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WASHINGTON DRUG AND ALCOHOL COMMISSION, INCPROBLEM GAMBLING OUTREACH MINI -GRANT PROPOSAL
A. Purpose The mini-grant program is intended to facilitate a means by which individuals and agencies can educate their local community on issues related to problem and compulsive gambling. The primary objectives are to establish and enhance collaborative relationships and increase awareness and knowledge in the area of problem and compulsive gambling; work collaboratively on system-wide efforts to increase referral and engagement into treatment for problem gambling; and implement activities directed toward changing individual and community norms regarding problem gambling behaviors. B. Eligibility Requirements Eligible applicants are Pennsylvania organizations or individuals with a Federal Tax ID number. Individual applicants may utilize their social security number if they are a private provider. All grant applicants must include a copy of their most recent "Request for Taxpayer Identification Number and Certification W-9 Form" with their application. http://www.irs.gov/pub/irs-pdf/fw9.pdf C. Application Timeline Completed applications are to be accepted on an ongoing basis throughout the fiscal year (July 1-June 30). An applicant can apply for one or more grants per fiscal year up to a total of $5000. All grant activities must be completed prior to the end of the fiscal year (June 30, 2013) in which the grant was awarded.
D. Award Determination All mini-grant awards are contingent on the availability of funds. Applications are to be processed on a first come first serve basis. E. Invoices Include the list of proposed payable items with the individual item costs on program letterhead and submit to the Single County Authority (SCA), Washington Drug and Alcohol Commission, Inc, 90 West Chestnut Street, Suite 310T, Washington, PA 15301, as soon as the proposed activity or service has been completed or email to Tammy Taylor [email protected] . Any questions can also be directed to Tammy Taylor at (724) 223-1181 x126. The SCA will only reimburse for actual approved costs incurred.
1. For rental of facilities (fire halls, churches, etc.) provide either a receipt or copy of a cancelled check.
Ineligible Costs The following costs are not eligible for reimbursement under the mini-grant program: 1. New construction or capital expenses 2. Staffing for existing services 3. Direct cash payment to recipients of services 4. Alcohol served at any type of event or activity
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5. Reimbursement of any treatment services 6. Reimbursement of current employer/employee for time spent on this project 7. Office equipment 8. Purchase of giveaway items such as gift cards, gift baskets, gift surprises, etc.
9. Advertising for individual Problem Gambling Treatment Providers
F. Final Report A detailed final report and final invoice must be submitted to the SCA (Washington Drug and Alcohol Commission) within 30 days of the event. The final report must include a summary of the funded activities including an assessment of the impact. Please include a measurement related to how your presentation(s) has reached the public, such as the number of persons who attended your event, how many pamphlets (handouts, booklets, etc) were distributed, how the audience responded to the speaker/presenter, etc. Failure to submit a final report along with the final invoice could make the applicant ineligible for future mini-grant funding. If a final report is not submitted, the SCA will withhold payment of invoices. The SCA shall submit copies of all mini-grant final reports to BDAP within 60 days of the event.
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PROBLEM GAMBLING OUTREACH MINI-GRANT APPLICATION
Section A: Individual/Organization Information
1. Name of Individual/Organization:
1. Address of Individual/Organization: Street City State Zip Code County
2. Telephone Number (include area code):
3. Fax Number (include area code):
4. Email Address:
5. Contact Person: Title of Contact Person:
6. Federal Tax ID #:
7. CVMU Vendor #:
8. Type of organization: (Check all that apply)Community groups/coalitions Community Health Centers
County Government Education- Schools, Colleges, University, Business Faith-Based Group
For-Profit Group Non-profit GroupSocial/human service agencies
9. Type of event, product, activity, or materials are you requesting the Department of health sponsor and fund as part of the mini-grant program e (Check all that apply) as part of the mini-grant program:
Educational Resources Outreach Event Photo Exhibit Information Dissemination Speaking Engagement Training Event
Other: Specify_____________________
10. Write a concise paragraph of the individual/organization’s current mission. (This section is to introduce the individual/organization to the review panel.)
