Youth Making Choices: Gambling Prevention Program

Youth Making Choices:GamblingPreventionProgramYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.cai

Youth Making Choices: Gambling Prevention ProgramNigel Turner, PhDJohn MacDonald, MABruce Ballon, MD, FRCPCChantal Dubois, BA, CPGCISBN: 978-1-77052-668-6 (PRINT)ISBN: 978-1-77052-669-3 (PDF)ISBN: 978-1-77052-670-9 (HTML)ISBN: 978-1-77052-671-6 (ePUB)PY012Printed in CanadaCopyright © 2010 Centre for Addiction and Mental HealthAny or all parts of this publication may be reproduced or copied with acknowledgment, withoutpermission of the publisher. However, this publication may not be reproduced and distributed fora fee without the specific, written authorization of the publisher.A reproducible copy of this publication is available on the Internet at:www.ProblemGambling.caFor information about alternate formats or to place an order, please contact:Problem Gambling Institute of OntarioEducation and community resourcesPhone: 416-535-8501 x4253Fax: 416-260-4185E-mail: PGEducation@camh.netWebsite: www.problemgambling.ca and www.camh.netThis curriculum program manual was produced by:Development and co-ordination: Colleen Tessier, BSW (CAMH)Curriculum consultants: Edie Kaus, BEd, MSc, Ed, Counselling; Maure Kentner, BPHE, BEdEditorial: Jacquelyn Waller-Vintar (CAMH); Marie-Lynn HammondDesign: Hambly & Woolley Inc.3841 / 10-2010 / PY012

IntroductionGambling in Ontario is more popular than ever before. Youth today are the firstgeneration to be inundated with glamorized portrayals of the benefits and fun ofgambling. They see it everywhere—television, the Internet, poker parties amongtheir friends. While most people gamble without developing problems, a certainpercentage do experience problems as a result of their gambling, and youth arenot immune.Problem gambling research reports that most adults with gambling problems developed theseproblems during their youth, and that youth who gamble regularly are more likely to develop aproblem with gambling than adults who gamble regularly. The problems youth can develop areas serious as the problems that confront young people when they abuse alcohol or drugs. In facta recent CAMH study (2009) found that a quarter of the youth with gambling problems reporteda suicide attempt in the past year, and they were about 18 times more likely to report a suicideattempt than other students.Despite these research results, there are very few gambling prevention programs for youth.Clinicians and researchers at the Centre for Addiction and Mental Health (CAMH) are familiarwith the issues of young people and problem gambling, and they have developed a curriculumbasedgambling prevention program in response to this need.The Youth Making Choices: Gambling Prevention Program comprises 10 lessons that fit wellwith the published expectations of several intermediate and senior level courses in mathematics,social sciences and humanities, English, and health and physical education.The program’s objectives are:• to enhance students’ coping skills• to develop students’ knowledge of randomness and probability• to improve students’ ability to recognize and avoid problematic behaviours associatedwith gambling.While the Youth Making Choices: Gambling Prevention Program has been developed to increasestudents’ understanding of problem gambling and to reduce the likelihood of youth developingdifficulties, the content is broadly applicable to a number of life areas that affect adolescents andtheir development.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca0.1

IntroductionUnfortunately, we all can easily picture the following: teenagers cyber-bullying on Facebook,adolescents posting semi-nude pictures of themselves on YouTube, 12-year-old girls making“friends” in chat rooms and MySpace, young adults battling demons through the night withother cyber gamers in the World of Warcraft, and university students glued to online casino sitesgambling the last of their student loan money. We can also see youth falling into experimentationwith drugs, shopping and sex as well.However, most youth are actually well-adjusted individuals who need to experience life in anormative fashion, taking healthy risks that allow the development and growth of decisionmaking, conflict resolution and social skills. It is experiential learning—going through differentsituations—that is often the most powerful and educational factor in helping a youth negotiatethe tasks of being a youth.Many youth engage in a number of behavioursthat involve risk-taking activities, such asdrinking and gambling. Most do not go on todevelop problems with these behaviours, butsome do. For example, many youth do usesubstances, but most do not end up abusingsubstances. CAMH's 2009 Ontario StudentDrug Use Survey (OSDUS) and other studieshave confirmed that around 80 per cent ofyouth are experimenting with alcohol, 40 to 50per cent are using marijuana and 5 per centare using rave drugs. Another set of researchshows that most adolescents, despite all this,are well-adjusted individuals who get alongwith their parents, do their homework and havegood friends. Together, these statistics suggestThe key is prevention:youth must besufficiently informedso they can decide onappropriate levels ofinvolvement and identifybehaviour that isbecoming problematic.that youth are using substances but not in a way that is adversely affecting their lives. Gamblinghas been normalized in our society—and as a result many youth will engage in this activity.Engaging in the activity, though, does not necessarily result in a young person developing aproblem. The key is prevention: youth must be sufficiently informed so they can decide onappropriate levels of involvement and identify behaviour that is becoming problematic. Equippedwith these lessons, teachers can provide students with the information needed to make sounddecisions about gambling and to better understand the potential risks.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca0.2

ReferencesTurner, N., Macdonald, J., Bartoshuk, M. & Zangeneh, M. (2008a). Adolescent gamblingbehaviour, attitudes, and gambling problems. International Journal of Mental Health & Addiction,6 (2), 223–237. doi:10.1007/s11469-007-9117-1Turner, N., Macdonald, J., Bartoshuk, M. & Zangeneh, M. (2008b). The evaluation of a one-hourprevention program for problem gambling. International Journal of Mental Health & Addiction, 6(2), 238–243. doi:10.1007/s11469-007-9121-5Turner, N.E., Macdonald, J. & Somerset, M. (in press) Life Skills, Mathematical Reasoning andCritical Thinking: A Curriculum for the Prevention of Problem Gambling. Journal of gamblingstudies. doi:101007/s10899-007-9085-1Paglia-Boak, A., Mann, R.E., Adlaf, E.M. & Rehm, J. (2009). Drug use among Ontario students,1977–2009: OSDUHS highlights. (CAMH Research Document Series No. 28). Toronto, ON:Centre for Addiction and Mental Health. www.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/OSDUS/Highlights_DrugReport_2009OSDUHS_Final_Web.pdfYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca0.3

Overview of ProgramThe lessons are designed using the principles of differentiated instruction.Differentiated instruction is based on the idea that because students differsignificantly in their interests, learning styles, abilities and experiences, teachingstrategies and pace should vary accordingly. In Ontario, teachers are beingencouraged to use this type of instruction, and many lessons are now beingwritten following this format. Further information about differentiated instructioncan be found at:Ontario Ministry of Educationwww.edu.gov.on.ca/eng/teachers/buildingfutures/files/pdf/differentiated7and8.pdfEDU GAINSwww.edugains.caIt is best to teach the 10 lessons as a package, although each lesson is notnecessarily dependent on the others and can therefore be taught as a standalone.Within each lesson there is flexibility to add, remove or combine contentand resources depending on class needs. A glossary is also included as aresource for teachers to use in the development of a word wall.Additional information is suggested and can be accessed in most cases throughthe Internet.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca0.4

1Risk2Whatand RewardObjectives:Understand that youth make decisions about risky behaviours based on a numberof factors and there are rewards and consequences for every risk takenIs Gambling?Objectives:Understand what gambling is3 ProbabilityObjectives:Learn about how the probability of winning can be calculated for games of chance4What Is Problem Gambling?5Effects6Moving7Reducing8Planning9Getting10Objectives:Understand when a behaviour or an activity becomes “problematic”of Gambling on the Individual,Family and CommunityObjectives:Understand the impact of problem gambling on the individual, his or her familyand on the communityto ChangeObjectives:Investigate how a person moves toward change and seeking helpRiskObjectives:To be introduced to the biological, psychological, social, cultural and spiritualaspects that influence us allResponses to ProblemsObjectives:Learn about decision-making skills and coping skillsHelpObjectives:Learn about how to live a healthy life. Learn about where to go for helpWhere Do You Go from Here?Objectives:Summary of learning and future planningYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca0.5

Glossary of Terminology3 Rs of Reflection (Retell, Relate and Reflect): retell the story, make personalconnections, draw conclusions.abuse: to use wrongly or improperly.addiction: habitual psychological and physiological dependence on a substance or practicebeyond one's voluntary control.attending skills: paying attention to someone in a conversation; your ears, your eyes,your body and your feelings are all focused on that person at one time.average: a typical amount, rate, degree, etc.; norm.biological factors: an individual’s pre-disposition to an illness because of his or herbiological makeup, making his or her risk of suffering from a condition much greater then thosewho do not share these risk factors.bully: intimidate or domineer.characteristic: a distinguishing feature or quality.clarifying questions: gathering information needed to understand the situation.commonalities: a sharing of features or characteristics that occur frequently.consequences: the effect, result or outcome of something occurring earlier.context: the set of circumstances or facts that surround a particular event, situation.crossing the line: involvement in an activity that has become problematic.deconstruct: to break down into constituent parts; dissect; dismantle.dependence: the state of being psychologically or physiologically dependent on a drug aftera prolonged period of use.developmental age: a measure of a child's development (in body size or motor skill orpsychological function) expressed in terms of age norms.docudrama: a fictionalized drama based primarily on actual events.equality: the state of being as great as; the same as (equal to).existential issues: are issues that have to do with the plight of human existence, with themeaning of life, and what meaning, if any, our lives have.facilitate: to assist the student and or group in a discussion to better understand importantpoints.focusing skills: attending to selected pieces of information and ignoring others.forethought: a thinking of something beforehand.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca0.6

Glossary of Terminologygallery walk: is a discussion technique that gets students out of their chairs and intoa mode of active engagement. It provides an opportunity for students to share thoughts in amore intimate, supportive setting rather than a larger, anonymous class. It can be done withcomputers, with pieces of paper on tables, or with posted chart paper.(source: Taylor, P. 2001. Gallery Walk www.nwp.org/cs/public/download/nwp_file/13853/Gallery_Walk.pdf?x-r=pcfile_d)generalize: to infer (a general principle, trend, etc.) from particular facts, statistics.guarantee: something that assures a particular outcome or condition.harmful involvement: Continuing involvement in an activity or behaviour despiterepeated or persistent problems, in one or more life areas, which are caused by or made worseas a result of the involvement.I statement: a statement that begins with the word “I.” It is frequently used in an attempt tobe assertive without putting the listener on the defensive.immune: exempt or protected.impact: influence; effect.impulsive: the influence of a particular feeling, mental state, prompting a person to action.inequality: the state of not being as great as or the same as.inferences: the process of arriving at some conclusion that, though it is not logicallyderivable from the assumed premises, possesses some degree of probability relative tothe premises.influence: the action or process of producing effects on the actions, behavior, opinions, etc.,of another or others.intervene: to come between disputing people, groups, etc.; intercede; mediate.invulnerable: incapable of being wounded, hurt, or damaged.lobbyist: a person who tries to influence legislation on behalf of a special interest.low risk gambling: gambling casually, buying the occasional raffle or lottery ticket oroccasionally visiting a casino for entertainment.magical thinking: the ability to draw conclusions that are based on a person’s desire forwhat reality should be, not necessarily upon what reality actually is. People simply believe thingsthat have no connection to logical thinking.metacognition: refers to awareness and control of one's thinking, including commitment,attitudes and attention.mirror feelings: paying attention to the emotions and feelings of the speaker.misuse: to use wrongly or improperly.motivate: to provide a reason for a person to act in a certain way, do a certain thing.negative outcome: an unfavorable result or conclusion through a process oflogical thinking.non-verbal response: includes facial expressions, eye contact, tone of voice, bodyposture and motions, and positioning within groups.paraphrasing: repeating the main thoughts and ideas the speaker has expressed in one’sown words to check for understanding.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca0.7

Glossary of Terminologypathological gambling: for a small but significant number of people, gambling seriouslyharms all aspects of their lives. People with gambling problems this severe are unable to controlthe urge to gamble, despite the harm it causes.peer pressure: social pressure by members of one's peer group to take a certain action,adopt certain values, or otherwise conform in order to be accepted.personal values: deeply held beliefs by an individual that guide behaviors and decisions.positive outcome: a favorable result or conclusion through a process of logical thinking.prevalence: widespread; of wide extent or occurrence; in general use or acceptance.probability: a strong likelihood or chance of something, the relative possibility that an eventwill occur, as expressed by the ratio of the number of actual occurrences to the total number ofpossible occurrences.quality: a personality or character trait.randomness: relating to an event in which all outcomes are equally likely.rationalize: to ascribe (one's acts, opinions, etc.) to causes that superficially seemreasonable and valid but that actually are unrelated to the true, possibly unconscious and oftenless creditable or agreeable causes.recreational use: the use of a drug, usually psychoactive, with the intention of creating orenhancing recreational experience.reductionism: the practice of simplifying a complex idea, issue, condition, or the like,especially to the point of minimizing, obscuring, or distorting it.reflection strips: used to describe a response to a particular activity. Often the stripsare narrow in width but a full page in length. The strips may have specific sentence starters orphrases to guide the students in their personal reflection of the task or of their calibre of work.relapse: a process that begins when a person starts slipping back into old behaviourpatterns.response journals: a written form of reflection in which students consider theirexperience in light of specific issues, such as those contained in course content. Studentscan examine their thoughts and experiences through journals, and further the learning theyhave done.risk assessment: an estimate of the likelihood of averse effects that may result fromexposure to certain health hazards, or involvement in certain behaviours.risk factors: variables associated with an increased chance of illness or infection orin this case problem gambling.risk taking: a positive tool in an adolescent's life for discovering, developing, andconsolidating his or her identity. Risk-taking can be practiced and learned in healthy,supportive situations.schematic form: a diagram, plan, or drawing.scenario: an outline of a situation or story, giving particulars as to the scenes, characters,situations, etc.self efficacy: the belief that one is capable of performing in a certain manner to attaincertain goals.signs and indicators: something that suggests the presence or existence of a fact,condition, or quality; the objective evidence of an illness.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca0.8

Glossary of Terminologysocietal expectations: beliefs, awareness and apprehension of how others will react toour behavior, and how we react to their behaviour.starter sentence: creative writing prompts used mainly as a way to inspire the writer toget started writing a story, poem or other piece of creative writing.stereotypes: an often oversimplified or biased mental picture held to characterize thetypical individual of a group.summarizing: pulling together all the information by paraphrasing and mirroring to help thespeaker determine whether anything is missing.temperament: the combination of mental, physical and emotional traits of a person;natural predisposition.therapeutic: of or pertaining to the treating or curing of disease; curative.trait: a distinguishing characteristic or quality.unbiased researcher: research that is not affected by any extraneous factors, conflatedvariables, or selectivity that influence its distribution; it is fair or impartial.vulnerable: open to moral attack, criticism, temptation, etc.In compiling this glossary, we borrowed liberally from the glossary at problemgambling.ca, from CAMH sources,from TheFreeDictionary by Farlex and Dictionary.com. If we have forgotten to acknowledge any other source,please notify us and we will amend this list. Thank you.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca0.9

1Unit 1:Risk and RewardDifferentiated InstructionTeaching/Learning ExamplesDuration: Determined by Teacher1 Class Discussion2 Cause and Consequence3 T-Chart4 Checklist5 Think, Pair, Share6 ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.1

Unit 1: Risk and RewardDifferentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Students’ preferred way of learning in order to support the in-class sessions and their RAFT choicesHow to Find Out• Self-assessment based on the multiple intelligencesDifferentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaKnowledge and Understanding• Demonstrates a knowledge of key factsAssessment Tools> Rubric> Anecdotal CommentsThinking• Demonstrates graphic organizer skills• Describes connections among various relationshipsCommunication• Organizes and expresses information clearly• Demonstrates effective vocabulary usage for tasks• Uses conventions of selected genreApplication• Applies knowledge to real situationYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.2

Unit 1: Risk and RewardPrior LearningPrior to this lesson, students will have:• Some experience with graphic organizers• Knowledge of some aspects of use and abuse• An understanding of critical inquiry processes for real-life situations• An understanding of collaborative work situations and protocol• An awareness of non-judgmental and judgmental opinionsMaterials and ResourcesMaterialsAppendix A• Student Resource 1: What’s at Risk When…?• Student Resource 2: Age-Related Stages of Decision Making• Student Resource 3: Risk Assessment Worksheet• Student Resource 4: T-Chart• Student Resource 5: Case Studies• Student Resource 6: The 3 Rs of ReflectionInternet ResourcesProblem Gambling Institute of Ontario at CAMHwww.ProblemGambling.caThis multimedia, bilingual website provides screening tools, opportunities for online collaborationand training, and resources for professionals, people who experience gambling problems and theirfamily members.Prevent Alcohol and Risk-Related Trauma in Youth (PARTY)www.partyprogram.comThis multimedia website provides interactive information about making smart choices. The goal ofPARTY is to provide young people with information about traumatic injury that will enable them torecognize potential injury-producing situations, make prevention-oriented choices and adopt behavioursthat demonstrate healthy risk.YouthBetwww.youthbet.netYouthBet is an interactive site designed to teach young people about gambling-related harm.The YouthBet Photovoice Projectwww.youthbet.net/photovoice/The YouthBet Photovoice Project is a web-based resource designed to give youth a voice by engagingthem, through the creative medium of photography, in a process of identifying and addressing howgambling issues uniquely affect youth.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.3

Unit 1: Risk and RewardLesson PlanMinds On> Establishing a positive learning environment> Connecting to prior learning and/or experiences> Setting the context for learningConnectionsL: LiteracyML: MathematicalLiteracyAfL, AoL: Assessmentfor/of LearningIndividual/Pairs/Small Groups• Complete Student Resource 1: What’s at Risk When…? Facilitate adiscussion of student examples.• In the same groups, students generate a list of popular rewards: fame,fortune, wealth, etc. Groups share with the class. Use a graphic organizer.• Select one reward. Develop a scenario about someone becoming overlyfocused on the reward and what he or she gains or risks losing. Studentspresent the scenario to the class. Class assesses the reality of the situation.AfL: List, Scenario,Anecdotal CommentsAction> Introducing new learning or extending/reinforcing prior learning> Providing opportunities for practice and application of learning (guided > independent)Whole Class Discussion• Introduce the idea that as children our decisions are often closelyregulated by parents, teachers and other authority figures. As we movethrough adolescence into young adulthood, we have more freedom tomake choices. Choice can be made impulsively, based on what feels goodin the moment or after thinking about how much risk is involved and thepotential benefits and/or negative consequences of becoming involved in,or deciding not to do, a certain activity.• Introduce the idea that decision making is related to developmental age.Have students complete Student Resource # 2: Age-Related Stages ofDecision Making to provide examples of the type of decisions that aremade by parents and by the individual as a person matures. This activityhighlights the changes in the decision-making role as a child moves fromtotally parent-decided to independent decision making. Introduce the ideathat decision making is related to developmental age.• Introduce the idea that reward is a driving force in decision making.What individuals perceive to be rewarding motivates them to take risks.Sometimes the reward becomes so compelling that risk can be minimized,rationalized or simply forgotten.• Personal interest and desire motivate individuals to take risk. Decisionmaking is the process of deciding whether to take risk or not on the basisof weighing the potential benefits versus potential negative consequencesof taking a risk.AfL: AnecdotalCommentsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.4

Unit 1: Risk and Reward• Another way of looking at risk assessment is to consider the chances ofsuccess. An effective way to estimate the likelihood of success is to thinkabout personal resources—i.e., an individual’s strengths and the kind ofperson the individual is, as well as the setting in which the risk will takeplace—e.g., the amount of support or disapproval the individual will likelyreceive from other people, and how much impact the disapproval fromfriends, family, school or employer will have upon the person.• Sometimes there are risks that are not worth taking due to too manypossible negative consequences or little chance for success. On occasionthere are risks that are worth taking despite a reasonable chance of failure.There are different types of risks. Some risks don’t involve questionsabout physical safety, breaking rules, avoiding responsibilities, incurringpunishment or jeopardizing goals: for example, taking social risks suchas voicing an opinion that might not be popular, attempting to establishfriendships, asking someone to go out or choosing a career path wherefewer people succeed (e.g., professional sports or the various arts).• It is not unusual for people to avoid taking a risk because of emotionalconcerns such as becoming embarrassed, appearing to be awkward,feeling rejected or being judged negatively. It is often said that peoplelearn from their “mistakes,” sometimes even more than from success.Sometimes taking a risk offers an individual the opportunity of stretchinghis or her “comfort zone,” adding to his or her confidence and enhancingfeelings of self-efficacy, despite there being a chance of failure.• Risk assessment is fundamental to informed decision making. It allowsone to consider what he or she is getting into and gives the individualinformation about the upside and downside of taking a risk. This processis helpful in estimating the chances of success and in thinking about thepersonal strengths and resources that are brought to the risky situation.While positive outcomes are more desirable, risks that don’t work outaffect future risk assessment and decision making.ConnectionsIndividual• Complete Student Resource 3: Risk Assessment WorksheetWhole Class Debrief• Need to understand the variety of risk-taking decision situations• The need for life experience and guidance to make strong decisionWhole Class to Partners• Cause and Consequences: have students discuss how a decision made ornot made can have both positive and negative consequences.• Introduce a T-Chart (sample in Student Resource 4) with the headingsPositive and Negative. Have students select a decision and then completethe activity. What are the positive and negative consequences that couldoccur as a result of the decision made or not made?AfL: AnecdotalCommentsAfL: AnecdotalCommentsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.5

Unit 1: Risk and RewardConnectionsPairs or Small Groups• Design a checklist for risk assessment that an individual can use beforemaking a decision involving risk. Some aspects that students shouldinclude are (a) the preferred temperament for this type of risk, (b) bestqualities and strengths for taking this type of risk, (c) considerationsand questions that should be thought about before taking this risk, and(d) the ways a person may be affected emotionally by taking or not takingthis risk.• Teacher must make sure that students are familiar with these terms:temperament, qualities, traits, characteristics.Whole Class Debrief• Risk can be managed• Forethought is essential• Discuss personal qualities and strengths (temperament, personal values,etc.) and how they impact an individual when making decisions. Forexample, if one values equality, then this would impact a decision whenfaced with a situation of inequality. If one witnesses a student being bulliedbecause he or she is lesbian, gay, bisexual or transsexual (LGBT), how onevalues equality will play a role in whether or not one chooses to intervene.• It is important to note, however, that these personal qualities and strengthsdo not necessarily increase the likelihood of a positive outcome. Forexample, if one chooses to intervene, there may be a positive outcome (theperson is safe; those bullying the individual recognize what they are doingis wrong; etc.) but there might also be a negative outcome (the interveningindividual now becomes the target, etc.). However, if one chooses notto intervene, there might also be positive outcomes (keep self safe) ornegative outcomes (the person continues to get bullied; the bullies mightstart bullying others; etc.).Think, Pair, Share• Individuals work from prepared scenarios, Student Resource 5: CaseStudies to assess situations for preferred temperament, best qualities fortaking this type of risk, considerations and questions to think about beforetaking this risk, emotional effect of taking or not taking a particular risk.AfL: ChecklistAfL: AnecdotalCommentsAfL: Critical AnalysisAfL: ScenariosConsolidation and Connection> Helping students demonstrate what they have learned> Providing opportunities for consolidation and reflectionIndividual RAFT Assignments• The RAFT assignments are differentiated based on student intelligencepreferences. RAFT assignments can be done independently, in pairs orin groups either in class or out of class. In all cases students require anunderstanding of the aspects of a RAFT topic, and rubrics need to besupplied for all topic possibilities.AfL or AoL: Strategy/Assessment ToolYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.6

Unit 1: Risk and RewardDifferentiated Instruction Teaching/Learning ExamplesRole Audience Format TopicConnectionsAfL: RAFT Format1 Scriptwriter Adult Scenario Write a high-risk scenario thatan adolescent would face andapply the checklist that has beendeveloped.2 Teenager Adult Series ofdiary entriesWrite a series of diary entries for ateenager who is watching the harmdone to his or her family as a resultof the parent who is going to acasino every night.3 Graphic artist Adult Collage Create a collage to show yourunderstanding of an aspect of riskand reward.4 StudentcouncilpresidentAdult Debate list Create a list of points that wouldbe used by debaters highlightingthe issue and the potential risksassociated with gambling. Preparefor both sides.5 Photographer Adult PhotographicessayCreate a photographic essay thatshows the range of emotions feltby families when dealing with theimpact of a parent who has goneback to gambling activities afterhaving stopped for five years.Individual Metacognition• The 3 Rs of Reflection: Introduce students to the 3 Rs of Reflection (Retell,Relate, Reflect) as a way for them to reflect on their learning prior to thenext class.AfL: 3 Rs of ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.7

Unit 1: Risk and RewardAppendix AStudent Resource 1 p. 1What’s at Risk When You…?1. go skateboarding2. “cram” for a test the night before3. ask someone out on a date4. go gambling for the first time and find it more exciting than anything else5. would like to, but don’t ask someone out on a date6. play your favourite videogame six to eight hours every day7. voice an unpopular opinion8. go to a party where you don’t know anyone9. decide that the only career for you is to be a supermodelYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.8

Unit 1: Risk and RewardAppendix AStudent Resource 1 p. 210. decide that the only friends you want are ones that can do something for you11. don’t go to a party because there is no one there whom you know12. find that alcohol calms you and makes you more comfortable around people13. are easily influenced by other people’s opinions14. feel that everything almost always works out great for you15. never listen to other people’s opinionsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.9

Unit 1: Risk and RewardAppendix AStudent Resource 2Age-Related Stages of Decision Making4 years oldMOSTLY PARENT-DECIDED6 years old8 years old10 years old12 years old13 years old14 years oldINCREASINGLY YOUTH-DECIDED15 years old16 years old17 years old18 years old19 years oldYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.10

Unit 1: Risk and RewardAppendix AStudent Resource 3 p. 1Risk Assessment Worksheet1. Define the risky decision:2. What am I risking?Emotionally Physically Values/Principles3. Define the reward (if successful):4. Strengths that I bring to this decision:5. Limitations that I bring to this decision:Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.11

Unit 1: Risk and RewardAppendix AStudent Resource 3 p. 26. Reactions of people and institutions (school, employer, the law) if I take the risk:Support/ApprovalDisapproval7. What is the upside vs. the downside of taking this risk?Potential BenefitsPotential Problems8. What have I decided?Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.12

Unit 1: Risk and RewardAppendix AStudent Resource 4T-ChartDecision:YESNOPositive Negative Positive NegativeYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.13

Unit 1: Risk and RewardAppendix AStudent Resource 5 p. 1Case Studies1. You and four of your friends have been playing cards together for years. You have all recentlystarted playing poker together for fun. When one friend suggests playing for money, the groupagrees and sets a limit of $5 a game. Over time, however, this amount increases to $10 a game,at your friend’s request. A month later, he suggests playing for $20 a game.2. You are concerned about your older brother, who is always angry and secretive. One day youoverhear him on the phone talking with someone about owing $500 to a bookie.3. You are concerned about your friend, who seems sad and anxious all the time. When youask her if everything is okay, she tells you that her partner is not spending much time with heranymore because he recently got a fake ID and has been spending his weekends at the casino.4. Your friend cancels plans with you for the fourth night in a row. When you ask her why she needsto cancel again, she shares that her mother has been going to bingo nightly so she has to stayhome and babysit her younger brother.5. A friend asks to you to borrow $30. He shares that there is a poker tournament on Friday nightand in order to join, he must pay a $50 fee. He says he’ll pay you back at school on Monday.6. You’ve had a crush on a girl for some time now and finally got the courage to ask her out. Nowthat that she’s accepted, you’re concerned about how you will impress her. On the advice of afriend, you decide to spend the $50 in your bank account on PRO-LINE tickets in the hopes ofdoubling your money. With $100, you know you’ll have enough money to take her out to dinnerand a movie.7. Your younger brother asks you to borrow $10. When you ask him why he needs the money, hetells you he lost a few card games and owes someone $20.8. You received $150 for your birthday. For some time now, you’ve wanted to buy a new iPod;however, it costs almost $200. As you contemplate ways of getting an additional $50, youremember that a group of friends are getting together to play poker on Friday night.9. Your grandfather and you are spending the day together and he brings you to the local racetrackfor a few hours. He’s been losing most of his bets, so for the last race, he asks you to pick thehorses. When the horse you chose wins, your grandfather tells you how lucky you are and givesyou $100.10. Your favourite team has made it to the playoff. They have been undefeated in the last six games.Positive that they will win tonight’s game, you decide to buy a few PRO-LINE tickets with themoney that is meant to be used to pay your cell phone bill.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.14

