Robert Williams & Dennis ConnollyRobert Williams & Dennis Connolly

University of LethbridgeUniversity of Lethbridge

AGRI Annual ConventionAGRI Annual Convention

March 27 & 28, 2003March 27 & 28, 2003

Current Educational Initiatives to Current Educational Initiatives to Prevent Problem GamblingPrevent Problem Gambling

largely been spear-headed by the provincial government agencies largely been spear-headed by the provincial government agencies that provide treatment for substance abuse and problem gambling that provide treatment for substance abuse and problem gambling (e.g., AADAC, AFM).(e.g., AADAC, AFM).

Most of these agencies have developed ongoing ‘awareness Most of these agencies have developed ongoing ‘awareness campaigns’.campaigns’.– 1-800, 24 hour counselling/information ‘hotlines’1-800, 24 hour counselling/information ‘hotlines’– Media promotion of responsible gamingMedia promotion of responsible gaming– Posters/pamphlets in gaming establishments letting people know Posters/pamphlets in gaming establishments letting people know

about the signs of problem gambling and where to go for helpabout the signs of problem gambling and where to go for help– Videos on problem gamblingVideos on problem gambling– 1-2 hour presentations to high school classes or other interested 1-2 hour presentations to high school classes or other interested

groupsgroups

Evaluation of the Educational InitiativesEvaluation of the Educational Initiatives

Good evidence that these initiatives increase individual Good evidence that these initiatives increase individual awareness and knowledge (although this has been largely awareness and knowledge (although this has been largely untested for gambling).untested for gambling).

Good evidence that over time they create community Good evidence that over time they create community awareness, which provides support for individual change.awareness, which provides support for individual change.

On their own, awareness campaigns rarely have any impact On their own, awareness campaigns rarely have any impact on behaviour. While knowledge is a necessary antecedent on behaviour. While knowledge is a necessary antecedent to changing or preventing pathological behaviour, it is rarely to changing or preventing pathological behaviour, it is rarely sufficient on its own. sufficient on its own.

More substantive More substantive school-basedschool-based educational efforts are requirededucational efforts are required

Prevention research suggests that these programs need to be:Prevention research suggests that these programs need to be:

Multi-sessionMulti-session

Interactive and engagingInteractive and engaging

skill orientedskill oriented

A few jurisdictions have recently introduced gambling prevention A few jurisdictions have recently introduced gambling prevention programs into the schools. programs into the schools. – ““Don’t Bet On It” in South Australia for ages 6 to 9.Don’t Bet On It” in South Australia for ages 6 to 9.– ““Gambling, Minimising Health Risks” in Queensland for levels 5 & 6.Gambling, Minimising Health Risks” in Queensland for levels 5 & 6.– ““Facing the Odds” in Louisiana for grades 5 to 8.Facing the Odds” in Louisiana for grades 5 to 8.– ““Wanna Bet” in Minnesota for grades 3 to 8. Wanna Bet” in Minnesota for grades 3 to 8. – ““Count me Out” in Quebec for ages 8-17. Count me Out” in Quebec for ages 8-17. – ““Gambling: A Stacked Deck” in Alberta for ages 13-18.Gambling: A Stacked Deck” in Alberta for ages 13-18.

However, these programs have different orientations, different However, these programs have different orientations, different lengths, and target different ages. It is somewhat unclear what the lengths, and target different ages. It is somewhat unclear what the optimal program should look like.optimal program should look like.

Essential that these programs be evaluated to determine what works Essential that these programs be evaluated to determine what works and what doesn’t. Important to avoid the mistakes of substance and what doesn’t. Important to avoid the mistakes of substance abuse, where the most commonly used (and entrenched) school-abuse, where the most commonly used (and entrenched) school-based programs tend to be the less effective ones.based programs tend to be the less effective ones.

University Project

Introduction

• young adults have the highest rates of involvement in most risky behaviours

• gambling is no different

• 18-24 has the highest rate of gambling participation and problem gambling

• surprisingly high rates in college and university students

Few initiatives targeting young adults

• the few existing prevention efforts have targeted adolescents rather than young adults

• this is because gambling begins at a very young age and adolescents can be accessed through their schools

• Introductory Statistics is a natural fit for teaching critical thinking about gambling

• no research on whether superior knowledge of gambling probabilities impacts gambling attitudes or behaviour of college and university students

two literatures that would support this:

• positive impact of educating problem gamblers on the nature of randomness, gambling probabilities, and errors of thinking (e.g., Ladouceur et al., 2000)

• statistically trained college students have improved risk assessment and better general reasoning skills for everyday problems (e.g., Nisbett et al., 1993)

Method• Intervention given in “Introduction to

Probability & Statistics” in Fall/01 & Winter/02 semesters at University of Lethbridge.

– 5 lectures devoted exclusively to probabilities associated with gambling.

– 4 labs provided hands-on demonstrations of roulette, craps, etc.

– 1 lecture on cognitive errors/gambling fallacies.– assigned supplemental text that deals exclusively

with gambling probabilities.

