A Brief Introduction:Connecticut’s Promising

Problem Gambling Prevention Programs

State of Connecticut Department of Mental Health & Addiction Services Problem Gambling Services (PGS)

DMHAS Problem Gambling Services 2011

Early science-based data indicate two CT Problem Gambling Prevention

Programs Promote “Protective Factors”:

“Taking Charge”, multi-session program: Education/Skill Building and Early

Intervention for at-risk youth.

“GAMES”, school/community partnership:Comprehensive Prevention Program.

DMHAS Problem Gambling Services 2011

“Taking Charge” Target: At-Risk Youth in school or TX settings. 10-12, 45- 60 minute sessions. Focus: General exploration of Addiction. Awareness Building of own Behavior

Patterns/Consequences. Social Competencies Development:

Problem Solving, Control, Trust, Anger Mgmnt, Decision Mkg, Goal Setting, Risk Reduction.

Topic specific:Gambling, Substance Use, Sexuality, Youth-

Driven topics/discussion.Originally adapted and expanded from

“Beat Addictions: Choose the Right Path” DMHAS Problem Gambling Services 2011

Taking Charge, con’t.

Pre/post test : demographics; behaviors; knowledge of risk, addiction, trust; DM skills.

Evaluation: focus on fidelity, 3 & 6 mo. follow-up. Facilitators: 4 hr training & follow-up TA;

facilitator guide includes goals planning activity & helpful hints for each session.

Peer driven intervention: Evidence based strategy.

Requests for more sessions! DMHAS Problem Gambling Services 2011

Findings from “Taking Charge”

After 10-12 Session curriculum:• Of all risk behaviors, gambling, tobacco & bing

drinking declined. • Enhanced communication skills.• More positive peer relationships.• Improved resistance skills.• Lower risk taking. dubay Horton Associates, 2008, 2009

DMHAS Problem Gambling Services 2011

To learn more about “Taking Charge”

and how you can participate, contact:

Ingrid Gillespie

Lower Fairfield County Regional Action Council

(PH) 203-356-1980, X7914

Email: rac@liberationprograms.org

DMHAS Problem Gambling Services 2011

Gambling Education of Monroe through Educating our Students (GAMES):

Program History

• Initiated November, 2000• Youth-Adult Partnership, based at Masuk High School.• School and Community “buy-in”: Adminstrators, Teachers, Coaches,

Parents, Clergy, BOE, Civic Leaders, Police, Rec Dept, Social Services.

• Evolved into a peer-peer and peer-adult prevention program to create awareness and reduce harm associated w/gambling.

• Participation– 2000: 4 Students– 2008: 300 Students– 2009: Begin replication at Jockey Hollow Middle School

DMHAS Problem Gambling Services 2011

Core Concepts of GAMES

• Games is not an anti-gambling program.• Students are taught:

– About making healthy choices;– Reducing their risk of addiction;– Setting their own limits.

• As a result, GAMES has become a conduit for open discussions about risky behaviors in general.

• In an environment where kids are often inundated with talk of “don’t drink/don’t do drugs” this program communicates messages of self-control and limits.

• “Everyone was fed up with hearing about drinking and drugs, but this program was different and it allowed kids to feel good about themselves.” dubay Horton Associates, 2008

DMHAS Problem Gambling Services 2011

Strategies used in GAMES

• Community-based youth/adult steering committee.• Ongoing training for SATs, coaches, parents,

community leaders. • Peer-to-Peer programs: MHS, Alternative School,

JHMS.• Probability & Statistics full year course: real life

situations and applications.• Gambling infused in Math, Spanish, & English

curricula, with special Prob & Stat and Spanish I and IV curric.

• Times of transition: Fresh. Orient.; GAMES Alumni Project for college students.

• Model for new program, ISSA (Illegal Substance Abuse Awareness) using GAMES model.

• PSAs, videos; comprehensive website: www.gamblingawareness.org

DMHAS Problem Gambling Services 2011

Key Findings from GAMES

Youth gambling behaviors have risen in surrounding communities since GAMES inception (2000) but have remained the same in Monroe. Search Institute surveys in Greater Bridgeport area, 2000-2007

DMHAS Problem Gambling Services 2011

Key Findings from GAMES, con’t.Key Findings from GAMES, con’t.

• Parents have critical Parents have critical impact on a child’s impact on a child’s gambling.gambling.

• Parent modeling and Parent modeling and engagement in gambling engagement in gambling with teens increases with teens increases likelihood of teen likelihood of teen gambling.gambling.

• Teens know risks, but Teens know risks, but don’t see themselves at don’t see themselves at risk risk duBay Horton, 2008duBay Horton, 2008

DMHAS Problem Gambling Services 2011

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Compared to Control School

• Students feel more comfortable at school.• Less likely to view gambling as “cool”. • More able to clearly define signs/sympt. of PG.• More able to describe how to set limits for self &

others.Also…• Decrease in discipline referrals.• Increase in teacher attendance.• Increase in students involved in school

sponsored activities. dubay Horton Associates, 2008

DMHAS Problem Gambling Services 2011

To learn more about GAMES or how you can replicate the program in your community, contact:

Jeanne DimuzioRYASAP

203-579-2727, X310jdimuzio@ryasap.org

And visit GAMES website:www.gamblingawareness.org

DMHAS Problem Gambling Services 2011