TAD TIll:

St.John's

WHY TADTIll:CIIANCE!

by

CarolAImMocDoaold

AProjectsubmittedtothe:Schoolof GraduateSrudiesin partialfulfilmeatoftbc rcqWmncmsforthe dqreeof MasterofEdUCltiOD

Faculty of Education Memorial University of Newfoundland

April 2000

Newfoundland

~

ThefOlIowiDaprojectproWloo

or or...

to ....

... ofyoudl..-._ topnMdoyoulb_ _ _

neededto

...s_awo... _ .

Thep,ogram deYeIoped ....

1UJlPClftOd

byalilenlure _ .

jpIidoace""-_.

youthgroupfocus ...aDd axpat _ .The _

ortbil _ _

pmbtina, especially youth gambling. ilarelII:i\'dynew . .oCltUdyad thereisIitdedevelopedin thewayof programs toaddras this issue. Itwas 11Io indicated the impIementati<mof.

pec,-Ied gambling p<eYeI1lion progrunwouldbe.positiw Ilepinthe _ ofyouth gamblins prevention.

The

findinss

ledthe_ 1 0~theWhy _ theC!IIoee?JI'OIIUO.WhyT....

theChance?i••peer-led pmbiiDaprevaltionpropMlwhnbyMniorhipItUdenuare providedwith the intormltionaDdskillsneededtodeIiva'three

-aoos

on

pmblina

prevention totheirjuniorpeenatthedermediItelevel.

The program consists ofanOveMewoewily youthpmblina isIIIiuueandtheruionUe behind using. peer-led approach, sugcstions onhowtoimplement this

proaram

within the schoolsystem, •trainthetrainersugested

inseniee. •

peer Iadcrtraining worbbop, three gambling preventionJCUiORS,andan evaIuaIioncomponent.

TheWhyTaketheChance?propamwill beavai1IbIetoIdIooI pidac:ecounse&on through the CollllllWlity IIeaIthAddieliooI _ _ ...the)nVince.

..trod_

Purp>se .

Objectives

_.

_{LitcnhftReview .} T.bIeolCea...

. .... 3 .3 .0 . .. 1

MlI!thodo~

Guidance CO\Wellor Survey . AlliedYouth Foaas Test ExpertAnalysis . Limitatioas of Study Results .DdDi:leulioD

Guidance Counsellor Survey Allied Youth Focw> Test . ExpertAnalysis . Discussion.

RefenDees AppeDdica

.... 21 . .... 21 .23 . ...•.•.•.•... 23

... 20 ... 26

.. 21

.. 29

A. 'WbyTake the Chance?Program . B. ProjectProposal .

C. Guidance Counsellor Disclosureand ConseDtForm D. Guidance Counsellor Telephone Survey . E. Allied Youth Provincial CoordinatorLetter F. Allied Youth Parent/Guardian Lcncr.

G. Allied Youth Disclosure and CODSCnt Form H. Youth Group Focus Test Questionnaire I. Expen Program Review Questions .

-ii-

... 37 .. 108

.. 162

.... 166 ... 161 .. .... 169 ... 170 .... 174 .. .... 175

. . -

The

foIIowioI- wil1_ ....

~01... objodi-.

rariooak,aDd •reviewof the liIenbft.

P• .,....

ThePWPOSO ollbis projectis ..develop.

_bliaa

prnealioo pro_lIlilisiaa a participatory. peer-led approKbwbaebyteCODdaryschoolsMkDtsare tauPlcbcskiDs 10deliver sessions on aamblin&prevcDliODtotheirpeenIItbeiDtcrmcdiatelevel.

Project Objectives

1. To raise awuencsslrOUDdyOtRhpmbliDcissues.

_. To provide a user fricodlyguideforgW~COUDSellon oryouth group1eadm;to use as ameaDSof providiDg

kDowkldac

lad skills10ShIlImtstoJftVCDlprob&an gamblingbehaviour.

3. To providesecondarystudcDtswith ..opportUtlity toIcImaboulaambliDa lSSUICS andto develop the skills neededtobean effectivepeerIader.

4. To provide stUdents al the intmncdiatelevelwith

knowlcdac:

andskills 10 enable them to make wise choices about gamb1ina.

WbyTIb diea..:.? 4 S. To provide thebolne.ocbooI,IIllIClIIIIIlIIOIitywi1htheCIppDIlIIIliIy ., . . -COltheir oWIIs-bl..._lIllIbebaviourlllll ... _lIllIbebmoun inOUC'DCC:our)'OUlh.

Ratio.alt

Gambling is anypmiDgbehaviour iDvolviDgtheristiDgof money or valuables on the outcome ofagame.cootcst,orotbereventtbItispaniaUyortotallyc:Iepenck:Dcon chance (AddietioosFollDdation of Manitoba,t996).

For most people, gamblingis SOIDdhing theydoocc:asioDallyISa form of recreatioo.Theyplay bingo, buy • lonery ticket.beta fewdoUanon a sportingC\lcot. or drop a coin into a machine.Whenthedraworthe gameis over,theymove00tootbcr non-gambling activities. For some people though. gambliDgbecomes a problem (A1bena Alcohol and Drug Abuse Commission,t991).

Problem gamblers playandcontinue to playgames ofcbaDce. Theygamble longer andwithmort moneythan intended. To the gambler. it doesnotmaner iflbey win or lose, allthatmanersisthe:action. Some peopleare UDable to controltheurge10 gamble. They craveandbecome dependentupontheaction.,which provides excitement and an escape from reality. They chase: their losseswithmorebets andsoon their debts grow. Problem gambling can make life very difficult. Besides creating money problems.

problem gambling can cause troublewithinthefamily,atwork or school.withthelaw,

ftJ'T• •a-.? S IIld

_."""",'s_

aadpbysicolbooIdl(~ScMces,~or HealIh,(996).

In ...

yean...,...

iD Caaado _ capoDdodIhoir

a-bIiD&

activities.All_iDvoIveclin tbellleofloaeytic:ltets, wbileJew:nlocbasMw:

introduced commercialcuinoslOll video loacrytermiDaIs.SuchKliviticsraix.pM deal ofrevenlaC forpI'Ovlnc:cs. IIislbisexpMSioaIbIt.is

ss-rkiD&

peopk'sinlaalin the topic, as gambling isDOWmon:availabletoIhoIcwbowish10pcticipa1C (AdlIietioDs FoundationofMani1Oba.1996).

Gamblina activiryisontherisein NewfoUDdland.It isdifficulttoestiJ:utethe numberofNewfound1andcrsexperieaciDgproblemswitb pmbliDa;siDce there haw:DOt been any formal prc:vaIeocestudiestodale: compktedinIbisproviDct.Howewr, utilisingtheresultsofresearchdoaeinbachCanadaand theUDiIed Swes itisestimated thenwnber of problem &lIDblersoYa'the

ace

oftwmtyye.stobeberweaI17JIO- 18.539.roughly5,400ofthose . .a>asidcmI prollobIc

poIholocial_bI=

Government revenuesftom pmbl.in&activity have: ste8dilyincre:ued.in this proviDcc over thepastDumberof yean (AddictionsScrvicc:s,0cpInmcmofHeahh, 1996).

Gambling among youth is also gainina;iDcrasedmmtionina number of jurisdictions as concerns sunacethatrisk taking tendenc:iesIDtOO& youngpeople mayput them at greater riskthanadultsfor developing problemswithpmbling.Resean:hm II Harvard Medical SchoolrevieweddatafromAmerican IDd Canadiin swdics involving

wtlyT• •

a-a:?

6 ... _7.70Chd._ ... c:oadudoddla_IO 14por_.fNexlb Americon _ riJkdneJopiac(or

--.>"' pmI>lUIa..-

(Caoada·sDruaSlnrqy_I996j.

Ac:confuIa tolbo N....roundlaodaodlAboador1996aod1991SlUdeotDrua U..

Survey TcchoicallUporu, ... _ iDour...,... aI..-Iy

IookiD&

for bolp with gambling.ThemaiD pmbling ICtivitiesouryoudl are iDvoIved iDinclude biDao.

playing cards formoDe)',spans beUinllDd pla)'iDI: loaaies.

GambliDtl_kidsfromalltypeS.ffamilies,...,.,..,,;eback(l%OWWls.ellulic groupsandreligious faiths.However.themIjorityofkidsdoDOtbecomeaddicted.But as a society.whileVilefrownODyouth

smokiaa.

~aIcoboIaDd

drua:

abuse.advertising messagesatepromotinapmbliDgas alqitimlle.

sate.

f'uDtbriU.Rcsarchmbave foWld that tcenagm; cxpcrimeDtearlieraDd

act

booked iDtopmbling much more quickJy today. Many young peopleSIaItpmbling before aacdcvcD.earlierlbmthey cxpcrimcnt with alcohol orotherdrugs(MinDcsocaCouDciI oa CompulsiveGambling.1995).

Whiletoday'syoutharerelatively well informedabout tilerisksof

smokiJIc.

using drugs,andexperimentingwithsex.maDyblve yet 10Sfttbat.pmblingbasitsown risks. They may not evenrealizethatthey gamble. Placing abeton a hockeygame.

pitching penniesagainsta wall. or buying a 10RtTytickct...bowmanyteensthink of these as gambling'?Andhow many wouldbeIble to rcc:opisciftheybadslipped over the line from social to problem gambling'?(Dn.aa DepmdcncyServices. 1997)

MyTIb"" a-et? 7 Indiespriqof

1m.

die _ _ 'IbiaItTlIli<oo VOIdb GlmbliqIssues wasCODveDedatIbrvud MedicIISchool,'Nidi. repreIeIIIIIioofromJOVCIIIIDCII1, edU<ati...dleBombliqiDdustry.IiDlacc,Iaw..r_~lbejudicilry.beallll_and researcbfrombothc..daaDd die UDiIcd. SWcs..1beirpurposewas 10develop • blueprintfor n=spollSible publicpolleytoaddrastbeissuesassociated with youtb gambling.Oneofmeseven rccommeodatioaswasdw.curric:WumsIDdprosramsbe developedtoeducate childral, pmnts, IDd IeICbersabouIme issue of youth gambling (TheMinnesotaCouncilaodHarvardMedical Scbool. 1995).

