of a community outreach effort is that one or more specific populations can be targeted for communication. Table 5.1.

Federal Emergency Management Agency/United States Fire Administration 55 The National Juvenile Firesetter/Arson Control and Prevention Program

Decision 1. Identify Target Populations. There may be specific groups of youth living in certain areas of the community whose psychosocial characteristics suggest that they are at high-risk for becoming involved in firesetting. Or, there may be particular parts of a community where there is a higher incidence of child-set fires, and therefore a greater need to target services. Outreach efforts can be aimed at providing these target populations with information about the problem of juvenile firesetting and how they can get help.

Table 5.1 Publicity Activities

Modalities Stategies Effect

I. Newspapers and Time-dependent articles Focuses on specific incident, Magazines immediacy, and danger.

Users' Guide Feature articles In-depth description of problem and solution.

II. Television and Radio Public Service Brief, concise, verbal Announcements communication reaching a large audience.

Interviews Personal opinion and information exchange.

Talk Shows Communication of personal experiences with an analysis of the problem and solution.

III. Press Conferences Media Kits Organized promotion and communication to a variety of media.

IV. General Communications Fact Sheets General, on-page description of local program efforts which can be used for multiple purposes.

Press Releases Promotes important local events of significant current activities.

56 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

Decision 2. Select Activities. There are a wide range of outreach activities from developing pamphlets and posters to operating a telephone hot line. Each of these activities and their associated effect are presented in Table 5.2 and described in detail in Component 5 in the Guidelines for Implementation. In addition, examples of some of these activities, such as pamphlets and brochures developed by juvenile firesetter/arson programs, can be found in the resource section of the manual. Selection of the most appropriate activity will depend on the target population, which has been identified and the type of information to be communicated.

Table 5.2

Community Outreach Activities Users' Guide

Activity Effect

I. Pamphlets and brochures Well-organized, brief written communication with wide distribution to a variety of audiences.

II. Posters Visual display and exposure to specific target groups.

III. Newsletters Maintaining important communication linkages between groups.

IV. Speaker's Bureau Direct education and promotion of program by experienced speakers.

V. Hot Lines Immediate and relevant help and information to those needing service.

VI. Partnerships Encourages increased community-wide support and promotion of program.

RESOURCE LIST

Ink and Airtime

National Crime Prevention Council (NCPC) 1700 K. Street, N.W., Second Floor Washington, DC 20006

Federal Emergency Management Agency/United States Fire Administration 57 The National Juvenile Firesetter/Arson Control and Prevention Program

Public Service Announcements

Fire Pal c/o Phoenix Fire Department 520 West Van Buren Phoenix, AZ 85003

National Fire Protection Association 1 Batterymarch Park Quincy, MA 02169 (617) 770-3000

Media Kits

"Curious Kids Set Fires"

U.S. Fire Administration Users' Guide National Fire Academy 16825 South Seton Avenue Emmitsburg, MD 21727

"Big Fires Start Small"

National Fire Protection Association 1 Batterymarch Park Quincy, MA 02169 (617) 770-3000

Newsletters

"Hot Issues" State Fire Marshal 4760 Portland Road, N.E. Salem, OR 97305

COMPONENT 6: MONITORING SYSTEM

Now that the juvenile firesetter/arson program is in place, the community is aware of its operation, and juveniles and families are receiving services, it becomes important for program leadership and management to be able to monitor the level and volume of business that comes through their doors. Having current and accurate data on program operations provides management with information of the relative impact and effectiveness of

58 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

the program. This information can be invaluable when it comes time for sustaining or increasing the funding, staffing, and general life of the program.

As with the previous stages of program planning and implementation, there are specific decisions, which must be made regarding the development of an effective information system for juvenile firesetter/ arson programs. The following decision points should be considered by program leadership and management when organizing and developing an information system.

Decision 1. Determine Applications. Information systems can be simple

or elaborate. The nature and extent of implementing a particular system Users' Guide depends on the application of the information, which is derived from the system. Will the information be used to convince funding agencies to

increase the program's budget? Will the information be used to ascertain specific personality profiles of juvenile firesetters receiving services? Questions like these need to be asked by program leadership to determine the potential application of information resulting from the system. In addition, these questions need to be asked for the development of an effective output or reporting system.

Decision 2. Specify Capabilities. The nature and extent of the information system also depends on the capability of the program in collecting information and maintaining a data system. Specific considerations to be reviewed by juvenile firesetter/arson programs when developing an information system are outlined in detail in Component 6 in the Guidelines for Implementation.

Decision 3. Select the System. There are three basic types of information systems. They are a management information system, an evaluation system, and an incidence reporting system. These information systems are described in Table 6.1. Programs may select to implement one or more of these systems. In addition, there are simple and elaborate versions of these information systems. All of the details regarding these systems are described in Component 6 in the Guidelines for Implementation.

Decision 4. Develop the Reporting System. Once the information system has been put into place, specific consideration should be given by program leadership as to how the output or resulting information will be utilized. Will routine or special reports be produced? What will these reports look like and who will use them? Various reporting options are outlined in Component 6 in the Guidelines for Implementation. In addition, examples of output are presented in the resource section of the manual.

Federal Emergency Management Agency/United States Fire Administration 59 The National Juvenile Firesetter/Arson Control and Prevention Program

Decision 5. Define Boundaries of Confidentially. Some of the data maintained in information systems can pertain to the psychological and legal status of minors, and therefore be highly sensitive material. Questions regarding the confidentiality of this information and who has access to this data should be given careful consideration by program leadership. These issues are discussed in detail in Component 6 in the Guidelines for Implementation.

Table 6.1 Monitoring Systems

Type Function

I. Management Information Case tracking caseload analysis, and

System (MIS) reporting of program operations and results.

II. Evaluation System An extension of the MIS plus data on Users' Guide firesetting recidivism and follow-up information on case disposition.

III. Incident Reporting Monitoring jurisdiction-wide rates of juvenile firesetting and arson, regardless of whether cases enter the system for evaluation and intervention.

COMPONENT 7: DEVELOPING RELATIONSHIPS WITH THE JUVENILE JUSTICE SYSTEM

A significant set of goals for juvenile firesetter/arson programs is that they stop firesetting behavior, improve the quality of life, and help youth avoid the juvenile justice system. However, this is obviously not possible in all cases of juvenile firesetting. In many instances, firesetting youth enter the juvenile justice system because of the nature of extent of their firesetting activity. In these cases the ideal situation is that juvenile firesetter/arson programs have strong and effective linkages with the juvenile justice system.

Although juvenile firesetter/arson programs and the juvenile justice system share the common goal of preventing the recurrence of firesetting behavior, they frequently offer different solutions and interventions. The pathways between juvenile firesetter/arson programs and the juvenile justice system should remain open so as to maximize the number of intervention options for firesetting youths. There are a number of decision

60 Federal Emergency Management Agency/United States Fire Administration The National Juvenile Firesetter/Arson Control and Prevention Program

points that will ensure an open and secure pathway between juvenile firesetter/arson programs and the juvenile justice system.

Decision 1. Define Juvenile Justice Interventions. Generally, when youngsters are arrested for arson, they enter the juvenile justice system. Juvenile firesetter/arson programs should identify the pathway of juvenile firesetter through the juvenile justice system. Examples of these pathways can be found in the Guidelines for Implementation.

Decision 2. Establish Referral Linkages. Juvenile firesetter and juvenile justice programs can work with each other to help remediate juvenile firesetters. Therefore, the referral linkages between the programs

should be opened and maintained. Details on how to establish these Users' Guide pathways are outlined in Component 7 in the Guidelines for Implementation.

Decision 3. Specialized Programs. Once juveniles arrested for arson enter the juvenile justice system, they infrequently receive specific help to stop their firesetting behavior. Juvenile firesetter/arson programs designed to abate the firesetting behavior of youngsters in the juvenile justice system would greatly reduce the recurrence of this antisocial behavior. The development of specialized programs for firesetters within the juvenile justice system is discussed in greater detail in Component 7 in the Guidelines for Implementation.

RESOURCE LIST

Cole, R.E., et al. (1984). Juvenile Firesetter Intervention. Report of the Rochester, New York FRY Program Development Project. New York: Department of State Office of Fire Prevention and Control.

Cole, R.E., et al. (1986). Children and Fire, Second Report of the Rochester, New York Fire Department FRY Program Development Project. New York: Department of State, Office of Fire Prevention and Control.

Federal Emergency Management Agency/United States Fire Administration 61

Implementation 63

GUIDELINES FOR GUIDELINES FOR IMPLEMENTATION IMPLEMENTATION The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 64 The National Juvenile Firesetter/Arson Controland Prevention Program

Federal Emergency Management Agen cy/United States FireAdministration

Implementation

65 PAGE

EVALUATION AND DEVELOPING Program Workshop...... Program 88 TABLE OF CONTENTS Jurisdictional Characteristics ...... 89 Summary...... 90 Purpose...... 90 Objectives 91 ...... The Target Populations...... 92 Funding 84 ...... Liability...... 85 How to Establish Interagency Links...... 85 Juvenile Firesetter Resource Directory ...... 89 StructureProgram ...... 78 Location 78 ...... Multi-jurisdictional Approach ...... 80 Staffing and Responsibilities ...... 80 Staffing Issues and Concerns...... 82 Training...... 82 Background...... 75 Purpose...... 76 Planning...... Program 77 The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

THE INTERVENTION PLAN Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency COMPONENTS 2: SCREENING, INTRODUCTION 71 ...... COMPONENT 1: PROGRAM MANAGEMENT

Implementation 66 ieSriePoeue ...... 102 ...... Fire ServiceProcedures eoreLs ...... 121 ...... Resource List 116 Mental HealthandSchoolProcedures...... Law Enforcement, ProbationandJu The National Juvenile Firesetter/Arson Controland Prevention Program h rcdrs...... 98 The Procedures...... colPoeue...... 119 School Procedures...... 119 Decision Grid...... 118 General MethodsofPsychosocialAssessment...... 117 The AchenbachChildBehavior Checklist...... 116 .... The TherapeuticAssessment ofFiresetting(TAF) Questionnaire 113 Decision Grid...... 113 ...... Probation Case Plan 111 Adolescent FiresetterDecisionCriteria...... 110 Child ProtectiveServicesReport...... 110 Miranda Rights...... 109 ...... Investigation Interview 107 Decision Grid...... 105 Fire-Related Youth(FRY)Program DataSheet...... 103 ...... USFA's InterviewSchedules 102 ...... Juvenile withFireWorksheets AandB 102 ...... Telephone ContactSheet 100 Critical Issues...... 100 Situational Influences...... 98 ...... Developing theInterventionPlan Federal Emergency Management Agen eieJsiePoeue ...... 109 ...... venile JusticeProcedures cy/United States FireAdministration

Implementation 67 and Decision Grids...... 124 Mental Health Intervention...... 155 Decision Grid...... 159 Probation and Juvenile Justice...... 160 Decision Grid...... 164 Improving Primary Prevention Programs Primary Improving ...... 143 Programs...... Evaluation, Education, and Referral 145 Counseling Programs...... 149 Decision Grid...... 153 School Curriculum and Programs...... School Curriculum 129 Decision Grid...... 136 Fire Service Programs...... 138 Decision Grid...... 141 ProgramsLaw-Enforcement ...... 143 Purpose ...... Purpose 124 Intervention Objectives Target Populations ...... 125 Situational Influences...... 126 Critical Issues...... 127 The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Resource List ...... 165 Core Intervention ...... 155

Early Intervention ...... 143 Primary PreventionPrimary ...... 127

Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency COMPONENT 3: INTERVENTION SERVICES 3: INTERVENTION COMPONENT ...... 124

Implementation 68 COMPONENT 7:DEVELOPI 185 COMPONENT 6:MONITORINGSYSTEMS...... 178 ...... COMPONENT 5:PUBLICITYANDOUTREACH 171 ...... COMPONENT 4:REFERRALMECHANISMS eoreLs ...... 199 ...... Resource List 194 ...... SYSTEM THE JUSTICE 184 Resources List...... 178 ...... Resource List The National Juvenile Firesetter/Arson Controland Prevention Program 199 Summary...... 198 ...... Relationships withtheJuvenile CorrectionalInstitutions Relationships withtheLaw Enforcement, Legaland 197 ...... Relationships withtheProbationDepartment 195 Purpose...... 194 Summary...... 188 ...... System Development andUse 186 ...... Central Elements MonitoringSystems ofthe 185 Purpose...... 183 Partnerships...... 179 Strategies...... 178 Purpose...... 177 ...... Differences AcrossTypesofJurisdictions 176 Developing DetailedReferralAgreements...... 175 Contacting ReferralAgencies...... 174 Identifying ReferralSourcesandTargetAgencies...... 171 Introduction...... Federal Emergency Management Agen uiilCmuiy...... 198 Judicial Community...... NG RELATIONSHIPSWITH cy/United States FireAdministration

Implementation 69

November 1993 November GUIDELINES FOR GUIDELINES FOR IMPLEMENTATION IMPLEMENTATION The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 70 The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agen cy/United States FireAdministration

Implementation 71 th histories of ally suited to to ally suited dollars worth of of worth dollars ing and counseling son is a costly, often often son is a costly, billion and hundreds of people of people and hundreds aying with matches, started a fire a fire started with matches, aying ul examination of the juvenile ul examination e United States. Arson fires kill e United States. a chair in an abandoned building. building. a chair in an abandoned year in this country. Whether the year in this country. Whether the ms have been developed across the ms must deal firmly with such youths. deal firmly must oaches to screen ho are more troubled than criminal, troubled than criminal, ho are more matches or the malicious act of a of act malicious or the matches ng techniques especi pirited delinquents wi aditional capabilities of the law capabilities aditional ng is a serious and vexing problem ng is a serious and vexing problem the juvenile firesetting problem, the the juvenile firesetting problem, incidents, but are repeated virtually incidents, but are and prevention of juvenile firesetting tting required the development of of tting required the development m the community and the criminal the community and the criminal m approximately 40% of these fires are 40% approximately les take a tremendous toll in property toll in property les take a tremendous ontrol and Prevention Program, which Program, ontrol and Prevention Delinquency Prevention (OJJDP) in the magnitude of the istics began to reveal the magnitude ear and cause over one ear and cause over lives of five family members. Unfortunately, members. lives of five family uvenile firesetting and ar a firefighter was killed a firefighter and arson. strategies that go beyond that tr strategies that go beyond that In recognition of the seriousness of (USFA)conjunction with the U.S. Fire Administration sponsored the C Firesetter/Arson National Juvenile from for Social Analysis with assistance was conducted by the Institute development The purpose of this Forum. Research the Police Executive on information was to assess, develop, test, and disseminate program approaches for the control promising that took his life and the that took his life are not isolated these tragic events th towns across and in cities every day Several years ago, as stat that the tive officials recognized a few innova juvenile arson problem, of juvenile firese unique elements New appr establishment. enforcement Office of Juvenile Justice and by a group of teenage boys. In Roanoke, In Roanoke, of teenage boys. by a group in a fire started homes lost their boy set fire to Virginia, a seven-year-old In woman. an elderly and trapped house to an adjacent The fire spread York, a two-year-old, pl Rochester, New every y hundreds of people set by juveniles. of j Clearly the problem out more set by youth are committed fires justice system. Although many w by youths of ignorance than malice, also be set by mean-s these fires may In Passaic, New Jersey, New Jersey, In Passaic, that is estimated annually. It damage Fires set by juveni deadly, problem. each losses, personal injuries, and death with child playing result of a curious fro that requires a special response and violence. The justice system crime applyi would have to be developed, troubled delinquent, juvenile firesetti youths and drawing on the resources of multiple disciplines in the of multiple youths and drawing on the resources community. Although scores of progra country, there was virtually no caref ograms designed to address it. or the programs firesetting problem The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency INTRODUCTION INTRODUCTION

Implementation 72 The National Juvenile Firesetter/Arson Controland Prevention Program incremental stages: The program,whichbeganinearly1988,wasdividedintofour with theJustice System. and Outreach,6)Monitoring Systems, and7)DevelopingRelationships Evaluation, 3)InterventionServices,4) a program andinclude:1)Progra firesetter program. components These components describehowtodevelop,implement, andoperateajuvenile vice versa.Instead,ISAdevelopeda would notbeappropriateforalarge,paiddepartment inthe Bronxand program suitedtoasmall, volunteer develop one"model" program. Howeve rather clearly from ournational assessment. ISAinitiallyplannedto The centralelements ofaprototype dollars inproperty lossandcan intervention withjuvenilefiresett that programs thatprovidepreven Juvenile firesetterprograms throughout has aprofoundeffectonwhetherthesechildrencontinuetosetfires. action. Anotherclearfindingisthat fire safetyeducationandcounseling problem. Itisclearlya one agencyshouldberesponsiblefor One of theclearest findings from theinitial assessment phaseisthatno expertise andinterest individuals from boththepublicand Firesetter/Arson Public/PrivatePart ISA wasassistedduringthedevelopm Testinganddissemination ofthe 4. Thedevelopment oftrainingandtechnicalassistance packages to 3. Thedevelopment ofacomprehensive approachtocontrolling 2. Anassessment incide ofthe 1. Federal Emergency Management Agen packages. implement appropriated programs. provide local jurisdictions withthenecessary information to implementation, andoperation. juvenile arson,includingdescrip throughout theUnitedStates. firesetting/arson andselected juvenile firesetterprograms injuvenilearson. community savefamilies untoldsuffering. ers cansave communities thousandsof nership, agroupcomposed ofdiverse tion, earlyidentific juvenile firesetterprogram emerged m Management, 2)Screeningand modular orcomponents model.The problem thatrequires ent projectbytheNationalJuvenile fire department inruralMinnesota cy/United States FireAdministration highlight sevendifferentaspectsof ReferralMechanisms, 5)Publicity private sectorwhohaveaspecial nce anddynamics ofjuvenile alleviating thejuve the countrycanattesttofact training andtechnicalassistance tions ofprogram development, r, wequickly realizedthat a ation, andearly nile firesetter community

Implementation 73 uvenile firesetter firesetter uvenile the success of any ferral program"--where ferral program"--where lly best handled by mental lly best handled by mental adaptability for virtually any adaptability for strongly believe that the seven ce lists have updated, some of the ce lists have updated, some de fire safety education when de fire safety education when amples of the different types of amples ounseling" component within the within the ounseling" component service is best equipped to screen to screen service is best equipped education, and referral to mental education, and referral to mental are described, ISA advocates a are described, amples can still be used as models can still be used as models amples are essential to d not have to tackle the problem of d not have to tackle the problem t fires. In most communities, the communities, the most In t fires. above. The volume was originally was originally above. The volume range of approaches which vary range of approaches rs who have been identified, early rs who have been identified, early es, the fire service should solicit nerally, but not exclusively, written nerally, but not outdated. The program information, outdated. The program resetter prevention and intervention intervention and prevention resetter velop or expand a j velop or ng the screening tools developed by the all the necessary service. all the necessary early intervention, and re dditional counseling is usua appropriate. Any a U.S. Fire Administration, and provi and U.S. Fire Administration, agencies. child protective services health or information provide detailed in this volume described The components areas noted of the program about each written in 1990 and, although the resour "prevention, screening, safety education in the schools, initial the fire service provides fire screening and evaluation of firesette other or firesetters curiosity for education safety intervention/fire such benefit from firesetters who may firesetters. more troubled for agencies other appropriate health or a "c programs include Although some fire ISA has found that the fire service, juvenile firesetters, generally usi shoul service that the fire ISA believes health including schools, mental agencies juvenile firesetting alone. Other and other services, protective agencies, child justice agencies, juvenile to work withagencies that work with youth need the fire service to help so that services appropriate the and provide juvenile firesetters identify se do not continue to these juveniles the fire from comes program firesetter a juvenile to develop initial impetus indicat service, but as this volume context of developing a in the these other agencies--often from assistance council, to provide coordinating be information may specific program for the fire service--the agency most likely to house a firesetter program. a firesetter program. likely to house agency most for the fire service--the of approaches Although a variety however, was designed to provide ex These ex juvenile firesetter programs. We for developing new programs. program which meets their particular needs using the resources available. available. the resources using needs their particular meets which program a wide presents Each component for implementation. the resources required and their impact to according maximum allow Thus, the materials a juvenile fi jurisdiction to develop specific requirements. tailored to their program is ge volume in this The information in this volume presented components in the following are presented Details of these components program. below: are summarized chapters and These components are designed to be flexible and their exact and their exact be flexible designed to components are These This modular to jurisdiction. jurisdiction will differ from implementation to de allows jurisdictions approach The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 74 The National Juvenile Firesetter/Arson Controland Prevention Program problem. deciding onthebestapproachtoa characteristics whichneedtobeconsideredwhenthejurisdictionis with allofthecomponents, thisco council, andconductinga which include establishing interage addition, thecomponent presentsplanning andcoordinationstrategies information onprogram structure, Program Management information systems, evaluationsystem Three typesofmonitoring systems aresummarized--management for monitoring juvenilefiresetterprogr Monitoring Systems.Thepurpose,content,format, anduseofsystems promote theirprogram untiltheyare readytoprovide services. speakers bureausarediscussed.Programs arecautioned,however, notto newspaper, T.V.andradioexposure, juvenile firesettingprogram. Vari campaign toraisethepublicawarene firesetter programs candevelopa Publicity and Outreach. strategies forestablishinglinksbe sources and targetreferralagencies. Inaddition, thecomponent outlines agencies. Thecomponent describeshow the needforjuvenile Referral Mechanisms population. select thebest intervention options of intervention,decisiongridsarepr objectives andareaimed atparticular firesetting activities. Eachof thest juvenile involvement in theentire early intervention,andcoreintervention--whichareaimed atreducing information onthreelevels of intervention strategies--primary prevention, Intervention Services appropriate methods fortheirserviceneeds. limitations. Decision grids are provided in terms oftheirfunctio juvenile justice,mental health,and procedures usedbythefireservi second componentsummarizes awideva Screening, Evaluating,andDevelopingtheIntervention Plan.The Federal Emergency Management Agen . TheInterventionServicescomponent provides . TheReferralMechanisms componenthighlights . TheProgram Management component provides n, targetpopulation,users, firesetter program tohavestronglinkswithother juvenile firesetterpreventionworkshop.As This component describeshowjuvenile tween theprogram andtheseagencies. schools. Theproceduresaredescribed ce, lawenforcement, probationand mponent discussesthejurisdictional staffing, training,andfunding.In range ofunsupervisedfireplayand ous strategiesincludingbrochures, ncy links,creatingacoordinating publicserviceannouncements, and ss about juvenile firesetting and the ss aboutjuvenilefiresettingandthe lleviating theirjuvenile firesetting esented tohelpprogrammanagers public information andeducation to meet theneedsoftheirtarget rategies havespecific intervention cy/United States FireAdministration ams arecoveredinthiscomponent. target populations.Awidevariety s, andincidentreporting systems. theprogram canidentifyreferral riety ofscreeningandevaluation tohelp users selectthe most content,benefits,and

Implementation 75 and a Users' Guide are set by juveniles. are set by juveniles. addition the component addition the component arsons d on the results of that evaluation. d on the results of that evaluation. to assist programs in developing to assist programs ovide jurisdictions with all the ovide jurisdictions with all three specific programs--Rochester, three specific programs--Rochester, termined by fire investigators--may by fire investigators--may termined sted during a year-long national sted during a year-long national provides step-by-step guidelines on provides step-by-step guidelines urces, to develop a comprehensive urces, to develop a comprehensive c needs. In addition, ISA recently c needs. In addition, ISA recently on programs, which synthesizes some which synthesizes some on programs, information presented in the prototype presented in the prototype information and describes how to implement one and describes how to implement ems to computerized systems. systems. to computerized ems ning workshop. The guide provides a ning workshop. The guide provides Trainers' Guide describes how to use this . The purpose of this System. The purpose the Justice with onal institutions. In onal institutions. ndividual needs and resources. me, ISA hasme, a developed Users' Guide . The eveloping Relationships Relationships eveloping It is estimated that approximately 40% of all 40% of that approximately It is estimated contains detailed information about information contains detailed a juvenile firesetter and implement they need to develop information tailored to their i program Background annually and damages of dollars in of millions cause hundreds These fires fireplay thousands of needless injuries and deaths. The rate of juvenile and firesetting--short of arson as de of normal also be quite high. Studies have shown that the majority in children possess an interest in fire and nearly half have engaged curiosity, of are set out fires the child-set of the majority While fireplay. costs, are and human they cause, both in economic the damage not malice, real and devastating. component is to provide information information is to provide component Oregon. North Carolina; and Portland, New York; Charlotte, presented here of the information type of recommended program. pilot-te have been The materials base evaluation and have been modified and It is our hope that the materials pr will and the training materials D highlights The component system. with the justice effective relationships relationships to establish can use program firesetter juvenile the strategies and judicial legal, law enforcement, department, with the probation correcti community, and volu to this In addition juvenile firesetter prevention trai specifi to meet detailed curriculum interventi a guide to early completed The component describes a wide range of possible monitoring systems,possible monitoring wide range of describes a The component syst paper and pencil from manual, a juvenile to implement this volume in how to use the information The firesetter program. as well as other reso information, Trainers' Guide The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

COMPONENT 1: PROGRAM MANAGEMENTCOMPONENT 1: PROGRAM

Implementation 76 The National Juvenile Firesetter/Arson Controland Prevention Program based onmodels developedbytheU.S.FireAdministration. established programs havebeenaide mental health professionalsandfire the recurrenceoffiresetting.Earl designed toidentify,evaluate,andtreat These programs arehousedprimarily between theprogram andot the nationtoaddressgrowingcon During thelastdecade,hundredsofprogr key referralsourcesand ta others, willexplainhow toestablish that requirestheresources oftheen solely afire service problem. Juvenilefiresetting isacommunityproblem it doesnot mean toindicatethat the the juvenile firesetter program andwillfocus primarily onthefire service, Although thiscomponent willconcentr resources. ways toimplement thecomponent de address thesevaryingneeds,each component willprovidealternative firesetter problem resources andthe available to combat theproblem. To every jurisdiction.Eachfiredistrict differs withrespect totheirjuvenile etc.) shouldoperate.Itisclearthat particular elements oftheprogram (e.g.,screening,inte The othercomponents presentedin in startingajuvenilefiresetterprogr raised. Inaddition,this component willdescribe some oftheinitialsteps staffshoul should bestaffed,howits include adiscussionofwherethe the shellwithinwhichprogram servicesare provided. This overviewwill overview ofhowajuvenilefiresett The purposeoftheProgram Management Componentistopresentan Purpose agencies are. is establishedandhowstrongthelinksbetweenprogram andthe number ofreferralstotheseagencies working relationshipswithalloftheessential communityagencies.The relationships withsome of these ke agencies, andjusticeagencies.Th police departments, schools,parents, Juvenile firesetterprograms receive Federal Emergency Management Agen rget referralagencies. Thefireserviceand the her communityagencies. tire community.Th y programs weredevelopedbylocal nosingleapproachisappropriatefor am anddiscusshow er program shouldappear--providing dependslargelyon y agencies,butrarelydotheyhave program shouldbelocated,howit links andworking relationshipswith d betrained,andhowfundsmay be servicepersonnel.Morerecently referrals from thefire departments, d byFederaleffortsandhavebeen ese programs oftenhaveworking pending onjurisdictionalneedsand cy/United States FireAdministration problem ofjuvenilefiresettingis social serviceandmental health ate ondescribing this manualwilldescribehow the juvenile firesetter to prevent within thefireserviceandare ams havebeenestablishedacross cern aboutjuvenile is component,and how the program howtheprogram rvention, referral, to establish links the structureof firesetting.

Implementation 77 If a separate If a separate meet with fire meet ion of the fires and others to e concern of one e concern of one ). Once the interest the interest ). Once key agencies that need key agencies nile firesetting is a threat to the is a threat firesetting nile firesetting. (If a program is a program firesetting. (If firesetter programs. formation and arrest data is often formation niles in the community. Deciding niles in the community. Deciding nd deaths, if available, give added nd deaths, if available, give added cal city councils, unity action. These meetings often often These meetings unity action. described in these components and problem will need to problem may be members of the fire service of the be members may ources. Only the members of that that of members the Only ources. ed a problem, the path is easy. If, ed a problem, tion reports, and other records should tion reports, and other records should e a significant proport originate out of th of out originate setting is a significant problem will will setting is a significant problem yond the resources of a particular yond the resources of acquire a detailed understanding of the acquire a detailed units and police departments. units and police departments. of the problem versus the cost of the solution, versus the cost of the of the problem are part of a network of are part rve as program coordinators rve as program available from hospital burn meaning to the numbers. Additional in to the numbers. meaning If juvenile firesetting is not consider provide data on the extent and nature of the juvenile firesetter problem. nature of the juvenile firesetter problem. provide data on the extent and a on property loss, injuries, Information is the local juvenile firesetter problem Once data on the extent of the interested in person the collected, juve community decides that however, the The community, the next issue is deciding how to address the problem. is severe enough to establish a decide that the problem community may to implement wishing Communities program. firesetter juvenile complete can use the guidelines such a program from other juvenile can seek assistance which community can decide what constitutes a serious problem and problem. the to address effective will be most strategies e juvenile firesetter problem. firesetter problem. the juvenile together to address to work Program Planning often programs Juvenile firesetter next step is to is generated, the Local fire jurisdiction. in the particular problem juvenile firesetter necessary information. to obtain the are the first place to go departments Fire incident reports, arson investiga lo chiefs, community representatives, a constitute problem firesetting the juvenile of the magnitude if determine comm serious enough issue to warrant (1) the cost center around: juveniles ar by fires set (2) whether are over- firesetters whether juveniles set in the community and (3) of juve represented given the proportion fire whether the issue of juvenile and discussions. meetings probably take many is be juvenile firesetter program by to bolster existing programs choose community, the fire service may of the components. Each jurisdiction is unique one or more implementing and res and has their own problems juvenile firesetter program juvenile se they often established, inspired individual. These individuals inspired individual. seen, first hand, the interest in children or have who have a genuine caused by juvenile and pain damage The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 78 The National Juvenile Firesetter/Arson Controland Prevention Program Program Structure programs mustbeinstitutionalized within program. Toovercome thesepotenti firefighters andinvestigators may be hesitant to usethejuvenilefiresetter valuable tohavesuchatenuousexis it leaves.Mostdepartment that theprogram wouldbeterminated fallpreytodepartmentalprogram politics.Thegreatest concernis will housed withinthefireservice,there Although theoverwhelming majority of juvenile firesetterprogram(seeth justice personnel.Theselinksarev investigators oftencommunicatewithpo crucial referralagencies. Inthec addition, manyfiredepartments havees assessment, andintervention(education,counseling,prosecution,etc.).In from theidentification of thefiresetter through thefire investigation, ability toidentifyyouthful The fireservice's knowledgeoffire and mental healthorganizations. Indeed, themajority of j respond toafireandmany ofthefire numbers offiresetters. Thefirese within the fire service isthefire service's capacitytoidentify large primary reasonwhyjuvenilefirese Office oftheFireChief,Invest programs arelocatedindifferentbranches that 87%of theprograms areadministered by thefireservice. These (ISA) surveyofjuvenilefiresetter within the fire service. Theresults of the Institute for Social Analysis' Fire Service Location training, funding,andestab remainder ofthis component provides provide information onhowtoestablis and thendevelopsuchaprogram. Th decide whatkindofprogram wouldbe is seriousenoughtowarrantajuvenilefiresetterprogram, theymust If themembers ofthecommunity feel from withinthefireservice,usua Federal Emergency Management Agen . Theprimarysiteforajuveni uvenile firesetter referrals lishing interagencylinks. firesetters.Thefireservicecantrackacase s feelthatajuvenilefiresetterprogram istoo lly followedbyparentsandthenschools e Referral Mechanisms Component). programs throughoutthecountryreveal tter programs shouldbeestablished rvice isusually thefirst agencyto igation, andtheFireMarshal.The itally important tothe successof a e followingsectionsaredesignedto ourse oftheirinvestigations,fire h ajuvenilefiresetterprogram. The cause and origin facilitates their cy/United States FireAdministration on suchissuesaslocation,staffing, when theFireChiefwhoinstituted that thejuvenile firesetter program is stillsome concernthatsucha setters areidentifie st serve theirjurisdictional needs tence. Anotherconcernisthat lice, probation,soci tablished linkswithsome ofthe al problems, juvenilefiresetter thefireservice. Theirexistence ofthefireserv juvenile firesetterprograms are le firesetterprogram shouldbe toexistingprograms are ice. Including the d atthescene. al service,and

Implementation

79 all obation. If the its funding from am by the fire service, by the fire service, am l, the program director director l, the program ogram services. Each services. ogram ograms may be established be established may ograms eceives all of circulated to each fire service fire service circulated to each The Publicity and Outreach The Publicity source to the juvenile firesetter firesetter to the juvenile source es to run the juvenile firesetter firesetter es to run the juvenile n in Houston, Texas; and 2) Fight n in Houston, Texas; and 2) Fight mental health agencies are part of mental ese jurisdictions have solved this have ese jurisdictions and drive of one individual. To of one individual. and drive rticipate in the juvenile firesetter firesetter in the juvenile rticipate quire counseling in addition to fire quire counseling in addition to fire s are: 1) The Cease Fire Club, as are: 1) The Cease Fire Club, a condition of pr d by an agency outside of the fire s are identified by the fire service service by the fire s are identified division heads about the juvenile division heads ograms housed outside of the fire ograms form the general public about the about the public the general form agencies often do not have access to addition, as noted earlier, the fire addition, as noted programs work with the probation programs rth, Texas. The FFWC program is program is rth, Texas. The FFWC way of knowing what percentage of not be referred to the program or may not be referred to the program reened and evaluated and receive the receive and reened and evaluated program must receive support from from receive support must program the fire service personne juvenile firesetter pr juvenile firesetter s are referred to the progr agencies, and parents. . Juvenile firesetter pr ator, fire educator, etc. should know about the etc. should know about the ator, fire educator, ice personnel but r Some fire departments do not have the resources to do not have Some fire departments all juvenile firesetters. Private Private firesetters. all juvenile local businesses. Juvenile probation, mental health Fire With Care (FFWC) in Ft. Wo Care (FFWC) Fire With a re as the referral network and serve Usually, juvenile firesetter program. health services. and, as needed, are referred for mental community-based, non-profit organizatio directed by the fire serv safety education. Most often, however, problem by establishing private agenci problem of such program Examples program. agencies Mental health agencies have the ability These agencies. health and counseling by mental who re to address the needs of children The greatest concern surrounding pr may firesetters some is that service division describing the division describing Private agencies. a juvenile The need for such a program, manage firesetter program. of th however, may still exist. Many and unique ability to identify has the service fire The to participate. refuse track the fire service personnel service, that agency needs to work closely with all firesetters are sc to ensure that services they need. of all To gain the support chief and all the should brief the can be Brief memos firesetter program. fire department records and have no In firesetters receive their service. in lieu of prosecution or as program is manage juvenile firesetter program cannot rely solely on the motivation motivation solely on the cannot rely how to in will describe component investigators in many department to require juveniles to pa department survive, the juvenile firesetter juvenile firesetter the survive, investig firefighter, fire how it works. and understand program program. juvenile firesetter levels within the fire service and community. and community. the fire service levels within The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 80 The National Juvenile Firesetter/Arson Controland Prevention Program program may spanmany townsanda Multi-jurisdictional Approach facilitating communications betweenth services. Thecoordinators would others who areassigned toprovide theassessment andintervention charge ofassessment andintervention, to-day activates ofthejuvenilefire Chief orFireMarshal. Chief orFire Marshal with thecoordinators answering directly tothe Fire the fireservice. Manyprograms aread official. Asnotedearlier,programs firesetter issue.Ideally,thatindi be coordinatedbyanindividualwith Fire ServicePersonnel. Staffing andResponsibilities appropriate tomeet theneedsofcommunity. untenable. Eachjurisdictionwillneedtoassesswhichapproachismost of thefireserviceorreferralagencies may make suchanapproach resources available toameliorate the extent ofthejuvenilefiresetterpr The feasibility of amulti-jurisdict follow-up. responsible forassessment, intervention,referral,casetracking,and local juvenile firesetter programs, the multi-jurisdictional program willbe should bebriefedabouttheprogram's purposeandservices.Asistruefor Each fire department/station within thejurisdiction servedby theprogram fire department/station withinthejuve will need toestablish detailed guideline agency selectedtohouse theprogram agency. Inmany cases,theCountyor and coordinating.Theprogram shouldbehousedin The multi-jurisdictional approach,how agencies withwhom theywork. their resources instead ofcompeting juvenile court,etc.)ar work withthejuvenilefiresetterpr advantages ofsuchanapproachisth considering acountyorlargermulti-ju functioned atthelocallevel. The majority of thejuvenilefire Federal Emergency Management Agen e county,notlocal,agencies The coordinatorswouldbe Programs locatedwithin A number ofprograms, however,are vidual shouldbeaseniorrankingfire oblem inagivenju ogram (e.g.,mental health, probation, ional program willbebasedonthe need supportfrom thehighestlevelin problem. Insome cases,thestructure setter programs surveyedbyISA setter program. Theywouldbein at many of thereferralagencies that llows these communities tocombine for the limited resourcesof county also beprimarily responsiblefor cy/United States FireAdministration nile firesetterprogramjurisdiction. ministered bytheOfficeofFire . Thejuvenilefiresetterprogram a genuine interest in thejuvenile s forreferraland feedback toeach StateFireMarshal's officeisthe ever, requires additionalplanning e juvenilefiresetterprogram and risdictional. Oneof thegreatest either directly responsiblefortheday- . Amulti-jurisdictional the fireserviceshould a centralfireservice risdiction andthe or bysupervising

Implementation 81 best suited to with firesetters with firesetters s or firefighters firesetters using firesetters using resetters is often cies (e.g., justice, resetter program. Fire resetter program. track the progress of the track the progress of the in the Fire Marshal's Office or in the Fire Marshal's fire investigator fire rral sources and the juvenile to the juvenile fi screen juvenile screen juvenile service division is designed for use s of running the juvenile firesetter the juvenile s of running ency) and the juvenile firesetter the juvenile firesetter ency) and Some programs, such as Rochester, programs, Some uvenile firesetter and provide fire uvenile firesetter and provide nile firesetters and, in some cases, in some nile firesetters and, firesetter program needs to develop firesetter program nvestigators, they are referred to the to the they are referred nvestigators, ovide in-depth counseling to more ovide in-depth counseling to more ved specialized training may serve as may ved specialized training setters to other agen counselors or community volunteers. counselors or community volunteers. service staff should also be assigned be assigned also staff should service program. In such cases, the program program. ould be viewed as managers who are viewed as managers ould be addition, fire service personnel can addition, fire service counterparts. In addition, the mental the mental In addition, counterparts. Education. Once the firesetters are Once the firesetters are Education. ice personnel would need additional e Referral Mechanisms Component. Component. e Referral Mechanisms there is clear communication between between communication is clear there tter program and fail to hear about the tter program ip and direction of the program. of the program. ip and direction Some fire departments do not have the Some fire departments screening, education, and referral. screening, education, and referral. part of the juvenile fi part of the juvenile who need a role model to provide one-to-one model who need a role health) if necessary and and necessary if health) eedback to referral sources. Examples of these of these referral sources. Examples eedback to identified by the firefighters or fire i identified by the firefighters or juvenile firesetter program for strategies to provide f strategies will be described in th firesetter. Other programs may be housed may firesetter. Other programs of Fire Safety in the Department refer juveniles to the juvenile firese juvenile of the case. The outcome refe between Effective communication problems. can avert many firesetter program serv troubled firesetters. Non-fire the referral division (or outside ag the referral division (or outside have developed when Problems program. personnel. Non-fire service health counselors are trained to pr "buddies" for firesetters "buddies" for firesetters ). Many fire departments employ (See Intervention Services Component teach fire safety in the lity to who have the responsibi fire educators schools. Providing fire safety education seen as an extension of the responsibility. social service, and mental as can work as long Either approach resources to staff a juvenile firesetter health can be run by trained mental the same These counselors and community volunteers would have as their fire service responsibilities to the program. Firefighters, fire educators can fire investigators, and to the program. and evaluation services,provide screening education, and referral fire who have recei services. Firefighters as attention and guidance provide "counseling" using techniques fire question as to which There is some fire additional In larger departments, In instruments. standard screening education to juve provide fire safety a juvenile firesetter program. manage by fire investigators. In the FRY are run FRY program, New York's j investigators identify the program, fire safety education. They also refer other agencies. The coordinators sh The coordinators other agencies. the mechanic for not only responsible can also be trained to service personnel program, but also for the leadersh but program, The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 82 The National Juvenile Firesetter/Arson Controland Prevention Program for assessment, education, juvenile firesetterprogram juvenile firesetters. training infiresafetyeducation training shouldincludethe followingtopics: training injuvenilefiresetting andchild Regardless ofthestaff background, Training for ajuvenilefiresetter. need toestimate thecost percaseforassessment andintervention services of propertydamage andpersonalinjur incidence ofjuvenilefiresettinginth resources available. Fire servi assessment ofthejurisdiction's juve Funding andstaffingdecisionsforeach firesetter program). having paidfireservicepersonnelvol this component willdiscussliabilit provide assessment andeducationtojuven entirely onfireservicepersonnelwhovolunteertheiroff-dutytime tohelp inspections, orschoolfiresafetyedu addition tootherresponsibilities,su personnel providejuvenilefiresettera which includesfull-timepersonnel. departments haveseparatebudgetsfo by atleastonefull-time, paidfi paid orvolunteer.Ideally,ajuvenile be operatedbyfull-timeorpart-time Jurisdictions must alsodecidewhether thejuvenile firesetter program will interested people invariousagencies department, an alternative possibility for some jurisdictions istohave it isrecommended thatjurisdictions establish a "program" withinthefire provided byajuvenilefiresetterprog These jurisdictionsmay simply toincorporatesome want oftheservices resources ortheneedtoestablishanactual juvenile fi firesetter program. Smaller jurisd jurisdictions thathaveth The staffingstructurepresented Concerns Staffing Issuesand Federal Emergency Management Agen e manpower resourcesavailabletostaffajuvenile referral, andtracking. staff.Theseindividu ce personnelwillneedtolookatthe y concernssurroundingthepracticeof before providingsucheducationto ictions, however,may nothavethe ram intoexistingagencies.Although eir jurisdiction and the costinterms re serviceemployee. Manyfire firesetterprogram shouldbestaffed cation. Stillotherjurisdictionsrely ssessment, education,andreferralin takeontherespon above canbeimplemented by cy/United States FireAdministration y. Inaddition,thefireservicewill staff andwhetherthewillbe In otherjurisdictions,fireservice jurisdictionshouldbebasedonan relatedissues.Ataminimum, the r thejuvenilefiresetter program, all program staffshouldreceive nile firesetterproblem andthe unteer theirtime tothejuvenile ch asfireinvestigations, ile firesetters. (In latersections, als wouldberesponsible resetter program. sibilities of the

Implementation 83 health facilities ility. The staff other staff should are of the program and are of the program can provide training in can provide training as child development, as child development, aff. This may be done in the aff. This may set a fire to draw attention to set a fire to draw attention fice. Program staff need to be fice. Program cies and mental cies and mental fer a firesetter to the program. fer a firesetter to the program. rs engage in other acts of juvenile rs engage in other acts of juvenile refer firesetters. Local fire service included in the training seminar). included in the training seminar). s been established and the program m coordinator or coordinator m range of juveniles in the course of range of juveniles in the course rrounding juvenile firesetting can be rrounding juvenile firesetting can service personnel, especially arson aware of the program and the service aware of the program uvenile firesetter program program uvenile firesetter firesetters represent a broad spectrum firesetters represent a broad spectrum aff need this diverse training because aff need this diverse training because service personnel about the program the juvenile firesetter firesetter the juvenile resetters and information on how to resetters and information d of juvenile firesetting d of juvenile firesetting child related issues, such . In addition, all fire service personnel should rvice personnel should be aw How to identify juvenile firesetters juvenile firesetters How to identify j a and managing Developing techniques Screening/assessment educating Interviewing and follow-up and Referral child development Normal Juvenile delinquency Child Abuse/Neglect Legal Issues Characteristics of juvenile firesetters of juvenile Characteristics Questions and concerns of the fire provide an orientation to all fire investigators and upper level command st (If the resources are day seminar. meeting or one of an in-service form also be may personnel available, these All fire service personnel should be understand the procedures used to re delinquency. In other cases, youth will will In other cases, youth delinquency. curious who are simply children normal developmentally of youth, from urbed youth who require specialized about fire to very seriously dist st firesetter The juvenile treatment. in contact with a wide they will come their work. ha program firesetter Once the juvenile staff have received training, the progra it provides. All fire se the services it provides delinquency, abuse, and neglect. Training in these child related issues is Training delinquency, abuse, and neglect. firesetters. For example, to understanding juvenile in some important seriously disturbed firesette cases, more parental abuse or neglect. Juvenile about the legal issues su Information of obtained through the local prosecutor's agen local social service Personnel from including the age of accountab aware of the arson laws, National experts in the fiel in National experts fi juvenile of the characteristics educate, and interview, identify, assess, juvenile about the jurisdiction's personnel can provide specific information firesetter problem. can provide training in should also know how juvenile firesetters are handled by the justice system. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 84 The National Juvenile Firesetter/Arson Controland Prevention Program Training Workshop canbefoundinthe should beaddressedatthistime. An community. community juvenile firesettingthat needstobe terms willhelpsupportfundingefforts. Information aboutthecostofjuveni possible about thejuvenile firesetter problem intheir community. juvenile firesetterprogram shouldgather Prior toapproaching insuranceagenci reduction ofjuvenilefiresetting. valuable resources becausetheyhave and thepromising program solutions.Insuranceagenciescanbea brochures orpublishinganarticleon insurance industryregard Several juvenilefiresetterprograms havereceived generous helpfrom the monetary contributions,theymay beab insurance companies. Where they One potentialresource forthejuve kind contributions. they cancontributetheirmanagement, programs. Localbusinessescandonatemore thanmoney orequipment-- agencies (suchasthefireservice),havebeenusefulinothergovernment partnership, whichincluderepresenta should considerestablishinglocalpub problem isbasicallygoodbusiness.Thejuvenilefiresetterprogram money tobetterthecomm corporation's senseofcivicmindedne corporate donations,juven money orsponsorspecificactivities orproducts.When lookingfor can offeranunlimited wealthofresources.Corporationsmay contribute to acquirethenecessaryservices,ma Programs withlimited moneyandmanpower havegonetothecommunity will depend, toalarge extent, onthe resources availabletotheprogram. As notedearlier,thenatureandextent Funding brief updatesontheprogressof continues, thecoordinatorshouldprov understanding oftheproblem andgain prepare briefingsfortheChiefa In additiontothefireserviceorient Federal Emergency Management Agen problem thatcannotbealleviat ing publicrelationsactiv ile firesetterprogram staffshouldappealtothe unity andhelpeliminate acostly anddeadly juvenile firesetterprogram. ation, theprogram coordinatorshould nd DeputyChieftoenhancetheir le firesettingineconomic andhuman tives from localbusinessesandpubic stressed isthat the problem is a terials, andfunds.Thecommunity ide theChiefandDeputywith may notalwaysbeabletooffer fund-raising expertis cy/United States FireAdministration the problem ofjuve a vested interest infacilitating the ofanyjuvenilefiresetterprogram ss andself-interes Trainers' Guide example ofaJuvenileFiresetter es orotherlocalbusinesses,the nile firesetter program islocal asmuch statisticalinformation as Themostimportant element of their support. As the program theirsupport.As theprogram lic/private partnerships. These lic/private partnerships.These le toprovidein-kindassistance. ed withouttheassistance ofthe ities, suchasprinting . t. Contributing e, andotherin- nile firesetting

Implementation 85 possibility of earmarking possibility of earmarking their time to assist juvenile their time be investigated by the juvenile by the be investigated on of their children). The juvenile release the program or the referral program the release juveniles (e.g., police, probation, whether they are on- or off- duty. whether they are on- or off- duty. agencies. Parents will need to read Parents will need to read agencies. st of claiming that money is more is more that money st of claiming referral agencies to be "at risk" for be to referral agencies other agency chooses to tackle the . The liability waivers should be. The liability waivers should review their state's interpretation of interpretation state's their review al agencies will not be held liable for liable for will not be held al agencies cial services). The following section cial services). The following section ng the FLSA to mean that the fire to mean that the fire ng the FLSA andards Act (FLSA) may limit this limit (FLSA) may Act andards fire service personnel volunteer their fire service personnel volunteer e volunteers from the fire service as the fire service as e volunteers from ence is not claimed by the insurance by the not claimed ence is actions of the firesetter. interagency relationships. ile firesetter program. ile firesetter program. rance agencies about the rance agencies about re service personnel when they are conducting fire re service personnel when they Interagency Links Interagency How to Establish Regardless of how the fire service or Another liability issue arises when fire paid earlier, As mentioned firesetters. to work with juvenile time volunteer service personnel sometimes St Labor firesetters. The new Fair are interpreti practice. Many states service is liable for fi of regardless related activities service the FLSA and how it affects the program. the key of they will need the assistance problem, juvenile firesetter community agencies which work with legal action because of the actions of a juvenile firesetter. Program staff a juvenile firesetter. Program of legal action because of the actions referr that need to take steps to ensure are waiver forms Liability to them. referred the juveniles of the actions often used to counter these concerns of the concerns all the address sure they to make attorneys reviewed by juvenile firesetter program and referral that us Juvenile firesetter programs need to carefully part of their program health, and so justice, schools, mental these community for gaining support from techniques will describe establishing agencies and Liability of liability. Liability (and legal) concern is the issue Another financial or for programs refers to the potential and sign these waivers (which usually the acti agencies from responsibility for to need to be able referral agencies and the program's firesetter program they are going to if be limited will but the firesetters needs of address the be held accountable for the One additional source of funding can source of One additional by a juvenile paid restitution the jurisdictions In some program. firesetter sent part of a court as firesetter the co this is because Often industry. talk should coordinator The program of restitution. than the actual amount the insu to the court and those funds for the juven those funds for the The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 86 The National Juvenile Firesetter/Arson Controland Prevention Program council shouldmeet onceamonth todi identified, evaluated,andreceiveappr that nojuvenilefallsthroughthecr Including allofthekey agencieson to thejuvenilefiresetterprogram, as Because theserelationships aresocr networks arevitalwhenestablishi Coordinating Council.Stronginteragencyrelationshipsandreferral preferably thepersonmost likelytoha to participateonthe council, s/he receive thesupportofother help convince agencies thatjuvenile responsibility, nothis.De their support--bytellingthemthatthenextchild todieinafirewastheir coordinator caughttheattentionof agency mandated toprovideservi problem ofjuvenilefiresettingisa examples ofhoweachagencyisaffected. materials, such asstatistics onthe localjuvenile firesetter problem and council members. The coordinatormay wanttohavebackground council. Thecoordinatorshouldthense agency toexplainthe juvenilefire the council.Thecoordinatorshould is amember ofthefireservice, s/he responsibility forrecruitingthecouncil The coordinator of the juvenile firesetter program willhave theprimary problem. juvenile firesettingandthetime to The individualsselected Board Member,andMentalHealth Chief, JuvenileCourtJudge,District and influencewithintheiragency(e.g.,FireChief/FireMarshal,Police The officialsrecruitedforthecouncil develop futureplansfortheprogram. These agenciesrepresenttheavenue services, districtattorney's office, the fireservice,police,probation,j firesetters. Ataminimum, thecounc all agencies in the jurisdiction whose program coordinatingcouncilshouldbe Ohio; andotherprograms aroundthe or taskforceshavebeenestablishe creation ofacoordinatingcouncilise Federal Emergency Management Agen should alsohaveacommit scriptions ofhowother agencies. Iftheheadof d inPortland,Oregon;UpperArlington, community problem thattouchesevery schools, andmentalschools, healthagencies. s throughwhichjuve devotetofindingasolutionthe may alsorepresentthefireservice on itical tothesuccessofaprogram, the thecoordinatingc il shouldincluderepresentativesfrom setter programandtheroleof other agencies--andultimately won ces forjuveniles.Oneprogram wellasresourcesfortheprogram. ssential. Such coordinatingcouncils uvenile court,children's protective shouldsuggestarepresentative, ng ajuvenilefiresetterprogram. Attorney, School Principal/School Attorney,SchoolPrincipal/School ve contactwithj firesetterprograms work,ifthey cy/United States FireAdministration scuss theproblems orconcernsand opriate interventi contact theadministrator ofeach representatives. If acks andthatallfiresettersare Social Service AgencyDirectors). should beindividualswithstatus t atime tomeet withthepotential responsibilities re composed ofrepresentativesfrom country. Thejuvenilefiresetter Itisimportanttostress thatthe programs workmay also ment totheproblem of theagencyisunable uvenile firesetters. ouncil willensure ons. Ideally,the niles arereferred thecoordinator late to juvenile

Implementation 87 nile firesetter nile firesetter l agencies should fine the roles of each procedures for referrals to and to and for referrals procedures the council representatives is to representatives the council ogram and the referral agencies. and the referral agencies. ogram rporate representatives. As noted representatives. rporate bout their agency's strengths and bout their agency's eir counterparts work. The council program staff to learn the status of program for developing specific referral for developing specific referral tter program and different agencies. and different agencies. tter program nd education, while child protective nd education, while child protective firesetter program. A constitution firesetter program. services. Referra il or appropriate representatives can program, such as sliding fees, if such as sliding fees, if program, often not able to respond with the each agency, the juve each agency, , is designed for immediate response, , is designed for immediate firesetter program would be chiefly firesetter program the program with finding issues and with finding issues the program r Arlington, Ohio can be developed to r Arlington, Ohio would provide counseling services for te multi-agency cooperation to plan, cooperation te multi-agency juveniles referred to the program. to the program. referred juveniles eceiving the services recommended by the eceiving the services recommended ouncil will help lay the the council will help The creation of tter program and should de The primary role of the juvenile firesetter program program firesetter juvenile the role of primary The necessary. intervene to find out why. implement, and maintain the juvenile the and maintain implement, Firesetter those established by the Juvenile to similar and by-laws Force, Inc. in Uppe Prevention Task council. help guide the of referral networks. the establishment groundwork for the juvenile firese from the juvenile example, agency. For a responsible for providing assessment agency representative could work toward more troubled firesetters. Each for juveniles for acquiring services procedures providing the necessary firesetter the juvenile referred by functions of One of the most important between agencies often Misunderstandings and problems limitations. with how the other agency is not familiar one agency develop because for sample fire service, operates. The but social service organizations are speed. The workshop described below is designed to help personnel same in different agencies understand how th when between agencies and troubleshoot communication will maintain necessary. If a firesetter is not r juvenile firesetter program, the counc coordinating council is to facilita is council coordinating institute council should The coordinating health agencies services and mental The council will be responsible a educate the other council members program may want to contact local co to contact local want may program can assist individuals these earlier, and outreach. publicity the Council. Role of juvenile firese between the agreements in the in detail later which will be described mechanisms, These referral include procedures for should Component, Referral Mechanisms pr exchange between the information the Dual waivers and contracts enable also be able to learn the status of In addition to representatives from to representatives In addition the juveniles they refer for additional The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 88 The National Juvenile Firesetter/Arson Controland Prevention Program program. with juvenilefiresetter agencies that work withjuvenilesand toensure thatallthose whowork program. The goalofthecouncilisto firesetter program totheiragencies representatives shoulddisseminate other agenciesorindividualswhowork Finally, councilrepresentativeswillalsobecalledupontohelpidentify council andwhattheprogram needsfrom eachagency. discussion oftherole of thejuven to solvethejuvenilefiresetter pr philosophies isessential if agencies ar handle thesame Understandingdifferent workstylesand case. activity giveseach attendee the opportuni describing howhis/heragencyhandlessu would handlethecase.Eachgroupmember would then beresponsiblefor description ofajuvenile agencies attendingtheworkshop.Eachgroup shouldbegivena Each group shouldinclude atleaston After abreakforlunch,attendeess particular case. should beencouragedtoaskthepanelmembers howtheymight handlea be asked to sharetheirexperiences with describe how theiragency workswith firesetter program. Thepanelrepr extent oftheproblem inthatjurisdiction,andtheroleof thejuvenile by describingthecharacteristicsofjuve the welcoming remarks, theprogramcoordinatorcanbeginworkshop or otherrepresentativegiveopening The juvenilefiresettersprogram may wa how differentagenciesoperate. the opportunitytomeet theircounterpartsindifferentagenciesandlearn firesetters should beinvitedtoattend. Theworkshopwillgive participants workshop. Members ofthekeyagen of thecoordinatingcouncilwillserv seminar sponsoredbyRochester,NewYork's FRYprogram,themembers represented onthecounc should sponsor aone-day workshopfor help agencieslearnabout eachother,thejuvenile firesetter program As notedearlier,different agencies Juvenile FiresetterProgram Workshop Federal Emergency Management Agen s understandthefunctionof firesetting case and instru il. Duringtheworksh oblem. Theworkshopcanclosewith a hould beassignedtodifferentgroups. andthecommunitypromote the have differentworkingcultures.To remarks orakeynoteaddress.After e member from eachof thedifferent e goingtobeaskedworktogether ile firesetter program coordinating esentatives canthenbeasked to cy/United States FireAdministration gainsupportforprogram fromall juvenile firesetters.Attendeescan information aboutthejuvenile withjuvenilefiresetters.Council employees ofeach theagencies juvenile firesetters. Participants e asapaneltomoderate the nt tohave theState FireMarshal ty tosee howdifferentagencies cies whoworkwithjuvenile nile firesetters, ch cases. Participating in this op, which is based on a op, whichisbasedona cted todiscusshowthey the juvenilefiresetter thenatureand

Implementation 89 designed to give designed iction. Large fire local, county, or state or county, local, may have different fire service may s or those with limited funds may funds may limited with s or those and individuals who work with and individuals een trained. It is It een trained. meet their counterparts in other in other their counterparts meet the program. Referral networks the program. of the juvenile firesetter problem; problem; firesetter the juvenile of activities, recruiting representatives recruiting representatives activities, e all of the necessary services using using necessary services the e all of il should be able to provide theil should be able to provide firesetter of a juvenile An example firesetter program is going to meet is going to meet firesetter program hould include the names, addresses, addresses, names, hould include the ram coordinator should contact each ram referral agency needs to understand il takes time. For some programs, For some il takes time. ff a formal opportunity to learn about opportunity to ff a formal Additional resources may be obtained be obtained Additional resources may at the end of this chapter. program should also create a Juvenile Firesetter should also program funding, if necessary. As noted earlier, no one no one earlier, As noted funding, if necessary. The directory may include The directory may

information needed for the director. needed for the director. information asking for and agencies service or social departments fire area by writing resources. in identifying their help resource directory can be found space, etc.); and 3) the money, manpower, (e.g., 2) the resources of private availability and funds can staff full-time with the necessary people departments and provid juvenile firesetter programs juvenile Like many firesetter program the juvenile firesetter program and program firesetter the juvenile agencies. The directory s Resource Directory. agencies. The coordinating counc Jurisdictional Characteristics will be program firesetter juvenile jurisdiction's any of The structure affected by: 1) the size and nature ible for every jurisd structure is best or even feas program multiple personnel. Smaller department or position be able to fund one full-time to serve on the coordinating counc than the coordinator time take more it may programs, especially smaller the prog can supply. At a minimum, potential referral agency and describe be willing must and they problem is a community firesetting that juvenile to be part of the solution. the referral and resource agency sta and resource the referral Resource Directory The juvenile firesetter of the agencies and phone numbers juvenile firesetters. responsibilities firesetter program of the juvenile some personnel assume in addition to their other duties. need to be established if the juvenile the youth it sees. Each the needs of The workshop should be conducted after the juvenile firesetter program firesetter program the juvenile conducted after should be The workshop has b the staff and established has been The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 90 INTERVENTION PLAN EVA COMPONENT 2:SCREENING, The National Juvenile Firesetter/Arson Controland Prevention Program barriers thatmay ariseoverturfissues. interest in thesuccessof theprogr firesetter program. Thisinvolvement willgive eachagency avested must beinvolvedintheplanninga listed abovewillhelpgainsupportfor between agencies.Recruitingrepresentatives from major functions ofthec deeply-rooted andprecludeagencies turf issues thatmay exist between The juvenilefiresetterpr methods whichwillhelp inpreliminary interviews withfiresetters; enforcement. Thisisbecause thefire service ismore likelytochoose typically used bythefire service ar they areapplied. Forexample, the types ofproceduresarede many agenciesinthesescreening and evaluation procedures. Thevarious community agencies. Different communitiesmay electtoinvolve oneor families. Thereareanumber ofmethodscurrentlyusedby avarietyof assess firesettingyouthandtheir screening andevaluationoptionsusedto The primary purposeofthiscompone Purpose approaches toprovidingthoseservices. The remaining components willdescribe those essential anddifferent optimum meansofprovidingth Each program mustasse other communityagencies. structure, staffing,training,funding, jurisdiction. Theco to decidewhattypeofprogrambe juvenile firesettingproblem. presentsguidelinesonhow Thiscomponent Jurisdictions vary,andeachwillneed todetermine theseriousness ofthe a communityproblem requiresthe that is oftenthefirstagencytorespondwhen afireisset,juvenilefiresetting faces communitiesthroughout theUnited States. Althoughthefireservice The problem ofjuvenilefiresettingis Summary Federal Emergency Management Agen mponent alsoprovidesinformation onprogram oordinating councilisto ogram staffmustalso be scribed in terms of thespecific context inwhich LUATION, AND DEVELOPING THE ANDDEVELOPING LUATION, ss theirneedsandresourcestodecidethe e essential services tojuvenile firesetters. am andassistinbreakingdownthe screening andevaluationprocedures nd coordinationstageofajuvenile and planningcoordinationwith e differentthanthoseused bylaw from workingtogether.Oneofthe agencies. Theseissues areoften aseriousanddeadlyproblem that st suitstheneedsof aparticular cy/United States FireAdministration resources oftheentirecommunity. the program. Alloftheagencies nt is to describe the various nt istodescribethevarious maintain communication preparedtohandlethe all ofthekeyagencies

Implementation 91 rsonal injury, or injury, rsonal needs. Although described in terms of of described in terms behavior. Firestarting juvenile firesetters. Therefore, juvenile the roles and functions different and functions different the roles information, an estimate must be must information, an estimate ts of their application is the eir families. The first is the eir families. agency, such as the fire service, service, fire such as the agency, thods results in different types of thods results in different types of as mental health or the schools. the schools. health or as mental property loss, pe re of the problem. In addition, a re of the problem. users select the most appropriate appropriate most users select the cidents. Although the majority of cidents. Although the majority lying psychosocial features which the result of curiosity or accident, the result of curiosity or accident, populations, who uses them, their uses them, populations, who tions. There may be instances where be tions. There may eir service delivery and circumstances surrounding the surrounding the and circumstances application by community agencies. application by community proportion of firesetting youth, there are started by troubled and conflicted ing and evaluation procedures. setting behavior will recur. critical issues will ensure the successful successful critical issues will ensure the related to firesetting firesetting to related nd evaluation methods are nd evaluation methods made of the likelihood that fire made most recent firestart must be documented to ascertain the severity of the severity the ascertain to be documented firestart must most recent Based upon current presenting problem. and The second objective is the evaluation of the psychosocial features environmental to be juvenile firestarts are estimated about one-third of juvenile fires juveniles are If intent. criminal of determination is the The third objective in fires resulting involved in significant their function, the appropriate target their function, the to help presented are Decision grids to best fit th or methods instruments Objectives and in the screening be achieved objectives to There are four major th youth and evaluation of firesetting be must history firesetting risk. A complete firesetting of assessment the extent and natu taken to determine detailed descriptive of the motives episodes do not happen as isolated in children. Therefore, for a selected their firesetting behavior. accompany content, and their benefits and limita their benefits and content, by one community procedures utilized to other users such be helpful also may of the under must be an assessment a Each of the screening me evaluation and each of the screening whereas law enforcement is likely to select techniques which will be will be which techniques likely to select is enforcement law whereas and Screening arsonists. with suspected interviews investigation in useful according to will vary methods evaluation one of the final produc information, community agencies have in working with agencies have community plan for firesetting youth and of an effective intervention development recommend to is plan intervention the of purpose The their families. the resolve and behavior firesetting to eliminate to be taken steps specific of various consideration Careful problems. psychosocial accompanying situational factors and ng and evaluation procedures to of screening and evaluation the current assignment their current reflects particular users of these screen implementation The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 92 The National Juvenile Firesetter/Arson Controland Prevention Program arrested forarson. evidence indicatingmalicious andwillf vary from statetostate, ifaneval motive andintentoftheirfiresetting. accountability, thenatureandextentof intent, includingwhetherfiresetters havereached theageof Several factors are taken into consideration for determining criminal death, then theyareatri result ofpsychosocial conflictand firestarting behavior. Their current 18. Theseyouthstend to havealong The thirdgroupoffiresettersareadol characteristic ofthisgroupfirese research hasidentifiedagroupofpersonalityandsocialfactors represents underlyingpsychosocialc by curiosityorexperiment twelve. Althoughthefirestartingofso The secondgroupoffiresett firesetters underseven-years-old. and treatment.) Table2.1describesth children aregenerallyreferredimmedi involved infiresettingwhoexhibi relationships areintacta exhibit significantpsychologicalpr children aretheresultofaccidentsorcuriosity. Ingeneral,theydonot under sevenyearsofage.Thefiresstartedbythemajority ofthese targeted forscreeningandevaluation.Thefirstgroupisyoungchildren There arethreegeneralgroupsofj The TargetPopulation through withtherecommended interventions. place to ensure thatjuvenile firesetters andtheir families willfollow psychosocial problems. Inaddition, adequateincentives mustbesetin taken toeliminate firesettingbehavi intervention plan.Intervention plans must identify thespecific stepstobe of acomprehensive evaluationis The finalobjectiveisthedevelopment twelve. the factors describing recu behavior. Table2.2presents to triggeringandreinforcingtheirfiresetting immediate environmental conditionswhicharehypothesizedtoberelated Federal Emergency Management Agen nd stable.(Thereareasm sk forbeingarrestedforthecrime of arson. rrent firesettersbetween theagesofeightand ation, agreaterproportio ers arechildrenranging or andtoremediate theaccompanying t severepsychopathology,andthese uation reveals that there issufficient tters. Inaddition, Althoughlegaldefinitionsofarson oblems andtheirfamilypeer escents betweenth the development ofaneffective uvenile firesetterswhichmust be cy/United States FireAdministration firesetting episodesareeitherthe ul firesetting,thentheyouthcanbe onflicts. Clinicalandempirical of aninterventionplan.Theresult ately forpsychologicalevaluation e characteristicsofmostcuriosity history ofundetectedfireplay and me ofthesechildrenismotivated turmoil orintentionalcriminal their firesettinghistories,andthe all number ofchildren n oftheirfiresetting in agefrom eightto there areasetof e agesof13and

Implementation 93 ile firesetters. ile firesetters. esting a set of esting a evaluate juvenile ntments are made are made ntments al the involvement of al the involvement ntly viewed as the lead as the lead ntly viewed look to the fire service as the w. If there appears to be no with firesetters. Consequently, with firesetters. r them to the fire service for an for service to the fire r them are to analyze the severity of the are to analyze the severity and evaluating juven features descriptive of adolescent descriptive of features tters and refer their cases to them. to them. their cases tters and refer of juvenile firesetters from young of juvenile firesetters from they select will vary depending on depending on vary they select will if firesetters are arrested for arson, for arson, if firesetters are arrested of curiosity to adolescents involved of curiosity to adolescents involved l involves preliminary screening to l involves preliminary inary studies sugg inary studies the early identification of firesetting firesetting of identification the early psychosocial environment. This two likely to screen and screen to likely agencies. The following community agencies. The following have two levels of screening and have two levels of screening in part, will depend upon the specific in part, will depend obtained and appoi lp for their children. and voluntarily seek help for their children. stigation efforts may stigation efforts may reve are outlined in Table 2.3. in Table 2.3. are outlined The fire service is freque is fire service The level system facilitates the handling of emergency problems and problems emergency of the handling facilitates level system the conditions necessary for a comprehensive evaluation establishes system. target populations services by these target populations firesetters. refe probation and juvenile justice may Hence, the fire firesetting problem. evaluation of the severity of their likely to see the entire range service is out children under seven who firestart in recurrent firesetting. will service Frequently the fire leve evaluation procedures. The first is risk, basic information imminent with firesetters interview sessions. A complete evaluation additional for level of evaluation. second follows and represents the and their families interviews these goals of The primary firesetting behavior and describe the their specific needs. These needs, These their specific needs. as those most agencies are identified The Fire Service. for screening community agency in the of different ways in which There are a number youth and their families. may parents First, service. the fire by identified are juvenile firesetters discover firestarting behavior may agencies Second, other community juveniles in significant fires. Finally, This problem. the firesetting of severity the immediate determine generally is done by telephone intervie that screen and agencies of different community There are a number role Based on their broader families. and their firesetters juvenile evaluate will have these agencies each of community services, in the network of regarding their work different functions methods and evaluation the screening is service role of the fire The primary firese experts in working with juvenile Third, fire and arson inve behavior. There are some prelim some There are behavior. personality, social and environmental environmental social and personality, These features firesetters. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 94 Environmental Conditions III. SocialCircumstances II. IndividualCharacteristics I. Dimension Environmental Conditions III. SocialCircumstances II. IndividualCharacteristics I. Dimension Characteristics ofRecurrentFirese Characteristics ofCuriosity Fi The National Juvenile Firesetter/Arson Controland Prevention Program

Federal Emergency Management Agen Firesetting is Description low probability existsoffuturefiresetting. firesetting. Attemptsmade toextinguishfirestarts.A are curiosity. Feelings ofguilt andremorseoccur after No academic or behavior No academic problems inschool.

evidence of psychiatric disturbance. evidence ofpsychiatric ed family life.Good peerrelationships. welladjustedfamily A happy, Normal cognitiveandemotional physical, development. No Stressful events Description frequent temper outbursts. anger andaggression,overactivity, and impulsiveness abuse, learningdisabilities,overwhelming feelingsof ofsexual illnesses,history ofphysical greater number presence ofoneormore thefollowingproblems:a of cognitive, or emotional functioning. Studiessuggestthe

observed. Difficulties establishingand maintaining friendshipsare coupled with behavior problems inschoolareevident. have beenobserved.Ahi households. Violent patternsoffamily interactionalso lack ofadequate supervision iscommonin single-parent discord. Overlyharshmethods of discipline coupled with thereisahighdegreeof areintact, When marriages or potentialdestruction prior tofiresetting. consideration ofthenegativeconsequences There israrely and effect.Noattemptsmade are toextinguishfirestarts. immediately positive reinforcing propertiesofattention displaced anger,revengeoraggression. Firesetting hasthe releaseof firesetting. Firesettingrepresentstheemotional Single-parent families with absent fathers are typical. with absentfathers aretypical. Single-parent families Evidence of difficulties in one or more areas of physical, Evidence ofdifficultiesinoneormore ofphysical, areas Table 2.2 Table 2.1 resetters Ages Seven and Under resetters AgesSevenandUnder tting Children Ages Eight to Twelve tting ChildrenAgesEighttoTwelve the resultofaccident,experimentation and trigger emotionalreactionswhichresultin cy/United States FireAdministration story ofacademicfailure story

Implementation 95 ated. In addition, in most states ated. In addition, in most l or by the arson investigation unit tent of the firestarting problem. In tent of the firestarting problem. of accountability before they can be of accountability varies from state to of accountability varies from ws and interrogation procedures may ws and interrogation procedures may investigation is underway, certain types cant emotional and behavioral problems are problems and behavioral cant emotional Table 2.3 Table 2.3 In some communities law enforcement is responsible communities law enforcement In some Predominant are single-parent in which Predominant households Several signifi apparent. Studies indicate a higher than average numberaverage indicate a higher than apparent. Studies higher levels of physical in injuries, of accidents resulting and misbehavior, sexual arousal, fantasy, excitement, depth and confusion, lack of emotional evidence of gender restricted capacity risk-taking for expression, and greater behavior. discipline and supervision are uneven. Intact families families Intact uneven. supervision are discipline and discord. One or more of marital levels display high parents carrymay diagnosis. Physical abuse a psychiatric have been interaction patterns of family and other violent failureobserved. Long histories of academic and behavior and Peer pressure in school are typical. problems directing and influence are responsible for guiding behavior. attention from peers and from stressful events which peers and from attention from activity. in antisocial reactions resulting trigger emotional Firesetting is frequently accompanied by other delinquent pettyactivities, such as drug consumption or theft, and are reported just prior feelings of excitement and defiance afterto the act. Feelings of guilt or remorse firestarting are rare, no attempts are and made to extinguish the fires, there is little fear of punishment.

