Youth Making Choices: Gambling Prevention Program

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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
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IntroductionGambling in Ontario is
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ReferencesTurner, N., Macdonald, J.
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1Risk2Whatand RewardObjectives:Unde
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Glossary of Terminologygallery walk
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Glossary of Terminologysocietal exp
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Unit 1: Risk and RewardDifferentiat
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2Unit 2:What Is Gambling?Differenti
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Unit 2: What Is Gambling?Prior Lear
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Unit 2: What Is Gambling?Appendix A
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Unit 2: What Is Gambling?Appendix B
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Unit 2: What Is Gambling?Appendix B
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Males are significantly more likely
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Ontario Teens (Ages 15-17)• The m
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2GAMBLING AND ITS EFFECTS●●●
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4REDUCING RISKS AND GETTING HELPALL
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Unit 3: ProbabilityDifferentiated I
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Unit 3: ProbabilityLesson PlanMinds
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10Unit 10:Where Do You Go From Here
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Unit 10: Where Do You Go From Here?
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Youth Making Choices: Gambling Prevention Program

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