Designing a research based prevention program for youth gambling ...

1. Designing a research based prevention program for youth gambling problems Jeffrey L. Derevensky, Ph.D. International Centre for Youth Gambling Problems and High-Risk Behaviors McGill University Singapore Problem Gambling Conference July, 2007 www.youthgambling.com

3. What do we mean by gambling prevention? Prevention programs are developed to reduce the likelihood of problematic gambling Prevention can target different subsets of populations or special population groups

4. Prevention can occur on three levels: Primary prevention: targeting intervention to individuals who have not experienced a gambling problem. Secondary prevention: targeting intervention to individuals exhibiting risky behaviors, inappropriate attitudes, and erroneous gambling cognitions. Tertiary prevention: treatment of those individuals currently experiencing a serious gambling problem.

5. Prevention Issues Abstinence Harm reduction/minimization

6. Goals of prevention Improve knowledge Increase awareness Change inappropriate attitudes and/or encourage positive attitudes Correct false cognitions, understandings, erroneous beliefs (odds, skill vs. luck, strategies, superstitions) Behavior - prevent occurrence of excessive gambling - decrease/reduce excessive gambling patterns of behavior

7. Responsible prevention efforts include... Incorporating science-based knowledge Taking a wide-angled approach (multi-faceted) Adjusting the material to the developmental level of the recipient at-risk vs. general population (universal) Testing for program effectiveness PRIOR to widespread implementation Conducting focus groups with teachers and children for input on program development and to evaluate teacher willingness to implement the prevention format

8. Existing Programs Probability, Statistics, and Number Sense in Gambling and Everyday Life: A Contemporary Mathematics Curriculum (Harvard University, Mass. Council on Compulsive Gambling, Billerica School System; Shaffer, Hall, Vander-Bilt) Deal Me In:Gambling Trigger Videos & posters (Minnesota Institute of Public Health, Svendsen) Drawing the Line (Curriculum to supplement Social and Personal Development, Career & Life Management, Mathematics & Economics) (Dept. of Health, Nova Scotia) Dealing With Cognitive Distortions (Class lessons & Video) (Centre for Addiction and Mental Health, Ontario)

9. NCAA campaign to prevent athletes from gambling Improving Your Odds (curriculum about winning, losing, and staying out of trouble with gambling) (Minnesota Institute of Public Health, Svendsen & Griffin) Count Me Out (Moi, je passe) Le Groupe Jeunesse Stacking the Odds (parent pamphlet) Playing for Keeps (video & presentation kit) Playing with Fire (video for aboriginal youth) Sense & Nonsense (curriculum) AADAC Wanna Bet? (curriculum guide & video) B. George, Minnesota Council on Compulsive Gambling; North American Training Institute

10. Clean Break CD ROMS (The Amazing Chateau; Hooked City) PowerPoint school-based prevention workshops Paper/pencil curriculums Count Me Out (Moi, je passe) Le Groupe Jeunesse Curriculum from U.K. Self-exclusion programs Player card experimentation Prevention/education booths in casinos

11. Enhanced problem solving and thinking skills leads to more effective coping strategies Strategies to successfully resolve stressful life events social skills coping skills communication skills decision-making skills low sensation-seeking behaviors feelings of success, self-worth and mastery Building of strong external resources family peers school community

12. Age appropriateness for target children/adults. Our research indicates significant increases in gambling behaviors beginning at age 9 and 10. As a result, early interventions continuing through high school are most effective. Medium for dissemination of information. Training of intervention specialists. Developing evaluation procedures.

14. SIGNS OF PROBLEM GAMBLING Missing personal belongings or cannot cover regular expenses as he/she has used these to finance gambling activities. Borrows or takes money from family members or friends to gamble. Keeps on gambling because he/she believes that they can win back their money and with the intention of eventually stopping. Gambles as a means to escape or forget their problems. Braggs about big wins, and is constantly talking about previous gambling experiences. Carries around (and shows off) large amounts of money at times. Seems depressed, withdrawn, or anxious at times in between highs

16. Positive initiatives� Support for public service announcements Support for anti-youth gambling advertisements and programs Education Sales force Public Development and enforcement of regulations and statutes Strict penalties for non-compliance Provide support for telephone hot lines and print numbers on back of lottery tickets

17. Establishment and funding of internal departments dedicated toward promoting responsible gaming and helping gaming problems Specific programs designed for youth gambling, e.g., Notices on retailer employee bulletin boards Statements on play slips and lottery tickets Visible signs on lottery booths and ticket machines Developing and providing appropriate materials to schools Press releases

18. Future trends? gamtalk4teens.org