Method

• 2 Intro Stats sections taught by Dennis Connolly served as Intervention Group (n=109)

• 2 Intro Stats sections taught by 2 other math instructors served as Math Control Group (n=135)

• a History class and Sociology class served as the Non-Math Control Group (n=85)

Method• Baseline questionnaire collected & assessed:

• demographic information• knowledge and ability to calculate gambling

odds • cognitive errors common in gambling • attitude toward gambling • gambling behaviour (time, frequency, $, CPGI)

• Questionnaire re-administered 6 months after the intervention

Results - Gambling Math Skill(score range: 0 to 9)

0

1

2

3

4

5

6

Intervention* Math Control NonMathControl

Baseline 6-month Follow-up

*

Results - Cognitive Errors(score range: 0 to 9)

00.511.522.533.544.55

Intervention* Math Control NonMathControl

Baseline 6-month Follow-up

*

Results - Attitudes(score range: -6 to +6)

-4

-3

-2

-1

0

1

2

3

Intervention Math Control NonMathControl

Baseline 6-month Follow-up

Results - Gambling Frequency

(3=2-3/month; 4=1/week)

0

1

2

3

4

5

6

Intervention Math Control NonMathControl

Baseline 6-month Follow-up

Results - Gambling Time (4=2-4 hr/occasion; 5=4-8 hr/occasion)

0

1

2

3

4

5

6

7

Intervention Math Control NonMathControl

Baseline 6-month Follow-up

Results - $ lost/won(-1=lost $1-$20 in past month)

-3

-2

-1

0

1

2

3

Intervention Math Control NonMathControl

Baseline 6-month Follow-up

Results - Average CPGI(score range 0-27)

0

1

2

3

Intervention Math Control NonMathControl

Baseline 6-month Follow-up

Discussion

Improvement

No Change

Odds Calculation

Cognitive Errors

Attitudes

Gambling Behaviour

• Variables most strongly associated with baseline gambling behaviour

• Positive attitude toward gambling• Asian• Male• Management major

• Variables most strongly associated with decreases in gambling behaviour at 6-month follow-up

• Changes in attitude (more negative)

High School Project

Method• Implementation occurred at 2 sites in the Sep

2001 – Jun 2002 school year: Calgary & rural Aboriginal schools

• Each site had a school that received the intervention and a school that served as the control school

• Calgary involved grade 10 & 11 students

• Comparisons between intervention and control conditions at pre-intervention; post-intervention; and 3-month follow-up

Program Content & Format

• 5 sessions long, each session 100 minutes

• Interactive program with strong emphasis on skill learning and application of knowledge

• Program also targeted the social environment of students receiving the program

• Lesson 1: Gambling: Types & Odds• Lesson 2: Problem Gambling• Lesson 3: Gambling Fallacies• Lesson 4: Decision Making & Problem Solving• Lesson 5: Barriers to Good Decision Making & Problem Solving

Substance Abuse

Antisocial Behaviour

School/Work Problems

Problem Gambling

Psychological Problems

Poor Health Practises

Interpersonal Problems

Gambling is part of an inter-related set of high risk/problem behaviours

Self-Controlled Impulsive

Risk aversive Risk seeking

Stress resilient Stress vulnerable

Strong intellect/skills Weak intellect/skills

Caused by a common set of factors

Abusive/neglectful Nurturing/disciplinedupbringing upbringing

Antisocial parental Prosocial parental Modelling modelling

Deviant peer group Prosocial peer group

Poor schools/ Good schools/teachers teachers

Biological Environmental

Results (Calgary)

• 597 students administered the baseline questionnaire at both schools

• 469/597 (79%) provided parental consent allowing questionnaire to be used

• 469/469 (100%) response rate at post-intervention

• 347/469 (74%) response rate at 3 month follow-up

Results - Knowledge

0

1

2

3

4

5

6

7

Intervention Control

BaselinePost-Intervention3 month follow-up

* *

Results – Cognitive Errors(lower scores = fewer errors)

0

0.5

1

1.5

2

2.5

3

Intervention Control

BaselinePost-Intervention3 month follow-up

* *

Results – Odds Calculation

0

0.5

1

1.5

2

2.5

3

3.5

Intervention Control

BaselinePost-Intervention3 month follow-up

**

Results – Attitudes(higher scores = more negative attitudes)

02

46

810

1214

16

Intervention Control

BaselinePost-Intervention3 month follow-up

**

Results – Money Lost

0

0.2

0.4

0.6

0.8

1

1.2

1.4

Intervention Control

Baseline

3 month follow-up

*

Results – Gambling Time

0

1

2

3

4

5

6

Intervention Control

Baseline

3 month follow-up

Results – Gambling Frequency

0

1

2

3

4

5

6

Intervention Control

Baseline

3 month follow-up

DiscussionImprovemen

tNo Change

Knowledge

Cognitive Errors

Attitudes

Odds Calculation

Decision Making Skills

? ?

Coping Skills ? ?Money Lost

Gambling Time

Gambling Frequency

• Variables most strongly associated with baseline gambling behaviour

• Positive attitude toward gambling• More gambling fallacies• Lack of gambling knowledge• Risk taking• Impulsivity• Having won a significant sum gambling

• Variables most strongly associated with decreases in gambling behaviour at 3-month follow-up

• Changes in attitude (more negative)• Changes in knowledge (more knowledge)• Changes in cognitive errors (fewer)

Lessons learned from these projects relevant to prevention initiatives

Teaching people about gambling odds may be analogous to telling smokers about the harmful effects of smoking or drinkers about the harmful effects of drinking perhaps not that important in prevention initiatives.

Developing a more negative attitude toward gambling most strongly predicts decreased gambling behaviour.

Improving people’s knowledge about problem gambling appears to be important (and perhaps a mechanism by which attitudes change).

Teaching people about the cognitive errors underlying gambling fallacies is important.

Trying to improve generic decision making, problem solving, and coping skills is probably important.