The use ofa participatory, peer-ledapproKb isODe ...y10provide yowg people withthe knowledgeandskillsneededtomakewise choices about 1be issues affecting their lives. Peer Educationisan approachinwbicbsenior peersI t t1I'aiDed10 deliver educational sessions on a variety ofhealthandsoc:wtopits10 theiryOUDattpeers utilisinga participatory approach.Thevalue ofa Peer Education approach isthat:older peers are seen as credibleaDdtlUsIWorthy sourcesof iDfolDlltion;youthlistentoaDdI t t influenced bytheirpeers;peerleaders arc giveDtbeopponunitytodevelopnew skills and; peer leaders arc giventheoppot1WUty 10examiDe tbeirown.1ti1udcsandbehaviours related10the issues they are discussingwiththeir younaer)XCt'S (AlcoholandDrug Dependency Commission. 1991).

Utilising a peer·led approach whereby senior SNdcnts deliver sessions 10 intermediate level students is a good fil withthed~elopmenta1chaUenges facing 12·14

~T."a-ce'! • year old',." dIey ...

iltOClllJicleriaa

lIlOla1l11d ... docisioos;1Ileir_

relatiooshipsplOvide_dIey ...iIt_by1lleir _ _dIey look for rolemodels; IDd tbeyCD

wort

illpoops(NovaScalia Commissioa.oa

Drua

Dependency, 1989).

Literature Rnie'w

In order to furtherdetermineif apeerled pmbliDa; prcvmri.on model issuitedto the needs of youthinbothintennediaIC aDd smior

biab

levels.1Dd 10 pllcetheyoutb gambling issue within a provincial context,thefollowiq informationwasasccrtaiDcd.It willbepresented underthefollowing subtopics,the proviDc:iaJpicture,thecu11l.ft of gambling.tmlds in youth gambling. addic:tioDS prnmtioapropmlS,ano~ewof peer-led models. iruennediateandsenior level youth developmeoW models gamblingand the school health curriculum.andtherole ofwborne. school aDd community.

The Proyincja! PjctlG

To date there are few gambling prevention materWsaDd programs availableto schools in Newfoundland and labrador aimed at raising awarmess ofandhelping youth deal with gambling issues. In 1996. Drug DependencyServices.,thedivision of government mandaled to address the education. prevention. assessment.andtreatmentof alcohol and otherdrug: useinthe province. changed it's name to Addictions Servicesto

....,.T...

^{a.e.t ,}

I1Jowfordleiodlllioaol~. . . 1996, . . -

GombIiac

AlIdil:lj.,.eo.-uorpooilioaswee_IIllIJIIlIodiD

c.-r

IIaIthBouds_dle...- ..

pnMde--..._---.

pn>bIemswiththeir ...or. r.mIy

1IICIIIbcr',...,....

^Mmyoldle ...

bad10setup

woi""

^IiJU.

^Ac«lnIiDa

^{10 ....}

^GoalbIiDI

AlIdil:lj.,.Couosollor,dle_

isthereandweare

doina

ourbest to~1D 1997.atoWofdliny-five(35) counsellors employed with Addic:tjons orMeauJ. HeahbServices&omKrOSSthe province. received iJHIeptbuaiDing illcunmt pmbliDa

c:oumrlliDa

teebDiques.

AnecdotalevideDc:e basedODdiscussioas wicb ICYa.lAddic:tioosSeMccs persolmelrevealed,theftis aDOtediDc:taseillrequcsuforiDfonDltioo00

BambliDI

&om schoolsand thecommunityin

ameral.

Tbtrrqucsts.maiDly&omGuidmce

eo.seuon.

an:for materials thatfoc:w on youth as well as familypmbIiDgissues. Addic:tioo.

Counsellorshaw: expressedlntereslin

rec:eiviDa

pmblq reJ.aed resourcesto.sdras tbeserequests.

Addictioas AwarmessWeek (AAW)ismanual DalioMIpreventionweek organised 10 raise awarenessarotmd alcohol,other

dNa

and pmbIiDgre1aledissues.In 1997the namefortheWeekwas fonnally chanacdfrom

Drua

Awareness Weekto Addiclions AwarenessWeek 10include gamblina.The 1996Addictions Awareness Weekevaluations from participants acrosstheprovince indicated aneedfromboth the school and community perspective for more information on gambling. Based on this

"""t ^a.c.?

¹⁰

-.youIbpmhlioa_ ...of Addic:tioos

A... Weel:IW1.1Ilis_Clll ... _ _ AlliedV_lAy) is apooiacialyouIb - . ' - _ Addic:tioos

Servi....with maDbonbip aod - , . _ ...-in

addr<ssingbeallbaod"",ia1issuosdwaIrect _ pcopkIIIlIIbcCOIIIIIlIlllity

MIarJe.

Themembers of Allied Youth have identified yoump:oblinc

IS.

keyissuetobe addressedbytheir oraWSitiOD.To date,prnmIMioas00pmbliqbavt'been oraanised altheirregional ralliesandtheirannual provincialc:oaf'acDce.1Dspeaking with the ProvincialCoordiDalor for Allied Yoldh, ilisc:1armalthisyouthpoup. cxpericnc:cdin peer-ledapproachestolearning.isinterestedilleffortstoraise~around and prevenlprobltm gamblingbehaviour.

Based on discussionsheld wilh boththeHealthCurriculumCoasuItant andthe GuidanctServicesCoordinator withthe0eparuDcDlofEduc:ation,1bc issueof)'OUlh gambling prevention is viewed asbothtimely IDd oacillwhich tbeymcourqethe development of resoun::es for useintheschools.

!be C!!INR ofGamhljop

Overthe Jasllenyears therehasbeenanabrupcchanceinCanadian's attitudes (o....'aI'd gambling. Almost aU ronns of gambling usc 10be illegal, but cash strapped govemmenlS have recognised this activity as anewandhealthySO~of~venueand

MyT. . .a.c.1 11 have become !bebigatbaoIOosilldie _ (CaaodioDModic:oIAs1ociIIioD_, 1995).

Ollce_...

vice, ... is _ _.IllCiaUy~if

Dot avirtue.Tbepmiq iDdusIIy••it

cupbaDistic:aUy,mas

10be

mJwD."

",=ededin ... yean in

sboddiD&

pmb!iD&'sdisr<puIabIc ...(CaaadDmMaticaI Association Journal.1995).

A=rdiDg 10 1hc AlbcnaDrugDopcodca<yIIlcIAddioOoGsCommissKm, gamblingwill be:a majorgrowth iDdusttyinthe foracablefurure. Forthose experiencingproblems withpmbliDg, Ibeproblem.is widcspradefrccUngIbe individual,tbcfamily. work melthecommunity.

GambliDa

IIddictiooisDOCDeW,but prior to the1990's. little rcsean::baDdprogramdcvelopmem" heeD done 10 aGdrasit (AJbertaAlcoholaDdDrugAbuseCommissioa. 1997). Luckily, societies views are starting10changewithpeople seeing the devastationcalGCd by problem gambling (families losing theirhouses. parents losiDgjobs.

teenaaas

gettingiDIotroublewiththe law).

At the conununity level. problemsassociatedwithgambling include increased criminal activity(in casinosandmoney generating activities), proliferation ofpawnshops, and lostproductivity in the workplace. Approximately two-lhirds of compulsive gamblers admitto conunining illegalactStosuppantbcir gambling habit (Addictions Research Foundation. 1995). Attheschoollevcl. problems of youthl1'Sing their lunch and bus moneyto gamble. gambling on schoolprop:nyandinvideoarcadesandthe

ftJT " "o.ot? 12 subsoq_ _ .. pIIlIIoeia ...,,;vilies,isl>oc:oalill _ _1lIe efl'eeuofproblem_bliaa_lbefomily_ . ._ ~coalIict, a1ieoaDOll,lack ofsullili1y. flImiIy

or_

aepet. disIqonl forsafetyaodan iDcrasodriskofproblemsforcbiIdra(AddiclioosReseIldI Foundation, 1995).

Tn:nds in

vmub Cramb'ioa

Theadvent ofvideo loaerypmesIDdIIIICbiDesIDd dJcdewlopmem ofcasiDos in manyprovincesbasled 10anincreasingCODCCIIlaboutpmI:lIiDebyadolesc:eotsaDd theimpactof a gamblingsocietyon adolesceats. Since

pmbtiDa

isconsideredbyhealth and addictions specialists10beaDIddictive behaviour,questioos~students gambling activities were includedinthe1996ud1991 NewfOUDdJandandLabrador Student Drug Use SW'Veys (Depanmeot ofHealth IDd COIDIDUDityServices,1996 and 1998). These questionsaskedstudentsabout theiriDvolvememwith gamblingactivities such as playingcardsfor money,bettingonspansactivitiesaadplayinglotterics.

Both the StudentDrugUsc StuYcy's~given10 approximately 4,000studeDtsin grades 7 and 9 and levels IandIII acrosstheprovince. According 10theresults, almost three quaners(74%)of students reported "aDY" gambling behaviour inthetwelve months prior to the surveyandover onethird(36'1..)reponed gamblingOIla monthly basis.

