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Presented by Julie Hynes, MA, CPS at the Four Directions: Tree of Healing Conference. October 2, 2013. www.preventionlane.org
Citation preview
integrating problem gambling
in PreventionJulie Hynes, MA, CPS
Four Directions: Tree of Healing ConferenceOctober 2, 2013
Please…Not one more thing!
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!
First thing’s first:
www.preventionlane.org/4directions
Creating conditions in families,schools, and communities that
promote the wellbeingof people.
contribute
We do a lot to try to protect young people…
PROBLEM BEHAVIORS
Effects of Problem Gambling on Children
“A” Unique Set of Risks
Youth gambling is still under the radar.
Anotherrisk factor
The PREFRONTAL CORTEX is the LAST PART to develop.
years old!
The brain is still
developinguntil
•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.
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?
AWARENESS (low)
2012 Oregon Student Wellness Survey, Lane County (“ESD”) and Oregon; available at http://oregon.pridesurveys.com/esds.php?year=2011
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
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
2012 OregonStudent Wellness Survey (SWS)
2012 Gambling, Substance Use and Mental Health among Oregon Youth
0%
10%
20%
30%
40%
50%
Gambling Alcohol BingeAlcohol
Marijuana CigarettesDepression Psychdistress
Percen
tage
6th 8th
11th
Source: http://oregon.pridesurveys.com/esds.php?year=2011n=55,611 students (18,885 6th grade; 21,368 8th grade; 15,358 11th grade)
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
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
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
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
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
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
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 toBet/gambled more than wanted to
Delinquency (physical fight in last month)
41.80%
22.40%
Physical fight
Gambled Did not gamble
CONCLUSION?
Teens who gamble are smoked up, toked up,
drunk emo delinquents.
CONCLUSION?
Teens who gamble are smoked up, toked up,
drunk emo delinquents.
What do the data tell us about risk & youth
gambling? How would you interpret the data?
delinquency
sexualbehavior
depression
substanceuse
gambling
ProblemBehaviors
Conclusion: Problem Gamblingis ONE COMPONENT of
Problem Behaviors
Protective Factors & Gambling
60.60%
29%
65.90%
21.80%
Strong Positive Youth development Depression
Gambled Did not gamble
43.80%
32.90%
53.70%
23.20%
Likes school absenteeism
Gambled Did not gamble
Protective Factors & Gambling
TAKING THAT…And Using PREVENTION science
contribute
Resi
lien
cy T
heo
ry
ADVERSE CHILDHOOD EXPERIENCES (ACE)
40 DEVELOPMENTAL ASSETS
SOCIAL DEVELOPMENT STRATEGY
PROMOTIVE FACTORS
Risk & Protective Factor Theory
• 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
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
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
Risk Factors for Adolescent Problem Behavior
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
Potential Risk Factors for Problem Gambling
• Community:– Availability– Community Laws & Norms
• Family:– Family History– Family Conflict (competition)– Parental Attitudes/Involvement
Source: Marotta & Hynes, 2003
Source: Marotta & Hynes, 2003
Potential Risk Factors for Problem Gambling
• School:– Anti‐Social behavior
• Individual/Peer:– Peer Involvement– Favorable Attitudes– Early Initiation – Constitutional
Being male, older teen Single‐parent household Gambling on
cards/sports Lower household income Competitive Having lost more than
$50 in a single monthStarted 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.
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
“The earlier people begin gambling, the more likely
they are to experience problems from gambling.”
- National Academy of Sciences
By creating nurturing environments using EVIDENCE-BASED PREVENTION PRACTICES
NOW:PREVENTION in action
Common Goals
“Denormalization”
Prevention
Protection
Harm Reduction
using ourevidence base
Follow-up link: best practiceshttp://preventionlane.org/best-practices.htm
Find a focus (or two)• Public awareness• Policy• School‐based curriculum
• Parent education
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 youthand families~75%
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
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
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
SPECIFIC examples
Information Dissemination
Prevention Education
Alternative Activities
Community-Based Processes
Problem Identification/ Referral
Environmental/Policy Approaches
Peer to Peer Campaign
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.
