The National Juvenile Firesetter/Arson Control and Prevention Program, User 
Guide*

The National Juvenile Firesetter/Arson Control and Prevention Program User 's 
Guide 
The National Juvenile Firesetter/Arson Control and Prevention Program 

User's Guide 

November 1993 

This project was supported by grant number 87-JS-CX-K104 awarded to the 
Institute for 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. 

2

This User's Guide is designed to accompany The Juvenile Firesetter/ Arson 
Control and Prevention Program (JFACPP) Program Materials. The User's 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. 

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

INTRODUCTION 

Because these volumes contain a great deal of information, the User's Guide 
identifies the specific areas which will be useful to those developing their own 
juvenile firesetter/ arson program. The User's Guide also shows where to find 
particular types of information in the two volumes. The User's 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. 

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Component 1 Program Management 

The role of program management begins with planning and developing the juvenile 
firesetter/arson program. If the proper ground-work 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. 

There are three general phases of build-ing 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 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 commu-ity 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. 

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. 

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. 

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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 decision-makers, such as fire 
service management, mental health professionals, etc., who are willing to 
establish program operations. 

Decision 3. Service Delivery. Identify the types of services that will be 
offered to juve-nile 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 User's 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. 

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 l-6 develop a proposed budget estimating 
the cost of service delivery. 

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Table 1.2 

PROGRAM MODELS FOR INTERVENTION SERVICES 

MODEL SOURCE GOALS
I. Primary Prevention A. School Curriculum and Programs 1. Prevention of first-
time 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. 

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

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. 

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 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.

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

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. 

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 associate 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. Component 4 of this 
User's Guide details how to establish and maintain effective referral pathways 
for juvenile firesetters. 

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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. 

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 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. 

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Table 2.1 

CHARACTERISTICS OF CURIOSITY FIRESETTERS AGES SEVEN AND UNDER 

Dimension Description
I. lndividual 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. 

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 out-bursts. 

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

Ill. 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. 
 
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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. 

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. 

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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. 

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 serve as back-up 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 determine the nature and extent 
of their evaluation efforts and then decide which procedures best meet 
theirneeds. 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 tit 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. 

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Table 2.4 

SCREENING AND EVALUATlON DECISION GRID FlRE SERVICE PROCEDURES 

Method Purpose Output Impact Risk 

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

Juvenile with Fire Worksheets. Screening Files with demographics and services 
received in service delivery points to track firesetters within the system. 
Increased communication between first contact and service delivery points. 
Creating an unnecessary trail of paperwork following firesetters. 

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

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

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

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Table 2.5 

SCREENING AND EVALUATION DECISION GRID MENTAL HEALTH PROCEDURES 

Method Target/Population Purpose Output Impact Risk 

The Therapeutic Assessment of Firesetting Scale (TAF).  Older children and 
adolescents with significant histories of firesetting.

Evaluation of psycho-social factors related to firesetting, planning for 
rehabilitation, and stimulating therapeutic growth. 

Through a structured interview format, a set of answers to systematic questions 
related to firesetting. Provides a method for obtaining important clinical 
information on firesetting. Does not yeild a summary score nor can its 
psychometric properties be evaluated.

The Achenbach Child Behavior Checklist. Youngsters exhibiting behavior problems. 
A paper and pencil test which provides quantitative information on behavior 
problems as well as competencies. Standard scores on two scales; social 
competency and behavior problems. Psychometrically sound clinical information on 
youngsters with behavior problems. Recommended to be used only in conjunction 
with a comprehensive clinical evaluation. 

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

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Table 2.6 

SCREENING AND EVALUATION DECISION GRID LAW ENFORCEMENT, PROBATION, AND JUVENILE 
JUSTlCE PROCEDURES 

Method Purpose Output Impact Risk 
Law Enforcement 

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

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

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

Probation and Juvenile Justice 

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

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

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. 

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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., etal. (l984) The Firehawk Children's Program. A Working 
Manual. San Francisco: The National Firehawk Foundation. 

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 
References: Fineman, K., et al. (1980). 6 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. 

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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 

Probation and Juvenile Justice Procedure 

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 

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, 
Publishers. 

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

17 

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 selec-tion 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.

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. 

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/ ar-son 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. 

Phase III: Best Fit 

During this decision-making 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 and 

18 

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 education 
division. A careful consideration of the day-to-day operations of the juvenile 
f& setter/ arson program will determine which intervention methods are likely to 
work best given 

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 Avail-able Resources. Determine how best to 
capitalize on the available resources to fit the juvenile firesetter/ arson 
program into current operations. Table 3.1 the boundaries of the existing 
service system. 

Table 3.1 

PRIMARY PREVENTION DECISION GRID SCHOOL CURRICULUM AND PROGRAMS 

Method Purpose Acceptability Impact Limitations 

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

Learn Not To Burn. Classroom curriculum (K-8) teaching fire safety and 
prevention. Extensively used in urban and suburban school districts throughout 
U.S. Teaches 25 key behaviors resulting in competent fire safety schools. No 
long-term follow-up studies of effectiveness. 

