Robert Williams & Dennis Connolly University of Lethbridge AGRI Annual Convention March 27 & 28, 2003

Current Educational Initiatives to Prevent Problem Gambling largely been spear-headed by the provincial government agencies that provide treatment for substance abuse and problem gambling (e.g., AADAC, AFM). Most of these agencies have developed ongoing ‘awareness campaigns’. –1-800, 24 hour counselling/information ‘hotlines’ –Media promotion of responsible gaming –Posters/pamphlets in gaming establishments letting people know about the signs of problem gambling and where to go for help –Videos on problem gambling –1-2 hour presentations to high school classes or other interested groups

Evaluation of the Educational Initiatives Good evidence that these initiatives increase individual awareness and knowledge (although this has been largely untested for gambling). Good evidence that these initiatives increase individual awareness and knowledge (although this has been largely untested for gambling). Good evidence that over time they create community awareness, which provides support for individual change. Good evidence that over time they create community awareness, which provides support for individual change. On their own, awareness campaigns rarely have any impact on behaviour. While knowledge is a necessary antecedent to changing or preventing pathological behaviour, it is rarely sufficient on its own. On their own, awareness campaigns rarely have any impact on behaviour. While knowledge is a necessary antecedent to changing or preventing pathological behaviour, it is rarely sufficient on its own.

More substantive school-based educational efforts are required Prevention research suggests that these programs need to be: Prevention research suggests that these programs need to be:  Multi-session  Interactive and engaging  skill oriented

A few jurisdictions have recently introduced gambling prevention programs into the schools. –“Don’t Bet On It” in South Australia for ages 6 to 9. –“Gambling, Minimising Health Risks” in Queensland for levels 5 & 6. –“Facing the Odds” in Louisiana for grades 5 to 8. –“Wanna Bet” in Minnesota for grades 3 to 8. –“Count me Out” in Quebec for ages –“Gambling: A Stacked Deck” in Alberta for ages However, these programs have different orientations, different lengths, and target different ages. It is somewhat unclear what the optimal program should look like. Essential that these programs be evaluated to determine what works and what doesn’t. Important to avoid the mistakes of substance abuse, where the most commonly used (and entrenched) school- based programs tend to be the less effective ones.

University Project

Introduction young adults have the highest rates of involvement in most risky behaviours gambling is no different has the highest rate of gambling participation and problem gambling surprisingly high rates in college and university students

Few initiatives targeting young adults the few existing prevention efforts have targeted adolescents rather than young adults this is because gambling begins at a very young age and adolescents can be accessed through their schools

Introductory Statistics is a natural fit for teaching critical thinking about gambling no research on whether superior knowledge of gambling probabilities impacts gambling attitudes or behaviour of college and university students

two literatures that would support this: positive impact of educating problem gamblers on the nature of randomness, gambling probabilities, and errors of thinking (e.g., Ladouceur et al., 2000) statistically trained college students have improved risk assessment and better general reasoning skills for everyday problems (e.g., Nisbett et al., 1993)

Method Intervention given in “Introduction to Probability & Statistics” in Fall/01 & Winter/02 semesters at University of Lethbridge. –5 lectures devoted exclusively to probabilities associated with gambling. –4 labs provided hands-on demonstrations of roulette, craps, etc. –1 lecture on cognitive errors/gambling fallacies. –assigned supplemental text that deals exclusively with gambling probabilities.

Method 2 Intro Stats sections taught by Dennis Connolly served as Intervention Group (n=109) 2 Intro Stats sections taught by 2 other math instructors served as Math Control Group (n=135) a History class and Sociology class served as the Non-Math Control Group (n=85)

Method Baseline questionnaire collected & assessed: demographic information knowledge and ability to calculate gambling odds cognitive errors common in gambling attitude toward gambling gambling behaviour (time, frequency, $, CPGI) Questionnaire re-administered 6 months after the intervention

Results - Gambling Math Skill (score range: 0 to 9) *

Results - Cognitive Errors (score range: 0 to 9) *

Results - Attitudes (score range: -6 to +6)

Results - Gambling Frequency (3=2-3/month; 4=1/week)

Results - Gambling Time (4=2-4 hr/occasion; 5=4-8 hr/occasion)

Results - $ lost/won (-1=lost $1-$20 in past month)

Results - Average CPGI (score range 0-27)

Discussion ImprovementNo Change Odds Calculation Cognitive Errors Attitudes Gambling Behaviour

Variables most strongly associated with baseline gambling behaviour Positive attitude toward gambling Asian Male Management major Variables most strongly associated with decreases in gambling behaviour at 6- month follow-up Changes in attitude (more negative)

High School Project

Method Implementation occurred at 2 sites in the Sep 2001 – Jun 2002 school year: Calgary & rural Aboriginal schools Each site had a school that received the intervention and a school that served as the control school Calgary involved grade 10 & 11 students Comparisons between intervention and control conditions at pre-intervention; post-intervention; and 3-month follow-up

Program Content & Format 5 sessions long, each session 100 minutes Interactive program with strong emphasis on skill learning and application of knowledge Program also targeted the social environment of students receiving the program Lesson 1: Gambling: Types & Odds Lesson 2: Problem Gambling Lesson 3: Gambling Fallacies Lesson 4: Decision Making & Problem Solving Lesson 5: Barriers to Good Decision Making & Problem Solving

Substance Abuse Antisocial Behaviour School/Work Problems Problem Gambling Psychological Problems Poor Health Practises Interpersonal Problems Gambling is part of an inter-related set of high risk/problem behaviours

Self-Controlled  Impulsive Risk aversive  Risk seeking Stress resilient  Stress vulnerable Strong intellect/skills  Weak intellect/skills Caused by a common set of factors Abusive/neglectful  Nurturing/disciplined upbringing upbringing Antisocial parental  Prosocial parental Modelling modelling Deviant peer group  Prosocial peer group Poor schools/  Good schools/ teachers teachers Biological Environmental

Results (Calgary) 597 students administered the baseline questionnaire at both schools 469/597 (79%) provided parental consent allowing questionnaire to be used 469/469 (100%) response rate at post-intervention 347/469 (74%) response rate at 3 month follow-up

Results - Knowledge * *

Results – Cognitive Errors (lower scores = fewer errors) * *

Results – Odds Calculation **

Results – Attitudes (higher scores = more negative attitudes) * *

Results – Money Lost *

Results – Gambling Time

Results – Gambling Frequency

Discussion ImprovementNo Change Knowledge Cognitive Errors Attitudes Odds Calculation Decision Making Skills ?? Coping Skills ?? Money Lost Gambling Time Gambling Frequency

Variables most strongly associated with baseline gambling behaviour Positive attitude toward gambling More gambling fallacies Lack of gambling knowledge Risk taking Impulsivity Having won a significant sum gambling Variables most strongly associated with decreases in gambling behaviour at 3-month follow-up Changes in attitude (more negative) Changes in knowledge (more knowledge) Changes in cognitive errors (fewer)

Lessons learned from these projects relevant to prevention initiatives  Teaching people about gambling odds may be analogous to telling smokers about the harmful effects of smoking or drinkers about the harmful effects of drinking  perhaps not that important in prevention initiatives.  Developing a more negative attitude toward gambling most strongly predicts decreased gambling behaviour.  Improving people’s knowledge about problem gambling appears to be important (and perhaps a mechanism by which attitudes change).  Teaching people about the cognitive errors underlying gambling fallacies is important.  Trying to improve generic decision making, problem solving, and coping skills is probably important.