This document summarizes Julie Hynes' presentation on Oregon's problem gambling prevention programming in schools and use of social media tools. The presentation discusses Oregon's successful initiatives to address problem gambling among youth, including integrating information and education into school health curriculums. It also provides strategies for partnering with schools and colleges, developing policies, and using social media and other online resources to raise awareness of problem gambling issues. Evaluation results suggest Oregon's prevention efforts have helped avert increases in problem gambling rates while expanding legalized gambling.

1. Julie Hynes, MA, CPS
Problem Gambling Prevention Coordinator
Prevention Program Webmaster
Lane County Health & Human Services
Oregon Problem Gambling Services
Problem Gambling & Beyond:
Practical School Programming
& Social Media Tools

2. Today’s Conversation
Study Oregon’s gambling prevention programming in
schools
Discuss strategies that made successful change happen in
schools
Discuss technology & social media strategies
Examine applicability of Oregon’s initiatives for the State
of Iowa

3. (Apologies to Hawkeyes & Cyclones)
Go Ducks!
Photo source: http://www.thetribonline.com

6. Why consider problem gamblingWhy consider problem gambling
as an issue to address amongas an issue to address among
young people? (3 reasons)young people? (3 reasons)

7. Trends
Availability
Community norms
Age
Co-occurrence; Research consistently shows teens who
gamble have higher rates of:
– Alcohol use & binge drinking
– Substance use
– Sexual behavior
Risk factors similar to other problem behaviors
(Sources: Oregon Department of Human Services, 2010; Marotta & Hynes, 2003; Derevensky & Gupta, 2002 –
complete citations available at www.preventionlane.org/gambling/references.htm)cali
Why Problem Gambling?Why Problem Gambling?
– Delinquency
– Violent behavior
– Handgun possession

8. Why Problem Gambling?

9. Why Schools?
Source: http://oregon.pridesurveys.com
(Yikes)

10. Oregon Student Wellness Surveys
Source: http://oregon.pridesurveys.com

11. Why Integrate?

12. Why Integrate?Why Integrate?
No budget
No time
Best/evidence-based
practice approach
Similar brain
development issues
(reward pathway)
This is not what integration
should look like

13. On a time & money budget…
…march to the beat of someone else’s drum

14. Name 3 CSAP strategies (aside
from information
dissemination)

15. Information Dissemination
Prevention Education
Alternative Activities
Community-Based Processes
Problem Identification / Referral
Environmental / Policy
Using CSAP’s Effective
Prevention Strategies
Research: it takes
ongoing efforts in
all six areas for
prevention to
really work

16. ADDING information dissemination in TO evidence-ADDING information dissemination in TO evidence-
based prevention education. [Download this atbased prevention education. [Download this at
http://www.preventionlane.org/gambling/deal-no-dice.htm ]]

17.  One time ADD-ON to evidence-based alcohol/drug unit
(grades 6-8*)
 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
*could be modified for any age or grade level

18. Sample questionSample question

19. Debt
Crime
Depression/Suicide
Relationship problems
Employment problems
Alcohol and/or drug problems

20. Middle School
Video
Objectives: Middle school students* learn:
 What is gambling?
 Gambling is not risk-free.
 How to recognize problem gambling.
 How to get help.
Best used to supplement addictions curriculum
Provides facilitator guide
*Targeted for 6-8th
grades; practically speaking, it’s best for 5th
-6th

21. Online readers: learn more & download the video at
http://preventionlane.org/gambling/youth-gambling-video.htm

22. Got policies?
Schools: Local
school/college/university
website, manual
Workplace: Look at
policy manuals
Community: Look at
your local jurisdiction's
ordinances
Adapted from Oregon DHS, 2010
Got problems? Is there news on the issue?
Got allies? Coalitions, social media
Got time & ability? Policy takes time + know your role

23. Policy example
Above: see http://preventionlane.org/gambling/about-us.htm
for complete chart & information
State staff exhibited & presented at school teacher
trainings
OR Dept of Ed health education standards now includes
problem gambling at 6-8th
grade level

24. Partnering with schools: Tips
Use a “How can we help?” approach
Partner with any ally you can find
Tap into community parenting programs (e.g., Strengthening
Families
Integrate with selective prevention programs (e.g., Reconnecting
Youth)
Consider timing (not September or months during testing)
Casino night alternative tips:
http://preventionlane.org/gambling/Resources/casino_nights_alter
natives.pdf
CSAP: Info dissemination, policy, community process, education, ID & referral (possibly alternative
activities)

25. Partnering with higher
education
CSAP: Info dissemination, policy, community
process, education, ID & referral (possibly
alternative activities)

26. Partnering with higher ed
Pros… & Not so pro’s
Fresh ideas
“Cheap labor”
Go where the issues are
Informal partnerships may be
best (see “cons”)
 ↑ Formality = ↑ bureaucracy
Remember that students are
students
Holy bureaucracy, Batman!
Deadlines around terms, etc.
Cool stuff you might not be
able to use (see next slide)
Did we mention bureaucracy?

27. College materials can be risky 
I
♥
I
O
W
A
I
♥
I
O
W
A Source: University of Oregon PGAP
brandbook;
www.preventionlane.org/gambling/pgap.htm

28. Partnering with higher ed: Tips
Know what you want
Find whatever allies you can
Go with a “how we can help you” approach
Set realistic expectations
Integrate wherever possible
Don’t overcomplicate it (contracts = bureaucracy)
Try to get questions on counseling/health center assessments
If you can, do a needs assessment survey: (example:
http://preventionlane.org/gambling/collegesurvey.htm)

29. Taking the plunge
It doesn’t need to
be complicated;
infusing problem
gambling language
within the context
of the
curriculum/eval
can easily meet
fidelity reqt’s

30. More tools

31. Social media
Websites, Blogs, Facebook, YouTube, Twitter, etc.
If you can do it, it’s fairly inexpensive & easy to update!

32. Great social media resources
Technology in Prevention Blog:
http://technologyinprevention.blogspot.com
CDC’s social media toolkit:
http://www.cdc.gov/healthcommunication/ToolsTemplates/
SocialMediaToolkit_BM.pdf

33. Video contest
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 for more
information

34. preventionlane.org/gambling

35. Prevention/outreach resource:
problemgamblingprevention.org

36. A great all-in-one tool
Updated annually
Contains facts and figures,
factsheets, overviews,
templates, etc. for increasing
awareness of problem
gambling
Can be downloaded at
http://problemgamblingprevention.org/opgaw-guide-2010.htm

37. System evaluation results
Prevention and outreach are working:
Evaluation report in Oregon shows many successes; see
http://problemgamblingprevention.org/reports/08-09-AD80-Annual-Report
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.

38. 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
Gambling not a priority
Lack of resources & time
Strict curriculum demands

39. Two things you learned or
gained in this workshop.

40. Hopefully you gained
something!

41. If at first
you don’t
succeed…

42. …take off your pants
and throw them.

43. Thank you!
For more info:
Julie Hynes, MA, CPS
Lane County Health & Human Services
Oregon Problem Gambling Services
Julie.Hynes@co.lane.or.us | 541.628.3928
preventionlane.org | problemgamblingprevention.org
Let’s share resources! Please “like” us at
www.facebook.com/preventionpage and
www.facebook.com/problemgamblingprevention