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________________________________________________________________________
Section B: Basic Information(Note: There may be questions that are not applicable.)
1. Audience
Who is the target audience? Please explain who you are trying target to reach with this outreach event, product, or activity? Include the rationale for your selection, including whether the activities are designed to address any population health disparities such as race/ethnic target groups, low socioeconomic groups and/or specific populations groups such as teens, seniors, etc.
How many people will the event or activity be able to accommodate and/ or the number of individuals participating to be impacted to the application?
2. Cost
See budget sheet to show actual costs of items. Include documentation of each line item on the proposed budget. If you are having multiple events submit a separate budget for each event.
a. Will participants be charged to attend any part of this event or activity? Yes No
If yes please specify:
b. Will there be any co-sponsors? Yes NoIf yes specify who will be co-sponsoring:
c. Will the co-sponsors be funding any portion of the event or activity? Yes No
If so, what will their contribution?
3. Media
a. Will this event or activity be promoted? Yes NoIf yes please specify exactly how it will be promoted:
b. Will there be media coverage at the event or activity? Yes No
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If yes please specify exactly what media coverage:
4. Format of Event
a. When and where will this event or activity be held:Date:
Time:
Location:
Is the facility Americans with Disabilities Act (ADA) Accessible? Yes No Note: We cannot fund events in facilities that are not ADA accessible.
b. Is this an all day event or activity: Yes No
c. If there is a registration process for this event or activity, who will handle the registration process?
d. What will the registration entail? please explain: e. Will material, supplies, goodie bags, etc be handed out to participants.
Yes NoIf yes, where is this material coming from and who is paying for it?
f. Will individuals be able to earn educational credits for attending?Yes No
Which ones are available? (Check all that apply) Act 48 Credits AMA Credits CEU’sCredits for Clergy Continuing Medical Credits NCPG CreditsPCB credits Social Work Credits
Other:Specify_____________________
g. Will there be vendors at this event or activity? Yes NoIf yes will they be charged a fee to participate? Yes No
h. What type of vendors will be at this event or activity?
i. Will there be multiple speakers: Yes NoIf yes what will the format be if there are multiple speakers:
If you are requesting an Honorarium for a speaker and/or a trainer fee, please include the name and credentials of the speakers and/or trainers.
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If you are requesting an Honorarium for a speaker and/or a trainer fee, please include a justification for the dollar amount you are requesting per speaker and/or trainer. 5. Information Dissemination
(Note: If your mini-grant involves printing materials this section must be completed.) (Check all that apply)
What is to be printed? (Check all that apply) Billboard Brochures/ PamphletsBulletin inserts Posters NewslettersOther: _________________________
Please note: The SCA (Washington Drug and Alcohol Commission) shall review and pre-approve all final materials that are going to be printed and distributed to the public. A draft of all proposed printed materials or broadcast media (Public Service Announcements, etc.) must be enclosed with your application. All materials mentioned above must include the Pennsylvania Department of Health’s Problem Gambling Hotline number (877-565-2112) and website www.paproblemgambling.com
Do any of the materials have copyright issues? Yes No Not SureNote: We cannot fund copyrighted materials.
6. Educational Resources
Are you planning on purchasing educational resources: Yes No
Type of resources: (Check all that apply)Books Brochures/Pamphlets Cassette Tapes /DVDs/VHS VideosComputer Software Programs Curriculum Posters
Provide a list below of the titles of all proposed educational materials/resources that you wish to purchase:
List and describe in detail each activity, purchase, education, effort, training, etc that is not addressed elsewhere in the application.
If additional information is required the SCA will contact you for further information.
As a contractor of the SCA, there is the expectation that you as the contractor understand that the SCA is neutral on the issue of gambling.
