I can't fit one more thing on my plate! Infusing problem gambling prevention into other prevention efforts
•
0 recomendaciones•1,862 vistas
This document discusses integrating problem gambling prevention into existing prevention efforts. It begins by establishing that problem gambling shares many risk factors with other problem behaviors and that addressing it can help reduce multiple issues. The document then provides examples of evidence-based prevention strategies that can incorporate problem gambling content, such as school curricula, social media campaigns, and community coalitions. Screening tools and techniques are also presented to help identify individuals who may be at risk.
Recomendados
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Destacado
Similar a I can't fit one more thing on my plate! Infusing problem gambling prevention into other prevention efforts
Similar a I can't fit one more thing on my plate! Infusing problem gambling prevention into other prevention efforts (20)
Más de Julie Hynes
Más de Julie Hynes (20)
Último
Último (20)
I can't fit one more thing on my plate! Infusing problem gambling prevention into other prevention efforts
- 3. goals • Why problem gambling is so important to address • Give you some time tested prevention tools so you can use them where you work • Save you from reinventing the wheel • Encourage you to share whatever you come up with as well!
- 4. First thing’s first: www.preventionlane.org/4directions
- 5. Creating conditions in families, schools, and communities that promote the wellbeing of people.
- 6. contribute
- 8. We do a lot to try to protect young people…
- 11. Effects of Problem Gambling on Children
- 13. “A” Unique Set of Risks Youth gambling is still under the radar.
- 19. The PREFRONTAL CORTEX is the LAST PART to develop. years old! The brain is still developing until
- 20. •Amygdala active •Fight or flight, emotion •Decision‐making altered •More vulnerable to risk‐ taking & impulsive behaviors Source: Ramoski, S., Nystrom, R. (2007). “The adolescent brain is especially sensitive to the effects of dopamine.
- 21. 5.6% college age (18‐24) 2½ % all adults (18+) 4% teens (13‐17) This is the first generation of widely available electronic gambling. We really don’t know the effects yet. Why? Is it the generation? Technology? Or what?
- 23. Targeting Parental Attitudes Most parents believe: • Youth gambling is harmless • Youth who gamble are unlikely to have problems in school • Youth gambling is not associated with alcohol or drug use …and those beliefs are part of the problem
- 24. ATTITUDESOregon parent/youth focus groups revealed: All parents in their focus groups said their kids didn’t gamble All of their kids, who were in their own focus groups, said they did gamble Neither sees gambling as risky
- 25. 2012 Oregon Student Wellness Survey (SWS) 2012 Gambling, Substance Use and Mental Health among Oregon Youth 0% 10% 20% 30% 40% 50% Gambling Alcohol Binge Alcohol Marijuana CigarettesDepression Psych distress Percentage 6th 8th 11th Source: http://oregon.pridesurveys.com/esds.php?year=2011 n=55,611 students (18,885 6th grade; 21,368 8th grade; 15,358 11th grade)
- 26. Used alcohol in the past month 3.1% 14.6% 29.5% 14.9% 30.9% 46.9% Grade 6 Grade 8 Grade 11 Did not gamble Gambled
- 27. Binge drank in the past month 0.5% 5.6% 16.4% 4.3% 12.7% 28.7% Grade 6 Grade 8 Grade 11 Did not gamble Gambled Available at: www.preventionlane.org/sws.htm
- 28. Smoked cigarettes in the past month 1.1% 6.2% 12.5% 5.1% 10.8% 18.7% Grade 6 Grade 8 Grade 11 Did not gamble Gambled Available at: www.preventionlane.org/sws.htm
- 29. Used marijuana in the past month 0.7% 8.3% 19.3% 4.3% 15.8% 28.4% Grade 6 Grade 8 Grade 11 Did not gamble Gambled Available at: www.preventionlane.org/sws.htm
- 30. Skipped school one or more days in the past month 5.7% 12.8% 22.5% 15.4% 23.0% 35.4% Grade 6 Grade 8 Grade 11 Did not gamble Gambled Available at: www.preventionlane.org/sws.htm
- 31. 7.2% 5.0% 11.3% 9.0% Grade 8 Grade 11 Did not gamble Gambled Available at: www.preventionlane.org/sws.htm Attempted suicide in the past year
- 32. Attempted suicide in the past year 10.1% 8.0% 21.0% 18.6% Grade 8 Grade 11 Did not bet/gamble more than wanted to Bet/gambled more than wanted to
- 33. Delinquency (physical fight in last month) 41.80% 22.40% Physical fight Gambled Did not gamble
- 34. CONCLUSION? Teens who gamble are smoked up, toked up, drunk emo delinquents.