According totheSurvey results. panicipatinginatleast one gambling activity increases

....,T. . .a-ce'! 13 bypIde(e,,:1in011 _ _die TIle-popuIor-'>lial1Clivity

among"""'"

pIayiaa..- (6O%lwbicbillD iIIopIlCIivity

r.r_

uncIcrthc ...of ...wtliIethc ICIivity-playiaaconisfor money (40.6%). AqUOU'takcDfromdiesurvey ofapdeDiDefemale ...rea:l

"GamblingIDIChiDes sbou1dDOtbeinplaccs...wbcrc cbildlm'spoupsrqulartyvisit because most cbildml are very imprasiooablc" (DepIrtmcDt ofHeahbIDd CommUDity Services. 1998). A swdy complNdinAlbertaill1995sboweddw11%ofAlbertaIcens (12·17 yean)were problem. pmbm whileIDOtbcr1S%were at risk for deYelopiDc gambling problems (CaudiaaCeMreon SubsIaDc:e AbusclAddicIioDsRc:sc:ardI Foundation Ca.oadimProfile.1995).

.;ddjCljnDS PrsvrntiooProgram'

Thegoal of .dd.ietioas preventionprogramsfor Idolescans is to prevent or delay

!he age of onset of smoking, drinking,otherdnlguseandpmbliD&.aDdtodecreasethe extenl and prtvaleoc:c oftbis bannfuI behaviouramooa youth.It basbecome increasingly clearthereis DO singleprognamor Sb'3U'IY thatis theultimllcanswertothe prevention of alcohol. other drug or gambling related. problems. Mucb work hasbeen done in thc area of addictions pt'evcntion across Canada over thelast tweDryyears.

however. due 10 a lack of consiStent cvaluation procedures. we areWlStftas towhat works well and what does not and why. luckily. much wisdom hue-merged fromthc

WllyT*,IIlea....? '4 expcrieoce of. multitude ofprw:lilioDas,I'IIOIIdIcrsad COIIIIDUIIity~10 U1be field ofpomolllioo ... - . . . .willbe.erilicaI_iD-...,.

success(Alberta Aleobolaod

DnlIAbuoe

Commisaioo,1996).Oa.posiU.. - . poor programs specificallywere fouod 10 show.dcfiDitcsuperiorityforthemagnitude:oftbe effect size obtaioedODalloutcome measures.

Pttr educatioo approaches have bceD utilisedi.D tbeaddictiODS prevmtiOD fieldfor thepastaiDeyears.Tbeprograms utilisingthis approach bave beea well receivedand sought afterbythoseinthescboolsystem.CuneDdyinthisproviDcc,therearetwopeer education addictions prognms availableInd.iDlJSCi.DmaDyschoolsIDd community groups acrosstheprovince: Makiq ADiffcrnce, a peer.ledsmokiDgprevmtioD program;and,PetrDne Ed.taM.,a peer-led

dNa

educationprogram.Aspeer led approaches become more acceptedandaccessible,ocher lifestyle issues canbeaddressed using asimilar peer-led model.

An

OVerview

ofPret-!Cd Models

Peer-led modelsare viewed as positive approaches to providing participants with the knowledge and skills needed to make healthyandinfonned choicesaroundlifestyle issues (Komro et ai,1996). Thepeer-led approachhasbeen widelyusedwithseniors.

srudents. those with similar disabilities and those finding themselves in similar situations, i.e. Association of New Canadians. A peer led approach builds on people's strengthsand

~T""~ IS uoiq...uporlicipotioabytlle _ _ ...poors _ _ moreradiIythe issuesIDdidIaIsof1beirOWDpeerpilip.

WbeudevelopiDa ....

COOlIIiDIIiD&

tiledeIi>ayofmy ...illitialiw, resultsin ... or cblqes inboboviours,cspeciIIIy _ . . -bebaviours, _ ....

to be recognised.It is withthis

UDdersIaDdiDc

inmiDdIbIttheIIICICeSSrIleSofother peer.ledprogramsan:primarilybaedGOtheinterest oftbetIrJd1fO\IP. level of participation,thetransferability oftbe approICb 10otherbahh reIaIed lifestyleeboices.

and thepeernetWOrks thatremaiD bIsed00thelevel of comfortIbItevolves (Smart.

1993).

Peerapproachestake maay formsfrompeer educalioo 10peersupport10peer counselling.Thefollowing is a brief descriptioo oftbc

v.nous

peerapproacbcs:

PeerEducation is an approach whereby senior peers mtrained10 presenloo lifestyle issues totheirjuniorpm'S.

PeerSuppon is an approac;:busedwherebypeelSexpericacingthesameissues suppon one anotherinan organised: way, Le. smallgroupdiscussionsaround quiningsmoking.

Peer Counselling is an approachused wherebysenior youth an: lrained 10 counsel orr~fer. und~rthesupervisionof theirrpidanteCOUD5eUor. individualpeerswho are~xperiencingdifficulties.

"'Yr. . .a.-? 16

AIl _ _~_ _Ibeir_"'Ibe 1beir

...I...Ibe_ideoIified.forlbe_of...

_...syoulb

g...bliJ>gissues ....providiqyoulb oat cumolIyapcrioDciDapn>bIems ...iIled _ _ bliJ>gwithIbe

ialowledae .... -1ICCOS1IrY ... _ ....

bcoIthydlOices;·

thepeer edUcatiOD appIOIlCbisan appropriate tiL To it'saedit. IbepeeredUClliOD approach is less toD1rOversialthen peer counscUiqandpeersupport and thepeer leaders require less trainingandsupervisioaas they arebOt

dealina

din:c:tJywithissues individual students may be expcricnc:ing. Aa:ordiDg ton:seardIconductedbyTobler. 1986.peer education programs were identified as effective fortheaverage school based adolCSCCDt population.

Inlt'mediale and Senior I SRI VOlUb IXvclgpmrnsa!

''''''ropcs

Owingthe9-13year old(oomnedialescboollevel)developmentalperiod.youth are physically maturing. becoming more influencedby

mends.

^andbeginning to think abstractly to some extent. Many are receivingmixedmessagesabout drinking. taking other drugs.andgamblingandsome are beginningtoexperimallwith thesebehaviours.

Because: youthalthisage are natwally moving a,,-ay&omfamilial influencesandare drawn more10their friends thinkingand behavioW'. this is an ideal time (or positive peer role models 10 inlerveneand present the factsneededfor these yoUlh 10 make healthy lifestyle choices. As some are at the stage where experimentationisbegirmng. knowing

'MyT a..:.? 11

1bm: . . _ _

IolowiIlI_ _ _

^iD~

lwmful"';viQcsi s _ ..

.wy

Abo.siDcedlisis ....

when

-lbiaIlDII

is

beiIlI

cIowIoped, yaulba

Ibis. _ _ - . ..

linesof KtioasIDdeoDIClqUeDCCImelUDdenc.d

me

coac:epcoft.m,redul:tioa.

Panicipatina;inapeer-led

IJl'P"*=h

ODbeahhy lifescyleissues fils weDwi1bthisIF group(AdWc1ioasRoseordlFOUIIdolioo,1991~

lMiDIlbo

14-17,.., old

<-hiP

odlool_)~period,

Y<Mh

have astroogdesire:10be iDdcptDdalloftbcir~_10 bcIoaIlO •peer poup..

Challenging Idultauthority00issuesisc:ommoD., _ opportuDiOcs\0driDk.mdc.1Dd gambleart:becomingmorefrequeDLAsyouth move

1brouah Idoacmcc.

tbcyIrefaced moreandmore withthe cbal1enaesof naviptiDgthrough.worldofUDbc:aItby cboiccs.

Providing youthat this agewiththe opportUnitytospeakforwhatthey believein, to understand why detisioas arcmadeandbow theyaDinOueDCC their yoqtrbrolbcrsOf sisters, is beneficial.Beinepanof.peerled IIpprOIlcll isaIlINr'aIfit foradolesc:eDlsat thisstage of developmeDt (Addietioos Rc:sean:b FOUDdatioa, 1991).

Gamblingandlbe School Health Curricu!um

Positive life experiencesandconditions occurriDg earlyinlife can grcetly influence healthy outcomes later on.Ithasbeenwell demonstrated thatthepotential 10 influence behaviour is much greater before unhealthy IltiNdcsandbehaviours arc well

WeyT*.a.-? II establisbed.

'1'baeCoIo. ... ..

..ty_wilbyClllb IIld tbeirkeyilIlIueaces, CDbaoe •

...-rw ...

-",,-ofcapal>lellld succcssfiIIaduhs (Al_Alcobolllld

IlrutI

A1Me

c--.

1996). It is wilb 1Ilis ia mind,IIld !befact!batoury... poopIespead ... oflboir

wakiaa

hours ..schoo~!bat aDapproachtoraise awarmcssaroUDd)'OUIb

pmbliDa

ad\W)'S10preventpotential problems is a good fit.

The cunent health curriculum foriDtcnDedi.Ilepadc levdsfocusesODthe importanceof making healthy aDd iDformeddcc::isioasarouDd tbebahbaDdsocialissues facing our youth today.ImportaDCeisalsogiwo10eboic:cs IIOUDd alc::obol aDd ocber drugusc.Asitisonly recentlythatpmbUna:isrecopi=d.an issue for youth aDdis categorised as behaviourthat canbeaddictive.it isimportat 10 supplementthecurrent health cumculwn with the informationDOWavailable.

Infonnation on gamblingcaDbeusedDOtonlytosuppltmenthealth classes,but also math.economics. sociology. political scieoccandhistory. ProvidiDgSl\IOeauwith practicalexamples that relate to everydayhappenings isagraIway 10iDcreuestudent's interest inthesubject matterand10 apply their IeamiDgtoreallife situations. Atthe senior level. peer-led Jnvention programs can provide an opportunityfor studeDts 10 become role models. learn presentation skills.andchallenge their own views on lifestyle

lbc:

Bofc of.

^{HewSc;tqtI wi}

^0Ynn=i'Y

lJ1iImoI.--.. _.-..booIdIycllaica

arollDd baldly IifioIyIo _ iapIooo

for._of,....

V _ . ..-Jy inflUCDC<dbyl b o i r . . - b eitIbo _ _ orlboir...,;,y...it acceptablein tbesemviroamcDlSinftueDces~.tbcy10

dlrouIb

tbrir developmental

staees.

