Youth Making Choices: Gambling Prevention Program

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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
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Page 5 and 6: ReferencesTurner, N., Macdonald, J.
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Youth Making Choices: Gambling Prevention Program

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