integrating problem gambling awareness into the curriculum

Integrating Problem

Gambling Awareness into the Curriculum

Project Team: Our Presenters

CT DMHAS Problem Gambling Services, Choose the Right Path, 2010

Meryl B. Menon, M.A.T., M.EdEducation Consultant

[email protected]

Susan D. McLaughlin, M.P.A., CPPPrevention Services Coordinator,Department of Mental Health and Addiction Services (DMHAS), Problem Gambling Services

[email protected]

Rosemary Nichols, B.S. Education Service Specialist & Health Educator, Capitol Region Education Council (CREC), Technical Assistance and Brokering Service (TABS) Division

[email protected]

Webinar and wiki photos courtesy of GAMES (Gambling Awareness in Monroe through Educating Our Students).

Special thanks to students and staff at Jockey Hollow Middle School and Masuk High School, Monroe Connecticut.

Some Tech Issues

Showing and Hiding the Control Panel

Raising hands

Writing in the Question/Chat area


What caption would you give this photo? Please use the chat area for your response.


AP Photo/The Forum, Britta Trvgsted

Did you know…More young people gamble than experiment with

alcohol and other drugs?

Connecticut high school seniors graduate with dozens of educational hours in Alcohol, Tobacco, and Other Drugs (ATOD), yet have no required hours on the risks and responsibilities of gambling?

In a recent statewide survey, over 10% of high school students were classified as “probable problem or pathological gamblers”. Study of CT High Schools,1998 and CT Youth Gambling Report, 2008


Did You Know…

The rate of problem gambling among youth is more than double the rate of adult problem gambling?

Study of CT High Schools,1998 and CT Youth Gambling Report, 2008

Youth who gamble have higher rates of depression, anxiety, crime and delinquency;are more likely to participate in ATOD use; and have lower self esteem, poorer coping skills than young people who do not gamble? Shaffer, et.al, 1999

In the recent Connecticut survey, over 11% of all students have worry/concern over the gambling of a close family member?

Study of CT High Schools,1998 and CT Youth Gambling Report, 2008CT DMHAS Problem Gambling Services, Choose the Right Path, 2010

How do we know?

Work Group Partners included State Dept of Education, Regional Action Councils, Regional Educational Service Centers Connecticut Council on Problem Gambling.

Full report available online at www.ct.gov/dmhas/youthreport

Youth Gambling Prevention Initiative, 2005-2008


What did we learn?

CT school administrators cited the following as challenges and barriers to problem gambling awareness/education efforts in schools:

lack of available class time,lack of funds, lack of knowledge of effective youth

gambling prevention strategies?


In response…

The CT State Departments of Education and Mental Health and Addiction Services have partnered to create a free, flexible, and informative program on Problem Gambling that can be easily adapted to meet teachers’ needs.


Goals

By the time CT students graduate from high school, they will havean awareness of problem

gambling as potentially risky behavior;

an understanding of how to reduce the risk of developing a gambling problem;

the knowledge of how to recognize and refer for help people who may have a gambling problem.


Objectives1. To create an awareness in

educators of gambling and problem gambling;

2. To empower educators to embed gambling as a risky behavior in lessons on addiction;

3. To provide feedback and support to educators as they incorporate these concepts in their teaching.


Objective 1: To create an awareness in educators of gambling and problem gambling


DMHAS Problem Gambling Services

Ten Years of Prevention Experience

Partners with Regional Action Councils (RACs)

Two Programs,

“GAMES” and “Taking Charge”, recognized by “Service to Science”.


The Public Health Model for Gambling Awareness:

Protect vulnerable groups from gambling related harm;

Foster and promote personal & social responsibility in all populations. (Korn & Shaffer, 1999)


Goals of PG Prevention EducationCreate awareness:

of gambling as a “risky behavior” similar to alcohol use;

of gambling attitudes & behaviors;

Develop good decision-makers;

Increase capacity during times of transition and across the lifespan.


Gambling is Similar to Alcohol Use

Legalized gambling is a recreational activity enjoyed by many people.

There are age restrictions limiting use by minors.

Opportunities to gamble are numerous and widely promoted.


Attitudes and Behaviors

Gambling behaviors are so “normative” that often certain activities are not even considered “gambling”..

Visiting the casinos has become a regular pastime for many special populations.

Even though they are not old enough to legally play the Lottery, young people often receive lottery tickets as gifts.