IDvolviDgtbc::scin1JueotiaJIftIS

ts

1bcIefoft;CSSCIItiaIin

assistin&

youthmakeb..lIby lifalyle _

GambWII

inIboIat .... __bas piDod considerableaccqKIDCeinour North America aahurc.Tbe tIb.losthat onceIl.II'TOtmded players ofsuch games haveall butliftedIDdtakcDadramatictum..itisDOW ICCIIas a form ofrecreati.ooinallwalksoflife.Withthis

cbIace

in attnudccomes cbanpill behaviour whichcaDk:adtoproblemsassociatedwithpcobIempmbliDg.

Withthisinmind.thefollowingaresugcsIedways the bome.school.and communitycanbecomeinvolvedill theprevmtioaoftheproblems1baI:canresult&om youthgambling:

Talkto cbildren about safe gamblin&activity.

Refrain from purchasingJonel')' tickeufor youth oraWDathemtopw'Chast tickets foradwts.

Be positive role models by keeping your own pmbling behaviour in checkand seck helpifproblems related10any gamblina; behaviour do SWtto occur.

Review/developapoIiey ...,...aetiYily ... _ _.

Eocouraa.

the schooldisIricttodevelop •poIiey.

EncourageguidaDceaJUIIICUors IDd 1CKberstolam the sips10WIlI:b for IDd howto help youth involvedinUDbealthy

aambliDa

ICIivity.

Add gambling prcvcatioatothecurriculum9IbeD

discussiD&

healthy Iifcsryles.

CllmmiIIliIx

Educate ourselvC$ aroundlambliDg activityIDdtheproblemsthatcanresult if this activity getsout ofbaDd.

Advocate for gamblingaddictiODservices.

Promote healthy lifestyle cboices for members aCme oommlmity.

Inconclusion. thelilC1'3t\ftreviewed seemedtoindicatethat theimplemmwion of a youth gambling prevention pm--Ied approach couldbebeneficialtoour target population and a positive stepinthedirection of youth gambling prnention.As gambling. especially youth gambling. is a rdativclyDCWarea ofstudy.and Ibmis currently Iinle developed in the \Iio'3y of programs toaddressthis issue, Idecidedtopursue

...,.r

^{a-:.! 21}

thefoUowiDa

medlodoIoIY

IIld IUIIoeq.-~of....WbyTIb O - ? proJlIIIL

ModtodolocY

TheroUowiog

_00

will provide 1Ilc

medlodoIoIY

1IId. destripOoa ....

rationaleforthesurveyiDstrumcnls.theyouthgroupfocus

lest_

^{meexpertaoatysis}

usedinthe study.Thelimiwioosofthisstudy.-calsoprov;ded.

GuidaD" CalUlStUor S.noey McdlodoIaIY

SchoolguidanceCOUDSeUors chargedwithUdcrmcdiaIe IDd seniorbigb studeDts,

ODefrom each health region acrosstheproviDce.Vo'CferaDdomtyseler:ted for this SIUdy.

rive GuidanceCounsellorWC!1.!called bytherescan:berand askedto panicipucill Ibis study. Upon agm:menl, each GuidanceCounseUorwufaxed. copy oftbe Disclosure and Consent Fonn (see AppendixC)andaskedtoreadIDd siptheformand. fax it bKk to the researcher. A timeanddalewas SCi for each ttlepboae interview. 1be GuidIDte Counsellor Telephone Survey (see Appendix D)was used.Theresultsoflhc survey were analysed andare discussWinthe ResultsandDiscussion Section.

Allitd Youtb FCKUS Tat Methodology

Beta testing involved focus testing the program'Nithmembers ohhe WBet population. A focus group testing was chosen as: youth arethetargetgroup for this

...,.T. .^{_ ~ ?} 22 prognm;IbcpnlIlIIDwiD be _ II>youIbin a _ ad;itbas _my expericoce1haI)'OlIIh . .

c:omf_

providiDgiapulin a _ ...

The_

chosenforIbcfOC1lS _ wasAllied YOIIIh. Allied Yaudl (AY) isapn>ViDcWyolllll groupwilh ...benIIipfromholh _ aod-.darylevelswbo _ beallh.

and socialissuesthataffect yOUDJ peopleaDdlbeeommUDityIt

Jarae.

Theresearcher askedtheAY ProviDtial CoordmalOr forherCODSCDIaDdassistaDceinorganizingthe focus testgroup(seeAppendix E). Agroup ofootbsenioraDdintermediatelenl AY members~asked toparticipalCi.D thestUdy. A leaerto plrCDwguardians (see Appendix F) alongwitha DisclosureandCODSCDt Form (see Appeadix G) were provided to teo Allied Youth Group members. UpoareceiptofootbpamllaUguardianandyouth group member consenc.. a focusgrouptesttimewasscbeduled. Teo Allied Youth member mel withtheresearcherandanAllied Youth GroupLeaderfor an hour long focustestsession during one oftbeir monthly meetinp.Duringthefocustestsession, the resean:ber providedtheyouth with an overview oftheWhy TaketheChance peef-Ied gambling preventionprogramandasked each group member10completetheYouth Group Focus Test Questionnaire (see AppendixH).Alongwilh Questionnaire, valuable discussions also took place aroWldthe:program bc:tweentheresearcherand theyouth in attendance. At the end of the session. the Allied Youth members wert thanked for their input and told a completed version of thisprogram wouJdbe madeavailable for their usc.

The resuJts of this focus test were analysedandare discussed intheResultsand Discussion Section.

E....nAooIyst~

Alpha T... _ ... _ _ iD tho fiddUJmOcwthopropom.

HavingaprogramteYicwed byaDexpatiD.the fieldis.COIDIDOIlprKticcwbidl bdpsto validatetheprogram'sappropriatcDcss IDdreleYlDC)' 10c:orateDt.tbe target poup IDllthe proposed method of delivery.The~cboscn10reviewtbisproeramwastraiDedas a Guidance Counsellor. He is eUlTCDtlyworkingwithiDtermcdiateaDdsenior level

hiah

scbool studeDLS.Theexpertalsohas vasttraiDin&adcxpcrieDceincounselling youth withaddictions issues.TheexpcnlDAlysis iDvolved

ukiD&

theexpcntoprivately review th'pmS'=anda>mpl""thoExport Propm lUview~(""Appaldix

D.

Thecommentsfromtbe reviewwereaoaIysed aodarediscussedin the Results and Discussion Section.

Limitatioas of Study

Although this program was reviewedbya youth focus group. the programwas not pilot tested althe~of submissioD.

Also. I would likedtohavebadthefinancial resources 10 conduct a faceto~ group focus testwitha larger number of guidance coWlStllors from. across the province. I thinkbecausetheissue of youth gambling is still soDeW,all would have benefited from a group discussion and information session.

_ ^{.... -}

Thofollowia&""""provideslbe """" oflbe GuidIIlce

eo....

11or S"""l'.lbe AlliedYoUlh FOCIIS TCSl, lbeExpertADalysisIlld

._1U1IIIIlOlizill1bcso

fiodingsmdsubscq_prosnmdovelopmelll.

Results of Guiduee COD...llor Survey

Thefollowingis. summary of the resuttsoftbe GuidaDcc CounseUor Questiormairc.A totalof five GuidanceCoubseUors rcpn:seotiDa . .bof theHaItb Regioos acrosstheprovincewere contactedbypbooe andadministered •qucstioanaft.

Allwere cooperativeaDdinteresledin

answeriD&

the questions posed.

inresponse tothequestions"Ooyou see youth gamblingU IIIissueinyour school?"One guidance counsellor said shewasunsure as shewasnotyet receiving referrals on this issue. onesaidpmblingwasa big issue lastyearbut not this year,ODesaid it was only111issue for someand(We)said gambling was an issueintheir schools. Interestingly.therwoguidance counsellorswhosaid youth gamblingwas an issue intheirschoolwere cbarJcd with iDta'mediatt level stUdents.Theguidance counsellor who said gambling was only an issue for some qualified his answer by saying he mayjustbeignorant 10 happenings around this issue.

") In responsetothe question -Whatkindandlevel of gambling are you seeing'!"

those who felt youth gamblingwasan issueinthe previous question saidthey

..,.,r... ^a.ce?

¹⁵

won: ... _ ... youdtill

cIriDkiDa

~piayiaIdieVLT _ y<llIIIIpoopIebuyiDa...- ...

wiD_"'poIl"","'pi"'biDa

comsapiDSt.wall. Oac_ l e v e I , -_lqlOfICd"I ...

to ... _pitA:biD&quonersbutDOWlhoy_"""-topitA:biD&loonies and twoooies."Tbcsenior high guidmlccCO\IDSCI1orwboswedin theprevious question that gamblingwasDOta problemthisyar SlidtIw lbc: year before stUdentsinhis schoolwacbuyinaloaotickets.scnIcbIDll wiD ticketsandpull tai>;.Wbcuaka!wilybe

tbouabt

pmblioabcbaviourbadcbang<din bisscbool.

be saidlbcTewasa CRCkdownODcbclocal storesbyiDspeaorsWInlingthem aboutthe6nc5 relatedtoselling gamblingticketstoyouth UDder age.

3. InresponsetoIhc question "WhatproblemsaRYOUDIpcopIeexpcrienc:ingas a resultof this activity'?"the comments focussedaround youthusing theirlunch moneytogamble therefore leavingthemwithoutenougbfuDdstobuy lunch. This was seen as a serious issuebythetwocOllDSC'llonwho badIq)OftCdgambling as an issueintheirschools, ODe Counsellor said "lbcsc SNdcmsarc:bringing a fair amount of money(0school. moneytheirpll'CDts can t.eJyafford to gi'Ye.andthis money is being wasted away on gambling,"AnintennedialtIc>IeI guidance counsellor said that many students at his schoolsarc:

arrivinc

atschool with up",-anfs orS5.00 a day.

ftyTlkedlea.ce? 26 4. In ...toIhc questi "OO)'Oll . . .sulliciellliDfanDoIiall ...)"'UIh

11DIb!iDa?"Ihc nopd _ "I ...