Description Firesetting can be motivated by need for recognition and recognition and byneed for Firesetting can be motivated Characteristics of Adolescent Firesetters Firesetters of Adolescent Characteristics state, and can range from as young as seven to as old as 14. If the as young as seven to as old as 14. state, and can range from juveniles must have reached the age acts. The age arrested for criminal some instances investigative interviews lead to the arrest of juveniles for juveniles for of lead to the arrest interviews instances investigative some arson. In order to arrest juveniles for arson, sufficient firesetting history be demonstr intent must and criminal Law Enforcement. Law be used to ascertain the nature and ex for the investigation of arson fires. In other communities arson fires are are fires arson In other communities arson fires. of the investigation for of both law either by an Arson Task Force comprised investigated and fire service personne enforcement If an arson of the fire department. intervie investigative specialized of The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

III. Conditions Environmental II. Social Circumstances I. Characteristics Individual Dimension Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 96 The National Juvenile Firesetter/Arson Controland Prevention Program firesetters havenotreachedtheage make recommendationstothejudge forintervention.Hence,both conducted byprobation. From interviews, these probationislikelyto period, additional evaluationswithjuveniles andtheirfamilies are trial. Thereisafact keep these juvenilesoutof In general,juvenilecour can determine thatapetitionwillbef juveniles andthenatureoftheirout they refusetocooperate.Second,gi probation frequently informs families that formal action willbetaken if offense.Thesereferr firesetting instances theyouthareassignedprobationarystatuswithrespectto can bereferredforcounselingandme pursued attheendof theseinterviews. First,firesetters and theirfamilies made ofcriminal intent.Thereareatleasttwooptionswhichcanbe Along withcollectingfamily andpersonalhistories,athoroughanalysisis arresting officers oragenciesregard families. In additiontopersonalinterviews,information isgathered from usually conductsacomprehensiveeval juveniles havebeenarrest some commonfeatureswhichrepresen procedures ofjuvenilejusticesystems primary targetpopulation Probation andJuvenileJustice. to remediate theexistingproblems. maltreatment, andabusetotaketh has themandate toevaluateallreport many stateiscalledChildProtective agency usually islocated withinthe Department ofSocialServices andin 48- hourtime periodtotheappropri victims ofneglect, maltreatment, ora have mandatory reportingla diversion toappropriateso problems with juvenile firesetters and Frequently, investigative interviews uncoveradditional difficulties or for evaluationandintervention. juveniles forthecrime ofarson,theyth commitment. However,ifthereissufficientevidencetoarrest the the conclusionofthistalkyouthar potential forarrest, trial,andincarcerationiftheirfiresettingcontinues.At refers totalkingjuvenilesaboutthedangersoffirestartingand administer theproceduresofcounselandrelease.Counselrelease in their first firesetting offense, then Federal Emergency Management Agen finding periodleadingup to t judgesassume thatevery ed forarson. Beforecases of probationandjuvenile court.Juvenile cases cial service agencies. Forexample, most states ws that statethat children suspected of being law-enforcement agenciescanelect to of accountabilityortheyareinvolved standing criminal behavior,probation ven thepresentinginformation onthe als aretechnicallyvoluntary,but iled for them toappearincourt. Juveniles arrested forarsonarethe buse must bereporte ing thecircumstances of thecases. Services. ChildProtective Services e releasedfrom furtherobligationor ed cases ofsuspectedchildneglect, ate law-enforcement agency.This cy/United States FireAdministration e appropriate and necessary actions e appropriateandnecessaryactions their families and th en enterthejuvenilejusticesystem vary fromstatetostate,there are uation withfiresetters andtheir ntal health treatment. Inthese t the stepsthataretakenonce proceedlike anynon-jury effort hasbeenmade to thetrial. During this justice.Althoughthe gotocourt,probation d withina24- to e result istheir

Implementation 97 resetting youth, and aluate as at risk for as at risk for aluate encies and professionals encies and professionals ention. Second, juveniles represents the primary the primary represents le firesetters in one of two students, they are likely to be rvised firesetting activities. If eir firesetting target. Statistical Statistical target. firesetting eir h firesetters reach mental health h firesetters reach mental havior. Curiosity firesetters are trash can fires to fires which burn s of school fires are started by mental health consultation can be mental ladjustment. In addition, mental mental In addition, ladjustment. ich lead firesetting youngsters to ich lead firesetting youngsters e, as a condition of their probation, e, as a condition of their probation, histories of previous firesetting and niles arrested for the crime of arson of arson niles arrested for the crime to teachers or counselors that their or counselors that their to teachers nd intervention. Therefore, there are nd intervention. Therefore, there entire range of fi ed immediately for mental health for mental ed immediately Older children and adolescents can be arrested for arson. Therefore, for arson. can be arrested en preliminary screening may suggest screening may en preliminary hose juveniles whose firesetting is thehose juveniles whose . Second, various community services services . Second, various community no history of previous firesetting and tting. Mental health ag tting. Mental health verity of the fires frequently determines the the determines frequently the fires verity of rs, those children they ev Mental health evaluation Mental health referral to the fires service for educational interv referral to the fires service children. School fires can range from potential firesetting can be referr that juve specify can juvenile justice a must receive psychiatric evaluation of different pathways wh a number health evaluation. mental Schools. Schools are likely to identify juveni disclose ways. First, parents may unsupe involved in children have become school these children are young, elementary firesetters. If they have curiosity they have not set a significant fire, th as th select the school environment may studies show that over three quarter entire buildings. The se they have set a significant fire, they school officials are likely to see the community them to the appropriate to refer be prepared they must agencies. of ways in whic There are a number First, parents may seek help agencies or professionals for evaluation. directly for their firesetting children instances, evaluation. Finally, in some for firesetters. For exampl mandated actions taken by school officials. fires are likely either to be referred for mental setting school identified as they have or, if health intervention Mental Health. for mental health can refer them youths which identify and screen these the fire service screens the entire For example, because consultation. range of juvenile firesette probation and the courts rely heavily on information obtained from obtained from on information rely heavily and the courts probation the to determine families and their children with interviews personal of their cases. disposition adolescents and for children effective treatment initiating alternative for firese involved in recurrent t for is appropriate evaluation health evaluate children whose firesetting is indicative of underlying is indicative whose firesetting evaluate children and social ma psychological conflict and delinquent be result of antisocial with the Therefore, evaluation. mental health unlikely to require is an important al health evaluation firestarters, ment exception of curiosity youth. of firesetting option for the majority The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 98 The National Juvenile Firesetter/Arson Controland Prevention Program contact foradditional information. the endof thiscomponent liststhe or instruments canbefoundat procedures. Examples ofsome oftheactualscreeni the interpretation andapplication of theinformation resulting from these firesetting youth.The features contributing tothesucce the specificitems whichcomprise them. Thebenefits The Procedures evaluation, theyallshare thecommongoalofproducingaplanfor Regardless ofwhich agencies impl theInterventionPlan Developing application ofscreeningandevaluationmethods. designed to guideusers towardthemost intelligent selection and most effectivewaywiththeleastam information andarelikelytodiscrimi decision gridisorganizedtoiden more severelydisturbedfiresetters educational programs tohelpcuriosityfiresetters, whiletheycanreferthe wanting such asystem isthat they from firesetterswithseriouspsychol evaluation system designedtoidentifyandseparatecuriosityfiresetters example, ajuvenilefiresetterpr necessary tohelpindecidingwhichmet These fivedimensions aredesignedto dimensions: (1)purpose, (2)user, (3)output, (4)impact, and(5)risk. decision gridsummarizesthesemet selection ofthemost appropriatesc justice, andmental health,decision For eachuser, thefiresservice,law procedures. Thecontent The firesetting youththeseproceduresareintendedtoscreenandevaluate. which results from their use. The intended applicationofthesemethods 3) users,4)content,5)bene 1)function,2)targetpopulation, includes adescriptionoftheprocedures: service, law enforcement, probation). The proceduresdescribedinthiscomponent areseparatedbyuse(e.g.fire evaluate juvenilefiresettersaredescri The procedures currently utilizedby Federal Emergency Management Agen users are thoseprofessionals mostappropriate toimplement these limitations definethecircumstances whichlimit describes fits, and6)limitations. Thefunctions arethe the endofthischapter. theconstructionofinstruments and target populations ogram maywanttoimplement an reening andevaluationmethods. The tify whichmethods yieldevaluation think theycanprovidethenecessary ogical problems. Theirrationalefor ssful screeningandevaluationof ount ofrisk.Thedecisiongridsare enforcement, probationandjuvenile bed indetaillaterthecomponent. igin oftheseproceduresandwhoto Theexplanationofeachprocedure grids arepresentedtohelpinthe nate thesetargetpopulationsinthe community agenciestoscreenand ement theirselectedmethods of to mental healthagencies.The cy/United States FireAdministration andtheanticipatedinformation hods interms offivecritical hod bestfitstheuser's needs.For provide thecritical information TheResourceListat define the types ng andevaluation assess the salient assess thesalient

of

Implementation 99 eas that need to analysis of the Although specific Although y, there are some are some y, there the likelihood that on to get the appropriate type of feasible methods for remediating for remediating feasible methods neral factors which can serve as which can neral factors h are observed must be evaluated, h are observed must ation of specific ar tion. The interventions must be tion. The interventions must is the assessment. There are four the assessment. is entified. Firesetting history must history must entified. Firesetting , maltreatment, or abuse. This or abuse. This , maltreatment, ng psychosocial features related to ng psychosocial features related convinced of the severity of their convinced nsive description of the firesetting nsive description ile firesetters. ile firesetters. and fireplay, along with describing and fireplay, along te, there must be setting risk, or of the intervention plan to juveniles to juveniles plan the intervention of op the firesetting behavior and repair op the firesetting behavior firesetting episodes. Second, there Second, episodes. firesetting tion of the psychosocial features must must features the psychosocial tion of mily, and social characteristics which and social characteristics mily, eds of individual children and their hould be contained in an intervention hould be contained ion in its own wa own ion in its resetting and remediate the underlying the underlying resetting and remediate effective plan for intervention. plan for intervention. effective intervention plan is specifying recommendations for for recommendations is specifying plan intervention and their families. This is an extremely important aspect of these these of important aspect an extremely is This families. and their be must procedures in that families and the urgency of taking acti problems to presented is prepared and a written evaluation instances, help. In some clearly must plan of the intervention The presentation the family. communicate to children and families their presenting problems. such as evidence of severe neglect such as evidence should result in the identific assessment The fourth factor is the presentation major content areas which must be contained in the assessment. First, in the assessment. be contained content areas which must major be an evaluation of fire there must in future juveniles will be involved the firesetting. Third, if appropria intent. out criminal to rule firesetting of and intentions motivations whic special circumstances Finally, any The third factor of an targeted directly at the specific ne changing the behavior for strategies represent The interventions families. patterns of firesetting youth. interview plan factor of an The second of the underlyi must be an assessment behavior of the targets identified assessment the While intervention. Specific to effect these changes. be made must change, recommendations be suggested to st must interventions the contributing psychosocial dysfunc information and recommendations will vary depending on the particular will vary depending recommendations and information ge employed, are some there methods factors which s There are five basic fi be adjusted or changed to stop remediation and treatment of juven of and treatment remediation the most in developing guidelines factor is a comprehe plan. The first psychosocial and the contributing Although each features. problem this descript procedure approaches psychosocial features. fundamental points which must be id which must points fundamental of fire interest recount the emergence descrip A firesetting. of all incidents of personality, fa include an analysis may be related to firesetting. A detailed description of this information description of this information be related to firesetting. A detailed may problem. the presenting of assessment to an accurate will contribute The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 100 The National Juvenile Firesetter/Arson Controland Prevention Program the interventionplan. implemented incertaincircumstances classrooms. There are anumber of participation intreatment. Schoolscan families that their quality of life is counseling. Mentalhealthcansugge youth avoidarrestandincarcerationby intervention. Lawenforcement, proba firehouse oravisitwiththefirech to occur. For example, firedepartments can offerchildren atourofthe leverages sothatfollow-throughwiththeinterventionplanismore likely agencies mayhavevariouswaysof the recommended contactactuallyoccurred. Different community their ownwithtelephonecal juveniles and families foradditionalintervention canfollowthroughon firesetters and theirfamilies. Atthevery least, agencies referring The finalfactoroftheimplementati implementation ofaneffectivescreening andevaluationsystem. these concerns before theycreateroadblocks can be acritical keytothe accomplish thisgoal.Anticipating theseconditionsandresolving some of circumstances whichcommunities must evaluating firesettingyouthand thei setting up asuccessful systemincommunitiesforscreening and The overridinggoalofthiscomponent Critical Issues community-wide basis. maintain screeningand evaluation the problem andneed forservices, then mounting anefforttoestablish and community andtheavailabilityof services, and thereisaconfirmation of an active attempt ismade to assess the scope of the problem inthe fire partofthe significant community agenciestoidentifywhethe behalf ofjuvenilefirese the socialawarenessand pressuren the juvenile firesetter problem inco important and critical totheirsafety a firesetters and theirfamilies onlyif theyperceive that theproblem is Communities willset up screening and evaluation procedures for juvenile Situational Influences Federal Emergency Management Agen tters. However,itistheprimary responsibilityof setting andarsonproblem ls tothereferralagen ecessary tocreatecommunityactionon on planisensuringfollow-throughby programs canbesanctionedona mmunities, inpart,willcontribute to leverages whichcanbesuccessfully nd welfare. Thenature andextent of ief iftheypursuetheireducational likely to improve asaresultof cy/United States FireAdministration to helpensurefollow-through with providingincentives refusetoacceptfiresettersintheir tion, andjuvenilejusticecanhelp st tofiresettingyouthandtheir r families. Therearecertain r juvenilefiresett is todescribevariousoptionsfor diverting them tomental health consider whenthey setforth to cy toascertainwhether in their community. If ing representsa orcreating

Implementation 101 training on the their personnel, s to be agreement be agreement s to ities, fire departments ities, fire departments and appropriate program working with juvenile firesetters ting firesetters is an important ting firesetters is an important . Examples of training seminar . Examples of training seminar rating agencies must be identified rating agencies must unity that they have identified as identified as have unity that they forcement, probation and juvenile forcement, ers, agencies must identify within ers, agencies must this is a necessary, desirable, and and desirable, necessary, this is a nars range from one to two hours to nars range from setters and providing their counselors for preliminary their counselors for preliminary tween them regarding a workable workable a regarding tween them iew firesetters. Schools may send send iew firesetters. Schools may rs and their families can be found at can families rs and their ing and evaluation system within the within the ing and evaluation system analyzed prior to the implementation implementation to the prior analyzed in both implementing screening and screening in both implementing uvenile firesetters. These agencies agencies uvenile firesetters. These . Once an agreement is reached is reached . Once an agreement ng training not only to e community there ha e community em. For example, in many communities communities in many em. For example, training. In many commun training. In many e responsible personnel To implement an effective screening and evaluation evaluation and effective screening an To implement agendas focused on teaching multiple professions how to effectively how to effectively professions agendas focused on teaching multiple screen and evaluate juvenile firesette chapter. this the end of one to two days. Their formats and structures vary depending on the one to two days. Their formats communities specific needs of various and out a mandate Provide Adequate Training. Subsequent to working of the screen specifying the logistics en to, law include, but are not limited of social services, mental units, departments justice, burn and trauma health, and the schools. Training semi their own operations th that public may determine fire departments structure. For example, establishing the tasks of on to take feasible division the most education is may Law enforcement procedures for juveniles. evaluation and screening to interv officers juvenile send their to students involved in firestarting of the system. for community, all personnel responsible j to help in their attempts critical form the participating agencies that participating agencies the form Responsibilities Identify Agency and the need for a screening regarding agencies between community for juvenile firesett evaluation system are personnel in which departments screening. The details of what evalua responsible for screening and be carefully and must consideration must receive appropriate role in providi have played a major agencies within the comm but to other Secure a Mandate. Secure a the primary providing as be identified may goal. Certain agencies feasible syst the in establishing leadership system for juvenile firesetters in th firesetters juvenile for system have taken the lead fire departments evaluation procedures for juvenile fire evaluation procedures as mental health, probation, and health, agencies such as mental topic to cooperating and the schools. Coope juvenile justice be reached be must and agreement for their community. system The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 102 FIRE SERVICEPROCEDURES The National Juvenile Firesetter/Arson Controland Prevention Program preliminary screeninginformation onthe identify juvenilesinvolved infiresetting.Inthesecasestheycanrecord Functions. Juvenile withFireWorksheetsAandB to juvenile firesetters. potentially impedesrather thanassisting theprogram inprovidingservices Limitations actions. and theirfamilies. Inaddition,itr systematically organizeincoming info Benefits their families. of thenextstepstobetakenprovid Content used byavarietyofcommunityagenci similar sheetsrecordingtelephoneinquiriesorrequestsforhelpcanbe receive initialtelephonecalls regardingjuvenilefirese Users. Thissheetcanbeusedbyany juvenile firesetters andfamilies referred tothefire service. Target Populations. follow-up procedureswhicharetobeimplemented forparticularcases. includes thedatesandtimes forsettinguppersonalinterviewsortheother problem, andadescriptionofthestepstobetaken,whichfrequently names, addresses,telephonenumbers, a preliminary screeningmech to request helpforfiresettingyouthandtheirfamilies, thissheet isusedas Functions Telephone ContactSheet evaluation proceduremost lik section adecisiongridispresentedto content, benefits, andlimitations willbesummarized. Atthe endof this characteristics ofeach procedure; evaluation proceduresbythefire The followinginstruments andmet Federal Emergency Management Agen . Thecontentisbasicdemogra . Theprimary benefitofthissheetisthatitprovidesawayto . Whenparentsorcommunityagenciescallthefiredepartment Enginecompaniesand fireinvestigators atthefirescenemay . Itmay beanunnecessary linkinthepaperworkchainwhich The targetpopulationsincl anism. Basic informati ely tofit their needs. function,targetpopulation, user, ecords preliminary plansforfuture e servicestojuvenilefiresettersand es servicingjuvenilefiresetters. cy/United States FireAdministration hods areusedasscreeningand helpusersselectthescreeningor level offireservicepersonnelwho service. Asnotedearlier,the a briefsummary ofthefiresetting rmation aboutjuvenilefiresetters phic information andanindication Juvenile withFireWorksheet A. ude theentirerangeof on isgathered suchas tters. Thisorother

Implementation 103 setter programs can setter programs tification of juvenile tification of juvenile the paperwork load of those ographic information on juvenile ographic information rtments and juvenile firesetter rtments thefire scene, officers and uvenile with Fire Worksheet B. B. Fire Worksheet with uvenile e procedures can be used by fire the type of services they receive they receive the type of services increase communication between increase communication between nvironment of juvenile firesetters of juvenile firesetters nvironment within the same fire department. department. fire the same within s regarding juvenile firesetters. In s regarding juvenile firesetters. rity of the firesetting problem and and problem the firesetting rity of reduce the possibility of juvenile reduce the possibility of juvenile contact with juveniles, these forms these forms contact with juveniles, Juvenile fire Juvenile rtments and relay this information to information this relay and rtments systematic methods for evaluating methods systematic of firesetting youth and their families their families youth and of firesetting throughout the country and represent to juvenile firesetter programs. programs. to juvenile firesetter cation regarding the iden the cation regarding ilies "falling through the cracks" in the system and in the system ilies "falling through the cracks" firesetter programs. firesetter programs. . The information recorded on these sheets can apply recorded on these sheets can apply . The information . These sheets will add to . These sheets These interview schedules are designed to provide the . These sheets are likely to . These sheets are likely . These sheets contain basic dem . These sheets contain basic programs. With minimal training, thes With programs. juvenile firesetters and their families. The interview schedules consist of a of schedules consist The interview and their families. juvenile firesetters which are asked series of questions schedules in personal interviews. The application of these interview regarding the seve yields information data on the psychosocial e preliminary widely used have been schedules The USFA interview and their families. of fire departments by a number fire depa standard practice for many failing to receive the necessary services. services. necessary the to receive failing Functions. with juvenile firesetter program various divisions within fire department are likely to addition, these forms firesetters and their fam Limitations within fire departments. divisions who use them Schedules USFA's Interview Content Benefits Target Populations companies by engine identified firesetters juvenile of range entire to the and referred and fire investigators with one another designed to go hand-in-hand Users. These sheets are communi facilitate and to divisions different firesetters between and fire where engine companies Therefore, in those fire departments first are likely to make investigators within ng juvenile firesetter programs youths to existi will help direct these fire department. the same record firesetters and their families and once they enter juvenile Once the information is recorded at is recorded information Once the depa to their can return investigators existing juvenile firesetter programs. juvenile firesetter existing on the J information record incoming information screening preliminary provide worksheets two Together these and their families. youth on firesetting The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 104 The National Juvenile Firesetter/Arson Controland Prevention Program They areindexed inthe ResourceLi manual describing indetailtheappli families toappropriate service agencies inthecommunity. There are three service personneltoscreen,evaluatea firesetting incidents.There arethree the probability that thejuvenile firesette youth andtheirfamilies according to risklevels.These levelsreferto The interview scheduleshavescoring procedureswhichclassify firesetting observations aboutthepsychologica levels parentsareaskedtocomplete aquestionnaire which contains about physicalhealth,thehome, thefa questions regardingthepsychological and detailsofthemost recent firese two main sections.Sectiononeasksque and peers.Foradolescentfiresetters home andfamily, andthethirdsec firesetting history,the divided intothreesections.Thefire the parents.Forchildrenseventhro and sectiontworequiresobservations sections. Section onefocusesonques For childrenunderseven,theintervie presented inslightlydifferentwaysdependingontheageoffiresetter. the interview schedules. Theinte together forapproximately ninetyminutes byfireservicepersonnelusing Content psychosocial environment. regarding theseverityof contain information whichmay beusef guidelines suggestedinthesemanual departments haveestablishedjuveni fire departments extensivelythroughouttheUnitedStates.Many Users. These interviewschedules and accompanying manuals areused by divide are application their describe Target Populations . These interviewschedul children sevenandunder.Thesec manual outlines theinterviewschedul screen andevaluatetheentirera procedures ineachofthesethreema working withadolescentfiresette The thirdmanual containstheinterv schedules andmethods tobeappliedchildrenagesseventhirteen. Federal Emergency Management Agen . Juvenile firesetters and their families areinterviewed aloneand second sectionpresentsque thefiresettingproblem nge ofjuvenilefiresetters. l behavioroftheirchildren. st attheendofthiscomponent. ugh thirteen,theinterviewscheduleis tion asksquestionsregardingschool the interviewscheduleisdividedinto rview schedulesareorganizedand rs. Theimplementation ofthe ond manual describe le firesetter programs followingthe d into three age gr cation oftheseinterviewschedules. nd referjuvenilefi mily, peers,andschool.Forallage to bemade regardingthehome and environment, including information cy/United States FireAdministration tions regardingfiresettingbehavior iew schedules and procedures for iew schedulesandproceduresfor sectionasksques tting incident. Sectiontwoasks es andmethods forworkingwith s. Theinterviewschedulesalso rs are likely toparticipate infuture levels of risk--little, definite, and nuals allowsfiredepartments to stions relatedtofiresettinghistory w scheduleisdividedintotwo ul to mental health professionals ul tomentalhealthprofessionals es andthemanuals which and theconditionsof stions relatedtothe resetters andtheir oups. The first oups. Thefirst tions related to s theinterview

Implementation 105 to evaluate the setting behavior. setting behavior. specific method for specific method e interview schedules is that is that schedules e interview ntal health or juvenile justice ntal health or . For example, as a general rule . For example, suggests the type of interventions interventions of type the suggests more serious fire been investigated. Therefore, the investigated. been rview schedules. Their application rview schedules. Their application monitor little risk firesetters for a for little risk firesetters monitor mediate their problem. Juveniles problem. Juveniles their mediate iable method for classifying the for classifying the iable method and they are widely accepted and and and they are widely accepted ng the specific characteristics of of characteristics specific ng the ng to the severity of their presenting ng to the severity ning period is required to teach fire is required to teach fire ning period re service personnel re service personnel e interview schedules provide an e interview sk firestart because of psychological because of psychological sk firestart ion obtained during evaluations of schedules yield a schedules yield art by accident or out of curiosity, and and curiosity, or out of art by accident ed for additional evaluation by mental ed for additional evaluation by mental and their families. In addition, these In addition, these and their families. and for recommending specific types of of and for recommending specific types firesetting youth and their families.firesetting youth . The major disadvantage of thes . The major . The primary function of the FRY Program Data Sheet is the function of the FRY Program . The primary . The primary advantage of the interview schedules is that they of the interview schedules advantage . The primary firesetting youth and their families. The data sheet is used to keep a to keep a sheet is used The data families. and their youth firesetting describi record of the information Fire-Related Youth (FRY) Program Data Sheet Functions informat interview of organization applied throughout the fire service. applied throughout the fire service. is well-documented in three manuals is well-documented Limitations require educational intervention to re to intervention educational require ri extreme definite and as classified and antisocial of a pattern part of or as difficulties, family conflict, They require me delinquent behavior. Benefits procedures for fi provide systematic of juvenile firesetters entire range interview schedules yield a quantif severity of the firesetting problem Also, only a brief trai interventions. inte service personnel how to use these not have and reliability their validity which they yield remains of the information consistency accuracy and identified as little is that children concern open to question. A primary of actually be exhibiting signs risk may extreme--representing increasingly severe firesetting behavior. In general, In general, behavior. severe firesetting increasingly extreme--representing firest as little risk classified children the interview intervention. Hence, also system This classification problem. beneficial to most likely to be classifying juvenile firesetters accordi firesetters juvenile classifying to is One way to address this problem be referr these types of cases should thes health professionals. While firesetters, and evaluating juvenile screening in first step important by yield. virtually nothing is known about the quality of the information that be set in place. This will ensure must Therefore, back-up procedures and assessment appropriate receive and their families juvenile firesetters intervention. aluation and educational intervention. aluation and educational intervention. subsequent to their ev period of time firesetting youth have been extreme Also, in cases where definite and strategies be used in assessment other identified, it is recommended that conjunction with the interview schedules The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 106 The National Juvenile Firesetter/Arson Controland Prevention Program incidents. potential toyieldquantif sheet canbe viewedas arecordkeeping instrument whichalso hasthe type ofinformation whichemerges from interviews.Therefore,thedata firesetting youthandtheirfamily memb on thedatasheetdonotrepresentque the physicalandpsychologicalfeatures and monitors theyouthinvolvedintheseepisodes. FRY Program DataSheetclassifies information onfiresetting incidents numerical value orcode whichfacilitates later analysis of the data.The remediate thepresentingproblems. school data,behavioralf regarding thecharacteris recent firesetting episode. Inaddition, some information iscollected firesetting incidents,includingfiresett interpretation of firesetting behavior juveniles become involvedinfiresetti firesetting incidentsand somewhat provided byfireinvestigators.As Limitations instrument. recordkeeping method, butitalso identified. Thus,theFRY Program patterns offiresetting.Asaresult,trendsinfire This structure allowsforsummarizi numerical codesandvaluestoinforma Benefits specific circumstances surroundingthefi For eachjuvenile involved intheincident,information iscollectedonthe the number ofjuvenilesinvolvedandth firesetting incidents. Foreachincide Content informati the mayfind fires within fire departments andlawenforcement unitsinvestigating arson detailed information onfiresetting in youth andtheirfamilies. Inaddition, programs aspartof theinformation theykeep in theirfiles on firesetting Users. TheFRYProgram DataSheetca evaluated byfiredepartments. recording dataontheentirerangeof Target Populations. Federal Emergency Management Agen . TheFRYProgram DataSheetisorganized according to . Theadvantage oftheFRYProgram DataSheetisthatitassigns . Theinformation ontheFRYProgram DataSheetis The FRYProgram DataSheetcan beused for eatures, andtheactionstakenbyprogram to tics ofthefiresetters,includingschooldataand iable dataonthecharacter on inthisrecorduseful. lessemphasis onunderstandingwhy such,thereisastrongemphasis on issomewhat neglected. Therefore, nt, information iscollectedregarding ng dataandarrivingatquantifiable has potentialvaluesasaresearch Data Sheetnotonlyhasvalueasa ing history and details of the most ing historyanddetailsofthemost cy/United States FireAdministration tion regardingfiresettingincidents. ng behavior.Thatis,the clinical juvenilefiresettersscreened and cidents, arsoninvestigationunits Allinformation is assigned a of firesetters.Th stions whicharetobeaskedof because thisdatasheet contains ers, butrather they represent the re, demographicch eir relationshiptooneanother. n beusedbyjuvenilefiresetter setting incidentscanbe istics of firesetting e specific items e specificitems aracteristics,

Implementation 107 dures. Users can dures. Users can aluation instrument aluation instrument that this procedure is against the anticipated risk. For risk. the anticipated against s and will yield a classification of s and will yield a classification appropriate proce r fire service procedures. For each r fire service procedures. oblem, they might select the USFA's they might oblem, of screening or ev s to implement a method to determine to determine a method s to implement ontribute to a qualitative understanding understanding a qualitative to ontribute decision grid suggests

Decision Grid the decision grid fo Table 2.4 presents ovides quantitative information on information Data Sheet provides quantitative FRY Program while the not c incidents, it does firesetting families. youth and their firesetting of attributes of the psychosocial important represent are analyzed which fivedimensions method, selecting the most when considerations identify their need for a specific type identify their need output and impact and weigh the potential want if a fire department example, pr firesetting the severity of a youth's The schedule. interview widely used by several fire department this of implementation the Therefore, juveniles. for risk firesetting and current screening the service adequately to procedure is likely have may Other fire departments evaluation needs of the fire department. in the decision grid can assist objectives, and different assessment procedures. available the various implementing the utility of evaluating The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation Criteria Decision Firesetter Adolescent Program FRY Schedules Interview USFA's Worksheets with Fire Juvenile Sheet Contact Telephone Method 108

Evaluation keeping Record- Evaluation Screening Screening Purpose The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agen Trained fire field working in the or anyone investigators, arson well personnel as fireservice by beused may departments-- probation counselors in intake Designed for personnel service

manager program firesetter Juvenile personnel service fire any telephone or answering the Firefighters, User Anyone Fire ServiceDecisionGrid Table 2.4

the system the system firesetters within points to track service delivery received in and services demographics Files with firesetters information on demographic Files with high moderate, and levels--low, of threerisk according to one behavior and arson the firesetting of theseverity An assessment steps intervention data and psychosocial demographics, incidence, firesetting Files on intervention plan of an and development for firesetting and extreme risk low, definite, juveniles into of Classification Output cy/United States FireAdministration points service delivery contact and between first communication Increased analysis oftrends analysis for quantifiable assigned todata and valuesare codes Numerical firesetters and classifying for evaluating applied system accepted and of awidely The application help most appropriate firesetters tothe in routing information toaid of firstcontact The organization behavior firesetting delinquent of the severity documentation of Systematic

Impact firesetters firesetters following paperwork trail of unnecessary Creating an firesetting of the "whys" information on supplying Short on this method on reliability orvalidity studies of statistical are noformal Currently there been conducted studies have statistical formal results, andno score summary No quantifiable system system overloaded an already paperwork to Adding

Risk

Implementation 109 ential, they are icant damage or icant damage nvestigators is to s where they are h about the dangers of ral procedures and they ral procedures and iews are conducted with son, and an interview schedule. son, and an interview schedule. gins at the fire scene. There are gins at the fire scene. rent types of law enforcement rent types of law enforcement crime statistics. In addition to crime t officials begin their investigation t officials begin their investigation resulting in signif resulting d of both the fire service and law e reports are confid of the procedures used by law- procedures used of the ected, investigated, or arrested for or ected, investigated, r programs exist, these children are these exist, r programs represents a recurrent behavior, can a recurrent behavior, represents ing. If juveniles acknowledge their ing. If juveniles acknowledge their t offense motivated by accident ort offense motivated by accident If the firesetter is arrested, juvenile is arrested, firesetter the If the communication which occurs porting procedures to be completed porting procedures to be completed taken by many fire i ate arson fires. All law-enforcement ate arson fires. All law-enforcement ons. Finally, there are communities communities ons. Finally, there are ithout further obligation. However, ithout further obligation. However, le firesetter program igation. In some communities arson igation. In some e end of this section the decision grid e end of this section juveniles suspected of arson. ors can counsel the yout arsonist. These are gene are arsonist. These . Investigation interv When the cause and origin of fires are either unknown or the cause and origin of fires When personal injury and whose firestarting personal injury and whose firestarting of arson. for the crime be arrested thes arrest reports are filed. Although usually released to their parents w usually released to their parents fires older youth who are involved in report examination a fire scene such as a fire investigation report, the physical evidence of ar documenting firesetting, and refer them to juveni firesette no local juvenile available. If uniformreported as part of the national re be other arrest reports, there may The interview schedule recounts between fire investigators and approaches to fire and arson invest in which Arson Task Forces, comprise to investig are assigned enforcement, firesetting, law enforcement has several options. If the firefiresetting, law enforcement was set by a it was a firs very young child, or if Target Populations three diffe Users. There are at least police personnel. In other communities investigators are fire department investigati handle arson departments determined to be arson, law enforcemen determined be procedures. The investigation usually at identified are fires setting in involved juveniles which instances in some approach The general the fire scene. to firesett convince juveniles to admit curiosity, then investigat juveniles suspected of arson. are applied to most all juveniles susp are applied to most Functions. The following are some examples examples are some The following when encountering and juvenile justice agencies probation, enforcement, and juvenile firesetters activity. At th any type of criminal procedures. these of implementing impact summarizes the Investigation Interview The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency LAW ENFORCEMENT, AND JUVENILE PROBATION JUSTICE PROCEDURES

Implementation 110 The National Juvenile Firesetter/Arson Controland Prevention Program investigate andarrestarsonsu and agenciesdesignatedwiththeresponsibilityauthorityto most States), apreliminary assessment is completed todetermine if the neglect andabuse.Usually within credible evidencecanbedemonstrated tosubstantiatesuspicions of neglect, maltreatment, orabuse.Thei Protective Services investigates all typically isreferred toas ChildProtective Services. Inmost states,Child frequently isorganized within the neglect, maltreatment, orabusewithin Functions Child ProtectiveServicesReport arrest aremostlikely to Users. Law-enforcement agenciesrespons Miranda Rights. interviews whichmay leadtotheirarrestforarsonshouldberead Target Populations their rights. questions to ascertain whetherthe j of theircommunicationwithlawenforcem Rights. TheseMirandaRightsnotonlyinform aboutthenature juveniles In additiontoCalifornia,thereareotherstateswhich useJuvenileMiranda Jury hasrecommended asetofMiranda of investigationinterviewsleading cannot happentotheinformation di law enforcement andcriminal suspects.Theserightsoutlinewhatcanand pertain tothenatureandtypeof federal lawtoreadthejuvenilesth arrest offiresetters, then law- Functions Miranda Rights for firesetting. objective of the investigation intervie addition tocollectingbasicdemographicinformation, theprimary the stipulatedproceduresofva Content agency designatedasenforcingthist Federal Emergency Management Agen . Thecontent of investigation interviews willvary dependingon . Inmost states,thelaw mandates reporting suspected child . Ifarsoninvestigationintervie . In general,juveniles participating in investigation administer MirandaRights. spects followtheseprocedures. enforcement officialsaremandated by communicationwhichoccursbetween sclosed bysuspectsduringthecourse eir MirandaRights.Rights reported incidentsofsuspectedchild rious law-enforcement agencies.In to arrests.TheLosAngelesGrand a shortperiodoftime, (24hoursin uveniles understandthemeaning of ype oflegalprotection.Thisagency Department ofSocialServicesand a24-to48-hour w isto establish motive andintent r primary functionistoascertainif cy/United States FireAdministration Rightsspecificallyforjuveniles. ent, buttheyinclude aseriesof ws appeartobeleadingthe ible forarsoni time periodtothe nvestigation and

Implementation 111 . Therefore, it ant antisocial behavior. behavior. ant antisocial Decision Criteria focuses Decision Criteria focuses being victims of neglect, of neglect, being victims iteria is designed to be used to be used iteria is designed s. It is designed to be used in in used be to designed is It s. their suspicions within a 24- to to within a 24- suspicions their es to be used in assisting in the in the used in assisting to be es ilies. The primary goal of this ilies. The primary Its application requires a certain certain requires a application Its delinquent behavior interpretation of individual items, interpretation of individual items, Protective Services refers these refers these Services Protective departments usually conduct an departments e evaluation to determine whether determine e evaluation to e youths will be involved in future in will be involved e youths in immediate jeopardy. If this jeopardy. in immediate stion as to whether their firesetting titutions suspecting child abuse are child abuse are suspecting titutions period of time Child Protectiveof time Child period tuation. If there is no outstanding If there is no tuation. be specified, along with the reasons be specified, along with the reasons veniles who have been arrested for youngsters will be these youngsters likely that ounded. Based upon the information upon the information ounded. Based for appropriate intervention. for appropriate intervention. ild Protective Services. . Children suspected of . Children suspected r antisocial activities. activities. r antisocial . The Adolescent Firesetter . In most States, arrested for arson they are when youth are . In most . The reporting procedures require basic demographic require basic demographic . The reporting procedures by intake counselors in probation department tools. conjunction with other assessment level of understanding regarding the therefore it should not be used without prior training. Target Populations Cr Users. The Adolescent Firesetter Decision collected in these evaluations, Child evaluations, these collected in families youngsters and their Functions referred to probation. Probation of on analyzing components primarily to ju applied appropriately is most que where there is some firesetting or psychosocial conflict or defi result of is the activity the reports are indicated or unf the reports are and ins Users. All persons, officials, Content The type of suspected members. on children and family information or abuse must neglect, maltreatment, Adolescent Criteria Firesetter Decision fam of the youth and their assessment Services will conduct a comprehensiv Services will conduct Target Populations to Child be reported can families their and or abuse maltreatment, Protective Services. state laws to report by most mandated 48-hour time period to Ch for the suspicions or observations. The Adolescent prosecute. whether to is to determine assessment Criteria are guidelin Firesetter Decision and of firesetters and social environment evaluation of the psychological risk levels which into and families juveniles It classifies their families. the likelihood that thes help determine arson-related or othe health and safety of children are safety of health and si current living their from removed specified then within a emergency, determination is made, then it is then it is made, determination The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 112 The National Juvenile Firesetter/Arson Controland Prevention Program levels. statements represent theactualdecisi in firesetting aswellother ty which describe arangeof attitudesandbehaviors reflecting participation separately for juvenilesandtheirfamilies. Thescalescontain statements risk levelcontainstwo subscales instrument isdivided intothreerisk determining theseverity of thepr contained intheinstrument areintendedtobeusedasguidelinesin criteria Criteria.Thedecision The JuvenileSexualOffenderDecision Content Limitations firesetting youth andtheir families. counselors make difficultdecisions distinctions. In addition, itoffers behavior. Currentlythereareno organizes statements regardingthe Benefits the presentingfiresettingbehaviora adolescents andfamilies arelikely to re Consequently, counselorswillhave toward high,moderate, orlowriskforfiresettingcanbeestimated. (high concern),2(moderate concern), or1(lowconcern),thetendency by calculatingthefrequencywithwhichcounselorsuseratings,3 determining aspecific risk level for juvenilesand theirfamilies. Rather, The Adolescent DecisionCriteriadoe families usingthesedecision criteria. assessments, counselorsshouldbeable evaluations withjuveniles andtheir families. Rather,as result of intake These statements arenotintendedto concern, a2ifitisofmoderateconcer statements by assigning anumerical Counselors areasked to ratetheju difficult todetermine itssuccess inasse been noreliabilityorvalidity stud reliable decision-making criteriamay beapproached. Becausetherehave Second, iftheinstrument resultedina application wouldincrease thequality of the evaluative information. which remain tobeaccomplished. Fi Although thisapproachshowsgreatprom reached regardingthe severityof attempt atdeveloping standards tohelp increase theaccuracy ofdecisions Federal Emergency Management Agen . TheAdolescentFiresetterDecision Criteriaismodeledafter . The major asset oftheAdolescent Decision Criteriais that it . TheAdolescentDecisionCrite generalguidelines ies conductedontheinstrument, itis nd theiramenability totreatment. veniles andfamilies ontheindividual levels--high, moderate,andlow.Each pes ofantisocialactivities. These esenting firesettingbehavior.The on criteriaforeachofthethree risk be askedasquesti delinquentfiresettingbehavior. regarding actionstobetakenfor total quantitativesc cy/United States FireAdministration which assessriskcharacteristics severity ofdeli other attempts todescribethese theitemisofhigh rating of3if a generalideawhichrisklevels ssing theseverityoffiresettingand present in assessing the severity of n, anda1ifitisoflowconcern. rst, instructions toratethejuvenilesandtheir s notresultinatotal score ise, there are a number of tasks ise, thereareanumberoftasks ria represents apreliminary in helpingprobation nquent firesetting ons duringintake standardizing its ore, thenamore

Implementation 113 ocedures utilized effective course of of course effective content of this evaluation is for intervention. There are a are There for intervention. are referred to probation for are referred to specify the steps which are to be the steps which specify pically conduct assessments of pically conduct assessments d descriptions of the history of d descriptions of the history of specific period of time. This specific period of time. c statutes and legal guidelines. It partments, there is some basic there is some partments, ers, intake officers develop case ecific intervention objectives are ecific intervention objectives lationships with family and friends, and friends, lationships with family behavior problems. In addition, behavior problems. ed from juveniles regarding their ed from juveniles in the majority of these assessments. assessments. these of majority in the s on the current firesetting offense, offense, firesetting s on the current summarizing the pr summarizing es and their psychological and social es and their psychological nd outline who is responsible for re goals. Upon completing interviews interviews re goals. Upon completing that these objectives are accomplished are accomplished objectives that these that are used for conducting these that are used and deciding on the most on the most and deciding Juveniles are not evaluated by probation unless they Juveniles are not evaluated by probation period of time. period of time. . Once juvenile firesetters firesetters . Once juvenile . Although the specific format and and . Although the specific format Decision Grid Table 2.5 presents the decision grid probation, and juvenile justice law enforcement, is anticipated that most juveniles arrested for arson. Content collected that is routinely information detaile includes This basic information futu current skills and strengths, and memb family with juveniles and their objectives, treatment plans which outline objectives, a taken to meet these a these objectives within achieving of the evaluation procedures. constitutes the basic format probation, and juvenile justice to screen juvenile by law enforcement, can vary firesetters and arsonists. There are general procedures which state to state, depending on specifi from Target Populations. ty Users. Probation intake counselors de likely to vary between probation with an emphasi activities antisocial re with alcohol and drugs, involvement PlanProbation Case Functions for conducting follow specific procedures evaluation, counselors recommendations and making assessments approaches of different number e interviewed regarding these same also ar members background. Family these evaluations, sp topics. From the current identified to remediate are outlined to ensure specific steps within a reasonable crimes. have been arrested for arson or other arson related behaviors behaviors arson related to state. In state county to county and from from They vary assessments. is collect information basic general, delinquent offens firesetting or other intervention. intervention. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 114 The National Juvenile Firesetter/Arson Controland Prevention Program populations. evaluation method designedspecificallyfo particular methods.TheAdolescent to referthisdecisiongridverifytheoutputandimpactoftheir agencies willhavesimilar procedures

Federal Emergency Management Agen alreadyinplace,butthey may want Decision Criteriare cy/United States FireAdministration r juvenile firesetter and arsonist r juvenilefiresetterandarsonist presents anew

Implementation 115 Risk

Arrested Arrested may juveniles be not for diverted necessary psychological interventions

No No quantifiable summary score results, and noformal statistical have studies been conducted

Relies heavily on self report youth from and their families Impact

Systematic Systematic documentation of the severity delinquent of firesetting behavior The protection physical of the and psychological of welfare as children by guaranteed law

The protection The protection of the legal rights of arrested minors

The identification of specific intervention objectives

Systematic Systematic documentation and of monitoring rates incidence juvenile of firesetting and arson Output

A signed legal document acknowledging administration rights of

An assessment of the severity the of firesetting and behavior arson according to risk three of one levels--low, and moderate, high Documentation to plans of case remediate delinquent firesetting behavior

In cases of no In cases arrest, incidence are reports filed; in cases of arrest arrest records are established to Filed reports the legal entity in state governments for responsible investigating cases of child abuse Table 2.5 Table 2.5

Intake counselors in probation departments Probation department counselors

Law enforcement personnel responsible arson for investigation s and arrest Juvenile investigators Any persons, officials, or institutions suspecting child abuse User Decision Grid Decision

Purpose Documentation Documentation of credible evidence demonstrating neglect, abuse, or maltreatment To inform youth of their legal rights arrest to prior Documentation Documentation incidence fire of To assess the the To assess psychosocial tofactors related firesetting and identify interventions The evaluation The evaluation the of psychosocial tofactors related firesetting and behavior arson

Law Justice and Juvenile Probation, Enforcement, The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

Juveniles but arrested, or tried yet not for sentenced arson Adolescent Adolescent but arrested, or tried yet not for sentenced arson Youth arrested arson for Youngsters Youngsters who evidence abuse, neglect, or maltreatment Youth Youth of suspected arson

Target/ Population Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Probation Case Plan Criteria Adolescent Adolescent Firesetter Decision Justice Juvenile Probation and Miranda Miranda Rights Child Protective Services Report Investigation Interview Law Enforcement Method

Implementation 116 ANDSCHOOLPROCEDURES MENTAL HEALTH The National Juvenile Firesetter/Arson Controland Prevention Program documented setofinstructions elaborate on theiranswers. TheTAFisaccompanied byawell- availability oftime andhowmuch sessions (forthepurposesoftreatment andtherapy)depending onthe hour (forthepurposesofassessment), oritcantake uptofiveone-hour department personnel.Theinterviewcan evaluators forparole,law-enforcemen designed formental healthprofession interview techniques,andawareness administering theTAFhavesomefamiliarity withrapport-building, professionals orexperiencedclinicia Users. TheTAFisintendedtobeimplemented bymental health time orwhoarereceiving treatm structured interviews withfiresetters whoarebeingassessed for thefirst Target Populations about theunderlyingmotiva problem andgivethem theopportunity designed toallowfiresett start and its circumstances in a detailed andexplicit way. TheTAFis incident. In addition,itprovidesamethod toexplorethemost recentfire- examining thesituational andpersonality precipitants of thefiresetting committed arsonists. TheTAFitems literature onfiresettingandfrom clin introspection. The133items compri rehabilitation offiresetters,and assessing theunderlyingdynamics offi including evaluatingthenatureand firesetting. TheTAFisconstructed to accomplish several functions, assess olderchildrenandadolescen Functions Questionnaire The TherapeuticAssessmentofFiresetting(TAF) in workingwithjuveniles to procedures. Inaddition, thesection w the decisiongridispresentedwh procedures usedtoevaluatejuvenilefi The followingapproachesrepresent some examples ofmental health Federal Emergency Management Agen . The TAF is astructuredinte . TheTAFis . TheTAFisdesignedtobeusedwhenconducting ers totalkexplicitly tions fortheirbehavior. prevent firesettingbehavior. describingitsapplications. ent forfiresetting orarson. stimulating therapeutic growthand of grosspsychopathology.Although ich evaluatestheimpactofthese ical experiencewithpsychiatrically- ns. Itisrecommended thatthose sing theTAFweredrawnfrom the ill discuss briefly therole of schools als, theTAFalsohasbeenusedby resetters. Attheend of thissection, cy/United States FireAdministration extent ofthefiresettingproblem, t, fireprevention,andcounty resetting behavior the firesettersareencouraged to ts whohavebeeninvolvedin are organized into general factors togainagreat becompletedin rview/questionnaire designedto about theirfiresetting , planningforthe er understanding as littleone

Implementation 117 neralizability. d arson-related factors relating factors ors include: (1) (1) include: ors ncil test which can which can ncil test llent qualitative data on the is that it represents a unique a unique is that it represents primary focus be its usefulness in focus be its usefulness primary interpretation and ge ity of the TAF would increase its TAF would increase the ity of tting behavior an is absent. Rather, it says that that it says Rather, is absent. al scoring procedure for assessing al scoring procedure problems. In addition, it assesses problems. tive relationships, (8) difficulty in tive relationships, duals with significant firesetting firesetting with significant duals on a particular factor does not on a particular factor does ecific dimensions or ecific dimensions nd disorder, (5) physical health, (6) physical health, (6) nd disorder, (5) items comprising the factor. Hence, comprising the factor. items is a paper and pe ng the consistency or accuracy of of accuracy or ng the consistency al advantage of providing clinicians evaluations to provide a quantitative items would enhance its credibility, credibility, would enhance its items and (9) pyromania or pyromaniac or pyromaniac and (9) pyromania havior. These fact havior. These nhanced by noting that the greater the nhanced by noting e for interviewing, evaluating, and e for interviewing, evaluating, provide valuable information on the on provide valuable information competencies of juveniles. competencies the part of firesetters. . Although the TAF yields exce . The Achenbach Child Behavior Checklist provides an . The Achenbach Child . The major benefit of the TAF . The major . It is intended that the TAF's TAF's that the . It is intended Information on the reliability and valid on the reliability Information utility as a clinical and research instrument. The Achenbach Child Behavior Checklist Functions definition of child behavior empirical of children. It the social competency and the picture of the problems Limitations norms, obtain to attempt an firesetters, of functioning psychosocial the profiles, or summary scores of its broaden its application, and improve be used in conjunction with clinical Benefits at providing a structur attempt indivi of the treatment stimulating to the explanation of firesetting be firesetting of explanation to the to potential the has It histories. firese underlying causes of recurrent du activities. In addition, it has the self- with important psychosocial information and potentially stimulating insight and introsopection on Content of firesetting dynamics insight into the and understanding stimulating comprising The items interview. a clinical of within the context behavior sp into can be organized also the TAF reliability, which is a scale assessi a which is reliability, and frustration, expressing anger responses to the TAF, (2) family background and experiences, (3) background TAF, (2) family responses to the a disturbance (4) mental intelligence, (7) lack of suppor financial problems, there is no form tendencies. Although when consideration into the TAF must be taken of nature the self-report interpreting responses. these factors, interpretation can be e interpretation these factors, of endorsed focus should under a particular the more items factor, number However, the fact and rehabilitation. treatment that factor for be placed on highly that firesetters do not score factor conclusively prove that such a to the specific not admit do firesetters The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 118 The National Juvenile Firesetter/Arson Controland Prevention Program administration andscoringoftheChecklist. a computer. Finally,thereisa normal andemotionally impaired youth. against whichtocompare individual children asyoungfourandold Target Populations juveniles whosepresenting problem isfiresettiing willreceive athorough practitioners. However, re the theoreticalorientation, training, and treatment approachesofthe for conductingassessment interviews. Frequentlyevaluations willreflect Mental healthprofessionalsoftende Assessment General MethodsofPsychosocial evaluation whichtakesplaceduring clinical interviews. of behavior,itdoesnotreplacethe their families. While itprovidesanaccurate and reliable empirical view comprehensive clinicalevaluationwhenassessingfiresettingyouthand Limitations functioning ofchildren.Th competencies, giving acomprehens validity oftheChecklist.Second, Checklist. First,there arewell-doc Benefits the Checklist areaccurateandconsistent. number andvaliditystudi ofreliability parent formismost used frequently teacher form,adirectobservationform different respondentforms fortheChecklist,includingaparentform, a and playalone,thei friendships andhowjuvenilesgetal hobbies, games, activities,organizati social competency scale asksquestions internalizing behaviorscore,andan The secondisabehaviorproblem scal sub-scales, anactivitiesscore,asoci scales. Thefirstisa20-item social Content and interpretationofthescale. and interpreted by trained clinicians w Checklist shouldbeadministeredUsers. TheAchenbachChildBehavior Federal Emergency Management Agen . TheAchenbachChildBehaviorChecklistconsistsoftwomajor . There areseveraladvantagesoftheAchenbach Child Behavior . TheChecklist must beused inconjunction with a . TheAchenbachChildBehaviorChecklistassesses r levelof schoolfunctioning.There arefour ird, the scales canbesc gardless ofthesefactors, competency scale which contains three umented studies onthe reliability and value ofexploration,observation,and ong withothers,howwelltheywork the scalesassessbothproblems and well-written manual describingthe velop theirownstylesandmethods ive perspectiveonthebehavioral alization scoreandaschoolscore. e whichcontainstwosub-scales,an es demonstrate thattheresponsesto externalizing behaviorscore.The ho are familiar withtheho arefamiliar application cy/United States FireAdministration in clinical settings.Asubstantial 16. There are standardized norms 16.Therearestandardizednorms andayouthself-reportform. The ons, jobs,chores,thenatureof responses. Itcanbeusedwith regardingparticip ored withouttheuseof itisexpectedthat ation insports,

Implementation 119 h who firestart, the presenting the presenting been utilized to assess juvenile to assess utilized been to refer them to one of several to one of them to refer r mental health procedures. The The health procedures. r mental setter program, a mental health a mental setter program, uveniles, and through preliminary uveniles, and through preliminary y, along with an analysis of the with an analysis y, along ned extensively in the Intervention ned extensively in the Intervention e end of this component indicates indicates this component e end of me that school personnel can provide that school personnel can provide me tting behavior through educational through behavior tting g problem and the significance of the and the significance g problem ing two methods represent general ing two methods the appropriate service agency. agency. service the appropriate mmarizes the output, impact, and risk the output, impact, and risk mmarizes uvenile firesetters, schools should be able to uvenile firesetters, schools should

School Procedures the to prevent is juveniles with in working schools role of The primary and firese occurrence of fireplay personnel identify yout Services component. When school Decision Grid the decision grid fo Table 2.6 presents used specifically with designed to be the only method TAF represents The remain juvenile firesetters. have procedures which also assessment grid su firesetters. The decision of these methods. the application of each associated with are outli These activities programs. be course of action should their major fire agencies including the juvenile in will depend, The referral or agency, and law enforcement. professional part, on the severity of the presentin to assu it is unreasonable While fire. evaluation services to j j identify the recognize the problem, to screening procedures, refer them evaluation of their firesetting histor of their firesetting evaluation underlying psychosocial dynamics contributing to contributing dynamics psychosocial underlying at th The Resource List problems. additional references which will be helpful to clinicians who want to who want clinicians to helpful will be which references additional of firesetting assessments to conduct comprehensive understand how psychopathology. history and related The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation Assessment Psychosocial General Checklist Behavior Child Achenbach The Scale (TAF) Firesetting of Assessment Therapeutic The Method 120 problems logical psycho- exhibiting youngsters All problems behavior exhibiting Youngsters firesetting histories of significant with adolescents children and Older Population Target/ The National Juvenile Firesetter/Arson Controland Prevention Program

Federal Emergency Management Agen families and their youngsters strengths of problems and psychological the To assess competencies well as problems as on behavior information quantitative provides which pencil test A paperand growth therapeutic stimulating and rehabilitation, planning for to firesetting, factors related psychosocial Evaluation of Purpose

Mental HealthDecisionGrid User professionals mental health Trained professionals or para- professionals mental health Trained professionals Mental health

Table 2.6 cy/United States FireAdministration problems behavior and competency social two scales; scores on Standard firesetting related to questions systematic to of answers format, aset interview structured Through a employed procedures methods and specific according to vary Output will

Output problems behavior with youngsters on information clinical sound trically Psychome- firesetting on information clinical important obtaining method for Provides a resolution their of plansfor development and al problems psychologic of Evaluation

Impact evaluation clinical comprehensive with a in conjunction to beusedonly Recommended evaluated properties be psychometric its score norcan a summary Does not yield

Risk

Implementation 121 . Child Firesetter

. A Working Adolescent Preadolescent . San Francisco: The

. Ages 7 to 13. Firesetter Handbook Washington, DC: U.S. Government Printing Office. . Ages 14-18. Firesetter Handbook Washington, DC: U.S. Government Printing Office. Children's Program Manual Foundation. National Firehawk Handbook. Ages 7 and Under Washington, DC: U.S Government Printing Office. Fineman., et al. (1984). Fineman., Gaynor, J., et al. (1988). Portland Fire Bureau Portland Fire Ash 55 SW 97204 Portland, OR (503) 823-3806 K., er al. (1980). Fineman, J., et al. (1984). The Firehawk Gaynor, Don Porth Don Bureau Portland Fire U.S. Fire Administration Program Children's The Firehawk

USFA's Interview Schedules USFA's Interview Source: References: Juvenile With Fire Worksheets A and B Juvenile With Fire Worksheets Source: Contact: Telephone Contact Sheet Telephone Contact Source: Reference:

3. 2. 1.

The following items provide ways to get further information about the further information ways to get provide items The following in the component. described and methods procedures Fire Service Procedures The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency RESOURCE LIST RESOURCE

Implementation 122 The National Juvenile Firesetter/Arson Controland Prevention Program Procedures Law-Enforcement Federal Emergency Management Agen 2. 1. 4. Contact: Contact: Source: Juvenile MirandaRights Source: Investigation Interview References: Source: DataSheet FRY Program

LosAngelesGrand Jury David Lowery FRYProgram Rochester,NewYork's U.S.FireAdministration ArsonTaskForce Cole,R.E.,etal.(1984). (301) 447-6771 Emmitsburg, MD21727 Suite 311 16825 SouthSetonAvenue,BuildingN, National Fire Academy FEMA (704) 336-3970 Charlotte, NC28203 1215 SouthBoulevard (704) 336-3970 Charlotte, NC28203 1215 SouthBoulevard Arson TaskForce Cole, R.E.,etal(1986). Prevention andControl. Department ofFire ofStateOffice Development Project York FireDepartmentFRY Program Second ReportoftheRochester Fire PreventionandControl. York: Department ofStateOffice Program DevelopmentProject the Rochester Firesetter Intervention cy/United States FireAdministration

, NewYorkFRY Children andFire, Juvenile . NewYork: . Report of . New , New

Implementation 123 , . New The

. New York:

. Burlington, VT: ychosocial Assessment Decision Criteria Decision Psychology of Child Firesetting Detection, and Intervention York: Brunner/Mazel, Publishers. Children and Arson, America's Middle-class Nightmare Press. Plenum (1982). Manual for the Child and Child Behavior Checklist Behavior Profile Child Psychiatry, University of Vermont.