- 35. CONCLUSION? Teens who gamble are smoked up, toked up, drunk emo delinquents.
- 37. delinquency sexual behavior depression substance use gambling Problem Behaviors Conclusion: Problem Gambling is ONE COMPONENT of Problem Behaviors
- 38. Protective Factors & Gambling 60.60% 29% 65.90% 21.80% Strong Positive Youth development Depression Gambled Did not gamble
- 39. 43.80% 32.90% 53.70% 23.20% Likes school absenteeism Gambled Did not gamble Protective Factors & Gambling
- 40. TAKING THAT… And Using PREVENTION science
- 41. contribute
- 42. ResiliencyTheory ADVERSE CHILDHOOD EXPERIENCES (ACE) 40 DEVELOPMENTAL ASSETS SOCIAL DEVELOPMENT STRATEGY PROMOTIVE FACTORS Risk & Protective Factor Theory
- 43. • Similar to medical model • Problem behaviors share common risk factors • Risk factors increase the chance of behavior problems • Protective factors can help buffer the effects of risk factors The Risk Factor/Protective Factor Theory
- 44. Risk-Focused Prevention • Prevent problem behavior from happening: – Identify factors that increase risk of problem and then find ways to reduce those risks – Enhance protective/resiliency factors • 30+ years of research: Hawkins, Catalano & other researchers • Four Domains: – Community ‐‐ Family – School ‐‐ Individual/Peer
- 45. Risk & Protective Factors • Exposure to a greater number of risk factors a young person’s risk exponentially • Reducing or eliminating even a few risk factors may significantly risk for youth • Protective factors buffer exposure to risk • Protective factors build on strengths of individual, family, community
- 46. Risk Factors for Adolescent Problem Behavior
- 47. Recognized Problem Behaviors • Substance abuse • Violence • Delinquency • Teenage pregnancy • School dropout Problem gambling?? – Apparently similar risk factors – Very high co-occurrence between problem gambling & other problem behaviors, especially alcohol/substance abuse
- 48. Potential Risk Factors for Problem Gambling • Community: – Availability – Community Laws & Norms • Family: – Family History – Family Conflict (competition) – Parental Attitudes/Involvement Source: Marotta & Hynes, 2003
- 49. Source: Marotta & Hynes, 2003 Potential Risk Factors for Problem Gambling • School: – Anti‐Social behavior • Individual/Peer: – Peer Involvement – Favorable Attitudes – Early Initiation – Constitutional
- 50. Being male, older teen Single‐parent household Gambling on cards/sports Lower household income Competitive Having lost more than $50 in a single month Started gambling before 8th grade Parents who are alcohol/substance abusers Parents who gamble* Source: Volberg, et al (2008; bid). Key risk factors for YOUTH: * Youth are TWICE as likely to be at-risk gamblers & FOUR TIMES as likely to be PROBLEM GAMBLERS.