Unit 1: Risk and RewardAppendix AStudent Resource 5 p. 211. Some friends are getting fake ID so that they can go to the local casino on Friday night. Theyoffer to get you one too.12. A friend of yours tells you her parents have been arguing constantly over the past few months.She knows something is wrong, but she’s not sure what. When she gets home from school oneday, she finds her mother crying because the telephone, cable and Internet have been cut off. Itturns out that because of gambling debts her father has not been paying the bills.13. Your best friend has been late for school three days in a row. When you ask him why he’s late, hetells you he was up late at night playing free online poker.14. You’ve noticed that your friend has not been paying attention during class because she’s beenbusy on her cell phone. When you ask her what she’s doing, she tells you she’s been playing afree poker game. She also tells you how skilled she is because she’s now up to $8,000 in credits.15. Your friend comes to you asking for some advice. He says he borrowed his father’s credit cardand has been placing bets online. He’s lost $1,400 and he’s afraid the credit card statement willbe arriving in the mail soon.16. Your school assignment is due on Monday; however, you did not complete it since you werebusy playing video games all weekend. After lying to your teacher about why your assignment isnot done, he gives you an extra day to complete it. On Monday nights, however, you always gettogether with your friends to play online games.17. You hear from a friend that the local convenience store has an illegal slot machine in the backroom. And because it is not regulated, you’re told the payout is set at a higher rate. Your mothergave you some money that morning and asked you to pick up a few things at the grocery store.18. You entered a sports pool with some friends last year and lost a significant amount of money.Your parents paid off this gambling debt but told you that you weren’t allowed to participate insports pools again. The new season is about to start and you’re contemplating joining. You feellike you learned from your mistakes last year and you’ll be able to make better choices this time.19. The new school year is about to start and in order to join the football team, you must make a$200 deposit. When you go to your parents for the money, they tell you to use the money youmade over the summer working at the local store. What they don’t know, however, is that you’vealready spent much of this money on lottery tickets and all you have left is $80.20. As you’re preparing to go on your school trip, you discover that all the money you’d saved upin your bank account is gone. When you tell your mother about it, she confesses that sheneeded to borrow this money and she plans on paying you back very soon. After talking withyour older sibling, however, you discover that your mother has been spending much of her daysat the local casino.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.15

Unit 1: Risk and RewardAppendix AStudent Resource 5 p. 3Case Study Activity TemplatePresenting IssuesConsequences or Potential Consequences: ImmediateConsequences or Potential Consequences: Long-TermPossible StrategiesYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.16

Unit 1: Risk and RewardAppendix AStudent Resource 6The 3 Rs of ReflectionNon-negotiableUse the 3 Rs (Retell, Relate, Reflect) to explain your learning.Negotiable1. TopicsSelect one of the topics below for your reflection:a) Skills and knowledge that I acquiredb) The importance of decision makingc) Decision making in my life at this time…d) After this unit I will…2. FormatsSelect one of the following presentation formats for your reflection:a) Written reflection—point form or paragraphb) Recorded oral reflection (mini recorder)c) Presentation software—slides with images and graphicsOptionalA. Make a two-minute presentation of reflective learning during a class.B. Act as a guest speaker in the class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca1.17

2Unit 2:What Is Gambling?Differentiated InstructionTeaching/Learning ExamplesDuration: Determined by Teacher1 Self-Reflection2 Think, Pair, Share—Tally Chart3 Expert Groups—Fact Sheet4 Discussion5 ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca2.1

Unit 2: What Is Gambling?Differentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Students’ preferred way of learning in order to support the in-class sessions and their RAFT choicesHow to Find Out• Self-assessment based on the multiple intelligencesDifferentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaKnowledge and Understanding• Demonstrates knowledge of key terminology and facts versus mythsregarding gamblingAssessment Tools> Rubric> ChecklistsThinking• Analyzes and interprets information from scenarios• Make cross-connections between facts and real-life situationsCommunication• Expresses information in non-judgmental terms• Expresses information and ideas in clear and logical format• Uses conventions of the genre effectivelyApplication• Uses software where appropriate to develop necessary formats• Makes connections to real-world situations using data and personalexperiencesYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca2.2

Unit 2: What Is Gambling?Prior LearningPrior to this lesson, students will have:• An understanding of collaborative work situations and protocol• An understanding of techniques involved in scenario critical analysis• An awareness of non-judgmental and judgmental opinions• An understanding of fact versus fictionMaterials and ResourcesMaterialsAppendix A• Student Resource 1: Scenario Card—What Is the Problem?• Student Resource 2: The 3 Rs of ReflectionAppendix B• Teacher Resource 1: Background Information about Gambling• Teacher Resource 2: Highlights from the 2009 OSDUHS Mental Health and Well-Being ReporteBulletin, Vol. 11 (2), June 2010; Public Health and Regulatory Policy Research Unit, CAMH• Teacher Resource 3: Problem Gambling.ca, Facts about• Teacher Resource 4: About Gambling brochureInternet ResourcesProblem Gambling Institute of Ontario at CAMHwww.ProblemGambling.caThis multimedia, bilingual website provides screening tools, opportunities for online collaborationand training, and resources for professionals and for people with gambling problems and their familymembers. “The Facts About…” can also be found on this website.The Mental Health and Well-Being of Ontario Students 1991–2009www.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/OSDUS/Detailed_MentalHealthReport_2009OSDUHS_Final_June2010.pdfThis report describes mental health, physical health and risk behaviour among Ontario students1991–2009.Ontario Student Drug Use & Health Surveywww.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/OSDUS/Highlights_DrugReport_2009OSDUHS_Final_Web.pdfThis report examines epidemiological trends in student drug use. It summarizes the extent and patternsof alcohol, tobacco and other drug use among Ontario students enrolled in grades 7 to 12.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca2.3

Unit 2: What Is Gambling?Lesson PlanMinds On> Establishing a positive learning environment> Connecting to prior learning and/or experiences> Setting the context for learningIndividual• Students complete, privately, the self-reflection activity, StudentResource 1: Have You Ever Gambled?Think, Pair, Share• Provide students with a bar-graph template and a list of the types ofgambling activities often undertaken by grades 5 through 12. Chartthe statistics.• Create a tally chart to question the members of the class to see whichstudents have participated in the gambling activities in the list.• Students indicate the percentage of involvement students would expect tofind in a survey of society on another bar graph.Whole Class Debrief• Facilitate a discussion of the results. Share the results of the 2010 OntarioStudent Drug Use, Mental Health and Well-Being Report, TeacherResource 2.ConnectionsL: LiteracyML: MathematicalLiteracyAfL, AoL: Assessmentfor/of LearningSC: Skill ContinuaAfL: Strategy/Assessment ToolAfL: Self-ReflectionAfL: Tally Chart, BarGraphAfL: AnecdotalCommentsAction> Introducing new learning or extending/reinforcing prior learning> Providing opportunities for practice and application of learning (guided > independent)Individual Expert Groups• Students do research in small groups using a variety of resources(newspaper, research reports and Internet) to complete fact sheets.Topics to cover:– What is gambling?– Who gambles?– How does gambling make one feel?– What are some of the reasons people choose to gamble?– What are some of the indicators that an individual may have a problemwith gambling?AfL: Strategy/Assessment ToolAfL: Resource NotesYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca2.4

Unit 2: What Is Gambling?Whole Class Discussion• Presentation of fact sheets• Summation of results• Discussion led by teacher to introduce generalizations, see TeacherResources 2, 3, 4• Discussion about some of the stereotypes people have around gambling.What are the dangers of such stereotypes?ConnectionsAfL: Fact Sheets, OralPresentation, AnecdotalCommentsConsolidation and Connection> Helping students demonstrate what they have learned> Providing opportunities for consolidation and reflectionWhole Class Debrief• There are a number of risk factors that can lead to gambling and thatindividuals must be aware of in order to reduce the chances of developinga problem.• If an individual is going to gamble, he or she needs to be informed andeducated and constantly reflecting and “checking in” with him- or herself.• One must stay alert re: self, family and peers.• The teacher leads a discussion of the 5 Ws of gambling (who, what, when,where, why)Individual RAFT Assignments• The RAFT assignments are differentiated based on student intelligencepreferences. RAFT assignments can be done independently, or inpairs or groups in class or out of class. In all cases students require anunderstanding of the aspects of a RAFT topic, and rubrics need to besupplied for all topic possibilities.AfL or AoL: Strategy/Assessment ToolAfL: AnecdotalCommentsAfL: RAFT TasksDifferentiated Instruction Teaching/Learning ExamplesRole Audience Format Topic1 SurveycompanyTeenagers Questionnaire Create a fact-and-fictionquestionnaire to gather informationabout the level of understandingregarding gambling among thestudent population in your school.2 Playwright Teenagers Script Create scenarios, based on theinformation that was learned inthis session, that show the manyconsequences arising as a result ofgambling in a family or community.3 GraphicartistAdult Poster Create a poster to illustrate one ofthe 5 Ws of gambling.4 Rap artist Adult RadioinfomercialCreate a rap for a radio infomercialthat alerts teenagers to the riskfactors associated with gambling.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca2.5

Unit 2: What Is Gambling?ConnectionsRole Audience Format Topic5 HealtheducatorAdult Business letter Create a business letter to be sentto the director of the local schooldistrict expressing your concernabout youth problem-gambling, andrecommend action to be taken bythe school board to increase youthawareness on this issue.Individual Metacognition AFL: RAFT FORMAT• The 3 Rs of Reflection: Students use the 3 Rs of Reflection (Retell, Relate,Reflect) as a way for them to reflect on their learning prior to the next class.AfL: 3 Rs of ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca2.6

Unit 2: What Is Gambling?Appendix AStudent Resource 1Have you ever gambled?Have you ever gambled? yes noTake a few minutes to answer these questions.This is for your eyes only and will not be shared with the class or handed in.1. Check all the games you have EVER played for keepsies POGS Marbles Crazy Bones Trading cards (sports or other types) Other (please describe)2. Check all the games you have EVER played for fun (not for money) Dominoes Board games using dice (Monopoly, Payday, Trouble, etc.) Cards Games of skill (playing pool, bowling, shooting hoops, etc.)3. Check all the games you have EVER played for money Bingo Dominoes Dice Lottery tickets Scratch tickets Pull Tabs (Nevada tickets) Cards Sports events PRO-LINE or other sports lottery Slot machines Games of skill (playing pool, bowling, shooting hoops, etc.) Other (please describe)If you checked any of the boxes, then you have gambled. Many young peoplebelieve that just because they don’t go to casinos or racetracks, they are notgambling. The research clearly shows, however, that young people are gambling.Questions 1 and 2 explore different ways that society is introduced to the ideaof gambling. Gambling means risking something of value (for example, money,an iPod, jewellery or brand-name sneakers) on an event in which the outcome isuncertain (that is, you don’t know if you will win or lose).© Nigel Turner, CAMHYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca2.7

Unit 2: What Is Gambling?Appendix AStudent Resource 2The 3 Rs of ReflectionNon-negotiableUse the 3 Rs (Retell, Relate, Reflect) to explain your learning.Negotiable1. TopicsSelect one of the topics below for your reflection:a) Thoughts that I had during the discussion of this unitb) The need for family and community vigilancec) The skills I used during this unitd) After this unit I will…2. FormatsSelect one of the following presentation formats for your reflection:a) Written reflection—point form or paragraphb) Recorded oral reflection (mini recorder)c) Presentation software—slides with images and graphicsOptionalA. Make a two-minute presentation of reflective learning during a class.B. Act as a guest speaker in the class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca2.8

Unit 2: What Is Gambling?Appendix BTeacher Resource 1 p. 1Background Information about GamblingWhy is it important to talk about youth and gambling?• Rapid expansion of legalized gambling.• Change in public sentiment.• Youth who gamble are at higher risk for other problems.• Need for a balanced message.The two important social phenomena affecting youth gambling today are the growth oflegalized gambling and changes in public sentiment toward gambling. In Canada, gambling islegal in all provinces, and this rapid expansion has led to concerns about youth gambling andproblem gambling.Although public opinion about gambling varies, negative attitudes have shifted toward toleranceand acceptance. Gambling appears to have transformed its public image from a prohibited viceto an acceptable leisure activity.What is gambling?Gambling means risking something of value (for example, money, an iPod, jewellery or brandnamesneakers) on an event in which the outcome is uncertain (that is, you don’t know if you willwin or lose).Who gambles?Most Canadian adults gamble and do so without experiencing problems. For example, a 2006study 1 found that 63.3% of Ontario adults had gambled at least once in the past 12 months.Lottery tickets, raffle tickets and scratch tickets were the most common gambling activities thatOntario adults engaged in.Many young people gamble as well. In a 2008 study 2 (Turner, N.) of students in grades 5 to 13,65% reported having gambled at least once.Note too that gambling participation increases steadily with age (see chart below).Percentage reportng any gambling activity in past year by gradegrade 7grade 8grade 9grade 10grade 11grade 120% 10% 20% 30% 40% 50% 60%Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca2.9

Unit 2: What Is Gambling?Appendix BTeacher Resource 1 p. 2Types of gambling activitiesGambling is no longer an adult-only activity, and the forms of gambling that youth participatein are as varied as the types of gambling activities that adults participate in. The most commonforms of gambling among youth usually depend upon the age and gender of the youth. Forexample, a 2010 study 4 of students in grades 7 to 13 found that participants gamble on thefollowing activities:25%Individual Gambling Activities (Grades 7 to 13)20%15%10%5%0%CardsGambles in other waysLottery ticketsSports poolsBingoDiceVideo gamblingmachinesInternet gamblingWhy do youth gamble?In a 2006 survey 5 of 15- to 17-year-olds in Ontario, the most common reasons for gambling were:• to have fun (89.2%)• hoping to win money (70.3%).How does gambling make you feel?The anticipation of a win can be very exciting, and an actual win can create a feeling of euphoria.It can make you feel important, successful, skilled—and happy. However, when people lose,these feelings can be replaced by anxiety, sadness, desperation, frustration and anger.Is gambling addictive?Some people do become addicted to gambling. You can become addicted to any activity thatfeels good or allows you to emotionally escape from your problems. This includes drinkingalcohol, using other drugs, shopping and gambling.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca2.10

Unit 2: What Is Gambling?Appendix BTeacher Resource 1 p. 3Is gambling harmful?Gambling can be harmful. Gambling is a problem when it:• gets in the way of work, school or other activities (for example, when it results in lower grades,lower productivity, higher absenteeism or job loss)• harms your mental or physical health• hurts you financially• leads you to commit crimes, such as stealing to pay off your debts• causes problems with your family or friends.References:1Wiebe, J., Mun, P. & Kauffman, N. (2006). Gambling and Problem Gambling in Ontario 2005.Toronto, ON: Responsible Gambling Council (Ontario).2Turner, N., Macdonald, J., Bartoshuk, M. & Zangeneh, M. (2008). Adolescent gamblingbehaviour, attitudes and gambling problems. International Journal of Mental Health andAddiction, 6 (2), 223–237.3White, M., Mun, P., Kauffman, N., Whelan, C. & Matthew, R. (2007). Teen Gambling in Ontario:Behaviours and Perceptions Among 15 to 17 Year Olds. Responsible Gambling Council (Ontario).4Paglia-Boak, A., Mann, R.E., Adlaf, E.M., Beitchman, J.H., Wolfe, D. & Rehm, J. (2010).The Mental Health and Well-being of Ontario Students, 1991–2009: Detailed OSDUHSFindings (CAMH Research Document Series No. 29). Toronto, ON: Centre for Addiction andMental Health.5White et al., 2007.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca2.11

CAMHPOPULATION STUDIESeBULLETINJune 2010Vol. 11, No. 2Highlights from the 2009 OSDUHSMental Health and Well-Being ReportThis eBulletin presents a summary of physical andmental health-related findings from the 2009 OntarioStudent Drug Use and Health Survey (OSDUHS), anOntario-wide school survey of 9,112 students in grades7 to 12. Also presented is an overview of changes since1991, where possible.Table 1 presents the 2009 prevalence estimates forselected indicators of physical health, mental healthand risky behaviours among students in grades 7through to 12, for the total sample and for males andfemales separately.Table 1. Selected Mental Health and Well-Being Indicators from the 2009 OSDUHS (Grades 7 to 12)Total % (95% CI) Estimated No. † Males % Females %Physical Health Indicatorspoor self-rated physical health 14.5 (13.3-15.8) 146,000 10.8 18.5 *physically inactive (no days of activity in past week) 8.5 (7.6-9.5) 85,000 7.9 9.1sedentary behaviour (7+ hours of screen time daily) 9.7 (8.7-10.7) 93,000 11.4 7.8 *overweight or obese 25.2 (23.8-26.7) 246,000 30.0 20.1 *treated for a physical injury (past year) 40.5 (38.5-42.5) 386,000 43.0 37.6 *participated in the “choking game” (lifetime) 5.3 (4.4-6.3) 55,000 5.1 5.5Mental Health Indicatorsused tranquillizers/sedatives medically (past year) 3.7 (3.0-4.7) 39,000 2.8 4.7 *used an ADHD drug medically (past year) 2.7 (2.1-3.5) 28,000 3.9 1.4 *prescribed medication for depression/anxiety/both 3.3 (2.7-4.0) 34,000 2.6 4.0mental health professional visit (past year) 23.8 (22.0-25.8) 253,000 22.3 25.5used telephone crisis helpline (past year) 1.9 (1.4-2.6) 20,000 1.1 2.8 *poor self-rated mental health 11.7 (10.3-13.2) 122,000 8.4 15.0 *low self-esteem 8.3 (7.3-9.5) 87,000 6.5 10.1 *depressive symptoms (past week) 5.4 (4.4-6.6) 56,000 2.8 8.1 *elevated psychological distress (past few weeks) 31.0 (29.1-32.9) 327,000 23.4 38.8 *suicide ideation (past year) 9.5 (8.3-10.8) 99,000 7.6 11.4 *suicide attempt (past year) 2.8 (2.2-3.5) 29,000 2.5 3.1Risky and Problem Behavioursdelinquent behaviour (past year) 10.7 (9.3-12.2) 113,000 14.1 7.2 *carried a weapon (past year) 7.3 (6.2-8.6) 78,000 11.4 3.2 *gang fighting (past year) 2.8 (2.2-3.5) 29,000 4.4 1.1 *belong to a gang currently 2.3 (1.8-3.0) 24,000 3.3 1.3 *fought at school (past year) 15.1 (13.4-16.9) 156,000 23.3 6.7 *threatened/injured with weapon at school (past year) 6.8 (5.7-8.1) 70,000 8.5 5.1 *worried be harmed or threatened at school 12.3 (11.2-13.5) 125,000 11.6 13.0been bullied at school (since September) 28.9 (26.9-31.0) 300,000 26.5 31.4 *bullied others at school (since September) 25.1 (23.2-27.2) 260,000 28.1 22.1 *Gambling and Video Gamingany gambling activity (past year) 42.6 (40.2-45.0) 452,000 50.5 34.3 *multi-gambling activity (past year) 3.0 (2.2-4.0) 32,000 4.5 1.5 *gambling problem (past year) 2.8 (2.0-3.9) 29,000 4.3 1.2 *video gaming problem (past year) 10.3 (9.0-11.7) 97,000 16.0 4.0 *Notes: CI is the confidence interval; † the estimated number of students is based on a population of about 1,023,900 students in Ontario;* indicates a significant sex difference (p

Males are significantly more likely than females to beoverweight or obese. Males are significantly morelikely than females to report the following: sedentarybehaviour, experiencing an injury that requirestreatment, using a prescribed ADHD drug, delinquentand violent behaviours, belonging to a “gang,” bullyingothers, gambling, a gambling problem, and videogaming problem.Females are more likely to report the following: poorphysical health, using prescribed tranquillizermedication, being prescribed medication to treatanxiety or depression, visiting a professional formental health reasons, using a crisis helpline, low selfesteem,depressive symptoms, psychological distress,suicide ideation, and being bullied at school.Selected Ten-Year Trends, 1999–2009(Grades 7 to 12)Selected Long-Term Trends, 1991–2009(Grades 7, 9, and 11 only)‣ Reports of poor physical health were lowest in1991, when monitoring first began. Poor self-ratedhealth significantly increased until the mid-2000sand has since remained elevated.‣ The percentage of students reporting delinquentbehaviour is significantly lower today comparedwith estimates from the early 1990s.‣ Since the early 1990s, there have been significantdecreases in the percentage of students reportingassaulting someone, carrying a weapon, and gangfighting.‣ The percentage of students reporting sellingcannabis significantly increased between 1991 and2001, and still remains at a higher level comparedwith the estimates from the early 1990s.‣ The percentage of students reporting at least onephysical injury in the past year was significantlyhigher in 2009 (40%) than in 2003 (35%), whenmonitoring first began.‣ The percentage of student reporting a mental healthcare visit significantly increased over the pastdecade (from 12% in 1999 to 24% in 2009).‣ Over the past decade, there were no significantchanges in the percentage of students who reportedelevated psychological distress, depressivesymptoms, or suicide ideation.‣ The percentage of students reporting any gamblingin 2009 (43%) is significantly lower than theestimate from 2003 (57%), when this measure firstbegan. Similarly, multi-gambling activity issignificantly lower in 2009 (3%) compared with theestimate from 2003 (6%).‣ The percentage of students reporting a gamblingproblem significantly decreased over the pastdecade, from 7% in 1999 down to 3% in 2009.eBulletin Vol. 11(2), 2010; Public Health and Regulatory Policy Research, CAMH

Methods:CAMH’s Ontario Student Drug Use and Health Survey(OSDUHS) is an Ontario-wide survey of elementary/middle schoolstudents in grades 7 and 8 and secondary school students in grades9 to 12. The survey has been conducted every two years since 1977with the purpose of monitoring substance use, perceptions aboutsubstance use, mental health, physical health, and risk behavioursamong students. The 2009 survey, which used a stratified (region,school type) two-stage (school, class) cluster design was based on9,112 students in grades 7 to 12 from 47 public and Catholic schoolboards, 181 schools, and 573 classes. Self-administeredquestionnaires, which promote anonymity, were administered bystaff from the Institute for Social Research, York University on aclassroom basis between November 2008 and June 2009. Thestudent participation rate was 65%. The 2009 total samplerepresents about 1,023,900 students in grades 7 to 12. Note thatbeginning in 1999, students in grades 7 through to 12 weresurveyed, whereas only grades 7, 9, and 11 were surveyed in thecycles prior to 1999. All survey estimates were weighted, andvariance and statistical tests were corrected for the samplingdesign.Measures & Terminology:• Physical activity was measured by asking students to indicateon how many of the past 7 days they exercised or playedsports for a total of at least 60 minutes that “increased yourheart rate and made you breathe hard some of the time.”Inactive is defined as reporting no days of physical activity.• Sedentary behaviour (also called “screen time”) is defined aswatching TV and/or on a computer for 7 hours or more perday, on average, during the 7 days before the survey.• Overweight and obesity: exceeding the age-and-sex-specificbody mass index (BMI) cut-off values established for childrenand adolescents and recommended by the InternationalObesity Task Force, based on self-reported height and weight.• The “choking game” is self-asphyxiation or being choked bysomeone else for the purpose of a euphoric feeling (or “ahigh”).• Medical drug use is defined as reporting the use of theprescription drug with a doctor’s prescription at least once inthe past 12 months.• Mental health professional visit is defined as reporting atleast one visit to a doctor, nurse, or counsellor for emotionalor mental health reasons in the past 12 months.• Low self-esteem is defined as responding negatively to atleast 3 out of 6 items adapted from the Rosenberg Self-EsteemScale.• Depressive symptoms is defined as “usually” or “often”experiencing all 4 symptoms on the Center for EpidemiologicStudies Depression subscale (past 7 days time frame).• Elevated psychological distress is measured with the GeneralHealth Questionnaire (GHQ), which is a 12-item screeninginstrument designed to assess current mental health. The itemsassess the recent frequency of experiencing 12 symptoms(e.g., stress, depression, problem making decisions).Psychological distress is defined as experiencing at least 3 ofthe 12 symptoms.• Delinquent behaviour is defined as participating in 3 or moreof 11 behaviours (e.g., theft, vandalism, assault, cartheft/joyriding, drug selling) at least once in the past 12months.• Bullying is defined as “...when one or more people tease, hurtor upset a weaker person on purpose, again and again. It isalso bullying when someone is left out of things on purpose.”Students were asked what was the main way they werebullied, and bullied others, since September. The responseoptions were: (1) was not involved in bullying at school; (2)physical attacks (e.g., beat up, pushed or kicked), (3) verbalattacks (e.g., teased, threatened, spread rumours), and (4) stoleor damaged possessions. The prevalence rates for bullyingvictim and perpetrator are based on these modal questions.• Any gambling activity is defined as reporting gamblingmoney in the past 12 months on 1 or more of the 10 gamblingactivities asked about in the survey.• Multi-gambling activity is defined as gambling money in thepast 12 months on 5 or more of the 10 gambling activities.• Gambling problem is measured with a reduced version of theSouth Oaks Gambling Screen Revised for Adolescents(SOGS-RA), and is defined as experiencing 2 or more of the 6symptoms in the past 12 months.• Video gaming problem is measured with the Problem VideoGame Playing (PVP) Scale, and is defined as experiencing 5or more of 9 symptoms in the past 12 months.• Region: the survey design divides the province into fourregions: Toronto; Northern Ontario (Parry Sound District,Nipissing District and farther north); Western Ontario (PeelDistrict, Dufferin County and farther west); and EasternOntario (Simcoe County, York County and farther east).• 95% confidence interval (CI) can be crudely interpreted asbeing 95% likely to include the “true” value if every studentin grade 7 to grade 12 in Ontario was surveyed.• Statistically significant difference refers to a differencebetween two percentages that is not likely due to chance. Forexample, a difference found at the p

Ontario Teens (Ages 15–17)• The most common gambling activity among Ontario teens is betting on a dare or challenge.• Poker is the second most common gambling activity.• Teens spend the most time and money on Internet gambling compared to other gamblingactivities.• Most teens gamble for entertainment/fun and for monetary reasons, such as needing moneyor wanting to win back lost money.• Most teens get money to gamble from a job and from their parents (i.e., allowance).• 45% of teens played poker in the past year.• 18% of teens worry about their friends’ poker playing and 15% feel that poker is a problemat their school.• Males prefer gambling activities related to skill, such as Pro-line/Sport Select.• Females prefer gambling activities involving luck, such as raffle tickets.• 3.9% of Ontario teens are affected by problem gambling.• The most common gambling activities among teens affected by problem gambling are:- playing arcade/video games for money- betting on a dare or challenge that they or someone else could do something- betting on an outcome of a game that they were playing, excluding poker. 1Ontario Students (Grades 7–12)• The most common gambling activities among students are cards. 2• Males are significantly more likely than females to gamble on most games, like card games,dice, sports pools and sports lottery tickets. 2• 3% of students gamble over the Internet and play Internet poker. 2• Many gambling activities gradually increase with grade and peak in grade 12. 2• There was a significant increase in playing cards for money between 2001 and 2007. 2• 2.3% of students may have a gambling problem (about 24,000 students). 2• Males are more likely than females to be at risk for problem gambling. 2• 19% of students would be embarrassed or ashamed if their friends discovered thatsomeone in their family was affected by problem gambling. 3• Females are more likely than males to perceive gambling addiction as shameful. 3References1. White, M.A., Mun, P., Kauffman, N., Whelan, C. & Regan, M. (2007, January). Teen gambling in Ontario: Behavioursand perceptions among 15 to 17 year-olds. Toronto: Responsible Gambling Council.2. Adlaf, E.M., Paglia-Boak, A., Beitchman, J.H. & Wolfe, D. (2007). The mental health and well-being of Ontariostudents 1991-2007: Detailed OSDUHS findings, CAMH Research Document Series, No. 22. Toronto: Centre forAddiction and Mental Health.3. Centre for Addiction and Mental Health. (2008). Students’ perceptions of shame associated with addiction, gambling,and mental illness. CAMH Population Studies eBulletin, July/August 2008, Vol. 9, No. 4. Toronto: Author.Updated August 2009

aboutA CAMH PUBLICATION●●What is gambling?You are gambling when:you risk something of value (for example, money)the outcome is uncertain (you don’t know if you will win or lose).WHAT DO PEOPLE GAMBLE?Most people gamble money. Otherpossessions that are sometimes used forbetting include cigarettes, iPods, jewellery,CDs or brand-name sneakers.●●●●Have you ever gambled?Many young people believe that just because they don’t goto casinos or racetracks, they are not gambling. Ask yourself,have you ever:bought a raffle or lottery ticket?bet money with friends on the result of a sporting event?bet money on a game of cards or played bingo for money?bet a gadget (for example, an iPod) on a dare?If you answered yes to any of these questions, then youhave gambled.Who gambles?Most Canadian adults gamble—and do so without experiencingproblems. Many young people gamble as well.In Deadwood, South Dakota,Wild Bill Hickok was shot whileplaying poker. Wild Bill’s cards,a pair of eights and a pair of aces,have become known as the Dead Man’s Hand.●●●●●In a 2006 survey of Ontario studentsaged 15 to 17 years:One in three (35%) reported gamblingat least once in the past year.The most common gambling activitieswere betting on a dare, playing cardsfor money, buying lottery or raffletickets, and betting money on sports.Youth spent more time and money onInternet gambling than on any otherform of gambling.A 2009 survey of Ontario studentsin grades 7 to 12 found that:Male students are more likely thanfemales to engage in most gamblingactivities.2% (about 24,000 students—enoughto fill more than 480 school buses)may have a gamblingproblem.1. You’ve lost several times in a row at bingo, so you are gettingcloser to a win.2. Over the past year, every lottery draw has included twonumbers between 31 and 39. This means that the lotteryorganization favours these numbers.3. A coin is flipped 10 times, and the results are nine heads and onetail. When the coin is flipped 10 more times, there will be moretails than heads because there were so many heads the first time.4. In a lottery, all numbers have the same chance of winning.5. A random-looking number (for example, 12-5-23-7-19-34) is morelikely to win than a number that has a pattern in it (for example,1–2–3-4-5-6).Answers:1. FALSE. No matter how often you play, the odds of winning are alwaysthe same.2. FALSE. Each number drawn is a random event—it is independent of theother numbers. Results from one draw are not connected to results fromanother draw.3. FALSE. Every coin flip is a completely separate event. The most likelyresult in the next 10 flips is five heads and five tails, because eachtime the chance of either heads or tails is 50 per cent. But any combinationof heads and tails is possible.4. TRUE. Lottery organizations carefully balance and test their numbers tomake sure that the balls are identical. All combinations have the samechance of coming up.5. FALSE. All number combinations have the same chance of winning.