Wooden, W.S. & Berky, M.L. (1984). Wooden, W.S. Horizon Counseling Center Suite 305 Estates, IL 60195 Hoffman (708) 882-7744 The Center for Prevention Service The Center for Prevention P.O. Box 254 VT 05490-0254 Underhill Center, (802) 899-2824 700 E. Trade Street Charlotte, NC 28202 (704) 342-6804 Gaynor, J. & Hatcher, C. (1987). T.M. & Edelbrock, C.S. Achenbach, Alison Stickrod Gray Terrance Neary, Ph.D. Juvenile Service Division General Methods of Ps References: The Achenbach Child Behavior Checklist The Achenbach Child Behavior Reference: The Therapeutic Assessments of Firesetting (TAF) (TAF) of Firesetting The Therapeutic Assessments Questionnaire Source: Adolescent Firesetter Adolescent Contact: Plan Probation Case Source: 3. 2. 1. 1. 2. Mental Health Procedures Probation and JuvenileProbation Justice Procedures The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 124 SERVICES COMPONENT 3:INTERVENTION The National Juvenile Firesetter/Arson Controland Prevention Program to improve forthesejuveniles andtheir families. future firesetting episodes greatlyreduced, butthequalityof life islikely adjusted orremediated, thennotonl activities. Itishypothesizedthatif psychological andsocialconflicttu core intervention.Recurrentfiresette their futureinvolvement inunsupervised experimentation canbeidentifiedandeducatedtoreducethelikelihoodof and firesettingbehaviormotivat ed byaccident,curiosityor The secondstrategyisearlyinterventi competent behaviorsandavoidparticip safety andeducational experience to j prevention. Thegoalofprimary preventionistoprovidesubstantialfire three major intervention approaches. Thefirst strategy isprimary firesetting behaviorandar firesetting. and preventionunderstanding th all ages witheducational experiencesfocused ontherules offiresafety of otherwisenormal youth.Thisis incidence offirst-time un objectives. Primary preventione Each of thethreeintervention strategies aredesigned toachieve specific Intervention ObjectivesandDecisionGrids system. meet theobjectivesand presented tohelpprogram managersse justice systems. eachlevelofintervention, decisiongrids For are involve mental agenciesandprofessi models toworkwithjuvenilefiresetters. Core intervention services early intervention services.Theyus enforcement. Thefireserviceis community agenciesincludingthesc particular targetpopulations.Primar strategies havespecificintervention objectives andtheyareaimed at entire rangeofunsupervisedfireplaya and coreintervention--areaimed at The threeinterventionstrategies--pr strategies designedtore The InterventionServicescomponent presentstheprimary intervention Purpose Federal Emergency Management Agen target populationneedsof theirservicedelivery supervised fireplayand duce theincidenceofj son-related activities. Thesestrategies reflect the leadcommunity agencyproviding accomplished byprovidingchildren of thesepsychosocialproblems canbe reducing juvenileinvolvement inthe imary prevention,earlyintervention, y arethechancesofinvolvement in fforts areintendedtoreducethe onals andtheprobationjuvenile y preventioneffortsinvolveseveral e many differenttypesofprogram nd firesettingactivities.Eachofthe rs frequentlyexperiencesignificant cy/United States FireAdministration on. Youthparticipatinginfireplay uveniles sothattheydevelopfire- lect thebestinterventionoptionsto hools, thefireservice,andlaw e consequencesof fireplayand rmoil related totheir firestarting ation inunsupervisedfirestarts. firestarts.Thethirdstrategyis firesetting inpopulations uvenile involvement in

Implementation 125 ether this approach has imary prevention efforts imary n to as old as twelve. Core agencies are designed to meet agencies are designed ith little or no history of fireplay , whether it has been successfully , whether it has been successfully ferral mechanisms within the fire within ferral mechanisms ions will lead to an intervention intervention to an ions will lead tation of intervention approaches tation of intervention approaches pursue treatment for their patterns for their patterns pursue treatment vel of intervention. These decision vel of intervention. These decision If treatment recommendations are recommendations If treatment at eliminating recurrent firesetting firesetting recurrent at eliminating managers make informed choices informed managers make on and family counseling services, on and family to firesetting and arson offenses. to firesetting and arson offenses. tting and treat the underlying causes causes underlying tting and treat the fire safety and prevention programs. fire safety and prevention programs. strategies are designed to work with cused on identifying both children children identifying both cused on nd remediation for the contributing for nd remediation addition, their objective is to prevent prevent to is their objective addition, ected that older youth and adolescents ting incidents. The implementation of The implementation ting incidents. tivities and those involved in first-time those involved tivities and setter program in their community. setter program of firesetting youth. Pr sion grid to ascertain wh ascertain to sion grid implemented. The decision grids serve as guides to help users decide how The decision grids serve implemented. fire juvenile to build an effective strategy. For example, if a well-funded fire department in a major in a major fire department if a well-funded strategy. For example, firesetter juvenile a comprehensive to initiate areas wants metropolitan which includes both evaluati program, the deci they can utilize been tried, and, given specific limitations are focused on children and adolescent w age appropriate from also can benefit is firesetting children whose are designed for programs Early intervention work These programs or experimentation. curiosity the result of accident, under with children ranging from seve and adolescents whose at those children services are aimed intervention which best meet their needs. There are five critical dimensions identified are five critical dimensions their needs. There which best meet strategies. They are: (1) criteria in choosing intervention as important (5) limitations. and impact, (4) (3) acceptability, source, purpose, (2) these dimens of consideration Careful intervention the three major Each of specific target populations are developed for of these programs or firesetting. Although the majority school children, it is exp elementary grids are designed to help program grids are designed to help program regarding the selection and implemen Target Populations of the behavior. Probation and juvenile justice efforts provide legal Probation and juvenile justice of the behavior. to their families youth and incentives to legal system can implement justice the juvenile not followed, related consequences and punishments each le Decision grids are presented for are aimed services Core intervention a treatment behavior and providing is the primary Mental health intervention psychosocial determinants. recurrent firese utilized to stop method of antisocial and delinquent behavior. Early intervention programs are fo programs Early intervention ac fireplay or firesetting at-risk for In episodes. firesetting and fireplay these objectives. the recurrence of fireplay and fireset of fireplay and the recurrence education, and re evaluation, short-term supporting community service and other The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 126 The National Juvenile Firesetter/Arson Controland Prevention Program recurrent firesettingbehavioristhe and arson-relatedactivities. organized effort ismounted toreduce establish opencommunication channelswithoneanothersothatan service, law enforcement, juvenile ju capable ofhelpingjuvenile working linkageestablishedbetweenthevarious communityagencies efforts alonewillnotresolve theproblem. Itiscrucial thatthere be take thelead role in developing pr it deservescommunity-wideattenti Juvenile firesettingmust beviewed their content, utility,andeffectiveness. committed tojuvenilefiresetter intervention programs isdirectly related to costs ataminimum. Nevertheless, populations canbeincorporatedinto additional program effortsaimed at juveniles, asopposedtoothergro must electtopayparticularattention tothefiresettingpopulationof aspect offightingfires.Lawenfor suppression activities, willneed to high priority for theircurriculum. Firedepartments, heavily committed to whether primary preventionprograms de willing tomake intheircommunity. Forexample, schools must decide upon thecommitment oftime andresour The designand implementation of juvenile firesetter programs willdepend juvenile firesetter determining whethercommunitiescanbenefit from thedevelopment of assessment isanappropriatestartingpointfor community. As ofneed project toevaluatetheextentofth always readilyavailable andoftenre to the development of planstoinitiate incidence of thelocal juvenile fire when designing intervention programs for juvenile firesetters. First, the There areseveral situationalfactor Situational Influences characteristics oftheentire Developing theInterventionPlan range inagefrom eighttoeighte antisocial activity orcriminal behavior.Theseyouthareusuallyolderand Federal Emergency Management Agen intervention programs. rangeoffiresettingyouth. firesettersandtheir families. Schools,the fire setting problem must beassessedprior cement, probation,andjuvenilejustice ups ofdelinquentyouth.Frequently as acommunity problem, andassuch, en. TheScreening,Evaluationand result ofsignificantpsychopathology, on. Althoughfiredepartments may s whichmust betaken intoaccount Component detailsthepsychosocial e juvenilefiresettingproblem inthe ograms forjuvenilefiresetters,their existingoperations,therebykeeping quires theorganizationofaseparate direct their focustotheprevention aprogram.Thisinformation isnot theleveloftime resources and cy/United States FireAdministration stice, and mental health must all juvenile involvement infiresetting specific problem areasortarget signed toteach firesafety area ces participatingagenciesare

Implementation 127 to go for help to resolve it. it. help to resolve for to go and extent of their services. and extent of their services. rding to the type of services rding to shift over time, a fire safe and to shift over time, r the long-term. The community r the long-term. and the seriousness of juvenile and the seriousness ved in helping juvenile firesetters firesetters juvenile ved in helping within the management of within the management must be convinced of the value of must designing and developing new designing and developing new d at reducing juvenile involvement d at reducing juvenile involvement to maintaining low rates over time. low rates over time. to maintaining ces for establishing and maintaining maintaining and establishing ces for Educational manuals coupled with coupled with Educational manuals nd firesetting incidents. The basic effective public relations campaign relations campaign effective public children understand the rules of fire e life of these programs. Although Although e life of these programs. have slightly different roles and have slightly a fully functioning and ongoing part a fully functioning and ongoing on, from primary prevention to core prevention primary on, from ing to sustain the resources necessary ing to sustain the resources necessary unity must be educated about the be educated about unity must must be knowledgeable enough to take must be knowledgeable in first-time unsupervised fireplay a in first-time is that if of these programs premise are aime programs prevention Primary training seminars are important resour are important training seminars problems of juvenile firesetting. An of juvenile problems often require intervention programs offered, designing and implementing special expertise and information. effective intervention services. of stages Although the preliminary The success of juvenile firesetter intervention programs depends on on depends programs intervention firesetter of juvenile The success the comm factors. First, several to recognize the s and adults how to teach parent must be developed and where and how in children problem of on the problem agency focusing their attention Each community to likely is juvenile firesetting invol professionals and Those agencies with this special population of youth.must be trained in how to work acco will vary Although training needs struggle and perseverance, the true of often involves a great deal programs can whether these new program efforts sign of a successful endeavor is into survive their infancy and mature firesetter intervention programs Juvenile of their organizational structure. part of not only reducing juvenile must be viewed as an essential in firesetting, but integral involvement Critical Issues Critical level of interventi Regardless of the underst public must intervention, the help. appropriate to get the steps the first the nature responsibilities, depending on in help factor a key is This argument time that the to ensure Efforts programs. intervention juvenile firesetter part of ongoing become to these programs committed and resources budget and staffing considerations are likely community needs and priorities involvement in firesetting and they in firesetting involvement operations ove program for maintaining and the participating service agencies will help to sustain th organizations an adequate and nt for maintaining is a powerful argume secure community juvenile of low rates sustaining for system intervention effective in firesetting and arson. involvement The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency PRIMARY PREVENTION

Implementation 128 The National Juvenile Firesetter/Arson Controland Prevention Program likely toinitiateorparticipatein safety andpreventiontheconseque enrich firepreventionprograms byoffe ring classroom visitsorassemblies, families. In addition,the fireservice educational servicesdesigne these youth,havethemtourtheloca local firedepartment forhelp.Fire have foundtheirchildrenplayingwith example, parentswhofirstnoticetheir development of fire safety behaviors inchildren andtheirfamilies. For Fire serviceeffortscanbeimportant ongoing curriculum plans. recommended thatschools integrate primary preventionefforts intotheir resources andtherangedepthofdesiredservices.Itisstrongly particular program orsetofprogram of firesafetyandpreventionprogram adoption ofafiresafetycurriculum. Thereareseveral excellentpackages printed material toparents. Amore fire educationpresentationtoyouth effort schoolsarewilling tocommit. aside for teaching fire preventionand safety willdepend onthelevel of can befocusedtoreach themajority aretheobvioussitewheremaximalschool agedyouth.Schools efforts explored as wellasprograms aimedatelementary, middle, and high childrenshouldbe of children.Educationalprograms forpreschool comprehensive fireprevention effort It isrecommended thatcommunity or competent behaviors. the common objective ofteaching youthhow todevelop fire-safeand learning utilize avarietyofdifferent anti-crime aimedatyouth. efforts enforcement canincorporate firesafetyeducationaspartof theirgeneral with theirschooldistrict fire housestoprovidetoursandedu fire servicecanmount nationalandlocalmedia campaigns, utilize district curriculum andactivities, slide presentations, films, and assemblies. The wide rangeofpreventionactivities the schools,fireservice,andla which operatetheprograms. Primary preventionprograms arefoundin prevention programs. Themodels employed largelydependonthesites There areseveraldifferenteducati all agesfiresafetyandsurvivalskills. prevention effortsareeducational pr Federal Emergency Management Agen s topresentuniqueeduca d toteachfireprevention tochildren and their comprehensive approachmight bethe nonproductivefiresetting.Primary cational seminars foryouth,andwork w-enforcement. Schoolscanoffera strategies and activitiestoaccomplish ograms designedtoteachchildrenof s developeddependsontheavailable s already developed for schools. The alreadydevelopedforschools.The s Primary preventionprograms can departments canoffer totalkwith of children.Theamounttimeset designed toreach l firehouseandprovideshort-term can workwiththeirlocal schools to A minimal effortmight consist ofa coupledwiththedistributionof onal models utilized inprimary adjuncts inhelpingtopromote the cy/United States FireAdministration matches mayinstinctivelycalltheir ganizations oragencieslauncha nces of firestarting, they are less nces offirestarting,theyareless including firesafetyeducation children's interest in fire orwho tional experiences.Law- a broadage-range

Implementation 129 designed to teach ments can support national can support ments ect, produced by its Community ect, produced by its Community encies willing to participate in to encies willing List at the end of this component List at the end of this component ect sample of successful primary ect sample of successful primary her information about all of the her information p (CTW's) Fire Safety Project Safety Project p (CTW's) Fire is project reaches children at the the prevention effort must be effort must the prevention target populations, users, content, target populations, users, content, for implementation. They must fit They must for implementation. plan for promoting community fire community plan for promoting the fire safety program must be program the fire safety ich must be considered in the be considered ich must best friends, are utilized to teach safety rules. The methods of safety rules. The methods ith preschoolers) are the primary ith preschoolers) are the primary onally focused program teaching Characters like "Bert" and "Ernie," "Bert" and "Ernie," Characters like designed to promote firesafety. to promote designed imary prevention school curriculum imary learning activities activities learning d. Third, the specific populations of d. Third, the specific d to communicate information on fire information d to communicate the degree of commitment to teaching to teaching commitment of the degree a decision grid is presented to analyze areness and teaches them appropriate Prevention Week, by mounting active Week, by mounting Prevention with implementing these programs. these programs. with implementing nally, local fire depart nally, local . The CTW's Fire Safety Proj Services Division, is a unique nati fire aw critical age of their initial attitudes toward fire and basic fire deserve special attention. Sesame communication utilized by this project Street characters (already popular w and programs. Most of these programs are comprehensive packages are comprehensive Most of these programs and programs. which consist of specific classroom Worksho Television A. Children's Functions preschool children fire prevention. Th communicators of fire safety lessons. safety and prevention. Programs School Curriculum and of pr The following are descriptions and secondary school to elementary fire safety and prevention rules students. At the end of this section two very different fellows but very be given to the nature and type of be given to the nature and type of must consideration Careful established. whichfire safety programs are selected into a coordinated and comprehensive sel represent a The following programs programs. and risk associated the impact wh basic elements There are five fire safety. for prevention program primary of a successful development objectives of First, the educational the community ag specified. Second, be identifie must prevention primary Fourth, be targeted. juveniles must be determined. personnel, etc.), must of time, (in terms fire prevention and structure of Finally, the format communities. They are in several operating currently prevention efforts of their function, described in terms The Resource benefits, and limitations. furt provides details on now to obtain slide presentations, and films designe and films slide presentations, prevention. Fi safety and Fire as National such programs, campaigns television media print and The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 130 The National Juvenile Firesetter/Arson Controland Prevention Program preschoolers throughavarietyofdi these Sesame Streetcharacters al children about firedrills,firefighters,andtraining.Because the completion oftheirprimary schooleducation. recommends thatchildrendemonstrate competency inall25behaviors by categories: protection,preventi a setof25keyfiresafetybehaviorswhich aredividedintothree safety curriculum intheirclassroom. materials for teachers whichis designatedto help them implement afire prevention. LearnNottoBurnconsistsofacomprehensive packageof educate primary schoolchildrenabouttherulesandbehaviorsoffire the Learn NottoBurn FireSafety Curriculum tomeet thedemand to Functions Learn NottoBurn B. the effectivenessofthisparticularapproach. benefit fromfiresafetyeducation,th Limitations preschool agechildrentoth Benefits fire safetytochildrenat communicators, offersanintensive a Newsletter--along withtheuseof mediums ofcommunication--televis available to nursery and preschool setting. Inaddition,CTW producesaFireSafetyNewsletter Hence, CTW designedmaterials andseminars toteach children in their majority of thematerial neededtobedemonstrated directly tochildren. some firesafetylessonswereap programming Street.Initi ofSesame short, single-topicvignette communicating firesafetyinformati Contents. TheCTW's Fire Safety Project employs multiple mediums of Users. Children,parents,andteache safety lessons valuable. is preschoolers,althoughchildrenages Target Populations become effective communicators of messages and materials createdbythisproject. Federal Emergency Management Agen . Thisisauniqueandcomprehensive attempt atintroducing . TheNational Fire Protection . Althoughpreviousresearchsuggeststhatpreschoolerscan . Theprimary audienceof the criticalpreschoolage. preschools. Theapplications ofthreediverse s presented asaregular e conceptoffiresafety. important messagestochildren. propriate fortele on, andpersuasion.TheNFPA on. Theprimary method isthrough ere islittledocumentation evaluating Thecurriculum is ready haveenteredthelivesof nd consistentapproach toteaching ion, teachingmaterials andthe al researchindicatedthatalthough cy/United States FireAdministration fferent typesof rs canunderstand five to seven also find these fire five tosevenalsofindthesefire Sesame Streetcharactersas Association (NFPA) developed CTW's FireSafetyProject CTW's part ofthetelevision vision viewing,the organizedaround exposures, they andapplythe

Implementation 131 in the program versus in the program t phase of Learn Not to Burn Burn Not to Learn of t phase rsuasion and prioritized in terms in terms and prioritized rsuasion t that all the necessary materials materials t that all the necessary safety behaviors are categorized safety behaviors their electrical equipment and electrical equipment their e of fire. Some examples of examples e of fire. Some how to help their students attain students attain help their how to re safety behaviors, evaluation re safety behaviors, evaluation e general design of the curriculum, e general design of the curriculum, s safely, how to store flammable how to store s safely, ren's involvement in the program. in the program. involvement ren's ove electrical hazards. The third The third ove electrical hazards. developing a home fire escape plan. escape plan. fire developing a home ng others about smoke detectors, ng others about smoke detectors, ention activities. Some examples of examples Some ention activities. ping competent and responsible fire ping competent and responsible priority, protection, involves those priority, protection, ementing the program in seven urban the program ementing prevention information for teachers to for teachers prevention information outlet covers. Learning all 25 key outlet covers. Learning all 25 hose children participating evention, is comprised of those behaviors which evention, is comprised . Learn Not to Burn is designed to be used in the designed to be Not to Burn is . Learn Learn Not to Burn's 25 fire fire 25 Burn's to Not Learn . The research and developmen The research . s and 200 teachers. The impact and suburban sites involving 4,000 students and 200 teachers. The impact on both knowledge and practice was found to be of the curriculum significantly better for t Parents curriculum. reported those who had no exposure to a fire safety being highly satisfied with their child are included for the implementation of the complete Learn Not to Burn Not to Burn the complete Learn of the implementation for are included in their classroom. educational program Benefits of impl effectiveness evaluated the of its in terms curriculum ratings to the positive gave highly Also, teachers acceptance and application value and usefulness. Learn Not to Burn's established. firmly appears to be community educational within the The Learn Not to Burn program contains an extensive package of contains program The Learn Not to Burn of th including documentation materials cards showing teachers 25 curriculum fi is each of the key competence in fire prevention and ievement ach designed to measure instruments fire satisfaction with the program, regarding the availability of rmation to their students, and info disseminate repor Teachers additional teaching aids.

elementary school classrooms of kindergarten through eighth grade. eighth grade. kindergarten through of classrooms school elementary classroom in the to be implemented to Burn is intended Not Users. Learn school teachers. by primary Content. prevention and pe protection, to according The first of their importance. learn in cas must behaviors children fire drills, performing in school include participating protection behaviors roll procedure, and the stop, drop, and Target Populations Target pr The second priority, will deter injury before fire occurs. Some examples of prevention prevention of examples Some occurs. fire injury before will deter matche behaviors include how to use sure others properly maintain making electrical install helping others liquids, and how to identify and rem liquids, and how to identify and to behaviors which encourage others priority, persuasion, focuses on those aware of fire safety and prev become teachi persuasion behaviors involve behaviors results in children develo skills. safety The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 132 The National Juvenile Firesetter/Arson Controland Prevention Program preventing justonesignificantfire. Nevertheless, themonetary output proportion oftheirbudgettopurcha a highlevelof quality,notallschool districtsmay bewilling toallocate a while the Learn Not toBurnmaterial it wouldbeuseful tohavedatasubstantiatetheseclaims. Inaddition, general merit of firepreventionprog incidence ofjuvenileinvolvement studies investigatingthe Limitations children. the needtobeawareof projects. Therearesome activities in activities includegames, consequences offireplaybythemselves promote discussionsothatstudentscanthinkthrough the possible and the rapidity withwhich fire spr provide information aboutthenature been developedtohelpgetchildren curiosity aboutfire.Theyattempt togobeyondprograms which have Content third gradeclassroom teachers. teacher and theyareintendedto be Users. The activities inthe curricul school-age children. grade. Therearesome activities alsodirected attheparentsofthese elementary schoolclassroom forchildre Target Populations respect toits power. power offire,howquicklyitcanspr children will"hands-on" experiencedesignedtoteachthem aboutthe grade andcanbeimplemented bycl activities inthecurricul package designedtocomplementLearnNotBurnprogram. the The juvenile firesetterprograms. Itwas and fireserviceprofessionalwhoalso limitations offire.Itisdeveloped curriculum designedto teachchildrenaboutthewondersand Functions. Knowing AboutFire C. Federal Emergency Management Agen . Theactivities inKnowing . Todate,therehavebeen Knowing AboutFireisarela . Thiscurriculum isde um areappropriatefor howavailablefirestarting materials areto their crosswordpuzzles,songs,andcreativewriting impact ofLearnNottoBurninreducingthe by agroupofeducators,psychologists, eads. These activities aredesignedto conceived asanadditionaleducational implemented bykindergarten through ead, andhowvulnerabletheyarewith rams intheschoolscannotbeargued, s arecomprehensive andproducedat out offireonceit in unsafefirestarts.Althoughthe cluded forparentstoremind them of of fire,thepowerasinglematch, may well be worththecostsof cy/United States FireAdministration havebeeninvolvedindeveloping um aredesignedbyaclassroom assroom teachers. Theyprovide n inkindergartenthroughthethird ortheirsiblings.Some ofthese no reportedlong-term follow-up se theseeducational supplies. About Fireaddresschildren's tively newelementary school signed tobeusedinthe kindergarten throughthird has started.They

Implementation 133 d to fit into a into d to fit lves against the hazards hazards the lves against personnel in cooperation with with personnel in cooperation re safety skills which contribute ive. Therefore, the successful . They are designe sted by more than 100 Oregon sted by more es, a specific set of fire safety set of es, a specific Each grade has different levels of Each grade has different levels of ting a home fire safety survey, and that they are enthusiastic about about enthusiastic are that they that they are easily incorporated in incorporated are easily that they d in the activities useful and the the and useful activities d in the y and secondary school students in y and secondary school students seem to derive the intended benefits. to derive the intended seem are suggested for each grade level to are suggested for each grade level partments to schools to implement the to schools to implement partments measure knowledge acquisition. In- measure including the language arts, math, including the language arts, math, ementation of these learning activities ementation tiveness can be clearly determined. clearly determined. can be tiveness through eleventh grade. students to protect themse . The Fire Safety Skills Curriculum is intended for for is intended Skills Curriculum . The Fire Safety In the state of Oregon, school In the state of Oregon, . This is a newly developed curriculum, and as such, needs and as such, developed curriculum, . This is a newly . The curriculum was field te . The curriculum lopment efforts demonstrate that that demonstrate efforts lopment and deve research . Preliminary . The curriculum presents eight fi . The curriculum presents eight service training is offered by fire de service training is offered by fire curriculum. to the goal of assisting science, health, and art. The impl Benefits teacher for minimal is designed activity teachers. Each fire safety learning the fire service developed, published, and implemented a skills-oriented a skills-oriented published, and implemented developed, the fire service designed to assist primar curriculum Skills The Fire Safety and survival skills. prevention fire mastering grade with a set of expectations, provides each school Curriculum objectiv including measurable learning designed to activities, and methods students in kindergarten be to and designed for teachers is written Users. The curriculum in the classroom. by them implemented Content of different subject areas number Each of local fire service personnel. often involves the participation learning object activity has a measurable of each fire learning activity can be evaluated. The curriculum completion to assess administered of quizzes that can be a number also contains learning acquisition. Target Populations more direct fire-related experiences many Limitations before its effec broader application D. Fire Safety Skills Curriculum Functions. expectations explain the fire safety of uncontrolled fire. Grade level expected of students. learning outcomes activities expectations. Fire learning fire safety skills. These activities include students in learning assist learning the stop, drop, and roll technique, to light a demonstrating how safely, developing and implemen match Benefits presente the concepts find teachers so clear of the materials presentation and they in the activates participating their curriculum. Students report Students their curriculum. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 134 The National Juvenile Firesetter/Arson Controland Prevention Program suggest thatitiswell-received instructional, andmeaningful stud preparation, tobeasself-containedpossible,andprovideinteresting, children, ithelpsto buildthe se prevention. Thiscurriculum notonly that theyalsolearnasignificant amount participation inthe program. Ina elementary schoolstudentsreport Benefits requires participantstoprovide community. Theprogram containsanevaluationcomponent which prevention, butasenseofresponsibil justice personnelinteachingchildrennotonly theprincipleofcrime also includestheparticipationoflaw- and howtopreparethemselves tobe ninth gradershowtoapplytheirnewl topics fora12weekcourse. Therear justice system. Thecurriculum consistsoflesson planson eachofthese on arson,vandalism, propertycrimes,lawenforcement, andthejuvenile prevention. Thecurriculum isdesign prevention toadolescents,butitaloes Content. TheJuvenileCrime PreventionCu classroom teachers. Users. Thisprogram tobeimplemented is byeighthandninthgrade school childreninfourthandfifthgrade. groups ofyouth,adolescentsineighthandninthgradeelementary Target Populations implement thisprogram intheirclassroom. younger students. Thereisa12weekcurriculum designedforteachersto adolescents andtohelptheseyouths two major objectives of thisprogram ar skills toinstructfourthandfifthgrad and ninthgraders,whointurnutiliz a uniqueeducational program aimed atteaching fireprevention to eighth Functions TheJuvenileCrimePreventionCurriculum E. Limitations fireplay andfiresettingactivities. detailing the impact of thiscurriculum Federal Emergency Management Agen . Casereportssuggestthat . TheSt.Paul,MinnesotaInsuranceCompanies havesponsored . Theredoesnotappearto . Thiseducationalprog throughoutthestateofOregon. feedback onitseffectiveness. ddition, studentperformance indicates e theirnewlyacquiredinformation and ent experiences.Informal reports ed toprovideyouth enforcement, probation,andjuvenile educates twodifferentage groupsof ers on the topic of fire safety. The ers onthetopicoffiresafety.The e exercisesthatteachtheeighthand inreducingjuvenileinvolvement in y acquiredknowledgeoffiresafety being highlysatisfiedwiththeir studentteachers.Thecurriculum lf-confidence and cy/United States FireAdministration emphasizes generaltopicsincrime learn howtoteachtheseskills both eighthandninthgrade ity towardtheirschooland be anydocumentation available ofnewmaterial relatedtofire e toteachfiresafetyskills to rriculum notonlyteachesfire ram reachestwodistinct with information self-esteem of

Implementation 135 hers to younger hers to e idea of Project ren. First, youngerren. First, ts are highly favorable about favorable ts are highly are undertaken, it is difficult to it is difficult undertaken, are e controlled burn on videotape, the house to remind them of the them to remind the house le to experience first-hand the r school principal and firefighters this as a learning experience for this as a learning experience for mm camera. the Students watch Then students are escorted through through are escorted Then students new roles as teac new roles they are unsupervised at home after at home they are unsupervised k. Finally, adolescents represent a e school district, th age group includes many latchkey age group includes many of the unique and graphic learning of the unique and graphic learning one normally would, set a fire in one one normally experience may become fearful and become fearful and experience may lowed to tour the house escorted by by the house escorted lowed to tour throughout the remainder of the house. of the house. throughout the remainder population, which needs to know about is happening on the videotape. Then is happening on the videotape. oper response to emergencies. oper response to emergencies. fits of the program. the program. of fits . There are a number of reasons why participation in of reasons why . There are a number . While preliminary case repor preliminary . While ogram is somewhat difficult to of this program is somewhat . Although the content . Subsequent to watching th regarding their impressions of the fire. regarding their impressions immediately see the devastation in the burned house by firefighters. They where the fire started and the room A large cardboard post is placed inside school until parents return from wor school until parents return from large percentage of the babysitting the dangers of fire and the pr of Project Open House takes the combined Users. The implementation and the school district. cooperation of the fire service Content students receive a presentation by thei Target Populations to adolescent age school child this project is limited fire children witnessing this type of to understand it as a learning exercise. anxious, and therefore not be able at elementary are traditionally aimed Second, public education programs fire safety educational experiences are school school children, and middle Third, the adolescent less common. are at fire risk because who children, students. students. Limitations House Open F. Project Functions here because replicate, it is included adolescents by introducing them to them by introducing adolescents age school students. A cooperative experience it provides for adolescent th effort between the fire service and the impact of the program, there have been no attempts to assess whether whether to assess attempts been no have there the program, of the impact or other firesetting in participating from children deterred has this effort studies such Until activities. antisocial as Open House is to furnish a house extinguish it, and then utilize room, as a controlled or training burn. All process is known students. This overhaul, are recorded on and to suppression ignition events, from a 35 videotape and photographed with entire progress of the fire as it they are al after the blaze, minutes firefighters. Thus, students are ab consequences of fire. evaluate the actual bene evaluate the actual The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 136 The National Juvenile Firesetter/Arson Controland Prevention Program chronology ofthefireevents,from th intended impactandacceptab school. Userscanmake theirselectionsbasedonneedsandthe methods aimed atawiderangeof number ofdifferentprograms availa curriculum andprograms designedforprimary prevention.Therearea Table 3.1presentsthedecisiongridsummarizing information onschool Decision Grid more effectiveindiscouraging opposed tolesselaborateandmore in Limitations unsupervised andnonproductivefiresetting. adolescents toseeforthemselves the Benefits devastation thatcan classroom therearefurtherdiscussi to callforhelpfromtheneighbor's home. Oncestudentsreturntothe staying asclosepossible to thefloorandleavinghomeimmediately example, themelted telephoneinthe specific damage causedandthe partic blaze. Eachroom contains itsown safety message depending onthe smoke detectoralarms onbothlevelsofthehouse,toextinguishing Federal Emergency Management Agen . Theprimary advantageof . Itisunclearwhether this be causedbyfire. ility oftheseprograms. adolescents from firesetting. youthfrompreschoolthroughhigh ons abouttheirunderstandingofthe potential destructive e firstignition,throughtriggeringthe kitchen canstresstheimportance of ble utilizingava expensive methods, issignificantly cy/United States FireAdministration ular function oftheroom. For type of teaching strategy, as typeofteaching strategy,as such aprogramistoallow riety ofteaching consequences of

Implementation 137 Limitations

No documentation of No documentation impact No formal studies assessing crime prevention Labor and cost intensive No formal evaluation No formal evaluation of this approach No long-term followup studies of effectiveness information As yet no on effectiveness Impact

Minimal teacher preparation, self- contained, and easily implemented High satisfaction all ratings from levels of students and teachers Enthusiastically received by students, teachers and parents Effective use of popular preschool characters as communicators of fire safety Teaches 25 key behaviors resulting in competent fire safety schools Good initial reception by students and teachers

Table 3.1 Table 3.1 Acceptability Acceptability Utilized by school districts the throughout State of Oregon Utilized in the school districts of the Minneapolis/ St. Paul cities Reported as a single episode learning activity by one community and Widely used regarded highly by preschool teachers U.S throughout Extensively used in urban and suburban school districts U.S throughout A new program pilot-tested in a of sample schools Purpose First-hand, graphic First-hand, graphic exposure to watching a burn controlled fire and destroy Teaching crime fire prevention and safety skills to adolescents who in to turn teach them children younger Classroom (K-3) curriculum presenting hands-on fire learning activities Classroom (K-11) curriculum teaching mastery of fire survival skills Introduce preschoolers to fire safety Classroom (K-8) curriculum teaching fire safety and prevention The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Primary PreventionPrimary and Programs School Curriculum Grid Decision Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Project Open House The Juvenile PreventionCrime Curriculum Fire Safety Skills Curriculum Knowing About Fire Learn Not To Burn CTW's Fire Safety Project Method

Implementation 138 The National Juvenile Firesetter/Arson Controland Prevention Program Fire ServicePrograms following programs representexamples the generalpublicabout theproblems ofjuvenilefiresetting.The There areanumber ofeffortstouse printandtelevisionmedia to educate B. Media Campaigns fire safetytothepublic. provides anorganizedeffortforallle Benefits during thistime. customary forneweducationaleffortsormedia campaigns tobelaunched Week willvarydepending onwhoinitiatesand implements them. Itis Content Fire PreventionWeek. local firedepartments cantakepart Users. TheU.S.FireAdministration, prevention. aimed ateducatingparentsaboutteach histories offireplayorfiresetting. Recently there alsohave beenefforts focused onallchildrenandadolescents, Target Populations aimed atincreasingpublic awareness of theimportance offiresafety. prevention week.Organizedeffortsat may initiatefiresafety activities in fire preventionprojects (USFA) forthisspecialweek.In add national firepreventionprojectspla federal government asNationalFire Functions. Eachyearthefirstweek inOctober isdesignated bythe NationalFirePreventionWeek A. of theseprograms. presented analyzingthedimensions re focused onjuvenilefiresetting.Atthe end ofthissectionadecisiongridis recurrent firesetting.Thefollowingare specifically ontheproblem ofjuven and prevention.Severalfireserv implementing, andpromoting effortsaime On bothanationalandlocallevel,thefireserviceisactiveindeveloping, Federal Emergency Management Agen

. Thenatureoftheprojects . The major advantage ofNationalFirePrevention Week isthatit . National FirePreventionWeek activities are usually during thisweek.Also, nned bytheU.S.FireAdministration indevelopingprojectsforNational Prevention Week.Usuallythereare theircommunitytorecognizefire ice programs havebeendesigned ition, many Stateskickofftheirown levant tothesuccessful application cy/United States FireAdministration ile involvement inaccidentaland vels ofthefireservicetopromote national, state,a conducted duringFirePrevention descriptions ofselectedprevention of bothnationala ing theirchildrenfiresafetyand regardlessofwhethertheyhave State FireMarshalOffices,and d atteachingchildrenfiresafety local firedepartments nd local levels are nd localattempts

Implementation 139 firesetting and extent of they discover to be an annual restaurant chain this information will will this information fireplay and vior in their children. ection Association (NFPA) fire service, the school district, indicating that children playing indicating that children playing to children in elementary schools. schools. in elementary to children education divisions within fire hes and offers suggestions as to hes and offers suggestions as to rding the nature and extent of the the and extent of nature the rding what they can do if what they can do the evening news, the answers to the evening ed efforts in Portland, Oregon to ed efforts in Portland, Oregon et designed to stimulate public public to stimulate et designed regarding the nature king plans for this of these programs. There are many There are many of these programs. were pleased with the response and es during National Fire Prevention es during National Fire Prevention and prevention rules from watching watching and prevention rules from rough the use of the media. The use of the media. rough the important fire safety and prevention fire safety and prevention important on is designed to educate the general the general educate to on is designed school. The local public education programs to teach public education programs instructing parents in how they can how parents in instructing and prevention programs for their local programs prevention and fire deaths among very young children. very young children. fire deaths among firestarting. Presumably firestarting. Presumably dental firesetting beha en about the dangers of . The most recent program developed by the U.S. developed program recent . The most . The National Fire Prot . A local television station, the schools. Educating childr innovative approaches utilized by Then, each night for one week during week during Then, each night for one to provide fire safety departments are one of several teaching objectives and a popular restaurant chain combin and a popular restaurant chain safety fire to learn children encourage news. A checklist of their evening developed and distributed questions was their were asked to complete Children these questions were disclosed. to their checklist and return them C. Fire Department Programs in Schools public of many It is the mandate Firebusters the returning to every child meal a free children's agreed to provide All of checklist. In addition, there were drawings for grand prize awards. agencies the participating community They are ma of the project. outcome Big Fires Start Small Fires Curious Kids Set is a press pack Fire Administration firesetting. These of juvenile fireplay and the problem awareness about personnel hold press state and local fire service press packets help distribute information conferences and develops media kits which it promot is press kit, Big Fires Start Small, recent of the most Week. The theme NFPA based on recent findings by the with fire is the leading cause of of children playing with matc problem fires. child-set prevent can do to communities and their what families the fire service, the school cooperative event between the local media, district, and corporate sponsors. to promote fire safety messages th fire safety messages to promote rega information kit contains The media mponent describes how to obtain more to obtain more describes how of this component List at the end Resource about these programs. information informati This firesetting. accidental in their children involved articles newspaper result in local recognize and prevent acci public and, in particular, parents about public and, in particular, The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 140 The National Juvenile Firesetter/Arson Controland Prevention Program education effortsintheschools. some ofthecreativete examples school childrenabout school children. efficient method fordeliveringfire sa safe firebehaviorstoschool child entertainers. Thesestudentsarethen utilizedinashowtodemonstrate San Josetrainsdelinquent remote controlandisprogrammedan to hydrant, tointeractwiththeschool fire. Seattleutilizes atalking robo presentations focusedonteaching children thedangersofplayingwith to groupsofschoolchildren.These San Jose,Californiaconduct assemblies to Assemblies their visitstolocalschools. messages. Thesefilms arethenusedasoneofseveralteachingaidsin other prominent citizens to help deliver their fire safety and prevention juveniles fire safety tips. Fortheirfilms theyuselocalsports figures or Division develops,directs andprodu Films received bystudentsand teachers. Fire department officials comment that this media presentation is well- consequences ofparticipatinginfire to arsonarrests.This showem one teaching abouthowinvolvement in Several ofthesemedia showsaredir microcomputer projects athree-screen and prevention.Aseriesofslid Maryland has developed eightmulti-image slide programs onfire safety Slide Presentation. fire departmentsacrossthecounty. firesetting activities.Classroom vis mechanisms forevaluatingschoolch work intheschoolstheyareableto fire department's juvenilefiresetterprogram. Therefore,throughtheir firestarting. Thesefireinspectors also areresponsible power offireandthedangersa teaching program focusesonhelping children understand the nature and fourth gradeclassesonfiresafetyandprevention.Amajor partoftheir Charlotte, NorthCarolinahavec Classroom Visits. Each yearforthelast decadefireinspectors in Federal Emergency Management Agen . Asanannualproject,Seattl . Severalfiredepartments, in Along withclassroom visits,PrinceGeorge's County, the dangersofplayingwith ortruanthighschoolstudentsasperformers and onducted threeone-hou aching methods employed bypublic ren. Theseassemblies representan its alsoareconductedbymany other children.Therobotisoperatedby t, whichphysically resembles afire phasizes the legal anddestructive ces afifteen-minute film onteaching ected atmiddle schoolstudents,with nd consequencesofunsupervised setup effectivelinka setting andarson-re cy/United States FireAdministration fety messages tolargenumbers of nonproductive firesettingcanlead fire departments e projectorscoordinatedbya e, Washington's FirePrevention videopresentationwithsound. ildren involvedinfireplayand swer simplefiresafetyquestions. cluding Seattle,Washington and teachfiresafetyandprevention fire.Thefollowingare for operating the foroperatingthe develop scripted ges andreferral lated activities. r sessionsin

Implementation 141 . The US Fire . The , is referenced in the , is referenced in represent viable options. Users represent viable options. Users ce directory listing and describing listing and ce directory ere are various types of media evention effort in their community. evention effort in their community. loping fire prevention and education loping fire prevention eative and innovative methods and methods innovative eative and e programs based on their plans for for based on their plans e programs Public Fire Education Today Public Fire Education

Resource List at the end of this component. the end of this component. Resource List at approaches they have used in deve approaches they This book, programs. 72 public fire education programs developed by fire departments across by fire departments developed programs fire education 72 public the cr It outlines the country. Administration has published a resour has published Administration Decision Grid primary prevention the decision grid summarizing Table 3.2 presents In addition to by the fire service. be implemented which can programs th Prevention Week, National Fire which and school programs campaigns of thes can select one or more Resource Book on Public Fire Education Programs Fire Education Book on Public Resource pr an effective primary implementing The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation Today Education Public Fire Assemblies Film Presentations Slide Visits School Programs Fire Busters Small Big FiresStart Set Fires Curious Kids Media Campaigns Week Prevention National Fire Method 142 Primary Prevention DecisionGridFireServicePrograms Primary Prevention The National Juvenile Firesetter/Arson Controland Prevention Program teaching fire safety teaching firesafety evening news broadcasts on Visual education Visual education Resource directory Resource directory Visual education matches withplaying problem ofchildren designed toexplain National media kit setting andfire- fireplay media campaign on promoting national Press packet prevention and safety fire about awareness To raisenational

education department exposure tofire Participant Purpose Television Education and Federal Emergency Management Agen Commonly used Commonly throughout U.S. with matches children playing numbers of alarmingly high statistics showing developed based on & Researched several states Pilot-tested in throughout U.S. media events planned locally and Nationally teaching of many teaching ofmany Economical throughout U.S. fire departments several Used by families children and response from program, good presentation of adjustments in With minor

method teaching method teaching method Effective teaching Effective teaching Widely distributed Acceptability Table 3.2 cy/United States FireAdministration departments localfire by Good reception activities mount media states looking to by Well-received safety fire of awareness public Increased resource Excellent Positive response students Well-liked by from students Good reception students by Well-received Oregon throughout expansion support and Continued

Impact available children must be Services tohelp term problem impact onalong- Only ashort-term on behavior but unclearimpact awareness Increased Single exposure One-shot effect Short-term impact effort community cooperative Must bea

Short-term effect Limitations

Implementation 143 firestarts. The minded not only of theminded . First, there are virtually no this type of activity. Finally, this type of activity. Finally, preventing the recurrence of first- replay and firesetting incidents. In parents teach their children how to parents teach their children how ntly are aimed at elementary school at elementary ntly are aimed The Resources Directory at the end Directory The Resources and impact of these programs and of these programs and impact bout the dangers of participating in bout the dangers of participating they can do to educate their own they can do to educate their , posters, books, and other materials and other materials , posters, books, fighting dog, to deliver anti-crime deliver anti-crime fighting dog, to designed to help communities build designed to help but of the potential destructive and but of the potential destructive ing in nonproductive education can begin in the home if education can begin in the home information on how to obtain these on information are accomplished by setting up short- are accomplished community agency involved in the fy related psychosocial problems. fy related psychosocial problems. ts also must be re ts also ities. This campaign involved the development involved the development ities. This campaign term evaluation, education, counseling, and referral services designed to evaluation, education, counseling, and referral services designed term stop firesetting behavior and identi development of early intervention programs for The juvenile firesetters. of early intervention programs development at- children is to identify programs intervention early of objective primary risk for participating in unsupervised fi at are aimed addition, these programs or curiosity, by accident, motivated firesetting episodes time These objectives experimentation. leading The fire service is the unsupervised and nonproductive firestarts unsupervised and nonproductive designed to help programs systematic Fire develop fire safety behaviors. are aware of the activities parents curre of educational programs majority dangers of fireplay and firesetting, efforts, like Portland, Oregon's prevention cooperative primary Firebusters, can increase the visibility PreventionImproving Primary Programs in primary can be made areas where improvements major There are three a prevention efforts to teach children focused on teaching a greater effort Second, there needs to be children. adolescents the dangers of participat children, however adolescen in participating of legal consequences in nonproductive involvement the chances of reducing juvenile improve firesetting. an anti- recently mounted Council has Prevention Crime The National participating in from children at discouraging campaign aimed crime activ dangerous and illegal Law-Enforcement Programs the crime McGruff, of a mascot, messages to children. There are kits to children. messages community agencies and other law-enforcement available to These resources are organizations. effective crime prevention programs. programs. prevention effective crime contains more of this component materials. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency EARLY INTERVENTION

Implementation 144 The National Juvenile Firesetter/Arson Controland Prevention Program agencies. how torefer firesetters andtheir families totheappropriate service likely toneedcoreinterventionserv extreme risk, whiletheymay benefit from educationalprograms, theyare different educationalprograms. Ifyout behavior. Fire departments havesu that short-term education intervention willstop anyfurther firesetting firesetting problem. areiden Ifchildren determine the most appropriate strategies for remediating thecurrent Component. Theidentificationofrisklevelsallowsfiredepartments to detailed intheScreening,Evaluation firesetting risk of children andtheir families. Thesemethods havebeen fire departmentsmust establishmet building effective juvenile firesetting programs. Toimplement this model, departments acrossthecountryandisrecommendedstrategyfor referral. This approach istheon fire service.Thefirstprogram firesetting behaviorandremedi firesetters andtheirfamilies,butalsooffercounselingservicestostopthe There aretwotypesofearly interv implementation ofeachprogram. based onareviewof theimpact version oftheseprograms bestfitsthei referral orcounseling--andthenpro will selectone ofthetwo interven that firedepartments wantingtoesta summarizing themajor aspectsofbot At theendofthissectiononearlyin firesetting. the maximum levelof commitment tocontrol and abatejuvenile education andcounselingserviceso departments implement specificc depend ontheavailabilityofresources been employed byfiredepartments. Theselectionofthesemethods will juvenile firesetters.Thereareavariety ofcounselingmethods whichhave capable ofdevelopingandmaintaini counseling modelshouldbeutilized needed fortrainingandimplementing counselingservices.Therefore,the example, specialprogramstaff,suchasmental healthconsultants, are implement thantheevaluation,educa problems. Thiscounselingmodel requi fire departments thatnotonlyscr The secondprogram modeliscounse Federal Emergency Management Agen tion models--evaluation, education,and ention program mode ate theaccompanying psychosocial model isevaluation,education,and tervention, adecisiongridispresented hods forscreeningandevaluatingthe e most frequently employed byfire blish juvenilefiresetterprograms first een, evaluate,and ng significant intervention efforts for ccessfully implemented anumber of and DevelopingtheInterventionPlan ffered byfiredepartments represent ices. Firedepartments must know only byfiredepartments whichare ounseling services.Evaluation, ceed todetermine whichspecific cy/United States FireAdministration ling intervention.There aresome r needs.Thislaterdecision canbe h programmodels.Itisassumed res significantlymore resourcesto tified aslittlerisk, then itislikely and trainingexpertisetohelpfire tion, andreferralmodel. For and riskassociated with the h areidentifiedasdefiniteor ls operatedbythe educate juvenile

Implementation 145 l program model, l program , containing games nile firesetters and their and their firesetters nile e, depending on their age e, depending on their age uvenile Firesetter Program is to Program Firesetter uvenile le firesetter program represents a of evaluation, education, and education, of evaluation, be implemented by fire service be implemented ogram model. At the end of this model. At the ogram and prevention rules, is used with ecific programs is provided in the is provided ecific programs e Plan and conducting a home fire e Plan and conducting a home res and playing with matches and res and playing with matches havior. Audio-visual teachings aids aids teachings Audio-visual havior. agencies. These children and their their agencies. These children and en developed for children 4-6 years, ducation and referra ferred for further core intervention intervention ferred for further core l sessions, juveniles complete written ddition, the family does homework, does homework, ddition, the family which summarizes the major aspects of major the which summarizes with a smaller number coming from from coming number with a smaller fire safety knowledge. They then attend four to ountry. They were selected because certain ountry. They this approach deserves special mention. Prior to this approach deserves special mention. features of its operation. Those youth identified identified Those youth its operation. of features at their local firehous The Official Fire Safety Manual The . The entire range of juve . The primary purpose of this J . The primary . While the format of this juveni the format . While features of these programs represent outstanding or exceptional aspects of aspects or exceptional outstanding represent programs features of these and referral pr the evaluation, education successful their facilitate be considered to which must these programs on sp Documentation implementation. the end of this component. Resource List at are re risk as definite or extreme are sent every six months for two forms services. Follow-up evaluation a 7% data indicate and the resulting families years to participating rate. recidivism Target Populations additional for referred and educated, evaluated, be screened, can families services. is intended to Users. This program personnel. Content standard example of the evaluation, e the educational feature of educationa in the their participation pretests designed to assess six educational sessions referral interventions for juvenile firesetters currently operating in fire fire in operating currently firesetters juvenile for interventions referral the c across departments is presented grid section a decision Functions Interview Schedules. All youth are evaluated using USFA's families of the program This educational segment attend 4-6 educational sessions. is one of the outstanding be of their firesetting and the history extensively. are used examples are programs The following A. Firesetter Program, Columbus, Ohio The Juvenile who are setting fi prevent juveniles juveniles are these of The majority fires. starting additional lighters from fire investigators, from referred health and mental services children's and puzzles designed to teach fire safety have be manuals all youth. Separate 7-9 years, and 9-12 years. In a Fire Escap including designing a Home Evaluation, Education, and Referral Programs and Referral Education, Evaluation, The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 146 The National Juvenile Firesetter/Arson Controland Prevention Program post-tests toassesstheamount ofincr safety inspection. In thefinal educational meeting, children complete manual, Parents also attendthelastclass. A Firesetters attendthefirst twocla hour firesafetyclassesarerunfor first isahighlystructuredformat of Content Users. Fireservicepersonnelcanimple has asignificanthi their typicalchildisone entire rangeofjuvenilefiresetters.However,theprogram reportsthat Target Populations is contingentuponcompletion ofth other servicesonanas-neededbasis. is auniqueprogram feature. Firesetters andtheir families are referred for mental healthagencyforatleastsix ofjuven of thisprogram. Families division offireprevention.Theseclasses representanoutstandingfeature Schedules. Allchildrenalsoattend methods andfollowingtheguidelines administration. Alljuvenilesareevaluatedusingfamily assessment division ofthepolicedepartment, Youth arereferredtofirepreventi Montgomery CountyFireDepartment's Functions OperationExtinguish,MontgomeryCounty,Maryland B. it islikely that more information onitseffectiveness willbe forthcoming. been inoperationforonlytwoyears. information ontheimpact oftheprogram. However,theprogram has In addition,outsideof recidivism can bemet, therefore there is awaitinglist for children andtheirfamilies. Limitations access totheappropriateeval educational exposuretofiresafetya Benefits children atthefirehouse. approach byfireservicepersonneltoprovideeducationalexperiencesfor prevention accruedfromtheprogram. Federal Emergency Management Agen . OperationExtinguish hastwouniqueprogram features.The . Youthparticipatinginth A QuestionofBurning . OperationExtinguishisone . Thereisagreaterdemand forthisprogram thancurrently story offireplay . OperationExtinguishsc who isbetween theages of uation andreferralservices. . Week onecoversthehi and/or firesetting. e prescribedinterventionplan. ile firesetters are referred to a private aprivate arereferredto firesetters ile udio-visual aidsare on bytheirparents,from theyouth family counselingsessions.Thisalso nd preventioninformation aswell data,thereisnootherreported sses andmay bringtheirsiblings. Releasefrom OperationExtinguish fireeducationclasses.Threetwo- fire safetyclassesconductedbythe Therefore, asitcontinues todevelop recommended byUSFA's Interview cy/United States FireAdministration eased knowledgeof and from thejuvenile services Thisrepresentsacomprehensive ment thisprogram successfully. groups ofjuvenilefiresetters. is program receiveexcellent DivisionofFirePrevention. oftheprogramsrunby reens andevaluatesthe nineandfourteen story offirefacts. used alongwitha fire safetyand

Implementation 147 as guidelines these counseling program is that it provides a program has waned in ting this program at the majority of firesetters and of firesetters at the majority safety rules for parents. Escape safety rules for ives referrals, fire investigators fire investigators ives referrals, resetting incidents. In addition to Schedules are used as a result of mpleted by week three, is assigned three, is assigned by week mpleted cation intervention for juvenile cation intervention for juvenile ng a records check, investigators escape plan. Week two focuses on two focuses Week escape plan. ipate in these sessions, since it is these sessions, ipate in ogram, Rochester, New York ogram, Rochester, New ychosocial functioning of juveniles, about the potential consequences of consequences of about the potential nd children participate in writing writing in participate nd children ce of knowing how to react in fire ce of knowing how nt and provide fire safety education. nt and provide fire safety education. ting in further firesetting and other ting in further firesetting and other investigators with more information information with more investigators azards, escape planning and survival and survival planning escape azards, nvolved in fireplay and firesetting nvolved in fireplay and firesetting ffectiveness of Operation Extinguish ffectiveness of Operation Extinguish nd of the third session, both children nd of the third session, t six family counseling sessions. The sessions. counseling t six family with the educational experience. with the educational ssions are tailored to meet the individual needs of the individual ssions are tailored to meet . Apparently interest in suppor . The apparent advantage of this about the fire. The USFA Interview about the fire. The USFA meet investigators the parents, interviewing After interviews. during these with the child to talk about the incide firesetters and their families. In addition, the referral of families for families referral of the In addition, firesetters and their families. help remediate may feature which counseling is a unique and important factors related to the firesetting of the underlying psychosocial some problem. Fire in the Rochester program is housed Functions. The FRY fire within the from its referrals of the majority It receives Department. rece the program When department. conduct complete investigations of the fi investigating the scene and conducti to provide they are intended rather comprehensive evaluation and edu comprehensive Limitations staff to would be useful for program Perhaps it the last several months. regarding the e information compile C. Fire-Related Youth (FRY) Pr The interviews are not designed to and their parents. children interview draw definite conclusions about the ps entire family is encouraged to partic to is encouraged entire family i be likely that siblings also may Benefits participa juveniles from in deterring delinquent activities. arson laws in the state of Maryland Maryland of in the state Arson and arson laws are discussed. techniques to be co The homework, are reviewed. fire a home of developing and consists are shown a Films burn injuries. think to help them exercises designed three summarizes fire firesetting. Week the importan and plans are reviewed feature is th program The second unique for at leas are referred their families activities. Counseling se sessions. Fire prevention, recognition of fire h recognition Fire prevention, By the e is discussed. emergencies being satisfied and parents report that their report sessions in these participating Families families. communication is greatly improved The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 148 The National Juvenile Firesetter/Arson Controland Prevention Program agencies andthisisanexceptional services. The FRYprogram hasexcel majority of juvenile firesetters interviewed are referred for additional The exactnatureoftheeducationde juvenile-related fires.The Portland to reducetherateofproperty lossandfireinjuriesdeathsdue to Functions JuvenileFiresetter Program, Portland,Oregon D. and theaccompanyingpsychosocialproblems. community toprovideeff Limitations remediating theirpresentingproblems. evaluate and refer firesetting youth andtheir families for helpin Benefits the FRYprogram. firestarting behavior.Th of thepopulationfiresettingj concerning anumber ofdifferenttopi describe theoperationofprogram, sequentialmanuals.the FRYprogram intwo Thesemanuals notonly The secondexceptionalprogram feature to stopfiresettingandremediate ensures thatchildren and theirfamilies agencies. Thesolidreferralnetw free flowofinformation between Court. This referral system alsoincl Crisis InterventionTeam, ChildProt to oneoffourmental healthagencies within theircommunity.TheFRYprogr first istheirwell-established linkage Content Users. Theprogram iseffectivelyimp juvenile firesetters. Target Populations second outstandingfeatureofthisprogram. outlining the operations of theFRY program. Thesemanuals represent a treatment of assistance. There program followsallcasesuntilthe Federal Emergency Management Agen . Therearetwo outstanding feat . This isawell-documented comprehensive programdesignedto . Theprimary goalofPortland's . Thisprogramreliesheavily onthe referral agencies intheir . TheFRYprogram evalua ese manuals provide visibility and credibility for ective services toeliminate firesetting behavior the relatedpsychosocialproblems. ork establishedbytheFRYprogram featureofthis udes adualwaiverform thatallows a are twowell-documented manuals uveniles andexplanationsoftheir Fire Bureaudevelopedtheir Juvenile ective Services,Probation,orFamily , thePoliceDepartment's Family and the FRYprogram andallreferral pends ontheageofchild.The cs includingacomplete description lemented byfire investigators. s with numerous service agencies but theyreportinvestigativestudies cy/United States FireAdministration willreceive theservices necessary lent linkagestoothercommunity juveniles receivethenecessary is thecomplete documentation of am canreferjuvenile firesetters ures oftheFRYprogram. The Juvenile FiresetterProgram is tes theentire range of operation. TheFRY

Implementation 149 am model, offering model, am rrently used to work ssfully by a handful of rvices as well as participation in as well as participation rvices ent of a statistical resource base statistical resource ent of a tes of juvenile firesetting in the juvenile firesetting tes of would be informative if studies would be informative working with juvenile firesetters firesetters working with juvenile sion media campaign to educate the to campaign sion media tting youth from the ages of seven to the ages of from tting youth health, and other agencies capable of health, and other agencies capable tion, education, and referral services and referral tion, education, ons is supporting the development of of ons is supporting the development impact of their program in reducing of their program impact stem for updating the information for updating the information stem ate, by the Oregon Council Against ate, by the Oregon Council Against on of the service delivery system for for on of the service delivery system ate of Oregon. It lists by county the ate of Oregon. It lists by county these programs provide some type of provide some these programs setter programs and resource agencies. and resource agencies. setter programs ory provides systematic documentation documentation ory provides systematic have implemented a number of unique a number have implemented programs. The following programs The following programs programs. ounseling interventions cu lity of services for juvenile firesetters. for services lity of ces, has been applied succe recurrent firesetters. recurrent firesetters. . Portland's Juvenile Firesetter Program is designed to Program Juvenile Firesetter . Portland's . The program provides comprehensive services to firesetting provides comprehensive . The program . This program offers excellent se program . This . This program offers standard evaluation, education, and referral offers standard evaluation, . This program counseling intervention. Counseling services are viewed as an integral counseling intervention. Counseling services are viewed as an part of these juvenile firesetter represent the range of c direct intervention servi intervention direct of The majority fire departments. Counseling Programs step beyond their services one take that fire departments There are some evaluation, education, and referral. A second progr community, an active radio and televi community, an active and their families. fire a statewide directory of juvenile sy Arson, and there is a planned direct The resource it. in contained of the statewide availabi Benefits firesetting for services to identify efforts statewide of the organization families. youth and their Limitations However, it youth in their community. were conducted to assess the actual juvenile firesetting rates. to assess the incidence and prevalence ra incidence to assess the statewide resource problem of juvenile firesetting, and a public about the of agencies capable all directory listing and work with curious fire service personnel. by can be implemented Users. The program Content services. One of its unique contributi This directory provides an explanati st treating juvenile firesetters in the mental fire service, law-enforcement, is The directory families. and their firesetters to juvenile providing help st widely distributed throughout the program activities including the developm including activities program Target Populations Firesetter Program to work with firese to work with Program Firesetter evalua offers The program eighteen. they youths. In addition, to these The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 150 The National Juvenile Firesetter/Arson Controland Prevention Program They aretaughtnotto act onthesef taught torecognizewhen theirfeelingsar feelings and usethem asasignaltochange theirbehavior. Theyare events andfeelingsarecorrelated.Juveniles taughttoidentifytheir happy, sad,angry,andscared,arecolo colors, from lowtohigh,onthevertical axisofthegr graph. Fourfeelingsassociatedwith following the fire. These events are the events preceding theirmost recent deserve particularmention. Thistec end ofthiscomponent. documenting these programs arelisted successful applicationofthese presented summarizing thesalient characteristics distinguishing the with juvenile firesetters. Attheend of thissection adecision grid is Content program fromevaluation,educatio Users. Fire investigatorsaretrained firestart asanexpression such asburglary,theft,orhomicide. Theseriouslydisturbedfiresetters and spite.Thedelinquentfiresetters of firesetting, buttheirfirestarting represents feelings of anger, revenge, firesetters rangeinagefrom four control fire,andtheydonotunders curious firesettersrangeinagefrom tw juvenile firesetters. They classify them intofour major categories. The Target Populations or longer-termintervention isdeemed necessary. agencies forservices,particularlyifa rules are discussed. Juveniles andtheirfamilies canbereferred toother participate inoneortwo follow-upse their feelingsassociated graphing techniquewhichisdesignedto one totwocounselingsessionswhere according to theseverity oftheirfire the USFAInterview Schedules asguidelines.Theyareclassified participate intheprogram.Juvenile Once cases arereceived, parentsand firesetters. Themajority oftheircasesarereferred byfireinvestigators. Functions JuvenileFiresetterCounselingProgram(JFCP), Dallas,Texas A. Federal Emergency Management Agen . Themethods employed inth . TheDallasJFCPevaluates,educates,andcounselsjuvenile . The Dallas JFCP handles theentirerangeof . TheDallasJFCPhandles ofseverepsychopathology. with theirurgetofirest to 17,theyunderstandtheconsequences n, andcounselingtoreferral. s arescreened andevaluatedutilizing tand itsconsequences.Theproblem these eventsareindicatedindifferent hnique requireschil setting behavior.Theythenreceive outlined onthehorizontalaxisofa programs. Specificreferences set firestocover-upotheroffenses serious fire was set or if a different serious firewassetorifadifferent cy/United States FireAdministration o tonine,theybelievethatcan eelings, buttosubstitute different r-coded. Therelationshipbetween firestart, thefire,andactivities ssions where firesafetyeducation to implement every phaseofthis children areaskedtovoluntarily in theResourceDirectoryat helpthem recognizeandchange they participate e leadingtotheurge e interviewgraphingsessions art. Inaddition,they aph. Thefeelings, dren to describe dren todescribe in aninterview tofirestart.

