1. 1 PROBLEM GAMBLING PREVENTION AN INTRODUCTION

2. Gambling has rapidly become an acceptable and regular part of our society: Lottery numbers drawn live on TV Billboards, TV, radio ads Odds on sports events carried daily in newspapers Church bingo and raffles Sports betting 2

3. 3

4. Gambling on a cell phone Casinos Horse racing Texas Hold’em tournaments Gambling on the Internet Playing Pull-tabs 4

5. 5

6. Gambling appears to be normative behavior among both adults and adolescents. 6

7. 7

8. 8

9. This is the first generation of youth to be exposed to relatively easy access to a variety of gambling venues, widespread gambling advertising, and to pervasive social approval for an inherently risky activity. (Dr. Ken Winters, University of Minnesota) 9

10. Gambling: Recreation With Risk 10

11. Messages Continuum Rare/Non Support the decision not to gamble as healthy and positive Casual/ Social Establish and support guidelines for low- risk gambling Primary Prevention Secondary Prevention Tertiary Prevention Heavy/ Social Prevent low-risk behaviors from becoming high-risk Problem Reduce current high-risk behaviors Pathological/ Compulsive Provide treatment and aftercare services to eliminate problem behavior

12. Age Related Behaviors Driving Voting Gambling Purchase tobacco Sex Drinking 12

13. Compare Preparation for a Driver’s License and a Gambling or Drinking License 13

14. Typical Steps to a Driver’s License 1.Minimum driving age 2.Driver’s education, classroom 3.Driver’s test (written) 4.Driver’s education, behind the wheel 5.Drive with parent or other licensed driver 6.Driver’s exam (behind the wheel) 7.LICENSE 8.Clear guidelines for safe driving 14

15. Typical Steps to a Gambling License 1.Minimum gambling age 2.LICENSE 3.Unclear guidelines for low-risk gambling 15

16. Only Two Appropriate Decisions 1.Not to gamble at all, 2.To gamble legally, socially, recreationally, occasionally, and appropriately. 16

17. Preparing Youth to Make Adult Choices About Gambling 17

18. What Can We Say? 1.Abstinence is a safe and acceptable lifelong decision that many young people are choosing. 18

19. 2.We do not want you to gamble before you are legally allowed to do so. 19

20. 3.Abstinence can be a lifelong decision. However, if you choose to gamble when you reach the legal age, we want you to know how to do so safely and appropriately. 20

21. Gambling Decisions: Whether, When & How Much? 21

22. Whether When deciding whether or not to gamble, ask yourself these questions: Do you understand that you’ll probably lose, and accept the loss as part of the game? Do you know that you cannot control chance? 22

23. Do you avoid borrowing money to gamble? Do you make gambling a social activity with friends? Do you know that gambling should not be the only form of recreation in your life? Do you know the warning signs of problem gambling? Whether (cont.) 23

24. Do you know there are times when people should not gamble? Including when: -It interferes with work, school or family responsibilities. -In recovery from problem gambling. And, for many, when in recovery from chemical dependency or other addictions. Whether (cont.) 24

25. -The form of gambling is illegal. -Under the legal gambling age. -Trying to make up for a gambling loss or series of losses (chasing). -The gambling is prohibited by an organizational or employer policy. Whether (cont.) 25

26. When If a person decides to gamble socially, the question then becomes: When is it appropriate to gamble? 26

27. Ask yourself these questions: Are you gambling when you’re: -Feeling lonely, angry, depressed or under stress? -Trying to solve any personal or family problems? -Trying to impress others? -Trying to cope with the death or loss of a loved one? -Using alcohol or other drugs? 27

28. Are you letting gambling interfere with or become a substitute for family, friends or work? Are you using gambling as a way to cope with emotional or physical pain? Are you setting a time limit and sticking to it, whether you’re winning or losing? Would you reexamine your decision to gamble if it becomes difficult to resist the urge to gamble? 28

29. How Much Do you agree that the money you spend on gambling is an entertainment expense, not an essential expense? To find out, ask yourself these questions: 29

30. Do you avoid setting acceptable spending and time limits prior to beginning to gamble and sticking to them? Are you gambling money you need for your day-to- day expenses? Do you borrow money to gamble? Are you chasing losses or trying to recoup/make up for a loss? Are you hiding your losses? Do you gamble on credit or debit cards or misuse your checking account? 30

31. Clear Guidelines can:  Provide direction for making decisions about gambling  Provide direction for intervening with someone whose gambling concerns you 31

32. Intervening with a Problem Gambler 32

33. Regardless of our personal choices, most of us will have times when someone we love or care about is using alcohol, tobacco or other drugs or gambling in dangerous or unhealthy ways. 33