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Budget Sheet for Event Cost of Item
LocationFacility CostFood/Meals (snacks for breaks, lunch for trainings, etc)Other: (Specify)Total Cost for Location 0
SpeakerSpeaker's HonorariumSpeaker's hotel cost *Speaker's travel cost *Speaker's- food *Total Cost for Speaker 0
TrainingTrainer's cost to trainTrainer's hotel cost *Trainer's travel cost *Trainer's- food *Total Cost for Training 0
Educational ResourcesBooksBrochures/PamphletsDVD's/ VHS Videos/ Cassette TapesComputer SoftwareCurriculumPostersOther: (Specify)Total Cost for Educational Resources 0
Advertising and MediaMailing- PostageProduction of Pubic Service AnnouncementsCost of Radio Spots for PSA
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Cost of TV Spots for PSAWeb page advertisingNewspaper advertisingTotal Cost for Advertising and Media 0
Printing of MaterialsBillboardsBooklets/ Brochures/ PamphletsBulletin InsertsManualsNewslettersPrinting CostsPostersOther: (Specify)Total Cost for Printing of Materials 0
Promotional Items with Problem Gambling MessagesCoffee Mugs/ CupsLanyardsMagnetsPaper tabletsPencils/ PensPensPoker chip with helpline number on itPost it notesRulersStress ballsOther: (Specify)Total Cost for Promotional Items with Problem Gambling Message 0
Anything not listed above please list all below
Grand Total Cost of Event of What We Were Paying 0* Travel and subsistence shall be reimbursed in accordance with therequirements of the SCA.
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**The following pages are examples of gambling strategies and programs that can be used for a mini-grant, these are only examples and do not have to be used for your program. **
GAMBLING STRATEGIES
Gambling Alternative ActivitiesThese activities promote gambling alternatives in the community and school districts. These activities provide various school/community gambling-free recreational and/or social opportunities. This includes recognition events. Functions intended to prevent gambling/problem gambling by involving youth and adults in providing a variety of community services. Examples: Community cleanup activities, Events to repair or rebuild neighborhoods, fundraising for charitable causes, Support to the elderly, handicapped, ill, etc.
Gambling Community EventsA wide array of services and methods for dissemination of information intended to educate individuals, schools, families, and communities about specific gambling and health related risks, risk reduction activities, and other activities to promote positive and healthy lifestyles. Examples: School health fair, Health fairs at shopping malls, Church fairs or carnivals, Public health or health education fairs.
Gambling Community Prevention PartnershipsCommunity Prevention Partnerships are designed to engage partners from various sectors of the community in the planning, implementation, and evaluation of prevention activities. Examples: Coalitions, Advisory Councils. Note: This also includes providing Technical Assistance (TA) to school districts related to the planning, implementation, and evaluation of prevention activities.
Gambling Education ServicesGambling and problem gambling prevention education. Used to raise awareness of the harmful effects of gambling, through speaking engagements and basic gambling recurring education.
Gambling Environmental Prevention StrategiesThese strategies focus on gambling/problem gambling environmental activities.
Gambling Information DisseminationThese activities complement all other prevention services, activities, strategies and programs by disseminating information in printed, audio-visual format, etc. It includes, but is not limited to, distribution of pamphlets, handouts, newsletters, videos, books, PSAs and media campaigns. Incentives such as pens or pencils.
Gambling Intervention StrategiesThese strategies refer to activities intended to provide a risk screening, assessment, and referral to prevention service populations for placement in prevention or other appropriate services.
Gambling Materials Development
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The creation of original documents and other educational pieces for use in information disseminationactivities related to gambling and its effects on individuals, schools, families, and communities.Services under this category include audiovisual materials, printed materials, curricula, newsletters,public service announcements, and resource directories.
Gambling Prevention Marketing and/or DevelopmentThese strategies include all aspects of program planning, development and implementation. It also includes the marketing of State Approved Effective Programs and Evidenced Based Programs.