Implementation 151 r feelings with r feelings in Houston is organized in a is likely to be successful in is likely to be ention services are designed to to are designed services ention ganization. The majority of ganization. The majority is Juvenile Firesetter Program setting behavior. A short-term in short-term family counseling family in short-term and talk over thei and talk service agencies, parents, and parents, agencies, service is usually made by telephone. If a is usually made safety of their home and property. and property. safety of their home ems persist, the juvenile firesetters firesetters persist, the juvenile ems ese counselors conduct complete ese counselors conduct complete Cross. When a referral occurs, a a occurs, a referral Cross. When may be more resources available to be more resources may art. These alternative behaviors also also alternative behaviors art. These to act on their feelings, they are their feelings, on to act taught to recognize and control the taught to recognize re service programs. Although headed Although headed re service programs. following weeks, the youth again feel the again feel the weeks, the youth following tting juveniles and their families. their families. juveniles and tting ead to their firestarting. ead to their firestarting. . Houston's Juvenile Firesetter Program is set up Juvenile Firesetter . Houston's . This type of counseling effort . This type of counseling . The Dallas JFCP provides a comprehensive package of services package of a comprehensive provides Dallas JFCP . The . The centerpiece of Houston's of Houston's . The centerpiece . The program's evaluation and interv Users. The program's health professionals. by trained mental be implemented Content slightly different way than other fi slightly different way than other is subcontracted to the Cease Fire by Houston's Fire Marshal, the program or Club, a community-based, non-profit with fewer by law-enforcement juveniles are referred to the program social being referred from numbers such as the Red volunteer agencies are families their and juveniles exists, the problem firesetting significant Th counselors. referred to program the interview graphing of application include the which intake evaluations, youth and their families Most previous section. in the outlined technique are then recommended to participate probl sessions. If serious or dangerous services. additional for referred can be and their families Target Population firese recurrent to treat primarily approach is used to identify and systems counseling. A family family underlying the fire address the problems and families juveniles with most is implemented, model intervention crisis goal is to redirect the firesetting attending 15 or fewer sessions. The as arson set fire is viewed direction. Any acceptable behavior into a more and fear usually express Families with the family. and this is discussed concern over their own safety and the B. Cease Fire Club, Houston, Texas Functions. The Juvenile Firesetter Program of the problem assessment preliminary Benefits families. and their firesetters juvenile for within one setting Limitations where there fire departments larger of extensive services. offer these kinds actions in place of their urge to firest of their urge to in place actions are listed on the graph. If, in the on the graph. are listed juveniles are In this way, them. urge to firestart, and they want they want and firestart, urge to their counselor first to call encouraged which l underlying feelings The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 152 The National Juvenile Firesetter/Arson Controland Prevention Program pursued. serious problems persist,itisreco stopped andgeneralbehaviorhasimpr bi-weekly andthenmonthly. Juvenile provided onaweeklybasi Families want help to stopthe firesettin further firesettingbehavi strength of therelationships between children and firefighters willdeter these children avoidis beingfilled intheirlives. Itisassumed thatthe or inattentive father. Bypairingfirefi majority of recurrent firesetters come from homeswherethere isan absent partnership program firesetting for Program differssomewhat from the Content church groupsandcommunity-basednon-profit agencies. however, italsohasbeen Users. Theprogram isintendedtobeset handle the entire rangeof juvenilefiresetters andtheirfamilies. Target Populations health ofothercoreinterventionservices. or "bigbrothers."Extreme riskyout concern children arepaired withfire on firesafetyandpreventionconducted risk levels, andlittleco mental healthprofessional. Youtha Interview Schedulesandafollow-upevaluationisconductedbytrained initial screening is conducted bytr referral. Theprogram utilizesatwo-phase evaluation system inwhichan families. Theseservicesincludeevaluation, education, intervention, and provide acomprehensive setofservices Functions TheFirehawk Children'sProgram C. argument forretainingfundstos effectiveness of thisjuvenile firese Limitations underlying causeoffiresettingbehavior. anin byoffering recurrent firesetters Benefits for juvenilefiresetters.Systematic Federal Emergency Management Agen . Theinterventioncomponent oftheFirehawk Children's . TheHoustonJuvenileFiresetter Program attempts totreat . Theprimary goaloftheFirehawkChildren's Program isto . Fundingisdecliningforthis . TheFirehawkChildren's an educational seminar ncern youthparticipateinaneducationalseminar or. Firefighterswhovo s. Asbehaviorsimprove applied inotherorganizat upport thiscommunity service. tter program wouldgreatlyenhancethe studies conductedto youth isbasedonthefindingthat nd families areclassified accordingto mmended thatfurthercounselingbe fighter volunteersw traditional counselingmodality.The h arereferredimmediately tomental tervention designedtoremediate the ained firefightersusingtheUSFA ghter volunteerstoact aspartners to s arereleasedwhenmatchplayhas cy/United States FireAdministration g behavior. Initially, counseling is oved athome andinschool.If atthelocalfirehouse.Definite tojuvenile firesetters andtheir in placewithinfiredepartments, type ofprogramintervention lunteer forthisprogram Program isdesignedto Program , sessionsarescheduled ional settings,suchas establish thecost- ho actaspartners

Implementation 153 ype of program within ype of program l endeavors. nt to resolving the problem of nt to resolving the problem learn how to be role models for to be role models learn how ective of this partnership between this partnership ective of tervention service for firesetting firesetting service for tervention of aggression toward more positive of aggression toward d on an analysis of the impact and d on an analysis of the impact y data suggest that for urban y data suggest that for urban departments may not be willing to may departments ion, education, and referral and ion, education, and referral other recreationa resetter is to eliminate firesetting behavior and behavior and firesetting resetter is to eliminate on model and a specific t on model . The implementation of the Firehawk Children's Program Program of the Firehawk Children's . The implementation . The major advantage of the Firehawk Children's Program is that is Program of the Firehawk Children's advantage major . The

Decision Grid intervention early the summarizing grid the decision presents Table 3.3 the fire service. Two intervention by which can be implemented programs models are represented--evaluat Benefits to the more alternative a creative with service the fire it provides referral services. and counseling traditional Limitations requires a certain level of commitme fire many that juvenile firesetting pursue. Nevertheless, preliminar in cost-effective it is a communities, juveniles and their families. types. Users can select both program by various counseling--accompanied interventi an appropriate of each program. with the implementation risk associated are trained in how to establish and maintain close, effective working working effective close, and maintain in how to establish are trained Firefighters with youth. relationships fi firefighter and juvenile Selection should be base that model. these children while at the same time being someone with whom these these with whom someone being time the same at while these children The obj time. talk and spend youth can expression redirect this nonproductive and such as activities outlets The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation Program Children's Firehawk Cease Fire Program Counseling Firesetter Juvenile Counseling Program Firesetter Juvenile Youth Program Fire Related Extinguish Operation Program Firesetter Juvenile Evaluation, Education,andReferral Method 154 Early InterventionDecisionGridFireServicePrograms The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agen counseling with family graphing coupled technique interview graphing Effective connection with state-wide Solid program documentation excellent linkages and Strong interagency counseling with family classes coupled educational structured Highly written materials component with Strong educational counselors firefighter Partnerships with

Interview Purpose

model program a as acclaimed guidelines, Follow USFA declining support recently community participants but by Well-received participants received by being well- A newprogram program feature children as firefighters and between partnership model, butadds Follows USFA services family counseling model, butadds Follows USFA implemented it departments have twofire only professionals, health mental many by Although utilized model USFA program recommended used and Part ofthewidely

Acceptability

Table 3.3 cy/United States FireAdministration

cohesiveness cohesiveness Community recidivism Reportedly low recidivism procedures. 7% Good follow-up recidivism approach, low intervention Long-term services Comprehensive firesetting in stopping effective Highly OR areas inPortland, high-risk fire at Services aimed

Impact

referral chain referral chain Over-reliance on to supportits impact No follow-up studies keep upwith demand Resource unableto and resources of timecommitment Significant effectiveness evaluating No formalstudies resources of Major commitment impact ofprogram No formalstudieson

Limitations

Implementation 155 intervention, te screening and and te screening obvious absence ting behavior and ting behavior justice system. justice system. y to benefit from mental health y to benefit from mental modalities of core modalities loped, there is an there loped, setting is willful or malicious and malicious willful or setting is recurrent fireset recurrent s of recurrent firesetting behavior s of recurrent firesetting behavior presenting with firesetting as their their as with firesetting presenting ese agencies should be able to refer ese agencies should be able to refer tails of these program models are tails of these program models setting behavior, with a secondary al health professionals or agencies. al health professionals or agencies. In addition, there are inpatient In addition, there are inpatient plementation of these procedures. of these procedures. plementation ng their relative effectiveness. effectiveness. relative ng their program models designed to treat models designed to treat program resetting and the psychopathology, resetting and the psychopathology, aluations of these methods suggest suggest aluations of these methods t firesetting youth. Because many of of t firesetting youth. Because many g firesetting behavior and making g firesetting behavior and making e schools. If adequa and group therapy methods have been have been and group therapy methods and remediate the accompanying accompanying the and remediate obation and juvenile ng youngsters and their families. At the

at the end of this component. at the end of this component. . The primary focus of individual psychotherapy is . The primary The following descriptions summarize the mental health modalities health modalities mental the summarize descriptions The following currently utilized to treat firesetti Intervention A. Outpatient Individual Treatment of fire on the immediate elimination evaluation mechanisms are in place, th are in place, evaluation mechanisms ment appropriate these juveniles to the the specific outlining grid is presented this section a decision end of im effective to the related features Mental Health Intervention historie Children and adolescents with the fi Depending on the severity of specifically designed to trea programs describing the de Specific references listed in the Resource Directory Children and adolescents involved in and adolescents Children for core intervention are candidates serious psychopathology displaying whose fire youth addition, services. In core for participants likely are also intent criminal of an expression which those modalities are intervention services Core intervention. to families and their juvenile firesetters for help provide long-term behavior firesetting eliminate the pr and health treatment, mental of psychopathology are likel and symptoms by fire initially be identified may children of These types treatment. or th law-enforcement, departments, health of mental there are a number psychotherapies outpatient Specific families. and their youth firesetting have been developed to help children Individual family problem. primary developed for juvenile firesetters. models are recently deve these program studies demonstrati of empirical clinical ev Nevertheless, preliminary psychopathology. There are two major There are two major psychopathology. in stoppin effective that they are significant adjustments in the accompanying psychopathology. psychopathology. in the accompanying adjustments significant The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency CORE INTERVENTION

Implementation 156 The National Juvenile Firesetter/Arson Controland Prevention Program behavior. evidence suggests that theyaresucce psychotherapies usedramatically to stopfiresettingbehavior.In these psychotherapiesemployshort-term developed approachesutil Cognitive-emotive and behavior th emphasis onadjustingorchangingtheunderlyingpsychopathology. effective ineliminating firesetting behavior, this evidenceemerges from structured fantasies. While data reinforcement program coupledwiththeimplementation of operant punishment methods ornegative fireexperiencesbyutilizing apositive behavior. Onebehaviortherapycas been reportedassuccessfulinstoppingsevere andrecurrentfirestarting reinforcement toencouragemore sociallyappropriate behaviors, alsohave fire residuefrom ametal basin, empty matchbooks. Negativepracticepr youth whentheyfindandreturnto Sometimes theuseofpunishment iscoupledwith positively reinforcing punishment whichincludetheuseofthreats,suchasworkpenalties. case studiesreportthesuccessfula negative practice,orsatiation,andope employed eitheraloneorincombina in abatingfiresetting.Thepred There areanumber ofbehaviorther effectiveness ofthispsychotherapy. therefore itisdifficult to make anydefinitive conclusion about the relative recidivism rate.Unfortunatelythis juveniles participating inthistypeofpsychotherapyevidenceda7% and guidetheirbehavior.Onefollow understand thegeneralpatte in conjunctionwithshort-term psychotherapyfocusedonhelpingyouth stop themselves beforetheyactonthem taught torecognizetheirfeelingsassociat events leading upto and following thei youth constructingawritten withthe graphcorrelatingtheirfeelings its counselingprogramforfiresett earlier becauseitalsohas beenapp called theinterview gra the cognitive-emotive approach is a underlying emotions. Theprimary mechanism developedtoimplement substitute socially appropriate ty recognize theurgetofirest The major goal ofcognitive-emotive ther Federal Emergency Management Agen phing technique.Thiste ized intreating juvenile firesetters. Bothof art, interruptthebehaviorbeforeitstarts,and rns oftheirfeelingsandhowtheyinfluence studydidnotinclude pes ofbehaviorstoexpresstheir ing youth.Thisprocedureinvolves lied by theDallasFire Department in addition,althoughbothofthese ominant behaviortherapymethods apy approachesreportedaseffective indicate thattheseprocedures are coupled withtheuseofpositive tion arepunishment, reinforcement, different approaches,preliminary e studyavoidedthe relatively uncomplicated procedure their parentsconspicuouslyhidden erapy are thetwomosthighly pplication ofvariousmethods of cy/United States FireAdministration -up studyrevealed . Thisgraphingtechniqueisused rantly structuredfantasies.Two r most recent firest ed withtheirurgetofirestartand apy istoteach firesettershowto ssful in eliminating firesetting ssful ineliminatingfiresetting ocedures, suchasscrubbingthe (six to eightsess chnique wasdescribed acontrolgroup, thatagroupof ions) strategies ions) strategies application of art. Theyare

Implementation 157 Flame e nature of their of feelings, and ce of firesetting ducation is reviewed in nts regarding household nts regarding household ouraging, the success of ouraging, topics as fire safety education t juvenile firesetters and their ular focus or theme, starting with ular focus or theme, starting with and helping family members to members and helping family ills, expression juvenile firesetters ranging in age juvenile firesetters ranging in age r this group therapy program. The r this group therapy program. rticular, attention was focused on rticular, attention office. This controlled firestarting office. This controlled ection of the family. In the third ection of the family. firesetting cases deserves more more cases deserves firesetting d to the occurren and a higher level of satisfaction satisfaction of level and a higher renting authority and re-establishing renting authority t. To date, two pilot programs have t. To date, two pilot programs three cases employed the method of the method three cases employed with both parents and children, and cture the existing patterns of familycture the existing w-up studies indicated the successful the successful indicated w-up studies happen to reshape th that firesetting behaviors have abated, of young (under six years) firesetting of young (under six years) firesetting h. During these group sessions both ) family psychotherapy to successfully psychotherapy ) family emented in six weekly two-hour group in six weekly two-hour group emented e procedures should remain guarded. should remain e procedures ing youth and their families call youth and their families ing ildren and their pare ildren and their rmation on fire safety e rmation various strategies for managing the stress which various strategies for managing clinical reports are enc equently, until replicationequently, studies are conducted, Flame Out Flame Out s. Two of the . There are only three cases reported in the literature the literature in reported three cases are only . There . There is a recently developed group therapy program . There is a recently developed tion and evaluation. . There are two possible formats fo formats . There are two possible family psychotherapy in treating psychotherapy in treating family applica systematic among family members regarding patterns of communication and and communication of patterns regarding family members among these interaction. While 7 to 12 and their parents. These groups run for 10 weeks, beginning from session introductory with a combined interactions. In all three cases, follo cases, three all In interactions. of firesetting behavior, elimination Group Treatment firesett for designed specifically Out is designed for parents first format children. It is intended to be impl partic group has a sessions. Each week's and is a parents' The second format behavior management. home group, which is designed for children's moving to separate groups for eac case, the child's firesetting was viewed as the overt symptom of a of symptom overt the as was viewed firesetting case, the child's Family therapy sessions were focused on a system. dysfunctional family distress recognition of the underlying such to a general orientation, and moving parents and children learn Treatment Family six sessions to (three brief utilizing treat juvenile firesetter to restru a vehicle as task was used and interaction. In pa communication of pa amount restoring the appropriate the safety and prot rules designed for to identify the changes that needed sk and prevention, effective parenting is hypothesized to be directly relate single case studies. Cons single case a in matches ignite and extinguish to safely how members family teaching the therapist's within setting controlled between ch communication group therapy approaches and the stress the group session. These employed to trea methods management the widespread application of thes application the widespread behavior. In addition, info Resource in the cited manual training in a well-documented are families at the end of this componen Directory individual reports from there have been some While been completed. in participating families The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 158 The National Juvenile Firesetter/Arson Controland Prevention Program of life for thesechildren andtheirfamilies. this program ineliminating firesett more rigorousdatamust becompiled such as schooling and structured activ an intensiveeffortismade toprovi the family community. Outpatient family and psychotherapyisusedand emergence offiresettingbehavior.Th environmental conditionswithinthefa employed whilethechildren are stil materials. Duringthesecondphase exercises is thatchildrenareleft associated withchoosingfirestarti focuses onhelpingthechildrenr toys, thetherapistintervenesandc If theychoosematchesas opposedtoother non-fire-related andlighters These exercisesareobserved bytherapistsout oftheview children. which achoicemust bemade between During this time, they participate in In thefirstphase,youthenterahospita juvenile firesetters andtheir families is comprised of three major phases. The most recentlydeveloped inpatientprogram designedspecifically for widely offeredinpatientapproachtoth relatively short-term (fourtoeight weeks)andarecurrently themost therapyprogramstendtobe behavior hasbeeneliminated.Behavior family members included inthetherap are theprimaryfocusofbehavior interventions aredesigned toadjust th behavioral, wherespecific behaviorsare from sixmonthstotwo years).Th techniques employed andthetreatm program staff.Bothindividual the natureoftherapeutical traditional, psychodynamic approachwh two major types of therapeutic philo Inpatient treatment programs forfirese B. Inpatient Intervention additional information. is alsoakeycomponent. TheRes and relationships withothers. Educationabout thedynamics offiresetting management ofissuessuchaspoorse Providence, RhodeIsland.Thetaskof Group therapyforadolescentsengaged Federal Emergency Management Agen ing behaviorandimproving thequality liance formed betweenchildren and andfamily psychotherapyarethe de specialcommunitysupport services onducts adebriefing.Thedebriefing ng materials. Theresultofthese with amild aversiontofirestarting to determine thelong-term effectsof ource List containsthecontactfor ese behaviors.Thefiresettingyouth e thirdphasefocusesonreentryinto ent program islong-term (ranging therapymethods,withparentsand ities. Attheendof third phase, tting youthhavebeeninfluencedby e treatment ofjuve lf-esteem, generalized helplessness, a seriesofbehavioralexercisesin cy/United States FireAdministration ealize the experiencedemotions mily areassociatedwiththe which intensive family eutic endeavor oncethe firesetting e second theoreticalapproach is in firesettingisalsoconducted identified forchangeanddiscrete sophies. Thefirst isa more ere the treatment emphasisis on l hospitalized to adjust those the treatment istofacilitatethe l settingforafourweekstay. toys andfirestartingmaterials. psychotherapy is nile firesetters.

Implementation 159 es treated in a es treated s, and function s, and rmal clinical or empirical studies clinical or empirical rmal tiveness of this inpatient approach tiveness of this setters. There are a number of are a number setters. There izing the outpatient and inpatient izing the outpatient return to the family and social and social the family to return h can be used to abate recurrent used to abate recurrent h can be no relapses in 100 cas no relapses restarting activitie restarting the method which best suits their which best suits their the method nal and social milieu. Although one one Although milieu. social and nal in treating firesetting youth. in treating firesetting working. and style of professional orientation two-year period, there have been no fo two-year period, the relative effec conducted to examine Decision Grid the grid summar Table 3.4 presents juvenile fire for programs treatment approaches whic effective treatment firestarting. Users can select it is expected that children will will that children it is expected in fi not participate environment, adequately within their interperso within their adequately have been that there source indicates The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation Program Treatment Firesetter Oriented Juvenile Behaviorally Inpatient Treatment Group Therapy Family Therapy Therapy Behavior Emotive Therapy Cognitive- Outpatient Treatment Method 160 Core InterventionDecisionGridMentalHealth Programs The National Juvenile Firesetter/Arson Controland Prevention Program methods ofthesesystems varyformstat enter theprobationand juvenilejus When law-enforcement agenciesarrest Justice Probation andJuvenile Federal Emergency Management Agen and interaction communication patterns of restructuring entry activities entry andre- therapy, satiation, family treatment using evaluation and inpatient Short-term instruction safety skills withfire home management and teaches stress Flame Out or fantasies negative practice, reinforcement, punishment, behavior using Abate firesetting technique interview graphing using the urge tofirestart interruption ofthe Recognition and

Purpose Improving and

case studies Applied insingle- populations delinquent with other but firesetters, not only with Widely applied Oregon California and hospitals in Private psychiatric Pilot-tested studies reported Three singlecase

Acceptability Table 3.4 tice system.Alt cy/United States FireAdministration juvenilesforarson,the juveniles stages preliminary in successful up reported follow- in caseswith effective Highly firesetters (recurrent) with difficult (7%) recidivism Reportedly low low recidivism effective with Reported follow-up with cases Effective inall

Reported Impact e tostate,thegeneralprocedure is hough thespecific

single case studies single casestudies Not appliedbeyond of method relative effectiveness No information on reported up orimpact studies intensive; no follow- Labor andcost method New anduntested applications Small number of

Limitations

Implementation 161 t their e end of this d their parents d their parents ought agains nt of the firesetting nt of the personnel can select an es are typically s. These strategi to help arrested or incarcerated ective of this assessment is to is this assessment ective of one juvenile firesetter program or represents criminal intent. If If intent. criminal or represents re information. Other than this re information. ted by the juvenile justice system. system. juvenile justice ted by the ce Directory at th for more information about these information for more ected specifically at the firesetting ected specifically at the firesetting an effective diversion or education or education an effective diversion incarcerated young arsonists. This incarcerated young arsonists. This aching juveniles an ion program models for firesetting models for firesetting ion program tention or incarceration according to tention or incarceration according ments have agreed to focus part of have agreed to focus part of ments charges can be br be no systematic effort underway to be no systematic mmended that these children become children become mmended that these uvenile justice facility becomes the becomes facility uvenile justice resetter programs operated by fire resetter programs strongly recommend to families to to families strongly recommend ams operated for the generalams of group future firesetting activities. unseling becomes the condition of unseling becomes tivities on youth involved in serious tivities on youth involved in serious l diversion programs and one example and one example l diversion programs garding the criminal inte the criminal garding programs follow. The Resource List at the end of of end at the follow. The Resource List programs and juvenile justice At the end of this section a decision grid is presented which summarizes designed features of programs the major intervention for arsonists. certain skills which will help them avoid future involvement with law certain skills which will help them The second type of program system. and the juvenile justice enforcement aimed interventions offer which efforts diversion those model are of The majority activity. or arson-related at the firesetting specifically juvenile fi are these interventions local fire depart Some departments. of genera firesetting. One example of firesetting diversion outlines who to contact this component programs. have failed programs diversion or whose For those juveniles for whom de arson, represents clearly firesetting intervention option. There is remaining designed specifically for convicted and is described and the Resour program lists who to contact for mo component there appears to particular program, at the aimed stopping provide any special counseling or treatment of incarcerated youth in involvement firesetters. Probation appropriate approach for implementing There are two major types of divers There are two major ac their juvenile firesetter program of the law in a j the requirements determine whether the firesetting behavi the firesetting whether determine re reasonable doubt there is firesetters help juvenile in that they programs to as diversion referred incarceration manda avoid detention and youth. The first type are those progr that firesetters and their families receive a comprehensive evaluation by by evaluation a comprehensive receive families and their that firesetters obj The primary counselors. probation In essence, co seek counseling. not comply with the are warned that if they do probation. Families then formal counseling requirement, or payback program involved in restitution activity. their criminal of the nature of regardless offenders, first-time be dir no activities Although there may focus on te these programs problem, behavior, probation counselors will counselors behavior, probation be reco it may children. In addition, The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 162 The National Juvenile Firesetter/Arson Controland Prevention Program . GeneralDiversionPrograms A. of 50%declinesto22.6% whenju families. Statistical studies showth a certificate of merit. The program Juveniles and families completing the FirstOffender Program areawarded satisfied that families have successfully met theirtreatment objectives. program attheneedoffollow-upperiod whenprogram staffare continue applyingwhattheyhavelear the useofaudio-visual methods th parent andchildrenlearnsetareevaluated and reinforced.Through involves three to fourmonthlygr improving studyskills.Thethirdphaseoftheprogram, follow-up, feelings; and intellectual, suchases how todealeffectively withaut physical, suchasaregula and free-timeofyouth,determining families. Thisassessment focusesonevaluatingthehome, school,friends, place over fourmeetings between The firstphase,intake,involvesa The secondprogram componentislong- the parentsandchildrenarereleasedfrom theprogram. of baddecisionsonthepartjuven which reinforces theimportance ofpa in thehome. Duringthesecondmee parenting methods,whichwillhelpthemincrease theirmanagement skills them intotrouble. Atthesame time, parentsareintroducedtosome right from wrongbuttheyhavemade skills. Theunderlyingprincipleofthis meetings. During thefirstmeeting childrenaretaughtdecisionmaking The firstprogram componentisshort-term andinvolvestwogroup and otherpsychosocialproblems. two components basedontheirneeda components. Afteranintakeevaluati than goingtojuvenilecourt.TheFirstOffenderProgram hastwomajor arrest have theoption of participating inthe First Offender Program rather for arson,butwhodonothaveahistor The FirstOffenderProgram, Dallas Texas. to setspecificgoalsforthemselves. and praise. Parentswork onhome management skillswhile children learn these meetings includecontroland which juvenilesandparentsmeet separa The secondphase,treatment, consists Also, specific goals are defined for helping children andtheirfamilies. Federal Emergency Management Agen r exerciseprogram; emoti veniles complete thisprogram. comprehensive assessment whichtakes communication, disciplinecontracting, oup meetings. Theskills and goals hority figuresorcontrollingangry at thelocaljuveniledelinquency rate iles. Agroupdiscussionfollowsand on, youtharereferredtooneofthese hasnoadditional contact withthe counselors andjuveniles andtheir e program encourages families to tablishing regularstudyhabitsand ned. Families arereleasedfromthe some baddecisions, whichhaveled rental controlandtheconsequences cy/United States FireAdministration Thesegoalsinvolvethreeareas: approachisthatchildrendoknow ting avideopresentationisgiven nd theseverityoftheirfiresetting of fiveweeklygroupmeetings in y ofotherdelinquentactivitiesor tely andtogether.Thetopicsof term involvesthreephases. and their strengthsan Juvenileswhoarearrested onal, suchaslearning weaknesses.

Implementation 163 The state of The state One component One component een the ages of rticipate in other as an alternative to arrest and as an alternative son. In either case, participation participation case, either In son. cases are closed and the juvenile the juvenile and cases are closed nile firesetting juvenile firesetting laws regarding two hour fire safety classes. These on skills and prevent further on skills and prevent further for the crime of arson. A 12 week for the crime or more family counseling sessions counseling sessions family or more The second law holds juveniles The second law Extinguish are betw Juveniles involved in fires which Juveniles involved in fires which understand the seriousness of their understand the seriousness of on Extinguish lasts three months. on Extinguish lasts three months. age of accountability for fireplay and fireplay and for age of accountability uth can be charged with the crime of with the crime uth can be charged onvicted arsonists which includes fire mmunity service programs. Upon Upon mmunity service programs. in Upper Arlington, Ohio is a specific d alternative community service. community service. alternative d they become involved in writing letters letters involved in writing they become writing efforts many of these problems these problems of many efforts writing , Upper Arlington, Ohio. eads of facilities citing fire hazards, such as education, and referral programs. In addition, education, and referral programs. effort to educate juveniles incarcerated is offered to c educational program C. Arsonists for Incarcerated Juvenile Firesetter Programs Juvenile Firesetter Program of the Juvenile Firesetter Program stations, and trips to fire field facilities, of inspections education safety where a Burn Center), (which includes Hospital visits to Children's children give fire hats to patients. These youth also pa example, For activities. fire safety to the governor and the h firesetting is seven; at which time yo at which time firesetting is seven; Juveniles participating in Operation and escape systems, detectors, sprinkler noting the absence of smoke letter these of result plans. As a and staging their activities is the writing of Another example are rectified. efforts are focused on teaching of play on fire safety. These educational Maryland. Montgomery County, Extinguish, Operation strong state has enacted two Maryland the first $500 in damages first law requires restitution for and arson. The set by juveniles. caused by fires firesetting. The for their responsible and the department of this law provides the police arson. Enforcement youth and family system with the power to ensure juvenile justice Operation Extinguish participation in about as a result come also may in the program prosecution. Participation or ar of firesetting of being found guilty an with restitution can be combined and a significant history of fireplay nine and fourteen, they have firesetting their of seriousness the they do not comprehend firesetting, not behavior, and their parents do communicati designed to improve participation in delinquent activities. of arson, found guilty have been who or those damage cause serious co participate in restitution and of the program, satisfactory completion records of these youth are expunged. B. Programs Firesetter Diversion Juvenile Participation in Operati problem. juveniles attend three During this time, in a previous section on early detail classes have been described in intervention evaluation, attend six their families juveniles and The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation Arlington, Ohio Program Upper Firesetter Juvenile Maryland County, Montgomery Extinguish Operation Texas Program, Dallas, Offender The First Method 164 Core InterventionDecisionGridProbationandJuvenileJusticePrograms The National Juvenile Firesetter/Arson Controland Prevention Program encouraged onanationwide basis. firesetting inthispopulationofyo group ofyouth.Iftheseeffortscanbeshowntosuccessfullyabate detention. Thisisauniqueeduca their home andschoolenvironments oncetheyarereleasedfrom on exploringanddevelopingmore appropriate skillsforfunctioningin these youththevalueofhelpingothers. continue toengageinfiresetti one oftheseeffectivediversionoreducationprograms arelesslikelyto implementing these procedures. Itis programs are outlined so thatusers canassess theimpact andriskof justice programs for juvenile firesetters. The major feature of these Table 3.5presentsthedecisiongrid Decision Grid Federal Emergency Management Agen service community restitution, and counseling, education, family Evaluation intervention followup treatment, and assessment, offering General diversion arsonists for incarcerated education program Fire safety Purpose other communities other communities not replicatedin but local agencies, Supported by replicated but not yet model program, a as Acclaimed to incarceration viable alternative For firstoffenders,

Acceptability Table 3.5 ng orotherdelinquentactivities. tional programfocusedonahigh-risk uth, thensimilar programs shouldbe summarizing probationandjuvenile suggested thatyouthparticipatingin cy/United States FireAdministration Inaddition,anemphasis isplaced agencies community participating local juveniles and by Well-received recidivism rates Reportedly low 22.6% from 50%to delinquency rate Decline of

Impact effectiveness effectiveness No dataon be worththe outlay of resources,butmay Serious commitment offenders disturbed seriously Missing ordiverting

Limitations

Implementation 165

The St. Paul Companies The St. Paul Companies Street 385 Washington St. Paul, MN 55102 P.O. Box 9101 Quincy, MA 02269 (617) 770-3000 Paul Schwartzman Inc. Service Support Systems, National Fire 20 North Main St. 14534 Pittsford, NY (716) 264-0840 Judy Okulitcy Manager Program Office of the State Fire Marshal 3000 Market Street, NE, #534 OR 97310 Salem, (503) 378-3473 Children's Television Workshop Television Children's 1 Lincoln Plaza New York, NY 10023 (212) 595-3456 Protection Association National Fire Park, 1 Batterymarch Public Relations Department The Juvenile Crime Prevention Curriculum Contact: Contact: Fire Safety Skills Curriculum Contact: Learn Not to Burn Contact: About Fire Knowing CTW's Fire Safety Project CTW's Fire Safety Safety Resource Book Sesame Street Fire Contact: 5. 4. 2. 3. PreventionPrimary and Programs School Curriculum 1. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency RESOURCE LIST RESOURCE

Implementation 166 The National Juvenile Firesetter/Arson Controland Prevention Program 6. 3. 2. 1. Programs Fire Service 8. 7. Federal Emergency Management Agen Follow theFootstepstoFireSafety Contact: Big FiresStartSmall Contact: Curious KidsSetFires National FirePreventionWeek Contact: Kid's SafeProgram Contact: Project Open House Contact: Preschool Children NationalFire ProtectionAssociation (313) 553-0740 Farmington Hills,MI 48331-2525 28711 DrakeRoad Farmington HillsFireDepartment (612) 228-6203 St. Paul,MN55101 100 EastEleventhStreet Fire PreventionDivision Department ofFireandSafetyServices (617) 770-3000 Quincy, MA02269 P.O. Box9101 1 Batterymarch Park, Emmitsburg, MD21727 16825 SouthSetonAvenue National Fire Academy U.S. FireAdministration (405) 297-3314 Oklahoma City,OK73106 820 N.W. 5th Public Education Oklahoma CityFireDepartment Fire SafetyEducationCurriculum for Richard A.Marinucci City ofSt.Paul

cy/United States FireAdministration

Implementation 167

301 2nd Avenue South 98104 Seattle, WA (206) 296-6670 Fourth Floor East Center Largo Government 9201 Basil Court Landover, MD 20785 Fire Prevention Division Office Fire Marshal's 301 2nd Avenue South 98104 Seattle, WA (206) 296-6670 Fire Prevention Division Office Fire Marshal's Office of Community Relations Community Relations Office of Bureau Portland Fire 55 Southwest Ash 97204 Portland, OR (503) 823-3700 Academy National Fire 16825 South Seton Avenue MD 21727 Emmitsburg, Juvenile Firesetter Program Juvenile Firesetter Program Office of the Fire Chief Earl Diment Diment Earl U.S. Fire Administration Assemblies Contact: Films Contact: Slide Presentations Contact: Contact: Today Public Fire Education Contact: Firebusters Firebusters 3. 2. Fire Department Programs In Schools Fire Department Programs In 1. 5. 4. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 168 The National Juvenile Firesetter/Arson Controland Prevention Program 3. 2. 1. Evaluation Education Early Intervention 1. Law-Enforcement Programs Federal Emergency Management Agen Contact: Contact: Fire RelatedYouth(FRY)Pr Contact: Operation Extinguish,MontgomeryCounty,Maryland Contact: The JuvenileFiresetter Program, Columbia,Ohio Contact: McGruff CaptainHenryBegroot Jerold Bills Mary Marchone Lonnie Poindexter TheNational Crime PreventionCouncil Washington, DC20006 1700 KStreet,N.W., Floor Second (408) 277-4444 San Jose,CA95113 4 North2ndStreet,Suite1100 San JoseFireDepartment Fire Prevention (716) 428-7103 Rochester, NY14614 Civic CenterPlaza Public Safety Building Room 365 Rochester Fire Department FRY Program (301) 271-2442 Rockville, MD20850 101 MonroeStreet Division ofFirePrevention (614) 645-7641 Columbia, OH42315 300 N.FourthStreet Bureau ofFirePrevention Juvenile FiresetterProgram and ReferralPrograms

ogram, Rochester,New York cy/United States FireAdministration

Implementation 169

Hospital and evention Program Houston evention Program

eston, D. (1985). A community- The Firehawk Children's Program: A The Firehawk Children's Program: . San Francisco: The National Firehawk . San Francisco: The

(214) 670-4312 Juvenile Firesetters Pr Cease Fire Club 1205 Dart Street Houston, TX 77027 (713) 247-1000 Portland Fire Bureau Fire Portland 55 Southwest Ash 97204 Portland, OR (503) 823-3700 Arson and Fire Inspection Fire Department 404 2014 Main Street, Rm. Dallas, TX 75201 Carnell Mays Inspector Taylor Alfred Don Porth Don based program for juvenile firesetters. based program Community Psychiatry, 36(5), 529-532. Foundation. Working Manual Cognitive-Emotive Psychotherapy Cognitive-Emotive E.R., Brix, R.J., & Pr Bumpass, The Firehawk Children's Program The Firehawk Gaynor, J., et al. (1984). Contact: Cease Fire Club, Huston Texas Contact: Contact: Texas Counseling Program, Dallas Juvenile Firesetting Juvenile Firesetter Program, Portland Oregon Firesetter Program, Juvenile Core Intervention Mental Health Programs Programs Outpatient 1. 3. 2. Counseling Programs 1. 4. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 170 The National Juvenile Firesetter/Arson Controland Prevention Program 4. 3. 2. Federal Emergency Management Agen Bumpass, E.R.,Fagelman, F.D.,&Brix,R.J.(1983).Intervention (401) 272-3121(Ext.2431) Providence, RI02903 209 FountainStreet Department ofPublicSafety Juvenile Firesetter Joseph Richardson Monaco, C.(1988).FlameOut Group Therapy Minuchin, S. (1974). Madanes, C.(1981).Strategicfamilytherapy Eisler, R.M.(1974).Crisisinterventioninthefamily ofa Family Psychotherapy Stawar, T.L.(1976).Fablemod: Operantlystructuredfantasiesas Kolko, D.J.(1983).Multicomponent parentaltreatment of Holland, C.J.,(1969).Eliminati Carstens, C.(1982).Applicationof Behavior Therapy Psychotherapy with childrenwhosetfires. Phoenix, Arizona. MA: HarvardUniversityPress. Jossey-Bass. Practice firesetter. 287. Journal ofBehavior andExperimentalPsychiatry an adjunctinthemodification offire-settingbehavior. 353. Behavior TherapyandExperimentalPsychiatry firesetting inadevel Therapy behavior ina7-yearoldboy. 161. Behavior TherapyandExperimentalPsychiatry treatment ofa case of , 7,135-137. , 9,76-79.

Psychotherapy: Research,Theory,and Intervention Program

Families andfamilytherapy. Cambridge, , 37,328-345. opmentally disabledboy. juvenile firesetting. cy/United States FireAdministration . Unpublishedmanuscript. on bytheparentsoffiresetting aworkpenaltythreatinthe American Journalof Behavior Researchand . San Francisco; Journal of Journal of , 14,349- , 13,159- , 7,285-

Implementation 171 , 23, 15-16. , 23, 15-16. et agencies (counseling services, (counseling services, et agencies s firesetter program involves both program involves s firesetter rents)--the people people rvice, schools, parents)--the occupy a central position between the or people who provide specialized

American Fire Journal American ram, Upper Arlington, Ohio Upper Arlington, Ohio ram,

Division of Fire Prevention 101 Monroe Street Rockville, MD 20850 (301) 271-2442 Division of Fire Road 3600 Tremont Upper Arlington, Ohio (614) 457-5080 Youth Section 106 S. Harwood Street 225 Room Dallas, Texas 75201 Dallas Police Department City of Upper Arlington Mary Marchone Mary child and family. family. child and FERRAL MECHANISMS Juvenile Firesetter Prog Contact: Programs Juvenile Firesetter Diversion Maryland County, Montgomery Operation Extinguish, Contact: Birchill, L.E. (1984). Portland' L.E. Birchill, General Diversion Dallas, Texas Program, The First Offender Contact:

Arsonists for Incarcerated Juvenile Firesetter Programs Introduction should Juvenile Firesetter Programs C. sources of juvenile firesetter (fire se who detect the firesetter--and the targ etc.)--the agencies juvenile court, firesetter. or sanctions to the juvenile treatment B. Probation and Juvenile Justice Probation and A. Inpatient Treatment Treatment Inpatient The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency COMPONENT 4: RE

Implementation 172 The National Juvenile Firesetter/Arson Controland Prevention Program addressing theirproblems. Thetypical not require theassistance consequently, many ofthe"referrals"o located withinthefire service) for some education/intervention; fire servicepersonnelandbroughttotheprogram isusually (which In most programs asubstantial numberof family. provide theappropriateadditionalservices On theright arethemajortypes of typically providingmost ofthereferra Typical sources ofreferralsareshow A graphicdepictionofthedesiredreferralnetwork isshowninFigure4.1. youths) willneverreceive theservicestheyneed. sent for additional help,many firesetters (especially the more troubled without theappropriateagenciesand never seeasizablesegment ofthe deserve. Indeed,withoutawiderange ensure thatallfiresettin represent the very heartof screening andintervention activitiesconducted delinquency canreceivetheappropriate additional resources. The the juvenilefiresetterwhoexhibits fire service willbringthe firesetter totheattention of theprogram, and(b) other cases requireeffectivereferralsy jurisdictions thesemay bethemost frequent kindofcases.However,all refereed totheprogram, "treated"in without anysignificantpathologywho is Federal Emergency Management Agen g youthsarereceivingthe anyprogram, buttheyarenotatallsufficientto of others,eitherinfinding thefiresetters or seriousproblems ofadjustment or some fashion, andreleased.Inmany ls, followedbyparents,schools,etc. individuals towhom youthscanbe n ontheleft,withfireservice cy/United States FireAdministration caseofthiskindistheyoungchild juvenile firesetterpopulation,and stems sothat(a)peopleoutsidethe of referralsourcestheprogram will referral targets,agencies that can ccur within the fire service and do identifiedbyafi tothejuvenile firesetterswillbedetectedby help (orsanctions)they within theprogram firesetter andthe re investigator,

Implementation 173 YouthYouth and and ---- CounselingCounseling FamilyFamilyFamilyFamily Assistance Assistance Assistance Assistance Financial Financial Financial Financial Assistance Assistance Assistance Assistance Housing Housing Housing Housing ChildChildChildChild Protective Protective Protective Protective ServicesServicesServicesServices CounselingCounselingCounselingCounseling and and and and TherapyTherapyTherapyTherapy Psychiatric/Clinical Psychiatric/Clinical Psychiatric/Clinical Psychiatric/Clinical Evaluation Evaluation Evaluation Evaluation HospitalsHospitalsHospitalsHospitals and and and andClinicsClinicsClinicsClinics ProsecutorProsecutorProsecutorProsecutor JuvenileJuvenileJuvenileJuvenile Court Court Court Court Probation Probation Probation Probation Detention Detention Detention Detention Restitution Restitution Restitution Restitution Social Services Services Services Services Social Social Social Social •••• •• •• •• •• •• •• Mental Health Services Services Services Services Health Health Health Health Mental Mental Mental Mental •••• •••• •••• •••• System System System System Justice Justice Justice Justice Criminal Criminal Criminal Criminal •••• •••• •••• •••• •••• REFERRAL TARGET TARGET TARGET TARGET TARGET TARGET REFERRAL REFERRAL REFERRAL REFERRAL REFERRAL AGENCIES AGENCIES AGENCIES AGENCIES AGENCIES Figure 4.1 Figure JuvenileJuvenileJuvenileJuvenile FiresetterFiresetterFiresetterFiresetter Program Program Program Program Juvenile Firesetter Referral Network Firesetter Referral Juvenile The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Mental HealthMental HealthMental HealthMental Health Services Services Services Services Centers Centers Centers Centers Medical Medical Medical Medical JuvenileJuvenileJuvenileJuvenile Justice Justice Justice Justice Services Services Services Services Social Social Social Social PolicePolicePolicePolice SchoolsSchoolsSchoolsSchools ChildChildChildChild Care Care Care Care FacilitiesFacilitiesFacilitiesFacilities Fire Service Fire Service Fire Service Fire Service Parents Parents Parents Parents REFERRAL SOURCES SOURCES SOURCES SOURCES SOURCES REFERRAL REFERRAL REFERRAL REFERRAL REFERRAL Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 174 The National Juvenile Firesetter/Arson Controland Prevention Program the programgiveseriousconsid Although thesemay varywidelyacross large number andvarietyofpossiblere Several pointsofthisfiguredeservesp responsibility fortheoperation of thereferralmechanism. referral agreement, and(2)indivi Relatively high-level officials withtheauthority tobindthe agencytoa officials willbeinvolved inthedevelopment ofthesemechanisms: (1) relationship. Therefore, itislikely thatatleast twolevels of agency planning andcoordinationtheactual approval ofthereferral contacts forreferralsmay bedifferent individuals from thevariousagencies accomplished duringtheplanning andc To some degree,muchoftheidentification process will have been telephone numbers. primary contactorliaisontoth the preferred referral arrangement, theindividuals whowillserveasthe worksheet providingthenames ofspeci Once alistofreferraltypesisdeveloped,theprogram shouldcomplete a for theidentification of referral sources and agencies tobedeveloped. types ofagenciesandgroupsshownin identification ofallpoten The first step inthedevelopment ofeffective referral mechanisms isthe section onpublicityandoutreachisal sources (e.g.,parents)requiresane Guidelines coordination stage,thereaderisencour establishment ofeffectivereferralm program planninganddevelopment. The foundationforthereferralmechanisms islaidintheearlystagesof Identifying ReferralSources TargetAgencies and juvenile firesettercasesthatar mechanisms willbe for thepurpose of merely recording andtracking decision pointsandtransfersforanyonecase.Fourth,some referral and socialservice agencies canbe among thecriminal justiceagencies, referrals. For example, as shallbe over simplification oftheactualse serve asreferralsourceswell.Th key targetagencies--social servicesa arrangements withallsuchagencies Federal Emergency Management Agen foradditionalinformation onthe tial referral sources and e notactuallyseenbytheprogram. e program, andtheiraddresses ffective publicrelationscampaign, the andgroups.Second,two ofthethree echanisms occurs inthe planning and quite complicated, involvingseveral quence ofeventsinvolvedinmany discussedbelow,thearrangements nd mental health agencies--may also so veryrelevanttothistopic. from thosewhoarefirstinvolvedin duals whowillhave continuing the program, andthemental health ird, thisdepiction cy/United States FireAdministration whowillserveasthefunctional eration todevelopingreferral Figure4.1shouldserveasastart aged toconsult that section of the Indeed,becausetheinitial fic organizations, ferral sources an targetagencies. ecial attention.First,itshowsa oordination stage. However,the jurisdictions, itis initial development of referral target agencies. The is necessarily an a descriptionof importantthat

Implementation 175 in Figure 4.1. 4.1. in Figure at if the need is less concern If they are government If they are government ndent, at least to some to some ndent, at least agencies so th ogist, etc. If the organizations of agencies listed listed of agencies mily counseling is required, etc. counseling is required, etc. mily typically have to meet standards typically have to meet ictions that do not have social and ictions that do not capabilities and capacities of the cies will depend on the particular depend on the cies will es, one need not be as concerned es, one need not be as concerned ealth center) there carefully screened before sending carefully screened before sending mechanism be arranged (at least the mechanism first be contacted by telephone and rvices are not available locally, thervices are not available gularly monitored. Private social Private social gularly monitored. ze should explore the possibility of explore the possibility ze should cy as with target agencies (although (although cy as with target agencies the agency, the firesetter and his/her and his/her the firesetter the agency, inion of the quality of services. al arrangement. The central purpose The central purpose al arrangement. Face-to-face meetings should then be should then Face-to-face meetings r programs or institutions in the area, in the area, or institutions r programs ons (which are increasing in number) in number) ons (which are increasing lem in the area, virtually all programs all programs virtually in the area, lem opulation and the mutual benefits of a opulation and the mutual ed carefully or quality. oblems of the juvenile of the juvenile the problems and severity of ected will also be depe ected will also --are they equipped to handle the cases you may be --are they equipped to handle the cases you may Contacting Referral Agencies The source and target agencies should arises, the resources will be there. arises, the resources will be there. be and individual practitioners should the particular You should also examine sending them? on be placed should The emphasis idea to them. the basic to present mail the special needs of the firesetter p for the program, arrangement referral at large. and the community family, arranged to discuss the desired referr We suggest, however, that the referral We suggest, however, that the referral target groundwork laid) for all the major agenci When soliciting source referral agen of the particular with the quality h operated (e.g., a community mental health organizati service and mental their in licensed and/or be certified should Practitioners referrals. them worker, psychol respective fields--social othe have referral relationships with target referral agencies sel agencies The target nature degree, on the of serious problems the youths display the extent to which firesetters; e.g., fa and delinquency, whether adjustment Target referral is also important). of source agencies the quality are to be sent for special to which the firesetters agencies--places services--should be screen about quality, since these organizations re that are carefully developed and and ask for their op you can call them Although the selection of referral agen the selection Although prob the juvenile firesetter nature of in jurisdictions of medium-to-large si of medium-to-large in jurisdictions referral arrangements with all the types the types with all arrangements referral The only exceptions will be small jurisd be small will The only exceptions justice criminal the of levels multiple or the agencies health service mental and therapy se If counseling system. with arrangements of referral the possibility should investigate program neighboring towns and cities. such agencies in The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 176 The National Juvenile Firesetter/Arson Controland Prevention Program target agencies,itisimportant todesc program andthecircumstances underwh detailed guidanceonthecharacteristic of thereferral relationship. Forsourcereferrals, it isimportant toprovide importance of areferralarrangement; of thesemeetingsistwofold:(1)Toconvincetheagency disseminating information aboutthe description ofthetypes ofyouthsto institutions liketheschool syst e.g., ajuvenilecourthandlinganolder,multiple offender. With major to providethenames oftheyouthsa the natureofrelationship. Insome casesthe agencymay agreesimply The referral agreements willvaryacco attorney. with respecttoliability,youmay want toconsulta knowledgeable appropriate incertaincases.If some detailwiththeagency.Written waiversof liability may be At some pointinthediscussions, understanding shouldbedevelopedatsome point. may beunwritten,oralagreemen a single-page agreement willsuffice. In agreements neednotbeelaboratelegalistic documents; inmostsituations relationship andthespecificrespons should thenbedrawnupthatspeci the details of thearrangement havebeendiscussed, awrittenagreement After theagencies haveagreedinpr DetailedReferralAgreements Developing program toldagenciesthatifthey convince agenciestosend Some juvenile firesetterprogramshavegonetoextreme lengthsto to them andthe services theyare likely toneed. recruiting otherindividualsandag community, supportivemembers ofthosecommunitiescanbehelpfulin program healthoreducational gainedatoeholdinthemental has securing thecooperationofotherpub personal andpoliticalconnectionsthat (within ethicalboundaries) programs shouldadoptaprogrammatic conscience." Althoughthistacticis program, "thenextdeathcausedbyajuvenilefiresetterwouldbeontheir Federal Emergency Management Agen . Anotherapproachistomake useofthe referrals totheprogram. InRochester,the encies intothe referralnetwork. doubt aboutthepropercourseofaction em, theagreement may includea inciple tothereferralarrangement and did notagreetose nd pertinentinformation ontheircase/ not appropriatefor referral arrangements throughoutthe liability issueshouldbediscussedin ribe thetypesofyout be referred, along with a plan for bereferred,alongwith aplanfor cy/United States FireAdministration and (2)tocommunicate thenature rding totheparticular agencyand ts, butwrittenstatements of theprogram haswithinfluential s oftheyouthstobesent some instances,initial agreements approach,doingwhateverworks ibilities ofeachparty.These fies clearlythenatureof lic safetyofficials.Oncethe ich theyaretobereferred.For nd referrals to the all circumstances, h thatwillsent

Implementation 177 ll also help to and severity of of all agencies of resetter program ile firesetters through the through the ile firesetters : (a) the nature the nature : (a) t with agency officials. In t with agency tified--in order to ensure that the to ensure that the order tified--in to the juvenile fi oblems have developed in some oblems nd target referral agencies) to share to nd target referral agencies) r nearly all juvenile firesetters. r nearly all juvenile referral network wi outcomes, referrals out to other referrals outcomes, addition, these releases allow target addition, these releases allow target size of the jurisdiction, and (c) the hools and the criminal justice system justice the criminal hools and the development of agreements with with of agreements the development e successfully accomplished and no and no e successfully accomplished program. These waivers or releases program. ve parents sign waivers allowing the ve parents sign waivers allowing also provide a vehicle for addressing also provide a vehicle for addressing reement is only the beginning of a is only the reement lities and child protective services, to services, protective child lities and ce that the youth was assessed by the ce that the youth was assessed communication and strengthening the communication rmed about the outcome of the case. about the outcome rmed on of the flow of juvenon of the setter program of the status of a case. This of a case. of the status setter program bout the status of youths referred to the program- bout the status of availability of relevant resources. the juvenile arson problem, (b) the the juvenile arson problem, Differences Across Types of Jurisdictions program, the nature firesetter As with virtually any facet of the juvenile will be dependent upon the and extent of referral mechanisms characteristics Key in which it operates. community the of characteristics include mechanism the referral influencing system--how and by whom they are iden they and by whom system--how can identify and refe organization itself the juvenile firesetter permit of this chapter for example) end (see the the referral sour to inform program to forward the results of their staff and allows the program program agency. In to a treatment assessment health faci as mental agencies, such will be a careful examinati will be a ha juvenile firesetter program Some a source referral (both agencies referral firesetter with juvenile information apprise the juvenile fire each case monitor to staff program will enable information exchange of ar and ensure that referral linkages large, complex institutions like the sc institutions like large, complex ag a referral of The establishment the agency. The and between the program referral relationship and is cultivated only so long as it will be effective arrangement continuing contac through maintained to the feedback informative timely to provide it is important particular, a source referral agencies intervention screening, of -results Pr youth falls between the cracks. system. Indeed, an important part of part an important Indeed, system. the representatives with agencies, etc. Periodic meetings jurisdictions when youths are referred who are part of the juvenile firesetter the relationships, and will maintain referral network. and the referral source is never info any problems before they become serious. Case conferences are one serious. before they become any problems possible strategy for maintaining The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 178 COMPONENT 5:PUBLICITYANDOUTREACH RESOURCE LIST The National Juvenile Firesetter/Arson Controland Prevention Program services. therapists (ratherthan entireagencies) whocould provide most ofthe resources, theprogrammay consider appropriate resources.With resp may requireconsiderabletime andeffo these agenciesandworkingoutpractic the referralnetworkislikelytobe in thelargercities.Consequently, sheer number of agenciesandindividuals willbe considerably fewerthan shown inFigure4.1areapplicableto probably beneitherneedednoravailabl the youth's problem--so ahugenetworkof the largercities--both the incidence towns theproblem of juvenile firesetting islikely tobelesssevere than in where most of thejuvenilefiresetti areas. Thediscussionaboveismost re which may range from small townsinrural areas tomajor metropolitan The central factor inthisregardisprobablythe sizeof thejurisdiction, What many parents do notrealize isthatthe majority of fires set by their children suspected of firesetting for characteristics offiresetters. Parent unaware of thejuvenilefiresetter juvenile firesetter program. Surprisingly,many communities areoften campaign toraisethepublicawarene firesetter programs candevelopa The PublicityandOutreachcomponent willdescribehowjuvenile Purpose Cole, R.E.,etal.(1986). Cole, R.E.,etal.(1984). special services may belocated in the otherhand,many ofthetargetagen Federal Emergency Management Agen and Control. Project. NewYork:Department ofStateOfficeFirePrevention Rochester, York: Department ofStateOffice Rochester, New YorkFireDepartmentFRYProgramDevelopment New YorkFRYProgramDevelopmentProject. ChildrenandFire,SecondReportofthe Juvenile FiresetterIntervention.Reportofthe the workofdevel less difficultandtime-consuming. On problem ormisinformed aboutthe s may toobtain helpfor bereluctant ect tothecounselingandtherapy other townsandciti ng isconcentrated.Insmall, rural of firesettingandtheseriousness ss about juvenile firesetting and the ss aboutjuvenilefiresettingandthe public information andeducation small townsaswell,althoughthe cy/United States FireAdministration levant tothemedium-to-large cities al referralarrangements withthem rt trackingdownthebestandmost identifying oneortwoindividual e. The major types ofreferralsas cies wheretheyouthsaresentfor fear that they will of FirePreventionandControl. complexreferralnetworkswill oping andmaintaining es. Identifying be"putaway."

Implementation 179 For brochures, For firesetter program in a store window necessary. Many necessary. Many the community to the community rstand that juvenile firesetter rstand that juvenile help juvenile firesetters. It is It is juvenile firesetters. help this chapter. ters, and pediatricians' offices. offices. ters, and pediatricians' lp the juvenile to call. The juvenile firesetter firesetter The juvenile to call. e "less is more" applies. The applies. The is more" e "less to publicize anything they are not to publicize anything they are not to be displayed At a minimum, juvenile firesetter juvenile firesetter At a minimum, esses to defray the cost of design, on. Examples of juvenile firesetter on. Examples of juvenile firesetter nizations, hospitals, physicians, and uvenile firesetter program's services programs must be fully prepared to programs mphlets should also be sent to all mphlets ng funds, services (e.g., printing), or can provide prompt assessment and assessment can provide prompt Without proper identification and identification proper Without education for young firesetters and education for young a responsibility to a responsibility nd referrals generated from a publicity a publicity nd referrals generated from ace juveniles on waiting lists because because lists ace juveniles on waiting hindered because the community is the community hindered because y can have deadly consequences. deadly consequences. y can have rough the schools, local Parent/Teacher rough form and educate the public about the the public about the form and educate and provide a contact for individuals staff should consider soliciti program The coordinating council described in the and mailing. production, he component may Management Program activities. relations public types of these for with fund-raising Associations, pre-schools, day-care cen allow the brochure or poster Stores may desk. Brochures or pa or cashier's community organizations, service orga agencies that work with juveniles. government materials should be simple, with one or two major messages. These messages. one or two major should be simple, with materials j should briefly highlight the materials in-kind contributions from local busin th The brochures can be distributed Pamphlets, brochures, and posters. Pamphlets, brochures, and posters. and brochure to describe the program should develop a simple programs of the community withprovide parents and other members a telephone to call for additional informati number and posters, the old adag pamphlets, unaware of the services they provide. This component will outline will outline component This they provide. services unaware of the be used to in strategies that can it provides. and the services program A note of caution--juvenilefiresetter a handle the request for information must take care not Programs campaign. credibility will lose program firesetter juvenile The provide. to prepared staff say they quickly if the program pl firesetters and then education to they do not have adequate staff. Strategies end of brochures can be found at the education, however, simple curiosit however, simple education, has firesetter program The juvenile exists to them that a program inform community to unde for the important to provide are designed programs troubled firesettersidentify and refer if to counseling are programs juvenile firesetter children are set out of curiosity. are set out of children The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 180 The National Juvenile Firesetter/Arson Controland Prevention Program chapter. Examples offactsheetsandpressrel name, addressandtelephonenumber of information abouttheeventtomedia.Everyreleaseshould havethe of anewsworthystoryorevent. updated asnecessary. Apressreleas suffering becausethepublic exposure. For example, Columbus, Ohio's juvenilefiresetterprogram was publicize ajuvenilefiresetterprogram isthroughlocalnewsmedia andradioexposure. Newspaper, TV, juvenile firesetterprogram. Fact sheets canbeusedtogivetheme press releases,whichcanbemade av Juvenile firesetterprograms shouldc discussed furtherinthesecti targeting community agencies. The audience. Amessage targetingparent referral jurisdiction.Asecondkeyrequirement isknowingthetarget firesetter program isdesignedto if theysuspectthat their children are playingwithfire, or5) thejuvenile and dangerousproblem, 4)parentsshould identification andassessment, 3)children providing servicestofiresetters, firesetters arecuriouschildrenw convey. Examples may includemessages suchas,1)themajority of The spokesperson should havethree or convey thatmessage tothelocalmedia. the message theprogram wantstoc the community. Thespokespersonneedstohaveaclearunderstandingof importance ofgettinginformation about the spokesperson's jobto"sell"the news reporters,assignmenteditors,and the programcoordinatororspokespers stations. Ifthejuvenilefiresetter them. Theymust gotolocal newspapers,radiostations,andtelevision The juvenilefiresetterprogram staff could usetheColumbus Juve the local juvenile firesetter proble the servicesofferedbyprogram. was abletoinform thepublicaboutth of thelocaltelevisionnewsmedia a Federal Emergency Management Agen on on Public Service Announcements. on PublicServiceAnnouncements. wasunaware ofits existence. With thehelp nile FiresetterProgram. program wantstousethelocalmedia, sheets areusually m andexplainedhowthecommunity dia backgroundinformation aboutthe whethercuriousortroubled,is ho neededucation,2)thekeyto cannot waitforthemedia tocome to e isabrief(onepage)announcement provide assessment, educationand story tolocalmedia, explainingthe eases canbefoundattheendofthis Thereleasegivestheimportant onvey tothepublicandbeable Program staffgaveinterviewsabout onsider writingbriefactsheetsand e problem ofjuvenilefiresettingand nd newspapers,thefiredepartment cy/United States FireAdministration s may differentthanamessage be fourkey piecesofinformation to on willhavetocallormeet with issue oftargetaudience willbe ailable tothelocal media. Fact local news show producers. Itis local newsshowproducers. the juvenilefirese playing withfire isaveryreal the juvenilefiresetterprogram. not be afraid to seek assistance not beafraidtoseekassistance The most effectivewayto brief and can be brief andcanbe tter program to

Implementation 181 at the radio and The book also tells readers tells readers book also The by-step guidelines on how to guidelines on how by-step be an excellent way to educate excellent an be short articles about the juvenile letters or magazines, newsletters newsletters magazines, letters or Competition for media time and for media time Competition article can be found at the end of and its services can be used as a and its services can be used as es of PSA's is th es of PSA's nt. In addition, if the juvenile nt. In addition, if the juvenile chapter for examples of articles). of articles). for examples chapter Start Small" are described in the in the described are Start Small" FPA). The USFA's "CuriousFPA). The USFA's Kids ss the articles. These types of types These ss the articles. hout also mentioning the juvenile the juvenile hout also mentioning an expert opinion about juvenile an expert opinion about juvenile or program without trying to sell a or program en a juvenile firesetting incident has en a juvenile firesetting incident to reach a wide audience. PSA's so benefit from the information in the information from so benefit setting, which can be used to educate setting, which can a awareness are heightened after such after such a awareness are heightened nt opportunity to discuss the juvenile nt opportunity to discuss the juvenile Fire Administration (USFA) and the Fire Administration rve the community and highlight Public service announcement (PSA's) service announcement Public nile firesetter program. sheets and articles. sheets and mponent. Both media kits contain information on kits contain information media mponent. Both nd university and college newspapers to publicize nd university and college newspapers , provides ideas and step- , provides space, however, is very tough and stations are cutting back on the amount amount space, however, is very tough and stations are cutting back on the publications are designed to se juve the about the community are donated by the media. television time the chapter). Program staff can then meet with the editors of the the with the editors of Program staff can then meet the chapter). to discu newsletters and magazines and activities and can community programs Public Service Announcements. of the greatest advantag product. One firesetter program staff have identified themselves to the media, they may may they media, the to themselves have identified staff program firesetter be interviewed and askedto give firesetting. This is again an excelle of the (see the end firesetter program firesetter program. and television, juvenile firesetter In addition to newspapers, radio, news can also use community programs corporations, a of major write staff can the program. The program the to alleviate has taken program the and the steps firesetter problem of a short feature (an example problem the community about the juvenile firesetter can also be used to inform They have the potential program. about a problem provide information is wh attention One way to get media's program an event. A description of the incide sidebar to the story about the incident firesetting juvenile is that no thing to remember The important wit should be reported in the media how to get their information on radio and television and how to on radio and television information how to get their campaign. a media develop systematically can al programs Juvenile firesetter by the U.S. kits developed media occurred. Parental interest and medi An excellent resource on how to work with the media was written and and was written media the with work how to on resource An excellent Prevention The book, Council (NCPC). Crime by the National published Airtime Ink and Association (N National Fire Protection Fires "Big the NFPA's and Set Fire" write press releases, fact write press co Intervention Services of juvenile firesetting. problem communities about the the nature and extent of juvenile fire the nature and extent The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 182 The National Juvenile Firesetter/Arson Controland Prevention Program well thoughtoutandcreative. of airtime they arewilling todevote of resourcesavailable. firesetter program (radioortelevisi already beendeveloped. Thevehicl audio andvideotapesmay wantto valuable materials inlieuofmone be abletodonatepaper,tapes,pe will needtolookthecommunity fo developing aPSAisnotlowcostventure.Programs withlimited funds Unfortunately, althoughthemedia donatesPSAtime and space, number tocontactformore information. message, thePSAshouldgiveaudi about thedangersofplayingwithmatc many cases,canbeavoided.Stillothersmay addresskidsand warnthem the publicthatjuvenilefiresettingis children whoneedfiresafetyeducati firesetters aretroubledandneedc have deep-rootedpsychologicalpr firesetters. Onesuchmisconception isth PSA's, targetedtowardparents,desc and thegoalofPSA(education,refe teachers, etc.),natureofthejuvenile a number ofdifferentcriteria,includ specific message. Thecontent ofthe PSAmessage willvary accordingto their message. PSA's areusuallyshor The juvenile firesetter program staff willneedto decideonthecontentof support ofthesetwogroups. school personnel.PSAshouldbedesignedtocapturetheattentionand Two ofthelargest,relativelyuntapped, they wantto reach--theirtargetaudience--and thebestwaytoreachthem. developing aPSA,thejuvenilefirese Juvenile firesetterprogra firesetter programs reproductionfee. fora Phoenix FireDepartment hasmade th Fire Department alsohasanopen-format PSAdevelopedbyFire-Pal.The sight," canbeorderedthroughlocal The PSAdevelopedbytheNFPAenti information abouthowtocontactthe program to"customize" thePSAbyleaving spaceattheend for describe theproblem ofjuvenilefiresettingingeneral, butallow thelocal have developed"generic"oropen-format PSA's.ThesearePSA's that Several firedepartments andtheNati Federal Emergency Management Agen ms maywanttodeveloptheirownPSA's. Before y. Programs unfamiliar withproducing on) willdependlarg firesettingproblem inthecommunity, ing targetaudience (parents,children, NFPA representatives.ThePhoenix rsonnel, videoequipment, orother oblems. Althoughsome juvenile onal FireProtectionAgency(NFPA) to PSA's. PSA's must, therefore, be ounseling, themajority areyoung on. OtherPSA's areusedtoinform arealanddeadlyproblem that,in r fundsorservices.Companiesmay ribe misconceptions aboutjuvenile consider usingPSA's, which have tter program staff cy/United States FireAdministration t, 15-30-secondadsthatfocusona ence aspecificname andtelephone hes andlighters.Regardlessofthe sources ofreferralsareparentsand e PSA available to local juvenile e usedtopromote thejuvenile local juvenilefire tled, "Got alight,keepitoutof at theyare"bad" kids orthatthey rral totheprogram, etc.). Some ely ontheamount must decidewho setter program.

Implementation

183 community ools, services go the these meetings go the these meetings The juvenile firesetter firesetter juvenile The juvenile firesetter programs in juvenile firesetter programs can establish other services to can establish other services to ornia have established speakers ornia have established speakers of individuals who have expertise of individuals who have expertise s or products. As noted in the upport for the juvenile firesetter the juvenile upport for rporations. Contributing money to rporations. Contributing money quest assistance from individual sk Force, Inc. in Columbus, Ohio sk Force, Inc. in Columbus, gn, and other skills can be asked to oney and manpower have formed vision stations and meeting with the and meeting vision stations n. Volunteers from the community n. Volunteers from mmunity groups, sch mmunity resetter program director or another director resetter program ile firesetter program publicity and and publicity program ile firesetter ilable, the juvenile firesetter program program juvenile firesetter the ilable, thout the assistance of the community. her agencies for the media time and time the media for her agencies ty and prevention. These individuals ty and prevention. These individuals civic mindedness and self-interest when civic mindedness advises program staff to staff advises program ity organizations and local businesses to acquire staff member will need to explain the severity of the problem and the the problem of the severity to explain will need member staff community s of eliciting importance Ink and Airtime program. and national local including available, information the with all of armed prominent from success, and endorsements of program statistics, evidence of the community. members Partnerships juven The nature and extent of the to the available to the resources will be limited campaign outreach m with limited Programs program. partnerships with commun space. Program personnel should address this problem directly by going directly by problem this address personnel should space. Program radio and tele newspapers and to local fi juvenile The staff. public service Ta Prevention The Juvenile Firesetter and funds. The community can offer an the necessary services, materials, or donate money Corporations may resources. wealth of unlimited activitie sponsor specific promotional staff should the juvenile firesetter program Structure component, Program sense of appeal to a corporation's co to solicit donations from attempting is basically good business. The juvenile firesetter better the community coordinator should also re program advertising, in writing, with expertise Individuals community members. desi audio and visual communications, will still have to compete with ot to compete have will still and other services. hot lines, bureaus, Speakers can receive Care Line where parents a Juvenile Firesetter also maintains childre their for and help information assist parents. the hot-line and can be trained to man of juvenile firesetting is a donate their skills. The problem that cannot be alleviated wi problem If the resources and expertise are ava and expertise If the resources or the coordinating council program For example, the program. promote Ohio and San Jose, Calif Columbus, are comprised bureaus. These bureaus in one or more areas of fire safe to speak to co volunteer their time groups. The speakers can provide organizations, and other interested the use of the juvenile firesetter and promote valuable information program. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 184 RESOURCE LIST The National Juvenile Firesetter/Arson Controland Prevention Program Salem, OR97305 4760 PortlandRoad,N.E. State FireMarshal "Hot Issues" Newsletters (617) 770-3000 Quincy, MA02169 1 Batterymarch Park National Fire ProtectionAssociation "Big FiresStart Small" Emmitsburg, MD21727 16825 SouthSetonAvenue National Fire Academy U.S. FireAdministration "Curious KidsSetFires" Media Kits (617) 770-3000 Quincy, MA02169 1 Batterymarch Park National Fire ProtectionAssociation Phoenix, AZ85003 520 West VanBuren c/o PhoenixFireDepartment Fire Pal Public ServiceAnnouncements Washington, DC20006 1700 K.Street,N.W., Floor Second National Crime PreventionCouncil(NCPC) Ink andAirtime Federal Emergency Management Agen cy/United States FireAdministration

Implementation 185 itions, report to to report itions, ing incident, services nd type of program activities nd type of program for an evaluation system. An for an evaluation system. routine follow-up the program's rmine final dispos rmine developed some internal system to system internal some developed maintain individual case files with files case individual maintain Most juvenile firesetter programs Most juvenile firesetter programs systems capable of being used for capable systems to which they are put. At the most At the most to which they are put. the information above plus follow- the information nile firesetting programs regardless nile firesetting programs at least have the basic ingredients at least hose needed for an independent and ensuring that needed treatment and ensuring that needed treatment em. Much of the data in such an an in such Much of the data em. nt purposes, depending on the nt purposes, depending on evaluation system is an extension of evaluation system number of cases handled, case type, of cases handled, case type, number d type of services etc.), rendered, data needed for self-evaluation and e covered in this component. While While in this component. e covered ate, expensive, semi-comprehensible semi-comprehensible expensive, ate, clude recidivism and other follow-up data clude recidivism resetter and the firesett the resetter and etc.), and providing data for annual reports, evaluation system would contain all of evaluation system a separate syst rather than the MIS, to which they agencies the referral and firesetters of with families contacts the basic It provides are referred. provides the basic building blocks such as delinquency, other problems and up data on firesetting recidivism etc. The problems, school or family from come may evaluation system monitoring, as well as t program as such juvenile firesetter programs, evaluation of the program. Some computerized systems; both manual and simplified computer systems can systems computer and simplified manual both systems; computerized for careful monitoring. be perfectly adequate Extending the MIS to in of size. They need not be elabor need not of size. They evaluation purposes. As described in this component, simple monitoring monitoring simple As described in this component, evaluation purposes. for all juve are recommended systems Purpose serve differe systems Monitoring an number firesetter characteristics, a tracking and reporting the number juvenile and use for monitoring systems of content, format, The purpose, ar incidents and firesetting firesetters have programs juvenile firesetter many etc. Very few have funding agencies, they contain and the uses information case for is needed system information management a level, elemental and reporting of program operations tracking, caseload analysis, and (MIS) should include case System Information results. A Management characteristics of the fi the final disposition of the case. It isrendered, dates of key events, and the individual cases. Determining tool to monitor used as a management point status of each case at any given and for summarizing provides the means has been completed. An MIS (the caseload program's analyzing the (presentations given, version of an MIS, or some maintain of one. (such as case records) for the making monitor their caseloads, others simply others simply monitor their caseloads, evaluations, and funding agencies. no systematic way to track cases, dete way to no systematic The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency COMPONENT 6: MONITORING SYSTEMS SYSTEMS 6: MONITORING COMPONENT

Implementation 186 The National Juvenile Firesetter/Arson Controland Prevention Program and useofanevaluationsystem. effectiveness of programefforts, andwillbeused toillustrate thepurposes enforcement andfireofficials. firesetting incidents that have not come tothe attention of law Houston's haveroutinized I. Case characteristics four categoriesofdata other programrecords(perhapsnewly primarily form intake,screening,andassessment instruments, andfrom Management Information System aredrawnfrom theindividualcasefiles, Management InformationSystem. "System Development andUse." analysis and reporting, etc.--are manual orcomputerized, whichagen use ofthesystems--data collection three systems aredescribedinthissection.Thedevelopment, form, and The caseinformation andotherdatato Central ElementsoftheMonitoringSystems routine recordskeptbyfi firesetting andgaugetheeffectiven data needed tomonitor jurisdiction-wide rates of juvenilearson and by thejuvenilefiresetterprogram. Thissystem wouldprovidethebasic firesetting incidents,whetherornot reporting system istorecordbasicinformation on programs isanincidencereportingsystem. Thepurposeofanincidence The thirdtypeofmonitoring system suggested forjuvenilefiresetter Federal Emergency Management Agen Initialassessment afterscr e. Pastfiresettingincidents d. Detailsof thefiresetting c. Age,sex,race,family statusoffiresetter b. Sourceofreferral a. extreme risk) injuries, deaths others, locationoffire,materials used,damage estimate, includedinanMIS: systems fortrackingreci re service officials,an described inthefollowingsection, the firesetter isidentified andhandled issues, whethersystems shouldbe ess ofeducationextensionthe created forthispurpose). Thereare cy/United States FireAdministration incident--motive, presence of cy should maintain thesystem, bekept ineachoftheproposed The data tobe includedinthe eening (e.g.,little,definite, or d ideally,wouldinclude divism andjudgingthe all knownjuvenile

Implementation 187 ndered, and case red, gathered system requires follow-up system ll cooperating agencies or ll cooperating agencies etc. Force participation, eld--type, curriculum, number number eld--type, curriculum, st important elements of the st important elements istics, services re services istics, ll services rende ll services .1; Columbus, A-2; Fort Worth, A- .1; Columbus, A-2; Fort Worth, programs can be found at the end of programs es (mentor pairing, restitution, pairing, restitution, es (mentor ould contain intake forms, screening screening ould contain intake forms, ducational sessions; dates, purposes, sessions; dates, ducational struments are reviewed and presented are reviewed and presented struments fire, prosecution, courts, and probation agencies; Data for an evaluation Data for an through routine reporting by a through routine reporting direct follow-up community or other--type, number, attendance, content attendance, community or other--type, number, trained d. Other--Media coverage, Task coverage, d. Other--Media and agencies of referral(s); number and type of counseling and type number of referral(s); and agencies of other servic sessions; details visits to burn units, etc. community service, b. justice system in criminal Status of case a. or activities, school-based Education/Prevention b. development Training for others in the fi c. Resource/Materials of e and length Dates, content, a. of a Dates and outcomes the chapter (Upper Arlington forms, A the chapter (Upper Arlington forms, 3; and Charlotte, A-4). Screening in 4. in Component disposition information, are the mo are the disposition information, and accurate as be The data will System. Information Management Each records. program other case files and the individual as complete w case should have a case file, which file. Several in each case information and disposition instruments, used by exemplary of forms examples schools; parents; social service agencies; and private treatment facilities. the following section; in the are discussed Data collection procedures on all cases handled is to be included in the following information evaluation system. Evaluation system. activities with police, case character The first three categories, IV. Program Activities IV. Program III. Case disposition disposition Case III. II. Services rendered rendered Services II. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 188 The National Juvenile Firesetter/Arson Controland Prevention Program • appears toposenoproblems for data firesetter program isoutside the law enforcement system, confidentiality the system iscomputerized. InHouston,however, wherethejuvenile concerns andmay nothavesufficient e fire service)may haveproblems obt formal lawenforcement system (whichmay includethosehoused in the is the home of thejuvenile firese best equipped tobuildand maintain thesesystems, andinmostinstances computerization, andotherissuesarequite considered simply anextensionof covered hereunderoneheading.Theevaluation systemshouldbe and useof themanagement information andevaluation systems willbe Management informationandevaluationsystems. Thedevelopment System DevelopmentandUse • • include information on: (data collection isdiscussed inthe firesetting incidents,whetherornot e.g., acity,county,etc. Itwillincl system shouldcoverthejurisdictionof the firedepartment isclearlytheprimary source.Theincidencereporting reporting system requiresinformation Incidence reportingsystem. • • • • Federal Emergency Management Agen

incidents. Firesetting recidivism--informa others, pastincidents. Known orsuspected firesetters--age, sex, motive, presence of or not,reasonsfornotreportingifknown. items/structures ignited, damage estimate, injuries,death,reported Firesetting incidents--date, lo problems, poorpeerrelationships,etc. Personal andinterpersonalprob etc. Family/home problems--running away, lackofparentalcontrol, problems, academic andbehavioralproblems, etc. School problems--truancy, chro Delinquency--any andallactsof Like theevaluationsystem, theincidence following section).Thesystem would tter program. Programs outsidethe the MISbecause the data collection, ude allknownorsuspectedjuvenile they arereportedtotheauthorities cy/United States FireAdministration collection andinformation sharing. from avarietyofsources,although aining data due to confidentiality xpertise orequipment, especiallyif cation, ignitionmaterials used, vandalism, stealing,etc. tion onanyfurtherfiresetting thejuvenilefire lems--emotional andbehavioral similar. Thefiredepartment is nic tardiness,disciplinary setter program--

Implementation 189 collection m, or statutory to the juvenile ed to build and ed to build lity, policies or lity, policies or not large and its tinized data d agencies from the inception of the d agencies from ers have become increasingly increasingly ers have become agencies is need agencies elor is returned hould be identified from the start from hould be identified its caseload is caseload its rtments are considered outsiders. are considered outsiders. rtments rterly on the number of family bout particular events concerning bout particular events concerning clude confidentia en a family terminates counseling, counseling, en a family terminates in interagency agreements. For a in interagency agreements. concerns, at minimu evaluation system may be kept evaluation system encies submit monthly reports on monthly encies submit ating in data collection because of because collection in data ating ization is advised. A manual system ization is advised. A manual program with basic information very with basic information program gard to reporting requirements and requirements gard to reporting ile firesetter program must make a make ile firesetter program must e program follows up with both the e program outside of the program. outside of the program. sharing information, rou sharing information, firesetter program. In Portland, th firesetter program. in a month or two after referral to to referral or two after parents and the referral agencies within a month that the recommended contact has occurred. confirm the entire case file kept by the couns sessions held and progress made. Wh sessions held and progress made. logs, carefully organized and Simple are small. reporting requirements a small will provide kept up to date, clients referred to them by the juvenile firesetter program (seeB.1) and clients referred to them by the juvenile firesetter program Child Protective Service reports qua and information The management Each agency involved in the juven a the program to inform commitment collection effort should not be The data youth in the program. case be developed to facilitate can reporting forms burdensome; simple In examples). for the chapter of end the (see disposition and tracking ag counseling Houston, for example, but since personal comput manually, have confidentiality Each agency may prevalent in the workplace, computer perfectly, if program suit a small may from all and coordination Cooperation The and evaluation system. monitoring a comprehensive maintain re agency in of each responsibility involve among and built into discussions issues in These planning. program with share may they information the individual that limit regulations any releasing about concerned will be very in particular, others. Schools, particularly agencies, rcement on students. Law-enfo information in the extent to which any limited probation and the courts, are severely provided to outsiders, and in some on juveniles can be information depa jurisdictions, the fire and police Contractual agreements between the agencies involved spell out the involved the agencies between agreements Contractual required. services be spelled out providing data should monitoring issues s developing program, is system the monitoring if be mitigated may concerns these While program, firesetter juvenile within the officials by fire maintained safeguarded. Access to and reviewed should be confidentiality protections records should be reported regulations that prohibit regulations that procedures, and resistance to particip to resistance procedures, and of resources. constraints of lack time The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 190 The National Juvenile Firesetter/Arson Controland Prevention Program computerized databaseca firesetting inagiven jurisdiction, computerization is needed. A To maintain anMIScapableof pr information neededbyajuve their statistical capabilities may behelpful inproducing specific Systat orSPSSareprobablynotneeded formonitoring purposes,although programming throughthedatabaseprogram Such informationwouldbeatyourfi 13, forexample--the hand talliescanbecome burdensome andinaccurate. whether kids13oroverhavecaused Tables, summarystatistics,andr as thenumber ofcasesreferredtothe CommunityMentalHealthCenter. probably warranted. somewhere between 75 and100 casesperyear, computerization is and statusreportscumbersome toproduce. Whenaprogram reaches requirements arefrequentand/orde to handlesummarycomputationseasily quickly. Computerization isneededwheneitherthecaseload istoolarge arise--to look at referral sources referral at look arise--to with arunningtotalofthe program desires.Forexample, manua database from whichinformation canbedrawn,slicedanywaythe One advantageofacomputerized syst database programs enablemore comple database program, suchasthedate dBase). Simplequeriesonacase- directly intoacomputer usinga In acomputerized system, information from caserecords would beentered made andwhenfollow-upisneeded. of thechapter)canbe usedtomon intervention services. The logused quickly viewthestatus ofacase and monitor itforthedeliveryof data. Alogshouldbeusedasa"ticklersystem," enablingprogram staffto characteristics) andonetorecord information (dates, referralsour information istokept on logs, afterreviewingtheirmanagement summarized. Aprogramdeveloping and otherinformation aboutthefiresett and initialintervention steps.With you ataglancethenumberofcaseshandl calculated. Forexample, thesample be placedon monthly activity logs that enable summaries tobeeasily If operatingonamanual system, keyinformation from filesshould case Federal Emergency Management Agen n containmuchmore information thanamanual year's caseload.Butif nile firesetterprogram. by-case basiscanbemade throughthe during agivenquarter itor cases, noting whenreferrals were database management program (e.g., bythePortlandprogram (seetheend referral, intervention, anddisposition referral, intervention, outine reportscanbeproducedby of referraltotheprogram, andmany minor calculations,the averageage tailed, making interim computations logonthe following pagewilltell oviding afullpicture of juvenile more seriousfiresthanthoseunder lly keptlogscanprovideaprogram ngertips inacomputerized system. cy/United States FireAdministration a manual MIS shoulddecidewhat ces, individual,andincident andaccuratelyorwhenreporting x queriestobe er andfiresettingincidentcanbe em isthatitprovides abasic ed inJuly,theirreferral sources, . Statisticalpa newquestionsorneeds made easily,such orinvestigate ckages suchas

Implementation to 191 Referred Referred

from from Referred Referred

other hand, computerized other hand, computerized Intervention Intervention this year relative to last year? year? to last this year relative

with inpatient or outpatient or outpatient with inpatient characteristics of the juveniles characteristics of the juveniles job; rather only an hour or puterized system or summarized system puterized ong local computerniks) to ong local computerniks) information system should enable a system information ch more complex questions (such as questions (such complex ch more system, these questions require the questions require these system, tter program might hire local might tter program the in-house expertise needed expertise needed in-house the ould be developed by a central Y/N Screened Screened

case files. On the case files. On Y/N July 1993 July Injury Injury

amount damage Property Property

handled?