2GAMBLING AND ITS EFFECTS●●●●●●●●●●●●Is gambling addictive?Some people do become addicted to gambling. You can becomeaddicted to any activity that feels good or allows you to forgetyour problems for a while. This includes drinking alcohol, usingother drugs and shopping, as well as gambling.Who is at risk ofdeveloping a gamblingproblem?You are more at risk of developing a gamblingproblem if:you start gambling at an early ageyou have a big win early in your gambling historyyou have money problemsyou have had a recent personal loss or change,such as relationship problems or the death ofa loved oneyou gamble to cope with physical pain, emotional painor stressyou often feel lonely, bored, depressed or anxiousyou feel your life lacks directionyou have been abused or traumatizedyou or someone in your family have (or had) problemswith alcohol or other drugs, gambling or overspendingyou think you have a way of gambling that increasesyour chances of winningyou feel you have to win back what you have lostyou often take risks or act without thinking.The more items in this list that are truefor you, the more care you need to takeif you gamble.fast factsAround the year 1000 A.D.,the kings of Norway andSweden settled a disputeover ownership of the islandof Hising by rolling a pairof dice. Norway won the betand the two kings reportedlyparted on good terms.Doubling your bet after a loss is one of thefastest ways to guarantee that you will lose allyour money. The only sure way to “double” your moneyis to take a $20 bill, fold it over and put it backin your pocket.Ancient German tribesmen who gambledaway all their money would sometimesbet their personal freedom, so that thewinner could sell the loser as a slave.fast factsPeople who gamble to escapedepression, anxiety orstress often end up makingtheir lives much worseby losing more than theycan afford to.How doesgambling makeyou feel?Thinking about winning can be veryexciting, and an actual win can make youfeel important, successful, skilled—andvery happy. However, when you lose,these feelings can be replaced by anxiety,sadness, desperation, frustrationand anger.fast facts“Chasing” is when you try to win back yourgambling losses. It may involve not only chasingthe money that you lost, but also chasing thefeeling of how great it was to win.

THE DANGERS, THE ODDS AND THE LAW3●Is gambling harmful?Gambling can be harmful. Gambling is a problemwhen it:leads you to commit crimes, such as stealingto pay off your debts● harms your mental orphysical health● hurts your wallet● causes problems withyour family or friends● gets in the way of work,school or other activities(for example, when itresults in lower grades,more time off schoolor work, or job loss).fast factsThe only certainty in gambling is that the moreyou play, the more likely you will lose.What about thegambling industry?The gambling industry is like most other businesses.It provides a service (places to gamble) and hopesto make as much money as it possibly can.Gambling is one of the largest entertainmentindustries in Canada. It brings in more money thantelevision and movie rentals and more than thecombined revenues from magazine and book sales,drinking places, spectator sports, movie theatresand performing arts.In 2005–2006, governmentoperatedgambling venuesin Canada brought inover $13 billion.billion●●●Can I make a livingas a professionalgambler?Only those few people with great mathematical andpsychological skills have a better chance than mostof winning at poker and other card games. Just asmost talented young hockey players never make it tothe National Hockey League, very few good cardplayers can make a living as a gambler.What are yourchances of winning?You are likely to lose in the short term and overtime because:It is impossible to predict or control somethingthat is random. You cannot control slotmachines, lottery balls or the throw of dice.Each result is independent. What happenedbefore has no impact on the results ofcurrent or future play. Gambling gameshave no memory: lottery balls do not knowwhat numbers were drawn in the past,and dice do not know what the previousroll was.Even in games that involve some skill(for example, poker, sports betting)the “house” (the game operator) has the advantage, because gamesare set up to guarantee a profit for the house.WHAT ARE YOUR ODDS?Your odds of winning a Lotto 6/49 jackpotare about 1 in 14 million.Consider this analogy: Suppose you needto phone someone. You know the person lives in a large Canadian city, butyou don’t know the person’s name, phone number or which city the personlives in. Now imagine a stack of 14 phone books from Canada’s largest cities.Cover your eyes, randomly choose one of the books, flip the pages, placeyour finger on the open page, and dial the number closest to your finger.Your chance of finding the person on your first try is 1 in 14 million—thesame as your chance of winning a Lotto 6/49 jackpot.Is gambling legal?Having friends over for a poker game islegal, but would be illegal if you kept a “cut”(a share of the takings).Organizing a sports pool with 10 or fewerpeople is legal, but taking a cut from eachbet to ensure a profit is illegal.Private bets between individuals are legal(for example, a bet between two friendson the result of a hockey game),but the same bet with a bookmakerwould be illegal.fast factsIn Ontario, you mustbe at least 18 years oldto buy a lottery ticketor Proline ticket.An underage personcannot claim a prize.fast factsYou must be at least 19 years oldto enter a casino.Cheating at agambling game isa criminal offence.

4REDUCING RISKS AND GETTING HELPALL TYPES OF GAMBLING HAVE RISKS. IF YOU CHOOSE TO GAMBLE, CONSIDER THE FOLLOWING WAYS TOLIMIT THE RISK:KEEP A DIARY OF HOW MUCHYOU PLAY, AND RECORD YOURWINS AND LOSSES: WE OFTENONLY REMEMBER OUR WINS! ADIARY CAN HELP YOU KEEP TRACKOF YOUR LOSSES SO YOU KNOWIF YOU ARE SPENDING TOO MUCH.SET A LIMIT ON YOUR TIME ANDMONEY: SPEND ONLY WHAT YOUCAN AFFORD TO LOSE. WHEN YOURBUDGET IS GONE OR YOUR TIME ISUP, WALK AWAY! DO NOT TRY TOWIN BACK YOUR LOSSES.UNDERSTAND THE ODDS: THEHOUSE ALWAYS HAS THE EDGE—ODDS ARE THAT YOU WILL LOSE.RECOGNIZE YOUR RISK FACTORS: AVOID GAMBLING WHEN YOUFEEL SAD, BORED, LONELY, ANXIOUS OR ANGRY, BECAUSE YOUMAY BE MORE LIKELY TO GET CARRIED AWAY AND OVERSPEND.MIXING ALCOHOL OR OTHER DRUGS WITH GAMBLING CANALSO LEAD TO OVERSPENDING ON GAMBLING.LISTEN TO THE CONCERNS OFOTHERS: IF OTHER PEOPLE EXPRESSCONCERN ABOUT YOUR GAMBLING,LISTEN TO THEM! THEY MAY BESEEING SOMETHING YOU AREIGNORING.$VIEW GAMBLING AS ENTERTAINMENT AND NOTAS A WAY TO MAKE MONEY: PLAY KNOWINGTHAT YOU WILL ALMOST CERTAINLY LOSE.$For more informationon addiction and mentalhealth issues, or acopy of this resource,please contact the CAMHMcLaughlin InformationCentre:Ontario toll-free:1 800 463-6273Toronto: 416 595-6111This publication may beavailable in other formats.For information aboutalternate formats,to order multiple copiesof this resource, orto order other CAMHpublications, pleasecontact Sales andDistribution:Toll-free: 1 800 661-1111Toronto: 416 595-6059E-mail:publications@camh.netOnline store:http://store.camh.netTo make a donation,please contact theCAMH Foundation:Tel.: 416 979-6909E-mail:foundation@camh.netHAVE A BALANCED LIFESTYLE: HAVE OTHER FUN AND MEANINGFUL ACTIVITIES INYOUR LIFE—NOT JUST GAMBLING.How can I get help?Do you, a family member or a friend have a problem with gambling? If you want help,you can talk to someone you trust, such as your doctor, a teacher, a health nurse, ora guidance or addiction counsellor. You might also want to contact a problem gamblingcentre or a self-help group (look in the Yellow Pages of your phone book under “Gambling”).Here are other places that can help:● CAMH’s Problem Gambling Service at 1 888 647-4414● CAMH’s Adolescent Clinical and Educational Services (ACES) at416 535-8501 ext. 1730● CAMH’s problem gambling website at www.problemgambling.ca● Ontario Problem Gambling Helpline at 1 888 230-3505● Kids Help Phone at 1 800 668-6868.If you have questions,concerns or complimentsabout services at CAMH,please contact theClient Relations Service:Tel.: 416 535-8501ext. 2028 or 2078Website: www.camh.netCopyright © 2010Centre for Addictionand Mental HealthISBN978-1-77052-274-9 (print)978-1-77052-275-6 (PDF)978-1-77052-276-3 (HTML )978-1-77052-277-0 (ePUB)Illustrations by Craig TerlsonDisponible en français.A Pan American Health Organization /World Health Organization Collaborating CentreFully affiliated with the University of Toronto2859e/03-2010 P385

3Unit 3:ProbabilityDifferentiated InstructionTeaching/Learning ExamplesDuration: Determined by Teacher1 Group Discussion—Chart2 Tally Charts3 Communicating Understanding4 ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.1

Unit 3: ProbabilityDifferentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Students’ preferred way of learning in order to support the in-class sessions and their RAFT choicesHow to Find Out• Self-assessment based on the multiple intelligencesDifferentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaThinking• Demonstrates reasoning and proving based on data given• Demonstrates an understanding of skills to extract and interpret graph andtable information• Demonstrates an understanding of a variety of graphs and chartsAssessment Tools> Rubric> ChecklistsCommunication• Communicates in descriptive terms the meaning of the data and therelevance to the subjectApplication• Makes connections to real world situations that use data for evidence• Uses appropriate graphic organizer or visual to present findingsPrior LearningPrior to this lesson, students will have:• Awareness of graphs and some probability techniques• Awareness of collaborative processes• Awareness of the inquiry process• Awareness of forms of gamblingYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.2

Unit 3: ProbabilityMaterials and ResourcesMaterialsAppendix A• Student Resource 1: Lottery Scenario• Student Resource 2: Tally Sheets• Student Resource 3: Randomness• Student Resource 4: Coins, Dice and Cards• Student Resource 5: Recognition of Patterns• Student Resource 6: Coin Flip• Student Resource 7: The 3 Rs of ReflectionAppendix B• Teacher Resource 1: Properties of Probability• Teacher Resource 2: Randomness• Teacher Resource 3: Coins, Dice and CardsInternet ResourcesOntario Lottery and Gaming Corporation (OLG)Know your limit. Play within it.www.knowyourlimit.ca/KnowYourLimit.ca is a web-based resource that provides information about how gambling works inOntario, myths and facts, game odds and helpful tips to keep gambling fun. The link above is for a videocalled The Slot Machine: What Every Player Needs to Know that explains the concepts of odds andrandomness in a visual way.Addictions Foundation of ManitobaCost of Play Calculatorhttp://getgamblingfacts.ca/cop/english/cop.htmlThis interactive website provides facts about gambling to help readers make more informed choices. Thelink is for the Cost of Play Calculator, an interactive tool that helps individuals learn more about how toreduce the cost of play.ResourcesDice and CardsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.3

Unit 3: ProbabilityLesson PlanMinds On> Establishing a positive learning environment> Connecting to prior learning and/or experiences> Setting the context for learningSmall Groups• Students are provided with a chart having three sections: “I see,”“I think,” “And so.” Brainstorm a list of “I see” statements to a pictureof a gambling scene.• Students then answer the statement “I think,” completing that chartsection (What do you think is happening in the story? What does theevidence tell you?).• Students then complete the “And so” section of the chart (I conclude…,I think that…).Whole Class Debrief• Teacher directs the discussion to review inferences and pros and cons ofstatements made in the activity.ConnectionsL: LiteracyML: MathematicalLiteracyAfL, AoL: Assessmentfor/of LearningSC: Skill ContinuaAfL: ChartAfL: AnecdotalCommentsAction> Introducing new learning or extending/reinforcing prior learning> Providing opportunities for practice and application of learning (guided > independent)Individual• Working independently, students complete the activity in StudentResource 1: Lottery Scenario, which talks about a specific lottery situation.Whole Class Debrief• Teacher directs discussion to ensure that after this exercise studentsunderstand probability, average and guarantee.AfL: SchematicPresentations or Charts,ReflectionsAfL: AnecdotalCommentsAdditional information to help in the discussion:– Question 3: It is possible that a person could win every week for ayear. The chances are (1/4) to the power of 52 = 1 chance in 20,282,409,603,651,700,000,000,000,000,000. It is so incredibly unlikely thatit is virtually impossible. Nonetheless, although extremely unlikely itis possible.– Question 4: It is possible that person could lose every single draw fora year. The chances of losing are (3/4) to the power of 52 = 1 chance in3,139,166. This means that losing every single draw is also very unlikely;but much less unlikely that winning every draw.It is important to understand the difference between something that isimpossible, something virtually impossible (e.g., winning every bet for ayear) and something that is very unlikely (e.g., losing every bet for a year).Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.4

Unit 3: ProbabilityA person who experiences a large win gambling may think that theirsuccess is so unlikely that it could not have been chance and may attributetheir win to the concept of luck, prayer, a betting system, or skill. Unusualwins and unusual losses can lead people to distorted beliefs about theirability to win.ConnectionsSmall Groups• There are three small group activities to select. Depending on the amountof time the teacher has available, one or all of the activities may beselected. The lesson activities are:1. Properties of ProbabilityThe Properties of Probability involves a variety of tally chart activities.The more variety in the activities, the greater the increase in studentunderstanding of the concept of probability and house edge. Studentsmust work through each activity for the recommended number oftimes to see long-term outcomes. This activity illustrates severalproperties of probability and house edge. Teacher Resource 1 providesthe instructions and Student Resource 2 provides the tally sheet andworksheet for the students to complete the activities. The activitiesare divided into eight separate sections that must be completed in theorder presented. Sections 1 and 2 look at probability and sections 3 to8 look at house edge.2. RandomnessThe Randomness activity takes a closer look at what randomness isand how it may impact beliefs about chances of winning when involvedin some gambling activities. Teacher Resource 2 and Student Resource3 provide the instructions and handouts.3. Coins, Dice and CardsCoins, Dice and Cards are activities with coins, dice and cards thatteach about probability. Teacher Resource 3, and Students resources4, 5 and 6 are used for this activity.Whole Class Debrief• Students reflect on the results and should demonstrate an understandingof sample size, properties of probability, range or spread of outcomes,uncertainty, feelings about winning or losing in controlled circumstances,randomness, chance of winning and random events.AfL: AnecdotalCommentsConsolidation and Connection> Helping students demonstrate what they have learned> Providing opportunities for consolidation and reflectionIndividual RAFT• The RAFT assignments are differentiated based on student intelligencepreferences. RAFT assignments can be done independently, or inpairs or groups in class or out of class. In all cases students require anunderstanding of the aspects of a RAFT topic, and rubrics need to besupplied for all topic possibilities.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.5

Unit 3: ProbabilityDifferentiated Instruction Teaching/Learning ExamplesConnectionsRole Audience Format Topic1 Teacher YoungchildrenGraphs, etc.Plan a series of probability experimentsfor students in grades 3 to 5 to teachthem what you have learned in thissession.2 HealtheducatorAdultGameevaluationEvaluate a number of child and youthgames to determine the amount ofgambling that is part of the game.Present your material in a report youwill give to the parent council of asenior public school.3 Teacher Students Terminologyfact sheet4 Friend Youth Personale-mailPrepare a fact sheet with terminologyfrom this session and multipleexamples to explain each term.Write an e-mail to a friend whom younow suspect, after what you havelearned in this unit, is much deeper intogambling activities than you thought.Express your concern and the reasonsfor that concern.5 GroupcounsellorAdultsBusinessletterWatching and listening to your afterschoolgroup play and converse witheach other, you are concerned abouttheir talk about evening computeractivities: pool, hearts, euchre,blackjack, etc., which involve a levelof gambling. Prepare a proposal to dofurther research into this matter.6 Self Adult Survey You have listened to a presentation ongambling and you suspect that youractivities include a number of gamblingactivities. Keep a record for a week ofthe games you play and record yourresult with summation in an appropriatemanner.7 Teacher,studenthelperAdult Conversation You are a student helper for a teacher.You admire the professionalism of theteacher but you are concerned thatthis person may be seriously involvedin casino activities. You are fearful ofserious consequences for this teacher.Write the conversation that you willhave with this individual to try to seeif your thoughts are correct, and alsoto judge the teacher’s willingness toseek help.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.6

Unit 3: ProbabilityConnectionsRole Audience Format Topic8 Researcher Adult TelevisionprogramassessmentSelect a program on television that yoususpect is a form of gambling. Watchthe program three times. Recordincidents of “gambling.” Indicate whenit happens, what the result is andwhether it could lead to a problem forthe contestants and audience.Individual Metacognition• The 3 Rs of Reflection: Students use The 3 Rs of Reflection (Retell, Relate,Reflect) as a way for them to reflect on their learning prior to the next class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.7

Unit 3: ProbabilityAppendix AStudent Resource 1Lottery ScenarioScenarioImagine that there is a lottery where one winner is picked once a week for oneyear. There are only four tickets in the lottery and you purchase one for yourselfevery week of the entire year (52 weeks). What is your probability of winningexpressed as a per cent?Procedure1. Create a T-chart in your notes to tally the results of your investigation. The T-chart will have 52weeks listed in the left-hand column and your answers in the right hand column.2. Create four tickets, each numbered with a different number.3. Place the tickets in a container, and without looking pull one ticket for each week of the year. Asyou pull the tickets, record the number of the ticket beside the week it represents.4. Calculate the number of times that each ticket won.5. Change this number into a per cent.6. Answer the following questions.Discussions1. In the first week what is your probability of winning?2. Is it possible to create a formula that represents your chance of winning each week?3. Is it true that you could win every week all year?4. Is it true that you might not win in any week?5. Why is there no guarantee that you might win?Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.8

Unit 3: ProbabilityAppendix AStudent Resource 2 p. 1Tally SheetSection OneIndividual Tally SheetsYour Choice Actual Throw Win Lose12345678910111213141516171819202122232425TotalsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.9

Unit 3: ProbabilityAppendix AStudent Resource 2 p. 2Section TwoGroup Tally SheetWinLosePerson 1Person 2Person 3Person 4Person 5TotalsSection ThreeIndividual ResultsPer cent of wins after 20 throws (for a group of 5 people)Probability = wins ÷ 20 x 100 =Probability = ÷ 20 x 100 = %Per cent wins after 25 throws (for a group of 4 people)Probability = wins ÷ 25 x 100 =Probability = ÷ 25 x 100 = %Section FourGroup results (assuming 100 rolls of the dice in total)Probability = wins ÷ 100 x 100 =Probability = ÷ 100 x 100 = %Section FiveNo house edge (prize = 6)Individual per cent win from Section Three =House edge = 100 – (percent win) x 6House edge = 100 – ( ) x 6 =Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.10

Unit 3: ProbabilityAppendix AStudent Resource 2 p. 3Group per cent win from Section Four =House edge = 100 – (percent win) x 6House edge = 100 – ( ) x 6 =Section SixModerate house edge (prize = 5)Individual per cent win from Section Three =House edge = 100 – (percent win) x 5House edge = 100 – ( ) x 5 =Group per cent win from Section Four =House edge = 100 – (percent win) x 5House edge = 100 – ( ) x 5 =Section SevenHuge house edge (prize = 4)Individual percent win from Section Three =House edge = 100 – (percent win) x 4House edge = 100 – ( ) x 4 =Group per cent win from Section Four =House edge = 100 – (percent win) x 4House edge = 100 – ( ) x 4 =Section EightNegative house edge (prize = 7)Individual percent win from Section Three =House edge = 100 – (percent win) x 7House edge = 100 – ( ) x 7 =Group percent win from Section Four =House edge = 100 – (percent win) x 7House edge = 100 – ( ) x 7 =Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.11

Unit 3: ProbabilityAppendix AStudent Resource 3 p. 1RandomnessFigure 1: This is what people think random chance is like.The Conveyor Belt Myth: The DreamPlay begins. The win is a long way off.After a few hours, the big win is a little closer.As time goes by, the win gets closer and closer.$0$1$0$0$1000$0$0$0$1$0$1$1$0$0$1$0$0$0$1$0$0$1000$0$0$0$1$0$0$1$0$1$0$0$0$1$0$0$1000$0Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.12

Unit 3: ProbabilityAppendix AStudent Resource 3 p. 2The Conveyor Belt Myth: The RealityPlay begins. The win is a long way off.There is no conveyor belt. The odds do not improve over time.You never know if you are going to win or lose.?????????????$0$1$0$0$0$1$0$0$1$1$0$1000$1$0$0$1$0$1$0$0$0$1$0$0$1000$0The only thing you know for sure is that you are unlikely to win a large prize.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.13

Unit 3: ProbabilityAppendix AStudent Resource 4 p. 1Coins, Dice and CardsQuestion 1Flip a coin 20 times. Record your results in the table below.a) How many heads are there?b) How many tails are there?c) Can you use this information to predict how many heads and tails will occur in the next 20coin flips? Explain your thinking.d) Flip the coin 20 more times. Record your results in the table below.e) Was the number of heads and tails the same as your first result? Does this support or refuteyour answer to question “c” above? Explain your thinking.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.14

Unit 3: ProbabilityAppendix AStudent Resource 4 p. 2Question 2a) Now, suppose that the coin has already been flipped 14 times and the results are as follows:12 heads and 2 tails. What will happen next? Flip a coin 36 more times until you have a totalof 50 flips. Does the number of heads and tails even up?Heads 12 + =Tails 2 + =Did the number of tails catch up to the number of heads? Yes NoWhat percentage of tosses is heads?What percentage of tosses is tails?Would you expect the number of tails catch up to the number of heads eventually?Why or why not?Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.15

Unit 3: ProbabilityAppendix AStudent Resource 4 p. 3b) Now, suppose that the coin has already been flipped 414 times and the results are as follows:212 heads and 202 tails. What will happen next? Flip a coin 36 more times until you have atotal of 450 flips. Does the number of heads and tails even up?Heads 212 + =Tails 202 + =Did the number of tails catch up to the number of heads? Yes NoWhat percentage of tosses is heads?What percentage of tosses is tails?Would you expect the number of tails catch up to the number of heads eventually?Why or why not?Question 3Compare your conclusions from questions 2a with those from 2b. Compare the actual number ofheads and tails in each experiment. Now compare the percentage of heads and tails in each.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.16

Unit 3: ProbabilityAppendix AStudent Resource 5 p. 1Recognition of PatternsWhat do you see?What do you see?What do you see?Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.17

Unit 3: ProbabilityAppendix AStudent Resource 5 p. 2Although there are no actual triangles that appear on your eyes’ retinas, yourbrain will somehow interpret the following image as two overlapping triangles. Isthis imagination? Are you losing your mind? No. The notched circles and angledlines merely suggest gaps in which objects should be. The brain does the rest bytriggering a sort of pattern recognition phenomenon.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.18

Unit 3: ProbabilityAppendix AStudent Resource 6Coin FlipAfter 14 flips you have 12 heads and 2 tailsAfter 414 flips you have 212 heads and 202 tailsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.19

Unit 3: ProbabilityAppendix AStudent Resource 7The 3 Rs of ReflectionNon-negotiableUse the 3 Rs (Retell, Relate, Reflect) to explain your learning.Negotiable1. TopicsSelect one of the topics below for your reflection:a) Skills and knowledge that I acquiredb) The importance of following through the entire process of an experimentc) My comfort level in working in small groups or with a partnerd) I can apply the following information to my life2. FormatsSelect one of the following presentation formats for your reflection:a) Written reflection—point form or paragraphb) Recorded oral reflection (mini recorder)c) Presentation software—slides with images and graphicsd) BlogOptionalA. Make a two-minute presentation of reflective learning during a class.B. Act as a guest speaker in the class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.20