- 51. Protective Factors: Characteristics • Individual Characteristics: – Gender – Resilient Temperament – Positive Social Orientation – Intelligence • Protective Processes: – Opportunities for involvement – Social and cognitive skills – Recognition Dickson, Derevensky & Gupta, 2002
- 52. “The earlier people begin gambling, the more likely they are to experience problems from gambling.” - National Academy of Sciences
- 53. By creating nurturing environments using EVIDENCE-BASED PREVENTION PRACTICES
- 55. Common Goals “Denormalization” Prevention Protection Harm Reduction using our evidence base
- 56. Follow-up link: best practices http://preventionlane.org/best-practices.htm
- 57. Find a focus (or two) • Public awareness • Policy • School‐based curriculum • Parent education
- 58. The right support to the right people Ideally, we would have varying levels of support to meet the needs of diverse youth and their families. Size of population affected More intensive for at‐risk youth and families ~15% Most intensive interventions for the youth and families at highest risk ~10% Universal supports for all youth and families ~75%
- 59. Information Dissemination Prevention Education Alternative Activities Community-Based Processes Problem Identification/ Referral Environmental/Policy Approaches A Common Approach: Uses the Center for Substance Abuse Prevention Strategies for Effective Prevention
- 60. Prevention Efforts: Shared Environments • Information Dissemination: moving readiness… first step is to acknowledge there’s an issue! • Community‐based prevention coalitions – Communities that Care • Norms, Policies & Law – Social Host Ordinance – Gambling
- 61. Prevention Efforts: Individualized Environments • Identification & referral • Problem gambling ‐ LIE‐BET (see www.preventionlane.org/lie‐bet) • School‐based prevention • Reconnecting Youth • RESPONSE (H.S. suicide prevention) • Problem gambling integration with ATOD curricula • Family support • Evidence‐based parenting classes
- 62. SPECIFIC examples Information Dissemination Prevention Education Alternative Activities Community-Based Processes Problem Identification/ Referral Environmental/Policy Approaches
- 65. Peer to Peer Campaign
- 66. Video Contest & Art Search • Cheap • Great for integration in schools where health curriculum not a possibility • Ask media, A/V, drama teachers about participating • See http://preventionlane.org/videos.htm and http://preventionlane.org/gambling/art‐ search.htm for more information
- 67. Social Media • Websites, Blogs, Facebook, YouTube, Twitter, etc. • Fairly inexpensive & easy to update!
- 68. SPECIFIC examples Information Dissemination Prevention Education Alternative Activities Community-Based Processes Problem Identification/ Referral Environmental/Policy Approaches
- 69. Department of Education • Exhibiting and presenting at school teacher trainings • ODE health education standards now includes problem gambling at 6‐8th grade level Above: see http://preventionlane.org/gambling/about-us.htm for complete chart & information CSAP: Policy
- 70. Partnering with schools • Casino night alternatives • Parenting programs (e.g., Strengthening Families) • Selective prevention programs (e.g., Reconnecting Youth) • Adding language about gambling into any drug or alcohol curriculum • In‐class presentations that can fold in with problem gambling • Sample policies (see student handbooks) CSAP: Info dissemination, policy, community process, education, ID & referral (possibly alternative activities)
- 72. •Refusal skills •Media advocacy •Decision making This is an ADD-IN to other material; addictions prevention curricula
- 74. • 1 in 175 • 1 in 175,000 • 1 in 175 million • 1 in 175 billion
- 75. 1 in 175 Million (174,233,510) Odds of getting struck by lightning: 1 in 280,000
- 76. Name at least 2 consequences that someone may experience due to his/her gambling problem
- 77. • Debt • Crime • Depression/Suicide • Relationship problems • Employment problems • Alcohol and/or drug problems
- 78. Use Your Area’s Existing Best Practice Curricula…add in language! • Project Northland • Life Skills • Project Alert • Strengthening Families 10‐14 • Etc… again, add in the language or tools here.
- 79. SPECIFIC examples Information Dissemination Prevention Education Alternative Activities Community-Based Processes Problem Identification/ Referral Environmental/Policy Approaches
- 80. Casino night alternatives, art projects, etc.
- 81. SPECIFIC examples Information Dissemination Prevention Education Alternative Activities Community-Based Processes Problem Identification/ Referral Environmental/Policy Approaches
- 82. Coalitions: Giving People A Voice • Youth coalitions • Integrating in your prevention coalition • Specific problem gambling coalitions • Social media can be part of that!
- 83. SPECIFIC examples Information Dissemination Prevention Education Alternative Activities Community-Based Processes Problem Identification/ Referral Environmental/Policy Approaches
- 84. Screening & Assessment Tools • Lie/Bet • South Oaks Gambling Screen (SOGS) • DSM‐V criteria • National Opinion Diagnostic Summary (NODS) • GA/Gam‐Anon 20 Questions The above tools are available online at http://npgaw.org/tools/screeningtools.asp
- 85. Screening Techniques • Add to SBIRT (Screening, Brief Intervention, & Referral to Treatment) ‐ SAMHSA • Community health centers • Partner with AOD treatment providers
- 86. SPECIFIC examples Information Dissemination Prevention Education Alternative Activities Community-Based Processes Problem Identification/ Referral Environmental/Policy Approaches
- 87. Reward and Reminders Lottery Scratch Tickets Thanks to Shawn Martinez of Josephine County, Oregon Evidence‐Based Strategy effectively used for Alcohol and Tobacco retailers, many of whom are lottery retailers as well.