A generic computer system c system A generic computer at Fire Administration/FEMA) as the U.S. agency (such as needed. each program relatively low cost and tailored to Alternatively, a juvenile firese experts (or find volunteers am most juvenile feel We program. develop a computer will have firesetter programs on an ongoing basis. It to enter data and operate the system should not be a time-consuming current. two a week should keep the system Fire Location Location

manually in regard to the management in regard to the manually to answer questions such as the following: program The analysis produced via the com produced The analysis 1. 2. cases How many have been handled What are the individual and family

system (the results of screening tests of screening (the results incident, of the firesetting and details system mu and therefore answer for example) do second-time firesetters do better firesetters do second-time a computerized Without treatment?). individual hand culling of systems take care and feeding; data must be entered on a timely basis and basis be entered on a timely data must feeding; take care and systems without expending out of it to know how get information one must or programming. in training substantial time The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Sex

Age

Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency Name

Implementation 192 The National Juvenile Firesetter/Arson Controland Prevention Program . Whatarethecharacteristicsoffiressetbyjuveniles 3. previously, arevaluableforanalyz Incidence reportingsystem. releases, etc. are easilyavailablewhen prepari the basicbuildingblocksforanoutsi detailed information ontreatments an independent evaluator willwanttoverify theinformation andcollect more effectiveness andtheeffectiveness information isobviouslyvaluabletotheprogram, toassessitsown information basisforacomprehensive forms the evaluation. The manual logsasthey are gathered. Together withtheMISdata,this These recidivism datashouldbeadde made withtheparentsratherthansendinganimpersonal form. delinquent behaviorsor parentstoreportanyadditional rapport hasbeenbuilttoenablethe probably thebestsinglesourceof further contact withthe j Houston orperiodicphonecallsto determine iftheagencyhashadany facilities. Thefollow-upmay consis probation, schools,parents,socialservice agencies,andpublictreatment The keyagencies include thepolice andfiredepartments, courtsand chapter. 9D.2), andColumbus (D.3)programs ar offered. Follow-upforms usedbyth juvenile firesetterprogramandthere of families toexplorerecidivism issu the juvenile's progress.Otherprogr director makes monthly phonecallstothefamily forayeartocheckon among participatingagenciestol problems. IntheHoustonprogram, two aftertheprecipitatingincidentto contacts should be made with the fa delinquency, continuedproblems at recurrence offiresettingbehavior,an evaluation purposes,aprogram needstoknow,minimally, ofany effectiveness oftheinterventionstrate must takeplacewith anumber ofkey To extendtheMIStobecome anevaluationsystem, follow-upactivities Howlong,ontheaverage, arejuvenilesandfamilies intreatment? Whichreferralagencies areusedthemost? 5. 4. Federal Emergency Management Agen handled bytheprogram? uvenile and,ifso,forwhat other problems. Telephonecontactshouldbe Incidence reportingsystem, asdiscussed ook forrecidivistsandtheprogram ams haveformally conductedsurveys ng annualreports,proposals,news d shouldwanttoknowaboutjuvenile d outcomes, butthe MISwillprovide mily andkey agencies for ayear or de evaluation.Finally,theMISdata es andwhatthefamily feltaboutthe follow-up information, ifsufficient inquire aboutrecidi ing thefullproblem of juvenile agencies todetermine thelong-term e Portland(D.1),UpperArlington, ferral servicesthatmay havebeen cy/United States FireAdministration d tothecomputerized databaseor t ofroutinerepo school orhome, etc.Quarterly gies interms of recidivism. For of participatingagencies.An cross-reference checks aremade e can be found at the end of the e canbefoundattheendof reasons. Parents are rting asdonein vism andrelated

Implementation 193 to identify of the city juvenile firesetting problem is to juvenile firesetting problem tion of parents or authorities. tion of parents or authorities. to maintain an incidence reporting reporting incidence an to maintain ing reported juvenile firesetting ing reported juvenile firesetting m, is also developing a statewide a statewide is also developing m, nce of unreported fires are needed. nce of unreported fires are needed. be computerized. In many ices are needed and where services services needed and where ices are the schools (as conducted by the the schools (as conducted by be upheld for truthful self-reports to rting system should contain fire and rting system should setters and implement education/ education/ setters and implement nts can be found at the end of the at nts can be found ly presented. The data should bely presented. hools and parents organizations) that nd need for summary statistics, the statistics, nd need for summary collection. In too many jurisdictions, jurisdictions, In too many collection. set by juveniles among all fires set. among set by juveniles ially underreported, and many youth set ially underreported, and many s as well as fireplay activities that do not result that do not result activities well as fireplay s as conducted a risk analysis as appropriate. The State of New York, in The State of New as appropriate. of data a Because of the volume easy. Fire will be relatively this system of the creation departments, be sorted to reflect may reports that are routinely computerized incidence just the juvenile problem. high-risk areas for juvenile fire high-risk areas for juvenile the of Another, more basic assessment behavior. on their firesetting survey youth directly to gather information Juvenile firesetting is substant atten that never come to the fires in surveys of students Anonymous should incidence reporting system chapter. Portland has also strategies intervention analyz In addition to gathering and on best single source of information are probably the Rochester program) juvenile firesetting incident must in actual fires. Strict anonymity extent of full on the information survey will provide result. This type of valuable as and is as in a jurisdiction problem firesetting the juvenile reported fire statistics. incidence repo A juvenile firesetting developed records or new forms gathered via existing for this purpose, depending on covering jurisdictions of interest all fire departments from The Portland,by the juvenile firesetter program. the areas served Oregon, The forma statewide database on juvenile firesetters. is building program fire departme used by participating progra conjunction with the Rochester system. computer to assess the incide incidents, methods and survey to identify is way One are available. Several options sc organizational entities (primarily firesetting and determining where serv where and determining firesetting will Since fire departments have been effective. particularly) (education, in place needed systems basic place the as previous individual information and not reported to the fire are small record firesetting incidents that department. system, the real challenge is in data challenge is the real system, fires to identify there is no means The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 194 SYSTEM COMPONENT 7:DEVELOPINGRELA The National Juvenile Firesetter/Arson Controland Prevention Program relationship betweenthe program resource tothejuvenile justicesyst Summary and correctional facilities. The juvenile juvenile firesetterprogramcanbearesourceforprobation,court, all firesettersandtrackthem through juvenile firesetter program isinaunique position of beingable to assess firesetting sothatnojuvenilefire program. Juvenilefiresetterprograms n justice system andnevercome totheattention of thejuvenile firesetter this component. Toooftenjuvenilefi relationship withthejuvenile justice system, whichwillbethefocus on services, schools,mental health,andthe juvenile justicesystem. Itisthe Referral Mechanisms component, these the keyagencies thatworkwithjuve The juvenilefiresetterprogram needs programs assesstoeffectiv systems canprovidevaluableinformation aboutcasestatusandcanassist system formonitoringtheircases. All juvenilefiresetterprograms, re where theyarereferredtothejuvenile firesetterprogram. whether they arereferred tothejuvenile firesetting incidents regardless of record information onalljuvenile program. Incidentreportingsystems and monitoring todetermine theeffectiveness of thejuvenilefiresetter problems, etc.Thisinformation canbeusedforprogram self-evaluation recidivism andotherproblems asdelinquency,school,andfamily such systems areextensions of theMISa systems canenableprograms tocaref provide theprogram withtheinform Monitoring systems donothavetobe can beusedinannualreport,evaluations,andfundingagencies. addition, suchsystems provideamean status of acasetoensure that need juvenile firesetterprogram totrack Information Systems (MIS)describedinthiscomponent enablethe reporting systems. Monitoringsystems, suchastheManagement management information systems, ev This component describesthreetypesofmonitoring systems: Federal Emergency Management Agen eness oftheirservices. TIONSHIPS WITHTHEJUSTICE andthejustice agencies. setter fallsthroughthecracks.The em, however,isbasedonstrengthof individualcasesanddetermine the As thecomponent notes,monitoring gardless ofsize,shouldhavesome nd includeinformation onfiresetting ed services have ully monitor their cases. Evaluation resetters arereferredto thejuvenile firesetting incidents regardless of s forsummarizingcaseloads,which cy/United States FireAdministration to develop relationships withall of elaborate computerized systems to referral agencies. nile firesetters. As notedinthe firesetterprogra eed tobeawareofallincidents of ation itneeds.Simplemanual allow jurisdictions toaccurately aluation systems, andincident agencies includepolice,social been provided.In m's potentialas a Inadditionthe

Implementation 195 resetters come to resetters come investigators assigned to the criminal justice system system justice the criminal nile to a mental health or social health or social nile to a mental between the juvenile firesetter firesetter juvenile the between am willam differ in such areas as se first. Intake Unit staff will Unit staff Intake se first. provide information to assist to assist information provide Investigators approach every case Investigators approach every case ter, all juvenile fi summarized below and detailed summarized below and detailed to being referred to other agencies, program better assist delinquent program ors and rarely lose a case sent to to ors and rarely lose a case sent stem. Specific objectives of this of this Specific objectives stem. ed in three cities--Rochester, NY, ed in three cities--Rochester, NY, stigators meet with the youth and stigators meet cedures most appropriate to their cedures most appropriate to their ourt, the judge assumes that every can be found at the end of thiscan be found at the end of need or when the child has engaged in prosecution are petitioned through the d manpower, programs should review should review programs d manpower, ily court, prosecutor's office, and juvenile office, ily court, prosecutor's activities. The FRY investigators work very The FRY investigators activities. hout going to court or can be "adjusted" wit are investigated by fire are investigated

firesetters in residential correctional facilities. facilities. correctional residential in firesetters court; and to help the juvenile firesetter to help the juvenile firesetter program identify and treat the the and treat identify program firesetter juvenile the to help delinquent firesetter; relationships to develop working agencies of and specific program fam including probation,

provide fire safety education. In Roches prior the attention of the FRY program Cases may be referred to prosecution as a last justice. juvenile including in services to children to get resort other delinquent numerous The Agency. closely with the Probation Office and the Presentment the ca Unit will handle Intake Probation attorneys work Court. The presentment Agency to Family Presentment investigat with the FRY very closely the Fire Related Youth (FRY) Program. the Fire Related Youth (FRY) Program. investigation. After collecting of juvenile firesetting as a criminal about the case, the inve information decide whether the case service facility. Cases referred to prosecution. Before a case gets to c whether the case will be referred for prosecution. If adjustment is being If adjustment prosecution. referred for whether the case will be risks and the youth's will consider department considered, the probation refer the juve strength. Probation staff may component. Recognizing that each progr Recognizing component. descriptions of these approaches descriptions of these approaches structure, an State law, program pro and consider the these models and jurisdiction. particular program Rochester, New York All fires set by juveniles lationships between the juvenile the juvenile between relationships developing effective in programs sy justice and the firesetter program are the following: component • us Model approaches that have been Charlotte, NC, and Portland, OR--are is to of this component The purpose • • Purpose Purpose The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 196 The National Juvenile Firesetter/Arson Controland Prevention Program effort hasbeenmade tokeeptheyouth Office. Ifthedistrictattorney choo another diversionprogram; orrefer th firesetter program, socialserviceagency, mental health and make adecisionto closethecase;divert thecasetojuvenile intake probationofficer.Th offender. Ifayouthisreferredtojuvenilecourt, thecaseisassignedtoan incident, 2)identifiedas a "troubledfiresetter,"or likely tobetheolderjuvenilewhoha juvenile justicesystem. Thoserefe apprehended forfirerelate program toreducetheincidenceof by thePortlandFireBureau. In In Portland,Oregon,alljuvenilefiresette Portland, Oregon Intake Counselor.Theintakeofficer property. If theyouthisreferredtocourt,caseaCourt incident isafirstoffenseandwh decision isbasedonanumber ofconsiderations including whetherthe program whichishousedinanotherdi with prosecution orrefer thejuvenile directly tothejuvenile firesetter juvenile doesconfess,theTaskFor case isreferredtotheDistrictAtto on whetherthejuvenileconfesses.If youth toconfesssettingthefires. a juvenile is suspected, theTask Force members often try to persuade the All arsonorsuspiciousfiresareinvestigatedbytheArsonTaskForce.If Charlotte, NorthCarolina Often thejudge willalso considerth conduct afamily evaluationandmake there isenoughevidencetojustifyth juvenile firesetterprogramortheyma The judgemayalsocourtordertheyout recommendation isacceptedbythecour that theyouth participate inthejuvenilefiresetter program. Ifsucha recommendation tothecourt.Thecourtcounselorcanalsorecommend court, theyouthisinterviewedby the youthparticipateinjuvenilefi intake officercanrecommend adeferre youth anddecidewhetherthepetitionforprosecutioniswarranted.The Federal Emergency Management Agen

d offensesmay bereferred e intake officer willre Howthecaseproceedsoftendepends ses toprosecutethecase, apetitionof e FRYinvestigator's recommendation. rney's Office for prosecution. If the rney's Officeforprosecution.Ifthe ether theyouthde 1986, theFire Bureaudevelopeda e charge,he/shewi ce thendecideswhether toproceed rred tothejusticesystem aremore s been1)involvedinamore serious acourtcounselorwhomakes a resetter program. Ifthecasegoesto y be referred to the program via the y bereferredtotheprogram viathe cy/United States FireAdministration thejuveniledoesnotconfess, will meet withth out ofcourt.If d sentenceundertheconditionthat h tootheragenciesorfacilities. e casetotheDistrictAttorney's rs arereportedto t, itthen becomes acourtorder. vision ofthefireservice.The a recommendation tothecourt. juvenile firesetting.Juveniles 3) identifiedasarepeat view allof therecords the judgefindsthat ll askProbationto e parentsandthe stroyed another's stroyed another's and investigated professional, or directly to the

Implementation 197 tend fire safety participate in mental participate in mental to plan and coordinate methods, etc. The updates methods, ment abreast of what the juvenile ment as to the status of the juvenile nile firesetter program staff, these assigned to the intake unit, about assigned to the intake unit, about is some jurisdictions would be for is some juvenile to a correctional facility, facility, correctional to a juvenile tics, case studies, intervention intervention studies, case tics, concerning the treatment and/or concerning the treatment plan and coordinate a procedure by plan and coordinate a procedure Input from the juvenile firesetter Input from ourt ordered to at ourt ordered to tative of the probation department tative of the probation uvenile firesetter program routinely uvenile firesetter program facilities, and representatives from to work closely with the juvenile ducation presentation to the staff of ducation presentation to the staff fact should receive periodic updates, and offered evaluated and entified a particular probation officer (most a particular probation officer (most evaluation is warranted. This process evaluation is warranted. This process s that a crime was committed, he/she was committed, crime s that a ssions with child protection agencies, agencies, ssions with child protection juvenile on probation. As a condition As a condition probation. on juvenile program must inform and educate the and educate the inform must program ile firesetter program, or ile firesetter program, ment facilities, referral ment mental health agencies, correctional correctional health agencies, mental should be present at all conferences of a juvenile firesetter. placement discu in will be invaluable program community placements. the j In addition, a representative from of probation, the juvenile may be c juvenile may of probation, the the juven education through should The juvenile firesetter program mental health facility, or place the health facility, mental the probation department. The staff of the probation department or yearly updates sheets, newsletters, juve Prepared by the firesetter program. to the firesetters juvenile all refers probation department which the an if such for an evaluation program educational intervention, if appropriate. One way such a procedure which has been used must decide whether to sentence the the sentence to whether must decide health counseling. withRelationships the Probation Department a represen the justice system, Within to encounter the juvenile firesetter. (intake unit) is usually the first person firesetter Therefore, the juvenile especially those probation department, the juvenile firesetter from For example, a representative the program. an in-service e should make program statis communications can contain techniques, list of place depart are designed to keep the probation is doing. firesetter program are id that all juveniles will ensure to assign the probation department firesetters. juvenile involving cases to handle all intake unit) in the likely That intake officer would be able staff. firesetter program charges is filed with the juvenile court. At this point the case is assigned is assigned the case At this point court. juvenile with the is filed charges and the case summary who prepares officer, adjudication to an find judge If the recommendations. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Implementation 198 The National Juvenile Firesetter/Arson Controland Prevention Program Community Relationship with theLaw-Enfo Relationship with starting afire.In actual juvenile firesetterasone whois juvenile firesetter is as communityplacements suchashalfwayhouses,believe thatthe For example, theoverwhelming majority of whomarelikelytohold education programs toappropriatesta The juvenilefiresetterprogram to shareinformation withtheprogram. have aboutthejuvenilewithcorr would allow thejuvenile firesetter program toshareinformation theymay dual waiver,whichissignedbythejuvenilefiresetter's parent orguardian, institution thattheprogram hasevalua firesetter istobeadmitted toacorrectional institution, should inform the Also, thejuvenilefiresetterprogram, juvenile firesetter isbe For example, thejuvenilefiresetterprogramshouldbeawarethata correctional institutionsas contents oftheprogram. Similar relationsshouldbefosteredwiththe educate thevariouscorrectional inst institutions forrehabilitation.Thejuvenilefiresetterprogram canalso Some juvenilefiresetterswillbe placed injuvenile correctional theJuvenile Relationships with program. professional communityistousetheservicesofjuvenilefiresetter juvenile firesetter program. Suchanimage is imperative if the educate, butwillalsocontinue toenhance theprofessional image ofthe activities of theprogram. Thesemethods willnot only inform and sending factsheets,periodicnewsle explaining theprogram, conductingin professional communitiesinclude supplying them withbrochures Effective methodsofinforming a and juvenilejudges. invaluable referral source for the district attorney's office, triallawyers, firesetter program. Certainly,thejuve the judicialcommunitymustbeaware The members ofthelaw-enforcement, legal(prosecutive anddefense), Federal Emergency Management Agen a highlydangerousindividua ing heldataparticular ity, thejuvenile firesetter is lesslikely to act out with theprobationdepartment. inaccurate perceptions ofth always onthevergeof actingoutand nd educatingthemembers ofthese should provideperiodicin-service rcement, Legal,andJudicial ectional facilityandallowthe CorrectionalInstitutions itutions about theexistence andthe ff of thecorrectional facilities, many tters, andannualreportsaboutthe cy/United States FireAdministration of, andeducateda onceitisawarethatajuvenile ted and/or treated the juvenile.A nile firesetterprogram canbean -service educationseminars, and of correctional facilities, aswell correctional institution. l. They perceive the l. Theyperceivethe e juvenilefiresetter. bout, thejuvenile

Implementation 199 . New torney's Office, at helped produce at helped uvenile justice and and uvenile justice program can be an resetter program and the resetter program offers educational a 12-week cilities. Correctional facilities facilities Correctional cilities. of Fire Prevention and Control. lington, Ohio Juvenile Firesetterlington, Ohio Juvenile ment, District At ment, be diverted to j many cases, the juvenile firesetter many a juvenile firesetter program exists exists firesetter program a juvenile setter program can play a vital rolesetter program Corrections. Unfortunately, many many Unfortunately, Corrections. ces and information to the juvenile to the juvenile ces and information ological factors th ological e correctional facility to establish to establish facility e correctional the development of similar of programs the development uvenile firesetter uvenile firesetter r arson. Juvenile firesetter programs firesetter programs r arson. Juvenile program is not possible within the is not possible program Juvenile Firesetter Intervention. Report of the Children and Fire, Second Report of the nk between the juvenile fi y, then juvenile firesetter programs should make its staff should make y, then juvenile firesetter programs Rochester, New York FRY Program Development Project of State Office York: Department Rochester, New York Fire Department FRY Program Development of State Office of Fire Project. New York: Department Prevention and Control. Cole, R.E., et at. (1984). Cole, R.E., et al. (1986). for juveniles. If a structured for juveniles. correctional facilit th staff of readily available to the The j is imperative. justice system should encourage and participate in should encourage plans for specific cases. treatment individual Summary Overall, a coordinated li the original firesetting behaviors. firesetting behaviors. the original an open line of should maintain program The juvenile firesetter fa correctional the with communication One juvenile firesetters. for programs treatment specific maintain rarely Services is described in detail in the Intervention such program, which by the Upper Ar is operated component, Arlington program The Upper Program. incarcerated fo to juvenile program Depart to the Probation asset important of Juvenile Court, and Department In juveniles "slip through the cracks." has is unaware when a juvenile program in a structured environment and and environment in a structured he/she is placed a fire once by starting and soci psychological the away from fire in their jurisdiction. The juvenile can and and evaluated identified are firesetters juvenile that all in ensuring servi be a vital source of educational justice system. the justice system is often unaware that unaware is often system the justice The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency RESOURCE LIST

Trainers' Guide 201 TRAINERS' GUIDE TRAINERS' GUIDE

The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 202 The National Juvenile Firesetter/Arson Controland Prevention Program

Federal Emergency Management Agen cy/United States FireAdministration

Trainers' Guide 5 203 PAGE

on and Delivery of Presentations ...... 231 TABLE OF CONTENTS and Modify this Curriculum...... and Modify this 205 hop Evaluation Instrument...... 245 setter/Arson Control and setter/Arson Control The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Prevention Program Curriculum Curriculum Prevention Program ...... 213 Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency Appendix D: Case Studies ...... 255 Resource Materials...... Appendix A: Additional 227 Appendix B: Effective Preparati Works Appendix C: Sample Introduction...... 20 Can Use Part I: How Trainers Fire Part II: The Juvenile

Trainers' Guide 204 The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agen cy/United States FireAdministration

Trainers' Guide

for 205

outlines outlines Guidelines Guidelines The Juvenile The Juvenile lf of all arson lf of all arson sources, to develop a ced as part of a two-year two-year of a ced as part IS CURRICULUM sts and psychiatrists, juvenile with juvenile firesetters. The with juvenile firesetters. ntal health organizations. As a e "first responder" to this unique for the control and prevention of for the control e that close to ha e that lationships with the justice system. system. justice the lationships with r firesetting acts but are handled in are handled in acts but r firesetting t long ago, it was the firefighter or a diverse mixture of professionals, a diverse mixture firestarts is surely in excess of the the is surely in excess of firestarts . Regardless of the length of the list the list of the length of . Regardless ssess, develop, test, and disseminate and disseminate ssess, develop, test, thered from many juvenile firesetter juvenile thered from many curriculum for the training program curriculum for the training program w that many juveniles--especially the the juveniles--especially w that many firesetters may need. In many need. In many firesetters may serious national problem. Recent Recent serious national problem. nagement, screening and evaluation, screening nagement, g participants, and using instructional g participants, and using instructional to use the information in information the to use prevention training workshop for the prevention training workshop for Guidelines for Implementation Guidelines for mechanisms, publicity and outreach, publicity mechanisms, to contribute to a juvenile firesetter program in a program firesetter a juvenile to to contribute for modifying the curriculum to meet specific specific to meet for modifying the curriculum e FBI arrest figures. SE AND MODIFY TH , as well as other re . These materials were produ . These materials arson investigator who functioned as th ahs grown to disciplines specialized the range of More recently, problem. include diagnostic personnel, psychologi officers justice officials, and probation available of professionals the to determine begins with a "needs analysis" community, each process kind of expert attention juvenile statistics reported by the FBI indicat reported by statistics one from The process by which juvenile firesetters are dealt with varies community to the next, and involves paraprofessionals, and volunteers. No for Implementation A. Introduction very Firesetting by juveniles is a kno arrestees are juveniles. We also thei for younger ones--are not arrested Guide describes how The Trainers' other ways by juvenile justice and me This Trainers' Guide is designed to be used with used with to be Guide is designed This Trainers' Program Guidelines and Prevention Control Firesetter/Arson Implementation designed to a initiative developmental approaches on promising information and arson. The juvenile firesetting ma for program specific strategies referral services, intervention programs. juvenile firesetter comprehensive materials. result, the real incidence of juvenile suggested by th number monitoring systems, and developing re monitoring systems, ga resource materials It also provides work various agency professionals who instructors, selectin needs, selecting Trainers' Guide includes a detailed a detailed Guide includes Trainers' and provides strategies The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency PART I: HOW TRAINERS CAN U PART I: HOW TRAINERS CAN INTRODUCTION INTRODUCTION

Trainers' Guide 206 The National Juvenile Firesetter/Arson Controland Prevention Program together. other thanorganizational authority is neededtoknitthevarious disciplines acknowledging theirprofessionalor different professionals awareof theiressential roles, whilestill diverse clientele.Atfirst,itmay enough coordinationsothatthefiresett private disciplinesmust bebroughttogetherinordertobringabout intervention program. Manyequalpa but thebringingtogetherofexisti being providedbyfireserviceprofe communities, limited resources may result in awide range of services individuals withanidea ofhowto manner, sothataftertraining,the foundation ofa This guide addresses theeducational requirements thatform the principles inother"model" fire agencies caninteractmoreeffectiv a springboardtoidentifyprocesses continuing communication. Inaddition,thetrainingexercisecanserveas coordination informally throughaspirit many purposes,allofwhichaddressth a comprehensive training exercise. Thistraining experiencecanserve professionals throughaneducationalpr A logical first step istoheighten thesensitivity of the diverse is program. Aprimary resource,often overlooked becauseofitssimplicity, available in acommunity that can gointoitsfiresetter intervention In general,therearealimited number ofnewprogrammatic ingredients community—and willingtobeco fire service, andjuvenilejusticeex develop firesettersinterventionprogra to interviewthefiresetters intheir jurisdiction. Ingeneral, thosewho the program;othersmay havetostrain ingredients intheform of multi-agency andprofessional commitment to components ofeachprogram. Some them inajurisdiction,form thebasi The scopeandqualityof services,togetherwith theexperts whoprovide agency (mental health,j extensive services areneeded, canrefe professional providesassessment a be providedatall.In question ofhowtoset into motion Federal Emergency Management Agen coordination . Coordinationinvolvesnotthecreationofnewresources firesetter program. comprehensive firesetter othermore developedpr uvenile justice,etc.). setter interventionprograms. me involvedintheprogram. perts whoarereadilyaccessible inthe seem likeadifficult task tomake the ssionals while otherservicesmay not each ofthecomponents inaunified requisite servicesareperformed by ely, basedonapplicationofthose by whichdifferentdisciplinesand ng onesintoaunifiedfiresetter ms aredependent onmental health, c ingredientsthat cy/United States FireAdministration ganizational autonomy. Something nd education,and,whenmore just tocome upwiththeresources worktogetherbetter and more ogram, whichhereisdiscussedas er program meets theneedsofits r thefiresetter tothe appropriate rtners from publicagenciesand ofcooperationandaprocess e need toapproach theissueof jurisdictions willhaveallthe ograms, the fireservice Theguidecoversthe are availableas

Trainers' Guide 207 disciplines. IN 1 rvention program, an audience of specialists or or an audience of specialists 2nd ed. (Belmont, California: Feardon Feardon California: (Belmont, ed. 2nd fying which specialist, or what fying which specialist, to another, as will resources that that as will resources to another, and treatment services may be may services and treatment firesetter inte alized and diverse alized and diverse am begins by stressing the am ng instructional resources to fully ng instructional resources to fully to speak to the broadest possible possible to the broadest to speak ss that unites the responsibilities of unites the responsibilities ss that a blueprint for building a training a blueprint for w enforcement, juvenile justice, and and juvenile justice, w enforcement, ntral issues on how to modify and ntral issues on how to modify her, by a single generalist covering her, by a single personnel to the requirements of personnel to the requirements nal resources, and other constraints nal resources, and other constraints basic curriculum may require some may basic curriculum ed as a basis for local training. nd deliver this instructional program, nd deliver this instructional program, ning program in their agency or in their agency ning program s and their immediate families in a in families immediate their and s the guide focuses on discussing what the guide focuses

ting the training and for augmenting the local ting the training and for augmenting Preparing Instructional Objectives, coordinated manner. This progr coordinated manner. la of the fire service, interdependence round out the training program. round out the training program. enforcement, law service, fire is designed to orient This curriculum juvenile justice, and mental health firesetter with juvenile interacting paring and modification when it is us paring and modification when it as possible program the core of as much retain is to challenge A major that time, instructio while realizing prefer. than its sponsors might am of the progr result in paring more may a In order to help trainers organize guide covers the ce this curriculum findi condense the training, as well as B. Adapting the Curriculum to Meet Specific Needs guide presents a proce The curriculum and mental justice, juvenile rcement, of law enfo the fire service with those Local needs for juvenile firesetter and professionals. health agencies one community will vary from programs are available for conduc Therefore, this firesetting program. involve speci programs Fire intervention diagnostic for example, one community, specialists; in anot provided by two base. Therefore, more than one productively than before. In order than before. productively function full-time who either for personnel the guide is written audience, the oversee tasks, many their of as one or who will, as trainers trai of a firesetter development professional organization. and why, without speci should be done around a coordinated juvenile program generalists. agency, should be responsible for providing each service or fulfilling each each fulfilling service or each providing for be responsible agency, should guide is intended as function. The to it presenting piece by piece, and then The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Modeland Curriculum Trainer's Guide: The and Detection Investigation of Arson-for-Profit, For background reading on developing a curriculum through refining educational and training training and educational refining through a curriculum developing on reading background For 1 objectives, see Robert F. Mager, F. Mager, Robert see objectives, Publishers, 1975). Developmentof a training program that addresses a somewhat related problem is in covered Available 1981). Service, Information Technical National D.C.: (Washington, L. Karchmer, by Clifford PB82- No. Accession 22161; VA Springfield, (NTIS), Service Information Technical National the from 140682; $17.00 (paper). Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 208 The National Juvenile Firesetter/Arson Controland Prevention Program the technicalsubstanceof thefiresettingissue. relationships betweenandamong profe instructional approachinwhichthec to instructional settingwhichutilize "p emphasis throughout.Becauseofthisfocus,the curriculum isbestsuited made uphisorhermind aboutsigning upfortheproceeding. personal communicationwithapotenti calls canaccomplish thesame objective,and offertheadvantageof might administer astructuredquesti from attendance.Ifth expectations forskilldevelopment, and questions couldinclude thereasons forattending theproceeding,their they areinvitedorassoon custodial treatment programs), sponsor (e.g., psychiatrists,juvenileprobati curriculum to the needs curriculum to allmembers of the a mental health disciplines onthefire their records asinvestigators, therapists, etc. backgrounds ofinstructors ascommunicators specialists intheaudience.Above to delivertechnicalinformation ina the basisof explicitly criteria--includ candidate. Alwaysremember thatitisimportant toselect instructors on treatment orcounseling, discussth development ofthecourseorengage candidates. Then,jointly withsomeone whoiseither workingon to match instructors withtraining n firesetting curriculum topicscanbea Finding instructors who arequalified Finding,RecruitingandOrienting Instructors C. workshops canbeaddedforthispurposes. distinct suited totheneedsofthat for aparticulargroupistoplanearly prominent issuesofconcerntothem references ontherangeofissuesthattraineesnotifysponsorare reading material orprovideadvanced Another waytospeaktheneedsof should trytodevelopasensitivity curriculum more germane totheirworkthanothers.Agencysponsors Personnel in specializedassignments w Federal Emergency Management Agen e sponsoringagencyhasthetime, itspersonnel of personnel with highly specialized functions of personnelwithhighlyspecializedfunctions group. Special break-outsessionsor group.Special onnaire. However,friendlytelephone manner thatisunderstandabletonon- e strengths andweaknessesofeach ing reputationasa speaker andability . Onewaytomodify thecurriculum confirmtheirattendance.General on officers,oradministrations of eeds istobeginbylistingseveral difficult task.Oneofthebestways oordination oftheinteractionsand cy/United States FireAdministration rocess oriented" training; that is, an theissueof ill probably findsome topicsin this orhighlytechnicalbibliographic specialized personnel is to include s might polltheparticipantswhen udience. Inordertoadaptthe setting issue, and maintains that all, itisessentialtoreviewthe to selectinstructorsmostdirectly in general,whattheyhopetogain ssional expertsisasimportant as al participant who may not have al participantwhomay nothave to addresseach ofthejuvenile d directly injuvenile firesetter ofknowledge,aswell as

relevance ofthe

Trainers' Guide 209 h in a letter of to look for an d begin to unfold contract provision that this situation is d in one paragrap official (e.g., Fire Chief, Public(e.g., Fire Chief, official ructors for a day of preparation. ructors for a day of preparation. their presentation. This is not a their presentation. This is not a ate efforts to help them structure ate efforts to help them ts will need once the program is ts will need once the program professional sphere. However, as professional sphere. However, as prompting of some sort by the of some prompting clearly and with as much detail as clearly and with as much detail oach this matter is to communicate is to communicate oach this matter rshal) or local expert (clinical local expert rshal) or ent agencies or disciplines together together or disciplines ent agencies lorful speakers, capable of raising of raising capable lorful speakers, although exciting presentations can although exciting lecture circuits are popular because because popular lecture circuits are arrangement or some type, it should arrangement or some lectures can be seriously devoid of lectures can be seriously devoid and "coordination" message, the the and "coordination" message, pledging their support in a keynote pledging their support clear, concise statement that covers that covers statement clear, concise style and message, and place that style and message, ness of training, an tion and enable each speaker to think tion and enable each speaker to think immensely helpful to each speaker to helpful to each speaker to immensely well-received lecture will enhance the the will enhance lecture well-received that other speakers will be covering. at is expected of them. at is expected of them. y to anticipate what you want them to cover in what you want them exciting speaker with a persuasive exciting speaker with a persuasive It is also invitation or confirmation. be possible (an is certainly advisable) to include a agreement on subject covers both expected preparation and prior mutual pay inst Many training programs matter. technical content. One wa a featured luncheon address. Once the person early in the program or for stage is set with that "cooperation" can get on with the real busi program covere possible--summarize what you want is other speakers will cover. This of what all the receive summaries usually done in order to avoid duplica of ways of reinforcing the material Conscientious instructors usually appreci If instructors work under a contractual address. purpose. However, around a common of those some types of be important, the technical knowledge that participan exactly ng a standard lecture that misses end up deliveri sponsoring agency, may to appr your course objective. One way as what you want the speaker to discuss their presentations. For one thing, a reputation of the speaker in his or her a to prepare for be, they usually find the time busy as such speakers may course if they understand wh psychologist, juvenile court judge) to speak at the training workshop. workshop. speak at the training judge) to juvenile court psychologist, providing specific by the seminar to appeal can add Such speakers Key problem. juvenile firesetter the jurisdiction's about information credibility to the of agencies, can also add heads as the officials, such by seminar and the training program differ people from interest and bringing over. their services, volunteer or paid be will whether instructors Regardless of a them for to set forth it is essential busy schedules often have little time with issue, because instructors minor and without to prepare new material, Safety Director, or State Fire Ma Director, or State Safety of rounds the people who make Some reputations as co they have developed Programs should consider inviting a local consider inviting should Programs The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 210 The National Juvenile Firesetter/Arson Controland Prevention Program worthwhile investment oftime andmoney. If theagency's trainingbudgetca some criteriatoconsider. a shortlistofparticipantsfrom alonge availability, funding,andtime. Assumi admission policydependsuponlocalc Whether yourjuvenilefiresettertraining course maintains aselective D. Selecting Participants serve asprogram developersandinstructors. chapters canoftenprovideinforma (IAAI) andthecountymental health and local chapters of the International Association of ArsonInvestigators intervention. Keyorganizationstot cause and origin determination to arsonfraud andjuvenile firesetting organizations havesponsoredprog In many locations, localfireservice agencies andmental health Federal Emergency Management Agen specialization Degree andtypeof Prior relevanttraining juvenile firesetterprevention Length ofinvolvement in Criterion

Participant Selection Criteria

Table 1

derive littleornotbenefit. you areplanning,may and therefore oradvancedastheone courses asbasic material. material. new tobeableappreciatethe betoo ormay audience you are seeking, Novice personnelmay bethe ideal them.uninteresting to notapplymay totheirwork andmay be thatpartsoftheseminarspecialized participants. Theirjobsmay beso anything incommon withtheother may havelittle if Some specialist rams issues,rangingfrom onarson Stude tion onexpertswhomay beableto n supporttheseprovisions,itisa ouch basewithinitially arethestate cy/United States FireAdministration r listofapp ng thatitwillbepossible toselect association.Localofficesand nts may haveattendedother onditions ofinterest,personnel Decision licants, Table1presents

Trainers' Guide 211 of all types of address the needs providing detailed providing detailed ts that covers their covers their ts that ttend. They may be very may ttend. They divide course attendees into on is chosen, it is important to be on is chosen, it is important to be be set aside to re advanced than the majority of of majority than the re advanced course material--both formally in formally material--both course consisting of a mix consisting of a mix isors are very different from those isors are very different from participants who are assigned are assigned participants who rienced participants. Second, they they Second, participants. rienced tant reasons. First, they may serve may First, they tant reasons. . In all fairness, there are contrary . In all fairness, there are contrary levels, and perhaps other factors other participants to assist the less the less to assist participants other a variety of agencies and promote of agencies and promote a variety about workshop assignments in a about workshop assignments romise, on might consider having on might romise, iliarity with juvenile firesetters may may with juvenile firesetters iliarity s to the seminar, s to the seminar, prosecutors. As a rule of thumb, it prosecutors. As a rule of thumb, ng free time. Finally, they can also Finally, ng free time. ice or specialized duties. Attendees Attendees specialized duties. ice or for the sponsor, in the event that the in the event for the sponsor, ch group of participants. One option the largest number of specific types of the largest number ng the attendees from each other, and from each other, and ng the attendees of course participan handle juvenile firesetters. handle juvenile believe that it is best to mix participants participants best to mix it is that believe profile still be encouraged to a still be encouraged judges of the value of good judges of the value rticipants are often of special groups (e.g., novices, advanced, and/or highly specialized participants). helps early on to develop a (e.g., geography) that are salient to ea each instructional segment for less expe segment each instructional with status peer sure of their can make familiarity of levels respective at their problems able to discuss be more of shared mutual concerns and in terms viewpoints as well. Others is recommended audience A multi-disciplinary valuable interaction. form from the goal is sharing information if comp interagency cooperation. As a workshops and discussion groups some of up participants, and others made or .g., police with prosecutors, specialties (e to their according psychologists with psychiatrists). Whatever method of workshop organizati the backgrounds and needs of the of guided by a thorough assessment participant body. Clearly, concerns for arson unit chiefs and superv seminar involved in training investigators and backgrounds, specialties, experience each course at is to aim to consider can professionals attending. Then, time helpful to the sponsor for several impor the sponsor for helpful to course evaluators of the as competent Because of sessions. wants to conduct repeat training sponsoring agency these pa their experience, the in absorbing attendees experienced to viewpoints on ways There are many fam of level by their who are separated together in order to avoid segregati the other attendees should attendees should the other and duri at meals class and informally or contributor effective teachers act as their agencies on how information that it is education experts maintain Some workshop or discussion groups. each workshop those by placing into more helpful to "track" attendees serv of terms with similar participants In many cases, participants who are mo participants cases, In many The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 212 The National Juvenile Firesetter/Arson Controland Prevention Program . ObtainingInstructional Materials E. issue tobeaddressedin prepari federal copyrightlawsthat carrysevere agency personnel,orotherwise isa copyright permission. Besuretonotethatthe proceeding isforpublic agencies. Often,asimple letterof expect toearnroyaltiesfrom non holders; usuallyinaroutinemanner from technicaljournalsthatdonot copyright. Copyrightpermission canof inexpensively. Thereisalsoawealthof usually beobtainedeasilyfrom the sponsored researchanddemonstrati domain documents, havingbeenprodu the materials arenotprotectedby Analysis, Battelle Institut Assistance, andcompiled byorganizations supported bytheU.S.FireAdminist Materials publishedingovernment by theneeds ofeachaudience. suitable forcertaintrainingprograms ra detailed bibliographies of instructional andclinical literature thatmay be Appendix B.Severaloftheresourcesnotedincompendium contain Program, earlierbytheU.S.FireAdministration, isattachedas or under theNationalJuvenileFirese A compendium offairlyrecentmateri developed materials undertheirow Delinquency Prevention(OJJDP)juve that haveeitherreceivedUSFAor include theU.S.FireAdministration, their ownmaterialonthissubjects In addition,federalagenciesthat program. examples whenpresenting various elements of the juvenilefiresetter Also included are"hands-on"mate intervention services, torelationships with the juvenile justice system. program management, throughthepro development of firesetter interventi particular, the Implementation Juvenile Firesetter/Arson ControlPreventionProgram: Guidelinesfor the prototypeprogram producedfo Much oftheinstructionalmaterial ne Federal Emergency Management Agen andtheUsers'Guide Guidelines e, ortheNational Fireha containssubstantialinformation onthe ng materialsfortraining programs. conduct trainingprogramsanddevelop request isenoughtoobtaintherequired n juvenilefiresetterprograms. r thisOJJDP-USFA project: on programs, andisorganizedfrom -profit organizationsorgovernment hould becontacted.Thoseagencies thataccompanies thosevolumes. In eded forthetrainingcanbefoundin tter/Arson ControlandPrevention non-profit undertaking. on activities.Suchmaterials can copyright butareso-calledpublic ration, LEAA, orBureauofJustice issuing organizationorreproduced cy/United States FireAdministration rials thatinstructors canuseas cesses ofscreening, evaluationand OfficeofJuvenileJusticeand as well as local and state agencies as welllocalandstateagencies ther thanothers--again,determined ten beobtainedfrom thecopyright penalties,thisisavery important nile firesettingfunding—orhave othermaterial that al thathas beenproduced byor reports include ced as a result of government ced asaresultofgovernment suchastheInst wk Foundation.Mostof isprotectedby earlier studies itute forSocial Inviewof National

Trainers' Guide 213 . The The JFACPP e prototype and e prototype will ensure that the target audience. target audience. rol of juvenile firesetting. As firesetting. rol of juvenile maintain a Juvenile Firesetter/ a Juvenile Firesetter/ maintain gies, and suggested resources. gies, and suggested resources. providing juvenile firesetting juvenile providing of specific workshops or training of specific workshops or training ginning of the curriculum, the of the curriculum, ginning ain four sections. They are a ith adequate training and skills to and skills ith adequate training trainers organize a comprehensive trainers organize a comprehensive to the two volum to the two mponents contain a great deal of mponents The following curriculum contains contains The following curriculum ecific type of JFACPP. Tailoring the and useful to the amiliar with conducting training can use can training conducting with amiliar and the accompanying Users' Guide and the accompanying ended. This approach s contained in each component. s contained in each component. n the many professionals who are likely to work professionals who are likely n the many RESETTER/ARSON CONTROL AND and covers each of the seven components described in those those in described the seven components each of and covers material presented is most relevant presented is most material seminars is highly recomm seminars Each of the seven components cont the curriculum of goal; a summary the instructional of specification strate content; recommended teaching of the material presentation This curriculum is organized to correspond to the manuals documenting documenting to the manuals is organized to correspond This curriculum include manuals These the operations of JFACPP's. for Implementation Guidelines which represent the major consists of seven components This curriculum co operations of a JFACPP. These It is advised that about the various types of JFACPP's. information to their relevant the materials these components from select trainers needs or to a sp particular audience's and objectives to the goals curriculum to help These sections are designed Model Curriculum and wanting to establish Communities to provide will have (JFACPP) program Prevention Arson Control and w agencies and personnel participating designed to trai materials firesetters. with juvenile for this resource materials the major are designed to be used as manuals curriculum. The curriculum which follows provides a model for agencies to follow in to follow agencies for a model provides which follows The curriculum cont prevention and training on a conducting their various functions. perform noted in the introduction at the be the introduction noted in organization the follows curriculum Users' Guide are unf that Agencies materials. this model curriculum as a guide for developing their own training as a guide for developing their curriculum this model with familiar workshops. Agencies training existing to supplement can use the information prevention training programs. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency PREVENTIONCURRICULUM PROGRAM PART II: THE JUVENILE FI JUVENILE PART II: THE

Trainers' Guide 214 The National Juvenile Firesetter/Arson Controland Prevention Program Component 1:ProgramManagement given thetaskofplanning andde responsible forsetting-up aJFACPPin panel shouldbecomposed of part The secondrecommended teaching method isapaneldiscussion.The straightforward method fortransmitting thisinformation. to set-upan effectiveJFACPP.Thisdidacticteaching approachoffersa important thattheaudi of programdevelopment (Table1.3) outlining the keyelements ofprogramplanning (Table1.1)andthetasks discussion format. Toaccompany thisformat, itissuggestedthatslides information onprogrammanagement. There aretwoteachingmethods Recommended TeachingStrategies business. these tasksarecompleted, thenthe potential legalandfinancialrisks, financial support;conductingorientati operations; developingacommunity Users' Guide consists ofsevenkeytaskswhicharesummarized inTable1.3the The secondphaseisprogram development. Program development for establishing aneffectiveJFACPP. are executedbyprogrammanagement, and estimating thecostofservicedeliv the geographic boundariesofservice delivery; securingnecessary staffing, offered; determining theprimary loca leadership responsiblefortheprogram; se of juvenile firesetting ina particular community;identifying specific outlined inTable1.1ofthe program planning.Thisphaseconsists There are twoprimary phasesof setting-up aJFACPP. Thefirst phase is Curriculum ContentSummary effective JFACPP. To teachprogram management howto Instructional Goal Federal Emergency Management Agen . Theyaredefiningprogram

ence understandthestepswhichmust beexecuted Users' Guide

doors oftheJFACPPcanbeopenfor veloping suchaprogram fortheir tion forservicedelivery;specifying recommended forcommunicating establishing referrallinkages. Once icipants whopotentially may be cy/United States FireAdministration on andtrainingseminars; defining theircommunity. Theyshouldbe ery. Ifeachofthesekeyelements

then thegroundworkhasbeenlaid coordinatingcouncil;securing ofsevenkeyelements whichare plan,develop,and maintain an be usedforvisualaids.Itis The first strategy isthelecture- . Theyaredefiningtheprogram lecting thetypeof goals;establishingprogram servicestobe

Trainers' Guide 215 New York: New York: tion to harm or tion to harm individual, social, and the implementation of the implementation ntly have accompanying ntly have accompanying ipants identify which, if any, any, if which, identify ipants to serious inten The guide this trainer should es. Trainers should wrap-up the es. Trainers should and social environment. Theirand social environment. ng the severity of the firesetting the firesetting of ng the severity to recur. The second type of eatment. The final category is the category is the The final eatment. imary motivation for firesetting is motivation imary management methods: methods: management me of single-episode event, and with me children are well-adjusted and come and come are well-adjusted children to move the discussion along and discussion along the to move setting can represent a range of represent setting can e first is the young (age seven and

Management By Objectives. t activities they can actually implement to implement actually they can t activities setters, each with distinct st be understood prior to unstable personal, family, and social background. and social background. unstable personal, family, of these youngsters freque eening and Evaluation

McGraw Hill, 1978. Giegold, W.C. (1978). Giegold, W.C. disturbances from mischievous behavior mischievous disturbances from destroy. The majority These youngsters typically are candidates for both educational typically These youngsters intervention as well as psychological tr adolescent firesetter, whose fire Curriculum Content Summary defini The psychosocial characteristics behavior in juveniles mu educational intervention, is not likely firesetting who has a history of firesetter, the recurrent juvenile is well as an as incidents Component 2: Scr Instructional Goal for providing screening and methods To identify the various approaches firesetters. and evaluation services to juvenile under), curiosity firesetter, whose pr a solid and supportive family from probably a first-ti firesetting is most Suggested Resources 1. Additional reading on program There are three major procedures. evaluation various screening and juvenile fire of categories characteristics. Th environmental These or accidental. experimental community. One panel member should be elected as the recorder. On a recorder. On elected as the should be member One panel community. identifies as the steps the panel can write down the recorder blackboard, their JFACPP. for developing relevant questions and ask specific process their community. in develop a JFACPP identify the program planning and development tasks. The discussion tasks. planning and development identify the program than thirty minut should last no longer by helping the partic panel discussion planning and developmen The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 216 The National Juvenile Firesetter/Arson Controland Prevention Program psychological problems whichrequire reviewed indetail.The lecture-discu evaluation methods whichareemploye participants arepredominantly fireservice, thenthosescreening and attending theworkshopsortraining screening and evaluation procedures, willdepend onthetype of audience The presentation of the remaining content,withrespect tospecific psychosocial characteristicsof Component listsvideotapeswhich be developed.Also,theSuggestedResponses attheendofthis categories offiresetters(Table2.1,2.2,and2.3 inthe behaviors most typicalofjuvenilefire some visualandaudio-visualaidsth expert whohasexperienceworkingwith successfully, andthematerial generall number ofdifferentways.Thelect levels offiresettingbe target populationaswellaprecise description ofthevariousseverity seminars. Theaudienceneedsacomprehensive understandingofthe juvenile firesettersbepresentedfairly It iscritical thatinformation regard Recommended TeachingStrategies Implementation. information abouttheseinstruments canbefoundinthe effective intervention system for juvenile firesetters. More detailed the selection ofthescreeningand and riskofthevariousscreeningan specific agenciesbyproviding inform These Tablesaredesignedtohelpse service, mental health,lawenforcem the most widely used screening and evaluation procedures forthe fire appropriate methods. Tables2.4,2.5,and2.6ofthe more serviceagenciestoprovideservices, and selectandimplement the identify thetargetedpopulationofjuvenilefiresetters,designateoneor Communities wantingto set-upscreeni methods which bestfitwithinthei Each oftheseagenciesislikely toemploy screening and evaluation service, mental health,lawenforcemen evaluate juvenile firesetters. Thepredominant agencies are the fire There areanumber ofcommunity agenciesthat arelikelytoscreenand for adolescentfiresettersisless Federal Emergency Management Agen

havior. Thisinformation canbepresentedina juvenilefiresetters. promising thanforyoungerfiresetters. ing thepsychosocial d evaluation approaches. Maximizing evaluation methods willresult inan lect themost appropriatemethods for ure-discussion format hasbeenused ssion format isthebest instructional ation onthepurpose,output,impact, earlyintheworkshopsandtraining ent, probation,andjuvenilejustice. immediate attention. Theprognosis at willhelp illustrate thetypesof cy/United States FireAdministration seminars. Forexample,ifthe setters. Slidesdescribingthethree r existingsystem ofoperations. ng andevaluation procedures must y ispresentedbyamental health

can beusedtodemonstratethe t, probation,andjuvenilejustice. d bythefireserviceshould be juvenile firesetters. There are Users' Guide Users' Guide characteristics of Guidelines for outline ) can

Trainers' Guide 217 efore the trainer in the group to rate and reliable and reliable rate the situation. It is sis for information that is sis for information ing activities, ther ocedures as well as interviewing interviewing as well as ocedures uvenile firessetter and their family uvenile firessetter and their family evaluation methods. Copies of the evaluation methods. ants who already have worked with ants who already ation so that accu be used as the actors and actresses the actors be used as other volunteers hop participant takes the role of the hop participant takes the role of to each group member and they can member group to each lleviate the firesetting problem. Not the firesetting problem. lleviate entation of screening and evaluation of screening and entation d ask one member in each group to in each group d ask one member r impact on producing a successful r impact iewer to show the correct style and style and the correct iewer to show members. The role playing exchange The role playing exchange members. arn how to use these instruments to arn how to use these instruments in front of the entire workshop. The The in front of the entire workshop. ing and evaluation procedures. es of juvenile firesetting. (In most every firesetting. (In most es of juvenile ssary information about the juvenile firesetter. firesetter. about the juvenile ssary information in leading the actions of

This case then becomes the ba This case then becomes firesetters: interview juvenile firesetters. In this way, the audience becomes familiar familiar becomes audience In this way, the firesetters. juvenile interview screen of with the application Suggested Resources 1. juvenile of Additional reading on the psychosocial characteristics used to review specific screening and used to review specific screening begin to construct the nece distributed Schedules can be copies of the USFA Interview For example, le to firefighters so that they can be juvenile firesetter, and there may family different the role of assume can be learned to help a information play everyone is comfortable with role must take an active part that enthusiastic volunteers important occur. A discussion should follow so that a relatively lively exchange can techniques interviewing the various emphasizing event playing the role and thei which were demonstrated interview. workshop participants into small groups into small participants is to break the workshop skills. One format an a group) to eight than (no more their cas describe one of will be several particip workshop there these youngsters.) can be distributed actual instruments can be asked to role volunteers skills, interviewing effective To illustrate play their juvenile firesetter case the interv of role the takes trainer worksapproach of interviewing. The j the should demonstrate how to make with "hands-on" experience audience receive that the It is recommended and evaluation pr both the screening situ interview in the comfortable feel approach, and can be accompanied by slides illustrating the specific the specific illustrating by slides can be accompanied and approach, to the pres In addition procedures. methods, information should be introduced on how to interview juvenile how to interview introduced on should be information methods, and screening the of majority the Since families. their and firesetters to teach this strategy, it is important employ evaluation procedures skills. basic interviewing participants The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 218 The National Juvenile Firesetter/Arson Controland Prevention Program fire service.Theyarepresen variety ofprimary preventionprograms firesetting by teaching therulesoffire prevention programs istodeterfirs prevention, earlyintervention,andcore intervention. Thegoalofprimary services forjuvenilefiresettersand theirfamilies.They areprimary There arethreetypes ofprogram Instructional Goal Component 3:InterventionServices Additionalreadingonhowtoc 4. Additionalreadingonthedevelopm 3. Videotapesillustrating thepsychosocialcharacteristics of juvenile 2. Federal Emergency Management Agen Gaynor, J.,&Hatcher,C.(1987). Van Ments,M.(1983). Cormer, W. (1985). skills: Portland Fire Bureau(1988).Who theJuvenileFiresetter?A is Portland Fire Bureau(1987).BeyondBurnedFingers, Hedrick, S.(1988).JuvenileAr firesetters: Wooden, W.S. &Berky,M.L.(1984). Brunner/Mazel, Publishers. Firesetting, DetectionandIntervention Page. Handbook forTeachersandTrainers Interventions. Fundamental SkillsandCognitiveBehavioral Conversation withDr.JessiaGaynor. Interviewing andCounseli KCTS-TV, Seattle,Washington. Press. America's Middle-ClassNightmare.

ted inTables3.1and3.2 ofthe Interviewing Strategies forHelpers: Monterey, CA:Brooks/ColePublishing. The EffectiveUseofRolePlay.A onduct roleplayi safety and prevention. Thereare a cy/United States FireAdministration t-time, unsupervisedfireplayand son Mini-Documentary. Airedon models representing intervention offeredintheschoolsand bythe ng JuvenileFiresetters. The PsychologyofChild ent of effective interviewing Children andArson, NewYork:Plenum . London:Kogan . NewYork: ng situations: Users' Guide.

Trainers' Guide 219 is a recurrent is a recurrent can be transposed transposed can be presents the program seminars. In addition seminars. . tting behavior is determined to tting behavior is determined st important information to be information st important Users' Guide firesetting behavior d be the center of attention. The for presenting this material, with for presenting this material, to treat youngsters with recurrent to treat youngsters is a first offense, then frequently is a first offense, then frequently nd juvenile justice. Component 3 nd juvenile justice. Component

Users' Guide uation procedures, information on uation procedures, information one with experience in setting-up or or destroy, then youngsters can be or destroy, then youngsters can ention program models and the models and the ention program lth interventions. They are presented They are presented lth interventions. models and corresponding program program corresponding models and provides more extensive information provides more extensive information d counseling. These programs are These programs d counseling. . The background of the participants The background of the participants . e programs are operated by the fire are operated by e programs ts underlying psychological problems. problems. ts underlying psychological o primary systems which handle these which systems o primary ompanying problems and immediate and immediate problems ompanying . The second system is law enforcement, is law enforcement, . The second system Users' Guide ts the foundation of JFACPP's. ts the foundation of JFACPP's. e. If the firese greater detail. For example, if the majority of if the majority greater detail. For example, of workshop and training intervention services. Users' Guide y. Table 3.5 in the Guidelines for Implementation Guidelines for slides used as visual aids. All participants should receive a comprehensive a comprehensive receive slides used as visual aids. All participants should types. and corresponding program overview of all intervention models Tables 3.1; 3.2; 3.3; 3.4; and 3.5 in the the material into slides to illustrate intervention which will determine is suggested A lecture-discussion format types will be reviewed in prevention and primary then service, the fire from are the participants shoul early intervention program models should be presented by some material Recommended Teaching Strategies interv three the of A summary mo types is the corresponding program presented to participants are designed programs Core intervention tw are There problems. firesetting of The majority health. mental is approach intervention first The children. the because, for treatment, health metal from benefit can youth firesetting firesetting represen most part, their on screening and eval to information intervention services represen Early intervention programs focus programs Early intervention first-timeidentification of on the evaluation screening and are early these programs The goals of firesetters. other acc firesetting and of the thes of The majority intervention. hea of mental There are several types probation, and juvenile justic service. There are a number of different types of programs including types of programs of different a number are service. There referral, an evaluation, education, 3.3 in the summarized in Table in Table 3.4 of the harm represent a serious intention to it of arson. If arrested for the crime for a diversion program or counseling probation will recommend or counseling If the diversion and their families. youngsters the is not followed, and recommendation about the three types of offense, the youngsters can receive sentencing to a residential or offense, the youngsters can correctional facilit types for law enforcement, a probation, of the The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 220 The National Juvenile Firesetter/Arson Controland Prevention Program pragmatics ofoperatinganeffectiveJFACPP. running thesetypesof programs, so Additional reading onearly intervention programs for thefire 2. Additionalreadingonprim 1. Suggested Resources a varietyofjuven The purposeofthisexerciseistogi discuss variousscreening, evaluation, andtreatment optionsforeachcase. and thenrecommendations shouldbepr entire workshop.Eachcasestudyshould for eachgroup shouldbe preparedto allotted forthesmall groupdiscussion recommendations tothela Each small groupshouldelectaspokespersontoreporttheir what typesof intervention servicesth what kindsofscreeningandevaluationprocedurestheywouldemploy and review. Thesmall gro used forthispurpose.Each small discuss. AppendixDcontainsanumb For thispurpose,asmall groupcanbegivenacasestudytoanalyzeand juvenile firesetters toth Participants alsoshouldreceivesome"hands-on"experienceindirecting Federal Emergency Management Agen Gaynor, J.etal.(1988). Fineman, K.etal.(1984). Fineman, K.etal.(1980). service: Emmitsburg, MD21727 16825 SouthSetonAvenue National Fire Academy Public FireEducationToday Office. 14-18. Washington, DC:U.S.Government Printing Office. Ages 7to13. Office. Under. ile firesetter cases. Washington, DC:U.S.Government Printing e most appropriate kindsof up participantsshouldfocus theirdiscussionon

rger group.Abouttwen Washington, DC:U.S.Government Printing Adolescent FiresetterHandbook group should receive a different case for group shouldreceiveadifferentcasefor Preadolescent FiresetterHandbook Child FiresetterHandbook ary preventionprograms: ve participantsexperienceinhandling present their recommendations tothe ey wouldrecommend foreachcase. s, afterwhichtime thespokesperson cy/United States FireAdministration that discussions can focus on the that discussionscanfocusonthe er of case studentswhichcanbe er ofcase esented. Thepa be readtoall interventionservices. ty minutes shouldbe rticipants should the participants, . Ages7and . Ages .