Unit 3: ProbabilityAppendix BTeacher Resource 1 p. 1Properties of ProbabilityIntroduction to Sections One through Four (see below)This activity illustrates several properties of probability:1. Probability is completely uncertain on any specific roll—you never know what willhappen next.2. As the sample size increases, the spread of outcomes comes closer to the long-termexpected probability.3. However, even large samples have some uncertainty.4. You may find traces of odd occurrences or patterns, e.g., two, three or four wins in a row,sequences in the outcomes (1, 2, 3, 4), repeated numbers (4, 4, 4) and patterns (3, 6, 3, 6).Procedure for Sections One and TwoHave the students work in groups of four or five. Each student is given a die and selects anumber from 1 to 6 to bet on. Students can bet on the same number if they wish, but encouragethem to select different numbers. They then roll the dice and record the number of each rollof each die on the Tally Sheet. If they are in a group of four, each student should roll his or herdie 25 times. If they are a group of five, each student should roll his or her die 20 times so thecombined total of dice throws is 100. Tally the wins of the group in Section Two.Procedure for Sections Three and FourNext, students need to determine how often they win. After 20 or 25 throws (depending onnumber of students in group) of the dice, divide the total number of times their number cameup by the total number of throws. For example: probability = wins ÷ throws. The formula for thegroup is probability = wins ÷ 100 x 100. The “÷ 100 x 100” is unnecessary if you have exactly 100throws, but is put here to show that the formula is the same for 20, 25 or 100 throws.Discussion1. How close is the number to 16.6%? Write down on the board the students numbers,arranging them from lowest to highest percentage. The theoretical long-term outcome is16.6%. Which is closer to 16.6%, the individual results or the group results?2. Find out which student won the most often. Ask how winning most often made the studentfeel. Does it make you feel really good to win?3. Find out which student won the least often. Ask how not winning made the student feel.4. Go over the tally sheets and look for odd occurrences, e.g., two, three or four wins in a row,sequences in the outcomes (1, 2, 3, 4), repeated numbers (4, 4, 4) and patterns (3, 6, 3, 6).These things will not occur very often, but they will occur and illustrate that weird eventsdo happen.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.21

Unit 3: ProbabilityAppendix BTeacher Resource 1 p. 25. Most people believe that after you win you are less likely to win again. Because of this,people sometimes switch numbers, or switch machines after a big win. As students to lookat the first number they rolled. Ask how many of them rolled the same number again on the2nd roll, how many rolled the first number on the 3rd roll and so on. Make a graph of howstudents repeated the first number on the 2nd, 3rd, 4th, 5th, 6th and 7th rolls of the dice. Onaverage the number should have been repeated on the 2nd, 3rd, 4th, 5th, 6th and 7th rollsof the dice approximately 16.7% of the time. The results should illustrate that after a numberhas come up it is neither more likely nor less likely to come up again. Ask them how manyrolled the same number more than once in the next 6 rolls. About 26% of the class shouldreport getting the same number more than once. Ask did not repeat the same number in thenext 6 rolls. About 33% of the class should report that they did not repeat the same number.This belief that a number is less likely to come up again can lead some people to believe theycan beat the house edge of the game by avoiding numbers that have come up recently or bylooking for numbers that are due to come up. This exercise will demonstrate that the odds ofa number do not change after a number has come up.6. Finally, combine the results from all students to see if the total of all the students is closerto 16.6%.Introduction to Sections Five through EightNext, the students are introduced to the concept of house edge. House edge is the profit thecasino makes from people who gamble. In sections Five through Eight, students see howcasinos make their money by not paying back enough money to the players to make up forthe money the player has lost. Sections Five through Eight demonstrate how the casino canguarantee a profit by varying the amount paid back to the player. The students can work this outwith both their individual tally sheets results (wins and losses) and with the group results. Thegroup results will be closer to the true long-term percentages. In Section Five, there is no houseedge so the casino would not make any profit.Procedure• Using the results from the tally sheets, place the results in sections Five through Eight.Starting in Section Five, students assume a bet size of 1 penny for every roll of the dice anda prize value of 6 pennies for every win. Compute the house edge assuming a prize of 6pennies per win. This can be computed for both individual and group data.• As a group, discuss the outcome and house edge. On average there should be a zero houseedge because the prize of 6 pennies is large enough to make up for the chances of losing.• Now repeat this using a win amount of only 5 pennies for a win. A prize of only 5 penniesshould result in an outcome of a net loss of 15 pennies and a house edge of 16.7%.• Now repeat this with a win amount of only 4 pennies for a win. A prize of only 4 penniesshould result in an outcome of a net loss of 30 pennies and a house edge of 33.3%.• Now repeat this with a win amount of 7 pennies for a win. A prize of 7 pennies should resultin an outcome of a net win of 15 pennies and a house edge of –16.7% (or a player advantageof 16.7%).• Which of these games is the most realistic for a commercial casino: a prize of 6, 5, 4 or 7pennies for a 1-penny bet? The answer is 5. With 6 or 7 the casino would lose money, andwith 4 the player would lose too much, bet bored and go home.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.22

Unit 3: ProbabilityAppendix BTeacher Resource 1 p. 3DiscussionThe house edge in Section Five is 0%, the house edge in Section Six is 16.6%, the house edgein Section Seven is 33.3%, the house edge in Section Eight is 16.7%.1. Which was closer to the true values, the individual outcomes or the combined group data?2. Which house edge would you never see in a real casino?3. Which house edge would you most likely see in a real casino?Answer1. The group data will, in general, be closer than the individual results to the true values.2. You would never see the house edge in Section Seven (prize = 7), and would most likely seethe house edge shown in Section Six (prize = 5).3. The moderate house edge guarantees a profit, but does not take the players’ money awaytoo fast. In fact an even more realistic payout would be 5.5 for a house edge 8.4%. A smallerhouse edge would encourage the player to play longer.Teacher NoteHouse edge is the profit the casino makes from people who gamble. Stores such as Walmartmake money by charging the customer more money for a product than it cost them. Forexample, it might cost them $10 to buy a shoe from a warehouse, $1 to transport it across thecountry, and $3 for the labour cost of putting it on the shelf, for a total cost of $14. They sell theshoe for $24, ensuring a profit for the company of $10. Commercial gambling is just another bigbusiness. To ensure a profit, commercial games of chance always have a house edge. That is,the company running the business sets up the game in a way to ensure that it will make moneyin the long run. This is done by paying out less money for a win than the chance against winning.In Section Five, there is no house edge, so the casino would not make any profitYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.23

Unit 3: ProbabilityAppendix BTeacher Resource 2 p. 1RandomnessIntroductionStudents review the Conveyer Belt found in Student Resource 3, and discuss the concept ofrandomness. The teacher can also use the video The Slot Machine: What Every Player Needs toKnow, available at www.knowyourlimit.ca. This video describes the concept of randomness.Class DiscussionThe Conveyor Belt Figure 1 illustrates what people often believe random chance is like. Theyseem to believe that the prizes are on a conveyor belt that is moving forward. With each spin,the possible win moves closer. Figure 2 illustrates a more realistic depiction in which the chanceof winning the big prize does not change no matter how often the person has played. A personnever knows if he or she is about to win. This is true regardless of the type of gambling, be itslots, dice, cards, horse race bets or sports bets—the simple truth is that no matter what hasoccurred, a person’s chances of winning are exactly the same from bet to bet. Someone couldwin on the first spin, or not win for hour after hour.Teacher NotesWhat does “random” mean?• Games of chance use random-numbers generators such as dice, shuffling of cards, flippingof coins or computer programs to generate random experiences for the players.• Random does not mean that something has no cause. Random events are the results offorces such as gravity, wind, rain and temperature, but these forces are combined in a waythat makes it impossible to predict what will happen.• Random events are the result of complexity, which means too many forces are at work to keeptrack of. For example, think of all the different forces at work when you roll dice (what size thedice are, how hard you throw them, whether you shake them, how level the table is, where theyland). Flipping a coin is too simple to serve as a good example of random chance because itis too easy to manipulate. A good magician can learn the skill to time a coin flip to land on theside he wants. A pair of dice is much better because the movement and bounce of the dice ismore complex and much harder to manipulate.• You can compute your chances of winning, but you cannot tell if or when you will win.For example, if you play a lottery, you might hear the phrase “1 in 10 chance of winning.”However, this does not mean that if you play 10 times, you will definitely win once.Random events are independent• Independence means that one event cannot affect any other.• The fact that heads have come up 10 times in a row tells you nothing about what will comeup next. The chances of a head coming up are the same regardless of what has come upalready. Coins and dice have no memory. Even if your coin came up heads 20 times in a row,that would still not tell you which side will come up next.• You could win all the time, some of the time or not at all, because random events areindependent of each other.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.24

Unit 3: ProbabilityAppendix BTeacher Resource 2 p. 2• Some people believe that if they have lost a lot they are “due for a win.” When mixed up withemotions and “feeling lucky,” this misunderstanding can get people into a lot of trouble. Youare never “due for a win.”Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.25

Unit 3: ProbabilityAppendix BTeacher Resource 3 p. 1Coins, Dice and CardsIntroductionProvide the students with copies of the Student Resource 4: Coins, Dice and Cards. Ask them toanswer questions 1 and 2. Coins and dice should be available for students to use.Question 1a to e gives students first-hand experience with coins and random chance. It isdesigned to show students that they cannot predict what will happen next. If they get moreheads than tail during the first 20 flips, they may not necessarily get more tail then headsduring the next 20 flips.Question 2a, the students are told that the coin has already been flipped 14 times and they areasked to flip the coin an additional 36 times to equal 50 flips in total. Question 2a is designed toillustrate the fact that the number of heads and tails may not even up.Question 2b, the students are told that the coin has already been flipped 414 times and they areasked to flip the coin an addition 36 times to equal 450 flips in total. Question 2b is designed toillustrate the fact that even though the actual number of flips may not even up, the percentageof heads and tails will be much close to 50% than in question 2a. The fact that the percentageconverges towards 50% creates and illusion that random chance corrects itself. The reality isthat the difference of 10 more heads than tails becomes proportionally smaller as the samplesize increases, but the number of heads and tails does not actually even up.Question 3 asks the students to compare the results of question 2a with those from 2b. Theywill typically find that the actual number of heads and tails in each question does not convergetoward the same number but will on average preserve the difference of 10, but the percentageof heads and tails will converge towards 50%. So for question 2a, the results might be 30 headsand 20 tails and the percentages would be 60% heads and 40% tails. For question 2b theresults might be 230 heads and 220 tails which would be 51.1% and 48.8%. This illustrates thatthe percentage of heads and tails gets closer to 50%, but the actual number of heads and tailsdoes not. Therefore betting on tails neither helps or hurts ones chance of winning.The key concepts here are:1. that random chance is not self correcting2. a difference in heads and tail is not corrected, but becomes less noticeable (washed out)by subsequent flips3. any betting strategy that depends on the idea that random chance will even things up willnot work.The idea that differences get less noticeable as you increase the sample is also illustratedin Student Resource 6: Coin Flips. After 14 flips, a difference of 10 more heads than tailslooks really large, but after 414 flips a difference of 10 heads is hard to see at all. The fact thatthe difference gets less and less noticeable leads to the incorrect belief that random chancecorrects itself.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.26

Unit 3: ProbabilityAppendix BTeacher Resource 3 p. 21DiscussionEngage the students in a discussion about the unpredictability of the outcomes of coin anddice experiments. The concept of “independence” (in other words, coins and dice do not havememories) from one trial to the next is a critical learning.During the discussion teachers may wish to use an overhead of Student Resource 5:Recognition of Patterns, to emphasize that human beings naturally seek patterns where none areintended. (Reveal “V V V” and the students will likely say that these are 3 Vs. Reveal the two Vsin close proximity and they might call this a W. Reveal the three rotated Vs and they will likely callthis a triangle. Students will likely see pattern where none is intended.)Another illusion is shown on the next page where the illusion of a triangle is so strong that itactually look brighter than white space on the rest of the page. These images illustrate howgood humans are at finding patterns. This pattern recognition skill however can be a problemwhen we see patterns in random chance. Pattern recognition is a skill. The problem is that ourbrains are set up to find patterns; not to determine if they are real or not. If we saw a pattern ofblack and yellow stripes in a forest, are brain might conclude that it is a tiger. There is a survivalvalue to assuming it’s a tiger and seeking safety. There is no survival value in deciding testingthe pattern to determine if it is a real tiger or just some random stripes pattern. In addition,pure random chance is quite rare outside of a casino. The weather for example, is hard topredict, but there are predictable aspects of weather (e.g., dark clouds mean rain; a brightsun means warmth). Therefore our brain is biased to assume that any pattern is real. This biashelp us survive, but can also lead to the belief in superstitions, astrology, conspiracy theories,unconfirmed anecdotal reports, urban legends, and folk wisdom. When a person is gamblingand experiencing randomly generated patterns, this same tendency in our brains, may lead usinto thinking that the game can be beaten.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca3.27

4Unit 4:What Is Problem Gambling?Differentiated InstructionTeaching/Learning ExamplesDuration: Determined by Teacher1 KWL Chart2 Continuum3 Group Discussion4 Scenarios5 ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.1

Unit 4: What Is Problem Gambling?Differentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Students’ preferred way of learning in order to support the in-class sessions and their RAFT choicesHow to Find Out• Self-assessment based on the multiple intelligencesDifferentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaKnowledge and Understanding• Demonstrates an understanding of terms, scenarios, facts• Demonstrates an awareness of actions and symptoms of problematicbehaviourAssessment Tools> RubricThinking• Uses critical thinking processes to interpret actions of individuals• Uses processing skills to make inferencesCommunication• Explains and justifies relationships between facts• Organizes and expresses information in a variety of structures• Uses conventions appropriate to the genreApplication• Makes connections between real world and youth actions• Creates a model for representation of informationYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.2

Unit 4: What Is Problem Gambling?Prior LearningPrior to this lesson, students will have:• Collaborative classroom techniques• Terminology regarding problem behaviour• Some knowledge of probability• Knowledge of risk and rewardMaterials and ResourcesMaterialsAppendix A• Student Resource 1: KWL Chart• Student Resource 2: Gambling Continuum• Student Resource 3: “Do I Have a Problem with Gambling?” Personal Reflection• Student Resource 4: Youth and Gambling: Risk Factors• Student Resource 5: Case Studies• Student Resource 6: 3 Rs of ReflectionAppendix B• Teacher Resource 1: Background Information• Teacher Resource 2: Scenario: Context Is KeyInternet ResourcesInternational Centre for Youth Gambling Problems and High-Risk Behaviorswww.youthgambling.comThis web page provides prevention and treatment information about gambling for both youth and parents.The Mental Health and Well-Being of Ontario Students 1991–2009 Reportwww.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/OSDUS/Detailed_MentalHealthReport_2009OSDUHS_Final_June2010.pdfThis report describes mental health, physical health and risk behaviour among Ontario students in 2009.Ontario Student Drug Use & Health Surveywww.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/OSDUS/Highlights_DrugReport_2009OSDUHS_Final_Web.pdfThis report examines epidemiological trends in student drug use. It summarizes the extent and patternsof alcohol, tobacco and other drug use among Ontario students enrolled in grades 7 to 12.Wanna Bet?www.wannabet.org/This is an electronic magazine for kids concerned about gambling.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.3

Unit 4: What Is Problem Gambling?Ontario Problem Gambling Research CentrePreventing Youth Problem Gambling and High-Risk Behaviour: A Longitudinal Study of Parenting asa Protective Factorhttp://www.gamblingresearch.org/funding/fundingdetail.php?cid=2801&aid=12This link is for a research study that examined the role that parents may play in preventing thedevelopment of youth problem gambling.Problem Gambling Institute of Ontario at CAMHwww.ProblemGambling.caThis multimedia, bilingual website provides screening tools, opportunities for online collaboration andtraining, and resources for professionals, people who experience gambling problems, and their familymembers. “The Facts About…” can also be found on this website at the following link:www.problemgambling.ca/EN/EventsNewsMediaRoom/Pages/FactSheets.aspxOntario Problem Gambling Helplinehttp://www.opgh.on.ca/The OPGH provides information about problem gambling treatment services in Ontario.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.4

Unit 4: What Is Problem Gambling?Lesson PlanMinds On> Establishing a positive learning environment> Connecting to prior learning and/or experiences> Setting the context for learningIndividual• Individuals create a KWL chart (Student Resource 1) incorporating all thatthey know about the topic.ConnectionsL: LiteracyML: MathematicalLiteracyAfL, AoL: Assessmentfor/of LearningSC: Skill ContinuaAfL: ChartWhole Class Debrief• Using graphic organizer format and the information generated by the KWL,look for general sub-topic headings for the unit topic. Students will onlycomplete section K and W.Action> Introducing new learning or extending/reinforcing prior learning> Providing opportunities for practice and application of learning (guided > independent)Whole Class Discussion• What is problem gambling? Formulate a definition using the sentencestarter: “Gambling is a problem when it…”• Gambling continuum– Develop a continuum based on “No gambling” to “Pathologicalgambling” (Student Resource 2). Follow up with a discussion ofa. Low-risk gambling looks like…b. Harmful gambling looks like…AfL: Strategy/Assessment ToolIndividual• “Do I have a Problem with Gambling?” Personal Reflection (StudentResource 3)Whole Class Discussion• Provide the groups with a list of the risk factors (Student Resource 4).Have students discuss the risk factors and think about the following: Whenis gambling a problem?• What is “well adjusted”?• Adolescent growth• Terminology: Use, misuse, abuse, harmful involvement, dependence,pathological, addiction, recreational use, crossing the line, vulnerable,invulnerable.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.5

Unit 4: What Is Problem Gambling?Individual• Study real case scenarios (Student Resource 5) and analyze the situationto determine why gambling became an issue. Teacher Note: These casestudies were also used in Unit 1.Whole Group• Summarize the situations and make generalizations about the risk factorsthat had an impact on the situation.Whole Group• Under teacher guidance, class discusses warning signs of a possiblegambling problem.• Class develops a list of indicators; once the list is formulated, studentsdiscuss whether these indicators can be placed in order of importance.• Key to the discussion is an understanding of the word “context” andhow it applies when we look at the indicators in regards to an individual’sproblem with gambling. (See Appendix B, Teacher Resource 2). Classmust realize that there are most often multiple factors involved in aproblem with gambling.AfL: AnecdotalCommentsConsolidation and Connection> Helping students demonstrate what they have learned> Providing opportunities for consolidation and reflectionWhole GroupTeacher-led discussion should emphasize:• no person is immune to the effects of gambling• no person is immune to the risk of gambling addiction• reflection on the lessons using oral sentence starters.AfL: AnecdotalCommentsIndividual• Complete the L section of the KWL chart.• Personal responses.Individual Raft Assignments• The RAFT assignments are differentiated based on student intelligencepreferences. RAFT assignments can be done independently, or inpairs or groups in class or out of class. In all cases students require anunderstanding of the aspects of a RAFT task, and rubrics need to besupplied for all task possibilities.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.6

Unit 4: What Is Problem Gambling?Differentiated Instruction Teaching/Learning ExamplesRole Audience Format Topic1 ConcernedfriendAdultPersonalletterWrite a personal letter to a friendwhom you have identified as having agambling problem. You have spokenof your concerns to the individual aswell as to his or her parents and wantto clarify that the individual is still animportant friend.2 Teenager Adult Letter ofapologyWrite a letter of apology that ateenager would write to an individualwhom they have hurt while gamblingproblematically.3 Parent of ateenagerAdultSeries ofdiary entriesWrite a series of diary entries fora parent who is watching a son ordaughter slip further into problemgambling.4 HealthteacherAdult Word wall Create a word wall of problembehaviours and gambling termslearned so far that could be used inyour classroom.5 SocialworkerAdultInformationalchartCreate a chart illustrating thosebehaviours that may lead to problemgambling.6 SchoolcounsellorAdult Script Create scenarios, which can beused in the next all-school assemblyto make the student populationmore aware of the signs of problemgambling.7 PublichealthnurseAdultGuidingquestionsCreate a series of questions thatteachers, parents or communityagencies workers could use in aninterview with a youth who may beexperiencing problem gambling.8 SecondaryschoolyouthAdultChoiceboardCreate a series of activities that youfeel would help your classmates togain more knowledge about the topicof problem gambling.Individual Metacognition AfL: RAFT format• The 3 Rs of Reflection: Students use the 3 Rs of Reflection(Retell, Relate, Reflect) as a way for them to reflect on their learningprior to the next class.AfL: RAFT formatYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.7

Unit 4: What Is Problem Gambling?Appendix AStudent Resource 1KWL ChartK W LWhat I already know What I want to know What I learnedYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.8

Unit 4: What Is Problem Gambling?Appendix AStudent Resource 2Gambling ContinuumGambling problems occur along a continuum. These are not discrete categoriesbut possible points along a range of involvement.NoGamblingCasualSocialSeriousSocialHarmfulInvolvementPathologicalGambling• No Gambling: Some people never gamble.• Casual Social Gambling: Most people gamble casually, buying the occasional raffle orlottery ticket or occasionally visiting a casino for entertainment.• Serious Social Gambling: These people play regularly. It is their main form of entertainment,but it does not come before family and work.• Harmful Involvement: These people are experiencing difficulties in their personal, work andsocial relationships.• Pathological Gambling: For a small but significant number of people, gambling seriouslyharms all aspects of their lives. People with gambling problems this severe are unable tocontrol the urge to gamble, despite the harm it causes. These people are more likely to usegambling to escape from problems and to get relief from anxiety.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.9

Unit 4: What Is Problem Gambling?Appendix AStudent Resource 3“Do I Have a Problem with Gambling?”Personal ReflectionAnswering these questions honestly may help you better understand if gamblingis a problem for you.Do you spend a lot of your free time gambling? Yes NoDo you gamble with money intended for other things such as lunch, bus or clothes? Yes NoHave you ever borrowed money from others to gamble? Yes NoDo you want to gamble when you are upset? Yes NoDo you often gamble during lunch or other breaks at school? Yes NoHave you ever stolen money or sold something for money to gamble or pay off debt? Yes NoHave your friends or family criticized you for the amount of time and money youspend gambling? Yes NoDo you miss school or other important events because of gambling? Yes NoHave you ever been in trouble with your teachers or principal because of gambling? Yes NoHave you ever had trouble with your school grades because of gambling? Yes NoHave you ever had fights with your family or friends because of gambling? Yes NoDo you ever lie about whether you gamble or how much you lose? Yes NoHave you ever felt guilty about the way you gamble or what happens when you gamble? Yes NoIs gambling the main thing that you do to make you feel good about yourself? Yes NoDo you gamble alone? Yes NoWhen you are gambling, do you lose track of time or forget about all your problems? Yes NoDo you often gamble for a longer period of time than you intended? Yes NoDo you exaggerate or lie about how much you have won? Yes NoWould you like to talk to someone privately about your gambling? Yes NoIf you’ve answered yes to a lot of these questions, it might be time for you to talkto someone about your gambling.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.10

Unit 4: What Is Problem Gambling?Appendix AStudent Resource 4Youth and Gambling: Risk FactorsGambling problems are not specific to any one group. Anyone, regardless of age,race or gender can be affected.The following are some of the risk factors for youth.Individual• history of risk-taking or impulsive behaviour• low self-esteem• gambling began at an early age (as young as eight years old)• need for sensation-seeking activities• history of mental health problems, particularly depression, anxiety or trauma• recent loss or change, a move to a new school or city, death of a family member or friend• poor grades at school or low self-perceived academic achievement• gambling or substances used to cope with negative feelings or events.Familial• parents or siblings who have (or have had) a gambling (or other addiction) problem• peers with gambling, drinking or substance abuse problems• permissive attitude toward underage gambling participation• disruption of familial relationships or poverty.Environmental• easy access to gambling activities.It is important to note that there are additional risk factors not listed here. Everyindividual is unique and will be impacted by risk factors differently. Just becausesomeone has risk factors, however, does not mean that person will develop agambling problem, because every individual also has different resources availableto help cope with risk factors.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.11

Unit 4: What Is Problem Gambling?Appendix AStudent Resource 15 p. 1Case Studies1. You and four of your friends have been playing cards together for years. The four of you haverecently started playing poker together for fun. When one friend suggests playing for money, thegroup agrees and sets a limit of $5 a game. Over time, however, this amount increases to $10 agame, at your friend’s request. A month later, he suggests playing for $20 a game.2. You are concerned about your older brother, who is always angry and secretive. One day youoverhear him on the phone talking with someone about owing $500 to a bookie.3. You are concerned about your friend, who seems sad and anxious all the time. When youask her if everything is okay, she tells you that her partner is not spending much time with heranymore because he recently got a fake ID and has been spending his weekends at the casino.4. Your friend cancels plans with you for the fourth night in a row. When you ask her why she needsto cancel again, she shares that her mother has been going to bingo nightly so she has to stayhome and babysit her younger brother.5. A friend asks to you to borrow $30. He shares that there is a poker tournament on Friday nightand in order to join, he must pay a $50 fee. He says he’ll pay you back at school on Monday.6. You’ve had a crush on a girl for some time now and finally got the courage to ask her out. Now thatthat she’s accepted, you’re concerned about how you will impress her. On the advice of a friend,you decide to spend the $50 in your bank account on PRO-LINE tickets in the hopes of doublingyour money. With $100, you know you’ll have enough money to take her out to dinner and a movie.7. Your younger brother asks you to borrow $10. When you ask him why he needs the money, hetells you he lost a few card games and owes someone $20.8. You received $150 for your birthday. For some time now, you’ve wanted to buy a new iPod;however, it costs almost $200. As you contemplate ways of getting an additional $50, youremember that a group of friends are getting together to play poker on Friday night.9. Your grandfather and you are spending the day together and he brings you to the local racetrack fora few hours. He’s been losing most of his bets, so for the last race, he asks you to pick the horses.When the horse you chose wins, your grandfather tells you how lucky you are and gives you $100.10. Your favourite team has made it to the playoff. They have been undefeated in the last six games.Positive that they will win tonight’s game, you decide to buy a few PRO-LINE tickets with themoney that is meant to be used to pay your cell phone bill.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.12

Unit 4: What Is Problem Gambling?Appendix AStudent Resource 5 p. 211. Some friends are getting fake ID so that they can go to the local casino on Friday night. Theyoffer to get you one too.12. A friend of yours tells you her parents have been arguing constantly over the past few months.She knows something is wrong, but she’s not sure what. When she gets home from school oneday, she finds her mother crying because the telephone, cable and Internet have been cut off. Itturns out that because of gambling debts her father has not been paying the bills.13. Your best friend has been late for school three days in a row. When you ask him why he’s late, hetells you he was up late at night playing free online poker.14. You’ve noticed that your friend has not been paying attention during class because she’s beenbusy on her cell phone. When you ask her what she’s doing, she tells you she’s been playing afree poker game. She also tells you how skilled she is because she’s now up to $8,000 in credits.15. Your friend comes to you asking for some advice. He says he borrowed his father’s credit cardand has been placing bets online. He’s lost $1,400 and he’s afraid the credit card statement willbe arriving in the mail soon.16. Your school assignment is due on Monday; however, you did not complete it since you werebusy playing video games all weekend. After lying to your teacher about why your assignment isnot done, he gives you an extra day to complete it. On Monday nights, however, you always gettogether with your friends to play online games.17. You hear from a friend that the local convenience store has an illegal slot machine in the backroom. And because it is not regulated, you’re told the payout is set at a higher rate. Your mothergave you some money that morning and asked you to pick up a few things at the grocery store.18. You entered a sports pool with some friends last year and lost a significant amount of money.Your parents paid off this gambling debt but told you that you weren’t allowed to participate insports pools again. The new season is about to start and you’re contemplating joining. You feellike you learned from your mistakes last year and you’ll be able to make better choices this time.19. The new school year is about to start and in order to join the football team, you must make a$200 deposit. When you go to your parents for the money, they tell you to use the money youmade over the summer working at the local store. What they don’t know, however, is that you’vealready spent much of this money on lottery tickets and all you have left is $80.20. As you’re preparing to go on your school trip, you discover that all the money you’d saved up in yourbank account is gone. When you tell your mother about it, she confesses that she needed to borrowthis money and she plans on paying you back very soon. After talking with your older sibling, however,you discover that your mother has been spending many of her days at the local casino.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.13