IIlIIbiDR ...IDbIiDa·

to"I . . .

lit1letoDOiDf'~OD."

s.

In ...toIhcqueslioa"WouId)'Ollbei n _ in

impIcmcoliDR •

peer-led gambling prnentiOD prognmiDyour scbool'rallpidaDc:c counsellors panicipatinain this stUdysaid yes. ODe counsellorstaledthatshewas very inlCfeSlCd inanythinathaiwas SlUdeDtled whileaoother commented be would really like to have a programthaiwas proactivc(prcveowive)andDOtrea:tive, Another gujdaace counseUor swcdthalbewas fmUliar with the pcer.1ed approacbaDdliked it while stillaDOIhercommeDtedthaiherpeercounselling courseneededa practicalprojectlikethisODeforthestudents,

AlliflIYoutll Focus Test Resuhl

The following isasummary of the results oftheFocusGrouptest session.AtouJ of len Allied Youthmembersrepresenting bothintermediateaDdsenior high schoollevcls participated intheone hour focus group session.

In response to the question "IsthetrainingsessionoutIlnedsuitable forsenior highstudents?"' all focus group participants said "yes," Two ofthecomments that seemedtoswn up their thoughts were: ..thisprogramwould keep theminIcresttd and it'salsointeractive" and"Ithinkmanysenior high SNdentswill be ableto enjoy thisprogram:'

WlryT. . . .c:::u.e! 21 2. In_!OlliequestioD"Do)'1lUfeclllle_ ...pmalIioa ...

willbebolpfiol!O 'r'aIIfocuspoup~"'"

Slid"yes."Their ~" . _ it(!be . . . .l-.IcIbe bolpfiol because

!lOW'

clays aad ...youoacrpoopIe . .

_bIio&",

"(yes).

becausewe~ata w!Derab1e qc:"1IDd ;"yesbeeIuse it's

aood

10have: peopleto lookup10, like olderpeers...

3. In respoDSetothe questiOQ"Whatwould you cbIageabouttheproaram1"the main suggestion was to also bring10the iDtermediIIe 1eYelclass apmoowbo was addicted to gambling or someoaewho

mew

someooewhowas.This\VIS discussed allengtbwith the raeatdJerCODCIudiDa; she would iDcludethis suggestionilltheAdditional Ideas IDll

a.mbliDa

R.esourccsSectionthatwouldbe leftwith theclassroom leacher at theendofthe threesessions.As for other commentstothis question.one respondeat said ..ootbiDg!itseems veryintcrating andit's wonderful bow educational games are i.Dcluded."Themajority or participants also kindly indicatedtheyliked mypreseawioo.thoughtis\VISa good program.saidtheyta.d learnedalot and wishedmeluck.

4. In responsetothequestion -Any Additional commeats?" some comments included:'1"his isa vet)' smoustopic this is veryoftenoverlookedandistreaIed as only"fun"nol a problem"; "Thisprogramis very good. I would be interaled in getlinginvolved~and"everyday in our schoolthereare announcementsmade

WllyT

a.ce,

21 abcHd

_

pmbIiDa-_ . .multiple^."

_of_

^{illtbeoIIicc away _}

Esper< Aaalytt_

ThefollowingaRthe rc:sWtsoftileexpert"'yltrniew oftbt program:

Intheresponseto thequrstion ..Doyou fccltheapproach takC'DiD thisprogram is ooethatwouJdbeusefuliDlettingtheUlfOllDllioa acrosstoyouth?"theexpert rcspoDdc:d"Verjmuch so. Practical. iDCem.liveaDd . .apprupri*.Itutilizes a deli"crymodelthatis

bccornina:

morepopalariDour1Cboo1s.

2. Inresponsctothequestion"00youfccl1be informalioa coveredinthis prosram is relC\'aDtand suitablefortheintended pmicipadS?"'theexpertresponded"Ido.

howevertheremay be a needtoconviDcc local schools nflheoecd."Gambling is seldom recognized as a pressing issuegi"GIthe otherprobiems atintcnncdiate.

Thisunderscorestheneedfortheprogram.

3. In response 10 the question"ls there anythiag youwouldSUUCS1 addingtothis programr'theexpen responded ''the streDg1b ofebeprogram is how user &ieodly it is." Thiscanbe addedtobycoloW'codiDg thescctioas,indexingwithtabsetc.

This will greatly increase the chances of it being highlyused.

4. In response tothequestion"ls there anythina you would suggestdeletina&om this program?"theexpert responded "DOt .. all"erj comprehensi\'e"

"'YT*e . .QIacII1 29 5.

In_..

dle~·"",,_ _? " d l e _ ' - -

"~wdI-."

no ... ...,.y006..-UIiIiziaI

- - - . "

Discassioa

BasedDOtheresults of my rckpbooeiD&ervicwswilhthescboolpidancc counsellors itwas clear that whilethemajori!)' saw youth pmbtiDc .. aaissueofvaryina degrees within their rapectivcschools.aadallarciD1eratediD

obIaiDiDa

infomwion on youth gamblina.~is. aced10raise theawarme:ssoflbisfr001liDc group aroUDd chc possiblenegativelmpKISof yoUlb pmbliq.Whilesome~wc1caras10theamoual of youthgambling curmatJyb.IppeniDgill1brirschool,chc~ofbotbthe1996aDd 1998 Nev.1"oundlandaDdl.abndorSrudentDrugUse SurveysSlateconclusively, and comparably,tothe:otbttlhrceAtlaaticProvinces.1batpmblialisapowingactivityof choice forOW'adoleseentpopWabOD andalready1eC'ftIIUSarc

SIettiDI

help fortheir addiction.ThertCOpitiondwgamblingisanaddiction.andthaI)'OU&has~IIasadWts can become addictedtothis unhealthy behaviour.isrcllCivclyDeW.Based onthese realities. andthefact that the school guidance counsellors imcnicwcdwere all imcresud in implementing a pcn·ltd gambling prevention

proeram.

I felt coafldentlOproceed with thedevelopment ofttle intendtd program.

Upon completion ofthcprogram.ayouth focus groupwasasktcItoreview itfor suitability of content and method ofdclivcry.The~sultsofthrircompleted

...,.T. .IbeCblla? 30 qucslionnaita, ...caadid diseusIioas1IOUDlI .... _

or

pmbIjIIc Ibey1ft . . . . scboolewryday.ItIlI ...fortbis _ _ ..imponiq lifestyleiIlformItioo toboth_ltIlI_bicb_loddlis roolc:onfidcuttbltthe P= Leader TnoiDiDg Worbbop. thetItroo

GombIioa

Sessioos,andthe Evaluation processwassuitable fortheIIraetpopu1aIIioD.

Theco~tsandsuuestionsmadebytheExpert AaaJySl were both validating andinsightful.Theemphasis oatheuser friaKltyIpIIIOKhwas deliberate to ensure this prognmwasa cooleDderiDa schoolsyscem.wiIbcompetiDaareas for anmtion,andin • subject areawhere there islittle Imowled&e

in_

6elcl. Theraults oftbc expert analysis confirmedwiththis rcsean::bcrIbereis roomaDd •DCCdilltbeschoolsystemfor.

program as outlined.

Withthis piece of research in place. and based onthefindings&ommy literaNrt review. this authorbascompletedthedevelopment of theprog:rIIDcmidedWhyTakethe Chancc'? (see AppendixA).Thisprogramcoasists of anOverviewof why youth gambling is an issueand therationalebehindusing a peer.led prevention approach, Suggestions on HowtoImplement this Prognmwilbio Ibeschool system. a Train the TrainersSuggested IDSCrvice. a Peer Leader TIUlina Workshop. three Gambling Prevention Sessions.andan Evaluation compnomLBothseniorhighandintermediate level students are the primaryW'getsof this pm.lcd gambling prevention program.

These students wouJd havev~ryingdegrees ofexposwe to gambling activirywithsome only knowing gambling exists. to those livingina homewheregambling is an issue. to

'ftyT."~? 31 those wbo pmbIe _ M1be _ . . _CID 1bo - .^scboo~ODd commuoity...poupswiU ..".,...ty .. ..-CID_OWll_ODd bebaviours0I<llDMlpmblill&ODd1bowayIbeir viewsODd _ iDlI"""",1bepmblina attitudesandbehaviours ofour youth.

Upon completion of.pilotpbasc,copies oftbisprognmwill beavailable to guidance counsellorsatboth the intermediate ADd SCDior levels through their locaJ Community Healtb Addictions Scrvic:es oflice. ScboolsiDtereudinimplementingthis programwill be asked10call Addictions Services 10Ift'IDICforiDscrvicing onthe programandassistaDcewiththePeer Leader TraiDing WorksbopifDCCeSSIf)'.Addictions Services,Departmenl.ofHealth,bavcagreedtoperiodically~

me:

programin consultationwiththeirRqionalofficesIIDd thescbools implemcmiD&theprogram,to delermine the need for any changesincontent. activitiesandtraining.

AddictioDs FOUDdatioa olMaDi1obL (1996).

fasrfw:ts

m pmMi• . The AWIIeDeIIaDd lDformaJiOG Unit oldieAddic1ioasFOUDdIIioa. olMmitobL Vumipea, Manitoba.

AddictionsScrvic:es.DeputmenlolHcaltb. (1996). n""b1ioS whenit'sM ktnsn'

PID'l.

Governmenl ofNewfoundiaDd andLabrador,Deputment ofHealth, St.

John's,NF.

AddictionsServices, Depanmcat of Health. (1996).Ncwf",mdlepdandIabradpr StudeDtDrvp11K SwyeyJ

996

Trrbnis,lAeroa GovenaoenlofNewfOUDdlaDd andLabrador, SI. JOM'S, NF.

Addictions Services, DepartmCDI of HealthaDdCommtmity Services. (1998).