Trainers' Guide 221 presents a as a visual . New York: . New York: evaluation services Users' Guide lide to be used to lide k of referral services. Figure 4.1 th core intervention programs: programs: th core intervention linkages to a network of service to a network linkages refer their children to JFACPP's. to JFACPP's. children refer their ovide linkages of provide linkages of that services

e most relevant referral agencies in agencies referral relevant e most as referral sources and can include can include as referral sources and esentatives from a number of these a number from esentatives to provide comprehensive services to provide comprehensive e participants of the workshops and rious community agencies should st method for presenting an overview st method the screening and setting. In M. (Ed.) The setting.

can be transposed into a s can be transposed into

Williams and Wilkins. and Wilkins. Williams Comprehensive Textbook of Child Psychiatry Textbook Comprehensive Gaynor, J. et al. (1990). Fire J. et al. (1990). Gaynor, Users' Guide A lecture-discussion format is the be A lecture-discussion format for th However, it also is important Recommended Teaching Strategies networ of the JFACPP and its community in the training seminars to begin to identify th been asked to participate in the different community agencies have During the discussion of referral workshops or training seminars. va agencies, representatives from Curriculum Content Summary strong An effective JFACPP will have their own community. Hopefully, repr Referral Mechanisms Component 4: Instructional Goal network of community To describe the JFACPP'S. will identify community agencies the community. These in agencies to juvenile firesetters and route them serve of the JFACPP. These agencies health, mental services, social law enforcement, schools, the fire service, also can centers. Parents and medical of the necessary intervention services provide all cannot always JFACPP's cases, children need to families. In many for juvenile firesetters and their of service. types for different agencies community be referred to other health, and social services, mental These target referral agencies include in the Figure 4.1 justice system. the criminal aid. 3. mental heal reading on Additional summary of the juvenile firesetter referral network. The JFACPP is one summary of the juvenile firesetter part of a community network designed youngsters and their families. to firesetting The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 222 The National Juvenile Firesetter/Arson Controland Prevention Program firesetter program havebeenesta efforts shouldbemounted only whenalloftheoperationsjuvenile identify themselves byname. Thesepa related impact areoutlin Within eachofthesemodalities,ther television andradio,pressconferen increase community awareness.Theyarenewspapers andmagazines, activities. There arefourmajor type the availability ofjuvenilefiresette There aretwoprimary methods ofin Curriculum ContentSummary JFACPP. outreach activitiestoinform thecommun To outlinemethods fordeveloping Instructional Goal Component 5:Publicity andOutreach Additionalreadingonnetworking: 1. Suggested Resources JFACPP. various typesofservicestosup to workouthowdifferenttypesof their agency formental healthservices happen infiresetting youth andtheir families oncetheywere referred to community mental healthcenter,they families. Forexample, if there wasarepresentative from thelocal responsibilities oftheiragencyinhelpingjuvenilefiresettersand a brief (five totenminute) talk to allowsome time for representatives To fosterinteragencycommunicationandcooperation,itmight behelpful their ownnetworkingactivities. use thebreak-time andlunchhourtogetknowoneanotherbegin Federal Emergency Management Agen Lipnack, J.,&Stamps, J.(1986). Paul. Connecting withPeople.NewYork:RoutledgeandKegan

ed inTable5.1the Users' Guide

blished andareworking effectively. port theeffective s ofmedia whichcanbeemployed to creasing communityawarenessabout r programs. Thefirstispublicity describing thepotentialrolesand community agencies canprovide effective publicity and community effective publicityandcommunity . Inthisway,participantscanbegin ces, andgeneralcommunications. of local community services togive cy/United States FireAdministration might wanttodescribewhatwould e are variousstrategies andtheir rticipants shouldbe The NetworkingBook:People ity abouttheavailabilityoftheir operation oftheir encouragedto . Publicity

Trainers' Guide

223 Users' Guide ble to them in ble to them brochures, press brochures, press nefit greatly from nefit greatly from

ity. Workshop participants ity. Workshop of different types of activities types of activities of different ous options availa ants. Trainers also may want to ants. Trainers also may with other relevant programs and programs with other relevant Examples of Examples of activities can be presented using a activities can be presented using

e distribution of the distribution s and brochures; ams should be encouraged to share ams ve begun developing some types of types of ve begun developing some lic awareness is through community is through lic awareness be found in the resource section of be found in the terials. The Suggested Resources at terials. The Suggested Resources . JFACPP's can be JFACPP's . oducing public activities: Tables 5.1 and 5.2 in the

this type of media activ this type of media Users' Guide National Crime Prevention Council (NCPC) National Crime Second Floor 1700 K Street, NW, Washington, DC 20006 Bureau (1987). Juvenile Firesetter PSA's. Portland Fire Ink and Airtime effective community outreach efforts. effective community articles, etc., can releases, newspaper for Implementation. Guidelines 5 of the Component 2. video: Public Service Announcement helping to inform their community about their JFACPP. their JFACPP. about their community helping to inform Suggested Resources 1. Additional reading for pr on publicity and outreach The material as the production of such outreach activities, publicity or community and brochures. These progr pamphlets with workshop particip these materials including the development of pamphlet of the development including staffing a Bureau; a Speaker's operating publishing newsletters, posters; partnerships Hot Line, and encouraging summarized are impact activities and their potential These organizations. the in Table 5.2 in Teaching Strategies Recommended lecture-discussion format. into transposed be can intended effect and their these activities illustrating ha slides. Frequently, local programs kits or activities, such as media of various publicity bring in examples so that the audience JFACPP's, describing public service announcements look at these ma can have a firsthand video that Service Announcement lists a Public the end of this component can be used to illustrate the vari should have an understanding of The second method of increasing pub method The second a number are There activities. outreach The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 224 The National Juvenile Firesetter/Arson Controland Prevention Program Component 6:MonitoringSystems both totheconceptofm The participantsofworkshopsortr Recommended TeachingStrategies Implementation. level. TheyaredescribedindetailComponent 6ofthe number systems ofthese operatinginseveralstatesandalsoatthefederal to acounty,jurisdiction, report theirjuvenile will Frequently, individualJFACPP's The thirdtypeofmonitoring system caseload disposition. include dataonfiresettingrecidivism andfollowupinformation on addition tocaseloadinformation, an data generatedbytheMIStoanalyze program evaluationsystem ofanMISinthatitusesthe isanextension The secondtypeofmonitoringsystem isanevaluation system. A Implementation. MIS's aredescribedindetailComponent 6ofthe logging systemtoamoresophisticated cases handledbytheprogram. Itcan (MIS). AnMISprovidestimely information onthenumber andtypesof operations for JFACPP's.Thefirstis There arethree major types of moni Curriculum ContentSummary can beusedtotrackthelevelandvolume ofJFACPPactivity. To provideanoverviewofthevariou Instructional Goal convinced thatdeveloping amonitori in whichlocalJFACPP's may participate.Theaudienceshouldbe Also, trainersshouldbe awareofstat trainers shouldasklocalprogramma monitoring system alreadymay beoperati For example, ifalocalJFACPPisunderway, then some type of data monitoring systemsrelevanttolocalJFACPP's shouldbereviewed. accomplished inalecture-discussion format. Inaddition,information on application ofthethreedifferenttype Federal Emergency Management Agen

statewide,orfederal onitoring program operati

aining seminars shouldbeintroduced toring systems whichtrackprogram ng system fortheirJFACPP willnot s typesofmonitoringsystems which program operationsandoutcome. In e andfederaldatareporting systems aManagement System Information range fromabasic,hand-calculated s oftrackingsystems. Thiscanbe cy/United States FireAdministration effectiveevaluationsystem will

is anincidencereportingsystem. automated system. The rangeof nagers todescribetheirsystem. onal. If this isthecase,then data system.Therearea ons aswell to the firesetting rates firesetting Guidelines for Guidelines for

Trainers' Guide 225 dual jurisdiction jurisdiction dual . The specific nature nature . The specific nt is to encourage JFACPP's tont is to encourage JFACPP's nile justice system. Even though nile justice system. New York: Prager. New York: Prager. es of these efforts are outlined in some special types of intervention of intervention special types some

classified as arson, this does not of the firesetting behavior or the of the firesetting behavior or ining services from the JFACPP. the JFACPP. ining services from An effective monitoring system can system monitoring An effective the juvenile firesetting problem, but firesetting problem, the juvenile between local JFACPP's and their between local JFACPP's h JFACPP's and the juvenile justice justice h JFACPP's and the juvenile ed out on an indivi tionships with the Juvenile tionships with the Juvenile resetting cases handled by JFACPP's ce system. This is best accomplished This is best accomplished ce system.

the juvenile justice system. justice system. the juvenile Management Information Systems and Management Information

Guidelines for Implementation of the JFACPP. of the JFACPP.

Organizational Behavior.

Federico, P. (1980). Federico, P. (1980). learn about their local juvenile justi their local learn about will receive evaluation, education, and will receive evaluation, education, Recommended Teaching Strategies objective of this compone The primary of juvenile fi Although the majority will be classified which them of percentage will be a small there services, as arson because of the seriousness Component 7: Developing Rela Component 7: Developing Justice System Instructional Goal working relationship between JFACPP'sTo understand how to develop a and the various operations of Curriculum Content Summary the fire. In these cases, it resulting from or loss significance of the damage to have open pathways of important for the JFACPP becomes juve communication and linkage to their obta from them necessarily preclude of ways in whic There are a number and exampl can work together, system 7 of the Component Suggested Resources 1. on MIS's: Additional reading be cases of juvenile firesetting may and extent of the referral linkages basis. only ascertain the level and extent of of and extent the level only ascertain can be work juvenile justice system it will also demonstrate the effectiveness of their program efforts in their program effectiveness of the demonstrate it will also abating the problem. and controlling ensure the longevity ensure the The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 226 The National Juvenile Firesetter/Arson Controland Prevention Program informed aboutthelocal particular, itisimportant forworkshopandseminar participantstobe brief talksabouttheirproceduresfor representatives from theprobationand/or in alecture-discussionformation. It . Additionalreadingon 1. Suggested Resources juvenile firesetters. justice canbestworktogetherin juvenile arson.Discussionscanfo Federal Emergency Management Agen Committee ontheJudiciary(1985). Government PrintingOffice. Committed byJuveniles

and statelawsasthey juvenile arsonlaws: cus on how the JFACPPandjuvenilecus onhowthe providing comprehensive servicesto . Washington, DC:U.S. cy/United States FireAdministration handling juvenilefiresetters.In is suggested that trainers invite is suggestedthattrainersinvite juvenilecourtssystem togive The ProblemofArsons relate tothecrime of

Trainers' Guide 227 niles are at risk niles are at risk U.S. Fire Administration in U.S. Fire Administration U.S. Fire Administration in U.S. Fire Administration U.S. Fire in Administration s to stop firestarting and remedy s to stop firestarting and remedy determine which juve determine firesetting and intervention programs. intervention programs.firesetting and ation of Fire Chiefs (FA-82/December (FA-82/December Fire Chiefs of ation ation of Fire Chiefs (FA-83/December (FA-83/December Fire Chiefs of ation ciation of Fire Chiefs (FA-80/August es. Provides methods and strategies for and strategies es. Provides methods es. Provides methods and strategies for and strategies es. Provides methods recognize and interview young children young children recognize and interview recognize and interview young children young children recognize and interview /Arson Control and Prevention Program Program Control and Prevention /Arson health assistance for firesetter. health assistance for firesetter. Institute for Social Analysis (Washington, D.C., September, D.C., September, (Washington, Social Analysis for Institute Emmitsburg, MD 21727 Emmitsburg, 16825 South Seton Avenue, Building N, Suite 311 16825 South Seton Avenue, Building N, Suite 311 16825 South Seton Avenue, Building MD 21727 Emmitsburg, Suite 1000 W. 1625 K Street, N. 20006 Washington, D.C. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

Describes the psychology of adolescence to Address: U.S. Fire Administration conjunction with the International Associ International conjunction with the 1988). to how personnel Teaches fire service tendenci (ages 7-13) that have firesetting appropriate counseling and mental conjunction with the International Asso 1988). Address: U.S. Fire Administration (Ages 7-13), Preadolescent Firesetter Handbook Teaches fire service personnel how to how personnel Teaches fire service appropriate counseling and mental problems. psychological accompanying Preadolescent Firesetter Handbook (Ages 0-7), (Ages 0-7), Preadolescent Firesetter Handbook Assessment Report, Assessment juvenile of the problem of Assessment Address: Institute for Social Analysis Associ International conjunction with the 1988). tendenci (ages 0-7) that have firesetting adolescent firesetters for evaluating firesetters. Provides procedures to become (ages 14-18) and intervention technique The National Juvenile Firesetter The National 1989). Reviews of literature and description of the central issues included. included. issues the central of description and literature Reviews of Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Handbook (Ages 14-18), Firesetter Handbook (Ages 14-18), 4. Preadolescent

3.

2.

APPENDIX RESOURCE A: ADDITIONAL MATERIALS 1.

Trainers' Guide 228 7. 6. 5. agencies. Detailsidentification,asse Describes howtobuildaneffectiv U.S.FireAdministration Address: Address: Brunner/Mazel Publishers Detection offiresettersaswellth Demonstrates howto evaluateand treat & ChrisHatcher(Brunner/Mazel,New York,N.Y.). The PsychologyofChildFirese FireRelatedYouthProgram Address: Related youthprojectinthe recommendations based onalargescalest Extension of theFirst Report, Department ofState,OfficeFire Fire RelatedYouthProgram Developm Children andFire,SecondReportoftheRochester,NewYork,Department- FireRelatedYouthProgram Address: 1974). York-Department ofState,OfficeFi Department-Fire RelatedYouthProgram Juvenile Firesetter Intervention The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agen New York,N.Y.10003 19 UnionSquare Rochester, NewYork14614 Civic CenterPlaza Public Safetybuilding Room 306 Rochester Fire Department Rochester, NewYork14614 Civic CenterPlaza Public Safetybuilding Room 306 Rochester Fire Department Emmitsburg, MD21727 16825 SouthSetonAvenue,BuildingN,Suite311 city ofRochester.(1983) , FirstReportof theRochester,NewYork,Fire tting DetectionandIntervention Juvenile Firesetter Intervention Prevention andControl(New York,1986). e psychopathologicalaffectsareaddressed. ssment, and treatment ofchildren. e program withcooperatingcommunity re PreventionandControl (NewYork, Development Project,StateofNew ent Project,StateofNewYork- udy ofchildrenreferredtotheFire childand adolescent firesetters. cy/United States FireAdministration , JessicaGaynor . Provides

Trainers' Guide 229 Clifford L. to stop juvenile Terrence Neary Neary Terrence cal information (including cal information Clifford L. Karchmer, Batelle Clifford L. Karchmer, s on the local level empirical research, and the planning for and the planning research, empirical rson Prevention and Control: A Hand- rson Prevention and on of organizations and individuals on of organizations and individuals w and Justice Study Center (Seattle, w and Justice Study Center Law and Justice Study Center, Aetna cies might implement cooperatively. implement cies might Firesetting (TAF) Questionnaire, Firesetting c literature) is enclosed. c literature) is enclosed. e and bibliography of techni ype of arson prevention techniques which police, fire, ype of arson prevention techniques ration (FA-74/May 1988). ration (FA-74/May Arson and Frau Unit Avenue 151 Farmington Hartford, CT 06156 P.O. Box 8181 Washington, D.C. 20024 P.O. Box 8181 Washington, D.C. 20024 Clinical Psychologist Clinical Psychologist Forest Hospital Des Plaines, Illinois concerned with arson prevention and control. arson prevention and concerned with The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The a psychological and psychiatri firesetting. A resource guid Provides information on developing program Provides information Address: Aetna Life and Casualty Company Juvenile Firesetter and School Arson Prevention Programs, book on Information Systems and Action Programs, book on Information Systems and La Affairs Research Centers, Human Washington, 1981). agen health and other housing, mental Address: Agency Management Federal Emergency Battelle Memorial Institute, Karchmer, D.C.). Arson Prevention Series (Washington, The Government Executive's Guide to A The Government Executive's Guide and to prevent plans comprehensive leaders to develop Assists government t Identifies arson. control Address: Agency Management Federal Emergency , Federal Emergency Management Agency, United Management Agency, United Directory, Federal Emergency Arson Resource States Fire Administ Provides explanation and identificati rehabilitation of firesetters. rehabilitation of Address: Terrence Neary, Ph.D. The Therapeutic Assessment of Assessment The Therapeutic psychotherapy, to assist in Questionnaire (1987). Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency 11. 10. 9. 8.

Trainers' Guide 230 14. 13. 12. drs: NationalBureauofStandards Address: into fourcategories: antecedent envir Examines thepsychologicalfactorsinvolved specifically covered.) programs forreducingschoolcrime aspresen prevention programs forschoolcrime. Th A seriesofpapersonthestudy,desi Education, U.S.Department ofHealt PreventionModels,TheNationalInstituteSchool CrimeandDisruption: of SocialAction ResearchCenter Address: danger perceivedbystudents. of victimization reportedby crime anddisruption.Findingsindicatedsuchaprogramcanreducetheamount Report ofthefirstyearevaluation Action ResearchCenter(January1980). The SchoolTeamApproach-PhaseIEvaluation,ExecutiveSummary,Social actual firesettingbehavior,c 1978). Standards (Washington,D.C.,December B. Waller, sponsoredbyU.S.Departme The PsychologyofFiresetting: AReview andAppraisal, The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agen San Rafael,California94903 18 ProfessionalCenterParkway Washington, D.C.20234 Center forFireResearch Department ofCommerce onsequences offiresetting. students aswellthele h, Education,andWelfare (June1978). a localprogram designedtoreduceschool onmental conditions, organismic variables, e causationofschool nt ofCommerce, NationalBureauof gn, andimplementation ofeffective cy/United States FireAdministration in firesetting.Classifiesfiresetters ted. (Note:Juvenilearsonisnot vel oftension,fear,and R.G.VreelandandM. crime andspecific

Trainers' Guide 231 time on preparation, time a series of six steps. a series of six steps. s for selection and use of s for selection and easing the effectiveness of short oral easing the effectiveness tion" series (1976). These sources tion" series (1976). These sources esentation. In addition, it will increase esentation. In addition, it will increase tations" by George L. Morrisey (1968): (1968): tations" by George L. Morrisey can assist you in delivering a concise, can assist you in your spending less ng and alternative practices--techniques ng and alternative offer a "quick" solution to the problem, solution to the problem, offer a "quick" ons generally do not work. This hand- ons generally do ed by highly experienced speakers and ed by highly experienced physical delivery of the presentation. physical delivery dbook were condensed from several sources: several sources: dbook were condensed from a result of my presentation? a result of my an for the presentation. ention, as well as guideline ention, as well as entation can be broken down into

Why am I giving this presentation?Why am What do I want to happen as The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

• statements and desired results. The of purposes, goals, Objectives are statements should be specific, and should answer the following questions: • 4. Select resource material. material. resource 3. 4. Select pl Prepare a preliminary 5. 6. delivery. for effective Organize material in advance. presentation Practice the Step 1: Establish objectives for the presentation audio-visual aids and suggestions for audio-visual aids Smith Mary-Jeanette and Bassett Ronald E. by and Instruction" "Communication (1987); by Virginia Richardson-Koehler Handbook" edited (1979); "Educator's "Effective Presenta Mambert's and W.A. covered. the topic on information for additional should be consulted in result Following these steps likely will pr concise and in producing a clearer, more six steps by your audience. The accepted that your ideas will be the likelihood are: 1. 2. Establish objectives for the presentation. audience. Analyze your of an oral pres Preparation that have been considered and test been considered that have Presen "Effective Business and Technical ideas presented in this han This main This handbook is a practical guide to incr This handbook it would be nice to presentations. While shown that single soluti experience has ways to thinki book suggests alternative that provides a method researchers. It effective prev interesting, and Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

II. Steps in Preparing a Presentation

APPENDIXPREPARATION B: EFFECTIVE OF AND DELIVERY PRESENTATIONS I. Introduction

Trainers' Guide 232 • achievable. Theyshouldbe: In additiontobeingspecific,objectiv • • • • • You cangetinformation aboutyour to achieveyourobjectives. presentation, andcanprovideinsightinto Awareness ofyouraudiencecangiveyou already know? What are theirattitudes, lik mind, andonetailoredtosuitthataudien The most successfulpresentationsareprepared withaparticularaudience in Step 2:Analyze youraudience • • •

The National Juvenile Firesetter/Arson Controland Prevention Program ideas presented. well-prepared, digestiblesegments preparation time andpresen Realistic inscope want totellabout…so objectives shouldbequalifiedinterms of If thepresentationistoimpart abodyofknowledge,oneormore Conduct adebriefingafter yourpresenta audience or othersassociatedwiththem. Seek information directlyorindir Review reportsfrom oraboutsome members ofyouraudience. Speak withotherswhohavemade objectives? audience havetheauthority tomake Realistic inview ofthe to achievetheresultsyouwant? members oftheaudience havethe Realistic viewoftheaudien accept theideas andprinciples youpresent. Are youobjectivesachievable?Ifnot Realistic in termsof whatyoucanreasonablyexpecttoaccomplish Federal Emergency Management Agen . Canyourobjectivesbeaccomplishedinthe that …willtakeplace. audience's abilitytoact. tation time available?Delivering alecture in audience inavarietyofways: ce's knowledgeand background.Do thekindofoverallapproachmostlikely es statingexpected presentation beforethisaudience. ce. Whatdomembers oftheaudience es, and dislikes? Howwillthey react? knowledge andbackground necessary ectly fromselectedmembers ofthe the decisions necessary toachieve the often isakeytoacceptance ofthe an ideaofhowbesttoangleyour , youraudiencemay bereluctantto cy/United States FireAdministration tions toassessaudience reaction. expected results,for expected example: I Do members of the resultsshouldbe .

Trainers' Guide 233 esentation to be Considering the s, and how much s, and how much a conceptual approach to approach to a conceptual n you plan to take, guides n you plan to take, it contributes significantly to the it contributes significantly types of subject matter and what types of subject matter The appropriate amount of detail amount The appropriate tion? Is your pr your point(s)? ffective in getting across your main getting across your main ffective in source material is not a problem. is not a problem. source material or a report? arouse Do you want to e objectives can be achieved. You e it in the actual presentation. are to be achieved? What resource are to be achieved? keeps your flow of ideas channeled, keeps your flow ence and its interest ence and its rmation available in the event you're available in the event you're rmation y with the presentation. A preliminary y with the presentation. A preliminary tion, inform, or resolve problems? or resolve problems? tion, inform, eas are to be accepted by the audience? t. It serves as a framework on which to which to on framework as a t. It serves ction, deciding what material, and how and how ction, deciding what material, rsonnel, who may provide backup data, provide rsonnel, who may s from which you and those supporting which you and those supporting s from achievement of your objectives. of your achievement ine the directio carefully not a speaking outline, but outline, not a speaking characteristics of your audience, what ideas? achievement of an objective. achievement objectives be said if the What must id is essential if your main material What is the best way to make e of presentation will be most method persuasive, explanatory, instructional, ac interest, test an idea, recommend Resource can best be eliminated? What should be covered?What unless should be eliminated material of detail is necessary? What amount and to such factors a to your objectives, according varies greatly available, the audi time presentation What is the purpose of the presenta What is the purpose of It forces you to determ It forces you to the subject matter, you in selecting you can best place your emphasis. and indicates where for support pe It serves as a guide plan gives a specific written basi know so th detail the audience must want to have the detailed info may prepare charts, or assist in some wa prepare charts, or assist in some you can work. asked about it, although you do not us The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

• • • much to include in the presentation. These decisions can be guided by your much to include in the presentation. to the following questions. the answers on plan (Step 3) and based preliminary • • Step 4: Select resource material re presentations, finding enough For most sele is one of proper Rather, the problem • build a presentation. It is presentation. It build a will lead to logically what most two basic functions: plan serves A preliminary • Step 3: Prepare a preliminary plan for the presentation presentation for the plan Prepare a preliminary Step 3: blueprin to a similar is plan A preliminary Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 234 in whichasubjectcanbeintroduced: conclusion, inwhichtheideaisrestated. in which the idea isstated; the body inwhich the idea is developed; andthe Most presentationscanbebrokendownin Step 5:Organize thematerial • is touseaudio-visual aids (discussedspecificallylaterinthishandbook). presentation. Aneffective waytopresen explained inwhateverdetail is necessa Developing theidea(Body). Inthebodyofpresen your audienceonlisteningtopresen you select,shouldkeepinmind thetwo Normally, youshouldusejustoneapproach • • • • • • audience, andyourownpersona approach youchoosewilldependuponthe subject matter, thetime allowed,the words, andtomake thispartofyour obvious purposeistostatetheidea.Itimportantusesimple precise and the audienceonideaoflisteningto Starting the idea(Introduction). thus requiresadistinctapproach.

The National Juvenile Firesetter/Arson Controland Prevention Program should beeliminated. of my objectives? Items thatcannot WhatWhy shouldthisbeused? cont Examine each item selectedforinclus For eachitem, itneeded? whyis not merely contrivedforentertainment purposes. Story Important statistics them. meaningful totheaudienceandw Strong quotation Vivid example statement connectingyourobjectiv Indirect opening involvingavitalinterestoftheaudience(forexample, a Direct statement Federal Emergency Management Agen illustrating thesubject, provided ithasa orcomparison leadingdi ofthesubjectandwhyitis relatingtothesubject,one havingtodowiththesubject. for effectivepresentation lity andpreferen Thefirstpurposeoftheintroductionistosell yourpresentation.The secondandmore presentation interestingandbrief.The tation, andtointroducethesubject. t thebodyofmaterial tobecovered Each partservesaspecificfunction,and e withthat vitalinterest). ry toachievetheobjectives of the to threemajor parts:theintroduction, ill establishrapportbetween youand tointroduceyoursubject.Whichever ribution willitmake toachievement Look atyourmaterial objectively. cy/United States FireAdministration withstand thiscritical examination tasks ofyourintrodu rectly tothesubject. ion inthepresentation andask: ces. Listed below are a few ways ces. Listed belowareafewways important totheaudience. direct applicationandis that willbeparticularly tation theideashouldbe ction: to sell ction: tosell

Trainers' Guide 235 tions at any point do you want to restrict long enough to cover the on (for example, flow charts, example, on (for ts, or users of the product or ypes of operations, ideas, and so operations, ideas, ypes of be overused and the expert being be overused and the expert being phrases as "Let's review the main review the main phrases as "Let's mber is essential. The conclusion is essential. The conclusion mber e listeners will remember the point. point. the will remember e listeners presentation has essentially the same presentation has essentially the same the audience to remember, to integrate integrate to remember, the audience to your presentation and helps bring the factors …," "Our prime purpose today factors …," "Our prime e development part of your presentation part of your presentation e development the major points. In addition, you might you might In addition, points. the major we've discussed …" Using such a phrase we've described here has a specific purpose and which format you choose for presentation which format some specific point(s)? Or some it should be vivid and with similar or dissimilar t or dissimilar with similar of the main idea in the same words or in different words to words words or in different same idea in the the main of Reiteration th that ensure and to help summarize as possible. simply as and presented sparingly Statistics used Comparisons forth. Testimony of experts, witnesses to even not procedure. (Such testimony should reputation in the field.) be a credible source who has a firm cited must illustrating the idea in operati illustrating Examples results). anecdotes, and specific The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

makes it evident that you're winding up it evident that you're makes a presentation Each of the three parts of questioning to the close of the presentation? and and tie together various conclusions, to suggest appropriate action. Restating to reme the ideas you want your audience should not be lengthy, but to carry away with them. points you want your audience important starting a clear indication of when you're It is good to give your audience the conclusion. You can do this by using such up these covered," "To sum points we've has been to …," or "Reflecting on what on target. audience back attention. Regardless of needs specific opportunity to The conclusion gives you an Restating the idea (Conclusion). ideas you want up and stress the main sum th regarding Another decision to be made you want to field ques Do questions. is when to accept audience find that your of your material, you will three parts: (1) Introduction stating the idea, (2) Body developing the idea, and (3) Conclusion restating the idea. • • use some of the following: following: the of use some • • during your presentation, or at Illustrations give impact and emphasis to emphasis and give impact Illustrations • Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 236 • • include: such failure.Themost ones common only tohaveitfallflatwhen actuallyde Most speakershavehadtheexperience Step 6:Practicethepresentationinadvance combination ofthethree, canbeveryvaluabletothepresenter. There arethreeprimary methods ofpractic • • • • • Practice willnotguarantee success. can beminimized toadegree,throughforesight. preparation orpracticeonthe All butthe lasttwoof thesefactors can • • • • •

The National Juvenile Firesetter/Arson Controland Prevention Program The presenter losescontinuity The spokenwordsdon't flowassmoothly astheyseemed toonpaper. might provetroublesome. Make iteasier to anticipatepotentia (rather thaninterfere with Allow thepresenterto useaudio-visu naturally andspontaneouslydelivered. Provide familiarity withthematerial, so Identify flawsand/orgapsinthematerial. willing toviewthesubject matter ascredible. Give thepresenter more self-conf presentation planned. The placewhere thepresentation isgiven doesnot lenditselftothetypeof The audienceiscoldandunresponsive. to answer. Someone intheaudience asksaquesti thought hewas. The presenterisnotasknowledgeable presentation flow. The mechanics ofhandlingaudio-vi Federal Emergency Management Agen part ofthepresenter. ) theactualpresentation. However,itcan(andshould): (because ofsome distraction). livered. Manyfactors of planningagoodpresentationonpaper ing apresentation. idence, making theaudiencemore be attributedto alackofsufficient on thatthepresenterisnotprepared cy/United States FireAdministration l questions,particularlyonesthat al aids sothatthey willenhance thatthepresentation appearstobe aboutthesubjectmatter ashe sual aidsinterfere withthe Even thelasttwoproblems Using any one, or a Using anyone,ora are responsiblefor

Trainers' Guide 237 annoy and distract is a rare individual who who individual is a rare e audience size and room e audience size and room presentation. However, "No presentation. However, "No eable friends or co-workers sit in eable friends or Imagine your audience is there, audience is there, your Imagine sheets so that the chart will be that the sheets so to react in a manner typical of the to react in a manner hear it? In addition to size of room hear it? In addition to are coming through as you want through are coming if you would were they there. Use were they if you would the aid does not distract the audience actual audience (that is, your dry-run actual audience rangement, lighting, and other factors rangement, ound of knowledge, interests, and ound of knowledge, interests, you an opportunity to hear how you you an opportunity delines should be considered when perfect esentation. For example, you can insert esentation. For example, entation without first practicing it. entation without first practicing it. and handouts) can add significantly to the and handouts) can add significantly Are the necessary equipment and facilities Are the necessary equipment e understanding your audience will gain. gain. will your audience e understanding al aids you plan on using. plan on using. al aids you precede the aids that support it. support precede the aids that Is the aid right for th Is the aid ite a realistic statement. It ite a realistic statement.

se of Visual Aids if it's left in view throughout the pr if it's blank sheets of paper between chart available to you? Is so, make certain available to you? Is so, make attention to something else. covered when you want to turn the audience's Accessibility and availability. Accessibility Audibility and visibility. them to. Listen to the tape objectively by assuming the audience's the audience's assuming by objectively tape the to to. Listen them viewpoint. your notes and the audio-visu your notes This will give Use a tape recorder. whether your ideas sound, and to see knowledg Have some Give a "dry run." effective presentation. This is probably the most on your practice practice audience is able if your dry-run method, expect to be in your individuals you backgr audience adopts the same and everyone be able to see size? Will your audience. Give the presentation aloud to yourself. presentation aloud Give the just as your presentation and deliver attitudes). and audience, consider the seating ar be properly that cannot An aid visibility. audibility or affect that might it will at all, as aid worse than no much heard is seen or The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

• • can make a well-timed and forceful pres a well-timed can make However, the idea itself must always Guides for Selecting Aids The following basic principles and gui selecting audio-visual aids for use with your presentation: charts Audio-visual aids (for example, in this an accurate statement is not perfect" Unfortunately, "Practice makes a makes practice rarely since context, th and of your presentation impact • • disaster" is qu practice makes • Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency III. Selection and U

Trainers' Guide 238 • • • • • • methods ofdisplayingcharts: Charts arethemost frequentlyusedt Charts Some ofthemorefrequentlyusedtypes Types ofAidsandEquipment •

The National Juvenile Firesetter/Arson Controland Prevention Program the subjectmatter ratherthanonthe Attention-capturing quality detract fromyourmessage, anddiminish itseffectiveness. aid, asanydifficultiesyouhavewithitwilldistract your audienceand fit theaidyouhaveavailable.Also,make sureyouknowhowtousethe Adaptability would onachalkboard. Disadvantages In addition, thepresenter can writeonthe transparencies much ashe onto ascreenorlight-coloredwall, are practical,inexpensive, Overhead transparencies. knowledge ofhowtousetheparticularprojector available. means lossofeyecontactwithyouraudi large groups.However,slidesusua Slides. to carry. last longerthanflipcharts;however, posterboard orheavycardboard.Thus,theyaresturdier,lookneater,and Chart cards up andcarriedfairlyeasily. to aneasel.Anadvantageofflipchar Flip charts enhance whatyouaresaying. able tostandonitsown presentation, notbethe aid shouldbejustwhattheword Auxiliary nature other suchmethods canemphasize thepointsyouwishtobringout. The useofcolor(inmoderation), heavylettering,underlining,arrows,and the subjectmatter youwantremembered. These drawbacks, however,areminor compared withtheadvantages. by theprojector andoccasional difficu Federal Emergency Management Agen Canbepreparedtophotographing . Preparedonlargesheets ofpaperandattached (byaclamp) . Doestheaidfitpresentation?Don't make yourpoints . Similar toflip charts,except theyare preparedon . The most important thing to center ofattention.Ag

without anyaids.Aids and versatile. Transparencies can beprojected Becoming increasingly popular, becausethey . Will theaidgain attention and keepiton ype presentationaid.Therearevarious of aidsandequipment arelistedbelow: aid itself? Theaidshouldemphasize lly requireadarkenedroom, which they aremore costlyandareclumsy nd canbeusedwithroom lightson. cy/United States FireAdministration ts isthat usually they canberolled implies--it shouldsupportthe include possiblebl lties in adjustingtransparencies. ence. Useofslid charts. Thisaidis effective for It doesnothavetobeflashy. ood presentation should be ood presentationshouldbe keepinmind isthatthe should beusedonlyto es alsorequires ocking ofview

Trainers' Guide 239 more than 10 lines, an at least two two at least than 10 lines, an more If using a slide projector, cut a partment, and the idea you want to and the idea you want to partment, e projection area, before the start of e projection ce attention on the projector. Turn to see, and should stand high enough to see, and should e and place it between the frames to e and place it between the frames used and check for proper focus. used and check for proper focus. ear, bold, uncrowded letters and lines. ear, bold, uncrowded letters and esentation when projection materials in projection materials esentation when ; many presentations include too many charts. too many include presentations ; many m isn't blocked by the audience. blocked by the audience. isn't m needed piece of cardboard the size of a slid piece of cardboard the it "blackout" and make a break. This will cause a temporary make to turn off the machine. unnecessary off the light on an overhead projector. not being used, do something to redu not being used, do something Place all material in order, handy to th to handy in order, Place all material to be frame slide or Position the first the pr during interval is an there If Generally, each chart should contain no Generally, each chart should contain should be allowed for its use. minutes points. important highlight Color should be used only to neat thrown together, they should be carefully, not Charts should be made de and reflect creditably on you, your project. the presentation. Charts should present highlights only. Charts should present presentation alone than the oral clarify an idea better Each chart should could. kept simple in detail. Charts should be large enough for all Charts should be the botto at so that lettering cl Charts should be lettered in large, All charts should be All charts The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

• • • • transparencies: and overhead slides with tips working are some The following • • • • • • • lecting and preparing charts. preparing charts. selecting and tips for are some Given below • Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 240 • given totheirpreparationanduse.Thefollowingguidelinesmay help: increasing learningandretentionbyyouraudienceif Handouts inconnectionwithapresentationcanbeaneffectivemeansof Handouts The followingaresome tipsforusing achalkboard: and alsogives them achancetomake notes. Audience interest on thechalkboardasyouexplaineachstep. Progressive development.Aninitialsteporideacanbedevelopedprogressively comments duringthecourseofpresentation. prepared. Inadditionyoucanmake them thelatestinformation—so current,in Feeling of spontaneity easily. Flexibility Some oftheadvantagesusingachalkboardare: use, andrequiresadvancedplanningpr of visual-aidequipment youcanuseina The chalkboard isabout the Chalkboard • • • •

The National Juvenile Firesetter/Arson Controland Prevention Program Normally, handoutsshouldbemade av your audience canreach youlateriftheyhavequestions. Include yourname, titleoflecture,da Include alistofsuggestedre Leave plenty ofspaceonthehandouts fornote-taking. reference. used forfuture smaller thenumber ofhandouts, the Make copiesofchartsonly the handoutswhenyouwantthem tobelisteningyou. during thepresentation.Otherwise,you're invitingtheaudiencetolookat unless youintendforthea Federal Emergency Management Agen . Achalkboardoffersplentyofsp . Writing onachalkboardhelp . Theaudiencecangetthe most useful,most valuable,andleastexpensiveform udience toreferspecific portions ofthem lated readingsifpossible. if theyarevitalfor laterreference. The presentation. However,itisnoteasyto modifications based on questions or modifications basedonquestionsor actice if itistobeusedeffectively. fact, thatachartc te, andphonenumber somembers of greater thelikelihoodoftheirbeing cy/United States FireAdministration ace, andcanbechangedrelatively ailable followingthepresentation, s maintain audienceinterest, feeling thatyouaregiving careful thoughthasbeen ould nothavebeen

Trainers' Guide 241 ence in the eye from the point of the the point of the from cterns and pointers, and n is effective eye contact. n is effective eye contact. presentation in a manner presentation in a manner ability to get your message across. across. ability to get your message ing whether his message is getting is getting ing whether his message effective presentation. The final effective presentation. The ectern can serve several purposes in the chalk squeaks, break it in half. squeaks, break the chalk tion, looking your audi rd when it is no longer needed. it is no longer rd when space for aids and handouts. resting, and meaningful resting, and meaningful livery of the presentation. ith your audience, use of le

Remember to deliver your Remember lecterns and pointers:

A vital part of good communicatio Lecture (or Speaker's stand). The l Lecture (or Speaker's notes. of being a place for your addition to the obvious one Provides out-of-sight storage Eye contact. spot on the back of the wall loses A presenter who speaks to an inanimate of determin out on a valuable means across--visual feedback. In addi in you and your message. confidence increases the audience's Focus on listener. Avoid (as mush as possible) talking to the board. (Avoid writingto the board. (Avoid a lot of as possible) talking Avoid (as mush on the board). material on the boa written Erase material that is understandable, inte Write neatly and much larger than usual. and much neatly Write angle. If at a 45 degree Hold chalk listener. listener. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

body language. • Presentation Tools tools include Presentation • • These involve interaction w • Relationship to Audience Platform Techniques improve your techniques can Several platform cious selection for accompanying audio- accompanying of the content and judicious selection for Careful planning for an visual aids lay the groundwork • • consideration is the actual de • • Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency IV. Making the Presentation

Trainers' Guide 242 • • • • • Movements. • • • • an insecure speakercangivethis impression: whatever the situation calls for. Bypayingattention tothefollowing details,even Poise. Apoised speaker appears self-conf effect ontheaudience.Thefollowing The manner inwhichyouhandleyourself Use ofBody •

The National Juvenile Firesetter/Arson Controland Prevention Program front ofthelecterntend formal relationship,whichattimes is audience. Forexample, speaking from behindthe lectern establishes a Can beusedtoestablishaparticul Serves asarestingplace foryourhands(butavoid gripping ittensely). Break thehypnoticeffect asta Draw attentionawayfrom avisualaidandbacktoyou. Relieve tension. being stiff. Posture shouldberelaxedwithout being sloppy,and dignifiedwithout them inmotion! Handsshouldbere mostDo whatfeels comfortablefo (even thoughtheymay!). audience achancetofocusonyouand fashion. Pauseafewmoments before Approach yourpositionbeforethe take offyourjacket,loosentie,orrollupsleeves. relationship withtheaudienceisform Dress shouldbeingoodtaste,clea when you'renotusingit! on achart. However,itisalltoofre Pointer. Apointerisavaluabletoolin of thepresentation. is agoodwayoffocusingattentiononth more informal relationship withthe Federal Emergency Management Agen Deliberate, well-timed movements can:

s toremove the"barrier,"making foracloser, tionary bodyhasonanaudience. suggestions shouldbekeptinmind: during thepresentationhasasignificant r youwithourhands,butdon't keep laxed, andshouldnotdrawattention. quently adistracting toy. Putitdown audience. Movingbehindthelectern ident, relaxed, a audience inadeliberate,unhurried al, itisgenerallynotagoodideato cy/United States FireAdministration n, andcomfortable. When your beginning to speak; this gives your beginning tospeak;thisgivesyour ar type of relationship withthe drawing attention tospecific items desirable. Movingtothesideor e summary moreformal part asa feel thattheydon't frightenyou nd capableofdoing

Trainers' Guide 243 , is the , is the can be very always consistentalways not attention phrases (suggested in on, sharp drop in retention with which you project. The in intensity add dynamics--a soft soft in intensity add dynamics--a e mood you want to create in your create you want to e mood eryone can hear you, but not loud eryone can hear you, but not loud be used deliberately, however, so be used deliberately, however, oblem related to pitch is voice drop related to pitch is voice drop oblem ovided the rate is is rate the ovided voice. A voice pitch different from a different from voice. A voice pitch ealizing it, many speakers let the last speakers let the last ealizing it, many s ability to retain, or remember, what or remember, s ability to retain, attention than a loud one. on that you are groping for words. this stage. Audience members who have this stage. Audience members reason, you must repeat important points repeat important reason, you must pression, you will not inspire interest. interest. inspire will not you pression, tation. The use of summary tion is over. Audience retention ted, but are not identical. Even with a good presentati

Your face should reflect th should face Your Refers to the force or loudness Refers to the tone level of the the of level to the tone Refers Refers to rate of speech. Variation in rate can add considerably to Refers to rate of speech. Variation with the mood you are trying to convey. A tape recorder you are trying to convey. with the mood is. your timing helpful in showing you how good tention to points that you consider Pauses. Can be effective in drawing at Pauses should particularly important. Intensity. ev must be loud enough so that volume Pace. pr the effectiveness of a presentation, that you do not give the impressi Pitch. Variations enough to overpower them. more command voice can, at times, Change the mood or pace of the presentation. of the presentation. the mood or pace Change and it is voice usually betrays nervousness speaking normal person's pr distracting to an audience. Another r at the end of a sentence. Without difficult to to a point where they become few words in a sentence trail off can be of this, the voice-drop problem by being aware hear. Often, merely overcome. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

both degree of high gain a reasonably the introduction make Curiosity will attention and retention. Audience Retention Audience retention refers to your audience' • you said after your presenta two are rela concern. The occurs after the introduction. For this • • during the body of your presen • Vocal Techniques presenters most of speaking, attention to certain basic elements By giving careful effectiveness substantially. can increase their at retention helps increase section II) • Facial Expression. audience. Lacking some facial ex some Lacking audience. Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Trainers' Guide 244 V. Conclusion • functiontoldus? What havestudiesoftheaudience-retention done some mental wanderingwillusuallyma that willachievetheobjec aids, andgooddeliverystyle--willhelp retention techniques.Together,theseth presentation," highlightstheimporta pace, andstimulusduring thebodyof III). Carefulselectionand audio-visual aids,discussedin"selection "Steps inpreparingashort presentation" At theheartofaneffectivepresentationis make itmore likelythatyouwillachieve yourobjectives. covered inthissectionwillmake yourpresentation more meaningful, andwill Once youhavesoundlypreparedyourmate • • track andcarrysomething ofvalu

The National Juvenile Firesetter/Arson Controland Prevention Program not mean thatyoushouldgiveitless the part that normally takes the most time andeffort toprepare. This does Audience retentionislowestduring of audio-visualaids. the bodyofyourpresentation--for example, changesofpaceandwiseuse You shouldgiveattentio audience toremember mustbecoveredhere. presentation aremore likelytobe preparation asthebody--possiblyevenmo The introduction andparticularly, the audience. and thendropit,ifyouwantthepointtobewell-remembered byyour that thebodyofyourpresentationisnotplacetointroduceakeypoint Federal Emergency Management Agen tives ofyourpresentation. use ofsuchaidscanprovide n tomethods forsimula e awayfrom the presentation. nce ofplatform, vocal,andaudience- you getyourmessage acrossinamanner (section II). Suppor presentation. SectionIV,"Makingthe retained thekeypointsyouwantyour and useofaudio-visu ings--meaningful c the bodyofpresentation,whichis meaningful content ke aconsciousefforttogetbackon rial, carefulattentiontothepoints cy/United States FireAdministration conclusion require as muchcareful attention. Itdoesmean, however, re. Since theseportionsofyour re. Since ting youraudienceduring clarification,achangeof ting thecontentare ontent, appropriate al aids" (section (section aids" al , ascoveredin

Trainers' Guide

← ← ← ← ← Poor

245

← ← ← ← ← Fair

The Juvenile ← ← ← ← ← Good

← ← ← ← ← Very Good

← ← ← ← ← Excellent Excellent

useful aspects of the session? useful shop to be anonymous. Please provide the shop to be anonymous.

session of the workshop: . each presented covered was good about it?)? The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The g. What were the weakest or least

c. d. Opportunity to ask questions e. Opportunity to participate Pace and amount of information f. useful aspects of the session (i.e., what What were the strongest or most Firesetter: Personality Profiles a. of the information Usefulness b. presented Clarity of the information We would like you to evaluate

prevention/intervention of juvenile prevention/intervention of juvenile your role in the of summary Brief firesetting/arson: Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

1. of the workshop session, following elements Please rate the

We would like your evaluation of the work to you provide the information however, to help us apply following information, future workshops: and the materials improving Position: APPENDIX EVALUATION WORKSHOP C: SAMPLE INSTRUMENT 1 Day Agency: juvenile firesetting: Years involved in

Trainers' Guide 246 Pleaseratethefollowingelements oftheworkshopsessions, 2. . Whatwouldyou i. Whenyoureturn towork,howusef h. Whatweretheweakestorleast g. Whatwerethestrongestormost usefulaspectsofthesession(i.e.,what f. Paceandamountofinformation Opportunitytoparticipate e. Opportunitytoask questions d. Clarityoftheinformation presented c. b. Usefulnessoftheinformation a. Evaluating JuvenileFiresetters. The National Juvenile Firesetter/Arson Controland Prevention Program usefulness? usefulness? developing orimproving ajuveni was good about it?)? was goodaboutit?)? covered presented ← ← ← ← ← Federal Emergency Management Agen Notusefulatall Notveryuseful Average;addedlittleto Very Extremely useful useful add oreliminate current practiceorknowledge useful aspectsofthesession? le firesetter/arsonprogram? fromthesessiontoimprove its

Excellent cy/United States FireAdministration ul willthissessionbetoyouin ← ← ← ← ←

Good Very ← ← ← ← ←

Good Screening and ← ← ← ← ←

Fair ← ← ← ← ←

Poor ← ← ← ← ←

Trainers' Guide

← ← ← ← ← Poor

247

← ← ← ← ← Fair

← ← ← ← ← Good

← ← ← ← ← Very Good

← ← ← ← ← ul will this session be to you in this session be ul will Excellent Excellent

from the session to improve its to improve from the session le firesetter/arson program? program? le firesetter/arson useful aspects of the session? useful current practice or knowledge current practice How to Interview ents of the workshop session, How to Interview or eliminate add Extremely useful useful useful Extremely Very added little to Average; Not very useful at all Not useful presented covered was good about it?)? usefulness? developing or improving a juveni or improving developing ← ← ← ← ← The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

g. What were the weakest or least Juvenile Firesetters. e. amount of information Pace and f. useful aspects of the session (i.e., what What were the strongest or most a. of the information Usefulness b. c. presented Clarity of the information d. to ask questions Opportunity Opportunity to participate

i. you What would h. how usef to work, When you return Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

3. Please rate the following elem

Trainers' Guide 248 . Whatwouldyou i. Whenyoureturn towork,howusef h.

The National Juvenile Firesetter/Arson Controland Prevention Program usefulness? usefulness? developing orimproving ajuveni ← ← ← ← ← Federal Emergency Management Agen Notusefulatall Notveryuseful Average;addedlittleto Very Extremely useful useful add oreliminate current practiceorknowledge le firesetter/arsonprogram? fromthesessiontoimprove its cy/United States FireAdministration ul willthissessionbetoyouin

Trainers' Guide

← ← ← ← ← Poor

249

← ← ← ← ← Fair

Intervention Intervention ← ← ← ← ← Good

← ← ← ← ← Very Good

← ← ← ← ← Excellent Excellent

useful aspects of the session? useful shop to be anonymous. Pleasethe provide be anonymous. shop to

. session of the workshop: each presented covered was good about it?)? The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

g. What were the weakest or least e. Pace and amount of information f. useful aspects of the session (i.e., what What were the strongest or most Services and Referral Mechanisms Services and a. of the information Usefulness b. c. presented Clarity of the information d. Opportunity to ask questions Opportunity to participate

We would like you to evaluate prevention/intervention of juvenile role in the prevention/intervention your of summary Brief firesetting/arson: Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

4. the workshop session, of Please rate the following elements

following information, however, to help us apply the information you provide to you provide to information us apply the however, to help information, following future workshops: and the materials improving Position: Day 2 Day likeWe would the work evaluation of your Years involved in juvenile firesetting: Years involved in Agency:

Trainers' Guide

250 Pleaseratethefollowing elements ofthe workshop sessions, 5. Management, PublicityandOutreach,MonitoringSystems Whatwouldyou i. Whenyoureturn towork,howusef h. Whenyoureturntowork,howusef h. Whatweretheweakestorleast g. Whatwerethestrongestormost usefulaspectsofthesession(i.e.,what f. Paceandamount ofinformation Opportunitytoparticipate e. Opportunitytoask questions d. Clarityoftheinformation presented c. b. Usefulnessoftheinformation a. The National Juvenile Firesetter/Arson Controland Prevention Program usefulness? usefulness? developing orimproving ajuveni ← ← ← ← ← developing orimproving ajuveni was goodaboutit?)? covered presented ← ← ← ← ← Federal Emergency Management Agen Notuseful atall Notveryuseful Average; addedlittleto Very Extremely useful useful Notusefulatall Notveryuseful Average;addedlittleto Very Extremely useful useful add oreliminate current practiceorknowledge current practiceorknowledge useful aspectsofthesession? le firesetter/arsonprogram? le firesetter/arsonprogram? fromthesessiontoimprove its

Excellent cy/United States FireAdministration ul willthissessionbetoyouin ul willthissessionbetoyouin ← ← ← ← ←

Good Very ← ← ← ← ←

.

Good ← ← ← ← ←

Program Program

Fair ← ← ← ← ←

Poor ← ← ← ← ←

Trainers' Guide

← ← ← ← Poor Poor

251

← ← ← ← Fair Fair

d in regard to ← ← ← ← Good Good

← ← ← ← Very Very Good Good

← ← ← ← ities have you attende Building an Effective Firesetter an Building Excellent Excellent Excellent Excellent

from the session to improve its improve session to from the to the workshop as a whole. to the workshop or eliminate add ssions based on case studies (Harry, Mark, Angie, etc.) case studies (Harry, Mark, Angie, ssions based on

average About the same, worse than most Somewhat Much worse than most Much better than most than most better Somewhat on the following elements: elements: the following on ← ← ← relationships among participants relationships among attended? ← ← usefulness? relationships among participants relationships among the juvenile firesetting/arson problem? The next nine questions relate The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The

b. What other workshops or training activ

a. b. of discussion Usefulness working Potential for improving

a. b. of discussion Usefulness working Potential for improving elements: on the following i. you would What Program Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

8. a. activities you have with other similar How did the workshop compare

7. Please rate the panel discussion regarding 6. Please rate the group discu

Trainers' Guide 252 Whatportion(s)oftheworkshopareaptto 14. Were there specificareasinwhic a. 13. Wastheworkshoppertinentto 12. Wastheworkshop: 11. What might havebeendonedifferentl 10. Inregardtotheoverallvalueof workshop interms youinyour ofassisting 9. ← ← ← ← ← Why? Why? Ifyes,inwhatareas? b. ← ← ← ← ← ← work withjuvenilefiresetters, Unsatisfactory, left ma Metminimum requirements, littleelse Average,met basicexpectation Excellent, very helpful Outstanding, exceededexpectations Partially No Yes Toolong--informationwas"oldhat,"coveredlittlenewinformation. Tooshort--moretime wasneededtocoveradditional topics or details. The right length The National Juvenile Firesetter/Arson Controland Prevention Program ← ← ← Federal Emergency Management Agen Some Some No Yes ny questionsunanswered was thevalueofworkshop: your needs and interests? yourneedsandinterests? y, orincluded,toimprove theworkshop? h yougainednewknowledgeorskills? be mosthelpfultoyouinthefuture? cy/United States FireAdministration

Trainers' Guide

← ← ← ← ← ← ← ← ← ← yet yet 253 Haven't Haven't Haven't Haven't reviewed reviewed

1 1 1 1 1 1 1 ← ← ← Low Poor

2 2 2 2 2 2 2

← ← ← (circle rating) Fair

your work in juvenile

3 3 3 3 3 3 3 ← ← ← Good

Average

4 4 4 4 4 4 4 Value to work

← ← ← Very Good

5 5 5 5 5 5 5 e three documents distributed for the for the distributed documents e three High

← ← ← Excellent Excellent

value to you in regard to shop are least apt to be helpful to you in the future? the future?helpful to you in least apt to be shop are with the Justice System with the Justice System Implementation Plan Developing the Implementation for Implementation for Implementation Materials The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Too advanced Too Too basic right Too Just f. Monitoring Systems Systems Relationships f. Monitoring g. Developing b. Services and Screening, Evaluating, Mechanisms c. Intervention d. Referral e. Outreach Publicity and Management a. Program of its in terms documents) firesetting: a. Users' Guide a. Users' b. I: Guidelines Volume c. II: Resource Volume

← to th questions pertain The following ← ← workshop. Why? Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency 18. all three in material (considering the component program Please rate each 17. each document: of Please rate the potential usefulness 16. Was the workshop: 15. of the work What portion(s)

Trainers' Guide 254 workshop trainers. Please besureyourname, address,and (2) Conducting telephone Sendingallparticipantsafollow-upquestionnaire covering theactual useand intervie (1) Because this workshop is partofadevelopmental effort,wewillfollow-up intwoways: Thank youverymuch foryourcomments. Whichcomponentswillbeleastusefultoyou,andwhy? 20. Whichcomponentswillbemost usefultoyou,andwhy? 19. extent ofprogram implementation orchangesduetotheworkshopandmaterials. value oftheworkshopandmaterials, and The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agen ws withasample ofpart phone number haveb cy/United States FireAdministration icipants, toexplorethe een providedtothe

Trainers' Guide 255 ically destroy his alone than with his alone than with ains on fire. Harry very cooperative in very cooperative ng the past few weeks especially on the weekends. the weekends. on especially hool, especially in math and in math hool, especially riking matches, blowing them riking matches, mother and his eleven year old sister in sister year old eleven his and mother his parents in a comfortable suburban his parents in a ry generous to her family. liked to He her. Frank witnessed this abuse several several this abuse witnessed her. Frank told never to play with matches. He also play with matches. to told never out fire since the age of three, when she the age of three, when out fire since room with his new science kit. He was with his new room They report that he is They report that be extremely rigid and overly punitive, rigid and overly punitive, be extremely ught his bedroom curt ught his bedroom . For the last two years, Frank's mom had mom . For the last two years, Frank's ngry that he would phys h displeased him. Recently, the mother Recently, the mother h displeased him. hen. At that time she taught him how to she taught him hen. At that time er felt the urge to strike a match, and they er felt the urge to strike a match, m began to notice some behavior problems m began to notice some peers. At home, Frank had frequent temper Frank had frequent temper peers. At home, and belligerent toward his sister. He was He sister. toward his belligerent and nd at home. His mom reported this was His mom nd at home. parents both say there are times when Harry there are times parents both say boy who prefers playing boy who prefers

bout firestarting, duri and held the flame near the frog. The match match near the frog. The and held the flame went to the kitchen, found some matches and matches went to the kitchen, found some amatically decreased, and reports came from decreased, and reports came amatically ngineer when he grows up. Teachersngineer when he describe was very concerned for his well-being. was very concerned for bright and does well in sc bright and does og. Curious about the somewhat thick skin of the frog, he thick og. Curious about the somewhat abuse was directed at Frank. ogether they would practice st The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency noted that he had been curious ab mom Frank's During the time of the separation, mo Frank's During the time times, and may also have been a victim. However, when asked, both mom and Frank when asked, both mom However, also have been a victim. and may times, deny that any of the physical in her son. His ability to concentrate dr school that he was involved in fights with his so a outbursts during which he would become toys. Also, Frank was verbally aggressive in their kitc playing with matches found him Frank is ten years old and lives with his is ten years old and lives Case 2. Frank community. Harry, an only child, is a quiet community. Harry, FRANK eight and dad have been divorced for mom urban area. Frank's income a lower-middle his father never has really known years. Frank was ve she says, whom, been living with a man abused because he physically him separated from being generally disruptive both at school a T match. a strike correctly Case 1. Harry and lives with is eight-years-old he could with her children, but spend time whic particularly when Frank did something unusual behavior for Frank and that she in the fireplace. He was out and throwing them if he ev to his mom was encouraged to come would do it together. Despite these rules a APPENDIX STUDIES D: CASE HARRY neighborhood friends. He is very neighborhood friends. says he wants to be an e science. Harry not very athletically-inclined. Harry as shy and school and well-liked by his classmates. His by his classmates. school and well-liked of asking for attention. Harry they feel that this is his way however demanding, becomes with one another, time a great deal of and his parents spend playing alone in his was One afternoon Harry beginning the dissection of a fr He decided to see if it were combustible. match He struck one returned to his room. and ca his hand, fell to the floor dropped from to tell his mother. his room ran from

Trainers' Guide 256 his antisocialactivities. knack forgettingintotroubleandanability were accepted,andnopunishment orretribution wasimplemen local drugstoreandonefrom alargesporting not topresscharges.Inaddition,therehave slashing cartiresatanearbyshoppingmall. telephone callfromthelocalpolicereportingth another educationalenvironment. Severalmonths attending school.Aftertalkingwithschoolo dinner offeringnoexplanationofwherehehad school forunexplainedreasons. puberty. Shortlyafterhismother Carl hasahistoryofantiso conduct marginally acceptable. Carl currentlyisattendingaprivatedaysc bully andringleader,healwaysseems to because ofhisinability tofollowtherules. trouble. AlthoughCarlisverybright,heha seriously. Carl's auntdescribeshimasa obedient andrespectful.Hismother sayshe Carl's fatherdescribeshissonas"basic two boysonanirregularbasis. the twoboys.Carl's mother livesinanothe the time, alovingbutelderly comes home lateanddoesagreatdealoftrave mother recently remarried. Carl's father, urban neighborhood.Hismother andfather Case 3.Sixteen-year-oldCarllives CARL Frank's firesettingactivities. Shortly after this incident, shecallherlocal fire department for helpindealingwith Frank rantohismother forhelp.Luckilysh the burningairplanefellon running withittothefireplace.Unfortunatel Frank's most recentfireepisodeinvolvedigni newspaper accidentallycaughtthehouseonfire. angry, describingthepossibleconsequences Frank's mom foundsome scrapsof burnednews The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agen cial anddelinquentbehavior aunt, aswellahousekeeper, Hewouldleavehome earlyin andfatherseparated,Carlbeganmissing severaldaysof carpet, startingasmall fire. withhisfatherandyounge ally agoodkid,"butwishesheweremore r cityafewhundredmile a prominent attorney,leavesforworkearly, charming boywhoalwaysseems togetinto beentwoincidentsof shoplifting,onefroma These schools characterizehim astheclass s beenexpelledfromseveralprivateschools hool, wherehisgrades e wasnearbyandabletoextinguishthefire. y, he didnotreachthefireplace intime, and Carl's fatherwasabletoconvincethepolice ting hismodel airplaneonthe gasstoveand to avoidexperiencingtheconsequencesof be responsibleformajor classdisruptions. ling. While Carl's father isabsentmuch of goods store.Onbot divorced whenCarlwastwelve,andthe ofwhatcouldhappeniftheflaming been orwhathehaddoingwhilenot ishardtotalkandnevertakesher at they had caught Carl and a few friends at theyhadcaughtCarlandafew fficials, itwasdecidedtomove Carl later,Carl's father received a late night paper intheirfireplace.Shebecame cy/United States FireAdministration which beganaroundthetime of share theres Frightenedandconfused, themorning andreturnby r brotherinanupper-class ted. Carlhasanapparent h occasionsapologies s awayandvisitsthe are averageandhis ponsibility for ponsibility for

Trainers' Guide 257 by his peers, the members of the the members and shortly thereafter spend the night at the night the spend be accepted be ith a religious orientation. ith a religious orientation. would be easy and fun to would be easy ound the house. Both parents e park and recreation building. alf and he is in the fifth grade. His alf and he is in the fifth grade. ment motivation. In addition, discipline discipline addition, In motivation. ment nts over the last five years. His parents nts over the last five years. His from the park director's desk. Once they the park director's from lated activities such as going to baseball baseball to going as lated activities such nt out for the evening, and the two boys nt out for the evening, then left the house and rode their bikes then left the house onstant fighting with his peers. The latest peers. The latest with his onstant fighting dow, they worked for several minutes to for several minutes dow, they worked supervision. All of at he sets fires when he is angry or upset. at he sets fires when he is angry or upset. guished the fire himself. Just prior to the to Just prior himself. the fire guished the refrigerator. Both of the boys together the refrigerator. kept. Unsuccessful and frustratedkept. Unsuccessful by their matches in the house, went to his room and matches in the house, went to his room lighter on a nearby counter and ignited the lighter on a nearby ities admonished him, him, ities admonished had been invited to had been heard the sound of fire engines and assumed assumed heard the sound of fire engines and

e building on their bikes without attempting to bikes without attempting e building on their ngs. Socially, Mark appears to Mark appears Socially, ngs. positive and supportive, and w creation area. They thought it creation area. They r 50 burn marks on items ar on items r 50 burn marks actice for two weeks. Mark was not happy about this the fire they had set at th ening to set another fire. ening to set another fire. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

consumed about two six-packs of beer. They about two consumed park and re down to the local cash petty the and steal break into the building building through an open win had entered the where the petty cash was break into the desk money, they spotted a to obtain the attempt th can. They fled from trash papers in the they home extinguish the fire. On their way that they were responding to incide firesetting Mark has had several "small" report that Mark has left ove decided to drink the beer which they found in decided to drink MARK and father in a suburban living with his mother Case 4. Mark of three sons is the middle class neighborhood. He is eleven-and-a-h middle Carl was asked to leave the school because of c the school because asked to leave Carl was Carl nature. serious of a more was firestart parents we Kevin. Kevin's house of his friend is generally environment home and achieve There is a strong degree of cohesion is adequate are appropriate and there methods The last available. are readily and lighters, and ignition sources, such as matches smoke, He found fire Mark set was in his own room. He extin paper and furniture. to some set fire that he could not attend an overnight at his friend's fire, he had been told by his mother significant damages parents would not be at home. No house because the friend's th parents claim resulted from the fire. Mark's his parents. The eliminated by Mark was disciplined fire, last setting this As a result of his after-school baseball pr and he is threat punishment, en he was caught setting trash can fires at trash can fires caught setting age nine when he was at emerged fire behavior Carl's the school author Both his father and school. family spend time together focused on child-re together focused time spend family and other recreational outi games although his best friend recently died. Mark failed the first grade, and has been placed in and has been placed in Mark failed the first grade, died. although his best friend recently problems academic he has numerous that report His teachers special education classes. in school. problems and is starting to display conduct

Trainers' Guide 258 physical harmanddamage totheirhousehold. potential consequences.Herparentsfeltthat described itasanimpulsive the fire,she setthe firebecause"shefe saidshehadbeenf found inthehouse.She Angie's currentfiresettingincidentoccurr There werenoknownfiresetti again admonished her,andpunishedherbynot marks, including parts ofacarpetand asect thereafter, thehousekeepernoticedseve was punished,andtoldnottoengageinthat parents reportedthatshewasfoundplayingw Angie's firesettingbehaviorwa nor inpsychotherapy. recurrence ofthattypeordegreepsyc outpatient psychotherapyonan and antidepressantmedicati months fordepressionandasuicideattempt. Angie hasasignificantpsychiatrichistory. conduct arewellbelowaverage. and shealsoenjoysit.Herschoolreportsth with whom shespendsthemajority ofherti great dealoftime togetherparticipatingin with amoderate levelofimposed punishment etc.) towardheryoungersisters.Thereappear The mother alsoreportsthatAngieoftendisplaysaggressivebehavior(arguing,hitting, are reportsbythemother ofahighdegree entertainment industry. Thefamily envir lives withhermother andfather,bothofwhom Case 5.Angieisafifteen-year-old ANGIE The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agen act, shehadnotplannedthe ons. Herrecovery wasexcellent and she hasbeen in ng incidentsuntil recently. s first noticed byherparent noticed s first irregular basis sincethattim blackfemale whoistheolde hopathology. Currentlysheisnotonmedication ed whensheburnedabookwithlighter ral small items aroundthehousewithburn recreational activities. onment issomewhat positive,however,there lt likeit,"andshe fe ion ofAngie's bedroom curtains.Herparents eeling sad,lonely,andanxiousbeforesetting Two yearsagoshewashospitalizedforthree at shehasaveryhighIQ,buthergradesand

Atthetime shereceiv tension anddiscordbetweensheAngie. me. Sheclaims thatallherfriendssmoke bysettingthefireAngiewantedtocause ith matches withouta s tobeadequatedisc type ofbehavioragain.However,shortly . The family typically does not spend a . Thefamily typicallydoesnotspenda arehighly successful letting herwatchtelevisionforoneweek. cy/United States FireAdministration fire, norhadshethoughtabout s whenshewaseight. Her e. Thereappears tobe no Angiehasmany friends lt greatafterward.She st ofthree sisters. She ipline andsupervision, ed major tranquilizers dult supervision.She professionals inthe

Fire Service Guide 259

The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The INTERVENTION PROGRAM INTERVENTION FIRE SERVICE GUIDE TO A FIRE SERVICE JUVENILE FIRESETTER EARLY JUVENILE FIRESETTER Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 260 The National Juvenile Firesetter/Arson Controland Prevention Program

Federal Emergency Management Agen cy/United States FireAdministration

Fire Service Guide

261 PAGE

Program, Columbus, Ohio...... Columbus, Program, 286 TABLE OF CONTENTS Program WorkshopProgram ...... 275 NG AND EVALUATION ...... 277 am, Rochester, New York...... Fire-Related Youth (FRY) Program, City, Oklahoma S.A.F.E., Oklahoma Operation Fire 288 ...... 289 Telephone Contact Sheet ...... Interview SchedulesUSFA's ...... 279 279 The Juvenile Firesetter County, Maryland...... Montgomery Operation Extinguish, 287 The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Differences Across Types of Jurisdictions...... 300 Core Intervention...... Other Considerations...... 290 Resource List...... 291 292 Introduction 296 ...... Identifying Referral Sources and Target Agencies ...... Contacting Referral Agencies ...... 297 Developing Detailed Referral Agreements ...... 298 299 Purpose 282 ...... Situational Influences...... Critical Issues ...... 283 Prevention...... Primary 284 Early Intervention...... 284 286 Training270 ...... Funding...... 271 Liability272 ...... How to Establish Interagency Links ...... Juvenile Firesetter 273 Jurisdictional Characteristics...... 276 Objectives...... 277 The Target Populations ...... Fire Service Procedures...... 278 279 Program Planning...... Program Structure...... Program 265 Location...... 266 266 Approach...... Multi-jurisdictional Staffing and Responsibilities...... 267 ConcernsStaffing Issues and 269 ...... 269 Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency CHAPTER 5: REFERRAL MECHANISMS ...... 296 CHAPTER 4: INTERVENTION SERVICES...... CHAPTER 4: INTERVENTION 282

CHAPTER 3: SCREENI CHAPTER 1: INTRODUCTION...... 263 MANAGEMENT...... CHAPTER 2: PROGRAM 265

Fire Service Guide 262 8:DEVELOPING CHAPTER CHAPTER 7:MONI 301 CHAPTER 6:PUBLICITYANDOUTREACH...... UTC YTM...... 316 ...... JUSTICE SYSTEM eainhp ihteJvnl orcinlIsiuin...... 320 Relationships withtheJuvenileCorrectionalInstitutions...... 319 Relationship withtheLaw Enforcement, Relationships withtheProbationDepartment...... 317 Purpose 311 309 ...... System Development andUse Central Elements MonitoringSystems...... ofthe ...... 307 Purpose 306 Resource List...... 306 Partnerships ...... 302 Strategies ...... 301 Purpose The National Juvenile Firesetter/Arson Controland Prevention Program Federal Emergency Management Agen ea,adJdca omnt ...... 320 ...... Legal, andJudicialCommunity OIGSSES...... 307 ...... TORING SYSTEMS RELATIONSHIPS WITH THE cy/United States FireAdministration

