Youth Making Choices: Gambling Prevention Program

More documents

Recommendations

Info

IntroductionUnfortunately, we all can easily picture the following: teenagers cyber-bullying on Facebook,adolescents posting semi-nude pictures of themselves on YouTube, 12-year-old girls making“friends” in chat rooms and MySpace, young adults battling demons through the night withother cyber gamers in the World of Warcraft, and university students glued to online casino sitesgambling the last of their student loan money. We can also see youth falling into experimentationwith drugs, shopping and sex as well.However, most youth are actually well-adjusted individuals who need to experience life in anormative fashion, taking healthy risks that allow the development and growth of decisionmaking, conflict resolution and social skills. It is experiential learning—going through differentsituations—that is often the most powerful and educational factor in helping a youth negotiatethe tasks of being a youth.Many youth engage in a number of behavioursthat involve risk-taking activities, such asdrinking and gambling. Most do not go on todevelop problems with these behaviours, butsome do. For example, many youth do usesubstances, but most do not end up abusingsubstances. CAMH's 2009 Ontario StudentDrug Use Survey (OSDUS) and other studieshave confirmed that around 80 per cent ofyouth are experimenting with alcohol, 40 to 50per cent are using marijuana and 5 per centare using rave drugs. Another set of researchshows that most adolescents, despite all this,are well-adjusted individuals who get alongwith their parents, do their homework and havegood friends. Together, these statistics suggestThe key is prevention:youth must besufficiently informedso they can decide onappropriate levels ofinvolvement and identifybehaviour that isbecoming problematic.that youth are using substances but not in a way that is adversely affecting their lives. Gamblinghas been normalized in our society—and as a result many youth will engage in this activity.Engaging in the activity, though, does not necessarily result in a young person developing aproblem. The key is prevention: youth must be sufficiently informed so they can decide onappropriate levels of involvement and identify behaviour that is becoming problematic. Equippedwith these lessons, teachers can provide students with the information needed to make sounddecisions about gambling and to better understand the potential risks.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca0.2
ReferencesTurner, N., Macdonald, J., Bartoshuk, M. & Zangeneh, M. (2008a). Adolescent gamblingbehaviour, attitudes, and gambling problems. International Journal of Mental Health & Addiction,6 (2), 223–237. doi:10.1007/s11469-007-9117-1Turner, N., Macdonald, J., Bartoshuk, M. & Zangeneh, M. (2008b). The evaluation of a one-hourprevention program for problem gambling. International Journal of Mental Health & Addiction, 6(2), 238–243. doi:10.1007/s11469-007-9121-5Turner, N.E., Macdonald, J. & Somerset, M. (in press) Life Skills, Mathematical Reasoning andCritical Thinking: A Curriculum for the Prevention of Problem Gambling. Journal of gamblingstudies. doi:101007/s10899-007-9085-1Paglia-Boak, A., Mann, R.E., Adlaf, E.M. & Rehm, J. (2009). Drug use among Ontario students,1977–2009: OSDUHS highlights. (CAMH Research Document Series No. 28). Toronto, ON:Centre for Addiction and Mental Health. www.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/OSDUS/Highlights_DrugReport_2009OSDUHS_Final_Web.pdfYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca0.3
Page 1 and 2: Youth Making Choices:GamblingPreven
Page 3: IntroductionGambling in Ontario is
Page 7 and 8: 1Risk2Whatand RewardObjectives:Unde
Page 9 and 10: Glossary of Terminologygallery walk
Page 11 and 12: Glossary of Terminologysocietal exp
Page 13 and 14: Unit 1: Risk and RewardDifferentiat
Page 15 and 16: Unit 1: Risk and RewardLesson PlanM
Page 17 and 18: Unit 1: Risk and RewardConnectionsP
Page 19 and 20: Unit 1: Risk and RewardAppendix ASt
Page 29 and 30: 2Unit 2:What Is Gambling?Differenti
Page 31 and 32: Unit 2: What Is Gambling?Prior Lear
Page 33 and 34: Unit 2: What Is Gambling?Whole Clas
Page 35 and 36: Unit 2: What Is Gambling?Appendix A
Page 37 and 38: Unit 2: What Is Gambling?Appendix B
Page 39 and 40: Unit 2: What Is Gambling?Appendix B
Page 41 and 42: Males are significantly more likely
Page 43 and 44: Ontario Teens (Ages 15-17)• The m
Page 45 and 46: 2GAMBLING AND ITS EFFECTS●●●
Page 47 and 48: 4REDUCING RISKS AND GETTING HELPALL
Page 49 and 50: Unit 3: ProbabilityDifferentiated I
Page 51 and 52: Unit 3: ProbabilityLesson PlanMinds
Page 53 and 54: Unit 3: ProbabilityDifferentiated I
Page 55 and 56:
Unit 3: ProbabilityAppendix AStuden
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Unit 3: ProbabilityAppendix BTeache
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
4Unit 4:What Is Problem Gambling?Di
Page 77 and 78:
Unit 4: What Is Problem Gambling?Pr
Page 79 and 80:
Unit 4: What Is Problem Gambling?Le
Page 81 and 82:
Unit 4: What Is Problem Gambling?Di
Page 83 and 84:
Unit 4: What Is Problem Gambling?Ap
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Unit 5: Effects of Gambling on the
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Unit 6: Moving to ChangeDifferentia
Page 111 and 112:
Unit 6: Moving to ChangeLesson Plan
Page 113 and 114:
Unit 6: Moving to ChangeDifferentia
Page 115 and 116:
Unit 6: Moving to ChangeAppendix AS
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Unit 6: Moving to ChangeAppendix BT
Page 123 and 124:
Unit 6: Moving to ChangeAppendix BT
Page 125 and 126:
7Unit 7:Reducing RiskDifferentiated
Page 127 and 128:
Unit 7: Reducing RiskPrior Learning
Page 129 and 130:
Unit 7: Reducing RiskLesson PlanMin
Page 131 and 132:
Unit 7: Reducing RiskConnectionsRol
Page 133 and 134:
Unit 7: Reducing RiskAppendix AStud
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Unit 7: Reducing RiskAppendix BTeac
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Unit 8: Planning Responses to Probl
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Unit 9: Getting HelpDifferentiated
Page 169 and 170:
Unit 9: Getting HelpLesson PlanMind
Page 171 and 172:
Unit 9: Getting HelpAppendix AStude
Page 173 and 174:
10Unit 10:Where Do You Go From Here
Page 175 and 176:
Unit 10: Where Do You Go From Here?
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185:
show all

Youth Making Choices: Gambling Prevention Program

Create successful ePaper yourself

Delete template?

Save as template?