Youth Making Choices: Gambling Prevention Program

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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
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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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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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Youth Making Choices: Gambling Prevention Program

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