When we talk about gambling, we help to increase “Protective

Factors”.Problem Gambling Awareness teaches people to:

Examine their attitudes and behaviors; Make healthy choices; Set personal limits; Feel more empowered and better about

themselves; Reduce risk of addiction.

“Talking about gambling becomes a conduit for open discussions about risky behaviors in general and communicates messages of self-control and limits.”

duBay Horton, 2008


Three Core Concepts

1. It’s O.K. to choose not to gamble.

2. It’s not O.K. to participate in illegal or underage gambling.

3. If you choose to gamble, it’s important to know how to reduce the risk of developing gambling problems.


How do we define gambling?Gambling is the act of risking

something of value, including money and property, on an activity that has an uncertain outcome.

Problem Gambling is gambling behavior that results in problems with work, school, family, or finances, but does not meet the number of criteria to be recognized as:

Compulsive/Pathological Gambling meets the APA Diagnostic & Statistical Manual IV criteria for the impulse disorder of pathological gambling.


Populations At Risk Youth: underage & college students

Athletes

Women

Substance abuse, mental health clients and people in recovery

Older adults who gamble

Internet users

Cultures of luck/numbers

People who live within 50 miles of a casino (The rate of PG doubles within 50 miles of a casino). NGISC, 1999


Warning Signs of a Gambling Problem

Might be similar to signs of alcohol and other drug problems

Lying to friends/family about gambling;Avoiding/neglecting responsibilities/problems

due to preoccupation with gambling;Frequent mood swings;Gambling to solve problems & change mood;Conflicts in relationships;Making unsuccessful attempts to cut back or

stop;Seemingly irresistible urges to gamble; and…

CT DMHAS Problem Gambling Services, Choose the Right Path, 2009CT DMHAS Problem Gambling Services, Choose the Right Path, 2010

Additional Warning Signs

of a Gambling Problem

Borrowing $ to gamble;“Chasing” after lost $ by further

gambling;Theft of goods or $ to gamble.

If it causes a problem, it IS a problem.


“Age of Onset”

“The earlier people begin gambling, the more likely they are to experience problems from gambling.” National Academy of Sciences, 2001

33% of students classified as possible “problem or pathological gamblers” reported starting gambling at age 8 or younger.

CT Youth Gambling Report, 2008


Prevalence of Problem GamblingOne out of twenty CT citizens will develop a

gambling problem at some point in their lives.

Each problem gambler impacts eight other people.

Adult lifetime rate of problem & pathological gambling combined: 6% DMHAS PGS, 2003


Rates of Problem Gambling Across the Lifespan

Carlson & Moore, 1998; Shaffer & Hall, 2001; Moore, 2001; Volberg, 2001


Impact of Parent Attitudes & Behaviors on Youth Gambling

Parents’ attitudes do have critical impact on a child’s gambling.

Parents’ modeling and engagement in gambling with teens increases likelihood of teen gambling.

duBay Horton, GAMES Evaluation, duBay Horton, GAMES Evaluation, 20082008


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perceived Popularity of Gambling Types Among Youth

General 85% 80% 70% 65% 55% 51% 45% 44% 38% 29% 26% 18% 12% 11% 7%

CardsSB,

PeersPools Internet

Scrtch Off

Lotto

Games of Skill

Video/ Arcade

Lottery Tickets

Dice Games

SB, Bookie

Bingo SlotsDomino Games

Animal Races

Animal Fights

30


Youth Gambling at Schoolfrom CT Youth Gambling Report 2008

Youth Gambling at SchoolDares2.0%Lottery/Raffles

2.6%

Betting on Pools8.0%

Dice Games17.1%

Other5.0%

Card Games52.2%

Sports Betting13.1%

34% of respondents witnessed youth gambling at school.


Youth most vulnerable to developing gambling

problems:

Have problems with impulsivity, hyperactivity;

Have been diagnosed with ADHD;

Have a need for excitement, are truant, or are early users of ATOD;

Have emotional vulnerabilities, such as low self-esteem, depression, feelings of alienation and loneliness. Deverensky & Gupta, 2007


Some Additional Risk Factors

Age/Gender

Child of a compulsive gambler

Belief that skill is involved

Feeling that one must chase loss with more gambling

Early age of onset (8.5 years for pathological gamblers; 11.5 years for non-pathological gamblers)

Other risky behaviors, ATOD

An early big win


“Speed of Play”

The more rapid the “play”, the more risky the activity, making electronic gambling (slots, internet gambling, lottery vending machines, etc.) more potentially addicting than other forms of gambling.


