welcome! before we start the webinar, we will try to make sure that you can hear the presenters and...
TRANSCRIPT
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Welcome!Before we start the webinar, we will try to make sure that you can hear the presenters and communicate with us in various ways.
• Look at the chat area towards the bottom of the screen to read messages sent to the group.
• To enter the chat, type in the space and press Enter/Return.
• Click on the arrow next to Feedback above the list of attendees. We will be using the following choices: I agree (thumbs-up), I do not agree (thumbs-down), I have a question (raised hand)
o Please show a “thumbs-up” if you can hear the presenter.
o Make sure you are using a headset or earbuds, have turned off your cell phone, and have closed all programs not related to the webinar. Thanks!
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Gambling Awareness for Peer Leaders
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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Project Team: Our Presenters
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
Meryl B. Menon, M.A.T., M.EdEducation [email protected]
Susan D. McLaughlin, M.P.A., CPPPrevention Services Coordinator,Department of Mental Health Addictive Services (DMHAS), Problem Gambling [email protected]
Rosemary Nichols, B.S. Education Service Specialist & Health Educator, Capitol Region Educational Center (CREC), Technical Assistance and Brokering Service (TABS) [email protected]
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Feedback of Registration• Grade level
• Gender
• Getting Help
• Talking with Parents/Guardians
• Most important to learn from webinar
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Poll 1: How would you rate your level of understanding about gambling and problem gambling?
High
Medium
Low
Not Sure
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Poll 2: What is your level of comfort in talking about gambling or problem gambling with peers?
High
Medium
Low
Not sure
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Goals: To Provide Peer Leaders with
….• 1. Basic Awareness of Gambling
as a Risky Behavior Across the Lifespan;
• 2. Rationale for the Three Important Messages;
• 3. Tools to Share this Information with Peers and Adults.
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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…and to Explore Some Questionsfrom GAMES:
• What is going on Inside the Brain?
• What is the difference between Male and Female Risk Taking—esp. Gambling?
• What is the difference between “Legal” and “Illegal” Gambling?
• How does Gambling fit within the Cultural• and Social Context?
• Why Problem Gambling Prevention?
• What about a “Personal Story”?CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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Goal #1: To provide Peer Leaders with an Awareness of Gambling as a Risky Behavior across the Lifespan.
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders, 2011
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What caption would you give this photo? Please use the chat area for your response.
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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Gambling is: The act of risking something of value, including money and property, on an
activity that has an uncertain outcome.
• Problem Gambling: gambling behavior that results in problems with work, school, family, or finances, but does not meet the number of criteria to be recognized as:
• Compulsive/Pathological Gambling: meets the APA Diagnostic & Statistical Manual IV criteria for the impulse disorder of pathological gambling.
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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Rates of Pathological GamblingAcross the Lifespan
Carlson & Moore, 1998; Shaffer & Hall, 2001; Moore, 2001; Volberg, 2001
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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Prevalence of Problem Gambling• One out of twenty CT citizens will develop a gambling
problem at some point in their lives.
• Each problem gambler impacts 8 other people.• DMHAS PGS 2003
• 12% of all CT students have worry/concern over the gambling of a close family member.
• www.ct.gov/dmhas/youthreport
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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I think there is a difference between the way males and females participate in gambling.
Choose either "I agree" or "I do not agree" in the drop-down menu for Feedback.
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RiskyBehaviors
ADHD
School Truancy.
Illegal Acts
MaleATODUse
Gambling
SexualBehavior
Youth Problem Gambling as a Component of Risky Behaviors
Adapted from Dr. Ken Winters, 2011
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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Warning Signs of a Gambling Problem
Might be similar to signs of alcohol and other drug problems
• Lying to friends/family about gambling;• Avoiding/neglecting responsibilities/problems due to
preoccupation with gambling;• Frequent mood swings;• Gambling to solve problems & change mood;• Conflicts in relationships;• Making unsuccessful attempts to cut back or stop;• Seemingly irresistible urges to gamble; and…
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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Additional Warning Signs of a Gambling Problem
o Borrowing $ to gamble;o “Chasing” after lost $ by further gambling;o Theft of goods or $ to gamble.
o If it causes a problem, it IS a problem!
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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Poll 3: What kind of gambling do you think is the most popular with high school youth?
CardsSports bettingLotteryInternetOther
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Youth Gambling at Schoolfrom CT Youth Gambling Report 2008
34% of respondents witnessed youth gambling at school.
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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CT DMHAS Problem Services, Gambling Awareness for Peer Leaders 2011
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“The Adolescent Brain has an accelerator that is more developed than the brakes.”Dr. Ken Winters, University of Minnesota
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
Video on Adolescent Brain Development
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Cerebellum
Neurological Maturation Starts at the Back of the Brain, and Moves to the Front
Prefrontal Cortex
Judgmentis last to develop!
Nucleus Accumbens
Amygdala
PhysicalCoordination
Emotion
Motivation
Judgment
Thank you to Ken Winters CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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Normal Adolescent Brain Development and Gambling
Gambling?
Risk Taking(particularly in groups)
Preference for Short Term Rewards
Sensitivity to Rewardand Novel Stimuli
Preference for Low Effort,High excitement
Risky Behavior associatedwith Positive Outcomes
Capacity for GoodJudgment and DecisionMaking
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
CT
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Teens Prone to Make Decisions that…
• Are More Impulsive;
• >Short-term Payoffs;
• <Longer-term Consequences;
• Do Not Consider Alternatives;
• Reflect a High Degree of Risk; and
• Are Vulnerable to Peer Pressure.