Gambling Professional Development Professional Development includes providing in-service training to specific agency staff. Examples: teachers, counselors, administrators, children and youth case workers, prevention specialists and others on problem Gambling issues and concerns
Gambling Social Norms Marketing CampaignThe "Social Norms Model" has emerged as a science-based environmental approach that focuses on the influence of perceived peer norms and has provided notable success in many initiatives including higher education, secondary schools, and community settings. Based on more than two decades of research with tens of thousands of middle school, high school, and college students as well as studies of other young adults and parents in community settings it is known that the harmful misperceptions of peer norms that are pervasive in schools and communities. Research clearly shows the importance of harnessing the positive power of peers through the promotion of accurate social norms. This strategy includes counter-advertising, social norms marketing, and other structured environmental strategies or services that target social norms change.
Gambling Strategic PlanningProgram is used to assess community needs, assess existing services, set priorities, and allocate resources. Activities can include needs assessments, organization plans, goal and objective development.
Gambling Telephone/E-mail Information Resource/Referral ProgramsTelephone and E-mail services intended to provide information about gambling issues and services. Examples: Toll free telephone number services, Information and referral lines, Hotlines, Crisis lines, E-mail requests or online requests.
Gambling Training of TrainersProvide train the trainer programs to schools, faith based groups, and community partners on gambling State Approved Effective Programs and Evidence-Based prevention programs. Allowing the partners to implement the State Approved Effective Program or Evidence-Based Program
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PROGRAMS
The programs listed in this section may not have formal evaluations or research backgrounds, yet are included as they have either been reviewed and endorsed by a government jurisdiction and/or are widely cited gambling prevention programs. It is not mandated that SCAs provide these specific programs. These are included to assist the SCA in developing/implementing problem gambling prevention programs in an expedient manner. Programs utilized under this funding initiative should be theoretically similar to the core curriculum listed below so as to provide effective and efficient programs for public education, awareness and training regarding compulsive and problem gambling and the treatment and prevention of compulsive and problem gambling. Programs provided should be looking at how efforts will assist in reducing the incidence, prevalence, and problematic consequences of problem gambling for the gambler and gambler's family.
ADOLESCENT COMPULSIVE GAMBLING PREVENTION PROGRAM:WANNA BET?Source: North American Training Institute, a division of the Minnesota Council onCompulsive Gambling, Inc.
Program description and format: “The North American Training Institute has designed and field-tested this interdisciplinary curriculum to discourage underage gambling through improved critical thinking and problem solving” (North American Training Institute website, www.nati.org). Curriculum includes an educator's guide, an 11-minute video, “Andy's Story”, a Wanna Bet? Resource Guide, overhead transparencies, plus a bibliography and resource list. This easy-to-use curriculum also includes a Gambling Fact Sheet, a Brief History of Gambling, and a Parent Letter, all of which are copy ready. Wanna Bet? Magazine is an interactive online publication designed by teens for teens.
Risk factor(s) assumed to be addressed: Early initiation of gambling behavior Community laws and norms favorable toward gambling Lack of parental knowledge Lack of parental objection
Protective factor(s) assumed to be addressed:SkillsHealthy beliefs and clear standardsParental monitoringCSAP strategies:Education
Type of IOM approach:Universal
Populations appropriate for this promising program:5th-8th grade students
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Availability / More information: A copy of the program is available from the Oregon Prevention and Treatment Resource Clearinghouse. For more information or availability of the curricula, visit the North American Training Institute website, www.nati.org
ALL BETS OFFSource: Missouri Alliance to Curb Problem Gambling (Alliance) and the Second ChanceFoundation (Jefferson City, MO).
Program description and format: This one-hour “informative interactive workshop” addresses the intertwined nature of addictions and how similar the risk factors, symptoms and consequences are across the spectrum of addictive behaviors. All Bets Off addresses gambling as a potential addiction, presents facts about addictions, and seeks to raise awareness of some of the resources available for individuals with an addiction in their family.