How does gambling relate to what we now know about

adolescent brain development?

Visit this website to view a 5-minute film by psychologist Ken Winters: www.drugfree.org/teenbrain

1. Register with name/email.

2. Click on “enter site”.

3. View video in lower right corner of screen.


Problem Gambling Helpline

800-346-6238 800-34-NO BET

For people with gambling problems and those impacted by them.

24/7, Free, Confidential, Interpreter services available

CT DMHAS Problem Gambling ServicesPrevention Services

Susan McLaughlin, Primary Prevention Services Coordinator

860-262-5983 [email protected] our website: www.ct.gov/dmhas/problemgambling

For information on your local Regional Action Council, visit www.ctprevention.org

Questions on Objective 1



10-Minute Break

Objective 2: To empower educators to embed gambling as a risky behavior in lessons on addiction(Poll)


Incorporating Gambling Awareness into the Classroom


History of Youth and Problem Gambling Project

What is Health Literacy?


Health literacy is the capacity of an individual to obtain, interpret, and understand basic health information and services and the competence to use such information and services in ways which are health-enhancing.

Joint Committee on Health Education Standards

Healthy and Balanced Living Framework


The National and Connecticut Health Education Standards


National and ConnecticutHealth Education Standards


National and Connecticut

Health Education Standards


Three Core Concepts

1. It’s O.K. to choose not to gamble.

2. It’s not O.K. to participate in illegal or underage gambling.

3. If you choose to gamble, it’s important to know how to reduce the risk of developing gambling problems.


Think through the activities you use with your students and see where you can incorporate gambling awareness into the skill-related health education standards: Accessing Information Self Management Analyzing Influences Interpersonal Communication Decision Making Goal Setting Advocacy

What Can be Taught? SKILLS!


Let’s walk through a sample lesson to see how gambling can be incorporated.



Remember this photograph? Can you think of a caption for the photograph now that you have listened to the information we have given you related to gambling?


Has your caption changed?


Lesson with students

Let’s take what we have done and look at steps for a lesson that you can do with your students.

1. Show them the photograph we showed you.

2. Ask them to come up with a caption for it.

3. Record the students’ responses on the board so all the students can see them.

4. Show them selected sections of the Beat Addiction DVD.


Now show the picture again and ask your students to create a caption for it. Discuss with your students any changes in their captions.



Beat Addiction: Overview


Beat Addiction is a program created by the Missouri Alliance to Curb Problem Gambling.

It consists of a DVD and a Facilitator’s Guide that includes video, lessons and suggestions for how to integrate gambling into discussions of addiction.

It is designed to be used for 7th-12th grade students.


Beat Addiction was originally released in 2002. At that time it included a 12 minute video that focuses on one woman and her family’s struggle with addiction.

The revised Beat Addiction was released in 2008 and is 28 minutes in length. It contains four testimonials and reenactments about teens that have battled various addictions (gambling, marijuana, methamphetamine, cocaine, heroin and alcohol).

The Beat Addiction Program includes suggestions for small group discussion topics such as the following:

Identifying Warning Signs of Addictions and Destructive Behaviors

Consequences of Addiction

Risk Factors and Healthy Choices

Destructive Behaviors


Objective 3: To provide feedback and support to educators as they incorporate these concepts in their teaching.


Resources and Collaborative Opportunities

Wiki: a web site for collaboration

Choose the Right Path wikihttp://choosetherightpath.wikispaces.com/where participants can access

information and contribute to discussions the link in a follow-up email message

that participants will receive one day after the presentation.

instructions for required work for CEUs on one page



Table of Contents: Choose the Right Path Wiki

To Review

Think how to use the information presented today in your own setting.

Explore the wiki for resources and activities:http://choosetherightpath.wikispaces.com/

Read Instructions for Participation and follow the steps for contributing to it

Become familiar with the health standards.


For use in the classroom

Read the Facilitator’s Guide of the Beat Addiction Program.Choose one lesson to explore.Share your comments about it

on the wiki.Try it out, if you have a chance

to do so, and share how it went.

Poll #2


Questions/Comments



Thanks for attending our online session. We hope you enjoyed and benefited from it.

You will receive a follow-up email message with the link to the wiki and a brief survey to be completed at least by November 16. We welcome the feedback and need the completed form as well as participation in the webinar and contributions to the wiki to give CEUs and a Certificate of Completion.

Susan, Rosemary, Meryl

integrating problem gambling awareness into the curriculum

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