Newfoundland and l.ahgdgrSrudmt DruB 11K Survey 1991TCSbniglArnon . GovernmentofNe:wfoundland andLabntdor. St.Jobn's,NF

Addictions Researcb Foundation.(1991).YouthandPruss' AdolescCDt PcYrlnpmcnl Toronto. Onwio.

AlbertaAlcoholandDrug Abuse Commission.(1996).Preventionin AnnAe· A vision for Syccess.Government of Albena.

AJbertaAlcoholandDrug Abuse Commission.(1996).PcYelonmeD!S' Adglcs;ml Gambljng and problem Gambljng in Albena.Govemmenlof Albma.

Alberta Alcohol and Drug Abuse Commission,(1997).QnclgnmCD!S' G,mbljnp.

Government of Alberta.

MyT• •

o.c.? ])

Albena AI_I Uld

Dr\IIIlepcadaw:y

Commissioa.(1997).Qrwhmmn'

Tn:uda

jn _ 1 ( 3 ) .Go...fAl-.

Canadi8ll Ceoter . .SubslaaccAbuoeIAAIdi<tiooo _ F _ (1995~

c,nadi,nProfile'Megbg!Igtwm epd <)bcrQrngs. Toroato.Oowio.

Commnnierioos Enyjrggrncnt AMI";S Bepgrt EnviJocommCommuniations Consulting, Ottawa,Ontario.

Clarke,B. (1996). 11*; Ofprpblcm ,embljn,¥TYie=sjn NprfretMI,ry'. Addictioas Services,OepanmeDtof Health, 51.JoIm's,NF.

Department ofEducatioD. (1995). Towards A Cgmpn:br:nsiYCSsbpolHgltb

Pmsrram

A HealthCnnjc;!!lurp(mid;.GoVemmcDtofNewfoUDdlandaDdLabrador,Sl John's,NF.

DrugDependency Services. (1991).

pram"!

the Ijne:.OepartmcnlofHcalth. Halifax.

Nova Scotia.

Kelli. A., Komro. C. L.• Perry. M.• Velbm·Monenson,. S.• Williams,CL., Anstine. P.S.

{1996, November}.Pm-Planned Soc;jal Ae;tjyjtjfS fnrPn:yanjng Almbgl11SC AmOng Yo"ng AdglCscmts. Jouma! of School Health.

66

(9).

Kezwer, G. (1995. January).Physidans S,y GOYS'Dm;n' ApproVed I PVCAffajrWith Gambling Sure BCttgCallKproblems.Canadlao Medical Association Journal.

ill(I).84-88.

Komro,K.,Perry, C. etal. (1996).Pm•. , . . . ,WeiAc!tjyjejafiwPrmntjpg A1sgbgl

Jls"monr

Yow, ""clnrnn Jour.-(ofSdlooIHaJtb,~(9).

Shaffcr. H.•

Oeorac.

E•• A CummiDgs. T. (1995)."b!pcpriptfgrmpomiblcpubljc

~'bemwgnnmt gfs;gmpu!gYf

,rHin'

FjN!"iPO" TheMiDnc:soIa CmmcillDd Harvard Medical School.DivisioDofAddictioos. Boston.

Massac:buseas.

The MinnesotaCouncilOftCompulsive GambliDgiDe.(1995).Wanpabet?Evmytbjop YO" eyqlrJr'IQtgltgkngw,bgyttealp,mNinebpi PCYP'thpypbttoriDuluth, MN.

Smart. R. (1993).1bc

Smart

Repgn'SuhsJanr& Ain• •e..ti'Dymnb, Addictions ResearcbFoundation. Toronto, Ontario.

Thompson,A..(1989).~. TbeNovaScotiaCommissiononDrug Dependency. Halifax, Nova Scotia

Tobler, N. S. (1986).MeW,AnalYSisof143Adp!£5SCP'QrugPrcY;ntiopPm!mNDS' O"antjwjn Oy,,;gme Result of

pmgmn

PanidrpgtsCgmPlrrst!p •Cgntml or Comparison Gmllp. Journal ofOrugIssues•.l6.(4) 537·567.

Williams, R., Layne,N.,Adrian, M. (1995).( _ j FYoytbapd [}ruiS' A Hplth PmmgtjopandS()(;jal Marketjng Gyide. Health Canada.Onawa.ON.

(IlYS824.Y68A138)

ftyr*.QIacIt! JS WorldHeahhOrpoiDIioa.(l99nCoaIprebcoIi..SchooI _ _

SugcsaedGuidcliDes(orAcIioD.

lis,.,._Ii·IlLI"'iILIl' t.lc;o ... ·,..

SGbool H _ F4l'qrimv'Pnzmnticn

pmrgms

APPENDICES

WHY TAKE THE CHANCE'

T. . . .ICoatelltl

PrognmOvetView .

Suggestions011How to Use ThisManual TraintheTrainer SuagestedlDscrvicc . Peer Leader Training Workshop . Gambling Preventioo Sessions

Evaluations . References

.. .. 39 .41 .. .... 64 .. .. 67 ... 114 . ... 131 ... 146

Parpooc

The _ .flbisprojectis"' ...vieIe.

_bIiJlC

pmaIIioD....,...lIIilisiDg.

participarory. "",·Ied approachwboreby secoadary ICboolstudaIls

"'!aUlbt1be

skills '"

deliver sessions on gambliD& prevmtioatotheirpeenatthei.Dtcrmcdiatelevel.

Project OYeniew

This programc:onsislsof a discus:sioamootcum:ut youthIIID1b1ingissues.,the use of apeer·lcd preventionapproach.apeerIc:.der

trainiD&

workshop,threeintermediate level sessions on gambling, an evaluation component.and suggcslioDson ways 10 implement thisprognvn withintheschoolsystem orthetommUDity.

The Peer Leaders Trai.ni.ng Workshop focuses onthedtvelopment of presentation skills and classroom management techniques alongwithraising awarenessaround gambling, why gambling isaDissue for young people.and ways10preventlhepotential problems associatedwith gambling. Time willbeputaside to provide PeerLcadmthe opponunity to reviewthethree gambling prevention sessions tbey willbe

presmtina:

to their jWlior peers alongwithtime for a practice run of each.

ThethttcsessionsptO\idcdto intennediate level Sl\IdcDls~participatoryin narure. Anitudes about gambling. problemsthatarise from gambling activity, how to make wise decisions about gambling, and thingsthehome. school,andcommunity can

WlIyT. . .a.-'? 4CI do10roisca... _ dlo pIlOaIIiaIbmas _ _problempmbIiac . . coveredinthese JCSIioas.

TheHowTo

ImpIcmcatdliaP!opam_rar.-_...

suggestions onbowto imcgrItethis JWOII"IID iDIothe

existiDc

Iahb curria&lum,

bow..i

whoto recruitaspc:cTadcrs.peer

ada'tniDiDa

coasicIeratioas adwaystoorpDist tbeacrual delivery oftbe sessions 10intamcdiaJc levelstudcDts.~meDtiontdIbove.

thisprogramcouldalsobe adoptedIDdadaptedto suityouth groups..

Project Objectives

To raise awaRDeSS II'OlmdyouthpmbliDaissues.

2. Toprovidea user frieDd1yguidefor

I\IidIDa:

coumeUon or youth groupaden to use as a means ofprovidingImowlcdgcmelskills 10snJdentstoprevC1ll problem gamblingbehaviour.

3. To provide secondarystudentswith anopportUnitytoIeam aboutgamblinc issues andtodevelop the skills neededtobeaneffec:ti~peer ada".

4, To providestudentsattheintermediate level wilh knowledge IDd skills 10 mabie them to make wise ctlOices about gambling.

5, To providethehome, school. and community withtheoppommiry 10 ret1ec:t on they're own gambling anitudes and behaviourandhow theseattitudesand behaviours influence our youth.

T. . . . P...

_ _ _ ood,...

iotlle_ . . _

... tbep-,. ...

oflbis_-Iod~...-_

lbeoo_

wouldbavevoryUladqreesorexposlft1D~IClMty _ ...oaIy

kDowiDa

gamblingexists.tothoseliviDgiDahomewbcre

p:abliDa

is.issue.10thosewho gamble themselves.

Thesenior peerleaderstbcmselvesaft:the 1CC0DdaryIIIJClpopulation.

Ahhouah

this program is inteDdtdtoprovide knowlectae aDd skills 10 cmIbIciDtcrmediue &evels srudents to makewisedecisionsIrOtmd pmbliDa activity,tbcpeer-ted approacb lends itselftothesameknowlcdacand skills

beiDa

impuud10\bepeeraden.

Asthis program focuses on thebomc.sdmol.1IldcoaDUDity,thesegroupswill also have anopportunity10reflCl:t ontheirown miNlXsIDdbc:bavioursaround pmbling and the\lo-aytheirviews andactions inOumcethepmbliq;llliu.lcsandbehavioursof our youth.

Ratioallt

Gambling is any gaming bcnaviourinvolviDlthe:riskiDgofmoncy or valuables on the outcome of a game. contest, or other event that is partialJy or totally depcndmt on chance (Addiclions Foundation of Manitoba. 1996)

MyTIke.~ 42 For ... people.pmbIiII&is

SCllIIedIiD&

Iboy do _0tlI1Iy ..aform of ... Theyplay

bioeo.

buyaloaay1idlet,beta

Jew

doIIan ...aoporlioa - .or dropa coinintoaIDICbiDe.Wbasthe

cnw

or thepmeisover,theymove0010ocber 000gambling activities. For some people

Iboucb.

pmbliDa:becomes a problem (Alberta AlrobolaDdDrugAbuse Commission, 1997).

