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.
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
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
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
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
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
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
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)
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.
82. Coalitions:
Giving People
A Voice
• Youth coalitions
• Integrating in your
prevention coalition
• Specific problem
gambling coalitions
• Social media can be
part of that!
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.
88.
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
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
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
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
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/