It is hypothesized that there will be behavioural consistencies in the actions of arsonists when committing a crime that characterize them. The themes underlying these observable differences can be used to help us understand the nature of the offence. With arson, one such observable difference is hypothesized to relate to the target or focus of the attack. The study tested whether consistencies could be found that distinguish person‐oriented from object‐oriented arsons. A second proposed facet of arson actions relates to the motivational category underlying the act, being either instrumental or expressive. It was also hypothesized, therefore, that there would be a distinction in the arson actions between fires set for a clear instrumental purpose, and those which may be regarded as emotional acting‐out. The hypothesis that these four themes would differentiate arsonists was tested by analysing 175 solved arson cases from across England. The case files were content analysed to produce 42 behavioural variables taken from both the crime reports and witness statements. In order to test the hypotheses of differentiation a smallest space analysis was carried out. The results support this framework giving rise to four distinct themes to arson from which scales with reasonable alpha scores could be derived. Two relate to expressive acts, (a) those that are realized within the arsonist's own feelings, being analogous to suicide, and (b) those that are acted on objects, like the burning of symbolic buildings. The other two relate to instrumental acts, (c) those that are for personal indulgence, similar to personal revenge, and (d) those that have an object focus such as hiding evidence from a crime. A further test of the validity of these four themes was to examine the typical characteristics of the people who committed the different types of arson. Four scales of arsonists' characteristics were developed. These were found to have appropriate, statistically significant correlations with the four themes. The implications of these findings for understanding the varieties of arson as revealed through the actions that occur are discussed, as well as the implications for arson investigations. It is speculated that this framework may provide a general model for considering a wide range of crimes.

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This article argues that criminal and deviant behaviour can be productively viewed through an action system framework. The idea is developed by considering two forms of destructive behaviour: arson and barricade-hostage terrorist incidents. Two studies are presented. The first study tests the hypothesis that different forms of arson will reflect the four dominant states that an action system can take; integrative, expressive, conservative, and adaptive. A smallest space analysis was performed on 46 variables describing 230 cases of arson and the results identified the four themes of action system functioning. An examination of the personal characteristics of the arsonists also produced four variable groupings and a combined analysis of the four action scales and four characteristics scales also supported the structural hypothesis of the action system model. The second study applied the action system model to the study acts of terrorist barricade-hostage incidents. A smallest space analysis of 44 variables coded from 41 incidents again revealed four distinct forms of activity, which were psychologically similar to the four modes of arson identified in study one. Overall, these two studies provide support for the appropriateness of the action system framework as a way of classifying different forms of deviant behaviour.

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The current paper applies action systems theory to the phenomenon of school violence perpetrated by children. This framework has been recently applied to understanding other forms of criminal behaviour and was hypothesised to be appropriate for understanding the function of aggression and interaction in school homicides. The data for the study consisted of 93 school-associated violent deaths occurring in North America between 1992 and 1999. Content analysis of these cases produced a set of 29 variables relating to perpetrator actions. In order to test the action systems hypotheses, a Smallest Space Analysis (SSA) was performed. The plot was partitioned according to an angular facet reflecting four modes of interaction, in the spatial order predicted by the model. Additionally, a radial facet was found that was interpreted as reflecting the offender's attempts to attain or preserve their sense of power. These results have implications both for understanding the motives and functions of violent behaviour in schools, as well as offering suggestions for interventions targeted at modifying this behaviour.