Perks Danielle L C, Watt Bruce D, Fritzon Katarina M
School of Psychology, Faculty of Society and Design, Bond University, Robina, QLD, Australia.
Psychiatr Psychol Law. 2023 Apr 25;31(1):76-96. doi: 10.1080/13218719.2023.2175067. eCollection 2024.
The study employed inductive-thematic analysis to identify dynamic cognitive-emotional processes occurring in proximity to deliberate firesetting among a sample of = 35 adjudicated juvenile firesetters. Six fire-specific themes were determined. Three of these themes are akin to an implicit theory (i.e. a belief system informed by previous experiences): Fire Interest, Fire is Controllable, and Fire Denial/Accidental. Three of these themes are consistent with a cognitive script (i.e. a behavioural guide for how and when to use fire): (a) fire is destructive; (b) fire conceals evidence; and (c) fire creates calm. When reviewed more closely, the theme 'fire is destructive' is composed of two separate subcategories: 'fire creates destructive fun' and 'fire is a destructive tool for revenge'. The findings have risk assessment and treatment implications for juvenile firesetters.
该研究采用归纳主题分析法，以确定在35名被判定纵火的青少年样本中，与故意纵火行为相关的动态认知-情感过程。确定了六个与火灾相关的主题。其中三个主题类似于一种隐性理论（即一种基于以往经验的信念体系）：对火的兴趣、火是可控的、否认火灾/意外火灾。其中三个主题与一种认知脚本（即关于如何以及何时使用火的行为指南）一致：（a）火具有破坏性；（b）火能隐藏证据；（c）火能带来平静。进一步审视时，“火具有破坏性”这一主题由两个独立的子类别组成：“火带来破坏性的乐趣”和“火是报复的破坏性工具”。这些发现对青少年纵火者的风险评估和治疗具有启示意义。