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Age of “Onset”(When something
begins)
• “The earlier people begin gambling, the more likely they are to experience problems from gambling.” National Academy of Sciences, 2001
• 33 % of students classified as possible “problem or pathological gamblers” reported starting gambling at age 8 or younger. CT Youth Gambling Report 2008
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“Speed of Play”
The more rapid the “play”, the more risky the activity, making electronic gambling (slots, internet gambling) more potentially addicting than other forms of gambling.
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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I recognize some of these features of the adolescent brain in myself or my peers.
Choose either "I agree" or "I do not agree" in the drop-down menu for Feedback.
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Goal #2: Rationale of the Three Important Messages
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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Three Important Messages
1.It’s O.K. to choose not to gamble.2.It’s not O.K. to participate in illegal or
underage gambling. 3.If you choose to gamble, it’s
important to know how to reduce the risk of developing gambling problems.
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What’s Legal and What’s Not?• Age restrictions: Casino, Lottery, OTB
• Activities: • Poker, Internet, Pools, Sports Betting,
Charitable Games
• When in Doubt:• www.ct.gov• Division of Special Revenue/Dept. of Consumer Protection
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How to Reduce RiskIf You Choose to Gamble:
• Gamble as a form of Recreation, Not to Make Money or Make up for Previous Losses.
• Set a Limit on how much Time & Money you will spend and Stick To It!
• Gamble in a Social Setting, Not Alone, and with Money you Can Afford to Lose!
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High Risk GamblingAvoid situations where you are:• Coping with Grief, Loneliness, Anger or Depression;• Under Financial Pressure or Stress;• Recovering from Mental Health or Substance Abuse
Disorders;• Using Alcohol or Other Drugs;• Under the Legal Age to Gamble.
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The Public Health Model forGambling Awareness:
Protect vulnerable groups from gambling related harm;
Foster and promote personal & social responsibility in all populations. (Korn & Shaffer, 1999)
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Goals of PG Prevention Awareness & Education
• Create Awareness:o of Gambling as a “Risky Behavior” similar to alcohol
use; of Gambling Attitudes & Behaviors;• Develop good Decision-Makers;• Increase Capacity across the Lifespan.
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When We Talk About Gambling, we Help to Increase “Protective Factors”.
Problem Gambling Awareness teaches people to:• Make Healthy Choices;• Reduce Risk of Addiction;• Set Personal Limits;• Feel more Empowered and better• about themselves.
These skills are useful in all “risky” decisions, and in all areas of our lives. When we assist others in learning these skills, we are giving them tools that will last a lifetime!
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Resources to Know and ShareCT Problem Gambling Helpline: For people with gambling problems and those impacted by them. Confidential, 24/7, Interpreter Available 1-800-346-6238Live Chat (check for Hours Available) www.problemgambling.orgClick on CHAT
Gambling Awareness wikiwww.choosetherightpath.wikispaces.org
CT DMHAS Problem Gambling Serviceswww.ct.gov/dmhas/problemgambling
CT Council on Problem Gamblingwww.problemgambling.org
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Raising Awareness in Your School and Community
• Not Anti-Gambling.• Support of School Administration, Teachers, Counselors,
Parents, Community.• Integration into Classes on Addictions, Math, History,
English, Social Sciences, etc.• Review Policies on Fundraisers, Raffles, Cards/Dice &
other games of chance.• Peer-to-Peer and Youth-to-Adult.• Three Important Messages.• Multiple Strategies/Multiple Targets.
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Goal #3:Tools to Share this Information with Peers and Adults.
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Now what caption would you give this photo? Please use the chat area for your response.
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Activities for Peer Leaders
Word Splash
Scenarios
3-2-1
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Scenario ExampleYour younger brother/sister was betting on football games with friends and owes money. You are surprised, as you didn’t even know he/she gambled. What do you do?
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3-2-13 things that you learned during the presentation or webinar
2 things that you liked about the presentation or the webinar
1 suggestion for the next presentation or webinar
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Choose the Right Path wiki• Tool for Educators
• Pages for Peer Leaders
• General Guidelineso Contributing to discussionso Exploring and commenting on web siteso Responding to each other in discussionso Adding to VoiceThread on You Tell Your
Friend
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CT DMHAS Problem Gambling Services, Choose the Right Path, 2009
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Table of Contents
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You Tell Your Friend
• Public Service Announcement
• Voice Thread for commentsoSee page on wiki for
instructions
• Thoughts from GAMES Alumni
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Poll 4: After participating in the webinar, how would you rate your level of understanding about gambling and problem gambling?
High
Medium
Low
Not sure
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Poll 5: After participating in the webinar, what is your level of comfort with talking about gambling or problem gambling with peers?
High
Medium
Low
Not sure
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Closing Question and Remarks
• Did you find the webinar informative?• Feedback: “I agree” (yes) or
“do not agree” (no)
• A survey will arrive via email soon. Please complete upon receipt and submit.
• You will receive instructions at the next GAMES session for using the wiki.
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CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
Thank You and Congratulations!
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Addendum
Following are slides that we did not include in the webinar, but that may include helpful information.
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Types of GamblersA “Spectrum Disorder"
No Gambling/Social Gam./Serious Social Gam./Problem Gam./Pathological
Professional Gambler??
CT DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011
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The Pruning Process: “Use it or lose it”
“If a teen is doing music, or sports, or academics, those are the cells and connections that will be hardwired.If they are lying on the couch, or playing video games, or watching MTV, those are the cells and connections that are going to survive.” Dr. Jay Giedd, NIMH, 2000
DMHAS Problem Gambling Services, Gambling Awareness for Peer Leaders 2011