• Fairly inexpensive & easy to update!
SPECIFIC examples
Information Dissemination
Prevention Education
Alternative Activities
Community-Based Processes
Problem Identification/ Referral
Environmental/Policy Approaches
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.htmfor complete chart & information
CSAP: 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)
•Refusal skills•Media advocacy•Decision making
This is an ADD-IN to other material; addictions prevention curricula
• 1 in 175• 1 in 175,000
• 1 in 175 million• 1 in 175 billion
1 in 175 Million(174,233,510)
Odds of getting struck by lightning: 1 in 280,000
Name at least 2 consequences that
someone may experience due to his/her gambling
problem
• Debt• Crime• Depression/Suicide• Relationship problems• Employment problems• Alcohol and/or drug problems
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.
SPECIFIC examples
Information Dissemination
Prevention Education
Alternative Activities
Community-Based Processes
Problem Identification/ Referral
Environmental/Policy Approaches
Casino night alternatives, art projects, etc.
SPECIFIC examples
Information Dissemination
Prevention Education
Alternative Activities
Community-Based Processes
Problem Identification/ Referral
Environmental/Policy Approaches
Coalitions: Giving People A Voice
• Youth coalitions• Integrating in your prevention coalition
• Specific problem gambling coalitions
• Social media can be part of that!
SPECIFIC examples
Information Dissemination
Prevention Education
Alternative Activities
Community-Based Processes
Problem Identification/ Referral
Environmental/Policy Approaches
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
Screening Techniques
• Add to SBIRT (Screening, Brief Intervention, & Referral to Treatment) ‐SAMHSA
• Community health centers• Partner with AOD treatment providers
SPECIFIC examples
Information Dissemination
Prevention Education
Alternative Activities
Community-Based Processes
Problem Identification/ Referral
Environmental/Policy Approaches
Reward and RemindersLottery 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.
CONDUCTING REWARD AND REMINDER VISITS
•Student/ Parent training•Parent and Student consent form signed and returned
•Practice
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
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
JUST A REMINDER!One in every 25 Oregon teens (13‐17 year olds) is a problem or at risk
gambler– that’s more than 10,000 Oregon teens.
REMEMBERORS 461.600 Sales to minors. (1) Tickets or shares in lottery games,
including tickets or shares sold from vending machines or other devices, may not be sold to a person under 18 years of age.
ORS 461.300 Selection of retailers; rules; contracts (4) The director may terminate a contract with a lottery game retailer based on the grounds for termination included in the contract or commission rules governing the contract. The grounds for termination must include, but are not limited to, the knowing sale of lottery tickets or shares to any person under the age of 18 years or knowingly permitting a person under the age of 21 years to operate a video lottery game terminal.
Uh-oh! … Reminder Slip
Yay!... The Reward
• GIFT CARD (coffee, pizza, movie ticket)• T‐shirt• Coffee Mug• Keychain• Pencil / Pen
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
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
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
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.
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
Information Dissemination
Prevention Education
Alternative Activities
Community-Based Processes
Problem Identification/ Referral
Environmental/Policy Approaches
WHEW…OK. BUT WHAT ARE ALL THE
right path
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 press2. National Center For the Study of Gambling, 2006.
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
Youthful subject
Perception of harmlessness
Stigma/shame
Industry
KEY challenges
Gratuitous pic of my kid
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
Where can I find these materials?
www.problemgamblingprevention.org
and www.preventionlane.org
RECAP
MORE RESOURCES
Excellent WA prevention resource: evergreencpg.org
Info & general prevention resource:
preventionlane.org/gambling
Curriculum, outreach resource:problemgamblingprevention.org
Data & Info
• Updated annually• Contains facts and figures,
factsheets, overviews, templates, etc. for increasing awareness of problem gambling
• Can be downloaded at http://problemgamblingprevention.org/
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.