Youth Making Choices: Gambling Prevention Program

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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
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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?Whole Clas
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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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Page 125 and 126: 7Unit 7:Reducing RiskDifferentiated
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Unit 9: Getting HelpDifferentiated
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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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