Problem gamblers play-.1 cootiDlaetoplaygamesofebaDc:e. They gamble loogerandwithmore moDe)'thaD.inteDded.To the pmbler, it doesDOtmaner iftbey winor lose, allthaimatters isthe actioa..Somepeople.-eunable to CODIroIthelII'Je10 gamble.TheycraveIIIIdbecome depeDdeatupoothe Ktioo., whichprovides excitemeat andanescapefrom rality. They cbasetbl:irlosses wilhmo~bcuIIId soontbcirdebts grow. Problem gambling can make life my diflicuiLBesides craIing moneyproblems, problem gambling can cause trouble withinthefamily,atworkor school, withthe law, andwitha person's mentalandpbysica.l health (AddictionsServices,Departrnentof HoaIth,1996).

In recentyears. many provinces in Canada have: expanded their pnblinc activities. Allareinvolved inthesale of lonery tickeu., while several othershave introduced commercial casinos and video lotterytenninals.Suchldivitiesraisea

areal

deal of revenue for provinces.Itis this expansion that issparkingpeople'slntefCSCin the topic.asgambling is now more available to thosewhowish to participate (Addictions Foundation of Manitoba. 1996).

",>,1_"0.:.1 43 QambliDa ICtivityis0Il1be riseillNewfoImdlIDd.ItiscIif&cuh.toe:aimIIe1be Dumber DfNewfD_

experieIlciDa....,... _

1bere "'"

heeDmyfCll1lllllplOV01eocestudiesID doloC<lIIIpIoIod in Ibis H . utilisina the results o(rcseut~doDcill bothCaMda1DlI1be' Uai1ClllSwc:sitiscstima1cd the number of problem gamblers overtbeIF oftweatyyearstobebetween 17.380-

18.539,roushly5,400 .fthese ... coasiclcld proboble podIoloPcll_blen.

Government revenuesfrom pmbliDgKtivit)'haveaadilyiDcreascdloWsproviDc:e over thepastnumber of years (Addic:tioDsScrvica.Depu1meDt of Health,1996).

Gamblingamong youthisalso gaiDiq;iDcrasedIItcIdioDlo.Dumber o(

jurisdictions as coocems surfacetbatrisk

IakiDa:

tadaIeiesamoac)'OUDlpeople mayput them at greaterriskthanadultsfordeveloping problemswith

JllDbq.

Rcsearchcn11 Harvard Medical School revieweddua&om AmericanandCanadian studies involving morethan7.700 adolescentsandconcludedthatbetw=D 10aDd14percenlo(North American adolescents risk developing(or

ret\InU.aJ)

to. serious pmbliDg problem (Canada'sDrugSlr3.tegy Secretariat, 1996).

Accordingto boththe1996and1998 NewfouodlaDdaDd t.bradorSNdent

Druc

Use Survey Technical Repons. some studenlS in our province are abady looking (or help

\\oithgambling.Themaingambling at::tivitics our youth arc involvedininclude bingo.

playing cards for money. spons bettingandplaying lotteries.

Gamblingantaetskidsfrom.allrypesof families., economic: backgrounds. ethnic groups and rc:1i@ious faiths. However.themajority ofkidsdonotbecomeaddicted.BUI

~T"'dIea-ot? 44 ... socicty.wllile""frowaoo""""

_lIIlIdruc-.-...,

m...pmbtiDa -.tlmtbriU.

_ h a..

fouod

tbaI_

exporimcalartierlllll boobdiaIo

_bIiDa

much ...qmckly today.Maay)'Olllllpeople .... pmbtiDg bcfonoace._ _tbal1lleyexperimem' withalcohol oro1he>' drugs(MiDaesotaColIIIciI00Compulsi.. GamblilJ&, 1991).

While today's youth~relativelywell

wormed

about the risksof smokina, usingdrugs,aDd experimcDtiDg with

sex.

maayhaveyettosecdwpmblingbasitsown risks.TheymayDOteveurealizIl tbIt theypmble.

PlKiD&.

bet

on.

hockeypM.

pitching pennies apiDst. wall. or buying. 10ftCIy ticket...bowlDIDyteeDsthinkof these as gambl.iDg?Andbowmany wouldbeaNctorecopiselftbeybad slipped over the line from social to problem gambling?(DnIg0epeDdeac:yServices, 1997).

inthespringof 1995. the Nonh AmericanThiDkTank on Youth Gamblins Issues wasCOQvenedatHarvard Medical School.withrepresentation fromgOVtrDJneQt, education.. the gambling industry.finance. law enforcement, the judiciary. bealth care and research from both CanadaandtheUnited Swn. Theirpurposewas to develop.

blueprint for responsible public policy to address theissuesassociated with youth gambling.Oneof the seven recommendationswas thaI curriculum'sandprogramsbe developed. to educate children. parents.and teaehcTsabout theissue of youth gambling (The Minnesota Council and Harvard Medical School. 1995).

ftyT a.cr? 4' Theuse of.ponjcipoolry.peer·1ed _ _ is ... way ..pnMdo y people withthekllowledp aod _ _ .. - . wiae _ ... theissuea

alIOcliac

theirlives. PeerEducatioo isaDIppfOICb.ia wbicb. . . . peerslietIIiDedtodeliver educatioaal sessions on. variety ofhealthIDdsoeiaI topics totbeir)'OUDlCl'peas utilising a participuory

If'IlI'l*h.

Thevalue of.PeerEdtaIioa

IAl"*h

isdial: older peers are seenas crcd.ible:aDdlJ'UStWonhy sources ofinformation; youthlistentoaDdare influc:occd bytbc:irpeers;peerleaders are giventbc:opporrurUty todevelopac:wskills;

and peer Ic:adets aregivc:a.lbe opportunitytoc:xamiDctbcir own altitudes IDd behaviours relatedtothe:issuestbc:y areclisc:ussina with tbc:iryouoaerpeen(Alcoboland

Druc

Dependency Commission,1991).

Utilising a pccr.led approachwberebyseniorsaademsdeliver sessions to intermediate level studentsisagoodfit with the developnenw cballc:ngc:s facing 12-14 yeat old'sas: they are inlcrestedinconsideringmorallDdvalue decisions;theirpeer relationships provide:supp:l~theyarein~inICCCp\IDCeby theirpc:crpup; they look for role models; andtheycan work in groups (NovaScotiaCommission onDrug Depeodency,1989).

To date there is very little infonnation on youth gamblingpmrc:ntion available in this province.

EVIludoli

Theprojectis_Iop<d compIeoo:willi 1peCiIic _ _

r-

leaders,iDtcrmodiaIc1ewl1lUdea1s...Ibo

_wiU

beaked .. .."..,....

theirrespective evaluation form utheCODClusioDofdiednesessioas.TbcEvaI..aoo forms willthenbe returnedtothe school guidanceCOUDSeUor.PeerIe:IdersIDd\be guidance counsellorwillreviewaDd discuss\be Deedfor any cbaDges10thepropam based on lbeinputreceived.Peer ladenwillalsoc:oropIete an evaluation u thecodof theirPeer Leader Training Worbbop.

AddictionsServices.Departmesn ofHcahb.willperiodically review the propam inconsultation withRegionalAddiction's Scrvicaaad thescbools implemeuq the program. todeterminetheneedfor changesinCODtalt,ICtivities, tniDingetc.

PrelillllaaryTatiDC

Alpha Testing involved asking an expc1\inthefieldtoreviewtheprogram.

Belatesting involved reviewingthe:program withthetargetpopulation. A poup ofboth seniorandinlermcdiale level studenlSwere brought

toactbcr

toreview this program. Owing this review. the youthwere askedtocomment ontherelevancy IDd approprialeness

or

boththepeer leader b'ainingand the Weesessions on gambling prevention.

Adjustments totheprogram wtre madebased on this input.

Impte. . .tatioa

UpoacompIelWeof.piIoIpbooo.copiesoflbis..-will be availableto

guidaDce .._ .. _ ....

_aad__...

^1bcir1ocal

Community HeahbAddic:tioDsServices offic:c.ScboobiDIcrestcdin implcmentiDsthis programwillbe askedtoc:all Addic:tioasServicesto

m-ae

forilllervic:in&ODthe programandassiSUDCewiththe

_Lader

T... Wortsbopifll«CSSlr)'.

Sugestioas . . Howto11M*isMaul

R..., - '...

TheWby Toke!beCbaDce cle>eIcped" _ YOOIIlIpoopIo

tll_""

cboicesabouttheirinvolvemelltill

e-bliDa

ICIivilic:s.It iswriaca.

uti1iziDa •

pne;ipuorypeer- Icd_b.

Thefohowing suggestions may prove uscfullo youISyou begin\beprocessof implementingtheprogram. If you have any questioas, pleaseCODtaettheCommunityHealth Addictions Services Officeinyour area (see oumbcrslistedinyour telepboDe dirutory).

Theprogramis comp»ed oCrOlD'scctiOllS. A TraintheTraiDers SugestedIr&servic:e for Guidance Counsellors or YouthGroupLeaders;aPea'l.aderTrainin& Workshop;thfte GamblingPrevention Sessions;andEvaluatioa section.

Things to KeepLa.MOld

ItisimportanttokeepinmindthatorganiziDsapeer-ledprosramisinitially&time consuming venture which should become less

demandina

as you become more familiar wilhtheprogram.

2. ItisimportanttolinkinthebegiDning withinleT1nediatelevel schoolslclasscslpoupswho ate interested in panneringinthis initiative soall arcpanofthc: process.

3. Itis important as well for the High schooltobuyinto this peer-led approach astime taken from regularly stheduJed classes for studentswhopaniciplle isnccdcd.

~. Talking to other high schools

","no

have implemented similar peer-led approKhcs would be helpful to discuss the do'sanddon'tsbased on their experiences.Anovervi.ewofthe

... T...~ lO scboolsinyour ....wbo . .impIemcaIil>a

Ibis""""

^isavIiIIIIIc

^tIlIouIb

^yourlocal

Commuarty H_Addi<:tioas _ 0tJice.

5. There ...y be - . .oJradyinvolwd in ...

e:..-I1inI ...

wbo ...ybe interestedinthis approadl as they alradyhawsomere:lIIed

trai:DiDa

IDdwould make idealcandidatesfor implemcntiDg chisprosramilltheYOUDfUpwIes.