Unit 4: What Is Problem Gambling?Appendix AStudent Resource 6The 3 Rs of ReflectionNon-negotiableUse the 3 Rs (Retell, Relate, Reflect) to explain your learning.Negotiable1. TopicsSelect one of the topics below for your reflection:a) Skills and knowledge that I acquiredb) The importance of reserving judgment until all of the facts of a situation is knownc) Ways that I can improve my critical analysis skills when studying situationsd) I can apply the following information to my life:…2. FormatsSelect one of the following presentation formats for your reflection:a) Written reflection—paragraphb) Recorded oral reflection (mini recorder)c) Presentation software—slides with images and graphicsd) Twitter postsOptionalA. Make a two-minute presentation of reflective learning during a class.B. Act as a guest speaker in the class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.14

Unit 4: What Is Problem Gambling?Appendix AStudent Teacher Resource 1 p. 1Background InformationThe main learning objective of this lesson is that students learn to understandwhen behaviours cross the line into problematic activities.Objectives• to define what a “problem” is and the spectrum of behaviour involvement• to understand when a behaviour or an activity becomes “problematic”• to explore why it is often difficult for an individual to accept that some activities havebecome problematic.OverviewMost youth are well-adjusted individuals who need to experience life in a normative fashion,taking healthy risks that allow the development and growth of decision making, conflictresolution and social skills. Many youth engage in a number of behaviours that involve risk-takingactivities. Most do not go on to develop problems with these behaviours, but some do. Thequestion is, when is it a problem? For example, many youth occasionally use substances butmost do not develop a problem or abuse these substances. The CAMH Ontario Student DrugUse Survey (OSDUS) 1 and other studies have confirmed that around 60 per cent of youth areexperimenting with alcohol, 26 per cent are using marijuana and 5 per cent are using rave drugs.Most adolescents, despite all this, are well-adjusted individuals who get along with their parents,do their homework and have good friends. Research suggests that youth are using substancesbut not in a way that is adversely affecting their lives.Youth DevelopmentAdolescence marks a stage of incredible physical and cognitive growth. Social andemotional development also occurs at a surprising—and sometimes bewildering—rate.Research at UCLA’s Lab of Neuro Imaging suggests that during adolescence, boys and girlsundergo significant neuronal rewiring, which helps to explain changes in such functions asself-control, judgment, emotional regulation, organization and planning. 2 This research, intandem with studies performed at the National Institute of Mental Health and McLean Hospitalin Massachusetts, challenges traditional thinking that brain development is complete byage eight or ten. Risky behaviours that previously may have been attributed to hormonesor a lack of emotional maturity are now increasingly linked to a natural, even predictable,neurochemical process.Youth often feel and act as if they are invulnerable, which is normative for this developmentallevel. Usually, nothing traumatic has happened to them, they have been given support by theirfamily, they have been developing more physical and mental strength, and the world is full ofnew things to explore. Although they worry about what their friends think about them and aboutwho is going to say what about them at the cafeteria table, they don't believe they are physicallyin much danger in the world.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.15

Unit 4: What Is Problem Gambling?Appendix BTeacher Resource 1 p. 2Warning SignsA particular activity becomes a problem when an individual continues to engage in the activitydespite experiencing negative consequences. Preoccupation with and loss of control over theactivity are signs that there is a problem.The following are indicators of a possible problem:• preoccupation with video arcades, Internet gambling sites, sports results or TV poker• skipping school, dropping grades, loss of interest and poor work performance• money or valuable objects missing, borrowing or stealing money from friends and family,asking for more money for lunch and transportation or other personal expenses• new groups of friends (which might also include a social network only on the computer)• large unexplained amounts of cash or material possessions which cannot be accounted for• lying about activities• changes in behaviour or attitude (e.g., mood swings)• fake ID, casino entry cards, or racetrack receipts among belongings• an Internet trail• problems with other family members or with friends• generally a regular downward shift in functioning.Other changes in behaviour may also indicate a possible problem. When one or more of thefollowing occur and appear to be associated with the use or overuse of an activity, furtherinvestigation is warranted. Some of these changes may be a result of a mental health concern,for example depression:• sleep disturbance• appetite disturbance• withdrawal from usual social activities• less time spent with family and friends (although may claim many relationships online)• deterioration in personal hygiene• mood changes• personality changes• lying, stealing and other similar activities• a drop in school marks• difficulties maintaining jobs• chores not doneYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.16

Unit 4: What Is Problem Gambling?Appendix BTeacher Resource 1 p. 3At the same time though, most adolescents are going through lots of changes, so a downwardshift in function is normal. What isn’t normal is if that downward shift continues.Healthy youth don’t usually get into trouble with the law or sneak out for secretive meetings withpeople they meet through Internet chats. They don’t regularly post inappropriate pictures ofthemselves online or lose sleep from spending excessive hours glued to their computer. Theydon’t end up becoming inebriated and driving under the influence, have blackouts, engage inrisky sexual activities and so on.The key to knowing if an activity has become a problem is that the youth will start to functionless well in one or more spheres of her life. While people often try to define Internet orvideogame “addiction” based on the number of hours spent on the activity, what really counts iswhat that amount of time does to the person, for example:• Youth A plays three hours a day of online chess. This youth still gets good grades at school,maintains his friendships, eats and sleeps well and so on.• Youth B plays seven hours a day (mostly at night) of online role-playing games. This youthhas disrupted her sleep cycle, and this begins a chain of consequences including arriving atschool late and marks beginning to suffer.• Youth C plays 20 minutes a week of online poker. He often steals one of his parents’ creditcards. He usually breaks even but recently he lost over $8,000 in the span of 10 minutes.In the end, if risk-taking behaviours begin to interfere with a youth’s social, academic, vocational,psychological, physical or interpersonal spheres, this is of major concern. If risk taking becomesa major ongoing pattern of behaviour, it may indicate the presence of a physical or mental healthdisorder or family issues, or both, for example, substance use, gambling, depression, trauma,ADHD, etc.References1Paglia-Boak, A., Mann, R.E., Adlaf, E.M., & Rehm, J. (2009). Drug use among Ontario students,1977–2009: OSDUHS highlights. (CAMH Research Document Series No. 28). Toronto, ON:Centre for Addiction and Mental Health.2National Institute of Mental Health. Press Release May 17, 2004, Imaging Study Shows BrainMaturing. http://www.nimh.nih.gov/science-news/2004/imaging-study-shows-brain-maturing.shtmlYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.17

Unit 4: What Is Problem Gambling?Appendix BTeacher Resource 2 p. 1Scenario: Context Is KeyProcedureHave students break into small groups and identify a behaviour that can lead to unanticipatedproblems. Record responses on flip chart.DiscussionAsk students to consider when these behaviours might lead to problems.ProcedureHave students in groups make a list of activities youth engage in.Have students share their answers with the class and record on flip chart. The list should includeactivities such as sports, videogames, eating, sex, substance use, gossip, sleep, hygiene, etc.Teacher draws out the continuum on the board. Students select a behaviour from the listthey made earlier and brainstorm activities and actions that fit in the different sections on thecontinuum. The continuum consists of the following:• No Activity• Activity within Healthy Limits• Serious Involvement• Activity with Some Misuse• Serious/Problematic Use• Pathological Dependence.Note most of the population is about 80 per cent no activity, and 10 per cent misuse, 10 per centserious > pathological.DiscussionThis may create a rich discussion on the blurriness of some activities and more clarity on others,for example, if the behaviour is “sex,” does “kissing only” count as No Activity, Activity withinHealthy Limits, Serious Involvement…? And if one of the people involved in kissing knows he orshe has mononucleosis, could kissing then be crossing the line? The teacher brings home thatthe “grey” areas become more clear when warning signs and impact on function occur.Kissing is taking a risk. All of life is risk. Likely the chances are low, but if you are kissingsomeone whom you know has herpes, mono, etc., what exactly does this mean? Do you engagein the behaviour despite the increased chances of risk? Then it could be a problem.Another example: “Smoking pot.” The continuum for this might involve no use, use only at aparty, use every weekend, use every day, use multiple times a day. The teacher can facilitatediscussion to get beyond merely the amount of use, e.g., “Would getting it from a friend versus adealer indicate problems?” etc. And then on to “What about missing school because student istoo high?” and so on.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.18

Unit 4: What Is Problem Gambling?Appendix BTeacher Resource 2 p. 2ProcedureCreate five posters, each featuring one of the following phrases:SKIPPING SCHOOL ONCE A WEEKPUTTING ON WEIGHTAVOIDING PARENTSDRINKING CAFFEINATED BEVERAGESLYING TO IMPRESS OTHERSPut the posters up on walls around the room.Ask students to think about the continuum and then choose and stand next to whicheverposter they think represents the most problematic behaviour or issue. Once they have dividedthemselves, the teacher asks students why they chose what they chose and facilitates adiscussion.DiscussionIt is highly unlikely that only one sign will be chosen. Discussion around each of the topicscan be made into a discussion regarding context of the behaviour. This can be linked backto looking at the continuum of engagement in an activity. The multiple factors involved(biological, psychological, social, cultural and spiritual), which will be much further elaboratedon in lessons 6 and 7, can be alluded to. For example, if the activity is drinking caffeinatedbeverages, discussion could involve the following:BIOLOGICAL: dependence on caffeine and/or caffeine withdrawal, speeding up to do work,staying awake to do workPSYCHOLOGICAL: (or bio-psycho) self-treating ADHDSOCIOLOGICAL: peer pressure, or feeling better about caffeine use than alcohol useCULTURAL: youth images, what is “in” right now, e.g., Red Bull, etc.SPIRITUAL: perhaps less at play with caffeine use than other activities, but maybe some guilt re:dependence; a person might also give it up for Lent, etc.Wrap-upA full-group reflection discussion of what the youth will be taking away.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca4.19

5Unit 5:Effects of Gamblingon the Individual,Family and CommunityDifferentiated InstructionTeaching/Learning ExamplesDuration: Determined by Teacher1 Think, Pair, Share—T-Chart2 Brainstorm—List3 Discussion4 Checklist5 3 Rs of ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.1

Unit 5: Effects of Gambling on the Individual, Family and CommunityDifferentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Students’ preferred way of learning in order to support the in-class sessions and their RAFT choicesHow to Find Out• Self-assessment based on the multiple intelligencesDifferentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaKnowledge and Understanding• Demonstrates a knowledge of the factors that make it difficult for anindividual to stop gambling.Assessment Tools> Rubric> ChecklistsThinking• Uses planning skills to generate ideas and formats appropriate for ideapresentation• Processes information from a variety of sources to form generalizations• Classifies informationCommunication• Demonstrates expression and organization of ideas and informationApplication• Transfer of knowledge and skills to familiar contexts based aroundaddictionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.2

Unit 5: Effects of Gambling on the Individual, Family and CommunityPrior LearningPrior to this lesson, students will have:• Understanding of related terminology• Awareness of collaborative practices in all classroom structures• Experience with checklists and spreadsheet resourcesMaterials and ResourcesMaterialsAppendix A• Student Resource 1: T-Chart: Problem Gambling• Student Resource 2: Impact of Problem Gambling• Student Resource 3: Gambling Effects Exit Card• Student Resource 4: 3 Rs of ReflectionAppendix B• Teacher Resource 1: Why Can’t I Just Stop?• Teacher Resource 2: Impact of Problem Gambling• Teacher Resource 3: Signs and IndicatorsInternet ResourcesCollege kids caught in gambling madness. By Michael McCarthy, USA TODAY, March 28, 2007.www.usatoday.com/educate/college/firstyear/articles/20070401.htmProblem Gambling Institute of Ontario at CAMHwww.ProblemGambling.caThis multimedia, bilingual website provides screening tools, opportunities for online collaboration andtraining, and resources for professionals, and for people who experience gambling problems, and theirfamily members.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.3

Unit 5: Effects of Gambling on the Individual, Family and CommunityLesson PlanMinds On> Establishing a positive learning environment> Connecting to prior learning and experiences> Setting the context for learningIndividual to Whole Group• Think, Pair, Share: Distribute Student Resource 1, T-Chart: ProblemGambling. Working in pairs, students will review previous lesson materialby creating a T-chart of signs and indicators of problem gambling andits impact.• Students will look specifically at situations that could lead to problemgambling.ConnectionsL: LiteracyML: MathematicalLiteracyAfL, AoL: Assessmentfor/of LearningSC: Skill ContinuaAfL: T-ChartAction> Introducing new learning or extending/reinforcing prior learning> Providing opportunities for practice and application of learning (guided > independent)Whole Class Brainstorm• Students brainstorm ideas as to why it may be difficult for some individualsto stop gambling, despite the negative consequences they experiencebecause of their gambling. Teacher Resource 1, Why Can’t I Just Stop?provides background information.• Conclusions will demonstrate that there are many reasons why peopledevelop gambling problems.Small Group Brainstorm• Students will understand the mixed feelings that an individual who gambleshas by brainstorming a list of “I” statements answering the question: “Whydo you gamble?”Whole Class Debrief• Students will reflect on the activity and generalize their ideas intostatements concerning the many reasons people continue to gamble,despite the potential negative consequences they experience.Whole Class• Using the Teacher Resource 2, Impact of Problem Gambling, generate alist to show the impact felt when an individual, family and the communityare affected by problem gambling. Students complete work using StudentResource 2, Impact of Problem Gambling.Partners• Using Teacher Resource 3, Signs and Indicators, the teacher leads adiscussion about the signs and indicators of problem gambling.• Students will create a checklist to be used by helping professionals todetermine if an individual has some of the indicators of problem gambling.AfL: AnecdotalCommentsAfL: ListAfL: AnecdotalCommentsAfL: ListAfL: ChecklistYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.4

Unit 5: Effects of Gambling on the Individual, Family and CommunityConsolidation and Connection> Helping students demonstrate what they have learned> Providing opportunities for consolidation and reflectionConnectionsIndividual• Distribute Student Resource 3, Gambling Effects Exit Card, to students tocomplete. Students’ anonymity will be maintained, but teacher may wantto share comments next lesson.Individual RAFT Assignments• The RAFT assignments are differentiated based on student intelligencepreferences. RAFT assignments can be done independently, or inpairs or groups in class or out of class. In all cases students require anunderstanding of the aspects of a RAFT topic, and rubrics need to besupplied for all topic possibilities.Strategy/AssessmentToolAfL: AnecdotalCommentsAfL: RAFT TasksDifferentiated Instruction Teaching/Learning ExamplesRole Audience Format Topic1 Friend Adult Personal letter Using personal-letter style, writea letter to a close friend telling theperson you are concerned abouthis or her involvement in gambling.Express understanding and supporttoward your friend while encouragingthe person to seek help or talk withsomeone about his or her difficulties.2 AdvertisingagencyAdult Advertisement Create an advertisement in which yourequest participants for a study of thenegative issues related to gambling.3 Child oryouth of agamblingaddictAdultSeries of diaryentriesWrite a series of diary entries writtenfrom the perspective of a child oryouth of a parent who has a problemwith gambling.4 Healtheducator5 HealthconsultantAdult Poster As a health educator at your school,you are anxious to make the studentpopulation more aware of the needfor care when dealing with activitiesthat include some forms of gambling.Create a poster for the school bulletinboards.Adult Questionnaire Create a questionnaire that youwill hand out to adults who haveconsented to help you gatherinformation about the level ofgambling in a particular population.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.5

Unit 5: Effects of Gambling on the Individual, Family and CommunityRole Audience Format Topic6 Educator Adult Post-it board As an educator in a school you wantto have a bulletin board in the mainhallway devoted to information aboutgambling and the comments thatstudents have about gambling in theirpeer groups. Create a sample of whatthe Post- it board might look like.7 Rap artist Adult Rap Create a rap which will be presentedat the next assembly. The purposeof the rap is to engage youth inunderstanding the prevalence ofgambling among their peers.8 Playwright Adult Script Create a script for a play thatpresents the risks associated withgambling.ConnectionsIndividual Metacognition• The 3 Rs of Reflection: Students use the 3 Rs of Reflection (Retell, Relate,Reflect) as a way for them to reflect on their learning prior to the next class.AfL: 3 Rs of ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.6

Unit 5: Effects of Gambling on the Individual, Family and CommunityAppendix AStudent Resource 1T-Chart: Problem GamblingSigns and IndicatorsImpactYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.7

Unit 5: Effects of Gambling on the Individual, Family and CommunityAppendix AStudent Resource 2Impact of Problem GamblingIndividual Family CommunityYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.8

Unit 5: Effects of Gambling on the Individual, Family and CommunityAppendix AStudent Resource 3Gambling Effects Exit Card1. Three things I learned today about the risk factors that can make an individual more vulnerableto developing a gambling problem are…2. One thing I have a question about is…3. One thing I would like to learn more about is…4. A comment on the way I like to learn this information best:Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.9

Unit 5: Effects of Gambling on the Individual, Family and CommunityAppendix AStudent Resource 4The 3 Rs of ReflectionNon-negotiableUse the 3 Rs (Retell, Relate and Reflect) to explain your learning.Negotiable1. TopicsSelect one of the topics below for your reflection:a) Thoughts that I had during the discussion of this unitb) An awareness of the fact that all actions have a consequence and impact the individual, family andthe communityc) The need for timely action when individuals are making decisionsd) The skills I used during this unite) After this unit I will…2. FormatsSelect one of the following presentation formats for your reflection:a) Written reflection—point form or paragraphb) Recorded oral reflection (mini recorder)c) Presentation software—slides with images and graphicsd) Blog, wiki or TwitterOptionalA. Make a two-minute presentation of reflective learning during a class.B. Act as a guest speaker in the class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.10

Unit 5: Effects of Gambling on the Individual, Family and CommunityAppendix BTeacher Resource 1 p. 1Why Can’t I Just Stop?The following statements are examples of what a person with a gambling problemmight say or feel:• “How did this happen? I can’t believe all the trouble I’m in.”• “If I stop gambling now, I’ll have to admit I’m a total loser.”• “There’s no way I can pay back all the money I owe.”• “Even if I had another win, I’d probably just lose it again.”• “I can’t face this mess alone, but I’m too embarrassed to ask for help.”• “I never thought it would get this bad.”Most people with gambling problems say they lost control over how much time and money theyspend gambling. Meanwhile, they ignored other responsibilities. They knew they had problems,but only gambling seemed important.Many people who gamble excessively have mixed feelings about gambling. They know they arecausing problems for the people they love. They may become anxious and unhappy, and theyoften hate themselves. But the urge to gamble seems too great to resist. They feel they can’tgive up on all the time, money and emotion they have put into gambling. They can’t accept thatthey will never win back what they have lost. Some people still believe their system will pay off,their luck will change or they are due to win. Others believe that continuing to gamble is the onlyway out of a situation they are ashamed of.Other people promise to quit, but can’t. They fear their parents will find them out. This drivesthem deeper into hiding and further into trouble. They keep hoping a big win will end theirproblems. Once in a while they may win, which keeps their hope alive—until the losses mount upagain. If they quit now, they will feel like a loser. They will have to face all the problems gamblinghas caused.Risks and Rewards of GamblingMany people have mixed feelings about gambling and may not want to give it up, even thoughthey know that it is causing them harm.Gambling RewardsPeople gamble because of the following:• They love the thrill of playing.• They know a big win could solve all their problems.• Gambling is their only shot at becoming a millionaire.• They feel important when they win. They love being able to treat family and friends.• They have a “sure system” and believe that it is just a matter of time before they win again.• When they are “on,” they can make money fast and easily.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.11

Unit 5: Effects of Gambling on the Individual, Family and CommunityAppendix BTeacher Resource 1 p. 2• Gambling lets them forget their problems and pain for a while.• Gambling is the one thing in their life that is just for them; when they gamble, they are incontrol.• Gambling gets them out of the house.• Gambling makes them feel important.• All their friends gamble.Gambling RisksYouth might consider getting help because of the following:• Parents are always yelling at them and threatening to withdraw privileges.• They are fighting all the time with friends and family about gambling.• They are tired of sneaking around, lying and hiding gambling losses.• Their reputation has been hurt.• People they owe money to are threatening violence.• Gambling is all they ever think about. It has taken over their life.• They have stopped caring about things that should be important.• They borrowed money from so many people that they are now ashamed to face them.• They are afraid of losing their job or failing in school because they are so distracted.• Their health is suffering.• They no longer enjoy gambling most of the time.• They feel like such losers. Sometimes they hate themselves.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.12

Unit 5: Effects of Gambling on the Individual, Family and CommunityAppendix BTeacher Resource 2Impact of Problem GamblingImpact on the Individual• Financial loss and loss of personal belongings.• Emotional problems and isolation.• Physical and mental health problems.• Burnout.• Anxiety and depression.Impact on Families• Money problems: When parents find out that their son or daughter has stolen and used creditcards or money meant for other things, they may feel scared, angry and betrayed.• Emotional problems and isolation: Gambling problems cause strong feelings among familymembers, which makes it harder to solve problems. Family members may avoid other peoplebecause they feel ashamed.• Physical and mental health: The stress of gambling problems sometimes causes healthproblems, for both the youth who gamble and the family. These can include anxiety,depression and stress-related problems such as poor sleep, ulcers, bowel problems,headaches and muscle pains.• Burnout: Many families under stress have trouble coping. One member may try to keepthings in control by taking on more tasks. This can lead to burnout. Family members oftenforget to take care of themselves or to have fun.Impact on the Community• Physical and emotional abuse: Family violence is more common when families are in crisis.Gambling problems can lead to physical or emotional abuse.• Crime including incarceration as well as theft and vandalism.• Health care costs.• Bankruptcy.Many people who gamble excessively feel stressed, anxious and depressed. This can makesleeping, thinking and solving problems more difficult. Rates of suicide are higher for people whogamble excessively, and for their family members. The people most likely to attempt suicide arethose who also have mental health problems (such as depression) or who heavily use alcoholand/or other drugs.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.13

Unit 5: Effects of Gambling on the Individual, Family and CommunityAppendix BTeacher Resource 3Signs and IndicatorsIn adolescents, manifestation of gambling problems is not always as clear asthose commonly observed in adult problem gamblers. However, some signs canindicate the development of a growing problem:• a consuming interest in gambling and gambling-related activities• a preoccupation with video arcades, Internet gambling sites, sports results or TV poker• money or valuable objects missing, borrowing or stealing money from friends and family,asking for more money for lunch and transportation or other personal expenses• problems in school, such as a loss of interest or unexplained absences• changes in personality or demeanour• changes in relationships (new friends and acquaintances, ignoring old friends, social networkonly on the computer)• changes in mood• explosive expression of anger• signs of anxiety and stress• large unexplained amounts of cash, or material possessions which cannot be accounted for• lack of truthfulness about his or her activities• fake ID, casino entry cards, or racetrack receipts among belongings• problems with other family members or with friends.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca5.14

6Unit 6:Moving to ChangeDifferentiated InstructionTeaching/Learning ExamplesDuration: Determined by Teacher1 Questionnaire2 Think, Pair, Share3 Communicating Understanding4 ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.1

Unit 6: Moving to ChangeDifferentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Students’ preferred way of learning in order to support the in-class sessions and their RAFTchoicesHow to Find Out• Self-assessment based on the multiple intelligencesDifferentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaKnowledge and Understanding• Demonstrates knowledge of process and interrelated stepsAssessment Tools> Rubric> ChecklistsThinking• Gathers relevant information from multiple sources• Summarizes research into key factsCommunication• Organizes and expresses information with clarityApplication• Makes connections between theoretical and real life• Applies relevant information and theories to practical causesYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.2

Unit 6: Moving to ChangePrior LearningPrior to this lesson, students will have:• Awareness of collaborative processes• Understanding of article analysis• An awareness of the factors of gambling addiction• An awareness of obstacles in general life and the difficulty surmounting them• Understanding of non-judgmental decision-making processesMaterials and ResourcesMaterialsAppendix A• Student Resource 1: Case Studies• Student Resource 2: Communication Skills• Student Resource 3: Taking Ownership• Student Resource 4: 3 Rs of ReflectionAppendix B• Teacher Resource 1: Stages of Change• Teacher Resource 2: Relapse Prevention• Teacher Resource 3: Communication SkillsInternet ResourcesProblem Gambling Institute of Ontario at CAMHwww.ProblemGambling.caThis multimedia, bilingual website provides screening tools, opportunities for online collaboration andtraining, and resources for professionals and for people who experience gambling problems and theirfamily members. This link provides information about the Stages of Change:www.problemgambling.ca/EN/ResourcesForProfessionals/Pages/StagesofChangeModel.aspxYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.3

Unit 6: Moving to ChangeLesson PlanMinds On> Establishing a positive learning environment> Connecting to prior learning and/or experiences> Setting the context for learningSmall Groups• Students work with Student Resource 1, Case Studies, and completethe case study template, which looks at immediate and long-termconsequences.Whole Class Debrief• Review the terms risk, reward, impact, responsibilityConnectionsL: LiteracyML: MathematicalLiteracyAfL, AoL: Assessmentfor/of LearningSC: Skill ContinuaAfL: Case StudyTemplateAfL: AnecdotalCommentsAction> Introducing new learning or extending/reinforcing prior learning> Providing opportunities for practice and application of learning (guided > independent)Whole Class Discussion• Using Teacher Resource 1, Stages of Change, teacher guides thediscussion around the initial question, “How can I support someone whois experiencing problems related to gambling?” Focus on the Stages ofChange, highlighting that a person has to be in the right stage to initiatechange.• Using chart format, brainstorm ways in which individuals, families andthe community can provide assistance to others in addressing problemgambling.Small Groups• Present each group with cards each having a heading for the stages ofchange. Students will discuss the stages and then provide descriptors thatidentify and complete the sentence starts for each stage of change, e.g:A person in the Contemplation stage of change will look like .At this stage the individual must. At this stage theindividual must not .• Each group will present a role-play scenario to demonstrate thecharacteristics of the stages of change.Whole Class Debrief• Class will discuss commonalities among their cards.• Teacher will lead short discussion to generate conclusions to discussion.AfL: AnecdotalComments, ChartAfL: Role PlayAfL: AnecdotalCommentsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.4

Unit 6: Moving to ChangeWhole Class• Using Teacher Resource 2, Relapse Prevention, teacher will lead adiscussion about relapse. Discussion should focus on the factors thatmay trigger a relapse, the impact a relapse may have on the person whogambles as well as on their family, and how to move forward after a relapsehas occurred.Expert Groups• Teacher gives out cards with the various communication skills listed onthem (Teacher Resource 3: Communication Skills).• Individuals of each group research their skill, note key facts and thenpresent to the group.ConnectionsAfL: AnecdotalCommentsAfL: Cornell Note TakingSystemWhole Class Debrief• Discuss the communication skills and summarize the “look fors” for eachskill on Student Resource 2.Small Groups of Six• Apply the skills to the communication processes between families andcounsellors when dealing with a person with a gambling problem.• Using a round table strategy, have students discuss what they knowabout a person with a gambling problem. Each student will take on a role:Student A responds non-verbally; Student B asks clarifying questions;Student C mirrors feelings; Student D paraphrases; Student E summarizes;Student F is the speaker. Everyone will use attending and focusing skills.Repeat with different related topics so everyone has an opportunity to tryeach role.Taking Ownership• Teacher leads discussion to complete chart sections in Student Resource3: Taking Ownership.• Gather student ideas and fill in any spaces that the students are not able tosuggest points for.AfL: AnecdotalCommentsAfL: Chart, AnecdotalCommentsAfL: AnecdotalCommentsConsolidation and Connection> Helping students demonstrate what they have learned> Providing opportunities for consolidation and reflectionWhole Class Debrief• Students discuss the concept that change is a process that occursover time, often with bumps along the way. It is important to setgoals, review them and remember to seek help when help is needed.Individual RAFT• The RAFT assignments are differentiated based on student intelligencepreferences. RAFT assignments can be done independently, or inpairs or groups in class or out of class. In all cases students require anunderstanding of the aspects of a RAFT topic, and rubrics need to besupplied for all topic possibilities.AfL: AnecdotalCommentsAfL: RAFT Task FormatsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.5

