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. 3 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. 4 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. 7 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. 6 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. 7 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. 8 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. 9 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. 10 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. 11 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. 12 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. 13 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. 14 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. 15 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. 16 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. 19 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