- 89. CONDUCTING REWARD AND REMINDER VISITS •Student/ Parent training •Parent and Student consent form signed and returned •Practice
- 90. Clerk Sales • Students only have one dollar in cash with them and ID • Two students enter store with adult advisor following behind • One student picks up an item that is $1 of less • At counter student ask for scratch ticket. At no time does the student pick up the ticket • If the clerk gets the ticket, totals the sale and asks for money student say they don’t have enough money, pays for item and the second student reminds them that lottery tickets cannot be purchased by anyone under the age of 18 • If the clerk asks for ID, show it • If the clerk does not sell, give them their reward and thank the clerk for not selling
- 91. Clerk Sales • Never lie • If they are in a tough situation leave the store • If student is uncomfortable for any reason – leave • The students fill out the data form with information from the visit
- 93. Yay!... The Reward • GIFT CARD (coffee, pizza, movie ticket) • T‐shirt • Coffee Mug • Keychain • Pencil / Pen
- 94. Vending Machine • Students only have one dollar in cash with them and ID • Two students enter store with adult advisor following behind • One student locates the vending machine • One of the students put $1 in machine • Students may not lie if asked age or date of birth • Second student is just observing employees or others in store • If the machine sells a ticket to student it is handed to the adult
- 95. Vending Machine • Never lie • If they are in a tough situation leave the store • If student is uncomfortable for any reason – leave • The students fill out the data form with information from the visit
- 96. FOLLOW UP AFTER VISITS • Letter to store owner manager – Congratulation s – Regretfully – Information to share with employees • Any scratch tickets purchased are sent to State Lottery Commission
- 97. Observations • Youth felt some of the vending machine were in hidden areas or not in sight of any employees to monitor. • Youth felt if someone wanted a ticket they could push the button that says they are over 18. • Some of the machines were by customer service and when they put money into the machine or was looking at the machine with employees or other adults close by no one said anything to the youth.
- 98. Instant Ticket Vending Machine (ITVM) Lottery ticket machine (RIGHT) is out of sight of cashier, whereas movie machine (LEFT) is in sight Placement of Lottery machine next to movie machine draws kids’ interest
- 99. Information Dissemination Prevention Education Alternative Activities Community-Based Processes Problem Identification/ Referral Environmental/Policy Approaches WHEW…OK. BUT WHAT ARE ALL THE
- 100. right path
- 101. System Evaluation Results Prevention and outreach are working: • Evaluation report in Oregon shows many successes; see http://problemgamblingprevention.org/reports/08‐09‐AD80‐Annual‐ Reports‐Summary.pdf for more complete report • Oregon is one of the few states that appears to have averted a significant increase in problem gambling prevalence while expanding legalized gambling (National Center For the Study of Gambling, 2006) 1. Moore & Marotta, in press 2. National Center For the Study of Gambling, 2006.
- 102. Evidence-based prevention programs save money • On average, for every dollar invested in these evidence‐based prevention programs nationwide… – $6 was saved with Project Alert – $8 was saved with Adolescent Transitions Program – $11 was saved with Strengthening Families 10‐ 14 – $35 was saved with Good Behavior Game
- 103. Youthful subject Perception of harmlessness Stigma/shame Industry KEY challenges Gratuitous pic of my kid
- 104. Successes… & Challenges • Approaching schools/coalitions with internal partners • Sharing how this BENEFITS them, not adds work • Using “Why should you care?” message • Using local data • Knowing the language (e.g., education standards) • Asking questions • Gambling still not on radar • Lack of resources & time • Strict curriculum demands
- 105. Where can I find these materials? www.problemgamblingprevention.org
- 107. RECAP
- 108. MORE RESOURCES
- 109. Excellent WA prevention resource: evergreencpg.org
- 110. Info & general prevention resource: preventionlane.org/gambling
- 112. Data & Info • Updated annually • Contains facts and figures, factsheets, overviews, templates, etc. for increasing awareness of problem gambling • Can be downloaded at http://problemgamblingprev ention.org/
- 113. The Take-Home • Integration is needed in today’s world • Don’t overcomplicate it • Use tools available to you with the time you have • Ask for help! Problem gambling experts love to help.
- 114. 541.682.3928 For more info & resources, visit www.preventionlane.org hynes@uoregon.edu julhynes1