Unit 6: Moving to ChangeDifferentiated Instruction Teaching/Learning ExamplesConnectionsRole Audience Format Topic1 Therapist Adult Leaflet Create a flyer for distribution in theneighbourhood about a communityinitiative involving the opening ofa counselling service at the localrecreation centre.2 Scriptwriter Youth Script Prepare a script, which will bepresented to family members,describing the issue of addictionand the process of regaininga healthy lifestyle for a personrecovering from an addiction.3 FamilymemberAdultSeries of diaryentriesWrite a series of six diary entries(over a six-month period) from theperspective of an individual affectedby a family member struggling withthe rehabilitative process.4 RadiointerviewerAdultInterviewquestionsPrepare a series of interviewquestions for an interview with aperson in recovery for a gamblingproblem and a closely related familymember.5 Counsellor Adult Reflectivestatements ofencouragementCreate bulletin board statements,that can be set out to create areflective moment in the ongoingtrials of recovery for those in atreatment setting.Individual Metacognition• The 3 Rs of Reflection: Students do The 3 Rs of Reflection (Retell, Relate,Reflect) as a way for them to reflect on their learning prior to the next class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.6

Unit 6: Moving to ChangeAppendix AStudent Resource 1 p. 1Case Studies1. You and four of your friends have been playing cards together for years. You have all recentlystarted playing poker together for fun. When one friend suggests playing for money, the groupagrees and sets a limit of $5 a game. Over time, however, this amount increases to $10 a game,at your friend’s request. A month later, he suggests playing for $20 a game.2. You are concerned about your older brother, who is always angry and secretive. One day, youoverhear him on the phone talking with someone about owing $500 to a bookie.3. You are concerned about your friend, who seems sad and anxious all the time. When youask her if everything is okay, she tells you that her partner is not spending much time with heranymore because he recently got a fake ID and has been spending his weekends at the casino.4. Your friend cancels plans with you for the fourth night in a row. When you ask her why she needsto cancel again, she shares that her mother has been going to bingo nightly so she has to stayhome and babysit her younger brother.5. A friend asks you to borrow $30. He shares that there is a poker tournament on Friday night andin order to join, he must pay a $50 fee. He says he’ll pay you back at school on Monday.6. You’ve had a crush on a girl for some time now and finally got the courage to ask her out. Now thatthat she’s accepted, you’re concerned about how you will impress her. On the advice of a friend,you decide to spend the $50 in your bank account on PRO-LINE tickets in the hopes of doublingyour money. With $100, you know you’ll have enough money to take her out to dinner and a movie.7. Your younger brother asks you to borrow $10. When you ask him why he needs the money, hetells you he lost a few card games and owes someone $20.8. You received $150 for your birthday. For some time now, you’ve wanted to buy a new iPod;however, it costs almost $200. As you contemplate ways of getting an additional $50, youremember that a group of friends are getting together to play poker on Friday night.9. Your grandfather and you are spending the day together and he brings you to the local racetrack fora few hours. He’s been losing most of his bets, so for the last race, he asks you to pick the horses.When the horse you chose wins, your grandfather tells you how lucky you are and gives you $100.10. Your favourite team has made it to the playoff. They have been undefeated in the last six games.Positive that they will win tonight’s game, you decide to buy a few PRO-LINE tickets with themoney that is meant to be used to pay your cell phone bill.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.7

Unit 6: Moving to ChangeAppendix AStudent Resource 1 p. 211. Some friends are getting fake ID so that they can go to the local casino on Friday night. Theyoffer to get you one too.12. A friend of yours tells you her parents have been arguing constantly over the past few months.She knows something is wrong, but she’s not sure what. When she gets home from school oneday, she finds her mother crying because the telephone, cable and Internet have been cut off. Itturns out that because of gambling debts, her father has not been paying the bills.13. Your best friend has been late for school three days in a row. When you ask him why he’s late, hetells you he was up late at night playing free online poker.14. You’ve noticed that during class, your friend has not been paying attention because she’s beenbusy on her cell phone. When you ask her what she’s doing, she tells you she’s been playing afree poker game. She also tells you how skilled she is because she’s now up to $8,000 in credits.15. Your friend comes to you asking for some advice. He says he borrowed his father’s credit cardand has been placing bets online. He’s lost $1,400 and he’s afraid the credit card statement willbe arriving in the mail soon.16. Your school assignment is due on Monday; however, you did not complete it since you werebusy playing video games all weekend. After lying to your teacher about why your assignment isnot done, he gives you an extra day to complete it. On Monday nights, however, you always gettogether with your friends to play online games.17. You hear from a friend that the local convenience store has an illegal slot machine in the backroom. Because it is not regulated, you’re told the payout is set at a higher rate. Your mother gaveyou some money that morning and asked you to pick up a few things at the grocery store.18. You entered a sports pool with some friends last year and lost a significant amount of money.Your parents paid off this gambling debt but told you that you weren’t allowed to participate insports pools again. The new season is about to start and you’re contemplating joining. You feelthat you learned from your mistakes last year and you’ll be able to make better choices this time.19. The new school year is about to start and in order to join the football team, you must make a$200 deposit. When you go to your parents for the money, they tell you to use the money youmade over the summer working at the local store. What they don’t know, however, is that you’vealready spent much of this money on lottery tickets and all you have left is $80.20. As you’re preparing to go on your school trip, you discover that all the money you’d saved up inyour bank account is gone. When you tell your mother about it, she confesses that she needed toborrow this money and she plans on paying you back very soon. After talking with your older sibling,however, you discover that your mother has been spending much of her days at the local casino.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.8

Unit 6: Moving to ChangeAppendix AStudent Resource 1 p. 3Case Study Activity TemplatePresenting IssuesConsequences or Potential Consequences: ImmediateConsequences or Potential Consequences: Long-TermPossible StrategiesYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.9

Unit 6: Moving to ChangeAppendix AStudent Resource 2Communication SkillsActive ListeningLooks Like:Attending/FocusingParaphrasingClarifying QuestionsMirroringNon-Verbal ResponsesSummarizingYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.10

Unit 6: Moving to ChangeAppendix AStudent Resource 3Taking OwnershipBoundaries and Limits Financial Debts Managing MoneyI will…I will…I will…For self:For self:For self:For friend:For friend:For friend:For adult or parent:For adult or parent:For adult or parent:Managing StressI will…Taking Ownership for Behavioursand DecisionsI will…Maintaining the TherapyI will…For self:For self:For self:For friend:For friend:For friend:For adult or parent:For adult or parent:For adult or parent:Healing Family RelationshipsGetting back the Balance in LifeI will…I will…For self:For self:For friend:For friend:For adult or parent:For adult or parent:Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.11

Unit 6: Moving to ChangeAppendix AStudent Resource 4The 3 Rs of ReflectionNon-negotiableUse the 3 Rs (Retell, Relate, Reflect) to explain your learning.Negotiable1. TopicsSelect one of the topics below for your reflection:a) Thoughts that I had during the discussion of this unitb) Achieving long-term positive change in a situation with addictions involves…c) Change is only effective in an individual when…d) The skills and strategies I used during this unite) After this unit I will…2. FormatsSelect one of the following presentation formats for your reflection:a) Written reflection—point form or paragraphb) Recorded oral reflection (mini recorder)c) Presentation software—slides with images and graphicsd) Blog, wiki or TwitterOptionalA. Make a two-minute presentation of reflective learning during a class.B. Act as a guest speaker in the class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.12

Unit 6: Moving to ChangeAppendix BTeacher Resource 1 p. 1Stages of ChangePeople with addiction problems such as gambling go through similar stages inaccepting the need to change. The following are the five stages of behaviourchange identified by Drs. Prochaska, Norcross and DiClemente.Pre-Contemplation StagePre-contemplation is the first stage in the process. At this point, the person does not recognizethat there is a problem, although others may have recognized the problem and the need to dosomething about it. The person is either unaware or under-aware of the problem and has nointention of changing his or her behaviour.At this stage, the following strategies may be helpful:• Tell the person how his gambling affects you.• Avoid encouraging the person’s gambling by not engaging in gambling activities with her, orby lending her money to gamble.• Learn about problem gambling and share the information with the person.• Get support for yourself by talking with a parent, a teacher or someone else you trust.• Avoid arguing with the person—it won’t help.• Avoid using labels like “in denial” or “resistant.”• If the person doesn’t want to talk with you about his gambling, let him know that you candiscuss the matter in the future.Contemplation StageIn this second stage of behaviour change, the person acknowledges that she has a problem, butis still not ready to do anything about it. Individuals may even recognize some of the benefits ofchanging but also have an awareness of the cost of changing. They may feel “stuck” and mayeven ask others what they need to do to get “unstuck.”At this stage, the following strategies may be helpful:• Do not gamble with the person.• Find out how the person can get help, then pass on the information to him.• Encourage the person to get help.• Praise the person for wanting to change.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.13

Unit 6: Moving to ChangeAppendix BTeacher Resource 1 p. 2Preparation StageIn this third stage, the person recognizes the need for change and is preparing to make changes.The person may even begin to take small steps to change her gambling, such as setting timeand money limits. She may talk about making bigger changes soon.At this stage, the following strategies may be helpful:• Support the person’s changes and encourage her to get help from a problem gamblingcounsellor.• Suggest other activities to replace gambling.Action StageIn the action stage the person is ready to commit to change and begins to implement thechanges he has been planning to make. This stage takes the most time and energy, is the mostvisible and gets the most recognition from others.At this stage, the following strategies may be helpful:• Support the person as he replaces gambling with new activities.• If he is not already doing so, encourage the person to go to counselling.• Accept that the person may slip back into gambling.• Give lots of praise and encouragement.Maintenance StageMaintenance is the final stage in behaviour change and is a long and ongoing process. Theperson has made changes and is working on maintaining these changes, as well as learningand practising new skills. This is the time for people to reflect on and consolidate the gains theyhave made. They may begin to see the benefits of their changed behaviour. Individuals continueto substitute healthy alternatives for their problem behaviours and avoid trigger situations andevents. As they continue to increase their level of self-awareness, they may also begin to look atmaking positive changes in other areas of their lives.At this stage, the following strategies may be helpful:• Keep praising the person’s efforts and progress.• Help the person identify and avoid gambling triggers.• Reward efforts at change.• Accept that the person may have relapses.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.14

Unit 6: Moving to ChangeAppendix BTeacher Resource 1 p. 3RelapseAt any time during the change process, the person may go back to old behaviours. This is verycommon. Relapse is often accompanied by feelings of discouragement, including seeing oneselfas a failure. The fact is, relapse can be an important learning experience. When it occurs, theperson should analyze how the slip happened so that she can recognize the warning signs andmake better choices should relapse threaten again, and so that she can resume the behaviourchanges she had already made and was maintaining.At this stage, the following strategies may be helpful:• Encourage the person to return to counselling.• Help the person identify gambling triggers.• Keep praising the person’s efforts and progress.ReferencesProchaska, J., Norcross, J. & DiClemente, C. (1995). Changing for Good. New York: Avon Books.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.15

Unit 6: Moving to ChangeAppendix BTeacher Resource 2Relapse PreventionWhat Is Relapse?Relapse is a process that begins when a person starts slipping back into old behaviour patterns.Things that can lead an individual to relapse include the following:• feeling that he or she has gambling under control and taking a chance to gamble again• not working out stresses and problems at home, work or school, and when these build up ora crisis happens, the individual returns to gambling to help cope• not handling negative feelings such as boredom, loneliness or anger• giving in to urges to gamble• not seeing any way to cope when under stress other than to gamble• not working to maintain goals related to quitting or reducing gambling.To avoid relapse1. Plan to handle day-to-day feelings and problems as they happen. This way, pressure andstress do not build up.2. Keep life—work, school and relaxation—in balance as a way to reduce stress.3. Gain support and trust. Family, friends, teachers, coaches, a support group or a counsellorcan talk with the individual about the pressures experienced while trying to reduce or quitgambling. They can watch for the warning signs of relapse and help handle the stress.4. Identify and plan for high-risk situations—those in which an individual is more likely togamble. Everyone faces high-risk situations at some point; they can be handled more easilyif an individual knows ahead of time what they are and creates ways to handle them inadvance.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.16

Unit 6: Moving to ChangeAppendix BTeacher Resource 3Communication SkillsBasic Skills and Concepts• Attending and Focusing Involves the following elements:– eye contact– attentive body language—posture– distance—personal space– vocal tone– verbal tracking—keeping speaker on topic using open-ended questions(questions requiring more than a yes or no response). e.g,. example, “Tell me more about…”– silence—can encourage the other person to speak more– encouragement—verbal and non-verbal– not interrupting.• Paraphrasing (or Restating) Repeating the main thoughts and ideas the speakerhas expressed in your own words so you can check for understanding,e.g., “So what you are saying is…”• Clarifying Questions Gathering information you need to understand the situation• Mirroring Paying attention to the emotions and feelings of the speaker, e.g.,“You sound frustrated.”• Non-verbal Responses Using appropriate body language including gestures andfacial expressions.• Summarizing Pulling together all the information by paraphrasing and mirroring to helpthe speaker determine whether anything is missing, e.g., “We have talked about…”Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca6.17

7Unit 7:Reducing RiskDifferentiated InstructionTeaching/Learning ExamplesDuration: Determined by Teacher1 Jeopardy Game2 Brainstorm3 Modelling—Categorization4 Decision Making5 ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.1

Unit 7: Reducing RiskDifferentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Students’ preferred way of learning in order to support the in-class sessions and their RAFT choicesHow to Find Out• Self-assessment based on the multiple intelligencesDifferentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaKnowledge and Understanding• Demonstrates a knowledge of key facts• Demonstrates an understanding of terminology related to this unitAssessment Tools> RubricThinking and Inquiry• Demonstrates summarizing skills• Describes information from the perspective of an unbiased researcherCommunication• Organizes and expresses ideas clearly and concisely• Demonstrates effective note-taking skills using informal outline, web,combination notes• Uses conventions of selected genreApplication• Applies understanding to specific situation(s)• Makes connections between familiar concepts and extends intonew conceptsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.2

Unit 7: Reducing RiskPrior LearningPrior to this lesson, students will have:• Awareness of a variety of graphic organizers• Understanding of collaborative learning techniques• Familiarization with key fact techniques and understanding of bias• Some skill with SMART Ideas• An understanding of necessary terminology affecting their understanding of the new materialin this unit• Understanding of choice board of differentiated learningMaterials and ResourcesMaterialsAppendix A• Student Resource 1: Jeopardy Game• Student Resource 2: Scenario Card—What Is the Problem?• Student Resource 3: Sample Influences• Student Resource 4: The 3 Rs of ReflectionAppendix B• Teacher Resource 1: Factors That Influence Risk and Decision-Making• Teacher Resource 2: Biopsychosocial-Cultural-Spiritual Model• Teacher Resource 3: What Is the Problem? Sample Answer SheetInternet ResourcesCentre for Addiction and Mental Healthwww.camh.netThis website provides information about alcohol, drugs and mental health prevention and addictionfor the public as well as for professionals. This specific link is for information on youth risk andprotective factors.www.camh.net/education/Resources_teachers_schools/Drug_Curriculum/Secondary/curriculum_riskprotect.htmlProblem Gambling Institute of Ontario at CAMHwww.ProblemGambling.caThis multimedia, bilingual website provides screening tools, opportunities for online collaboration andtraining, and resources for professionals, people who experience gambling problems, and their familymembers. This specific link is for youth risk factors.www.problemgambling.ca/EN/ResourcesForProfessionals/Pages/YouthAndGamblingRiskFactors.aspxYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.3

Unit 7: Reducing RiskLane County Prevention Programwww.preventionlane.orgThis website provides educational prevention information about substance abuse, problem gambling andsuicide prevention. This specific link is for information about youth risk factors for gambling.http://preventionlane.org/gambling/youth-risk-factors.htmThe Toronto StarArticle. “The brain: For adolescents, a scary path to full development”www.thestar.com/article/839695--the-brain-for-adolescents-a-scary-path-to-full-developmentYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.4

Unit 7: Reducing RiskLesson PlanMinds On> Establishing a positive learning environment> Connecting to prior learning and/or experiences> Setting the context for learningConnectionsL: LiteracyML: MathematicalLiteracyAfL, AoL: Assessmentfor/of LearningSC: Skill ContinuaWhole Class• Students engage in a Jeopardy!-style game (Student Resource 1:Jeopardy Game), winning points with their responses about variablesthat are positive and negative factors of a healthy lifestyle.• Teacher helps students to review material of past classes and focus onthe importance of maintaining a healthy lifestyle to reduce the risk ofany problems.• Add to word wall if necessary (collection of terms developed over thestudy of this theme and left on display in the classroom).AfL: Jeopardy game,Word Wall, AnecdotalCommentsAction> Introducing new learning or extending/reinforcing prior learning> Providing opportunities for practice and application of learning (guided > independent)Whole Class• Students brainstorm items that influence risk and decision making.Teacher Resource 1: Factors That Influence Risk and Decision Making.• Students classify brainstorm items into “outer” influences from outsidethe mind and body and “inner” influences. Record on flip charts. Acomparison is made. Based on content, although some influences areclearly inner and some outer, there will be some that are unclear orare linked together. For example, peers can be considered an outerinfluence, but the inner world of wanting to belong to a group interactswith that influence.• Teacher introduces concept of BPSCS model. Teacher Resource 2:Biopsychosocial-Cultural-Spiritual Model• Students each receive a scenario card. Student Resource 2, ScenarioCard—What Is the Problem? Working individually, students will identify theissues in the scenario and place them under the appropriate headings inthe chart.Small Group Sharing• Students join with a group and share their results.Whole Class Debrief• Teacher directed and concentrating on a) humans are complex;b) many influences affect each person on a daily basis; one mustalways understand the underlying motivation of each person’s action(s)and that each high-risk behaviour appears in a different perspectivedepending on the individual’s role and emotional and physical state.AfL: Chart, GraphicOrganizerAfL: Group AnecdotalCommentsAfL: AnecdotalCommentsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.5

Unit 7: Reducing RiskExpert Groups• Teacher provides material to be read about the range of influences,fighting reductionism, motivation, calculated risk, genetic and personalbiological factors, cultural and media factors, existential issues andmagical thinking, peer pressure and societal expectations.• Individuals will study their topics and summarize information for afact sheet.• Students are to define and clarify terms as needed.• Each student presents the information summation for group.Whole Class Debrief• Teacher highlights key findings using SMART Ideas on PowerPoint.• Students are encouraged to form generalizations from specific facts.• Conclude with a summary of key learning from this unit.ConnectionsAfL: Fact Sheet,Summary, OralPresentationAfL: AnecdotalComments,Generalizations, BigQuestion IdeasConsolidation and Connection> Helping students demonstrate what they have learned> Providing opportunities for consolidation and reflectionIndividual• Students create a schematic form of the influences affecting decisionmaking, using a variety of graphic organizer styles.AfL: Schematic FormIndividual Raft Assignments• The RAFT assignments are differentiated based on student intelligencepreferences. RAFT assignments can be done independently, or inpairs or groups in class or out of class. In all cases students require anunderstanding of the aspects of a RAFT topic, and rubrics need to besupplied for all topic possibilities.Differentiated Instruction Teaching/Learning ExamplesRole Audience Format Topic1 Pollresearcher2 YouthcounsellorYouth Survey The provincial government has askedfor statistics on the ability of youthto deconstruct incidents in theirlives. Create a survey that can gatherinformation about how much youth areable to deconstruct, and outline factorsinfluencing their actions.Youth Flyer Create a flyer, which you will hand outat the next school assembly, that will tellstudents about a conversation groupfor youth and adults in which the youthattempt to explain their age group’sinterest in gambling.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.6

Unit 7: Reducing RiskConnectionsRole Audience Format Topic3 YouthcounsellorYouth andadults“My Lifein TwoMinutes”Create a series of questions or sentencestarters to be handed out to a group ofyouth and adults meeting for the firsttime to learn from each other about thelink between youth and gambling. Thecompleted statements will act as anintroduction, allowing youth and adultsto get to know each other in order to feelcomfortable in sharing.4 Principal Adults BusinessletterAs principal of your school, create aletter to inform the parents of yourstudents of the growing concern overyouth gambling.5 Researcher Adult Report Create a report to present on a subjectrelated to the issue of gambling.6 Speaker’scornerchairpersonYouth List As chair of the student “speaker’scorner,” create a list of speakers for avariety of topics relating to gambling. Tryto locate specialists or experts in theirfield who work in your local community.7 Civil rightsworkerAdultCivilrightscaseThere is a push to locate a casino in yourlocal neighbourhood. As part of the CivilRights Action committee for the city,create a list of pros and cons that themayor can study before the issue comesto the council chambers for a vote.8 Lobbyist Adult Speech You are a psychologist with a localhealth centre. Write a speech for a talkyou’ve been asked to give to parentsabout how common gambling is in thelives of young children and youth.9 Debater Youth Debate With a partner, prepare both sides of adebate over the expansion of Internetgambling.10 Blogger Youth Blog Create a blog that sends information inpertinent “snippets” out to youth aboutissues concerning gambling.Individual MetacognitionThe 3 Rs of Reflection: Introduce students to The 3 Rs of Reflection(Retell, Relate, Reflect) as a way for them to reflect on their learning priorto the next class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.7

Unit 7: Reducing RiskAppendix AStudent Resource 1Healthy Lifestyle JeopardyCategories:• Positive Factors—Physical • Negative Factors—Physical• Positive Factors—Emotional, Social • Negative Factors—Emotional, SocialPoints: 5, 10, 15 and 20 point questions for each category• 5- and 10-Point Questions– No answer options will be given from which to choose.– Groups may quietly confer.– Group leader must write group’s answer on dry erase board.– Teacher will call “Boards Up.”– Unless it is a “blue dot” question (see below), all groups with the correct answer receive points.• 15-Point Questions– Group choosing category may decide to keep it as 15-point questions and have teacher readanswer options along with the question, OR group choosing category may decide to make ita 30-point question by not having the answer options read with the question.– Groups may quietly confer.– Group leader must write group’s answer on dry erase board.– Unless it is a “blue dot” question, all groups with the correct answer receive points.• 20-Point Questions– Teacher will read answer options for all of these questions.– These questions will be answered verbally.– Unless it is a “blue dot” question, teacher will call on the first person to raise a hand. That personmust immediately give the answer—no group discussion is allowed.– If the correct answer is given, only that person’s group receives points.– If an incorrect answer is given, all groups except group from which incorrect answer was givenwill be allowed to confer and write their answer on the dry erase board. All groups with the correctanswer will receive points.• Blue Dot Questions– Teacher will randomly place a blue dot behind one 5-, 10-, 15- and 20-point question. (Onecategory will not receive a blue dot.)– The group choosing a blue dot question will be the only group allowed to answer the questionfor points.– If that group answers incorrectly, all other groups may confer and write an answer on the dryerase board. All groups with correct answers will receive points.Winning Team: The team with the most total points.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.8

Unit 7: Reducing RiskAppendix AStudent Resource 2Scenario Card—What Is the Problem?A 17-year-old male comes to the school counsellor saying “Help me! My momtossed me out of the house and won’t let me back in until I’ve quit playing videogames!But I don’t have a problem with the games. Playing keeps my nervessteady, and all my friends play the games too… See, I’m thinking of quittingschool. I’ve never been good at it. I hate reading—but I’m great at math! In fact,I’m so good I make a lot of money playing Texas Hold ’Em poker. I really don’tneed to go to school. I really have felt like a loser most of my life…sad and veryanxious. But since I started winning money online, people look at me like I’ma pro. The video games really do help me keep a good poker face. So, can yahelp?! Well—can ya??”InstructionsIn the above scenario, identify the factors at play that fall under each of the headings in the chart below.Biological Psychological Social Cultural SpiritualYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.9

Unit 7: Reducing RiskAppendix AStudent Resource 3 p. 1Sample InfluencesA. Genetics and Personal Biological MakeupAddictive and mental health disorders often run in families. This seems to also apply to somecases of problem gambling.People with ADHD (attention-deficit/hyperactivity disorder), for example, often are at higherrisk of developing substance use, gambling problems and other issues if they are not treatedfor the condition.Certain medical conditions, such as diabetes or chronic pain syndrome, may directly or indirectlyaffect a person’s overall life circumstances. For example, if you are persistently experiencingintense pain, that might increase symptoms of depression and anxiety. Having to cope withthese ongoing physical and mental health issues can have psychological effects. People dealingwith these effects might have trouble fitting in with friends. Gambling can become a problemfor some people if they use it as a way to cope or to “escape” from other physical and mentalhealth issues.More research is being done to better understand the relationship between genetics, biologyand problem gambling. For some people, medication might help fight urges to gamble.Scientists are now researching medication options for problem gambling.B. Culture and MediaIn our society, many forms of media are pervasive—video games, BlackBerrys and iPhones,Internet, e-mail. We also know that in relation to youth, time use and access to content arevariable and can be unregulated by parents. We talk about how these forms of media maybe influencing us, but in reality our culture has not yet taken major steps to put forth healthyguidelines, or a public health approach, for the use of technology.What is the message our society is conveying when video games allow violence such as suicidebombings and the killing of prostitutes and police officers? What is the cultural messageregarding how women should be treated? Is there covert or overt racism in the way “thugs”and “bad guys” are portrayed in games? Is it okay to steal a car or otherwise engage in illicitactivities, as characters in video games like Grand Theft Auto do?New devices are becoming fashion statements. Just like designer jeans, technology can “look”great and convey status in youth culture. Cell phones, video game consoles, computers andTV devices all allow sharing of Internet information and communication. However, access tosexual imagery, drug ordering and gambling websites and games disguised as video gameshas become easier than ever through all these portals and devices.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.10

Unit 7: Reducing RiskAppendix AStudent Resource 3 p. 2C. Magical Thinking“Magical thinking” is a thought or belief that certain coincidences are actually connected or thatthere is a causal relationship where none exists, for example, carrying an umbrella will ensureit doesn’t rain. When people are faced with ambiguity and the unknown, it’s natural for them toseek explanations or a sense of control, and depending how stressed they are, they may engagein magical thinking. In human development magical thinking is used to try to make sense of theworld and keep our fears at bay. It usually occurs in childhood (e.g., a child who believes herdisobedience caused her father to fall ill) and is not used as much as we develop more adultcoping strategies to deal with life’s challenges. In highly stressful situations, however, peopledo regress to earlier ways of coping, and magical thinking is a common one they fall back on.Many people with problem gambling will resort to magical thinking; examples include blowingon dice to make them lucky, wearing a lucky shirt or choosing special numbers that haveemotional significance.D. Peer Pressure (School, Work, Games)The effects of group influences on an individual’s behaviour have been a central concern ofsocial psychologists. It has been shown, for example, that one is more prone to take riskswhen the group he or she identifies with engages in and supports such behaviour. The needsto belong and be accepted by peers are strong enough human motivators to impel a person tobehave with greater risk in the context of a group than when alone. This is especially true withadolescents and young adults. Gambling is a common activity that youth engage in; for example,they may have their friends over to play Texas Hold ’Em poker in their homes. Youth may also bebullied into gambling, or may feel compelled to gamble to fit in with popular kids.E. Parental Role ModellingLong after the school and work day is over, peer pressure and curiosity can impel youth to “needto know” what’s going on in their online “worlds.” Social networking appears to be the preferredcommunication method of 21st-century youth.Parents need to take a more active role in knowing how their kids use technology. It’s not onlyimportant to look at youth’s use of technology, but how the parents themselves “role model”behaviour. For instance, many parents have slowly allowed their work-family balance to blurby checking BlackBerrys at the dinner table or answering business e-mails at 9:00 a.m. on aweekend. And there are many adults who also engage in video-game activities, some evenbecoming “pro-gamers.”As with gambling, technology and gaming, this role modelling also applies to parents’ own useof alcohol, nicotine and caffeine and the impact that may have on their children. Sometimes onefamily member becomes what we call “the identified patient,” because his or her problems arethe most obvious. This triggers the entire family to seek help from a therapist. What is often seenthen is that other family members have addiction and mental health issues that have not beendealt with.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.11