34. When this happens: What’s our role? What should we do? What should we say? 34

35. Parents, adults & peers can: Identify youth at risk, and Talk about behaviors of concern Express feelings 35

36. Connect youth with school and community resources Offer help 36

37. A recent Gallup Poll found: 94% of Americans feel it is there responsibility to speak up to a friend or loved one who has a problem with alcohol or other drugs. Only 38% feel comfortable doing so. 37

38. Messages that tell us to keep quiet: “If you can’t say something nice, don’t say anything at all.” “Judge not lest we be judged.” “If you live in a glass house, you’d better not throw stones.” 38

39. Messages (cont.) “I don’t know enough about problems like alcoholism, drug addiction or gambling to know when to talk to someone.” “What if I make a mistake and say something wrong? Will I be sued?” “I don’t want to get involved in someone’s personal business.” 39

40. How to reach out to a friend or relative  Find a comfortable place to talk where you won’t be disturbed  Keep it simple and straightforward  Tell the person you care about him and you’re concerned about how he is acting  Tell the person exactly what she’s done that concerns you  Tell the person how his behavior is affecting other people – and be specific 40

41.  After you’ve told the person what you’ve seen and how you feel, allow him to respond. Listen with a nonjudgmental attitude.  Be clear about what you expect from her (“I want you to talk to someone about your gambling.”) and what she can expect from you (“I won’t cover for you anymore.”)  Let the person know you are willing to help, but don’t try to counsel him yourself.  Give the person information, not advice. Encourage her to call the National Problem Gambling Helpline. Source: National Council on Problem Gambling 41

42. It’s best to talk with someone: When you feel comfortable, When you’re not likely to be disturbed and others can’t overhear your conversation, When you’re not likely to be rushed and have time to talk things through, and When neither you nor your child, friend, or student have been drinking or using drugs. 42

43. In Summary 1.It’s important to address behaviors of concern early rather than wait. 2.You don’t need proof of use or to know what’s causing the behavior. 3.This process works when confronting gambling, substance abuse or any other problem behavior. 4.You may have to use the process more than once. 43

44. It’s not easy to confront someone with your concerns about their gambling. Yet it’s much harder to simply watch and worry. 44

45. Introduction to Prevention & Prevention Planning 45

46. Prevention An active process of creating conditions and fostering personal attributes that promote the well-being of people. 46

47. Multiple Efforts Prevention strategies showing greatest promise of effectiveness focus on change at multiple levels: - Individuals - Family - School - Communities 47

48. Community 48

49. Recovering Compulsive Gamblers Roundtable Findings Related to Prevention 49

50. Prevention Prevention efforts should: Start early Include education about healthy coping skills and life skills Focus on children as a motivation for seeking help 50

51. Prevention (cont.) Include information on risks involved in gambling Include warning signs of a gambling problem Include how to intervene with a problem gambler 51

52. Institute of Medicine (IOM) Prevention Classification Universal Programs that address an entire population (e.g. all 8 th graders, all community members) Selective Programs that focus on groups exposed to greater levels of risk (e.g. children of pathological gamblers, highly mobile populations) Indicated Programs that are designed for individuals who exhibit risk-taking behaviors (e.g. students already experimenting with gambling or drugs) 52

53. Discussion What Works in Prevention 53

54. Six Prevention Strategies [Center for Substance Abuse Prevention (CSAP)] Information Dissemination Prevention Education Alternative Activities Community-based Processes Environmental Approaches Problem Identification and Referral 54

55. Information Dissemination Complementary to more intensive/interactive approaches Target audience Resources for help with a gambling problem Examples include: pamphletsbooklets posterspresentations bulletin insertsnewsletters editorialspress releases 55

56. Prevention Education Combine information, skills, protective factors Interactive, intense, with booster sessions Schools, colleges, faith groups Involve parents individually & with students Examples include: Curricula Workshops In-service Trainings Videos 56

57. Alternatives Intense programs with variety that do not promote problematic or illegal gambling Component of integrated comprehensive strategy Examples include:  Community service  Mentoring  Recreation  Cultural activities 57

58. Community-Based Processes Utilize multi-agency activities & inter-agency coordination to integrate problem gambling prevention in the development of healthy communities Clear purpose, appropriate planning, commitment to results Active participation by meeting members’ needs Leadership essential Appropriate roles for paid staff Implement proven effective strategies to achieve outcome-based goals Effectiveness based on strategies not structure 58

59. Environmental Approaches Support and encourage community-wide approaches Examples include: - School, college and university policies - Minimum age laws and enforcement - Counter-ads - Radio programs - Billboards 59

60. Problem Identification and Referral Create protocols and procedures that assist individuals seeking help for a gambling problem Realize relationship between substance use and other health problems Examples: - Student Assistance Programs - Employee Assistance Programs - Congregational Assistance Programs - Chemical Dependency Treatment Programs - Clergy - Physicians - Corrections Staff - Mental Health Professionals - Financial Institutions 60