Program Objectives:To educate youth about the dangers and risk factors of addictions, including gamblingTo raise awareness among educators and parents about the dangers of addictions, including gamblingTo raise awareness of the help line phone number and the availability of free treatment
Risk factor(s) assumed to be addressed:AvailabilityFavorable attitudes toward the problem behaviorFamily attitudes and involvementLack of parental knowledge
Protective factor(s) assumed to be addressed:SkillsHealthy beliefs and clear standards
CSAP strategies:Information dissemination
Type of IOM approach:Universal
Populations appropriate for this promising program:Targeted toward 8th-9th grade students
Availability / More information:Telephone: 573-526-7467Email: [email protected] or [email protected]
FACING THE ODDS: THE MATHEMATICS OF GAMBLING AND OTHER RISKSSource: Harvard Medical School Division on Addictions and the Massachusetts Council onCompulsive Gambling.
Program description: Facing the Odds: The Mathematics of Gambling and Other Risks is a middle school curriculum on probability, statistics and mathematics. The curriculum wasdesigned to enhance students' critical thinking ability, number sense and knowledge of mathematics of gambling so that they can develop rational views about gambling and make their
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own informed choices when confronted with gambling opportunities. The aim of this project is to: (1) make mathematics more meaningful by increasing its relevance to the daily lives of students; (2) develop students' critical thinking skills, allowing them to make decisions and choices about gambling activities based on mathematical reasoning; and, as a by-product, (3) delay the onset or diminish the level of participation in gambling activities.
Evaluation:Developers provide evaluation mechanisms to measure its effectiveness and use in schools across the United States
Risk factor(s) assumed to be addressed:Poor impulse control
Protective factor(s) assumed to be addressed:Healthy beliefs and clear standardsSkillsDelayed onset of initial use
CSAP strategies:Education
Type of IOM approach:Universal
Populations appropriate for this promising program:Middle school math students
Availability / More information:http://www.hms.harvard.edu/doa/main_frame.htmThe curriculum can be downloaded by registering at: http://www.hms.harvard.edu/doa/html/registrationform.htm
GAMBLING: REDUCING THE RISKSSource: Saskatchewan Health, CAN
Program Description and Format: The program provides teachers and students with information regarding gambling, teaches students about the risks associated with gambling, presents strategies that reduce the risks, and supports skill development that allows students to makehealthy choices about gambling. Resource materials consist of the following: a program manual for teachers that provide instructional strategies and teaching notes; topic-related activities for group discussion; a videotape with short, open ended clips for discussion after group viewings; and information on accessing helping resources. The program guidebook provides comprehensive information on youth as a high-risk target group, including specific information on:
Reasons people gambleDefinitions and descriptions of various types of gamblingSigns of problem gambling in young peopleConsequences of problem gambling age restrictions for gamblingImpact of problem gambling on familiesPrevention of problem gambling concepts and strategies are presented at eachgrade level from 6 to 9. Information is progressive, with each of the 7th, through9th grades' curriculum built upon the lessons of the previous year.
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Each grade level has three Foundational and Learning Objectives:(1) Extend Knowledge Base - Students understand that gambling involves botheconomic and social risks(2) Making Informed Decisions - Students determine and evaluate the risksinvolved in various gambling activities and explore and identify alternatives tohigh-risk behavior(3) Carry Out an Action Plan - Students participate in actions that reinforcedecisions to reduce the risks of gambling
Each grade explores a focus topic:Grade 6 "Affirm Standards" - How a youth's family perceives gambling and theFamily's standards concerning gamblingGrade 7 "Commit Self" - How youth relate to gambling on a personal level,including spending money on gambling and decision-making regarding current andfuture involvement in gamblingGrade 8 "Support Peers" - The effects of gambling on youth and symptoms ofproblem gambling are identified to support peers in making responsible decisionsregarding gamblingGrade 9 "Promote Health" - Information on the social and economic impact ofgambling in the community
Risk factor(s) assumed to be addressed:Community laws and norms favorable toward gamblingAccessibilityEarly initiation of gambling behaviorPeer influence
Protective factor(s) assumed to be addressed:Healthy beliefs and clear standardsSkillsDelayed initial onset of gambling
CSAP strategies:Information disseminationEducation
Type of strategy:Universal
Populations appropriate for this promising program:Grades 6 through 9; program designed to supplement middle-level healtheducation curricula
Research / evaluation of program:The program was pilot-tested, with a proportionate distribution of rural and urbanschool locations and male and female students. Gambling: Reducing the Risks wasdistributed in May of 1999 to over 1,000 Saskatchewan schools. No specificprogram evaluation results described.
