Introduction to Child & Adolescent Firesetting

Introduction
to Child &

Adolescent

{
Lisa Van Horn
Seattle Fire Department, Fire Prevention Division
SOS FIRES, Youth Intervention Programs

Firesetting

The Problem
Fire and burns are the leading causes of unintentional home
injury death for 1 to 14 year olds, and the second leading
cause of death for children less than one. (Burn Institute, 2009)

There were an estimated 13,900 child-play structure fires
reported in 2002, with 210 deaths, 1,250 injuries, and $339

million in direct damage. (U.S. Fire Administration, 2006)

The Problem
Over 50% of all arrests for arson in the United States involve
juveniles under the age of 18 (Office of Juvenile Justice and
Delinquency Prevention, 2007).

Of those juveniles arrested for arson, 33% were under the
age of 15 (OJJDP, 2007).

The Problem
Property damage from juvenile-set structure fires was $328
million during 2006 (NFPA, 2009).

School fires account for over $200 million loss annually.
More than half are intentionally set (NFPA, 2009).

Common Myths & Misunderstandings
 The bigger the fire, the more serious the firesetting.
 Juveniles who set fires are pyromaniacs.
 Juveniles who set fires have an urge or obsession with fire or
deep emotional problems.
 Firesetting is related to bedwetting and cruelty to animals.
 Firesetting is a difficult behavior to treat.
 Playing with fire is a normal part of a child’s development
that they will grow out of (boys will be boys)
 Punishing or scaring juveniles will make them stop playing
with fire.
None of the above statements are accurate assumptions.

Characteristics of Firesetting
Gender
 Mostly males (>75%)
 Increasing percentage
for females 13-17
years

Age
Any, but spikes at:
 Mid-late toddlerhood (3-5)—increased
cognitive curiosity, motor skill
development, power struggles w/parents

 Early adolescence (12-15)—experimental
behavior, peer influence, independence
through defying authority

Family Characteristics
Any, but greater likelihood of:
 Minimal problem-solving abilities.
 Lack of structure & rule enforcement in the home.

 Greater chance of parental discord.
 Higher levels of problem history

(domestic violence, mental illness, substance abuse).

Psychiatric Diagnosis (DSM-IV, APA 1994*)

Firesetting may occur more often in children with:
 Attention-Deficit/Hyperactivity Disorder (ADHD)
 Conduct Disorder
 Oppositional Defiant Disorder (ODD)
 Disruptive Behavior Disorder NOS

*Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV)
American Psychiatric Association, 1994

A Note About Typology
No consistent “profile” has
been found of a child or
adolescent who sets fires.
It can be any child.

There is considerable diversity
among the children, and their
families, who are involved in
firesetting behavior.

Typologies are best viewed
as a way of framing the
possible motivation for
firesetting, and organizing
the proper intervention
response.

Typologies are not particularly
useful in an intervention
program protocol. Response
designators of “simple” and
“complex” may be more
appropriate.

Firesetting Typologies

Curiosity
Expressive
Delinquent
Strategic
Pathological

Curiosity Firesetting
Characteristics





Often preschool and elementary age children.
The most common firesetting typology
All family types, ethnicity, socio-economic levels
Motivation is curiosity and experimentation.

Influencing Factors:
 Exposure to fire activity (caregivers may
smoke, use a fireplace, etc.)
 Access to fire starting materials
 Lack of supervision
 Lack of structured time
 Lack of fire safety education
 Parenting abilities may be limited

Behavior exhibited:
 Typically use matches or lighters
 Burn items easily found in the home
 Younger children set fires in hidden locations
(closet, under bed).
 May try to extinguish (older) or ignore (younger) the fire.
 Without intervention, will often repeat the behavior.

Seattle
Fire set by five year
old boy playing with
novelty lighter while
mother slept. Eight
people displaced.

Seattle
Double fatality
fire by five year
old boy playing
with lighter while
mother slept.

Seattle
Fire caused by teen
lighting fireworks
outside a family home
daycare.

Expressive Firesetting
Characteristics:
 All ages, but usually pre-teen or older
 All family types, ethnicity, socioeconomic levels
 Motivators-psychological
pain, anger, revenge, need for
attention.

 Limited family support
and/or involvement
 Recent stress or crisis
 Access to matches/lighters
 Inappropriate supervision
 Unable to identify or
express feelings in
constructive manner
 Lack of problem solving
skills

Behavior exhibited:






May be multiple, progressive firesetting
Often have little remorse
May or may not try to put the fire out
May lie about or deny involvement
Fires may be symbolic of the situation

Seattle
Bed fire set by young
boy assessed with
complex firesetting
behavior.

Seattle
House fire started by
14 year old girl with
gasoline in response to
family situation.

Seattle
School fires, seemingly minor, started by youths later
assessed as complex firesetters with significant
emotional issues. Referred for psychological evaluation
and mental health follow-up.

Delinquent Firesetting
Characteristics
 Usually teenaged
 Often carry a lighter at all
times for no good reason
 Fire may involve
accelerant/flammable
liquids
 Commonly seen as school
fires, dumpsters, fireworks

Delinquent Firesetting
 Limited family support and/or involvement
 Often risk-takers or kids who complain of being
bored
 Lack good judgment and social skills
 There is often peer pressure or peer involvement-may brag about it
 Don’t understand the possible legal consequences.

Seattle
Group of adolescent boys
shot a bottle rocket onto
neighbor’s front porch.

Strategic Firesetting
Characteristics
 Usually teenaged
 May use fire to get even or to
attack someone—premeditated.
 Usually in trouble at
home, school and work
 Uncooperative, no remorse
 Set to harm or destroy, often well
planned and sophisticated.
 Often associated with peers or
gangs. May have police record.

Seattle
Intentionally set
fire on porch of
targeted
household.

Seattle
Stolen vehicle fire. Likely
juvenile gang related.

Pathological Firesetting
Characteristics








Usually teenaged
Rare, with medical or neurological considerations
Usually long history of firesetting and psycho-social problems
Often methodical and purposeful fires
May show a distinctive pattern, even ritualistic
Often proud of it, and will gladly show their scars
May have many fire-related materials like
matches, lighters, candles, etc.
 Social problems, difficulty establishing relationships
 May present as expressive firesetter when young

What Works
to Stop
Firesetting?

Things we know that don’t stop firesetting

Seattle’s
Intervention
Model

Effective
Intervention
to stop firesetting behavior

IDENTIFY YOUTH
who show unsafe fire behavior

Perform an accurate
FIRE NEEDS ASSESSMENT

Involve a COMMUNITY NETWORK
of referral sources & service providers.

Provide quality
FIRE SAFETY EDUCATION.

Provide quality
BEHAVIORAL HEALTH SERVICES

Conduct follow-ups to
TRACK RESULTS.
50
45
40
35
30
25
20
15
10
5
0
1998 2000 2002 2004 2006

Recidivism Rate
Assessments

COMMON

FACTORS
addressed with fire safety education

Low or inaccurate
FIRE KNOWLEDGE

Lack of FIRE SAFETY information

Responsible choice-making skills

FIRE SAFETY
EDUCATION
SHOULD BE

Appropriate for age &
developmental level

Do-able & targeted
to knowledge gaps

Relevant to the
learners

Culturally
competent

Focused on
improving fire safety

Provide the tools
to learn & practice
fire safety

Lisa Van Horn
SOS Fires.org
lisajvanhorn@gmail.com

Introduction to Child & Adolescent Firesetting

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