Retrospective Study of Fire Setting Among Boys in a Child Welfare Sample

This study aimed to assess fire-setting behaviors within a child welfare sample. The youth were divided into four groups based on their fire-setting behavior (e.g., no incidents, one incident, multiple minor incidents, and multiple severe incidents). Groups were compared based on five factors: overt antisocial behavior, covert antisocial behavior, global adjustment, psychiatric history, and learning deficits. Fire setters displayed more delinquent behavior and had more extensive psychiatric histories than non-fire-setting youth. Further, the youth with multiple serious incidents of fire-setting behavior displayed more delinquent behavior and had more extensive psychiatric histories than any of the fire-setting groups. These findings clearly suggest that fire setters, as a group, are not homogeneous with respect to antisocial behavior or psychiatric impairment and that gravity of fire setting increased as a function of greater psychopathology and greater delinquency when compared to their peers.

Covert antisocial behavior, peer deviancy training, parenting processes, and sex differences in the development of antisocial behavior during childhood

Two longitudinal studies were used to examine the occurrence and consequences of peer deviancy training during childhood and the relative role of early covert antisocial behavior in risk for antisocial behavior in early adolescence. Peer deviancy training was apparent in a sample of at-risk first grade children, and it showed persistence and increased prevalence across the school year. Peer deviancy training, peer rejection, and unskilled parenting made additive contributions to the development of antisocial behavior during kindergarten and first grade and to antisocial behavior in fourth grade. Skilled parenting partially mitigated the association of peer deviancy training with antisocial behavior for boys. The appearance and growth of covert antisocial behavior was a predictor of fourth grade antisocial for boys and girls, more so than aggressive and overt antisocial behavior. Peer deviancy training and early covert antisocial behavior were key pathways to girls' antisocial behavior in fourth grade, and they complemented the roles of peer rejection and overt antisocial behavior for boys. The relationships of parenting and peer processes to trajectories of antisocial behavior were similar for boys and girls; but boys showed higher levels of antisocial behavior, were more involved in peer deviancy training, and were more likely to experience peer rejection.