Availability / More information:Leanne Fischer, Program Consultant
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Saskatchewan Health3475 Albert StreetRegina, Saskatchewan, Canada S4S6X6.Telephone: 306-787-4094
IMPROVING YOUR ODDSSource: Minnesota Institute of Public Health
Program Description: Improving Your Odds is a six-section curriculum designed to help youth acquire the knowledge and skills necessary to make choices about whether, when, and howmuch to gamble. Risks and benefits of gambling are examined. Activities are included to help students learn how to recognize a gambling problem, how to talk with someone that may have a problem, and how to find help. The materials in the curriculum are designed to be integrated into teachers’ regular curriculum to complement other efforts, and the program can be completed in 4-10 hours.
Risk factor(s) assumed to be addressed:Early initiation of gambling behaviorPoor impulse controlAttitudes favorable toward gambling
Protective factor(s) assumed to be addressed:Healthy beliefs and clear standardsSkills
CSAP strategies:Education
Type of IOM approach:Universal
Populations appropriate for this promising program:Middle school students
Availability / More Information:A copy of the program is available through the Oregon Prevention and TreatmentResource Clearinghouse. Additional information about the program is available onthe Minnesota Institute of Public Health’s website: http://www.miph.org/gambling/
PLAYING FOR KEEPSSource: Alberta Alcohol and Drug Abuse Commission (AADAC)
Program description: The topics discussed are definitions of gambling and problem gambling, signs of problem gambling, and the people problem gambling affects. The curriculum includes instructor notes, colored overheads, activities, and a quiz. This program provides a kit for a 60-minute presentation for use in schools or youth groups.
Risk factor(s) assumed to be addressed:Early initiation of gambling behaviorFriends who engage in gambling behavior
Protective factor(s) assumed to be addressed:
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Delayed onset of problem behaviorSkillsHealthy beliefs and clear standards
CSAP strategies:Information disseminationEducation
Type of IOM approach:Universal
Populations appropriate for this promising program:High school students
Availability / More information:A copy of this program is available with the Oregon Prevention and TreatmentResource Clearinghouse. More information about curriculum is available via theAlberta Alcohol and Drug Abuse Commission (AADAC) website:http://corp.aadac.com/gambling/index.asp
YMCA YOUTH GAMBLING PROJECTSource: YMCA Youth Gambling Project (YGP)
Program description: (From the 17th National Conference on Problem Gambling): The goal of the YMCA Youth Gambling Project (YGP) is to reduce the harm associated with gambling…the program takes a proactive approach, believing that prevention programs are essential to improving individual health and personal development, and creating healthier communities.
Risk factor(s) assumed to be addressed:AvailabilityFavorable attitudes toward useFriends who engage in gambling behaviorFamily conflict, management problemsParental attitudes and involvementCommunity laws and norms favorable toward use
Protective factor(s) assumed to be addressed:SkillsHealthy beliefs and clear standards
CSAP strategies:Information disseminationEducation
Type of IOM approach:Universal
Populations appropriate for this promising program:Youth ages 8 to 24 years oldParentsTeachersProfessionals
Availability / More information:YMCA Youth Gambling Project
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42 Charles Street East, Toronto, Ontario M4Y 1T4, CanadaEmail: [email protected]
YOU FIGURE IT OUT, PROBLEM GAMBLING TODAYSource: Know the Odds, Inc.