Fire Service Guide 263 dollars worth of of worth dollars ild playing with playing with ild referral mechanisms, referral mechanisms, son is a costly, often often son is a costly, billion and hundreds of people of people and hundreds This developmental initiative is initiative This developmental aying with matches, started a fire a fire started with matches, aying is was contracted by the Office of is was contracted by the Office of e United States. Arson fires kill e United States. ed delinquent, juvenile firesetting a chair in an abandoned building. building. a chair in an abandoned of all arsons are set by juveniles. of all arsons are set by juveniles. scribe how to develop, implement, scribe how to develop, implement, lt of a curious ch ead, ISA developed a modular or ead, ISA developed a modular requires a special response from the from a special response requires of the juvenile firesetter problem problem firesetter the juvenile of termined by fire investigators--may by fire investigators--may termined e "model" program. However, we program. e "model" incidents, but are repeated virtually incidents, but are and prevention of juvenile firesetting and disseminate information about information and disseminate ogram. These components highlight These components ogram. am, including program management, management, am, including program intervention services, ear and cause over one ear and cause over lives of five family members. Unfortunately, members. lives of five family the National Juvenile Firesetter/Arson Control the National Juvenile uvenile firesetting and ar a firefighter was killed a firefighter community. and arson. volunteer fire department to a small, suited quickly realized that a program in rural Minnesota would not be appropriate for a large, paid department in the Bronx and vice versa. Inst is a serious and vexing problem that that is a serious and vexing problem approaches for the control promising ISA initially planned to develop on de model. The components components that took his life and the that took his life are not isolated these tragic events th towns across and in cities every day act of a troubl or the malicious matches In recognition of the seriousness Analys nationally, the Institute for Social Prevention and the U.S. Fire Juvenile Justice and Delinquency to conduct Administration and Prevention Program (NJF/ACPP). designed to assess, develop, test, and operate a juvenile firesetter pr seven different aspects of a progr screening and evaluation, by a group of teenage boys. In Roanoke, In Roanoke, of teenage boys. by a group in a fire started homes lost their boy set fire to Virginia, a seven-year-old In woman. an elderly and trapped house to an adjacent The fire spread York, a two-year-old, pl Rochester, New every y hundreds of people 40% that approximately It is estimated annually and damages of dollars in of millions cause hundreds These fires deaths. The rate of juvenile fireplay thousands of needless injuries and as de and firesetting--short of arson of j Clearly the problem New Jersey, In Passaic, annually. damage of normal shown that the majority also be quite high. Studies have fire and nearly half have engaged in children possess an interest in curiosity out of set are fires the child-set of majority the While fireplay. costs, are and human they in economic cause, both the damage not malice, real and devastating. Whether the resu deadly, problem. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency CHAPTER 1: INTRODUCTION

Fire Service Guide 264 The National Juvenile Firesetter/Arson Controland Prevention Program program. primarily forthefireservice--theagen approaches. Liketheotherprogram the will pertaintoalljurisdictions,andpr program thefireservicetoimplement. for Noteveryrecommendation the curriculum tomeet specificneeds. curriculum forthetraining program andprovidesstrategiesformodifying firesetter preventiontrainingworks Guidelines aswellotherresourcesto program. The to usetheinformation in the consultants developedthr with the justice system. ISA,withassistance from itssubcontractors and publicity andoutreach,monitoringsystem health or childprotectiveservices agencies. appropriate. Anya by theU.S.FireAdministration, andpr to screenjuvenilefiresetters,genera within thefire service, ISA hasfound thatthefire service isbestequipped firesetters. Althoughsome program referral tomental health firesetters orotherwho have beenidentified,earl fire serviceprovidesinitialscreeni ISA advocatesan"evaluation,educat for Implementation In writingthismanual wehave was needed. specifically devotedtothedevelopmen Prevention Program wasevaluated, itbecame clearthat ashortermanual country. AftertheNationalJuvenileFiresetter/Ars one most oftenimplemented byjuve found thatan"evaluation,education, the typeofprogram injurisdictions the widestvarietyofprogram information andpurposelydidnotspecify agencies. Inwritingthatmanual, ISA also formentalhealth,juvenileju of information. Itincludesinformation notonlyforthefireservice,but As notedabove,the components. The Implementation Federal Emergency Management Agen Guidelines Trainers' Guidedescribeshowtousetheinformation inthe for the most completeinformation onalternative contains abroadrangeofinformation abouteachofthe Users' Guide andpresentedwhat webelieve dditional counselingisusua Guidelines forImplementation orotherappropriateag y intervention/fire safety ee program manuals. The Guidelines culled theinformation from the providesstep-by-stepguidelinesonhow may from benefit sucheducation,and lly using the screening tools developed lly usingthescreeningtoolsdeveloped ng andevaluationoffiresetterswho hould implement. However,wehave hop. Theguideprovidesadetailed ion, andreferralprogram"--wherethe stice, and childprotective services s includea"counseling"component ogram plannersshouldreferback to attempted toprovidethereaderwith and referralprogram" modelisthe nile firesetter programs across the nile firesetterprograms acrossthe cy/United States FireAdministration cy most likelytohouse afiresetter t of anearlyintervention program materials, thismanual iswritten toimplement ajuvenile firesetter develop acomprehensive juvenile ovide firesafetyeducationwhen s, anddevelopingrelationships lly besthandledbymental encies formoretroubled tobe themosteffective educationforcuriosity containsavastrange on Controland Guidelines for Guidelines

Fire Service Guide 265 meet with fire meet ion of the fires the success of and others to e concern of one ). Once the interest the interest ). Once ity action. These meetings often often These meetings ity action. firesetting. (If a program is firesetting. (If a program eels are critical to formation and arrest data is often formation tion, 3) Intervention Services, 4) tion, 3) Intervention Services, nd deaths, if available, give added cal city councils, d not have to tackle the problem of problem to tackle the d not have t fires. In most communities, the the communities, most In t fires. problem will need to problem may be members of the fire service be members may the numbers of fires set by juveniles the numbers es, the fire service should solicit es, the fire service ese components include 1) Program include 1) Program ese components tion reports, and other records should e a significant proport e other materials developed under this developed e other materials originate out of th of out originate tervention and referral program in the program tervention and referral acquire a detailed understanding of the acquire a detailed understanding all the necessary services. services. all the necessary units and police departments. units and police departments. e Juvenile Justice System. Justice System. e Juvenile of the problem versus the cost of the solution, of the problem rve as program coordinators rve as program available from hospital burn meaning to the numbers. Additional in to the numbers. meaning provide data on the extent and nature of the juvenile firesetter problem. problem. provide data on the extent and nature of the juvenile firesetter on property loss, injuries, a Information is generated, the next step is to Local fire jurisdiction. in the particular problem juvenile firesetter necessary information. to obtain the are the first place to go departments Fire incident reports, arson investiga chiefs, community representatives, lo a constitute problem firesetting the juvenile of the magnitude if determine serious enough issue to warrant commun juveniles ar by fires set (2) whether and (3) whether set in the community established, they often se they often established, is Once data on the extent of the local juvenile firesetter problem the interested in person the collected, (1) the cost center around: Juvenile firesetter programs often Juvenile firesetter programs inspired individual. These individuals children or have seen, first hand, the who have a genuine interest in and pain caused by juvenile damage Program Planning of th the format follows This manual an early in It will discuss program. ISA f context of the seven components Th any juvenile firesetter program. 2) Screening and Evalua Management, 6) Monitoring Systems 5) Referral Mechanisms, Outreach, Publicity and and 7) Relationships with th ISA believes that the fire service shoul service that the fire ISA believes juvenile firesetting alone. Other agencies including schools, mental health mental schools, including Other agencies firesetting alone. juvenile other and services, child protective agencies, justice juvenile agencies, to help the fire service work with youth, need to that work with agencies so that services the appropriate and provide juvenile firesetters identify not continue to se do these juveniles the fire from comes program firesetter juvenile a to develop initial impetus indicat this volume service, but as developing a context of in the agencies--often these other from assistance provide council--to coordinating The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency CHAPTER 2: PROGRAM MANAGEMENT

Fire Service Guide 266 The National Juvenile Firesetter/Arson Controland Prevention Program keep goingbackandpresentinghisorhercase. programs have beencreatedbecause if theprocesstakeslongerthane will probably takemany meetings and discussions. Donotbediscouraged Deciding whethertheissueofjuvenile is disproportionallyhigh programs arelocatedindifferentbranches that 87%of theprograms areadministered by thefireservice. These (ISA) surveyofjuvenilefiresetter within the fire service. Theresults of theInstitute for Social Analysis' Fire Service. Location location, staffing,training,funding,a remainder ofthiscomponent providesinformation onsuchissuesas provide information onhowtoestablis jurisdiction programs later.). The following sections are designed to jurisdictions (wewillbriefly disc early intervention program directed and thendevelopsuchaprogram. As decide whatkindofprogram wouldbe is seriousenoughtowarrantajuvenilefiresetterprogram, theymust If themembers ofthecommunity feel Program Structure strategies willbemost effective toaddress the problem. community candecidewhatconstitutesaseriousproblemandwhich and hasitsownuniqueproblems andresources. Onlythemembers ofthat implementing oneormore ofthecomponents.Eachjurisdictionisunique community, thefireservicemay choose tobolsterexistingprograms by juvenile firesetterprogram isbe can seekassistance fromotherjuvenile such aprogram canusetheguidelines complete juvenile firesetter program. Communities wishing toimplement community may decidethattheproblem issevereenoughtoestablisha theproblem.community, thenextissueisdecidinghowtoaddress The however, the communitydecidesthat juve If juvenilefiresettingisnotconsider Office oftheFireChief, FireInvest within the fire service isthefire service's capacitytoidentify large primary reasonwhyjuvenilefirese Federal Emergency Management Agen The primarysiteforajuvenile given thenumbersofjuve programs throughoutthecountryreveal yond theresourcesof aparticular tter programs shouldbeestablished nd establishinginteragencylinks. xpected. Manyjuvenilefiresetter igation, andtheFireMarshal. The uss the specialcase ofmultiple ed aproblem, thepathiseasy.If, indicated earlier,ISA advocatesan describedinthesecomponentsand h ajuvenilefiresetterprogram. The bythefireservice forsingle cy/United States FireAdministration firesettingisasignificantproblem one individualhad thetenacity to that thejuvenile firesetter program st serve theirjurisdictional needs firesetter programs. ofthefireserv nile firesetting isathreat tothe firesetterprogram shouldbe niles inthecommunity. ice, including the ice, includingthe Ifaseparate

Fire Service Guide 267 al service, and d at the scene. scene. d at the l, the program director l, the program to existing programs are programs to existing ogram services. Each ogram c., should know about the circulated to each fire service fire service circulated to each juvenile firesetter programs are juvenile firesetter programs The Publicity and Outreach the fire service. Their existence the fire service. al problems, juvenile firesetter al problems, tablished links with some of the some tablished links with lice, probation, soci tence. Another concern is that tence. Another concern is that setters are identifie setters are and drive of one individual. To and drive of one individual. is still some concern that such a is still some when the Fire Chief who instituted when the Fire Chief who instituted cause and origin facilitates their their facilitates origin and cause ourse of their investigations, fire ourse of their division heads about the juvenile division heads about the juvenile itally important to the success of a success of to the itally important form the general public about the about the the general public form rvice is usually the first agency to agency the first is usually rvice nd evaluation phase of the National nd evaluation phase of setter programs surveyed by ISA setter programs re recently, however, a number of re recently, however, a number nd Prevention Program, the three sites the three sites nd Prevention Program, ogram must receive support from all from support must receive ogram e Referral Mechanisms Component). Mechanisms e Referral s feel that a juvenile firesetter program is too s feel that a juvenile firesetter program service can track a case fire service can track firesetters. The the fire service personne juvenile firesetter pr ator, fire educator, et uvenile firesetter referrals firesetter uvenile programs are considering a county or larger, multi-jurisdictional approach. approach. multi-jurisdictional larger, a county or are considering programs a Indeed, during the implementation Approach Multi-jurisdictional the juvenile fire of The majority functioned at the local level. Mo Juvenile Firesetter/Arson Control a justice personnel. These links are v justice personnel. These links To gain the support of all the should brief the chief and all can be Brief memos firesetter program. juvenile firesetter program (see th of majority Although the overwhelming division describing the knowledge of fire The fire service's youthful ability to identify investigation, the fire through the firesetter of the identification from etc.). In (education, counseling, prosecution, and intervention assessment, have es fire departments addition, many In the c agencies. crucial referral communicate with po investigators often there housed within the fire service, numbers of firesetters. The fire se The fire firesetters. of numbers will politics. The greatest concern is program fall prey to departmental would be terminated that the program cannot rely solely on the motivation and understand how it works. program how to in will describe component respond to a fire and many of the fire to a fire and many respond j of the majority Indeed, it leaves. Most department exis valuable to have such a tenuous use the juvenile firesetter to hesitant be firefighters and investigators may these potenti To overcome program. within must be institutionalized programs pr survive, the juvenile firesetter community. levels within the fire service and firefighter, fire investig juvenile firesetter program. from within the fire service, usually followed by parents and then school by parents and usually followed the fire service, within from health organizations. and mental The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 268 The National Juvenile Firesetter/Arson Controland Prevention Program work. competing forthelimited resourcesof and allowthesecommunities to combine theirresources instead of not local, agencies. Amulti-jurisdi ctional program mayspanmany towns program (e.g.,mental health, probation, many ofthe referral agenciesthat approach. Oneofthegreatestadvantag selected for implementation allchose toimplement amulti-jurisdictional follow-up. responsible forassessment, interv local juvenile firesetter programs, the multi-jurisdictional program willbe should bebriefedabouttheprogram's purposeandservices.Asistruefor Each fire department/station within thejurisdiction servedby theprogram department/station within thejuvenile firesetter program jurisdiction. establish detailed guidelines forre If asite chooses to develop a multi-jurisdictional program, itwillneed to program. departmental rivalriesthatcansometimes theprogressofa impede jurisdictional juvenilefiresetterprogram is advantage ofusinganon-fireservice agency tomanage amulti- wide networkinbringingtogether profit agencywasabletotakeadvantag encompassed numerous firedistrictsw with theDistrictAttorney's Office area's publicofficials.Inanother As AIRpointsout,theCouncilalsoha county areaandwasabletobringover firesetter program. TheCouncilha type ofnetworking experiencesnecessary to implement aregionaljuvenile out oftheCouncil ofGovernment's office.TheCouncilhadexactlythe In oneof the implementation sites, managing aregionalapproach. effective program vehiclethan an experience buildingandmaintaining networksthatmay beamore that alreadyspanstheboundariesof experiences ofthethree the bestchoiceforachievingregionalcoordination."Using education, andreferralservicesfor fire serviceagencymay stillbetheproperlocationforscreening, by theAmerican Institutes for Research and coordinating.Thenationaleval The multi-jurisdictional approach,how Federal Emergency Management Agen implementation sites,AIRsuggests,"Anagency the program management wasoperated site, anon-profitorganizationworked individual juveniles,…itmay notbe ention, referral,case tracking and to developafiresetterprogram that uation oftheNJF/ACPP,conducted d extensivecontactsoverthefour ferral and feedbacktoeachfire theappropriateagencies.One cy/United States FireAdministration ithin onejudicialdistrict.Thenon- work withthejuvenilefiresetter theregionandthatalreadyhas e oftheDistrictAttorney's district- countyagencieswithwhom they individual firedepartment," for ever, requires additionalplanning (AIR), concluded thatwhile"the d aproventrackrecordwiththe twenty firedepartments together. juvenile court,etc.)arecounty, es ofsuch anapproachisthat thatyoucanavoidinter-

Fire Service Guide 269 resetter program. resetter program. or by supervising risdiction and the risdiction firesetter program and firesetter program the fire service should the fire service responsible for the day- either directly ained to screen juvenile firesetters a genuine interest in the juvenile the juvenile in interest a genuine juvenile firesetters. Many fire s of running the juvenile firesetter s of running the juvenile firesetter In addition, fire service personnel In addition, fire service personnel also be primarily responsible for also be primarily above can be implemented by above can be implemented ho have the responsibility to teach fire safety education to the juvenile setter program. They would be in They would be in setter program. ram into existing agencies. Although ram service staff should also be assigned be assigned staff should also service problem. In some cases, the structure cases, the structure some In problem. ould be viewed as managers who are who are ould be viewed as managers need support from the highest level in the highest level need support from ictions, however, may not have the ictions, however, may ional program will be based on the on the will be based ional program oblem in a given ju in a given oblem vidual should be a senior ranking fire vidual should be ip and direction of the program. ip and direction of the program. extension of that responsibility. Programs located within Programs e manpower resources available to staff a juvenile e manpower The coordinators would be program, but also for the leadersh program, between the juvenile the juvenile facilitating communication between sh other agencies. The coordinators responsible for not only the mechanic others who are assigned to provide the assessment and intervention and intervention assessment the to provide are assigned others who services. The coordinators would to-day activities of the juvenile fire the of to-day activities and intervention, charge of assessment the fire service. Many programs are administered by the Office of the Fire by the Office of the Fire are administered Many programs the fire service. Fire to the directly answering the coordinators with Marshal or Fire Chief Chief or Fire Marshal. official. As noted earlier, programs official. As noted earlier, programs jurisdictions that have th jurisd Smaller firesetter program. firesetter issue. Ideally that indi Ideally firesetter issue. Staffing Issues and Concerns The staffing structure presented fi juvenile resources or the need to establish an actual within the fire "program" a establish that jurisdictions it is recommended be coordinated by an individual with be coordinated fire additional In larger departments, want of the services to incorporate some simply These jurisdictions may provided by a juvenile firesetter prog to the program. Firefighters, can investigators, and fire educators fire to the program. services,provide screening and evaluation fire education, and referral be tr services. Fire service personnel can using standard screening instruments. resources available to ameliorate the the to ameliorate available resources such an approach make may referral agencies service or of the fire which approach is most jurisdiction will need to assess untenable. Each needs of the community. the appropriate to meet Staffing and Responsibilities Fire Service Personnel. to can provide fire safety education fire educators w employ departments fire safety in the schools. Providing firesetters is often seen as an The feasibility of a multi-jurisdict of The feasibility pr the juvenile firesetter extent of The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 270 The National Juvenile Firesetter/Arson Controland Prevention Program for assessment, education, juvenile firesetterprogram interested people invariousagencies department, an alternative possibility for some jurisdictions istohave can providetrainingin Personnel from localsocialservices agen firesetter problem. personnel canprovidespecificinformation aboutthejurisdiction's juvenile identify, assess, interview, educate,and the characteristics of juvenilefi National experts inthefiel training shouldincludethefollowingtopics: training injuvenilefiresettingandchild Regardless ofthestaffbackground, Training program). having paid fire service staff volunteer their time tothe juvenile firesetter this component willdiscussliabilit provide assessment andeducationtojuven entirely onfireservicepersonnelwhovolunteertheiroff-dutytime tohelp inspections, orschoolfiresafetyedu addition tootherresponsibilities,su personnel providejuvenilefiresettera which includesfull-timepersonnel. departments haveseparatebudgetsfo by atleastonefull-time, paidfi paid orvolunteer.Ideally,ajuvenile be operatedbyfull-timeorpart-time Jurisdictions must alsodecidewhether the juvenile firesetter program will Federal Emergency Management Agen Legal Issues Child Abuse/Neglect Juvenile delinquency Normal childdevelopment Referral and follow-up Interviewing andeducating Screening/assessment techniques Developing andmanaging aj How toidentify juvenilefiresetters Characteristics ofjuvenilefiresetters child relatedissues,such referral, andtracking. staff.Theseindividu d ofjuvenilefiresetting resetters andinformation onhowto the juvenile firesetter y concernssurroundingthepracticeof uvenile firesetterprogram re serviceemployee. Manyfire firesetterprogram shouldbestaffed cation. Stillotherjurisdictionsrely ssessment, education,andreferralin takeontherespon cy/United States FireAdministration staff andwhetherthewillbe In otherjurisdictions,fireservice relatedissues.Ataminimum, the r thejuvenilefiresetter program, all program staffshouldreceive refer firesetters. Local fire service fire Local refer firesetters. ch as,fireinvestigations, cies andmental healthfacilities ile firesetters. (In latersections, als wouldberesponsible aschilddevelopment, can providetrainingin sibilities of the

Fire Service Guide 271 ility. The staff other staff should nel should understand the . aff. This may be done in the aff. This may set a fire to draw attention to to draw attention set a fire fice. Program staff need to be staff fice. Program their support. As the program their support. As rs engage in other acts of juvenile in other acts of rs engage included in the training seminar). included in the training seminar). s been established and the program s been established and the program of any juvenile firesetter program of any juvenile firesetter program are of the program and the services are of the program m coordinator or m range of juveniles in the course of range of juveniles day seminar. (If the resources are (If the resources are day seminar. ide the Chief and Deputy Chief with terials, and funds. The community e of a Juvenile Firesetter Training rrounding juvenile firesetting can be rrounding juvenile service personnel, especially arson service personnel, especially arson er to the program. Questions and and Questions the program. er to nd Deputy Chief to enhance their nd Deputy Chief to enhance firesetters represent a broad spectrum firesetters represent aff need this diverse training because aff need this diverse ation, the program coordinator should coordinator should ation, the program juvenile firesetter program. rsonnel about the program should be should rsonnel about the program Trainers' Guide ile firesetter program staff should appeal to the ile firesetter program all fire service person it provides. In addition, All fire service personnel should be aw All fire service personnel should procedures used to refer a firesett the fire service pe concerns of available, these personnel may also be may personnel available, these An exampl time. at this addressed provide an orientation to all fire provide an orientation to all st investigators and upper level command one or of an in-serviceform meeting Workshop can be found in the Funding As noted earlier, the nature and extent the program. available to resources to a large extent on the will depend, have gone to the community money and manpower with limited Programs to acquire the necessary services, ma In addition to the fire service orient a prepare briefings for the Chief contribute wealth of resources. Corporations may can offer an unlimited looking for or products. When money or sponsor specific activities corporate donations, juven aware of the arson laws, including the age of accountab including aware of the arson laws, ha program firesetter Once the juvenile progra staff have received training, the and gain understanding of the problem legal issues su about the Information of the local prosecutor's obtained through firesetters are handled by the justiceshould also know how juvenile system. continues, the coordinator should prov delinquency, abuse, and neglect. Training in these child related issues is related issues is in these child neglect. Training abuse, and delinquency, For example,juvenile firesetters. understanding to in some important firesette seriously disturbed cases, more will youth In other cases, delinquency. curious children who are simply normal developmentally of youth, from require specialized seriously disturbed youth who about fire to very st firesetter The juvenile treatment. with a wide in contact they will come their work. brief updates on the progress of the parental abuse or neglect. Juvenile parental abuse or The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 272 The National Juvenile Firesetter/Arson Controland Prevention Program corporation's senseofcivicmindedne often usedtocounterthese concerns the actions of thejuveniles referred tothem. Liability waiverforms are need totakestepsensure that referr legal actionbecauseoftheactions ajuvenilefiresetter.Program staff refers tothepotentialforprograms or Another financial(andlegal)concernistheissue ofliability.Liability Liability earmarking thosefundsforthe talk tothecourtandinsurance than theactualamount oftherestit industry. Often thisisbecausetheco firesetter as partofacourtsent firesetter program. Insome jurisdictions the restitution paid byajuvenile One additional sourceoffundingcan community. community juvenile firesettingthatneedstobe terms willhelpsupportfundingefforts. Information aboutthecostofjuveni possible about thejuvenile firesetter problem intheir community. juvenile firesetterprogram shouldgather Prior toapproaching insuranceagenci reduction ofjuvenilefiresetting. valuable resource because theyhave a and thepromising program solutions.Insuranceagenciescanbea brochures orpublishinganarticleon insurance industryregardingpublicrela Several juvenilefiresetterprograms havereceived generous help from the monetary contributions,theymay beab insurance companies. Where they One potentialresource forthejuve and otherin-kindcontributions. equipment--they cancontributetheir government programs. Localbusinesse public agencies (suchasthefirese partnerships, whichincluderepres should considerestablishinglocalpub problem isbasicallygoodbusiness.Thejuvenilefiresetterprogram money tobetterthecomm Federal Emergency Management Agen problem thatcannotbealleviat unity andhelpeliminate acostly anddeadly juvenile firesetterprogram. ence isnotclaimed bytheinsurance ution. Theprogram coordinatorshould entatives from localbusinesses and le firesettingineconomic andhuman al agencies willnotbeheld liablefor management, fund-raisingexpertise, stressed isthat the problem is a may notalways beabletooffer . The liability waivers should be . Theliabilitywaivers shouldbe cy/United States FireAdministration rvice), havebeenusefulinother the problem ofjuve referral agencies tobe "atrisk"for st ofclaiming thatmoneyismore ss andself-interes agencies aboutthepossibilityof es orotherlocalbusinesses,the nile firesetter program islocal s candonatemore thanmoney or asmuch statisticalinformation as Themostimportant element of vested interest infacilitating the tions activities,suchas,printing lic/private partnerships. These lic/private partnerships.These le toprovidein-kindassistance. be investigatedbythejuvenile ed withouttheassistanceof t. Contributing nile firesetting

Fire Service Guide 273 the juvenile firesetter their time to assist juvenile their time whether they are on- or off-duty. whether they are on- or off-duty. r the actions of their children). The of their children). r the actions review their state's interpretation of interpretation state's their review usually release the program or the release the program usually no juvenile falls through the cracks no juvenile falls through the cracks ng a juvenile firesetter program. ng a juvenile firesetter program. ogram's referral agencies need to be referral agencies ogram's ssential. Such coordinating councils ssential. Such ile firesetter program, as well as, ile firesetter program, m these community agencies and these community m attorney's office, schools, and mental office, schools, and mental attorney's ng the FLSA to mean that the fire that the fire to mean ng the FLSA andards Act (FLSA) may limit this andards Act (FLSA) ting council should be composed of ting council should be composed itical to the success of a program, the the itical to the success of a program, setters but will be limited if they are they are if limited will be setters but fire service personnel volunteer their fire service personnel e volunteers from the fire service as the fire service as e volunteers from d, evaluated, and receive appropriate r programs around the country. The r programs represent the avenues through which d in Portland, Oregon; Upper Arlington, the actions of the firesetter. the firesetter. of the actions fire service, police, probation, juvenile court, agencies in the jurisdiction whose responsibilities Strong interagency relationships and referral Strong interagency relationships re service personnel when they are conducting fire re service personnel when they Interagency Links Interagency resources for the program. Including all of the key agencies on the Including all of the key agencies on resources for the program. coordinating council will ensure that are identifie and that all firesetters health agencies. These agencies juveniles are referred to the juven establishing interagency relationships. establishing interagency relationships. creation of a coordinating council is e district protective services, children's the FLSA and how it affects the program. program. the FLSA and how it affects the of the key community agencies they will need the assistance problem, police, probation, justice, schools, mental which work with juveniles (e.g., will describe section following The services). social health, and fro techniques for gaining support Coordinating Council. networks are vital when establishi cr are so Because these relationships or task forces have been establishe and othe Ohio; Central Oklahoma, coordina juvenile firesetter program the council should include relate to juvenile firesetters. At a minimum, the representatives from going to be held accountable for going to be held need to carefully part of their program How to Establish chooses to tackle service Regardless of how the fire all representatives from able to address the needs of the fire of needs the able to address issue arises when Another liability fire paid earlier, As mentioned firesetters. juvenile to work with time volunteer sometimes service personnel St new Fire Labor firesetters. The are interpreti states practice. Many service is liable for fi of regardless activities related service that us Juvenile firesetter programs reviewed by attorneys to make sure they address all the concerns of the of the concerns the all they address sure to make attorneys by reviewed to will need Parents agencies. referral and the program firesetter juvenile (which these waivers sign read and responsibility fo from referral agencies program and the pr juvenile firesetter The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 274 The National Juvenile Firesetter/Arson Controland Prevention Program the problemsorconcernsanddevelopfutureplansforprogram. interventions. Ideally,thecouncil limitations. Misunderstandingsand problems between agenciesoften educate theothercouncil members a One ofthemostimportant functions of also beabletolearnthestatusof the juvenilestheyreferforadditional Dual waiversandcontractsenable the information exchangebetweenthepr Referral Mechanisms Component, shouldincludeproceduresfor These referral mechanisms, whichwillbedescribed indetaillater inthe agreements betweenthe juvenilefirese The councilwillberesponsible necessary. referred by thejuvenile firesetter providing thenecessary proceduresforacquiringservices forjuveniles troubled firesetters.Each agency mental counselingservicesformore healthagencieswouldprovide providing assessment andeducation,while example, thejuvenilefiresetterprog firesetter program andshoulddefine council shouldinstituteproceduresfo implement, andmaintain thejuvenilefiresetterprogram. Thecoordinating coordinating councilis tofacilita Role of theCouncil. likely tohavecontactwith juvenilefiresetters. council, he/sheshouldsuggestarepres of otheragencies.Iftheheadagencyisunable toparticipateonthe agencies thatjuvenilefiresetterprog not his.Descriptionsofhowother by telling them thatthenextchild to di caught theattentionofotheragenci mandated to provideservicesforj juvenile firesetting isa community each agency isaffected.Itimpor statistics on thelocal juvenilefire council. Thecoordinatormay wantto agency toexplainthe juvenilefire on thecouncil.Thecoordinatorshoul is amember ofthefireservice, he/s responsibility forrecruitingthecouncil The coordinator of the juvenile firesetter program willhave theprimary Federal Emergency Management Agen The primary roleof the juvenile firesetter program juveniles referred totheprogram. programs may work alsohelpconvince te multi-agency cooperationtoplan, setter problem ofhow andexamples es--and ultimately wontheirsupport-- should meet onceamonth todiscuss rams work,iftheyreceivethesupport he may also represen ram wouldbechieflyresponsiblefor uveniles. Oneprogramcoordinator setter programandtheroleof program, suchas,slidingfees,if problem thattoucheseveryagency havebackgroundmaterials, suchas, services.Referra representative couldworktoward r referralstoandfrom thejuvenile entative, preferablythepersonmost tter program anddifferentagencies. cy/United States FireAdministration d contacttheadministrator ofeach tant to stress that the problem of therolesofeachagency.For for developingspecificreferral program stafftolearnthestatusof bout theiragency's strengthsand ogram andthereferralagencies. e inafirewastheirresponsibility, representatives. If thecouncil representatives isto childprotectiveservicesand l agenciesshould t the fire service thecoordinator

Fire Service Guide 275 to describe how the juvenile firesetter Participants should be op, which is based on a cies who work with juvenile then be asked be asked then to have the State Fire Marshal or e as a panel to moderate the e as a panel to moderate employees of each of the agencies of each of employees with juvenile firesetters. Council with juvenile firesetters. information about the juvenile about information gain support for program form all gain support for program setter program, the council or the setter program, rks or a keynote address. After the how they might handle a particular how they might ile firesetters, the nature and extent and the nature firesetters, ile unication between agencies and unication between stand how their counterparts work. work. their counterparts stand how nd the role of the juvenile firesetter tions are often not able to respond often not able tions are e member from each of the different each of from e member have different working cultures. To To have different working cultures. and the community and promote the the and the community and promote hould be assigned to different groups. hould be assigned to different groups. example, is designed for immediate immediate designed for is example, oordinator can begin the workshop by intervene to find out why. intervene to find ith juvenile firesetters. il. During the worksh s understand the function of their agency works with juvenile firesetters. Attendees can be asked to be asked works with juvenile firesetters. Attendees can their agency share their experiences w members to ask the panel encouraged case. After a break for lunch, attendees s want may The juvenile firesetter program other representative give opening rema c the program remarks, welcoming the characteristics of juven describing a the problem in what jurisdiction, of The panel representatives can program. at least on should include Each group representatives should disseminate should disseminate representatives Workshop Juvenile Firesetter Program agencies As noted earlier, different program firesetter the juvenile each other, help agencies learn about workshop for a one-day should sponsor represented on the counc response, but social service organiza but social service response, designed to help below is workshop described speed. The same with the agencies under personnel in different upon to help identify representatives will also be called Finally, council individuals who work other agencies or to their agencies firesetter program to The goal of the council is program. who work that all those to ensure work with juveniles and that agencies with juvenile firesetter program. FRY program, the members York's sponsored by Rochester, New seminar serv of the coordinating council will agen of the key workshop. Members participants The workshop will give be invited to attend. firesetters should in different agencies and learn their counterparts the opportunity to meet how different agencies operate. develop because one agency is not familiar with how the other agency agency how the other with is not familiar one agency because develop for The fire service, operates. comm maintain The council will can appropriate representatives troubleshoot when necessary. If a firesettertroubleshoot when the services is not receiving the juvenile fire by recommended The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 276 The National Juvenile Firesetter/Arson Controland Prevention Program coordinating counciland whattheprogram needsfrom eachagency. can closewithadiscussion oftherole to worktogethersolvethejuven work stylesandphilosophiesisessen agencieshandlethesamehow different case. Understanding different Participating inthisactivitygives then beresponsiblefordescribinghow to discusshowtheywouldhandlethecase.Eachgroupmember would deeply-rooted, andpreclude agencies turf issues thatmay exist between should begiven adescriptionofju description ofthedifferentagencies agencies attendingtheworkshop.Eachgroupshouldbegivena The juvenilefiresetterpr to bepartofthesolution. that juvenile firesetting isacommunity problem andthey must bewilling the needsof theyouthitsees.Each need tobeestablishedifthejuvenile potential referralagencyanddescribe can supply.Ataminimum, theprog especially smaller programs, itmay takemore time thanthecoordinator to serveonthecoordinatingcounc Like manyfiresetterprogram juvenile in additiontotheirotherduties. personnel assume some ofthejuvenilefiresetterprogram responsibilities be abletofundonefull-time positionor multiple personnel.Smallerdepartment juvenile firesetterprograms andprovid departments withthenecessarypeopleandfundscanstafffull-time structure is bestor evenfeasible of privatefunding,ifnecessary. the resources(e.g.,manpower, money, space, affected by:1)thesize andnature of thejuvenilefiresetterproblem; 2) The structure of any jurisdiction's juvenile firesetter program willbe Jurisdictional Characteristics has been established and thestaffhasb The workshopshouldbeconductedafterthejuvenilefiresetterprogram agencies. the juvenilefiresetterprogram and the referralandresourceagencysta Federal Emergency Management Agen ogram staffmustalso be forevery jurisdiction. Largefire ile firesetterproblem. Theworkshop ff aformal opportunitytolearnabout attendingtheworkshop.Eachgroup each attendeethe il takestime. Forsome programs, referralagencyneedstounderstand venile firesettingcas tial ifagenciesaregoingtobeasked As notedearlier, nooneprogram ram coordinatorshouldcontacteach firesetterprogram isgoingtomeet from workingtogether.Oneofthe agencies. Theseissues areoften cy/United States FireAdministration e allof the necessaryservices using activities, recruitingrepresentatives thegrogram. networks Referral meet theircounterparts inother ofthejuvenilefiresetterprogram his/her agencyhandlessuchcases. een trained. It is s orthose with limited fundsmay may havedifferentfireservice etc.);and3)theavailability preparedtohandlethe opportunity tosee designedtogive e andinstructed

Fire Service Guide 277 rsonal injury or injury rsonal behavior. Firestarting maintain communication communication maintain information, an estimate must be must information, an estimate eir families. The first is the eir families. tives from all of the key agencies all of the key tives from their firesetting histories, and the property loss, pe the program. All of the agencies All of the agencies the program. re of the problem. In addition, a re of the problem. of an intervention plan. The result ul firesetting, then the youth can be cidents. Although the majority of cidents. Although the majority the development of an effective the development lying psychosocial features, which lying psychosocial features, which the result of curiosity or accident, the result of curiosity or accident, nd coordination state of a juvenile state of nd coordination Although legal definitions of arson am and assist in breaking down the and assist in breaking am uation reveals that there is sufficient is sufficient there that uation reveals or and to remediate the accompanying the accompanying or and to remediate proportion of firesetting youth, there proportion of firesetting youth, are started by troubled and conflicted are started by troubled and conflicted es and circumstances surrounding the surrounding es and circumstances setting behavior will recur. r the crime of arson. of arson. sk for being arrested for the crime related to firesetting firesetting to related oordinating council is to oordinating of a comprehensive evaluation is of a comprehensive steps to be the specific identify must plans plan. Intervention intervention firesetting behavi taken to eliminate arrested for arson. The final objective is the development juveniles are If intent. criminal of determination is the The third objective in fires resulting involved in significant they are at ri death, then motive and intent of their firesetting. if an eval state to state, vary from and willf evidence indicating malicious There are four major objectives to be achieved in the screening and and in the screening be achieved objectives to There are four major th youth and evaluation of firesetting evaluation of the psychosocial and The second objective is the features environmental criminal determining for consideration into taken are Several factors of the age have reached including whether firesetters intent, accountability, the nature and extent of Objectives be must history firesetting risk. A complete firesetting of assessment the extent and natu taken to determine detailed description of the motiv of the severity the ascertain to be documented firestart must most recent Based upon current presenting problem. of the likelihood that fire made in episodes do not happen as isolated major functions of the c functions major over turf issues. arise barriers that may to be juvenile firestarts are estimated about one-third of juvenile fires between agencies. Recruiting representa agencies. Recruiting between support for will help gain listed above planning a involved in the must be a vested agency each will give This involvement firesetter program. the progr of in the success interest children. Therefore, for a selected their firesetting behavior. accompany must be an assessment of the under assessment must be an The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency CHAPTER SCREENING 3: AND EVALUATION

Fire Service Guide 278 The National Juvenile Firesetter/Arson Controland Prevention Program through withtherecommended interventions. place to ensure thatjuvenile firesetters andtheir families willfollow psychosocial problems. Inaddition, adequateincentives mustbesetin probation andjuvenile justice may refe juveniles insignificantfires. Finally, Third, fireandarsoninve experts inworkingwith juvenilefirese Second, othercommunity agenciesmay discover firestartingbehavior juvenile firesetters are identified by thefire service. First, parents may youth andtheirfamilies. Thereareanumber ofdifferentwaysinwhich primary roleof thefire serviceis theearly identification of firesetting the communityforscreeningand evaluation juvenilefiresetters. The As notedearlier, the fire service isfre screening andevaluationmethods us their specific needs.We willconcen the screening andevaluation methods different functionsregardingtheirwork in thenetworkofcommunityservices, eachof theseagencieswillhave evaluate juvenile firesetters andtheir families. Basedontheirbroaderrole There areanumber community ofdifferent agencies thatscreenand behavior. result ofpsychosocialconflictand firestarting behavior.Theircurrent These youthstendtohavealonghi The thirdgroupoffiresettersisadoles firesetting representsunderly motivated bycuriosityorexperiment eight totwelve.Althoughthefirestar The secondgroupoffiresettersismade upofchildrenranginginagefrom and treatment.) children aregenerallyreferredimmedi involved infiresettingwhoexhibi relationships areintacta exhibit significantpsychologicalpr children aretheresultofaccidentsorcuriosity. Ingeneral,theydonot under sevenyearsofage.Thefiresstartedbythemajority ofthese targeted forscreeningandevaluation.Thefirstgroupisyoungchildren There arethreegeneralgroupsofjuve The TargetPopulations Federal Emergency Management Agen nd stable.(Thereareasm stigation effortsmayreve ing psychosocialconflicts. andvoluntarilyseekhelpfortheirchildren. t severepsychopathology,andthese ed byfireservicepersonnel. oblems andtheirfamilypeer trate here onthefire service andthe quently viewed astheleadagency in cents betweentheagesof13and18. ation, agreaterproportionoftheir cy/United States FireAdministration firesetting episodesareeitherthe if firesettersarearrested forarson, they selectwillvary dependingon tters andrefer theircases tothem. ately forpsychologicalevaluation ting ofsome ofthesechildrenis story ofundetectedfireplayand turmoil orintentionalcriminal r them tothefire service for an withfiresetters.Consequently, nile firesetters,whichmust be look tothefireserviceas all number ofchildren al theinvolvement of

Fire Service Guide 279 ntments are made are made ntments w. If there appears to be no w. If there appears ll the fire department to request ll the fire department to request to provide the juvenile firesetter are to analyze the severity of the severity are to analyze the of juvenile firesetters nvironment up personal interviews or the other evaluating juvenile firesetters and a brief summary of the firesetting a brief summary of juvenile firesetters from young firesetters from of juvenile hods are used as screening and hods are used as screening and of curiosity to adolescents involved to adolescents of curiosity l involves preliminary screening to l involves preliminary psychosocial environment. This two psychosocial environment. This have two levels of screening and have two levels obtained and appoi

level system facilitates the handling of emergency problems and problems emergency of the handling facilitates level system for a comprehensive the conditions necessary evaluation establishes system. a as is used sheet this families, and their youth firesetting help for is gathered such as Basic information mechanism. screening preliminary addresses, telephone numbers, names, steps to be taken, which frequently and a description of the problem, for setting- includes the dates and times USFA's Interview Schedules schedules are designed These interview imminent risk, basic information is information risk, basic imminent with firesetters interview A complete sessions. evaluation additional for of evaluation. level second and represents the follows and their families interviews these goals of The primary the firesetting behavior and describe Telephone Contact Sheet ca or community agencies When parents for particular cases. follow-up procedures which are to be implemented for methods with systematic program questions, of a series of consist schedules The interview their families. in personal families and their youth firesetting asked of which are yields these interview schedules of The application interviews. and problem the firesetting of the severity regarding information data on the psychosocial e preliminary widely used have been schedules The USFA interview and their families. determine the immediate severity of the firesetting problem. This problem. the firesetting of severity the immediate determine by telephone intervie generally is done Fire Service Procedures and met The following instruments the fire service. by evaluation procedures children under seven who firestart out under seven who children firesetting. in recurrent will service fire Frequently the The first leve evaluation procedures. evaluation of the severity of their firesetting problem. Hence, the fire problem. of their firesetting of the severity evaluation entire range to see the likely service is The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 280 The National Juvenile Firesetter/Arson Controland Prevention Program Administration Maryland. inEmmitsburg, These manuals canbeobtainedby, manuals indetailtheapplicationoftheseinterviewschedules. describing families toappropriate service agencies inthecommunity. There are three service personneltoscreen,evaluatea programs. With training,thes minimal standard practiceformany firedepa by anumber offiredepartments psychological behaviorof theirchildren. asked tocompleteaquestionnaire,whichcontainsobservationsaboutthe the home, family, peers,andschool.Forallage levels,parentsare the psychological environment,includingin firesetting incident. Sectiontw questions relatedtofiresettinghist interview scheduleisdividedintotwomain Sectiononeasks sections. questions regardingschoolandpeers. questions relatedtothehome andfa the secondsectionpresents questions relatedtofiresettinghistory, the interview schedule isdivided intoth regarding thehome andthe firesetting behaviorandsectiontworequiresobservationstobemade divided intotwosections.Secti age ofthefiresetter.For children are organizedandpresentedinslig service personnelusingth interviewed aloneandtogetherfora psychosocial environment. Juvenilefiresetters andtheirfamilies are the severityoffiresettingproblem andthec information, whichmay beusefultome suggested inthesemanuals. Theinterview schedulesalsocontain have establishedjuvenilefirese departments extensivelythroughoutthe These interview schedules and accompanying manuals areusedby fire juvenile firesetters. manuals allowsfiredepartments toscr firesetters. Theimplementation ofth the interviewschedulesandprocedur to beappliedchildren under. Thesecondmanual describes the interviewschedulesandmethods application, aredivided These interviewschedulesandthemanuals, whichdescribetheir Federal Emergency Management Agen into threeagegroups.Thefirstmanual outlines ages seventothirteen. The interview schedules e interviewschedules.Theschedules parents. Forchildrenseventhroughthirteen, tter programs followingtheguidelines on one focuses onquestionsregarding on onefocuses under seven,theinte throughout thecountryandrepresent htly differentwaysdependingonthe ory anddetailsofthe mostrecent pproximately ninetyminutes byfire the interviewschedulesandmethods for workingwithchildrensevenand o asksquestionsregardingthe nd referjuvenilefi e proceduresineachofthesethree een andevaluatetheentirerangeof cy/United States FireAdministration ree sections.Thefirstsectionasks calling orwritingtheU.S.Fire ntal healthprofessionalsregarding mily, andthethirdsectionasks United States. Manydepartments e procedurescanbeusedbyfire es forworkingwithadolescent Foradolescentfiresettersthe formation aboutphysicalhealth, rtments and juvenilefiresetter The third manual contains The thirdmanualcontains onditions of the onditions ofthe resetters andtheir rview scheduleis

Fire Service Guide 281 important first important yield a specific yield a specific een identified, it is ention to remediate their their ention to remediate teach fire service personnel specific types of interventions. specific types of interventions. s, or as part of a pattern of anti- of pattern a of part as or s, r classifying the severity of the r classifying the severity of the require mental health or juvenile health require mental as a general rule these types of tegies be used in conjunction with ey yield remains open to question. open to question. ey yield remains rs according to the severity of their to the severity rs according tion they yield. Therefore, back-up nile firesetters, virtually nothing is tting behavior. One way to address tting behavior. One way to address ting increasingly severe firesetting severe ting increasingly ed as little risk firestart by accident by accident firestart ed as little risk schedules provide an ite and extreme risk firestart because because risk firestart extreme ite and entified as little risk may actually be be as little risk may actually entified sk firesetters for a period of timesk firesetters for a period of ce personnel to evaluate the entire to evaluate the entire ce personnel tional evaluation by mental health tional evaluation by mental juvenile firesetters and their families and their families juvenile firesetters interview schedules many cases, this includes being able to cases, this includes many e firesetting youth have b alth practitioner for cases, which need additional require educational interv require educational aining period is required to procedures must be set in place. In In procedures must be set in place. he consult with a mental This will ensure that clarification. known about the quality of the informa and intervention. receive appropriate assessment professionals. While these interview interview these While professionals. step in screening and evaluating juve cases should be referred for addi cases should families. In addition, these interview interview addition, these In their families. and firesetters range of juvenile fo schedules yield a quantifiable method and for recommending firesetting problem Also, only a brief tr is well application Their schedules. how to use these interview and applied accepted are widely in three manuals and they documented throughout the fire service. their validity is that schedules these interview of disadvantage The major Therefore, the accuracy and and reliability have not been investigated. which th consistency of the information children id concern is that A primary firese serious exhibiting signs of more stra assessment that other recommended the interview schedules. For example, schedules is that they provide advantage of the interview The primary procedures for fire servi systematic ri is to monitor little this problem subsequent to their evaluation and educational intervention. Also, in casessubsequent to their evaluation and educational intervention. Also, where definite and extrem The interview schedules have scoring procedures, which classify classify which procedures, have scoring schedules The interview risk levels. These to risk according families and their youth firesetting to are likely firesetters the juvenile that to the probability levels refer risk-- of three levels are There incidents. firesetting in future participate extreme--represen definite, and little, children classifi behavior. In general, or out of curiosity, and or out of curiosity, justice intervention. Hence, the Hence, justice intervention. problem. Juveniles classified as defin Juveniles classified problem. difficultie conflict, family of psychological behavior. They social and delinquent juvenile firesette for classifying method the type of also suggests This classification system presenting problem. cial to firesetting youth and their to be benefi likely most interventions families. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 282 CHAPTER 4:INTERVENTIONSERVICES The National Juvenile Firesetter/Arson Controland Prevention Program service providers. such coreinterventionbedeliveredbymental healthorothersocial to improve for thesejuveniles andtheirfamilies. ISArecommendsthat future firesetting episodes greatlyreduced, butthequalityof life islikely adjusted orremediated, thennotonl activities. Itishypothesi psychological andsocialconflicttu core intervention.Recurrentfiresette their futureinvolvement inunsupervised experimentation canbeidentifiedandeducatedtoreducethelikelihoodof and firesettingbehaviormotivat ed byaccident,curiosityor The secondstrategyisearlyinterventi competent behaviorsandavoidparticip safety andeducational experience to j prevention. Thegoalofprimacy preventionistoprovidesubstantialfire three major intervention approaches. Thefirst strategy isprimary firesetting behaviorandar risk forfireplayorfiresetting activ Early intervention programs arefocuse firesetting. and preventionunderstandingth all ages witheducational experiencesfocusedontherules offiresafety of otherwisenormal youth.Thisis incidence offirst-time un objectives. Primary preventione Each of thethreeintervention strategies aredesigned toachieve specific justice systems. involve mental agenciesandprofessi models toworkwithjuvenilefiresetters. Core intervention services early intervention services.Theyus enforcement. Thefireserviceis community agenciesincludingthesc particular targetpopulations.Primar strategies has specific intervention entire rangeofunsupervisedfireplaya and coreintervention--areaimed at The threeinterventionstrategies--pr strategies designedtore The InterventionServicescomponent presentstheprimary intervention Purpose Federal Emergency Management Agen supervised fireplayand zed thatifthesepsychos duce theincidenceofj son-related activities. Thesestrategies reflect the leadcommunity agencyproviding accomplished byprovidingchildrenof ities and those involved in first-time ities andthoseinvolved infirst-time objectivesandthey areaimed at reducing juvenileinvolvement inthe imary prevention,earlyintervention, y arethechancesofinvolvement in fforts areintendedtoreducethe onals andtheprobationjuvenile y preventioneffortsinvolveseveral e many differenttypesofprogram nd firesettingactivities.Eachofthe rs frequentlyexperiencesignificant cy/United States FireAdministration on. Youthparticipatinginfireplay uveniles sothattheydevelopfire- d onidentifyingbothchildren at- hools, thefireservice,andlaw e consequencesof fireplayand rmoil related totheir firestarting ation inunsupervisedfirestarts. firestarts.Thethirdstrategyis firesetting inpopulations uvenile involvement in ocial problems canbe

Fire Service Guide 283 ces participating agencies are es are designed to meet these these to meet es are designed signed to teach fire safety are a fire safety signed to teach firesetting and arson offenses. pursue treatment for their patterns their patterns for pursue treatment ile justice efforts provide legalile justice efforts in firesetting juvenile involvement If treatment recommendations are are recommendations treatment If at eliminating recurrent firesetting firesetting recurrent at eliminating mechanisms within the fire service the fire service within mechanisms the level of time and resources the level of time ng and treat the underlying causes of ng and treat the direct their focus to the prevention focus to the prevention direct their nd remediation for the contributing for nd remediation addition, their objective is to prevent prevent to is their objective addition, existing operations, thereby keeping existing operations, thereby keeping ograms for juvenile firesetters, their ograms on. Although fire departments may on. Although fire departments as a community problem, and as such, problem, as a community ups of delinquent youth. Frequently ups of delinquent youth. Frequently cement, probation and juvenile justice justice probation and juvenile cement, firesetters and their families. Schools, the fire Schools, the families. firesetters and their oblems areas or target oblems at specific pr s aimed willing to make in their community. For example, schools must decide must schools example, For in their community. willing to make de prevention programs whether primary to committed heavily Fire departments, their curriculum. for high priority to will need activities, suppression fires. Law enfor aspect of fighting be viewed Juvenile firesetting must not followed, the juvenile justice system can implement legal implement justice system can juvenile the not followed, to related consequences and punishments Situational Influences will depend programs firesetter juvenile of implementation The design and resour and of time upon the commitment to the firesetting population of must elect to pay particular attention gro juveniles, as opposed to other effort additional program into populations can be incorporated Nevertheless, costs at a minimum. it deserves community-wide attenti are aimed services Core intervention a treatment behavior and providing is the primary Mental health intervention psychosocial determinants. recurrent firesetti used to stop method Probation and juven the behavior. to their families and youth incentives to delinquent behavior. of antisocial and to related is directly programs intervention to juvenile firesetter committed utility, and effectiveness. their content, pr developing in role take the lead be that there It is crucial the problem. alone will not resolve efforts agencies working linkage established between the various community capable of helping juvenile all must health mental and justice juvenile law enforcement, service, channels with one another so that an establish open communication to reduce is mounted organized effort and arson-related activities. fireplay and firesetting episodes. In episodes. firesetting and fireplay the recurrence of fireplay and referral of fireplay the recurrence agenci supporting community and other objectives. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 284 The National Juvenile Firesetter/Arson Controland Prevention Program Critical Issues variety ofdifferentlear anti-crime aimed efforts atyouth.Primary prevention programs a canuse enforcement canincorporate firesafetyeducation aspartof their general school districtstopresentunique provide toursandeducationalsemina can mount nationalandlocalmedia campa and activities, slidepresentations, films, andassemblies. The fire service range of prevention activitiesincludi schools, thefireservice,andlawen operate theprograms. Primary preventionprograms arefoundinthe programs. Themodels employed largelydependonthesiteswhich There areseveraldifferenteducational models usedinprimary prevention all agesfiresafetyandsurvivalskills. prevention effortsareeducational pr likely toinitiateorparticipatein safety andpreventiontheconseque premise programs ofthese isthatif in first-time unsupervisedfireplaya Primary prevention programs areaime Primary Prevention effective interventionservices. training seminars areimportant resour special expertiseandinformation. Educationmanuals coupledwith offered, designingandimplementing in Although trainingneeds willvary acco must betrainedinhowtoworkwiththisspecialpopulationofyouth. Those agencies and professionals invol responsibilities, dependingonthenature juvenile firesetting is likely to Each communityagencyfocusingtheirattentionontheproblem of the first steps togettheappropriate help. involvement infiresettingandthey intervention, thepublicmust underst Regardless ofthelevelinterventi problem inchildrenandwherehow must bedevelopedtoteachparents andadultshowtorecognizethe problems ofjuvenilefiresetting.An several factors.First,thecomm The success ofjuvenilefiresetter intervention programs dependson Federal Emergency Management Agen ning strategies andactivitiestoaccomplish the non-productivefiresetting.Primary must beknowledgeableenoughtotake forcement. Schoolscanofferawide unity must be educatedaboutthe ograms designedtoteachchildrenof on, from primary preventiontocore have slightlydifferentrolesand children understandtherulesoffire nd firesettingincidents.Thebasic effectivepublicrelationscampaign ng firesafetyeducationcurriculum educationalexperiences.Law ces for establishing and maintaining cy/United States FireAdministration d atreducingjuvenileinvolvement rs foryouth,andworkwiththeir tervention programs oftenrequires ved inhelping juvenile firesetters and theseriousnessofjuvenile nces of firestarting, they are less nces offirestarting,theyareless rding tothetypeofservices andextentoftheirservices. igns, usedistrictfirehousesto to go for helptoresolve it.

Fire Service Guide 285 a broad age-range a broad age-range ments can support national ments children's interest in fire or who fire in interest children's 3) Fire Safety Skills Curriculum, and juvenile firesetter programs ganizations or agencies launch a or agencies ganizations e and other programs are listed in e and other programs 5) Kid's Safe Program, used by the 5) Kid's matches may instinctively call their matches adjuncts in helping to promote the adjuncts in helping to promote coupled with the distribution of coupled with A minimal effort might consist of a consist might effort A minimal l fire house and provide short-term l fire house and provide short-term designed to reach designed to reach designed to promote fire safety. designed to promote ary prevention programs currently ary prevention programs of children. The amount of time set of children. The departments can offer to talk with to talk with can offer departments s The already developed for schools. d to communicate information on fire d to communicate information s developed depends on the available s developed depends on the available chapter. Programs are encouraged to are encouraged chapter. Programs ing About Fire, developed by the comprehensive approach might be the might approach comprehensive Prevention Week, by mounting active Week, by mounting active Prevention d to teach fire prevention to children and their their and to children d to teach fire prevention nally, local fire depart National Fire Service Support System; Service Support System; National Fire developed in St. Paul, Minnesota; and Thes City Fire Department. Oklahoma the Resource List at the end of this contact the U.S. Fire Administration operating in communities throughout the country. A sample throughout of these communities operating in Fire include: 1) Learn Not to Burn, developed by the National programs Prevention Association; 2) Know around the country. development of fire safety behaviors in children and their families. For their families. and in children behaviors safety fire of development parents who first notice their example, with have found their children playing for help. Fire local fire department There are a wide variety of prim Fire service efforts can be important loca these youth, have them tour the or that community It is recommended to youth fire education presentation A more to parents. printed material excellent packages There are several adoption of a fire safety curriculum. of fire safety and prevention program or set of program particular program of desired services. It is strongly resources and the range and depth into their efforts prevention primary integrate that schools recommended plans. ongoing curriculum educational services designe common objective of teaching youth how to develop fire-safe and and fire-safe to develop youth how teaching objective of common behaviors. competent effort fire prevention comprehensive of the level on will depend safety prevention and fire teaching aside for to commit. willing effort schools are to schools can work with their local fire service addition, the In families. visits or assemblies, ring classroom by offe enrich fire prevention programs designe slide presentations, and films safety and prevention. Fi such as National Fire programs, campaigns print and television media of children. Educational programs for preschool programs of children. Educational children should be high and middle, aimed at elementary, programs well as as explored efforts Schoolsschool aged youth. site where maximal are the obvious the majority reach can be focused to The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 286 The National Juvenile Firesetter/Arson Controland Prevention Program Early Intervention evaluated usingUSFA's interview Schedules.Allyouthattend4-6 and mental healthagencies. Thesechildren andtheir families are fire investigators, witha smaller number coming from children's services starting additional fires. Themajority ofthesejuvenilesarereferredfrom juveniles whoaresettingfiresandpl The primary purposeofthisJuvenile The JuvenileFiresetterProgram,Columbus,Ohio A. programs listedintheResourceList model. Additional information canbeobtainedbycontactingthe or exceptionalaspectsoftheevaluation, educationandreferral program selected becausecertain featuresof which haveoperatedinfiredepartme of evaluation,education,andreferral education, andreferralprograms. Again therearemany programs that firesetters and theirfamilies totheappropriate service agencies. core interventionservices.Fire while theymay benefitfrom educationa educational programs. Ifyouthareiden departments havesuccessfullyimp education intervention willstop any fu children are identified aslittleris appropriate strategiesforremediating identification ofrisklevels allowsfire departments todetermine themost methods arediscussedintheScreen firesetting riskof children andtheir families. The recommended screening fire departmentsmust establishmet building effective juvenile firesetting programs. Toimplement this model, fire departments acrossthecountryandisrecommended strategyfor program model. Thisapproachistheonemost frequentlyemployed by As notedearlier,ISAadvocatesanevaluation, education, andreferral stop firesettingbehaviorandidenti term evaluation,education,counseling,andreferralservicesdesignedto experimentation. Theseobjectivesar time firesetting episodes motivated byaccident, curiosity, or addition, theseprograms areaimed at risk forparticipatinginunsupervisedfi primary objective of early intervention programs istoidentify children at- development ofearlyinterventionprograms juvenilefiresetters.The for The fireserviceisthe leading Federal Emergency Management Agen fy relatedpsychosocialproblems. departments mustknowhowtorefer The followingprograms areexamples attheendofthiscomponent. community agencyinvolvedinthe hods forscreeningandevaluatingthe these programs represent outstanding k, thenitislikely that short-term aying with matches andlighters from e accomplished bysetting-upshort- e accomplished interventions for juvenile firesetters lemented anumber ofdifferent nts acrossthecountry.Theywere cy/United States FireAdministration ing andEvaluationchapter.The the current firesett replay andfiresettingincidents.In preventing therecurrenceoffirst- l programs, theyarelikelytoneed Firesetter program istoprevent haveimplemented evaluation, tified asdefiniteorextreme risk, rther firesetting behavior. Fire ing problem. If

Fire Service Guide 287 A Question of s also attend the s also attend the on. All juveniles safety and prevention riences for children at fire facts. Fire prevention, ery six months for two years to months for two ery six terview Schedules. All children Schedules. All children terview nile firesetters. Firesetters attend program features. The first is a This also is a unique program r siblings. Parent by the division of fire prevention. by the division of fire prevention. l segment of the program is one of is one the program of l segment and conducting a home fire safety fire safety and conducting a home or. Audio-visual teachingor. Audio-visual aids are deserves special mention. Prior to mention. deserves special rvices administrati setter program represents a standard represents setter program ration. Those youth identified asThose youth identified ration. a private mental health agency for at a private mental cation classes. Three two-hour fire meeting, children complete post-tests children complete meeting, l sessions, juveniles complete written l sessions, juveniles on, and referral program model, the program on, and referral from the youth division of the police the youth division of the police from ssment methods and following the methods ssment firehouse, depending on their age and firehouse, depending the programs run by the Montgomery run by the Montgomery the programs safety and prevention rules, is used with all all used with is rules, and prevention safety are used along with a manual, are used along with a manual, Division of Fire Prevention. Youth are referred Division of Fire Prevention. Youth creased knowledge of fire provide educational expe . Week one covers the history of the first two classes and may bring thei may and two classes the first highly structured format of fire edu safety classes are run for groups of juve last class. Audio-visual aids Burning has two unique Operation Extinguish the firehouse. B. Maryland Operation Extinguish, Montgomery County, is one of Operation Extinguish County Fire Department's asse are evaluated using family In by USFA's guidelines recommended also attend fire safety classes conducted Families this program. of feature an outstanding represent These classes of juvenile firesetters are referred to counseling sessions. least six family to assess the amount of in to assess the amount to fire prevention by their parents, on an other services for are referred and their families Firesetters feature. Operation Extinguish is contingent upon as-needed basis. Release from of the prescribed intervention plan. completion fire this juvenile of the format While educati of the evaluation, example of this approach educational feature educationa in the their participation They then attend 4-6 to assess fire safety knowledge. pretests designed at their local educational sessions inspection. In the final educational by approach a comprehensive This represents the program. accrued from fire service personnel to the juvenile se and from department, educational sessions. This educationa sessions. This educational firesetting behavi the history of their and Manual, containing games Safety The Official Fire used extensively. puzzles designed to each fire children 4-6 years, 7-9 developed for have been youth. Separate manuals including does homework, the family years, and 9-12 years. In addition, Fire Escape plan designing a Home the outstanding features of its ope features the outstanding rate. recidivism a 7% data indicate resulting the and families participating definite or extreme risk are referred for further core intervention services. services. intervention for further core risk are referred extreme or definite are sent ev evaluation forms Follow-up The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 288 The National Juvenile Firesetter/Arson Controland Prevention Program educational experience. third session,bothchildrenandparentsreport beingsatisfied withthe knowing howtoreactinfireemergencie safety rulesforparents.Escapeplan the potentialconsequencesoffirese Children participateinwritingexercise developing ahome fireescapeplan. tobecompletedbyweekthree,isassignedandconsistsof The homework, discussed. Arsonandarsonlawsinthestateof Marylandarereviewed. recognition offirehazards,escape firesetting andremediated the children and theirfamilies willreceive The solid referral network establishe flow ofinformation betweentheFRY This referral system alsoincludes a dualwaiver form thatallowsafree intervention team, ChildProtectiveSe mental healthagencies, thePolice community. TheFRYprogram canreferj well-established linkages withnumerousservice agencies withintheir There aretwooutstanding featuresof firesetters interviewed are refe education dependsontheageof incident andprovidefire safetye interviewing theparents, Interview Schedules areusedasguide provide investigatorswithmore info about thepsychosocialfunctioningofjuve their parents. Theinterview arenot scene andconductingarecordscheck,i investigations ofthefiresettingincidents.Inad program receivesreferrals,fireinvestigators conduct complete the majority of itsreferrals from withinthefire department. When the The FRYprogram ishousedintheRochesterFireDepartment. Itreceives Fire-RelatedYouth(FRY)Pr C. communication isgreatlyimproved families. Families participating inthese sessions report thattheir activities. Counselingse likely thatsiblingsalsomay bei entire family isencouraged to partic their families arereferredforatleas The seconduniqueprogram featureisth sessions. Federal Emergency Management Agen ssions aretailoredtomeet theindividualneedsof investigators meet with th related psychosocialproblems. rred foradditionalservices. t sixfamily counselingsessions. The ducation. Theexactnatureofthe planning andsurvivaltechniquesare designed to draw definite conclusions designed todrawdefiniteconclusions s arereviewedandtheimportance of nvolved infireplayandfiresetting tting. Week three summarizesfire d bytheFRY program ensuresthat rmation aboutthefire.TheUSFA Department's Family andCrisis Week twofocuses onburninjuries. lines during these interviews. After the FRYprogram. Thefirstistheir ogram, Rochester,New York ipate in thesesessions, sinceitis cy/United States FireAdministration rvices, Probation,orFamily Court. s designedtohelpthemthinkabout nvestigators interviewchildrenand program andallreferralagencies. as aresultof child. Themajority ofjuvenile s isdiscussed.Bytheendof the services necessary tostop at themajority offiresettersand niles, rathertheyareintendedto uvenile firesetters to one of four uvenile firesetterstooneoffour dition toinvestigating the e child to talk about the e childtotalkaboutthe these counseling

Fire Service Guide 289 have 1) a set of irty-five fire departments. The irty-five fire departments. ion Fire S.A.F.E. (initial contact, is the complete documentation of documentation is the complete Each site will S.A.F.E. established twelve S.A.F.E. established twelve a consistent regional system for a consistent regional system ich is being implemented. That ich is being implemented. on. The program is targeting the is on. The program inics, and individual practitioners. inics, and individual practitioners. nts are continuing to refer families nts are continuing to refer families y responsibility for developing they responsibility for developing but they report investigative studies report investigative but they ommittees have taken responsibility ommittees cs including a complete description description a complete cs including to have the support of the area's to have the support of the area's rms, and working with the mental and working with the mental rms, ovide assessment and fire safety and fire safety ovide assessment juvenile justice, human service, and and service, human juvenile justice, month pilot referral program for the month pilot referral program al health counseling. The Guidance velopment/selection, development of development velopment/selection, s of the program, including video including video s of the program, nal Committee comprised of the area the area of nal Committee comprised uveniles and explanations of their uveniles and explanations d, it may be picked up by the other d, it may n of Central Oklahoma Governments Governments n of Central Oklahoma ese manuals provide visibility and credibility for for credibility and visibility provide ese manuals guidance centers. Oklahoma City Fire Department, wh City Fire Department, Oklahoma 12-week group for to one guidance center families refers department departme fire remaining The therapy. cl centers, area guidance other to the is evaluate the pilot program After the initial contact and evaluation fo and evaluation contact the initial Office. Attorney's centers and the District health guidance and 5) toys. form); waiver, summary release information form, interview Center Coordinator developed a six- for the developing specific aspect site selection, logo de development, 4) 2) a video library; 3) TV/VCR; U.S.F.A. screening instruments; developed by Operat standardized forms in a need of ment referring families program. Individual members or subc Individual members program. pr geographically diverse sites to the central in Fire departments juveniles. education to the area's areato handle juvenile firesetters can Oklahoma that are not equipped sites. seven the to one of them refer S.A.F.E. is fortunate Operation Fire has been working with the health professionals. The program mental county guidance centers to develop fire departments and the Associatio has primar (ACOG). This committee area with ng a very large, diverse Operation Fire S.A.F.E. is targeti health, service, mental fire multiple Fire police agencies. Operation udes four counties (Oklahoma, includes four counties (Oklahoma, area, which Central Oklahoma and th and Logan) Canadian, Cleveland, has established an Operatio program D. City Oklahoma Operation Fire S.A.F.E., Oklahoma sites selected the three implementation was one of Operation Fire S.A.F.E. Control and Firesetter/Arson Juvenile National the in to participate National Evaluati prevention Program The second exceptional program feature program exceptional The second Th firestarting behavior. the FRY program. the FRY program in two sequential manuals. These manuals not only These manuals in two program the FRY sequential manuals. the program, the operation of describe topi of different a number concerning of firesetting j of the population The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 290 The National Juvenile Firesetter/Arson Controland Prevention Program discuss theirfeelings offering amonthlydiscu involved in OperationFireS.A.F.E. counselors haveofferedthesame coursetootherareadepartments interviewers oneffective interviewing techniques. Theguidancecenter training series for theOklahoma City In addition,theOklahoma CountyGuid in needofcoreintervention services the juvenilefiresetterprogram believes mental healthtreatment andtheproba psychopathology. Therearetwomajor eliminate firesettingbehavior provide long-term helpfor juvenilefiresetters andtheir families to intervention. Coreinterventionservices are thosemodalities which an expression of criminal intent also are likely participants for core services. In addition,youth whosefire displaying seriouspsychopathologyarecandidatesforcoreintervention Children andadolescentsinvolvedin Core Intervention the program'spubliceducationcampaign. brochure and postertoaccompany thevideowhichwillbeused aspartof education sites,etc.Operation Fire program, howtoaccesstheprogram and otheragencies thatworkwithj school administrators andcounselors,pa developed as partof thisprogram, willprovide information tothe media, of avideodescribingoperationFire One keycomponentofthejuvenilefi a "neglect"casebyDHS. involvement. When parentsareextremel working withtheDepartment ofHumanServicestoencourage child participate in theprogram aftera provide "motivation" forparentswhorefuseorarereluctanttohavetheir Operation FireS.A.F.E.isalso trying toestablish amechanism thatwould complete their investigations before referrals to theprogram aremade. accepted, the program hasbeencautioned thatthe fireinvestigatorsshould not beusedforfireinvestigation.Althoughthestatementhasbeen the OperationFireS.A.F.E.assessment bekeptstrictly confidential and policy statement which assertedthat a Attorney's office.Oneareaofconcern wasOperation FireS.A.F.E.'s The program hasalsobeenworking Federal Emergency Management Agen andfrustrations. ssion groupforFireS.A.F.E.interviewersto uvenile firesetters on the purpose of the uvenile firesettersonthepurposeof and remediated the accompanying S.A.F.E. also developed a program S.A.F.E.alsodevelopedaprogram , thatchildshouldbereferredtothe Theguidancecenter willalsobe S.A.F.E. Theelevenminute video, resetter program isthedevelopment with theOklahomaCountyDistrict tion andjuvenilejustice system. If cy/United States FireAdministration ny information collectedaspartof recurrent fireset setting is willfulor malicious and fire hasbeenset.Theprogram is ance Centercompleted afive-part that achild they have screened is rents, mentalhealthprofessionals, FireDepartment FireS.A.F.E. , thelocations of assessment/ y reluctant,thecaseistreatedas modalities ofcore ting behaviorand intervention,

