Integrating Problem Gambling Prevention on a Time Budget
Integrating ProblemGambling Prevention on a Time Budget Julie Hynes, MA, CPS Problem Gambling Prevention Coordinator Prevention Program Webmaster Lane County Health & Human Services Oregon Problem Gambling Services
Today’s Conversation Why problem gambling? Why integrate? Practical strategies Practical tools Getting started Q&A along the way! Note: This entire presentation, links and tools are available online at: www.preventionlane.org/gambling/ prevention-summit.htm
Why Gambling? One student in every classroom (average of 3%) of Washington 8th, 10th, and 12th graders who gambled said gambling had caused problems at home, school, or with friends (source: Washington Healthy Youth Survey, 2008) Research consistently shows teens who gamble have higher rates of: (sources: Oregon Health Authority, 2010; Marotta & Hynes, 2003) Alcohol use Delinquency Marijuana use Depression Violent behavior Suicidal ideation and Sexual behavior attempts Handgun possession
Why Integrate? No budget No time Best/evidence- based practice approach Similar reward pathways/ adolescent brain developmentnot what integrationlook like
OurApproach: Information Dissemination Prevention EducationUses the Center Alternative Activitiesfor Substance Community-Based ProcessesAbuse Prevention Problem Identification/ReferralStrategies for Environmental/PolicyEffective ApproachesPrevention
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 & informationCSAP: Policy
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)
Partnering with higher ed Pros… & Not so pro’s Fresh ideas Formal contract = University “Cheap labor” bureaucracy Go where the issues are When working with Informal partnerships may be students, remember they are best (see “cons”) students Holy bureaucracy, Batman! Be careful about deadlines Cool stuff you might not be able to use (see next slide) Did we mention bureaucracy?
From the PGAP brandbook:www.preventionlane.org/gambling/pgap.htm U h … H i
Partnering with your universities:Tips Know what you want Start with someone you know Go in with a plan Set realistic expectations Integrate wherever possible Don’t overcomplicate it (contracts = bureaucracy) Try to get questions on counseling/health center assessmentsCSAP: Info dissemination, policy, community process,education, ID & referral (possibly alternative activities)
One time ADD-ON to evidence-based alcohol/drug unit (two types: grades 6-8 & high school) Objectives -- Students will be able to: A. Cite the general definitions of gambling and problem gambling B. Understand key differences between social (responsible) and problem gambling C. Understand how problem gambling shares commonalities with other addictive behaviors D. Verbalize how to access help when they believe they or a loved one have a gambling problem
We will be doing this tomorrow in the youth workshops!
Name 3 typical consequences thatsomeone may experience due to his/her gambling problem
DebtCrimeDepression/SuicideRelationship problemsEmployment problemsAlcohol and/or drug problems
Middle School Video Middle school students will learn: What is gambling? Gambling is not risk-free. How to recognize problem gambling. How to get help. What it is: to educate young people about the risks and pitfalls of gambling. What it’s NOT: to pass judgment on gambling being a “good” or “bad” activity.
Video is online. More info at:http://preventionlane.org/gambling/ youth-gambling-video.htm
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
Social Media Websites, Blogs, Facebook, YouTube, Twitter, etc. If you can do it, it’s fairly inexpensive & easy to update!
Info & general prevention resource: preventionlane.org/gambling
Data & Info Updated annually Contains facts and figures, factsheets, overviews, templates, etc. for increasing awareness of problem gambling Can be downloaded at http://problemgamblingpr evention.org/
System Evaluation ResultsPrevention 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.
Successes… & Challenges Approaching Gambling still not on radar schools/coalitions with Lack of resources & time internal partners Strict curriculum demands 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
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.
For more information: Julie Hynes, MA, CPS Lane County Health & Human Services Oregon Problem Gambling Services Julie.Hynes@co.lane.or.us | 541.628.3928preventionlane.org | problemgamblingprevention.org Let’s share resources! Please “like” us at www.facebook.com/preventionpage and www.facebook.com/problemgamblingprevention