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

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

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

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

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Table 3.2 

PRIMARY PREVENTION DECISION GRID FIRE SERVICE PROGRAMS 

Method Purpose Acceptability Impact Limitations 

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

Media Campaigns 

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

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

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

School Programs 

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

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

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

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

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

20

Table 3.3 

EARLY INTERVENTION DECISION GRID FIRE SERVICE PROGRAMS 

Method Features Acceptability Impact Limitations

Evaluation, Education, and Referral 

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

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

Fire Related Youth Program. Strong interagency linkages and excellent 
documentation. Follow USFA guidelines, acclaimed as a model program. Community 
cohesiveness. Over-reliance on referral chain. 

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

Counseling 

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

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

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

21

Table 3.4 

CORE INTERVENTION DECISION GRID MENTAL HEALTH PROGRAMS 

Method Purpose Acceptability Impact Limitations 

Outpatient Treatment 

Cognitive-Emotive Therapy. Recognition and interruption of the urge to firestart 
using the interview graphing technique. Widley applied not only with 
firesetters, but with other delinquent populations. Reportedly low (7%) 
recidivism with difficult (recurrent) firesetters. No information on relative 
effectiveness of method. 

Behavior Therapy. Abate firesetting behavior using punishment, reinforcement, 
negative practice, or fantasies. Applied in single-case studies. Highly 
effective in cases with reported follow-up. Not applied beyond studies single 
case  

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

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

lnpatient Treatment

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

23

Table 3.5 

CORE INTERVENTION DECISION GRID PROBATlON and JUVENILE JUSTlCE PROGRAMS 

Method Purpose Acceptability Impact Limitations 

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

Operation Extinguish Montgomery County, Maryland. Evaluation education, family 
counseling, restitution, and community service. Acclainmed as a model program, 
but not yet replicated. Reportedly low recidivism rates. Serious commitment of 
resources, but may be worth the outlay.

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

23

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 

2. Learn Not to Burn 
Contact: National Fire Protection Association 
1 Batterymarch Park, PO. 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 Okulitch 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 

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 

24 

8. Kid's Safe Program 
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: US 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, PO. Box 9101 
Quincy, MA 02269 
(617) 770-3000 

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: US Fire Administration 
National Fire Academy 
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 

25 

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 
301 2nd Avenue South 
Fire Marshal's Office 
Seattle, WA 98104 
(206) 296-6670 

Contact: Captain Henry Begroot 
Fire Prevention 
San Jose Fire Department 
4 North 2nd Street, Suite 1100 
San Jose, CA 95 I 13 
(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 

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 

26 

3. Fire Related Youth (FRY) Program, Rochester, New York 
Contact: Jerold Bills 
PRY Program 
Rochester Fire Department 
Room 365 
Public Safety Building 
Civic Center Plaza 
Rochester, NY 14614 
(716) 428-7103 

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 
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, Houston 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 

27 

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. 

Bumpass, E.R., Fagelman, ED., & 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, 349-353. 

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. (I974). 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) 

28 

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 
106 S. Hatwood 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 

29 

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.

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 select 
to implement.

Decision 2. Identify Referral Sources. The community agencies likely to refer 
juvenile firesetters to the program must be identified. A list of 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 cohesive and 
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.

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. 

30 

Figure 4.1 

JUVENILE FIRESETTER REFERRAL NETWORK graph

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 vis-ibility 
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.

Both a publicity program and a commu-nity 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.

Define 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 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 these 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.

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 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.

32 

Table 5.1 

PUBLICITY ACTIVITIES 

Modalities Strategies Effect 

I . Newspapers and Magazines. Time-dependent articles. Focuses on specific 
incident, immediacy, and danger. Feature articles. In-depth description of 
problem and solution. 

II. Television and Radio. Public Service Announcements. Brief, concise, verbal 
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. 

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

IV. General Communications. Fact Sheets. General, one-page description of local 
program efforts which can be used for multiple purposes. Press Releases. 
Promotes important local events of significant current activities. 

33 

Table 5.2 

COMMUNITY OUTREACH ACTIVITIES 

Activity Effect 

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

II. Posters Visual. 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 

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 
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 Marshall 
4760 Portland Road, 
N.E. Salem, OR 97305 

34 

Component 6 Monitoring Systems 

Now that the juvenile firesetter/ arson program is in place, the community is 
aware of its operation, and juveniles and families are receiv-ing 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 on 
the relative impact and effectiveness of 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 de-velopment 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 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.

35 

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 Table 6.1 
outlined in Component 6 in the Guidelines for Implementation. In addition, 
examples of output are presented in the resource section of the manual. 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. 

35

Table 6.1 

MONITORING SYSTEMS 

Type Function

I. Management Information System (MIS)
Case tracking, caseload analysis, and reporting of program operations and 
results. 

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

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

36 

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 and 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 
youth. There are a number of decision 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 firesetters 
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 program should be 
opened and maintained. Details on how to establish these 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. 

*U. S. G. P. 0.: 1994-521-512: 81157 37 
37