Fire Service Guide 291 verting them to verting them firesetting youth Program staff Program the National Fire the National Fire inquire about available their fire safety education. fire safety education. their calls to the referral agency to act actually occurred. Different act actually occurred. do not feel they are appropriate, do not feel they are appropriate, ting a fire, but could participate in ting a fire, but could participate e is likely to improve as a result of to improve e is likely in local burn units. Such visits are in local burn units. Such visits are refuse to accept firesetters in their refuse to accept firesetters in their eir service needs. rcement, probation, and juvenile rcement, to help insure follow-through with lth can suggest to dvocate one set of materials over of materials dvocate one set neral, programs have moved away have moved neral, programs re Administration, re Administration, e fire truck. Children usually enjoy usually enjoy Children truck. e fire the fire chief if they pursue their leverages which can be successfully rtain approaches should be avoided. should be avoided. rtain approaches fire safety education. Although some some Although fire safety education. oping intervention services is ensuring is ensuring oping intervention services programs also sometimes have children also sometimes programs mpletion of their intervention. mpletion mental health counseling. Mental hea mental lif of that their quality and their families Schools can in treatment. participation of There are a number classrooms. in certain circumstances implemented ascertain whether the recommended cont the recommended ascertain whether ways of providing incentives or have various community agencies may plan is creating leverages so that follow-through with the intervention a can offer children fire departments example, For more likely to occur. tour of the firehouse or visit with Law enfo educational intervention. justice can help youth avoid arrest and incarceration by di the intervention plan. One final factor devel to consider in At the very least, and their families. by firesetters follow-through can intervention additional for and families juveniles referring agencies telephone follow through on their own with programs do use these techniques, we do use these techniques, programs Other Considerations juvenile firesetter program, an early intervention When developing to which from of educational materials amount a vast will have programs appropriate for th choose those most contacting the U.S. Fi should consider to and other fire departments Protection Agency, ISA does not a Although materials. feel strongly that ce another, we do the use of graphic pictures of burn tactics or that scare We do not believe are an effective way to teach victims In ge especially for young children. appropriate agencies. Establishing referral mechanisms in covered in the in covered mechanisms referral agencies. Establishing appropriate next chapter. having children visit burn victims from and sit on th station fire local tour the as a reward. Tours should only bethese tours and they can be viewed completed given AFTER the child has not seen as fair to the burn victim or as an effective educational tool for tool for educational or as an effective victim burn to the fair not seen as the firesetter. On a different note, for set Children should not be rewarded a fire station tour at the co The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 292 RESOURCE LIST The National Juvenile Firesetter/Arson Controland Prevention Program 5. 4. 3. 2. 1. Primary Prevention School Curriculumand Programs Federal Emergency Management Agen Contact: The JuvenileCrimePreventionCurriculum Contact: Fire SafetySkillsCurriculum Contact: Knowing AboutFire Contact: Learn NottoBurn Contact: Sesame StreetFireSafetyResourceBook CTS'S FireSafetyProject PublicRelationsDepartment Judy Okulitch Paul Schwartzman NationalFire ProtectionAssociation Children's TelevisionWorkshop

1 Batterymarch Park, (212) 595-3456 New York,NY10023 1 LincolnPlaza St. Paul,MN55102 385 Washington Street The St.PaulCompanies (503) 378-3475 Salem, OR97310 3000 MarketStreet,NE,#534 Office oftheStateFireMarshal Program manager (716) 264-0840 Pittsford, NY 14534 20 NorthMainStreet National Fire ServiceSupportSystems, Inc. (617) 770-3000 Quincy, MA02269 P.O. Box9101

cy/United States FireAdministration

Fire Service Guide 293

1 Batterymarch Park, 1 Batterymarch P.O. Box 9101 Quincy, MA 02269 (617) 770-3000 Preschool Children Preschool Children City Fire Department Oklahoma Public Education 5th 820 N.W. City. OK 73106 Oklahoma (405) 297-3314 Academy National Fire 16825 South Seton Avenue MD 21727 Emmitsburg, Department of Fire and Safety Services of Fire and Safety Department Fire Prevention Division Street 100 East Eleventh St. Paul, MN 55101 (612) 228-6203 Department Hills Fire Farmington 28711 Drake Road 48331-2525 Hills, MI Farmington (313) 553-0740 Protection Association National Fire U.S. Fire Administration for Fire Safety Eduction Curriculum of St. Paul City Richard A. Marinucci Big Fires Start Small Contact: National Fire Prevention Week Curious Kids Set Fires Contact: Kid's Safe Program Contact: Contact: House Project Open Contact: Follow the Footsteps to Fire Safety Footsteps to Fire the Follow 3. Fire Service Programs 1. 2. 8. 7. 6. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 294 The National Juvenile Firesetter/Arson Controland Prevention Program 4. 3. 2. 1. Fire DepartmentProgramsinSchools 5. Federal Emergency Management Agen Firebusters Contact: Assemblies Contact: Films Contact: Slide presentations Contact: Public FireEducationToday Contact:

JuvenileFiresetterProgram JuvenileFiresetterProgram OfficeoftheFireChief U.S.FireAdministration Earl Diment

Emmitsburg, MD21727 16825 SouthSetonAvenue National Fire Academy (503) 823-3700 Portland, OR 97204 55 SouthwestAsh Portland Fire Bureau Office ofCommunityRelations (206) 296-6670 Seattle, WA 98104 Fire Marshal's Office 301 2ndAvenueSouth Fire PreventionDivision (206) 296-6670 Seattle, WA 98104 301 2ndAvenueSouth Fire Marshal's Office Fire PreventionDivision Landover, MD20785 9201 BasilCourt Largo Government Center Fourth FloorEast

cy/United States FireAdministration

Fire Service Guide 295

ogram, Rochester, New York ogram, Rochester, New Rochester Fire Department Department Rochester Fire 365 Room Building Public Safety Civic Center Plaza Rochester, NY 14614 (716) 428-7103 Juvenile Firesetter Program Bureau of Fire Prevention 300 N. Fourth Street OH 42315 Columbia, (614) 645-7641 Division of Fire Prevention 101 Monroe Street Rockville, MD 20850 (301) 271-2442 FRY Program Fire Prevention Fire Prevention Fire Department San Jose 1100 2nd Street, Suite 4 North San Jose, CA 95113 (408) 277-4444 Second Floor 1700 K Street, N.W., Washington, DC 20006 n and Referral Program

Jerold Bills Jerold Mary Marchone Mary Lonnie Poindexter Lonnie Prevention Council Crime The National Henry Begroot Captain Fire Related Youth (FRY) Pr Contact: Operation Extinguish, Montgomery County, Maryland Operation Extinguish, Montgomery Contact: The Juvenile Firesetter Program, Columbia, Ohio Program, Columbia, The Juvenile Firesetter Contact: McGruff Contact: Contact: 3. 2. Intervention Early Evaluation Educatio 1. Law-Enforcement Program 1. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 296 5:REFERRALMECHANISMS CHAPTER The National Juvenile Firesetter/Arson Controland Prevention Program 4. the services theyneed. many firesetters(especiallythemore agencies andindividuals towhom yout segment ofthejuvenilefiresetter a widerange ofreferralsources th youths arereceiving the help(orsancti program, buttheyarenot atallsufficient toensure thatall firesetting activities conductedwithintheprogra the appropriate additional resources. Thescreening andintervention who exhibitsseriousproblems ofadju firesetter to the attention of thepr referral systems sothe(a)people ou most frequentkindofcases.However,allothercasesrequire effective fire safetyeducation,andreleased. investigator, referraltotheprogram, scr young childwithoutanysignificantpat firesetters oraddressingtheirproblems. Atypicalcaseofthiskindisthe service anddonotrequiretheassistanceofothers,eitherinfinding intervention; consequently,many ofth fire servicepersonnelandbroughttotheprogram forsome education/ In most programs asubstantialnumberof treatment orsanctionstothejuvenile firesetter. juvenile court, etc.)--theagencies who detectthefiresetter--and the sources ofjuvenilefiresetter(firese Juvenile FiresetterPrograms should Introduction 5. Federal Emergency Management Agen Juvenile FiresetterProgram, PortlandOregon Contact: Operation FireS.A.F.E. Contact: Jane Sutter Don Porth (405) 848-8961 Oklahoma City,OK73116 6600 NorthHarveyPlace,Suite200 Association ofCentralOklahoma Governments (503) 823-3700 Portland, OR 97204 55 SouthwestAsh Portland Fire Bureau population, andwithout theappropriate orpeoplewhoprovidespecialized target agencies In many jurisdictionsthesemay bethe ogram, and(b)thej occupy acentralpositionbetweenthe e programwillne troubledyouths)willnever receive tside thefire service willbring the rvice, schools,parents)--the people cy/United States FireAdministration m representtheve ons) they deserve. Indeed, without stment ordelinquencycanreceive hs canbesentforadditional help, e "referrals"occur eened by thefireservice, provided hology whoisidentifiedbyafire firesetterswillbedetectedby (counselingservices, ver seeasizable

uvenile firesetter ry heartofany within the fire

Fire Service Guide 297 important that is necessarily an necessarily is ISA feels that the the ISA feels that ypes is developed, es to the juvenile firesetter, and es to the juvenile jurisdictions, it is jurisdictions, it oordination stage. However, the However, the stage. oordination ecial attention. First, it shows a ecial attention. imary contact or liaison to the contact or liaison to the imary setter program should be able to setter program list of referral t ferral sources and target agencies. agencies. and target ferral sources eration to developing referral eration to developing referral targets, agencies that can that targets, agencies referral who will serve as the functional eet providing the names of specific eet providing the names Fig. 4.1 here merely recording and recording Fig. 4.1 here merely n on the left, with the fire service left, with the n on the . At a minimum, . At a minimum, ird, this depiction the program, and the mental health and the mental the program, the identification of referral sources the identification of referral ls, followed by parents, schools, etc. schools, etc. by parents, ls, followed preferred referral arrangement, the preferred referral arrangement, aware of every fire set by a juvenile from those who are first involved in from nd mental health agencies--may also health agencies--may nd mental are not actually seen by the program. seen by the program. are not actually discussed below, the arrangements discussed below, the arrangements quence of events involved in many quence of events involved in many quite complicated, involving several involving several quite complicated, and groups. Second, two of the three two and groups. Second, been have will process degree, much of the identification To some and c during the planning accomplished tracking juvenile firesetter cases that firesetter juvenile tracking do not screen all firesetters, often they and Target Agencies Referral Sources Identifying is laid in the early stages of mechanisms The foundation for the referral of first step in the development The planning and development. program potential referral all of is the identification mechanisms referral effective shown in sources and target agencies. The types of agencies and groups Figure 4.1 should serve as a start for and agencies to be developed. Once a the program should complete a worksh the various agencies individuals from be different contacts for referrals may referral planning and coordination and the actual approval of the agency of two levels that at least it is likely Therefore, relationship. referrals. For example, as shall be example, referrals. For justice agencies, the criminal among can be agencies and social service referral any one case. Fourth, some decision points and transfers for will be for the purpose of mechanism fire Although we feel that the juvenile organizations, a description of the pr who will serve as the individuals typically providing most of the referra of the providing most typically of types are the major right On the additional servic provide the appropriate the family. this figure deserve sp Several points of of possible re and variety large number vary widely across may Although these give serious consid the program Th serve as referral sources as well. of the actual se over simplification be juvenile firesetter program should in its jurisdiction. and their addresses and telephone numbers. program, ferral network is shown in Figure 4.1. 4.1. is shown in Figure desired referral network depiction of the A graphic are show of referrals sources Typical such agencies with all arrangements services a key target agencies--social The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 298 The National Juvenile Firesetter/Arson Controland Prevention Program responsibility fortheoperation of thereferralmechanism. referral agreement, and(2)indivi Relatively high-level officials withtheauthority tobindthe agencytoa officials willbeinvolved inthedevelopment ofthesemechanisms: (1) referral arrangement fortheprogram, the specialneedsof firesetter p mail shouldbeplacedon topresentthebasicideathem. Theemphasis The sourceandtargetagenciesshould Contacting ReferralAgencies sending them? target referralagencies You shouldalsoexamine theparticular quality ofservices. institutions inthearea,you cancall organizations havereferralrelationshipswithotherprograms or licensed intheirrespectivefields--soci before sendingthem Practi referrals. number) andindividualpractitioners social service andmental healthor standards that arecarefullydevelope concern aboutquality,sincetheseorga government operated(e.g.,acommunityme special services--should bescreenedcarefullyforquality. Iftheyare Target referralagencies--places towhic arises, theresourceswillbethere. groundwork laid)forallthemajor target We suggest,however,thatthereferral adjustment anddelinquency,whetherfa firesetters; e.g.,theextenttowhich the youthsdisplayseriousproblems of degree, onthenature The target agenciessel such agenciesinneighboringtownsandcities. program shouldinvestigatethepossibility ofreferralarrangements with system. Ifcounselingandtherapyse mental health service agencies orthe multiple levels of the criminal justice The onlyexceptions willbesmall jurisd referral arrangements withall thetypes in jurisdictionsofmedium-to-large si nature ofthejuvenilefiresetterprob Although theselectionofreferralagen Federal Emergency Management Agen --are theyequippedtohandlethecasesyoumay be ected willalsobedepe and severityoftheproblems ofthejuvenile opulation andthemutual benefitsof a lem inthearea, virtually all programs ganizations (which them andaskfortheiropinionofthe d andregularlymonitored. Private the agency, thefiresetter andhis/her duals whowillhavecontinuing ze shouldexplorethepossibilityof firstbecontactedbytelephoneand rvices arenotavailablelocally,the mechanism bearranged(atleastthe cy/United States FireAdministration al worker,psychologi tioners shouldbecertifiedand/or cies willdependontheparticular capabilitiesandcapacitiesofthe ictions thatdonothavesocialand h the firesetters are to be sent for h thefiresettersaretobesent for nizations typicallyhavetomeet mily counselingisrequired,etc. of agencieslisted should becarefullyscreened agenciessoth ntal healthcente ndent, atleasttosome are increasing in in are increasing at iftheneed in Figure4.1. r) thereisless st, etc. If the the If etc. st,

Fire Service Guide 299 all circumstances, all circumstances, nd referrals to the to the nd referrals mmunicate the nature of of nature the mmunicate ich they are to be referred. For ich they are to be the mental health or educational or educational the mental health t with agency officials. In of other public safety officials. of other public safety officials. fies clearly the nature of the fies clearly the nature of the ibilities of each party. These ibilities of each party. These approach, doing whatever works approach, doing whatever works some instances, initial agreements agreements instances, initial some s of the youths to be sent to the s of the youths the program has with influential has with influential the program ts, but written statements of ts, but written statements referrals, it is important to provide to provide it is important referrals, liability issue should be discussed in al arrangement. The central purpose The central purpose al arrangement. Face-to-face meetings should then be then should meetings Face-to-face not appropriate for scribe the types of youth that will be scribe the types reement is only the beginning of a reement did not agree to se did not agree to inciple to the referral arrangement and and inciple to the referral arrangement doubt about the proper course of action encies into the referral network. into the encies referrals to the program. In Rochester, the program. referrals to the . Another approach is to make use of the use . Another approach is to make lationship; and (2) to co lationship; ces they are likely to need. ces they are likely relationship and the specific respons relationship in most situations documents; need not be elaborate legalistic agreements In will suffice. agreement a single-page The referral relationship between the program and the agency. and will be effective only so long as it is cultivated arrangement through continuing contac maintained (within ethical boundaries) a written agreement have been discussed, the arrangement of the details speci should then be drawn up that be unwritten, oral agreemen may point in the discussions, the At some be may liability itten waivers of detail with the agency. Wr some appropriate in certain cases. If in ag a referral of The establishment program, "the next death caused by a juvenile firesetter would be on their "the next death caused by program, is conscience." Although this tactic should adopt a programmatic programs that personal and political connections can be very the Fire Chief example, officials at the agencies. For influential in securing the cooperation in has gained a toehold Once the program of those communities can be helpful in community, supportive members recruiting other individuals and ag Developing Agreements Detailed Referral have agreed in pr After the agencies point. understanding should be developed at some want to consult a knowledgeable with respect to liability, you may attorney.

the referral relationship. For source the referral relationship. on the characteristic detailed guidance under wh and the circumstances program to de it is important target agencies, lengths to extreme programs have gone to juvenile firesetter Some to send convince agencies that if they told agencies program family, and the community at large. large. at the community and family, agency of the convince the (1) To meetings is twofold: of these re a referral of importance the servi sent to them and arranged to discuss the desired referr to discuss the desired arranged The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 300 The National Juvenile Firesetter/Arson Controland Prevention Program particular, itis important to provid in thelargercities.Consequently, sheer number ofagenciesandindividuals will be considerably fewer than shown inFigure4.1are applicableto probably beneitherneedednoravailabl youth's problem--so ahugenetworkof the large cities--both the incidence of firesetting and theseriousness of the towns theproblem of juvenilefiresetting islikely tobelessseverethan in where most of thejuvenilefiresetti areas. Thediscussionaboveismost re which may rangefrom small townsinrural areas tomajor metropolitan The central factor inthisregardisprobablythe sizeof thejurisdiction, availability ofrelevantresources. the juvenilearsonproblem, (b)the influencing thereferralmechanisms incl characteristics of the community inwhichitoperates. Key characteristics and extentofreferralmechanisms willbedependentuponthe As withvirtuallyanyfacetofthejuvenile firesetter program,thenature ofJurisdictions Differences AcrossTypes about theoutcome case. ofthe the juvenilefiresetterprogram andth Problems havedevelopedinsome juri successfully accomplished between andnoyouthfalls thecracks. program stafftomonitor eachcasea program of thestatus of acase.This exchangeof information willenable facilitie's and childprotective services addition thesereleases allowtarget agencies, suchasmental health to forward theresults of theirassessment toatreatment agency.In that theyouth wasassessed bythe program staffandallowstheprogram releases permit thejuvenilefiresetter information withthejuvenilefirese referral agencies (both referral source a Some juvenile firesetterprogram referral network. possible strategyformaintaining any problems theybecome before serious. Casesconferencesareone maintain the relationships,andwill who arepartofthejuvenilefiresetter agencies, etc.Periodic meetings with program--results ofscreening,interventi the sourcereferralagenciesaboutth Federal Emergency Management Agen the workofdevel has parentssignwaiversallowingthe communication andstrengtheningthe e timely and informative feedback to also provideavehicleforaddressing ng isconcentrated.Insmall, rural program toinform thereferral source size ofthejurisdiction,and(c) sdictions whenyoutharereferredto nd ensurethatreferrallinkagesare the representatives of allagencies e referral source is never informed e referralsourceisneverinformed tter program. Thesewaivers or small townsaswell,althoughthe cy/United States FireAdministration levant tothemedium-to-large cities e statusofyouthsreferredtothe referralnetworkwi nd targetreferralagencies) to share , toapprise thejuvenile firesetter e. The major typesofreferralsas on outcomes, referralsouttoother ude: (a)thenature complex referralnetworkswill oping andmaintaining andseverityof ll alsohelpto

Fire Service Guide 301 of firesetters. of firesetters. licize anything the community to education, however, simple education, however, simple juvenile firesetter program. juvenile firesetter program. rstand that juvenile firesetter care not to pub the characteristics help juvenile firesetters. It is It is juvenile firesetters. help cies where the youths are sent for the youths are cies where rt tracing down the best and most the best and most rt tracing down lp for their children suspected of of lp for their children suspected identifying one or two individual identifying one al referral arrangements with them with them arrangements referral al programs must be fully prepared to programs to counseling if necessary. Many to counseling if necessary. Many staff say they can provide prompt other towns and cities. Identifying and cities. other towns education for young firesetters and education for young firesetters fires set by children are set out of of out are set children by set fires a responsibility to ect to the counseling and therapy ect to the counseling "put away." What many parents do many "put away." What hindered because the community is hindered because the community less difficult and time-consuming. On and time-consuming. less difficult rm and educate the public about the identification ad unaware of the services they provide. This component will outline will outline component This they provide. unaware of the services strategies that can be used info inform them that a program exists to them that a program inform unde for the community to important are designed to provide programs identify and refer troubled firesetters are juvenile firesetter programs and the service it provides. program A note of caution--juvenile firesetter a and referrals generated from handle the requests for information must take publicity campaign. Programs has The juvenile firesetter program will lose program to provide. The juvenile firesetter they are not prepared the program quickly if credibility resources, the program may consider may resources, the program Purpose can develop a firesetter programs This chapter describes how juvenile awareness public to raise the and education campaign public information the about juvenile firesetting and on waiting to firesetters and then place juveniles and education assessment they do not have adequate staff. lists because may require considerable time and effo time require considerable may resp With appropriate resources. of the most provide who could entire agencies) (rather than therapists services. the juvenile unaware of communities are often many Surprisingly, about or misinformed firesetter problem he be reluctant to obtain Parents may that they will be fear for firesetting of the majority is that not realize proper curiosity. Without curiosity can have deadly consequences. the referral network is likely to be network is likely the referral target agen of the hand, many the other out practic and working these agencies special services may be located in in located be may services special The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency CHAPTER PUBLICITY AND OUTREACH 6:

Fire Service Guide 302 The National Juvenile Firesetter/Arson Controland Prevention Program these typesofpublic component may helpthejuvenilefire mailing. The coordinatingcouncildesc from localbusinessestodefraythecostofdesign,production,and Strategies convey. Examples may includemessages such as, 1)themajority of The spokesperson should havethree or convey thatmessage tothelocalmedia. them message theprogram wantstoc the community. Thespokespersonneedstohaveaclearunderstandingof importance ofgettinginformation about the spokesperson's jobto"sell"the news reporters,assignmenteditors,and the programcoordinatororspokespers stations. Ifthejuvenilefiresetter them. Theymust gotolocalnewspapers,radiostations,andtelevision The juvenilefiresetterprogram staff use theColumbusJuvenileFiresetterProgram. local juvenile firesetterproblem an services offeredbytheprogram. Progr able toinformthepublicaboutproblem ofjuvenilefiresettingandthe of thelocaltelevisionnewsmedia and suffering becausethepublic exposure. For example, Columbus, Ohio's juvenilefiresetterprogram was publicize ajuvenilefiresetterprogram isthroughlocalnewsmedia andradioexposure. Newspaper, TV, government agenciesthatworkwithjuveniles. community organizations,serviceorga or cashier's desk.Brochuresorpa Stores may allowthebrochureorposter andpediatricians' offices. Associations, pre-schools,daycarecenters, The brochurescanbedistributed th consider solicitingfunds, for individualstocall.Thejuve highlight thejuvenilefiresetterprog simple, withoneortwomajor message posters, theoldadage,"lessismore number tocall foradditionalinforma atelephone provide parentsandothermembers ofthecommunitywith programs shoulddevelopasimple brochuretodescribetheprogram and Pamphlets, brochures,andposters. Federal Emergency Management Agen relations activities. services (e.g.,printing), wasunaware ofits existence. With thehelp program wantstousethelocalmedia, rough theschools,localParent/Teacher d explainedhowthecommunitycould nile firesetterprogramstaffshould ram's servicesandprovide acontact cannot waitforthemedia tocome to story tolocalmedia, explainingthe tion. Forbrochures,pamphlets,and mphlets shouldalsobesenttoall " applies.Thematerials shouldbe setter program withfund-raisingfor nizations, hospitals,physicians,and cy/United States FireAdministration onvey tothepublicandbeable newspaper, thefiredepartment was am staffgaveinterviewsaboutthe fourkey piecesofinformation to on willhavetocallormeet with ribed intheProgram Management At aminimum, juvenilefiresetter tobedisplayed s. Thesematerials shouldbriefly local news show producers. Itis local newsshowproducers. the juvenilefirese The most effectivewayto or in-kindc in astorewindow tter program to ontributions

Fire Service Guide 303 The book also tells readers The by-step guidelines on how to not be afraid to seek assistancenot be afraid playing with fire is a very real is a very real fire with playing and its services can be used as a juvenile firesetting which can be juvenile firesetting which can be a juvenile firesetting incident has nt. In addition, if the juvenile ble to the local media. Fact sheets Fact sheets local media. the to ble ssue of target audience will be s may be than a message different s may requirement is knowing the target is knowing requirement an expert opinion about juvenile ng to remember is that no juvenile ng to remember de assessment, education ad referral de assessment, onsider writing brief factonsider writing sheets and ery release should have the name, ery release should have the name, e program of juvenile firesetting. of juvenile firesetting. e program so benefit from the information in the information from so benefit ease gives the important information information the important ease gives a awareness are heightened after such a awareness are heightened ho need education, 2) the key to education, 2) ho need nt opportunity to discuss the juvenile Fire Administration (USFA) and the (USFA) and the Fire Administration ported in the media without also ported in the media whether curious or troubled, is curious or whether kground information about the juvenile kground information on on Public Service Announcements.on on Public Service sheets and articles. , provides ideas and step- mentioning the juvenile firesetter program. the juvenile firesetter program. mentioning National Fire Protection Association (NFPA). Both media kits contain contain kits Both media (NFPA). Association Protection National Fire of on the nature and extent information about th used to educate communities firesetting incident should be re can al Juvenile firesetter programs kits developed by the U.S. media attention is when One way to get media occurred. Parental interest and medi may they media, the to themselves have identified staff program firesetter be interviewed and asked to give firesetting. This is again an excelle The thi important firesetter program. about the event to the media. Ev about the event to the media. and was written media the with how to work on resource An excellent Prevention Council (NCPC). The book, published by the National Crime Ink and Airtime an event. A description of the program sidebar to the story about the incide should c programs Juvenile firesetter availa be made press releases which can bac can be used to give the media as usually brief and can be updated Fact sheets are firesetter program. of a a brief (one page) announcement necessary. A press release is rel newsworthy story or event. The of the juvenile firesetter program. address, and telephone number write press releases, fact radio and television and how to on how to get their information campaign. develop a media systematically firesetters are curious children w are curious firesetters providing services to firesetters, services to providing identification and assessment, 3) children and assessment, identification and dangerous problem, 4) parents should 4) parents problem, and dangerous juvenile the or 5) playing with fire, are children their they suspect that if designed is to provi firesetter program to their apply have messages that may Local communities firesetters. for A second key specific jurisdiction. targeting parent audience. A message The i agencies. targeting community the secti discuss, further in The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 304 The National Juvenile Firesetter/Arson Controland Prevention Program juvenile firesetterprogram. activities and canbeanexcellentwa designed toservethecommunitya and magazines todiscussthearticles problem. Program staffcanthenmeet firesetter problem andthesteps the program hastakentoalleviate the the program.Theprogram staffcanwrite of major corporations, a programs canalsousecommunity news In additiontonewspapers,radio, and television,juvenilefiresetter PSA's, targetedtowardparents, desc and thegoalofPSA (education,refe teachers, etc.),natureof thejuvenile a number ofdifferentcriteria,includ specific message. Thecontent ofthe PSAmessage willvary accordingto their message. PSA's areusuallyshor The juvenile firesetter program staff willneedto decideonthecontentof attention andsupport parents andschoolpersonnel.PSA's them. Twoof thelargest, relativel they wanttoreach—their target developing aPSA,thejuvenilefirese Juvenile firesetterprogra firesetter programs reproductionfee. fora Phoenix FireDepartment hasmade th Fire Department alsohasanopen-format PSAdevelopedbyFire-Pal.The sight," canbeorderedthroughlocal The PSAdevelopedbytheNFPAenti information abouthowtocontactthe program to"customize" thePSAbyleaving spaceattheend for describe theproblem ofjuvenilefiresettingingeneral, butallow thelocal have developed"generic"oropen-format PSA's.ThesearePSA's that Several firedepartments andtheNa well-thought-out andcreative. of airtime they arewillingtodevote space, however,isverytoughandstationsarecuttingbackontheamount television time aredonatedbythemedia. product. Oneofthegreatestadvantages provide information aboutaproblem program. Theyhavethepotential can alsobeusedtoinform thecommunityaboutjuvenilefiresetter Public Service Announcements. Federal Emergency Management Agen of thesetwogroups. nd universityandcollegenewspaperstopublicize ms maywanttodeveloptheirownPSA's. Before Public service announcements (PSA's) audience—and thebest waytoreach nd highlightcommunityprograms and tional FireProtectionAgency(NFPA) firesettingproblem inthecommunity ing targetaudience (parents,children, y toeducate thecommunity about the y untapped,sourcesofreferralsare NFPA representatives.ThePhoenix to PSA's. PSA's must, therefore, be to reachawideaudience. PSA's ribe misconceptions aboutjuvenile tter program staff or program without tryingtosella cy/United States FireAdministration t, 15-30 second ads that focus on a t, 15-30secondadsthatfocusona . Thesetypesof should bedesignedtocapturethe e PSAavailable to local juvenile with theeditors of thenewsletters local juvenilefire tled, "Got alight,keepitoutof Competition formediatime and letters or magazines, newsletters rral totheprogram, etc.). Some of PSA's isthattheradioand ofPSA's short articles about the juvenile shortarticlesaboutthejuvenile publicationsare must decidewho setter program.

Fire Service Guide 305 ely on the amount ely on the amount The juvenile firesetter firesetter juvenile The juvenile firesetter programs in juvenile firesetter programs can establish other services to at they are "bad" kids or that they or that they kids "bad" at they are ornia have established speakers of individuals who have expertise e used to promote the juvenile e used to promote upport for the juvenile firesetter upport for hes and lighters. Regardless of the hes and lighters. consider using PSA's which have consider using PSA's ence a specific name and telephone ence a specific name Force, Inc. in Columbus, Ohio also in Columbus, Ohio also Force, Inc. nture. Programs with limited funds funds with limited nture. Programs vision stations and meeting with the with the vision stations and meeting r funds or services. Companies may Companies may r funds or services. a real and deadly problem that, in problem a real and deadly on. Other PSA's are used to inform are used PSA's on. Other ounseling, the majority are young are the majority ounseling, resetter program director or another resetter program oblems. Although some juvenile juvenile some Although oblems. ilable, the juvenile firesetter program program the juvenile firesetter ilable, community groups, schools, service her agencies for the media time and time the media for her agencies on) will depend larg personnel, video equipment or other personnel, video equipment or ty and prevention. These individuals y. Programs unfamiliar with producing with producing unfamiliar y. Programs advises program staff to go to these meetings meetings staff to go to these advises program program or the coordinating council program For example, the program. promote Ohio and San Jose, Calif Columbus, are comprised bureaus. These bureaus provide organizations, and other interested groups. The speakers can the use of the juvenile firesetter and promote valuable information program. Task The Juvenile Firesetter Program staff member will need to explain the severity of the problem and the problem the of the severity to explain will need member staff s of eliciting community importance Ink and Airtime program. and other services. bureaus, hot lines, Speakers in one or more areas of fire safe to speak to volunteer their time can receive Line where parents Care a Juvenile Firesetter maintains ava If the resources and expertise are directly by going this problem personnel should address space. Program tele to local newspapers and radio and fi The juvenile staff. public service national and local including available, the information with all of armed from prominent and endorsements success, of program statistics, evidence of the community. members and space, time donates PSA although the media Unfortunately, is not a low cost ve developing a PSA with ot to compete have will still firesetters. One such misconception is th One such misconception firesetters. fo to the community will need to look have deep-rooted psychological pr psychological have deep-rooted be able to donate paper, tapes, in lieu of mone valuable materials want to audio and video tapes may (radio or televisi firesetter program of resources available. firesetters are troubled and need c are troubled firesetters educati who need fire safety children juvenile firesetting is the public that warn them and address kids Still others may cases, can be avoided. many of playing with matc about the dangers vehicl already been developed. The message, the PSA should give the audi the PSA should message, number to contact for more information. information. more to contact for number The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 306 RESOURCE LIST The National Juvenile Firesetter/Arson Controland Prevention Program can betrainedtoman thehot-lineandassistparents. information andhelp for their childre (617) 770-3000 Quincy, MA02169 1 Batterymarch Park National Fire ProtectionAssociation Phoenix, AZ85003 520 West VanBuren c/o PhoenixFireDepartment Fire Pal Public ServiceAnnouncements: Washington, DC20006 1700 K.Street,N.W., Floor Second National Crime PreventionCouncil(NCPC) Ink andAirtime: assistance of thecommunity. firesetting is acommunity skills canbeaskedtodonatetheir writing, advertising,audioandvisual from individualcommunitymembers. The juvenilefiresetterprogram coordina Contributing money tobetterthecomm interest whenattempting tosoli should appealtoacorporation's Program Management component, thej sponsor specificpromotional activitie unlimited wealth of resources. Corporations may donatemoney or necessary services,materials, and with communityorganizationsand Programs with limited moneyandmanpo reach campaign willbelimited totheresources availabletotheprogram. The natureandextentofthejuveni Partnerships Federal Emergency Management Agen problemthatcannotbe

le firesetter program sense ofcivicmindedness andself- funds. Thecommunitycanofferan cit donationsfromcorporations. communications,design,andother n. Volunteersfrom thecommunity cy/United States FireAdministration skills. Theproblem ofjuvenile s orproducts.Asnotedinthe local businesses to acquirethe tor should alsorequest assistance unity isbasicallygoodbusiness. uvenile firesetterprogram staff Individualswithexpertisein wer haveformed partnerships alleviated withoutthe publicityandout-

Fire Service Guide 307 itions, report to to report itions, rmine final dispos rmine developed some internal system to system internal some developed maintain individual case files with files case individual maintain systems capable of being used for systems to which they are put. At the most At the most to which they are put. nile firesetting programs regardless nile firesetting programs nt purposes, depending on the e covered in this component. While While e covered in this component. ate, expensive, semi-comprehensible semi-comprehensible expensive, ate, NITORING SYSTEMS computerized systems; both manual and simplified computer systems can systems computer and simplified both manual systems; computerized be perfectly adequate for careful monitoring. of size. They need not be elabor of size. They need not evaluation purposes. As described in this component, simple monitoring monitoring simple evaluation purposes. As described in this component, for all juve are recommended systems funding agencies, etc. Very few have they contain and the uses information for case is needed system information level, a management elemental tracking, caseload analysis, and reporting of program operations and monitor their caseloads, others simply monitor their caseloads, others simply Purpose serve differe systems Monitoring The purpose, content, format, and use of systems for monitoring juvenile and use for monitoring of systems The purpose, content, format, ar incidents firesetters and firesetting have juvenile firesetter programs many way to track cases, dete no systematic (617) 770-3000 Newsletters: "Hot Issues" State Fire Marshall 4760 Portland Road, N.E. OR 97305 Salem, Kids Set Fires" "Curious U.S. Fire Administration Avenue 16825 South Seton MD 21727 Emmitsburg, Small" "Big Fires Start Association Protection National Fire Park 1 Batterymarch Quincy, MA 02169 Media Kits: Media Kits: The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency CHAPTER 7: MO

Fire Service Guide 308 The National Juvenile Firesetter/Arson Controland Prevention Program (such ascaserecords)forthemaking ofone. maintain some versionofanMIS,or evaluations, andfundingagencies. (presentations given, tracking andreportingthenumber a firesetter characteristics, number an analyzing the program's caseload (the has beencompleted.AnMISprovidesthemeans forsummarizing and status ofeachcaseatanygivenpoint used asamanagement tooltomonitor individualcases,determining the rendered, datesofkeyevents,andthefinaldispositioncase.Itis characteristics ofthefi results. AManagement Information System shouldincludecase (MIS) Sometimes schoolsandotheragenci program shouldbeawareofevery juven As notedearlier,webelie come totheattention oflawenforcement andfireofficials. officials, and ideally,wouldinclude system wouldbeanextensionofthe routine records kept by fireservice education andoutreach effortsoftheprogram. Theincidencereporting rates of juvenile arson andfireset system wouldprovidethebasicdata firesetter isidentifiedandhandledby information onallknownjuvenilefirese by thejuvenilefiresetterprogram. Thissystem wouldprovidethebasic firesetting incidents,whetherornot reporting system istorecordbasi programs isanincidencereportingsystem. Thepurposeofanincidence The thirdtypeofmonitoring system suggested forjuvenilefiresetter system. efforts, andwillbeused toillustrate thepurposes anduseof anevaluation systems fortrackingrecidivism and of theprogram. Some juvenilefi program monitoring, aswill thosen are referred. Itprovides thebasic contacts withfamilies of firesetters and thereferral agencies towhichthey evaluation system may come from the MIS, ratherthan aseparatesyst school orfamily problems, etc.The up dataonfiresettingrecidivism and evaluation system wouldcontainallof provides thebasicbuildingblocks Extending theMIStoin Federal Emergency Management Agen etc.), andprovidingdataforannualreports, resetter and the firesett ve that, at a minimum, thejuvenile firesetter clude recidivism andotherfollow-updata c information onallknownjuvenile the firesetter isidentified andhandled ting and gaugetheeffectiveness of judging theeffectivenessofprogram data neededforself-evaluationand other programs suchasdelinquency, d type of services rendered,etc.), d typeofservices number ofcaseshandled,casetype, evaluation system isanextensionof the juvenilefiresetterprogram. This em. Muchofthedata insuch an needed tomonitorjurisdiction-wide andensuringthatneededtreatment eeded foranindependent evaluation resetter programs haveroutinized atleast havethebasicingredients theinformation aboveplusfollow- cy/United States FireAdministration firesetting incidentsthathavenot Most juvenilefiresetterprograms the program's routinefollow-up for anevaluationsystem. An es choosetohandlea juvenile tting incidents,whetherornotthe nd typeofprogram activities ile-set fireinitsjurisdiction. ing incident,services

Fire Service Guide 309 dates, purposes, school. In order to school. In order the following section, the following section, on, community service, on, community rials used, damage estimate, estimate, rials used, damage eening (e.g., little, definite, or cational sessions; cational sessions; ilitate obtaining the necessary ilitate obtaining 's firesetting history. Developing firesetting history. 's be kept in each of the proposed be kept cy should maintain the system, the system, maintain cy should warrants the attention of the fire attention of the the warrants number and type of counseling created for this purpose). There are There are created for this purpose). The data to be included in the to be data The t offense versus if they know that thet offense versus ting the juvenile firesetter program, juvenile firesetter ting the nd assessment instruments, and from and from instruments, nd assessment r services (restituti lighting numerous fires in fires lighting numerous etc.--are described in in described etc.--are a collections issues, whether systems should be should systems a collections issues, whether included in an MIS: extreme risk) risk) extreme others, location of fire, mate injuries, deaths sessions; details of othe etc.) and agencies of referral(s); d. e. Past firesetting incidents after scr Initial assessment Dates, content, and length of edu a. b. Source of referral c. status of firesetter Age, sex, race, family of presence incident—motive, the firesetting Details of II. Services rendered rendered Services II. manual or computerized, which agen or computerized, manual analysis, and reporting, and Use." Development "System four categories of data characteristics I. Case Central Elements of the Monitoring System System Central Elements of the Monitoring to and other data The case information and form, section. The development, are described in this three systems use of these systems--dat Management Information System. other program records (perhaps newly department, it is likely that the fire service will treat that individual case case individual that will treat service that the fire it is likely department, believe it is a firs differently if they firesetter juvenile the needs, she he or the services with child the provide aware of the child needs to be program networks should fac strong referral the individual case files, from are drawn System Information Management intake, screening, a from primarily firesetter internally without contac internally without firesetter important It is very fire suppression. not warrant if the fire did particular because if a to that information, have program firesetter for the juvenile that a fire does set child ultimately has been child in question information. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 310 The National Juvenile Firesetter/Arson Controland Prevention Program III. Case disposition reporting system requiresinformation Incidence reportingsystem. • • • • • evaluation system: following information onallcaseshandledistobeincludedinthe Data collectionproceduresaredisc schools; parents;socialserviceagencies;andprivatetreatmentfacilities. activities withpolice, Evaluation system. The firstthreecategories, casecharacter IV. Program Activities instruments, anddispositioninformation ineachcasefile. case shouldhaveafile,whichw complete as theindividual casefilesand otherprogram records. Each Management Information System. Thedatawillbe as accurate and disposition information, arethemo Federal Emergency Management Agen

problems, poorpeerrelationships,etc. Personal andinterpersonalprob etc. Family/home problems--running away, lackofparentalcontrol, problems, academic andbehavioralproblems, etc. School problems--truancy, chro Delinquency--any andallactsof incidents. Firesetting recidivism--informa Other--media coverage, TaskForceparticipation, etc. d. c. Resource/materials Trainingforothersinthefi development b. Education/preventionactivities,school-basedor a. Statusofcase in criminal justice system b. Datesandoutcomes ofallservices rendered, gathered a. trained community orother--type,number, attendance,content direct follow-up through routinereportingbya Dataforan evaluation fire, prosecution,courts,andprobationagencies; Liketheevaluationsystem, theincidence ussed inthefollowingsection.The ould containintakeforms, screening cy/United States FireAdministration from avarietyofsources,although vandalism, stealing,etc. tion onanyfurtherfiresetting istics, services re st important elementsst important ofthe lems--emotional andbehavioral eld--type, curriculum, number nic tardiness,disciplinary ll cooperatingagenciesor system requiresfollow-up ndered, andcase

Fire Service Guide 311 collection m, or statutory ed to build and setter program-- lity, policies or tinized data similar. The fire department is The fire department similar. agencies is need hould be identified from the start hould be identified from the juvenile fire the juvenile rtments are considered outsiders. are considered outsiders. rtments cation, ignition materials used, materials cation, ignition clude confidentia in interagency agreements. For a in interagency agreements. concerns, at minimu ating in data collection because of because collection in data ating they are reported to the authorities authorities reported to the they are ether the system is manual or is manual ether the system gard to reporting requirements and requirements gard to reporting ude all known or suspected juvenile juvenile or suspected ude all known the MIS because the data collection, collection, data the the MIS because following section). The system would The system following section). maintain these systems. maintain sharing information, rou sharing information, lack of resources. Firesetting incidents--date, lo incidents--date, Firesetting injuries, death, reported estimate, damage ignited, items/structures not reporting if known. or not, reasons for of presence motive, sex, firesetters--age, Known or suspected others, past incidents.

and built into discussions among involved agencies for the inception of involved agencies for the among discussions and built into issues in planning. These program providing data should be spelled out providing data should be spelled s monitoring issues developing program, have confidentiality Each agency may is system the monitoring if be mitigated may concerns these While program, firesetter juvenile within the officials by fire maintained safeguarded. Access to reviewed and should be confidentiality protections records should be controlled wh Cooperation and coordination from all Cooperation and coordination from The evaluation system. and monitoring a comprehensive maintain re of each agency in responsibility regulations that prohibit with share may they information the individual that limit regulations any releasing about will be very concerned in particular, others. Schools, agencies, particularly on students. Law enforcement information any in the extent to which probation and the courts, are severely limited some on juveniles can be provided to outsiders, and in information jurisdictions, the fire and police depa include information on: include information System Development and Use evaluation systems. The development Management information and will be systems and evaluation information the management and use of The evaluation system should be covered here under one heading. an extension of considered simply quite and other issues are computerization, best equipped to build and e.g., a city, county, etc. It will incl It county, etc. e.g., a city, or not incidents, whether firesetting in the is discussed (data collection • • particip to procedures, and resistance constraints or time the fire department is clearly the primary source. The incidence reporting The incidence source. the primary is clearly the fire department of cover the jurisdiction should system The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 312 The National Juvenile Firesetter/Arson Controland Prevention Program program. computerized, andonlygroupedresults intervention services. quickly viewthestatus ofacase and monitor itforthedeliveryof data. Alogshouldbeusedasa"ticklersystem," enablingprogram staffto characteristics) andonetorecord case information (dates,referralsources,individualandincident reporting needs. Perhapstwologswillbeneeded, onetodescribe basic information istobekeptonlogs, summarized. Aprogramdeveloping and otherinformation aboutthefiresett and initialintervention steps.With you ataglancethenumberofcaseshandl calculated. Forexample, thesample be placedon monthly activity logs thatenable summaries tobeeasily If operatingonamanual system, keyinformation from filesshould case may suitasmall program perfectly,if prevalent intheworkplace,computer manually, butsincepersonalcomput The management information and occurred. or twoafterreferraltoconfir follows upwithboththeparentsandth to thejuvenilefiresetterprogram. Inanotherprogram, theprogram terminates counseling, theen on thenumber offamily sessionsheld juvenile firesetterprogram andChildProtective Services reports quarterly agencies submit monthly reportson tracking anddisposition.Inone burdensome; simple reportingforms canbedevelopedtofacilitate case youth intheprogram. Thedatacollectioneffortshouldnotbe commitment toinform theprograma Each agencyinvolvedinthejuven kept uptodate, willprovide asmall reporting requirements aresmall. Simple logs,carefullyorganizedand probably warranted. somewhere between 75 and100 casesperyear, computerization is and statusreportscumbersome toproduce. Whenaprogram reaches requirements arefrequentand/orde to handlesummarycomputationseasily quickly. Computerization isneededwheneitherthecaseload istoolarge Federal Emergency Management Agen tire casefilekeptbythe counselorisreturned m thattherecommendedcontacthas after reviewing theirmanagement and referral, intervention, anddisposition referral, intervention, minor calculations,theaverageage tailed, making interim computations ile firesetterprogrammust make a program withbasicinformation very ization isadvised.Amanual system logonthe following pagewilltell program, forexample, counseling cy/United States FireAdministration a manual MISshoulddecidewhat and progressmade. Whenafamily evaluation system maybekept bout particulareventsconcerning e referralagencieswithinamonth andaccuratelyorwhenreporting its caseload is clients referred to them bythe er andfiresettingincidentcanbe should bereportedoutsideofthe ers havebecome increasingly ed inJuly,theirreferral sources, not largeandits

Fire Service Guide 313 ckages such as or investigate although their made easily, such made provide a program new questions or needs other hand, computerized other hand, computerized . Statistical pa em is that it provides a basic a basic is that it provides em re with inpatient or outpatient re with inpatient or outpatient x queries to be onitoring purposes ngertips in a computerized system. system. ngertips in a computerized lly kept logs and more serious fires than those under more system, these questions require the system, oviding a full picture of juvenile oviding a full picture of juvenile ch more complex questions (such as complex ch more st be entered on a timely basis and basis and st be entered on a timely of referral to the program, and many many and to the program, of referral outine reports can be produced by outine reports database management program (e.g., program management database during a given quarter case files. On the n contain much more information than a manual than a information n contain much more e years' caseload. But if e years'

syst of a computerized One advantage be drawn, sliced anyway the can which information database from manua desires. For example, program with a running total of th In a computerized system, information from case records would be entered be entered would case records from information system, In a computerized using a into a computer directly arise--to look at referral sources Dbase). Simple queries on a case by case basis can be made through the through the made basis can be on a case by case Simple queries Dbase). date such as the program, database comple more enable database programs not needed for m SPSS are probably whether kids 13 or over have caused and inaccurate. burdensome become tallies can hand 13, for example--the fi Such information would be at your programming through the database program through programming pr an MIS capable of To maintain as the number of cases referred to the Community Mental Health Center. Health Center. Community Mental referred to the of cases as the number statistics, and r Tables, summary information specific in producing be helpful may capabilities statistical firesetter program. needed by a juvenile A needed. is computerization jurisdiction, in a given firesetting database ca computerized (the results of screening tests and details of the firesetting incident, system and therefore answer mu for example) mo firesetters improve do second-time a computerized Without treatment). hand-culling of individual mu Data care. require more systems out of it without expending know how to get information one must in training or programming. substantial time The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 314 Name` Age

The National Juvenile Firesetter/Arson Controland Prevention Program Sex

. Whataretheindividualandfamily Howmany havebeenhandled cases 2. 1. program toanswerquestionssuchasthefollowing: manually inregardtothe management The analysis produced viathecom only anhourortwoaweekshouldkeepthesystem current. system onanongoingbasis.Itshouldnotbeatime-consuming job;rather will havethein-houseexpertiseneeded toenter dataand operatethe develop acomputer program. might among hirelocalexperts(orfindvolunteers localcomputerniks)to to eachprogram asneeded.Alternatively, ajuvenile firesetterprogram as theU.S.FireAdministration/FEMA) atrelatively lowcoatandtailored A genericcomputer system couldbe Federal Emergency Management Agen Location

handled? handled? Fire Property

damage amount July 1993 Injury

Y/N

We feelmost juvenile firesetter programs Screened

developed byacentralagency(such Y/N information system shouldenablea cy/United States FireAdministration puterized system orsummarized characteristicsofthejuveniles this yearrelative tolast year? Intervention

Referred

from Referred

to

Fire Service Guide 315 Guidelines for Guidelines vism and related vism and related stems, as discussed as discussed stems, any further contact with of routine reporting or periodic of routine reporting or periodic cross-reference checks are made are made checks cross-reference if sufficient rapport has been built if sufficient rapport has been built gies in terms of recidivism. For of recidivism. gies in terms reports, proposals, news releases, school or home, etc. Quarterly etc. school or home, d to the computerized database or d to the computerized ices are needed and where services ices are needed and where services ferral services that may have been have been ferral services that may agencies to determine the long-term the long-term agencies to determine icipating agencies. An independent ing the full problem of juvenile ons. Parents are probably the best ons. Parents are probably the inquire about recidi es and what the family felt about the felt about the es and what the family mily and key agencies for a year or a year for agencies and key mily formation and collect more detailed and collect more detailed formation d should want to know about juvenile d should want to evaluation. Finally, the MIS data are ams have formally conducted surveys have formally ams ook for recidivists and the program ook for recidivists and the program dditional delinquent behaviors or other or other behaviors delinquent dditional Incidence reporting sy e if the agency has had . handled by the program? by the program? handled problems. In the Houston program, In the Houston program, problems. for a year to check on the family phone calls to monthly director makes progress. Other progr the juvenile's issu to explore recidivism of families the re juvenile firesetter program and can be found in the of these surveys offered. Examples Implementation among participating agencies to l among easily available when preparing annual Incidence reporting system. data should be adde These recidivism with the MIS data, this Together gathered. are logs as they manual evaluation. The the forms basis for a comprehensive information to assess its own is obviously valuable to the program, information and effectiveness of part effectiveness the in to verify want will evaluator but the MIS will provide the and outcomes, on treatments information basic building blocks for an outside etc. are valuable for analyz previously, where serv firesetting and determining two after the precipitating incident to two after the precipitating courts and fire departments, and the police include The key agencies agencies, and public treatment service probation, schools, parents, social consist may The follow-up facilities. will (education, particularly) have been effective. Since fire departments 4. 5. are used the most? agencies Which referral in treatment? are juveniles and families average, How long, on the activities follow-up an evaluation system, to become To extend the MIS of key a number with must take place intervention strate of the effectiveness of any needs to know, minimally, a program evaluation purposes, behavior, an recurrence of firesetting at problems delinquency, continued fa the with made be should contacts telephone calls to determin reas the juvenile and, if so, for what single source of follow-up information, to report any a parents the to enable with the parents rather than be made Telephone contact should problems. sending an impersonal form. 3. fires set by the juveniles of the What are the characteristics The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 316 RELATION CHAPTER 8:DEVELOPING The National Juvenile Firesetter/Arson Controland Prevention Program have thebasic systems inplaceneeded Referral Mechanisms component, these the keyagencies thatworkwith juve The juvenilefiresetterprogram needs just thejuvenileproblem. incidence reportsthatareroutinelycomputerized may besortedtoreflect departments, thecreation of thissystem willberelatively easy.Fire incidence reportingsystem should Because ofthevolume ofdataa reported firestatistics. the juvenile firesetting problem inajurisdiction andisas valuableas result. Thistypeof surveywillprovide information onthe full extentof in actualfires.Strictanonymity must juvenile firesettingincident Rochester program) areprobablythebestsinglesourceofinformation on Anonymous surveysofstudentsin fires thatnevercometotheatten Juvenile firesettingissubstant survey youthdirectlyto Another, morebasicassessment ofthe department. record firesettingincidentsthataresmall andnotreportedtothefire organizational entities(primarily sc Several options areavailable. One wayis toidentify andsurvey incidents, methods toassesstheincide In additiontogatheringandanalyz program, isalsodevelopingastatewidecomputer system. appropriate. ThestateofNewYork, juvenile firesettersandimplement e has also conducted a risk analysis to thecity toidentify high-risk areas for program isbuilding astat the areasservedbyjuvenilefire from allfiredepartments coveringjurisdictionsofinterestdependingon forthispurpose, gathered viaexistingrecordsornewforms developed individual information asprevious A juvenilefiresetting incidencerepo others. there isnomeans toidentifyfires system, therealchallengeisindata Federal Emergency Management Agen gather information ontheirfiresettingbehavior. ewide database onjuvenile firesetters. Portland s as wellasfireplay activities thatdonotresult SHIPS WITHTHE ially underreported,andmanyyouthset collection.Intoomany jurisdictions, setter program.ThePortland,Oregon nd needforsummary statistics, the hools and parents organizations) that hools andparentsorganizations) ly presented. The data should be ly presented.Thedatashouldbe set byjuvenilesversusthose rting systemshouldcontainfireand beupheldfortruthfulself-reportsto the schools(asconductedby cy/United States FireAdministration to develop relationships withall of ducation/intervention strategiesas becomputerized.Inmany nce ofunreportedfiresareneeded. tomaintain anincidence reporting in conjunctionwiththeRochester nile firesetters. As notedinthe ing reportedjuvenilefiresetting tion ofparentsorauthorities. juvenile firesettingproblem isto agencies includepolice, social JUSTICE SYSTEM

Fire Service Guide 317 m's potential as a potential as m's stice system. It is the stice system. investigators assigned to the criminal justice system system justice the criminal between the juvenile firesetter juvenile firesetter between the these models and consider the these models provide information to assist provide information r program identify delinquent r program Investigators approach every case resetters come to ter, all juvenile firesetters come tters are referred to the juvenile referred to the tters are eed to be aware of all incidents of of all incidents eed to be aware firesetter progra to being referred to other agencies, program better assist delinquent program referral agencies. In addition, the referral agencies. stem which will be the focus of this of focus be the which will stem stem. Specific objectives of this Specific objectives of this stem. stigators meet with the youth and stigators meet e summarized below. Recognizing e summarized setter falls through the cracks. The the cracks. The setter falls through em, however, is based on the strength em, however, is r particular program and jurisdiction. r particular program am and the justice agencies. agencies. and the justice am ily court, prosecutor's office, and juvenile juvenile and office, prosecutor's ily court, are investigated by fire are investigated

To develop working relationships To develop working relationships of and specific agencies program including probation, fam To help the juvenile firesetter facilities. correctional residential in firesetters To help the juvenile firesette To help the juvenile court; and firesetter;

provide fire safety education. In Roches prior the attention of the FRY program Cases may be referred to prosecution as a last justice. juvenile including the Fire Related youth (FRY) Program. the Fire Related youth (FRY) Program. investigation. After collecting of juvenile firesetting as a criminal about the case, the inve information Rochester, New York All fires set by juveniles • • NY, been used in three cities--Rochester, Model approaches to have Charlotte, NC, and Portland, OR--ar structure law, program areas as state in such will differ program that each should review programs and manpower, procedures most appropriate to thei Purpose is to The purpose of this component the juvenile between relationships in developing effective programs sy and the justice firesetter program are the following: component • relationship with the juvenile justice sy justice the juvenile with relationship firese Too often juvenile component. firesetter juvenile the of the attention to and never come justice system n programs Juvenile firesetter program. no juvenile fire firesetting so that assess to being able of position a unique is in program juvenile firesetter through track them all firesetters and alth, and the juvenile ju alth, and he schools, mental services, juvenile court, program can be a resource for probation, juvenile firesetter juvenile The facilities. and correctional of relationship between the progr of relationship between resource to the juvenile justice syst justice the juvenile to resource The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 318 The National Juvenile Firesetter/Arson Controland Prevention Program strength. Probationstaffmay refertoj considered, theprobation department willconsider theyouth's risksand whether thecasewillbe referredfor prosecution. Ifadjustment isbeing decide whetherthecase Probation Intake Unitwillhandle theca closely withtheProbationOfficeandPresentment Agency.The numerous other delinquent resort toget services tochildren in program toreducetheincidence of by, thePortlandFireBureau. In 1986,theFireBureaudevelopeda In Portland,Oregon,all juvenile firesette Portland, Oregon The judgemayalsocourtordertheyout recommendation isacceptedbythecour Intake Counselor.Theintakeofficer property. If theyouthisreferredtocourt,caseaCourt incident isafirstoffenseandwh decision isbasedonanumber ofconsiderations including whetherthe program whichishousedinanotherdi with prosecution orrefer thejuvenile directly tothejuvenile firesetter juvenile doesconfess,theTaskFor case isreferredtotheDistrictAtto on whetherthejuvenileconfesses.If youth toconfesssettingthefires. a juvenile is suspected, theTaskForce members often try to persuade the All arsonorsuspiciousfiresareinvestigatedbytheArsonTaskForce.If Charlotte, NorthCarolina effort hasbeenmade tokeeptheyouth acasegetsto prosecution. Before very closely withtheFRY investigat Presentment AgencytoFamily Court.Thepresentment attorneyswork service facility.Casesreferredto that theyouth participate inthejuve recommendation tothecourt.Thecourtcounselorcanalso recommend court, theyouthisinterviewedby the youthparticipateinjuvenilefi intake officercanrecommend adeferre youth anddecidewhetherthepetitionforprosecutioniswarranted.The there isenoughevidencetojustifyth Often thejudge willalso consider conduct afamily evaluationandmake Federal Emergency Management Agen

can be"adjusted"wit hout goingtocourtor

activities. TheFRYinvestigators workvery the FRYinvestigator's recommendation. prosecution are petitioned through the prosecutionarepetitionedthroughthe Howthecaseproceedsoftendepends need orwhenthechildhasengagedin rney's Office for prosecution. If the rney's Officeforprosecution.Ifthe ether theyouthde ce thendecideswhether toproceed court, thejudgeassumesthatevery acourtcounselorwhomakes a resetter program. Ifthecasegoesto e charge,s/hewill cy/United States FireAdministration nile firesetterprogram. Ifsucha thejuveniledoesnotconfess, ors andrarelyloseacasesent to will meet withth uvenile toamental healthorsocial out ofcourt.If d sentenceundertheconditionthat h tootheragenciesorfacilities. rs arereportedto t, itthen becomes acourtorder. vision ofthefireservice.The a recommendation tothecourt. juvenile firesetting.Juveniles se first. Intake Unit staff will the judgefindsthat e parentsandthe stroyed another's stroyed another's askProbationto and investigated

Fire Service Guide 319 to the the to serious serious

directly directly professional, or tend fire safety participate in mental participate in mental to plan and coordinate view all of the records the records view all of 3) identified as a repeat 3) identified as a ment abreast of what the juvenile ment nile firesetter program staff, these e case to the District Attorney's Attorney's e case to the District assigned to the intake unit, about assigned to the intake unit, about in some jurisdictions would be for in some juvenile to a correctional facility, facility, to a correctional juvenile tics, case studies, intervention intervention studies, case tics, plan and coordinate a procedure by ourt ordered to at tative of the probation department tative of the probation department y be referred to the program via the to the program y be referred that a crime was committed, s/he that a crime entified and evaluated and offered and offered evaluated and entified ducation presentation to the staff of ducation presentation to the staff fact should receive periodic updates, a particular probation officer (most a particular probation officer (most rred to the justice system are more more are the justice system rred to evaluation is warranted. This process ses to prosecute the case, a petition of ses to prosecute juvenile on probation. As a condition probation. As a condition on juvenile es, referral methods, etc. The updates es, referral methods, program must inform and educate the and educate the inform must program ho has been 1) involved in a more 1) involved ho has been e intake officer will re officer e intake d offenses may be referred be referred may d offenses ile firesetter program, or early updates as to the status of the juvenile educational intervention, if appropriate. One way such a procedure which has been used will ensure that all juveniles are id that all juveniles will ensure to assign the probation department should The juvenile firesetter program to the firesetters all juvenile refers probation department which the an if such for an evaluation program The staff of the probation department juvenile justice system. Those refe Those justice system. juvenile Relationships with Department the Probation the justice system, a represen Within the probation department. sheets, newsletters or y juvenile firesetter program or they ma firesetter program juvenile w be the older juvenile likely to a "troubled firesetter," or as incident, 2) identified the case is assigned to an is referred to juvenile court, offender. If a youth officer. Th intake probation to the juvenile the case close the case; divert to a decision and make health mental service agency, social firesetter program, or refer th program; another diversion to encounter the juvenile firesetter. (intake unit) is usually the first person firesetter Therefore, the juvenile especially those probation department, the juvenile firesetter from For example, a representative the program. an in-service e should make program Prepared by the juve firesetter program. statis communications can contain faciliti list of placement technique, are designed to keep the probation depart is doing. firesetter program apprehended for fire relate apprehended attorney choo Office. If the district the sentence whether to must decide health facility, or place the mental charges is filed with the juvenile court. At this point the case is assigned is assigned case At this point the juvenile court. the with charges is filed and summary the case officer, who prepares to an adjudication judge finds If the recommendations. c be of probation, the juvenile may education through the juven health counseling. The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency

Fire Service Guide 320 The National Juvenile Firesetter/Arson Controland Prevention Program firesetter program staff. That intakeofficerwouldbeable likely inthe intake unit) tohandleall cases involving juvenile firesetters. would allow thejuvenile firesetter program toshareinformation theymay dual waiver,whichissigned bythejuvenilefiresetter's parentorguardian, institution thattheprogram hasevalua firesetter istobeadmitted toacorrectional institution, should inform the Also, thejuvenilefiresetterprogram, juvenile firesetter isbe For example, thejuvenilefiresetterprogramshouldbe aware thata correctional institutionsas contents oftheprogram. Similar relationsshouldbefostered withthe educate thevariouscorrectional inst institutions forrehabilitation.Thejuvenilefiresetterprogram canalso Some juvenilefiresetterswillbe theJuvenile Relationships with program. professional communityisto utilize theservices of thejuvenile firesetter juvenile firesetter program. Suchanimage is imperative if the educate, butwillalsocontinue toenhance theprofessional image ofthe activities of theprogram. Thesemethods willnot only inform and sending factsheets,periodicnewsle explaining theprogram, conductingin professional communitiesinclude supplying them withbrochures Effective methodsofinforming a and thejuvenilejudges. invaluable referral source for the district attorney's office, triallawyers, firesetter program. Certainly,thejuvenile firesetterprogram canbean the judicialcommunitymustbeaware The members ofthelawenforcement, legal(prosecutive anddefense), Community Enfo theLaw Relationships with community placements. mental health agencies, correctional program will be invaluable in discu placement ofajuvenilefiresetter. should bepresentatallconferences In addition,arepresentativefrom thej Federal Emergency Management Agen ing heldataparticular with theprobationdepartment. nd educatingthemembers ofthese ssions withchildprotection agencies, CorrectionalInstitutions itutions about theexistence andthe placed injuvenilecorrectional tters, andannualreportsaboutthe rcement, Legal,andJudicial to workcloselywiththejuvenile facilities, andrepresentativesfrom ted and/oreducatedthe juvenile. A uvenile firesetterprogram routinely cy/United States FireAdministration of, andeducateda Input from thejuvenilefiresetter concerningthetreatment and/or onceitisawarethatajuvenile -service educationseminars, and correctional institution. bout, thejuvenile

Fire Service Guide 321 resetter is less likely to less likely is resetter not possible within the rate perceptions of the juvenile the juvenile of rate perceptions cilities. Correctional facilities facilities Correctional cilities. e in the development of similar of similar e in the development ated for arson. Juvenile firesetter aff of the correctional facilities, facilities, the correctional of aff placed in a structured environment environment placed in a structured e correctional facility to establish to establish facility e correctional ectional facility and allow the facility facility and allow ectional should provide periodic in-service provide periodic should a highly dangerous individual. They a highly dangerous e who is always on the verge of acting e who is always a structured program in program a structured actuality, the juvenile fi the juvenile actuality, resetting behaviors. y, then juvenile firesetter programs should make its staff should make y, then juvenile firesetter programs

of should maintain an open line The juvenile firesetter program fa correctional the communication with program firesetter The juvenile to appropriate st educations programs to hold inaccu are likely of whom many of correctional majority the overwhelming example, For firesetter. halfway houses, such as placements as community facilities, as well is firesetter that the juvenile believe firesetter as on perceive the juvenile a fire once he/she is act out by starting One firesetters. juvenile for programs treatment specific maintain rarely Upper Arlington, Ohio Juvenile is operated by the such program, offers a 12 week program The Upper Arlington Firesetter Program. to juveniles incarcer educational program should encourage and participat pogroms have about the juvenile with the corr the juvenile have about a fire. In out and starting factors that helped the psychological and sociological and away from produce the original fi for juveniles. If programs to share information with the program. with the information to share correctional facilit th staff of readily available to the plans for specific cases. treatment individual The National Juvenile Firesetter/Arson Control and Prevention Program Program Prevention and Control Firesetter/Arson Juvenile National The Federal Emergency Management Agency/United States Fire Administration States Fire Administration Agency/United Management Federal Emergency