Program description: This program is directed to target problem gambling as a health issue and educates students to give them the necessary information to empower them to protectthemselves against the harmful effects of problem gambling. Students are taught about the nature of gambling, and not how to gamble. The materials are gambling neutral and avoid normalizing gambling by teaching "responsible gambling." The materials represent the distilled essence of what students need to know in order to preserve their quality of life - compressed into two 45-minute sessions. The kit comprises video, software and notes and is suitable for use in secondary schools. The software is designed to teach students the basic concept of the law of averagesby having them see it in action. The purpose of the kit is to educate students to prevent them becoming problem gamblers, and understand problem gambling in others.Risk factor(s) assumed to be addressed:
Poor impulse control
Protective factor(s) assumed to be addressed:Healthy beliefs and clear standardsSkills
CSAP strategies:Information disseminationEducation
Type of IOM approach:Universal
Populations appropriate for this promising program:High school students
Availability / More information:www.knowodds.org
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THE FOLLOWING PROGRAMS ARE ALREADY IN PBPS:
KNOW LIMITSOne of Smart Choices prevention primary messages to young people when it comes to gambling is to know your limits. This message, and others about gambling, alcohol, drugs, tobacco and sexual health, form the critical element in Know Limits.Designed as a question and answer game to be played in teams, Know Limits includes gambling prevention questions with general interest categories such as charades, taboo, word scramble and trivia. These categories are designed to maximize player participation and engagement in the game while increasing youth awareness about issues related to gambling and other high-risk behaviors.Players from two teams compete against each other, in a race to answer the questions correctly. Questions require thought, logic and creativity rather than an extensive knowledge base. The team with the most points for correctly answered questions wins. The element of team play introduces social interaction and cooperation within teams and a friendly element of competition between teams.
Type of IOM approach:Universal
Populations appropriate for this promising program:High School StudentsCollege StudentsDelinquent/Violent Youth (At Risk Youth)
Availability / More information:http://youthgambling.mcgill.ca/en/Prevention/outils.htm
CLEAN BREAKA gambling prevention docudrama. Gold Medal winner, 6th annual Horizon International Interactive Media Productions Award, 2007. Clean Break is a docudrama intended to enhance adolescents' understanding of the consequences and potential dangers associated with excessive gambling. Stylistically using a contemporary format, the script and the information presented in this video were tested in focus groups of numerous adolescents.An accompanying manual is offered for counselors who want to use the video as a more in-depth prevention tool. Many questions are included in order to stimulate discussion with participants, as well as information about youth gambling.
Type of IOM approach:UniversalSelectiveIndicated
Populations appropriate for this promising program:High School StudentsCollege StudentsDelinquent/Violent Youth (At Risk Youth)
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Availability / More information:http://youthgambling.mcgill.ca/en/Prevention/outils.htm
HOOKED CITYTargeting High School students, the primary objective of this interactive computer-based CD-ROM game is to enable adolescents to make responsible choices by informing them about the nature and the risks associated with gambling, reinforcing social skills, and modifying undesirable attitudes and erroneous beliefs related to gambling. This computer-based educational program is played individually, with performance indicators being readily available to the intervention specialist. Students can stop and save their work at any time. As well, students had the capability of printing problem gambling screening tools and other pertinent information.
Type of IOM approach:UniversalSelective
Populations appropriate for this promising program:High School Students
Availability / More information:http://youthgambling.mcgill.ca/en/Prevention/outils.htm#city
THE AMAZING CHATEAUTargeting Middle School students, the primary objective of this interactive computer-based CD-ROM game is to enable adolescents to make responsible choices by informing them about the nature and the risks associated with gambling, reinforcing social skills, and modifying undesirable attitudes and erroneous beliefs related to gambling. This computer-based educational program is played individually, with performance indicators being readily available to the intervention specialist. Students can stop and save their work at any time. As well, students had the capability of printing problem gambling screening tools and other pertinent information.
Type of IOM approach:UniversalSelective
Populations appropriate for this promising program:Elementary School StudentsMiddle/Jr. High School StudentsYouth/Minors
Availability / More information:http://youthgambling.mcgill.ca/en/Prevention/outils.htm#chateauetlavillepiegee
Additional programming activities can also be found by going to:THE NORTH AMERICAN TRAINING INSTITUTE:
Providing gambling addiction clinical coursework, youth gambling prevention programs and responsible gaming services for over a decade. http://nati.org/index
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