Towards an Evidence-Based Clinical Forensic Diagnostic Assessment Framework for Juvenile Fire Setting and Bomb Making: DSM-5 Quadrant

Johnson, Ronn

doi:10.1080/15228932.2015.1022479

Cited by 2 publications

(15 citation statements)

References 72 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The evaluating or treating clinician must be aware of, responsive to, and obtain collateral information from, each of these sources. Therefore, key to the functional process is the full recognition that working appropriately with JFSB cases is more of a "team effort" across diverse disciplines [1]. As a result, the education and training must include effective preparation to the reality of psychologists that the best practice delivery of services to JFSB is achieved as part of an interdisciplinary team.…”

Section: A Gap In Service Trainingmentioning

confidence: 99%

“…The interdisciplinary team must operate with an ongoing safety sensitive focus that includes detection, preparation, and prevention, proactive and learning orientation with respect to these cases [1]. This requires the ability to assess and implement culturally responsive interventions that also promote safety in the context of the location that firesetting is taking place.…”

Section: Interdisciplinary Jfsb Competenciesmentioning

confidence: 99%

“…Above all else, defining what is meant by public safety as it applies to JFSB assists with addressing it. In this case, it is not enough to categorically identify what the risk is (i.e., firesetting) but the actual dimensions or level of the assessed potential threat (i.e., low, medium, high, extremely high) that is posed by it [1]. Historically, some examiners are often preoccupied almost exclusively with the psychotherapeutic side of this JFSB issue.…”

Section: Training For Risk Assessment and The Primacy Of Public Safetmentioning

confidence: 99%

“…Psychologists often play in critical role in the identification of, and later management of, the clinical forensic risks associated with these cases, which can be complex. Internationally, the public safety risks associated with JFSB are reflected in deaths, injuries, structural damages, and the fiscal and personnel costs stemming from these issues, along with the legal interventions that follow [1,2]. The prevalence of JFSB behaviors has been profoundly misconstrued as rare in the context of both public safety and psychology.…”

Section: Introductionmentioning

confidence: 99%

“…The prevalence of JFSB behaviors has been profoundly misconstrued as rare in the context of both public safety and psychology. Compounding this concern, a significant number of patients with JFSB behaviors have mental health disorders that are independent of their fire or explosivesrelated misconduct [1][2][3]. Given the prevalence of JFSB and the inherent difficulties related to correctly diagnosing, developing public safety sensitive, and culturally responsive, treatment plans for JFSB more professional education is necessary.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Education and Training for Clinical Forensic Psychological Work with Juvenile Firesetting and Bomb Making

2016

JCRC

View full text Add to dashboard Cite

Juvenile firesetting and bomb making (JFSB) represents an important international issue in several disciplines (e.g., education, law enforcement, fire service, social services, and clinical forensic psychology). An examination of policies, laws, and attitudes revolving around JFSB behaviors, reveals startling knowledge gaps that create significant detrimental impacts on public safety. These same concerns reinforce the primacy of broad general education and training for psychologists in this area. This article reviews critical training factors with respect to JFSB that should be included in the training of all psychologists working with youth, public safety, and community mental health and exposing trainees to interdisciplinary experiences that are vital to provision of clinical forensic services needed in these cases. One section speaks to the educational relevance of developing diagnostic (DSM-5 Quadrant) and culturally responsive intervention skills. Additionally, this article discusses the role of practicums and advanced practicums, through which exposure to the many clinical forensic contours of JFSB cases, function as a proficient training platform. Finally, the article draws conclusions and offers future directions for education and training.

show abstract

Section: A Gap In Service Trainingmentioning

confidence: 99%

Section: Interdisciplinary Jfsb Competenciesmentioning

confidence: 99%

Section: Training For Risk Assessment and The Primacy Of Public Safetmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Education and Training for Clinical Forensic Psychological Work with Juvenile Firesetting and Bomb Making

2016

JCRC

View full text Add to dashboard Cite

show abstract

Culturally Responsive Family Therapy with Post-Risk Assessment Juvenile Fire Setting and Bomb Making: A Forensic Psychology Paradigm

Johnson¹

2016

J Psychol Psychother

Self Cite

View full text Add to dashboard Cite

a primary model for the implementation of juvenile fire setting intervention programs conducted through the fire service in the United States. These juvenile fire setting programs are all educational in nature and the academic backgrounds of the individuals implementing them is bachelor level or lower. In this case, minimum academic and practicum requirements often found in mental health trainings are not found in the aforementioned practice guides. More problematic, there is a dearth of relevant research to support the effectiveness (i.e., reducing recidivism) of these educational programs for achieving public safety much less their cultural responsiveness. In addition, a major difference probably needs to be stressed (i.e., ethical informed consent to participants) between the proliferation of JFS programs versus the less than 10 national JFSB clinical forensic services provided by qualified professionals (i.e., minimum a state mental health license) that attempt to address the public safety risk assessment and intervention issues stemming from these cases. In addition, conceptualizing JFSB is further compounded by the fact that there is wide variation in the psychometric properties of various tools used with JFSB, which have clear implications for confidence in the accuracy of the risk assessment relevant information they provide [1,7]. For example, dissertation investigation published in 2000 examined the primary instrument used in the implementation of the FEMA model. This investigation found both the instrument and the theory utilized in the construction of the FEMA model lacking in validity [8]. A third study, conducted in 1997 on a group of children referred to the Portland Fire Department, found less than 42% of the children whose parents

show abstract

Towards an Evidence-Based Clinical Forensic Diagnostic Assessment Framework for Juvenile Fire Setting and Bomb Making: DSM-5 Quadrant

Cited by 2 publications

References 72 publications

Education and Training for Clinical Forensic Psychological Work with Juvenile Firesetting and Bomb Making

Education and Training for Clinical Forensic Psychological Work with Juvenile Firesetting and Bomb Making

Culturally Responsive Family Therapy with Post-Risk Assessment Juvenile Fire Setting and Bomb Making: A Forensic Psychology Paradigm

Contact Info

Product

Resources

About