Unit 7: Reducing RiskAppendix AStudent Resource 3 p. 3F. Societal Expectations for Academics and WorkEducation and school work and day-to-day professional communication in the 21st centuryrequire that we use computers. Those looking for jobs and careers are often expected to havesome basic-to-advanced cyber skills. Thus the majority of youth will be exposed to the internetand its interactive wonders. The key is asking what, as parents, community, society and soon, we should be doing to help educate our youth (as well as everyone else) on the potentialdevelopment of problems using this technology, as well as on methods for using it in as safe away as possible.G. Sedentary LifestyleAddictive behaviours may be linked. For example, many people attribute the increase in obesityin North American youth to fast foods and low physical activity; it is unclear, however, if there isnot a link to the over-use of technology. Many of you may have heard of people who would rathersend an e-mail to a person 15 feet away than get up and go talk with that person. Sedentarypeople see images of “beautiful” people on the Internet, video games and TV, and this can leadthem to be concerned about their appearance, which can then impact self-esteem. People withlow self-esteem may feel more comfortable interacting with people online versus in person,which can lead to exposure to online sexual activities such as interactive pornography sites.Also, some parents may feel it is “safer” for their kids to be gambling in the family room with theirfriends rather then for them to be out of the house, where the parents don’t know where they areor whom they are with.H. Feelings of MasteryPeople play video games and gamble for many reasons. For some adults and youth, they feel asense of being able to “master” the skills it takes to win. That sense of mastery of online gamesbecomes important because often there may be a lack of a sense of mastery in life offline. Forexample, if someone suffers from social anxiety, is being bullied or has physical ailments or atraumatic past, the anticipation of a win—not just with gambling but with video gaming too—canbe quite powerful. Killing the 27th level Orc Mage in the Dungeon can be very exciting, andan actual win can create a feeling of euphoria. It can make a youth (and adult) feel important,successful, skilled and happy. When one loses, however, these feelings can be replaced byanxiety, sadness, desperation, frustration and anger. Because of these emotional ups anddowns, people then feel drawn to play repeatedly. Both sets of positive and negative emotionalresponses can lead to what is called in psychology “intermittent reinforcement.” This form ofreinforcement is one of the strongest psychological aspects of developing problematic patternsof behaviour in these activities.Context Is KeyIt is important to not focus only on the problematic surface behaviour a youth engages in: one must alsolook at the big picture. For example, is the person someone with chronic pain who is more prone to stayat home? Is he or she depressed? Is he or she avoiding social situations? Understanding the biological,psychological, social, cultural and spiritual context of human behaviour is key to understanding what isactually going on in that person’s life, and ultimately understanding what can help the person get better.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.12

Unit 7: Reducing RiskAppendix AStudent Resource 4The 3 Rs of ReflectionNon-negotiableUse the 3 Rs (Retell, Relate, Reflect) to explain your learning.Negotiable1. TopicsSelect one of the topics below for your reflection:a) Thoughts that I had during the discussion of this unit were…b) A SMART goal for me in the next three months is…c) In my own life I need to reduce or redirect my energy to…d) The skills and strategies I used during this unit…e) After this unit I will…2. FormatsSelect one of the following presentation formats for your reflection:a) Written reflection—point form or paragraphb) Recorded oral reflection (mini recorder)c) Presentation software—slides with images and graphicsd) Blog or wikiOptionalA. Make a two-minute presentation of reflective learning during a class.B. Act as a guest speaker in the class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.13

Unit 7: Reducing RiskAppendix BTeacher Resource 1 p. 1Factors That Influence Risk and Decision MakingHuman behaviour is complex, and underlying motivations may, in fact, be theopposite of what they appear to be. Some people are “unconscious” of themotivations that propel their high-risk-taking behaviour.Examples of biological factors that can influence risk and decision making:• being intoxicated on alcohol or any other drug, e.g., cannabis, cocaine, opioids, etc.• lack of sleep• lack of food• chronic pain• schizophrenia• major depression• diabetes.Examples of psychological factors that can influence risk and decision making:• level of self-esteem• ability to identify emotions• cognitive ability• self-soothing• fear of people judging one• schizophrenia• major depression• ability to adjust and accept a chronic medical condition (e.g., diabetes).Examples of social factors that can influence risk and decision making:• being impoverished• being from a large family• being from a small family• suffering from social anxiety• being identified as having a mental illness (stigma)• being identified as having a physical illness (e.g., diabetes).Examples of cultural factors that can influence risk and decision making:• being an immigrant or refugee• being part of a family culture that enjoys gambling• being identified as someone with mental illness in a culture that does not recognize thatcondition’s existence• being homosexual or bisexual.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.14

Unit 7: Reducing RiskAppendix BTeacher Resource 1 p. 2Examples of spiritual factors that can influence risk and decision making:• being of a faith that will not accept medical aid• being in an existential quandary as to why we all exist anyway• being homosexual and finding out your faith states homosexuals are an abomination• being told that mental illnesses are actually curses from the Higher Powers.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.15

Unit 7: Reducing RiskAppendix BTeacher Resource 2 p. 1Biopsychosocial-Cultural-Spiritual Model(The Inner and Outer Influences of Risk)The Biopsychosocial-cultural-spiritual (BPSCS) model is an approach thatassumes that biological (medical), psychological (which entails thoughts,emotions and behaviours), social, cultural and spiritual belief systems are factorsthat play a significant role in human functioning in the context of mental healthissues, addictions, disease and illness. The model assumes that mental healthproblems are hardly ever limited to just one domain of human experience.Instead, most mental health problems are influenced by multiple domains ofhuman experience, and have biological, psychological, social, cultural andspiritual impacts. The model provides a framework for understanding whatcauses and sustains addictive behaviours and experiences and providesdirection in framing both clinical and prevention practices.In a philosophical sense, the BPSCS model states that the workings of the bodycan affect the mind, and the workings of the mind can affect the body, and thatoutside influences can affect both. For example, research in the field of addictionhas made major strides in recent years in demonstrating the contributions ofinternal and external stressors in the initiation and maintenance of substance usedisorders. While gambling itself can be a stressful activity, pathological gamblersoften report gambling in order to escape life stress. Research on the relationshipbetween pathological gambling and stress is in its infancy.Making Healthy Lifestyle Choices That Involve RiskEverything we do involves calculation and risk taking. Looking at benefits versus risks issomething people do to various degrees all the time. It is important to take into considerationthe various factors from the BPSCS model when understanding the decision-making processof someone who is addicted to gaming, gambling or substances. For instance someone withADHD (biological) may gravitate to using substances and gambling behaviours to cope withthe condition (psychological). This is turn results in the person dropping out of school (social),which brings shame to the family (cultural).Crossing a street is a risk, although a small one in terms of something bad happening. Havingunprotected sex can be riskier, and drinking and driving even more of a risk. Some risks mayhave positive outcomes, such as wise stock investments. There are varying degrees of risk thatmay put someone in danger or, alternatively, may result in positive rewards.A “calculated risk” is one that has been considered and weighed for the potential costs andbenefits of both positive and negative outcomes. Many youth take risks based on “hunches.”A hunch is a guess or a feeling not based on known facts or else based on intuition or animpression that something might be the case.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.16

Unit 7: Reducing RiskAppendix BTeacher Resource 2 p. 2Motivation (for Change)People are often coping with multiple concerns. A particular concern might not seem aspressing to one person as it will to another. Having conflicting feelings about something or asituation affects motivation and readiness to change, and inhibits a person’s ability to adaptcoping strategies for change. However, exploration of a person’s multiple concerns helpsilluminate how to make decisions and calculate risks. Sometimes an individual may not be awarethat change is truly needed or may have misinterpreted the seriousness of the condition.Most mental and physical health problems are identified when a youth is having a declinein function or is exhibiting difficulties with mood, handling stress or controlling his or heractions. Often many of these issues occur together. But the identified problem (such as agambling behaviour that may have arisen due to a person developing a clinical depression),may be considered a red flag for the possibility that concurrent mental health and otherproblems are present.It is important to realize that concurrent problems are more “combined” as opposed to simply“concurrent.” This implies that the issues are not independent, but rather influence each other.The point is, one shouldn’t jump to conclusions that could lead to stigmatizing the person. Forexample, some people gamble to help cope with depression because the excitement whilegambling alleviates some of the depression symptoms. Sometimes gambling allows peopleto dissociate (go into a trance-like state in which they do not have to feel any emotions at all).Unfortunately, most people who use gambling as a way of coping with depression end upworsening that condition over time due to the consequences of losses and other consequencesof gambling.The following mental health issues are common in youth with problem gambling:• substance use• attention deficit hyperactivity disorder and other impulse control issues (spending, sex, etc.)• “over use” of Internet, cell phone, etc.• depressive disorders• anxiety disorders (social anxiety disorder and posttraumatic stress disorder)• history of trauma• personality disorders (conduct disorder, self-cutting behaviours, etc.).What is “Internet Addiction”?Although there are many parent groups and health professionals lobbying to have gaming andInternet “addiction” recognized as a condition separate from other mental health problems,it’s important to realize that individuals can have many reasons for developing difficulties withdigital media. This applies to substance use disorders as well. In many instances, the problembehaviours arise out of a failure to find a coping strategy for underlying mental health problemssuch as the ones listed above. Problem behaviours can also arise when youth experiencesignificant tumultuous events in their lives such as loneliness, bullying or parental divorce. Inshort, the technology is not the sole issue—it’s really how the youth’s chosen coping strategyinteracts with his or her unique makeup that determines the seed of the problem.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.17

Unit 7: Reducing RiskAppendix BTeacher Resource 2 p. 3BPSCS Model Chart SAMPLE EXAMPLE OF “INTERNET ADDICTION”Biological Psychological Social Cultural SpiritualGeneticsof anxiety,depression andgamblingImpact of havingthese conditionsmay lead to lowself-esteemPerson decidesto be with peoplewho have similarissuesStigmas—personaland public—keepproblems a secretuntil a crisis“Why did thishappen to me?Why did I getthese genes?”Learning disorder,family history ofdepressionFeels “stupid”because failedschool, picked onby peers and feelsisolatedPerson anxiousand depressedso easier tohave onlinerelationships;lack of friendsFamily culture isnot to talk aboutproblems, andespecially nevergo see any mentalhealth experts. Itmay bring shameto the family ifothers found out.Giving up going toa place of worshipas feeling there isno reason to godue to feeling sohorrible. This isa loss as personused to enjoy thisactivity.Facilitate a discussion of the content in the chart. The key is to demonstrate that people are complexand there are many factors that influence a person. We should avoiding “reductionism” in order to reallyunderstand motivation and what might be driving a problem that has surfaced. Reductionism occurs,for example, when someone labels a kid playing poker in the basement as a “bad seed.” Stigma andreductionism are related.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.18

Unit 7: Reducing RiskAppendix BTeacher Resource 3What Is the Problem? Sample Answer SheetDistribute Student Resource 2, Scenario Card—What Is the Problem?, and havestudents complete the activity following the directions on the handout.A possible chart may look like this:Biological Psychological Social Cultural SpiritualVideo-gameeffectsReading issue:learning disorderGamblingGamblingFeel goodLow self-esteem—“loser”?Mother angryKicked out ofhouseVideo gameDepression Depression GamblingAnxietyAnxietyPeer culture ofvideo-game usersand gamblersSchool—bad gradesIdentifies as awinner whengambling, i.e.,feeling like king ofthe worldYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.19

8Unit 8:Planning Responsesto ProblemsDifferentiated InstructionTeaching/Learning ExamplesDuration: Determined by Teacher1 Brainstorm2 Continuum3 Decision Making4 SMART Goals5 Tribunal Expert6 Group Discussion7 ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.1

Unit 8: Planning Responses to ProblemsDifferentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Students’ preferred way of learning in order to support the in-class sessions and their RAFT choicesHow to Find Out• Self-assessment based on the multiple intelligencesDifferentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaKnowledge and Understanding• Demonstrates knowledge of the content• Demonstrates understanding of the contentAssessment Tools> Rubric> ChecklistsThinking• Develops goals that are relevant to the situationCommunication• Uses correct terminology for goal setting and action planning• Communicates goals and plans clearlyApplication• Sets goals that incorporate the elements of SMART goal setting• Plans for goal achievement using a process such as SCORE• Builds upon the ideas of others when working in groupsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.2

Unit 8: Planning Responses to ProblemsPrior LearningPrior to this lesson, students will have:• An awareness of collaborative learning process• An awareness of problem-solving strategies• Some experience with setting goals• Knowledge of some common obstacles to achieving goals and how to overcome them• An understanding of what makes an effective goal (SMART)Materials and ResourcesMaterials:Appendix A• Student Resource 1: Healthy Lifestyle Value Line• Student Resource 2: SMART Goal Setting• Student Resource 3: Coping Skills Worksheet Sample and Coping Skills Worksheet• Student Resource 4: Who’s Calling the Shots?• Student Resource 5: The 3 Rs of ReflectionAppendix B• Teacher Resource 1: Categories Game• Teacher Resource 2: Healthy Lifestyle Strategies• Teacher Resource 3: Responsible Gambling Strategies• Teacher Resource 4: Decision-making Process• Teacher Resource 5: Barriers to Seeking HelpInternet ResourcesHealthy Lifestyle Choiceswww.hlconline.org/This web page provides information aimed at empowering youth with the knowledge and skills practice tomake healthy choices for a lifetime.GirlsHealth.govwww.girlshealth.gov/This site was created to help girls (ages 10–16) learn about health, growing up and issues they may face.It focuses on health topics that girls are concerned about and helps motivate them to choose healthybehaviours by using positive, supportive and non-threatening messages.American Academy of Child & Adolescent Psychiatrywww.aacap.org/cs/root/facts_for_families/helping_teenagers_with_stressThis page gives tips to help teenagers deal with stress.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.3

Unit 8: Planning Responses to ProblemsLesson PlanMinds On> Establishing a positive learning environment> Connecting to prior learning and/or experiences> Setting the context for learningWhole Class Activity• Students engage in a game of categories to review all aspects ofreducing risk.• Teacher leads discussion of central ideas from previous unit.ConnectionsL: LiteracyML: MathematicalLiteracyAfL, AoL: Assessmentfor/of LearningSC: Skill ContinuaAfL: AnecdotalCommentsAction> Introducing new learning or extending/reinforcing prior learning> Providing opportunities for practice and application of learning (guided > independent)Whole Class Brainstorm• Students engage in brainstorming to determine strategies of a healthylifestyle and factors negating a healthy lifestyle. Teacher Resource 2:Healthy Lifestyle Strategies.• Using Student Resource 1, Healthy Lifestyle Value Line, student answersare placed on a value-line continuum of importance. Students determineanonymously their location on the continuum.Individuals• Each student selects two healthy lifestyle suggestions and creates a list ofthings they can do to meet that healthy lifestyle.Think and Share Groups• The teacher addresses the fact that gambling is an accepted activity ineveryday living.• Students generate a list of responsible gambling strategies to limit the riskwhen individuals participate in a gambling activity. Teacher Resource 3:Responsible Gambling Strategies.Whole Class Debrief• Teacher directs attention to the success factor with each strategy.• Students focus on two or three major generalizations.AfL: AnecdotalCommentsAfL: ListAfL: ListAfL: AnecdotalCommentsWhole Class• Class discusses elements of decision-making process. TeacherResource 4.Individual• Each student takes a role card and prepares a goal to improve the situationusing Student Resource 2, SMART Goal Setting.AfL: AnecdotalCommentsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.4

Unit 8: Planning Responses to ProblemsWhole Class• Students rotate through the role of tribunal expert, making assessmentsof the students’ goal-setting processes. A tribunal is commonly madeup of three individuals who, having studied material and informationpresented to them, will make a binding decision. These people are knownas tribunal experts.• Teacher directs the debrief to help class formulate generalizationsthat enlarge on the importance of the “emotional state” when makingdecisions and on the “emotional price” of all decisions; class discusses theimportance of a methodical, clear-headed approach to decision making.• Teacher introduces common causes of conflict, resolution and acceptance.Small Groups to Whole Class• Teacher assigns specific tasks to each group: one to make a list ofcommon emotions experienced by youth, another, problems commonlyfaced by youth, another, the decisions often made by youth.• As a class, students randomly draw a line(s) between any emotion and anydecision listed and discuss how that emotion could influence that decision.• Students generate summary statements, using sentence starts( e.g., I noticed that…, When I am…, Individuals need…) if needed.• Teacher reminds students that being able to name or identify anemotional state and its potential influence on a person’s behaviour canoften prevent that person from becoming overwhelmed with feelings ofanger, fear or desire.Pairs• In pairs, students will list barriers that would prevent youth fromseeking help.Whole Class• With whole group discussion, teacher will make sure that list is complete.Teacher Resource 5: Barriers to Seeking Help.Pairs• In a life skills situation, pairs are to set out strategies for success and dealrealistically with foreseeable barriers to success.Small Groups• Students proceed with Student Resource 3, Coping Skills Worksheet,which contains a sample completed worksheet.• Students role play scenarios with a panel of judges to determine suitabilityof chosen coping skill.Whole Group• Teacher debriefs the skills, the processes and the ongoing need for variety.ConnectionsAfL: SMART GoalTemplateAfL: Oral Presentation,Anecdotal CommentsAfL: Graphic Organizer,Anecdotal CommentsAfL: ListAfL: AnecdotalCommentsAfL: Graphic OrganizerAfL: Coping SkillsTemplateAfL: AnecdotalCommentsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.5

Unit 8: Planning Responses to ProblemsIndividual• Students complete Student Resource 4: Who’s Calling the Shots?• Teacher provides discussion on personal control.ConnectionsAfL: Who’s Calling theShots? TemplateConsolidation and Connection> Helping students demonstrate what they have learned> Providing opportunities for consolidation and reflectionIndividual RAFT Assignments• The RAFT assignments are differentiated based on student intelligencepreferences. RAFT assignments can be done independently, or inpairs or groups in class or out of class. In all cases students require anunderstanding of the aspects of a RAFT topic, and rubrics need to besupplied for all topic possibilities.AfL: RAFT Task FormatsDifferentiated Instruction Teaching/Learning ExamplesRole Audience Format Topic1 Dear Abby Adult AdvicelettersWrite an advice column formulated on thetraditional “Dear Abby” column and createtypical scenarios in which a gamblingproblem is involved.2 YouthcounsellingadvisorAdultSnakesandLaddersCreate a life-size Snakes and Ladders matwith real-life situations on all spaces.3 StudentmentorAdult Game Create a game that uses all the processesof decision making in everyday situationsthat teens face.4 YouthworkerAdultBusinessletterUsing business-letter style, write a letterto the head of the finance committeechiefly responsible for the fundraising thatsupports your program. Request additionalfunds to provide ongoing decision-makingskillsactivities.Individual Metacognition• The 3 Rs of Reflection: Students use The 3 Rs of Reflection (Retell, Relate,Reflect) as a way for them to reflect on their learning prior to the next class.AfL: 3 Rs of ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.6

Unit 8: Planning Responses to ProblemsAppendix AStudent Resource 1Healthy Lifestyle Value LineWell-balancedDisaster/Life-threateningYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.7

Unit 8: Planning Responses to ProblemsAppendix AStudent Resource 2 p. 1SMART Goal SettingGoal setting can help you maintain a healthy lifestyle since it gives you a clearervision of what you want to accomplish and increases the likelihood of success.The SMART acronym can assist you when setting goals.SGoals must be Specific and the more specific the better. State your goal in as exact terms aspossible. The more specific your goal, the more focused your attention to achieve your goal.Here is an example to demonstrate:My goal is to save money so that I can buy myself an iPod. More specifically,in order to get the iPod that I want, I have to save $180.M Targets should be Measurable. Measurable goals establish concrete criteria to measure yourprogress. So think about what will be the measurement of your achievement of your goal. Ifyou can’t measure the goal, then how will you know that you have achieved your goal? Youneed to ask yourself questions such as How much? How many? When will I know when I havecompleted the goal?Since my goal is to save up $180, it will be easy to measure.AGoals should be Achievable. Have you put in place a clear action plan to achieve your goal?In order to save up $180, I will take on one extra shift at work every month. I will alsospend less money on other expenses such as meals out with friends.RGoals must be Realistic. One of the common failures of goal setting is that people set goals thatare too hard or too easy. Unrealistic goals will lead to discouragement.I plan on saving $180 within the next three months. My monthly income from mypart-time job is approximately $220 per month. My monthly expenses are approximately$150. This leaves me with $70 a month that I can save toward my new iPod.TTargets should be Time-based. Setting a time frame for your goals firms up the importance ofthe goal. Decide your timetable for completion, then stick to it.My goal is to save $180 within three months.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.8

Unit 8: Planning Responses to ProblemsAppendix AStudent Resource 2 p. 2My goal:S (specific)M (measurable)A (achievable)R (realistic)T (time-based)Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.9

Unit 8: Planning Responses to ProblemsAppendix AStudent Resource 3 p. 1Coping Skills Worksheet SampleA. What do I want?I want to be more popular at school.Emotions and/or Stress Related to Decision Goals Related to Decision• Fear (don’t want to seem needy)• Excitement (possibility for newrelationships)• Become more popular• Remain genuine• Remain true to myselfDecision Statement:I have decided to become more popular at school and at the same time always be genuine andtrue to my values.B. Coping skills that I will use: Stress Reduction Communication Skills Information Resources Managing Emotion Support/Advice Other:Notes:It’s a big step for me to stretch myself and consciously try to become more popular at school.At times realizing this decision will be stressful and at times it could get me down or be soexciting that I could lose my head. So I’ll still do the things that I like to do to chill me out—walk the dog, play sports, read. I may need to talk to my oldest friend about how my plan isgoing. It’s important for me to stay in touch with my emotions and develop ways to deal withdisappointment or getting carried away by social possibilities as I pursue my goal.C. My options:1 Find a popular person and tryto become his or her friend.2 Join one of the sports teamsor join the student council.ProsThis could get me into apopular group.Other people could notice meand it could lead to makingnew friends.ConsI could lose touch with mybest friends.I might not make it onto ateam or the student counciland then I’ll feel like a loser.3 Throw a party at my house. I could invite my old friendsand new people could come,and that might be easier thantrying to get accepted into anew group of people.Maybe no new people wouldcome and I’ll be back tosquare one.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.10

Unit 8: Planning Responses to ProblemsAppendix AStudent Resource 3 p. 2D. Select your best option:Option 2—I’ll try out for the volleyball team.Break Down Option into Steps Results from Doing the Steps Adjustment after Seeing theResult of This StepPractice at the communitycentre first.Run three times a week to buildmy stamina.Visualize what the tryout for theteam will be like and then go forthe tryout.I really need to work onmy serve.My stamina is up by 30%.Spend more time practisingmy serve.Now I need to work on myupper body strength.E. Things to remember:What worked with this decision or solution to a problem?I now have a new friend on the volleyball team.What didn’t work with this decision or solution to a problem?I’m now more popular with the jocks but the person I’m especially interested in is not a jock!Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.11

Unit 8: Planning Responses to ProblemsAppendix AStudent Resource 3 p. 3Coping Skills WorksheetA. What do I want?Emotions and/or Stress Related to DecisionGoals Related to DecisionDecision Statement:B. Coping skills that I will use: Stress Reduction Communication Skills Information Resources Managing Emotion Support/Advice Other:C. My Options:ProsCons123Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.12

Unit 8: Planning Responses to ProblemsAppendix AStudent Resource 3 p. 4D. Select your best option:Break Down Option into Steps Results from Doing the Steps Adjustment after Seeing theResult of This Step?E. Things to Remember:What worked with this decision or solution to a problem?What didn’t work with this decision or solution to a problem?Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.13

Unit 8: Planning Responses to ProblemsAppendix AStudent Resource 4Who’s Calling the Shots?Estimating how much or how little control we have over new or ongoing situationsthat we are involved in can influence us in many ways, including influencing thefollowing:• our emotional state• our attitude (e.g., optimism, pessimism)• our decision-making process (e.g., to take action or not, to accept that we can’t change,to express disapproval).It’s not unusual to face situations in which it’s difficult to judge what’s within ourcontrol and what’s not, such as the following:• 30 people competing for the same job• settling a dispute with a friend• seeking romance.In these and many other situations, influence is divided between you and theother people involved. In some cases the policies or rules that are applied to asituation also have a lot of influence.In the following examples you are asked to determine who’s calling the shots:1. You and your good friend are both romantically attracted to the same person.2. You are at a pool party at Sam’s house. Sam’s idea of having a good time is teasing youabout what you look like wet, how well you swim, etc.3. Recently the friends you used to play hockey with are only interested in gambling.Gambling has become the coolest thing. You don’t want to be left out but your parentsdisapprove of gambling.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.14

Unit 8: Planning Responses to ProblemsAppendix AStudent Resource 5The 3 Rs of ReflectionNon-negotiableUse the 3 Rs (Retell, Relate, Reflect) to explain your learning.Negotiable1. TopicsSelect one of the topics below for your reflection:a) Thoughts that I had during the discussion of this unit:b) The need for a goal-setting process in my lifec) The need for a decision-making process in my lifed) The skills and strategies I used during this unit:e) After this unit I will…2. FormatsSelect one of the following presentation formats for your reflection:a) Written reflection—point form or paragraphb) Recorded oral reflection (mini recorder)c) Presentation software—slides with images and graphicsd) Twittere) E-mail textOptionalA. Make a two-minute presentation of reflective learning during a class.B. Act as a guest speaker in the class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.15

Unit 8: Planning Responses to ProblemsAppendix BTeacher Resource 1 p. 1Categories GameCategories is a word game in which players think of words that begin with specified lettersand belong to specified semantic categories. For instance, given the letters in “sargon” and thecategory “U.S. states,” one can list:• South Carolina• Arkansas• Rhode Island• Georgia• Oregon• North DakotaA typical game consists of choosing five initial letters and five categories. These become therows and columns of a 5×5 grid, which the players attempt to fill within five minutes. If there areonly two players, the one who fills more of the 25 combinations is the winner. If there are morethan two players, the scoring usually discounts any entries written by more than one player.Party GameCategories is also a party game in which players have to think of instances of a specificcategory. The players sit in a circle either on the floor or at a large table and collectively establisha rhythm of six beats: slap slap (on the thighs), clap clap (with the hands), snap snap (by clickingtheir fingers).The players must speak in turn clockwise around the circle on the snap beats, using the slapand clap beats to gather their thoughts. On a player’s turn, he or she must name a new instanceof the category or be eliminated. Eliminated players sit out, creating an ever-shrinking circle, untilonly one player remains.Typically a category is not chosen in advance, but is specified by the third player to speakafter the first player has said “Categories” and the second player has said “such as....” Ademonstration game between five players will illustrate:slap slap clap clap – Player 1: “Categories”slap slap clap clap – Player 2: “such as...”slap slap clap clap – Player 3: “Diseases (everyone now knows the category)slap slap clap clap – Player 4: “Cancer”slap slap clap clap – Player 5: “Chickenpox”slap slap clap clap – Player 1: “Measles”slap slap clap clap – Player 2: “Athlete’s foot”slap slap clap clap – Player 3: “Balls” (this is not a disease; Player 3 is eliminated)slap slap clap clap snap snap – Player 4 is laughing so hard at Player 3 she misses the beatand is eliminatedslap slap clap clap – Player 5: “Tuberculosis”Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.16