6. Astheskills Peer Leadersneed10 implemeDlthis pI'OII'W:Dmoe

ammc

tomypropamof thisnat\ft,itishighly transferable10maay ocher healthy lifCSlyIc topicarea.

7. It is important tokDow yOW' schools policy on

pmbliDs

011 school premises.

8. Thispeerled approachis oneway10assist our youthmakebcaltby cboices about gamblingactivity,butDOtthe onlyDOCas thisis. boDIe.schoolaDdcommunity issue.

How To Select Pftf Leaden

Altr3ctingyOUDgpeople to thisprognu:nmaybedifficult oreasydependingonthe programs currently otrettd attheschooland theemphasis platedODstudeDtsplaying a rolein theirO...Tleducation.

Utilizingthesuggested Peer Leader Application FormaodthePeer leader Contract should assistwiththe selection process.

The following tips are aJso suggested as a way to casethroughtheprocess. Please feci free10implement your own school selection processif one is alJeadyinplace.

TipsforSeItctiqPeer t...lIen:

Peer Leaders em berccruiIedtomk\teIsl-W. It.,.bewile'DteIect . . . .

tram

different grades asiftbe)'IreallfromkwImtbeDyouwilltoo.:yourtniDedSbIdaa-.

graduationtime.

Ifthereare alRady Peer Couasellorsinyour

school.

you may wish 10 utilizetbeirskills forthis program.

Asthesessionsinthisprosnm.willbe ddivae:lloinlcrmeciiIIclevelsrudalts

duriD&

regular school time, selcetiqSOJdcDuwbo.-eable 10t*buponwortmiSled

duriDc

1bcir regular dasscsisa must.

ThestUdents selectedtoparticipateinthispropmlsboWdbe

aood

n*models fortheir juniorpeers. As this program isabout making wisechoices aouod pmbliDabeblviour.it wouldbebest if the students cboscn to be PeerLeadersdemonstnted a sense of responsibility to\\.-ards gambling to help validatethe

messaaes

inIbe procram.

The youth selected shouldbeintercslCdinyouth bealthaDdsocialissues _ Ibeneedto prevent youlh partakinginbehaviourstNtcouldladtobum.

Asthis is atimeconsumingVCftnft,itisimponaat tbMthesndcausc~hive timeto become involved.Itis imponanllo seehowthisJlrOII'WD fitswithocMractivities.

As thisprogramwillbedelivered bythestudents,InItW'ity and aloadsense of responsibility are essential trailS in students sclected.

The youth selected should have an interestinhelping tbc:ir yOWtgttpeen.

W1lJT... a..-!

c.-...-...-

r.r

~

AftIicotioo r. .

Why Takethe Chance?is. pccr.1cdaambliDg prevadioo posnmdnc:lopcd for usein schoolsand community youthgroups.lbc

aoal

oftbeJlf'OII'WDistDequipYOUDIpeoplewiththe information and skillsDeededtomakeraponsibteadinformed dIOiccsIbout

pmbliaa.

Through this program. senior high SlUlimu1fttrainedto deliver lhrcc40IIliIaRpmbliDgpn:'VentioD sessions lOlntmrledilllelevelstUdentsoryouthgroupmembers.

Please completethe qucsbODSbekJwastheywillbelptodetam.iDeUyDUIDd. theWhy Take theChaDcc?programis suitedforew::bother.

Name: _

I\dd=s: _

1 \ 8 < - - MoIe _ _

GrolIe _ _

F_

ClassroomDumber _

I. Why do youwanttobea Peer Leader?

2. Whyareyou interestedinyouUl gambling issues?

3. Would youbewilling to not partakeingambling activity for1bcdwation of yow involvemenl inthis program? Yes _ _ No _ _

4. How do you Iod--)'OOIlIpoopIo~? _

$. Would you beiDtercstai iD piui.ncDeW

kDowtcdF

abouI:youd1

pmbliDa

issues . .am presentation skillsbyatteDdina. PeerLeaderTraiDina Wortsbop?

V,, _ _ No _ _

6. Doyou seeyourself asbeinga positive roic:model(or)'OUDlUpeers?

V" _ _ No _ _ Commcal

7. \Vha! otherschool oryouthgroup Ktivity(s) are YOUlftvolvcd ill?

8. Have youbeeninvolvedinany otherpcc:r.1edpropams?Yes _ _No _ _ Jfres. please list

9. As this progrwn requites a substantial commitment oftiJ:nc. willthis be:a problemforyou?

V,, _ _No _ _

MyT• . , 0 . . 1 54 PI....provideanyadditioaol_ qaoIificoIiomorc>cpaiaIcadIMwouldbe bdpfid ..youIS a PeerLeader.

nukyOli fory. .r . . . . .1Ite,.. . . .

w.a ....

Please returnthisapplicatioD to yourSchoolGuidlDc:e eowr.iIororYDUIb Groupl.c:aIer.

_ _ _ _ _ _ _ _• as a tniDcd Peer ... fortbcWhyTake tbcCbaoce?

gambling preventionprogram.UDderslaDdaDd. UDdcnake tofidfilthe:foUowiDg rcspoIlSibilities:

I will do mybest to seta positive example forthe i.a1mDedia1clevelsruOtDts.

1will refrain from gambling forthedunliou of my

J*1iciJ*ioo.

inthisprognm.

I willtake an active roleincomp~tingall

assisoed

peer 1adcnbiptasks.

I will deliverthesessionsinamature1DUlDCI'.utilisiDgthe skillsdevelopeddurioathe

Ininin&

workshop.

I will deliver the gambling prevention sessions to atlastODeintmDediaIelevele1ass.

1 will prepareanddeliver the sessions as part ofa team.

In return for your full participationandcommibneDt totheprogramyou will:

assistinpromotingthe:healthof your peers develop organisational and public speaking skills develop leadmhip skills

'MlyT

o-ce?

56 I filrtbcrllDdenlaDddlOlWhn .. - . ..IDy . . . .flhis_wiD iDlbe termination of thisIIfCCIDCIlL

Peer Leader's SigrJaD.R _

Program Coordinator's SigDlNre _

0.1< _

Thankyou for choosingtoparticipIIC:inthisprogram.Withyourdcdiatioo toIbtgamblingissue.

we can make a difference.

'"Y Tw no

Qua!

A P_LodG _ PnpoIo

r c '...

Dear Parent/Guardian:

Your son/daughter basbeensclectcd,

tbroueb

Ill.applieatioa process, tobetrained as a PeerLeaderforthegambling preventionproJNIDWIlyTaketbe Chance?

Thegoalof this program is tocqwp yOUllgpcoptewith the:

kDowlcdae

aodskillsoccded to make responsible choices about gambling.Throughthisprogram.,

hiP.

schoolstudents (like your son or daughter)_~trainedtodeliverthree 40 miDute pmbling prne:atioa sessionsto intennediate level students during school hours.

The peer-led approach bas proven effective as okkr peers areseeDbytheir juniorpeersas credible sources of information.andyouth listeD toandarclnfluencedbylbcirpeers.

The Peer Leaders, lhrough a training worksbop, are provided~ith the opportunity10examine their own attitudesand behaviours reJ*t1 to pmbling activity.The Peer Leaders will also learn facts about youth gambling behaviours along with communication.

presentation. and classroom management skills.ThePeerleaders willbetrained10 present the gambling prevention sessionsinpairs.

Ifyouhave any questions about the training or would like more information aboutthe program. please contact the school guidance counsellor at _

""T"_~

sa

P..-or.--orpclCalliol ...I . - . . .llbdlO ... d I e - . . . . _

rormmd..-itIDdIe..-_br _

The

_limos...._

rordle ... LaderT... Wootsbop ....lOIIows:

Rcganls.

r C _ F...

w.,T

dIoa.-?

r_

T W...

I UDderstand thatmy5Oaldausbter. •bas been"!«ted 10betrained as a Peer Leader for the gambliDg preventionpropunWbyTake

me

CbaDcc?

Igive myCOnse1ltfor to pmticipltcintbeprogram,toatteDd lhc

trainingOD _

and to present sessions on gambling pn:vmtioa, asputof.team.,tolDIamediBIelevelc1l1SStS as assigned.

I acknowledge having reeci...cdtheco...crletter providedwiththisformmelI ba\'Cread and W'lderstand the contents ofthc: same.

Name: _

Address: _

Phonc: _

Any additional information:

Signarure ofparenl or guardian: _

Date: _

W'byT*.OIIDcc? 60 Tipsfor Selliq.p'"Peer LadorT W...

Thefollowing lips may prove...rw

coordiDoIiDa' _

Lader

TrailUDa

WorkshopillyotD'Schoolor CommunityGroup:

I. Makeuseoftbe schoolor commUDityfKiliticsavailablctoyou. ItwouldbehelpfUl to reserve a couple ofbreak.-offrooms for smallgroupsessions IDd to giveJ*ticipamsaD oppommity topreparetheirpracticesessions.

2. The training workshopcaDbecompleted over a number of

eveniDa

sessioos or during.

weekend.Do whateverbestsuitesthestudeDtsaDd your Deeds.

3. Have lots of flip chartpaperandmarken available forthePeerLeaders touse.

4. Snacks are impotWlt.Seewhatarrangements canbemadefood wise.

5. Breaks duringthetraining for young people arealsoimportantItmaybehelpfUl tobook thegymfor a time to help youth get rid of builtupenergy.

6. There may be a stUdent available from another school or even from aprograminyour own school who could come inanddiscuss their experiences using this approach.

7. Itmay be helpful to invite a representativewhowillbecoordinatingtheprogramfrom the intermediate school so that they can get a sense of whatthe program is aboutandwhat their role would be.

8. Certificates recognizing the completion of training may alsobeof interest 10the newly trained Pttr Leaders. Contact your local CommWlity Health Addictions Services Office or your school adminisuation to see what mightbeavailable.