Youth Making Choices: Gambling Prevention Program

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