Unit 8: Planning Responses to ProblemsAppendix BTeacher Resource 1 p. 2slap slap clap clap – Player 1: “Schizophrenia”slap slap clap clap – Player 2: “AIDS”slap slap clap clap – Player 5: “Ebola”slap slap clap clap – Player 1: “Emphysema”slap slap clap clap – Player 2: “Herpes”slap slap clap clap – Player 5: “Hiccups” (getting desperate, but the other players accept it)slap slap clap clap – Player 1: “HIV” (this is considered a repetition of AIDS; Player 1 is eliminated)slap slap clap clap – Player 2: “Malaria”slap slap clap clap – Player 5: “Leukemia” (considered a repetition of “cancer”; Player 5 iseliminated; Player 2 wins)A common variation is to play each category only until the first elimination. After an eliminationthere is a short pause, after which the player who was due to speak next restarts the game bysaying “Categories.” In this variation, no category may be chosen twice. The advantage of thisvariation is that there is sometimes contention over whether a player should be eliminated, andthe pause allows for calm discussion of whether, for example, hiccups is really a disease. Thedisadvantage is that players are less often required to speak several times in the same category.Categories is also known as “Clap Trap.” In this version each round of the game starts with a“General Hover” (everyone holds their hands out and wiggles their fingers) before the slapping,clapping and clicking rhythm is established. Then Player 1 chooses the category and thedirection of play as follows, speaking as before (slap slap, clap clap) only (slap slap clap clap) onthe (slap slap clap clap) clicks.slap slap clap clap – Player 1: “Give me... ”slap slap clap clap – Player 1: “to my right... ” (or left...)slap slap clap clap – Player 1: “names of... ”slap slap clap clap – Player 1: “Flowers! ”slap slap clap clap – Player 2: “Daffodils! ”slap slap clap clap – Player 3: “Roses! ”slap slap clap clap – Player 4: “Pansies! ”and so on.The round stops when a player cannot think of anything appropriate to say or cannot get it out intime. This player then pays a forfeit and starts the next round, choosing a new topic and a newdirection as before.Retrieved from http://en.wikipedia.org/wiki/Categories_(game)Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.17

Unit 8: Planning Responses to ProblemsAppendix BTeacher Resource 2Healthy Lifestyle StrategiesStrategies For A Healthy Lifestyle• Eat a nutritious diet.• Get regular exercise.• Get enough sleep.• Do not smoke.• Do not do drugs.• Practice safe sex (if sexually active).• Drink responsibly (if consuming alcohol).• Have healthy relationships (supportive, trustworthy, respectful, with good communication).• Gamble responsibly (if involved in gambling).• Have a variety of healthy hobbies and leisure activities.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.18

Unit 8: Planning Responses to ProblemsAppendix BTeacher Resource 3Responsible Gambling StrategiesAll types of gambling have potential risks. If you choose to gamble, consider thefollowing strategies to limit the risk:• Set a limit on your time and money. Spend only what you can afford to lose. When yourbudget is gone or your time is up, walk away! Do not try and win back your losses.• Keep a diary of how much time you play, and record your wins and losses. Our memories areselective in remembering only the wins! A diary can help you keep track of real losses so youknow if you are spending too much.• View gambling as entertainment and not as a way to make money. Play knowing that you willalmost certainly lose.• Understand the odds. The “house” always has the edge; odds are you’ll lose.• Recognize your risk factors. Be wary of gambling when you are feeling sad, bored, lonely,anxious or angry because you may be more likely to get carried away and overspend. Mixingalcohol or other drugs with gambling can also lead to overspending on gambling.• Have a balanced lifestyle. Have other fun and meaningful activities in your life—not justgambling.• Listen to the concerns of others. If others express concern about your gambling, listen tothem! They may be seeing something you are ignoring.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.19

Unit 8: Planning Responses to ProblemsAppendix BTeacher Resource 4 p. 1Decision-making ProcessThinking about and planning responses to problems will provide the mostorganized, flexible and adaptable way to achieve solutions. Decisions involvea combination of gathering information, exploring options and realizing how adecision will influence personal goals.It is important for youth to:• learn to be in touch with their messages, their feelings and their levels of stress associatedwith their feelings and how that impacts their decisions• learn to make decisions and solve problems in a systematic way that includes definition,goals, structured solutions and evaluation• appreciate the range of coping options that can be used to solve a problem and considervarious options for solving problems• recognize the emotions at work in conflict situations and come to regard conflict as aprocess of communication and negotiation.The ability to solve problems in a methodical “clear-headed” way is influenced by our emotionalstate, which in turn influences our perception of our self-confidence and how effective we feelabout our chances of solving a problem or realizing a goal. Being in touch with what our feelingsare telling us and how we are feeling may influence our decision making and ability to solveproblems and resolve conflict.Being in a relatively composed frame of mind is conducive to sound decision making,achieving goals and resolving problems and conflict. Our experience of how much or howlittle stress we feel is directly related to our perception of our ability to work our way throughimportant decisions, problems and conflict. Stress can be reduced by using various “physical”interventions (playing a sport, walking the dog) as well as rethinking the situation and feelingcapable of making different types of decisions (i.e., about goals, problems, conflict) in athorough and systematic way.Knowing that you have a systematic method for working through problems, decisions andconflicts in itself helps to promote a sense of self-efficacy and in turn tends to reduce stress. Tosome extent making decisions and overcoming problems and conflict all involve an element ofrisk because of the possibility of failure. Another way to promote effective decision making is tohave to be able to use a range of coping skills in a flexible and adaptive way.There is often a tendency for people to react to problems, decisions and conflict in familiar,almost automatic ways, e.g., “When someone annoys me I always give them the cold shoulder,”or “I always make decisions based on what is going to be the most fun at that moment.”Using a template or model to make decisions and solve problems is time consuming, and toyouth, who tend to live in the moment, may feel like a belaboured and tedious process. Tacklingthis concern head-on can be beneficial, and may help students to consider using a systematicapproach when faced with more involved decision making.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.20

Unit 8: Planning Responses to ProblemsAppendix BTeacher Resource 4 p. 2When faced with conflict it is especially important to be aware of your emotional reactions.Anger is often the most evident emotion. Anger is a signal that something has happened that youfeel has interfered with your goals, agenda or values. Fear and anxiety can also arise in conflict.Some effort to regulate your emotion is an essential first step in conflict resolution. Emotions arefelt in your body and influence your thought process.Common Causes of Conflict (paraphrased from Lorraine Cohen) 1• blame (blaming someone or something else gets in way of looking at our role)• becoming upset due to person(s) not meeting your expectations• withheld or misunderstood communication• reaction to things beyond your control interfering with your intentions• critical judgments of others and ourselves.Resolution and AcceptanceConflict resolution skills can often effectively resolve conflict and prevent escalating the conflictor have it linger. However, it’s not usual for conflict to be unresolved or only partially resolved.In these situations you are left with the alternative to “agree to disagree and let it go.” Acceptingpartially or fully unresolved conflict is a choice. When things don’t work out the way you’d like,you are always faced with a choice—be bothered or preoccupied or upset, or be willing toaccept what is.1Cohen, L. A Model For Conflict Resolution. Retrieved from www.evancarmichael.com/Work-Life/1793/A-Model-For-Conflict-Resolution.html.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.21

Unit 8: Planning Responses to ProblemsAppendix BTeacher Resource 5Barriers to Seeking HelpHelp SeekingThere are numerous reasons why young people may not reach out for help whenthey are struggling with an issue, for example:• negative past experiences with help seeking• belief that they should be able to resolve the issue on their own• fear of getting into trouble• shame• embarrassment• stigma• fear that they may be perceived as weak• fear that others may find out• not realizing the severity of the problem• not knowing where to go for help.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca8.22

9Unit 9:Getting HelpDifferentiated InstructionTeaching/Learning ExamplesDuration: Determined by Teacher1 Discussion2 Forage3 Expert Group4 ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca9.1

Unit 9: Getting HelpDifferentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Students’ career interests in order to structure research groupsHow to Find Out• Students complete interest assessments available on the computer or InternetDifferentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaKnowledge and Understanding• Explains how careers are organized• Understands the need for a variety of resources for community healthnetworking and assistance in dealing with addiction• Understands the long-term commitment of the community to lifelonghealthAssessment Tools> Rubric> Anecdotal CommentsThinking and Inquiry• Classifies resources in a variety of waysCommunication• Presents ideas clearlyApplication• Selects career interest and supports the selection with self-knowledge• Selects and prioritizes essential versus less essential support services inthe communityYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca9.2

Unit 9: Getting HelpPrior LearningPrior to this lesson, students will have:• Awareness of strategies for making decisions and coping with stress• Awareness of influences on risk-taking behaviour• Awareness of stages of changeMaterials and ResourcesMaterialsAppendix A• Student Resource 1: 3 Rs of ReflectionAppendix B• Teacher Resource 1: Where to Get HelpInternet ResourcesOntario Problem Gambling Helplinewww.opgh.on.caA database of problem gambling treatment services throughout Ontario.Drug and Alcohol Registry of Treatmentwww.dart.on.caA database of substance use treatment services throughout Ontario.Problem Gambling Institute of Ontario at CAMHwww.ProblemGambling.caThis multimedia, bilingual website provides screening tools, opportunities for online collaborationand training, and resources for professionals and for people with gambling problems, and their familymembers.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca9.3

Unit 9: Getting HelpLesson PlanMinds On> Establishing a positive learning environment> Connecting to prior learning and/or experiences> Setting the context for learningIndividuals• Students participate in definition “contest” to review key terminology up tothis point.Whole Class Discussion• Discussion will centre on the qualities of a healthy environment to grow upin that reduces the likelihood of developing a problem with gambling orother high risk activities.ConnectionsL: LiteracyML: MathematicalLiteracyAfL, AoL: Assessmentfor/of LearningSC: Skill ContinuaAfL: AnecdotalCommentsAfL: AnecdotalCommentsAction> Introducing new learning or extending/reinforcing prior learning> Providing opportunities for practice and application of learning (guided > independent)Whole Class Discussion• Teacher focuses discussion on the 5 Ws (Who? What? Where? When?Why? How?) of therapeutic counselling• Class generates a list of ways that a person can initiate change towarda healthy lifestyle and recovery from a gambling problem.AfL: ChartSmall Group Forage• Teacher facilitates initial discussion on the 5 Ws of the cornerstonesof community help.• Teacher assigns small groups to investigate a variety of programsboth locally, provincially, nationally and overseas to develop a factsheet collection.Expert Group• Using teacher-generated materials of the community and Internetresources, students study one of the professions relevant to the area ofaddiction or gambling.• Presentations of “profile” sheets for this will be done in the expert groups.AfL: Profile SheetYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca9.4

Unit 9: Getting HelpConnectionsConsolidation and Connection> Helping students demonstrate what they have learned> Providing opportunities for consolidation and reflectionWhole Class• Students refer to word wall (a location in the classroom where an ongoinglist of key terminology has been mapped and left on display throughout theunits); add any new terminology as needed.Individual Raft Assignments• The RAFT assignments are differentiated based on student intelligencepreferences. RAFT assignments can be done independently, or inpairs or groups in class or out of class. In all cases students require anunderstanding of the aspects of a RAFT topic and rubrics need to besupplied for all topic possibilities.AfL: AnecdotalCommentsAfL: RAFT Task FormatsDifferentiated Instruction Teaching/Learning ExamplesRole Audience Format Topic1 Principal Adult Awardassembly2 Gambler Adult Thank youletterYou, as the principal of the school,want to recognize the consistentand appropriate manner that yourstudents have handled the study ofgambling. Create the award and thecriteria for wining the award.Write a thank you note written by aperson in recovery from a gamblingproblem in which he reflects on thepositive and the negative aspects ofhis life.3 Communityhealthnurse4 HealthagencyAdult Testimonials As a community health nurseyou are aware of the importanceof testimonials in the on-goingsupport of those in currentrecovery programs. Write a seriesof testimonials including a range oflengths and a range of age groups.Adult Advertisement You are in need of anothertherapist in your health care teamin a community centre. Prepare theadvertisement that you will sendto the Toronto Star newspaperadvertising the position.Individual Metacognition• The 3 Rs of Reflection: Students use The 3 Rs of Reflection (Retell, Relate,Reflect) as a way for them to reflect on their learning prior to the next class.AfL: MetacognitiveReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca9.5

Unit 9: Getting HelpAppendix AStudent Resource 1The 3 Rs of ReflectionNon-negotiableUse the 3 Rs (Retell, Relate, Reflect) to explain your learning.Negotiable1. TopicsSelect one of the topics below for your reflection:a) Thoughts that I had during the discussion of this unitb) Individual issues in a person’s life respond best when the individual has made a firm commitmentc) The need to understand patienced) The skills and strategies I used during this unit…e) After this unit I will…2. FormatsSelect one of the following presentation formats for your reflection:a) Written reflection—point form or paragraphb) Recorded oral reflection (mini recorder)c) Presentation software—slides with images and graphicsd) E-mailOptionalA. Make a two-minute presentation of reflective learning during a class.B. Act as a guest speaker in the class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca9.6

Unit 9: Getting HelpAppendix BTeacher Resource 1Where to Go for HelpHelpful ResourcesAsking for help can sometimes be challenging. If you want help, you can talk tosomeone you trust. For example:• your doctor• a teacher• a family member• a friend• a guidance counsellor.Here are other places that can help:• Ontario Problem Gambling HelplineA database of problem gambling treatment services throughout Ontario.1 888 230-3505www.opgh.on.ca• Drug and Alcohol Registry of TreatmentA database of substance use treatment services throughout Ontario.1 800 565-8603www.dart.on.ca• Mental Health Service Information OntarioA database of mental health services throughout Ontario.1 866 531-2600www.mhsio.on.ca• Kids Help PhoneFree, anonymous phone counselling and Internet support for children and youth.1 800 668-6868www.kidshelpphone.ca• Be Web AwareA website that provides tools to help with Internet safety.www.bewebaware.caYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca9.7

10Unit 10:Where Do You Go From Here?Culminating ActivityDifferentiated InstructionTeaching/Learning ExamplesDuration: Determined by Teacher1 Discussion2 Reflection Strips/Response Journals3 Gallery Walk4 ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.1

Unit 10: Where Do You Go From Here?Differentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Multiple intelligences preferences• Student groupings that will result in productive collaborationHow to Find Out• Observe students as they work with others; ask students to identify peers with whom theywould like to work.Differentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaKnowledge and Understanding• Demonstrates knowledge of terms, concepts and relationshipsbetween concepts• Demonstrates understanding of the relationships among themesand conceptsAssessment Tools> RubricThinking and Inquiry• Uses planning skills to plan and process stages and material• Gathers information and relevant evidence from multiple sources• Demonstrates use of critical and creative thinking processes• Summarizes key factsCommunication• Organizes and expresses information from research in appropriate medium• Demonstrates awareness of communication styles for different audiencesYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.2

Unit 10: Where Do You Go From Here?Application• Demonstrates application and transfer of knowledge and skills learnedthrough sessions• Uses appropriate systems to showcase productPrior LearningPrior to this lesson, students will have:• Understanding of 5 Ws of gambling and relationships among themes and concepts• Knowledge of collaborative processes• An awareness of the inquiry process• An awareness of timelines and goal settingMaterials and ResourcesMaterialsAppendix A• Student Resource 1: Reflection Strip• Student Resource 2: The 3 Rs of ReflectionAppendix B• Teacher Resource 1: Factors That Influence Risk and Decision Making• Teacher Resource 2: Biopsychosocial-Cultural-Spiritual ModelInternet ResourcesCentre for Addiction and Mental Healthwww.camh.netThis website provides information about alcohol, drugs and mental health prevention and addictionfor the public as well as for professionals. This specific link is for information on youth risk andprotective factors.www.camh.net/education/Resources_teachers_schools/Drug_Curriculum/Secondary/curriculum_riskprotect.htmlProblem Gambling Institute of Ontario at CAMHwww.ProblemGambling.caThis multimedia, bilingual website provides screening tools, opportunities for online collaboration andtraining, and resources for professionals, people who experience gambling problems, and their familymembers. This specific link is for youth risk factors.www.problemgambling.ca/EN/ResourcesForProfessionals/Pages/YouthAndGamblingRiskFactors.aspxLane County Prevention Programwww.preventionlane.orgThis website provides educational prevention information about substance abuse, problem gambling andsuicide prevention. This specific link is for information about youth risk factors for gambling.http://preventionlane.org/gambling/youth-risk-factors.htmYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.3

Unit 10: Where Do You Go From Here?Lesson PlanMinds On> Establishing a positive learning environment> Connecting to prior learning and/or experiences> Setting the context for learningWhole Class Discussion• Review major generalizations determined throughout the lessons.• Discuss major learning strategies tackled and conquered throughoutthe process.ConnectionsL: LiteracyML: MathematicalLiteracyAfL, AoL: Assessmentfor/of LearningSC: Skill ContinuaAfL: AnecdotalCommentsAction> Introducing new learning or extending/reinforcing prior learning> Providing opportunities for practice and application of learning (guided > independent)Whole Class Discussion• Reflect on the learning that has occurred throughout the study ofgambling addictions.• Introduce purpose and assessment of the cumulative tasks.• Review multiple intelligences in regards to possible venues for thefinal product.• Present Final cumulative assessments in a marketplace format.AfL: Graphic Organizer,Anecdotal CommentsConsolidation and Connection> Helping students demonstrate what they have learned> Providing opportunities for consolidation and reflectionIndividual• Using “starter sentences” as a guide, identify personal growth areasand reflect on issues personal to each student. (Students must receiveprior guidance in reflection strips or response journals.) See StudentResource 1.• Complete learning skills assessment.Whole Class• Lead a “gallery walk” through the cumulative assessments after all thepresentations in the market-place format have been done.Individual RAFT• The RAFT assignments are differentiated based on student intelligencepreferences. RAFT assignments can be done independently, or in pairsor in groups in class or out of class. In all cases students require anunderstanding of the aspects of a RAFT topic, and rubrics need to besupplied for all topic possibilities.AfL: ReflectionAfL: Peer Marking,Anecdotal CommentsAfL: RAFT FormatsYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.4

Unit 10: Where Do You Go From Here?Differentiated Instruction Teaching/Learning ExamplesRole Audience Format TopicConnections1 Architectspecializingin clinicsAdultArchitecturaldesignCreate a floor plan for a buildingproject to which you have beenassigned as lead architect. Thebuilding will house a communityresidential and walk-in clinic forsubstance abuse.2 DocumentaryproducerAdultDVDdocudramaCreate a docudrama that focuseson the issues of gambling in thecommunity.3 Photojournalist Adult PhotocollageCreate a photo-collage ofimpressions and images of theissues of gambling.4 United NationsChair of YouthAdultWorldwideeducationalcampaignCreate an awareness campaignto be sent out to United Nationsagencies focusing on increasingknowledge of the risks ofgambling.5 ConcernedcitizenscommitteeAdultLettercampaignCreate a series of letters to besent to agencies, governmentrepresentatives, lotterycorporations, etc., expressingconcern for the rising incidenceof gambling and incorporatingsuggestions to change thissituation.6 Journalist Adult Series ofinterviewsPrepare a series of interviews toportray the reality of gambling andaddictive behaviour.7 Reality showjuryAdult Reality show Create a reality show that focuseson some aspect of problemsassociated with gambling.8 Music artist Adult Music video Create a music video to be usedby the provincial ministry ofhealth in its upcoming awarenesscampaign about the problem(s) ofgambling.9 Graphic artist Adult Series ofbillboardsSelect a public location where youmight put a billboard. Then createa series of billboards that portraysthe negative impacts of problemgambling.10 TelevisionproducerAdultTelevisionvignettesCreate a series of televisionvignettes to be used on CBCtelevision in the nationalresponsible gambling campaign.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.5

Unit 10: Where Do You Go From Here?Individual MetacognitionThe 3 Rs of Reflection: Students use The 3 Rs of Reflection (Retell, Relate,Reflect) as a way for them to reflect on their learning prior to the next class.ConnectionsAfL: Self-ReflectionYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.6

Unit 10: Where Do You Go From Here?Appendix AStudent Resource 1Reflection StripName:Date:This task/unit demonstrated that I am:• setting goals• gaining self-knowledge• learning about issues in society• able to analyze and organize things• able to make plans to achieve goals• taking action to implement plans• using communication skills• using decision-making skills.1. The skills and knowledge I relied upon to complete this culminating task included:2. By completing this task, I learned…3. I can use what I learned in this task to…4. Positive aspects of this task include…5. Negative aspects of this task include…6. Interesting aspects of this task include…Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.7

Unit 10: Where Do You Go From Here?Appendix AStudent Resource 2The 3 Rs of ReflectionNon-negotiableUse the 3 Rs (Retell, Relate, Reflect) to explain your learning.Negotiable1. TopicsSelect one of the topics below for your reflection:a) Thoughts that I had during the discussion of this unitb) The need for self-reflection in my lifec) My oral skills are…d) My written skills are…e) My reading skills are…f) In a discussion I…g) The skills and strategies I used during this unith) After this unit I will…2. FormatsSelect one of the following presentation formats for your reflection:a) Written reflection—point form or paragraphb) Recorded oral reflection (mini recorder)c) Presentation software—slides with images and graphicsd) Twittere) E-mail textOptionalA. Make a two-minute presentation of reflective learning during a class.B. Act as a guest speaker in the class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.8

Unit 10: Where Do You Go From Here?Appendix BTeacher Resource 1 p. 1Factors That Influence Risk andDecision MakingHuman behavior is complex and the underlying motivations may, in fact, bethe opposite of what they appear to be. Some people are “unconscious” of themotivations that propel their high risk-taking behaviour.Examples of biological factors that can influence risk and decision making:• being being intoxicated on alcohol or any other drug, e.g., cannabis, cocaine, opioids, etc.• lack of sleep• lack of food• chronic pain• schizophrenia• major depression• diabetes.Examples of psychological factors that can influence risk and decision making:• level of self-esteem• ability to identify emotions• cognitive ability• ability to self-soothe• fear of people judging one• schizophrenia• major depression• ability to adjust and accept a chronic medical condition (e.g., diabetes).Examples of social factors that can influence risk and decision making:• being impoverished• being from a large family• being from a small family• social anxiety• being identified as having a mental illness (stigma)• being identified as having a physical illness (e.g., diabetes).Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.9

Unit 10: Where Do You Go From Here?Appendix BTeacher Resource 1 p. 2Examples of cultural factors that can influence risk and decision making:• being an immigrant or refugee• being part of a family culture that enjoys gambling• being identified as someone with mental illness in a culture that does not recognize thatcondition’s existence• being homosexual or bisexual.Examples of spiritual factors that can influence risk and decision making:• being of a faith that will not accept medical aid• being in an existential quandary about why we all exist anyway• being homosexual and finding out your faith states homosexuals are an abomination• being told that mental illnesses are actually curses from the Higher Powers.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.10

Unit 10: Where Do You Go From Here?Appendix BTeacher Resource 2 p. 1Biopsychosocial-Cultural-Spiritual Model(The Inner and Outer Influences of Risk)The Biopsychosocial-cultural-spiritual (BPSCS) model is an approach thatassumes that biological (medical), psychological (which entails thoughts,emotions and behaviours) and social, cultural and spiritual belief systems arefactors that play a significant role in human functioning in the context of diseaseor illness. The model assumes that mental health problems are hardly ever limitedto just one domain of human experience (say, just a “mental” problem). Instead,most mental health problems are influenced by multiple domains of humanexperience, and have biological, psychological, social, cultural and spiritualimpacts. The model provides a framework for understanding what causes andsustains addictive behaviours and experiences and provides direction in framingboth clinical and prevention practice.In a philosophical sense, the BPSCS model states that the workings of the bodycan affect the mind, and the workings of the mind can affect the body, and thatoutside influences can affect both. For example, research in the field of addictionhas made major strides in recent years in demonstrating the contributions ofinternal and external stressors in the initiation and maintenance of substance usedisorders. While gambling itself can be a stressful activity, pathological gamblersoften report gambling in order to escape life stress. Research on the relationshipbetween pathological gambling and stress is in its infancy.Making Healthy Lifestyle Choices That Involve RiskEverything we do involves calculation and risk taking. Looking at benefits versus risks issomething people do to various degrees all the time. It is important to take into considerationthe various factors from the BPSCS model when understanding the decision making processof someone who is addicted to gaming, gambling or substances. For instance someone withADHD (biological) may gravitate to using substances and gambling behaviours to cope with thecondition (psychological). This in turn results in the person dropping out of school (social), whichbrings shame to the family (cultural).Crossing a street is a risk, although a low one in terms of something bad happening. Havingunprotected sex can be riskier, and drinking and driving even more of a risk. Some risks mayhave positive outcomes, such as wise stock investments. There are varying degrees of risk thatmay put someone in danger or, alternately, may result in positive rewards.A “calculated risk” is one that has been considered and weighed for the potential costs andbenefits of both positive and negative outcomes. Many youth take risks based on “hunches.”A hunch is a guess or a feeling not based on known facts or else based on intuition or animpression that something might be the case.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.11

Unit 10: Where Do You Go From Here?Appendix BTeacher Resource 2 p. 2Motivation (for Change)People are often coping with multiple concerns. A particular concern might not seem aspressing to one person as it will to another. Having conflicting feelings about something or asituation affects motivation and readiness to change, and inhibits a person’s ability to adaptcoping strategies for change. However, exploration of a person’s multiple concerns helpsilluminate how to make decisions and calculate risks. Sometimes an individual may not be awarethat change is truly needed or may have misinterpreted the seriousness of the condition.Most mental and physical health problems are identified when a youth is having a declinein function or is exhibiting difficulties with mood, handling stress or controlling his or heractions. Often many of these issues occur together. But the identified problem (such as agambling behaviour that may have arisen due to a person developing a clinical depression),may be considered a red flag for the possibility that concurrent mental health and otherproblems are present.It is important to realize that concurrent problems are more “combined” as opposed to simply“concurrent.” This implies that the issues are not independent, but rather influence each other.The point is, one shouldn’t jump to conclusions that could lead to stigmatizing the person. Forexample, some people gamble to help cope with depression because the excitement whilegambling alleviates some of the depression symptoms. Sometimes gambling allows peopleto dissociate (go into a trance-like state in which they do not have to feel any emotions at all).Unfortunately, most people who use gambling as a way of coping with depression end upworsening that condition over time due to the consequences of losses and other consequencesof gambling.The following mental health issues are common in youth with problem gambling:• substance use• attention deficit hyperactivity disorder and other impulse control issues (spending, sex, etc.)• “over use” of Internet, cell phone, etc.• depressive disorders• anxiety disorders (social anxiety disorder and posttraumatic stress disorder)• history of trauma• personality disorders (conduct disorder, self-cutting behaviours, etc.).What is “Internet Addiction”?Although there are many parent groups and health professionals lobbying to have gaming andInternet “addiction” recognized as a condition separate from other mental health problems,it’s important to realize that individuals can have many reasons for developing difficulties withdigital media. This applies to substance use disorders as well. In many instances, the problembehaviours arise out of a failure to find a coping strategy for underlying mental health problemssuch as the ones listed above. Problem behaviours can also arise when youth experiencesignificant tumultuous events in their lives such as loneliness, bullying or parental divorce. Inshort, the technology is not the sole issue—it’s really how the youth’s chosen coping strategiesinteracts with his or her unique makeup that determines the seed of the problem.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.12

Unit 10: Where Do You Go From Here?Appendix BTeacher Resource 2 p. 3BPSCS Model Chart SAMPLE EXAMPLE OF “INTERNET ADDICTION”Biological Psychological Social Cultural SpiritualGeneticsof anxiety,depression andgamblingImpact of havingthese conditionsmay lead to lowself-esteemPerson decidesto be with peoplewho have similarissuesStigmas—personaland public—keepproblems a secretuntil a crisis“Why did thishappen to me?Why did I getthese genes?”Learning disorder,family history ofdepressionFeels “stupid”because failedschool, picked onby peers and feelsisolatedPerson anxiousand depressedso easier tohave onlinerelationships;lack of friendsFamily culture isnot to talk aboutproblems, andespecially nevergo see any mentalhealth experts. Itmay bring shameto the family ifothers found out.Giving up going toa place of worshipas feeling there isno reason to godue to feeling sohorrible. This isa loss as personused to enjoy thisactivity.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.13