WASHINGTON DRUG AND ALCOHOL COMMISSION, INC
PROBLEM 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
tammyt@wdacinc.org . Any questions can also be directed to Tammy Taylor at (724) 2231181 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 minigrant 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
2.
Telephone Number (include area code):
3.
Fax Number (include area code):
4.
Email Address:
5.
Contact Person:
6.
Federal Tax ID #:
7.
CVMU Vendor #:
8.
Type of organization: (Check all that apply)
Community groups/coalitions
County Government
Business
For-Profit Group
Social/human service agencies
9.
County
Title of Contact Person:
Community Health Centers
Education- Schools, Colleges, University,
Faith-Based Group
Non-profit Group
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
If 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?
No
3. Media
a.
Will this event or activity be promoted?
Yes
No
If yes please specify exactly how it will be promoted:
b.
Will there be media coverage at the event or activity?
If yes please specify exactly what media coverage:
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Yes
No
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
Note: We cannot fund events in facilities that are not ADA accessible.
Yes
No
b.
Is this an all day event or activity:
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 No
If 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’s
Credits for Clergy
Continuing Medical Credits
NCPG Credits
PCB credits
Social Work Credits
Other:Specify_____________________
g.
Will there be vendors at this event or activity?
If yes will they be charged a fee to participate?
h.
What type of vendors will be at this event or activity?
i.
Will there be multiple speakers:
Yes No
If yes what will the format be if there are multiple speakers:
Yes
Yes
No
No
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.
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.
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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)
Bulletin inserts
Posters
Other: _________________________
Billboard
Newsletters
Brochures/ Pamphlets
Please note: The SCA (Washington Drug and Alcohol Commission) shall review and preapprove 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?
Note: We cannot fund copyrighted materials.
Yes
No
Not Sure
6. Educational Resources
Are you planning on purchasing educational resources:
Type of resources: (Check all that apply)
Books
Brochures/Pamphlets
Computer Software Programs
Yes
No
Cassette Tapes /DVDs/VHS Videos
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
Location
Facility Cost
Food/Meals (snacks for breaks, lunch for trainings, etc)
Other: (Specify)
Total Cost for Location
0
Speaker
Speaker's Honorarium
Speaker's hotel cost *
Speaker's travel cost *
Speaker's- food *
Total Cost for Speaker
0
Training
Trainer's cost to train
Trainer's hotel cost *
Trainer's travel cost *
Trainer's- food *
Total Cost for Training
0
Educational Resources
Books
Brochures/Pamphlets
DVD's/ VHS Videos/ Cassette Tapes
Computer Software
Curriculum
Posters
Other: (Specify)
Total Cost for Educational Resources
0
Advertising and Media
Mailing- Postage
Production of Pubic Service Announcements
Cost of Radio Spots for PSA
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Cost of TV Spots for PSA
Web page advertising
Newspaper advertising
Total Cost for Advertising and Media
0
Printing of Materials
Billboards
Booklets/ Brochures/ Pamphlets
Bulletin Inserts
Manuals
Newsletters
Printing Costs
Posters
Other: (Specify)
Total Cost for Printing of Materials
0
Promotional Items with Problem Gambling Messages
Coffee Mugs/ Cups
Lanyards
Magnets
Paper tablets
Pencils/ Pens
Pens
Poker chip with helpline number on it
Post it notes
Rulers
Stress balls
Other: (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
* Travel and subsistence shall be reimbursed in accordance with the
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0
requirements of the SCA.
**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 Activities
These 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 Events
A 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 Partnerships
Community 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 Services
Gambling 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 Strategies
These strategies focus on gambling/problem gambling environmental activities.
Gambling Information Dissemination
These 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 Strategies
These 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.
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Gambling Materials Development
The creation of original documents and other educational pieces for use in information
dissemination
activities 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 Development
These 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 Campaign
The "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 Planning
Program 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 Programs
Telephone 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 Trainers
Provide 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 on
Compulsive 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:
Skills
Healthy beliefs and clear standards
Parental monitoring
CSAP strategies:
Education
Type of IOM approach:
Universal
Populations appropriate for this promising program:
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5th-8th grade students
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 OFF
Source: Missouri Alliance to Curb Problem Gambling (Alliance) and the Second Chance
Foundation (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 gambling
To raise awareness among educators and parents about the dangers of addictions,
including gambling
To raise awareness of the help line phone number and the availability of free treatment
Risk factor(s) assumed to be addressed:
Availability
Favorable attitudes toward the problem behavior
Family attitudes and involvement
Lack of parental knowledge
Protective factor(s) assumed to be addressed:
Skills
Healthy 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: 573-526-7467
Email: mstephens@mail.state.mo.us or perezs@molottery.com
FACING THE ODDS: THE MATHEMATICS OF GAMBLING AND OTHER RISKS
Source: Harvard Medical School Division on Addictions and the Massachusetts Council on
Compulsive 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 was
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designed 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
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 standards
Skills
Delayed 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.htm
The curriculum can be downloaded by registering at:
http://www.hms.harvard.edu/doa/html/registrationform.htm
GAMBLING: REDUCING THE RISKS
Source: 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 make
healthy 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 gamble
Definitions and descriptions of various types of gambling
Signs of problem gambling in young people
Consequences of problem gambling age restrictions for gambling
Impact of problem gambling on families
Prevention of problem gambling concepts and strategies are presented at each
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grade level from 6 to 9. Information is progressive, with each of the 7th, through
9th grades' curriculum built upon the lessons of the previous year.
Each grade level has three Foundational and Learning Objectives:
(1) Extend Knowledge Base - Students understand that gambling involves both
economic and social risks
(2) Making Informed Decisions - Students determine and evaluate the risks
involved in various gambling activities and explore and identify alternatives to
high-risk behavior
(3) Carry Out an Action Plan - Students participate in actions that reinforce
decisions to reduce the risks of gambling
Each grade explores a focus topic:
Grade 6 "Affirm Standards" - How a youth's family perceives gambling and the
Family's standards concerning gambling
Grade 7 "Commit Self" - How youth relate to gambling on a personal level,
including spending money on gambling and decision-making regarding current and
future involvement in gambling
Grade 8 "Support Peers" - The effects of gambling on youth and symptoms of
problem gambling are identified to support peers in making responsible decisions
regarding gambling
Grade 9 "Promote Health" - Information on the social and economic impact of
gambling in the community
Risk factor(s) assumed to be addressed:
Community laws and norms favorable toward gambling
Accessibility
Early initiation of gambling behavior
Peer influence
Protective factor(s) assumed to be addressed:
Healthy beliefs and clear standards
Skills
Delayed initial onset of gambling
CSAP strategies:
Information dissemination
Education
Type of strategy:
Universal
Populations appropriate for this promising program:
Grades 6 through 9; program designed to supplement middle-level health
education curricula
Research / evaluation of program:
The program was pilot-tested, with a proportionate distribution of rural and urban
school locations and male and female students. Gambling: Reducing the Risks was
distributed in May of 1999 to over 1,000 Saskatchewan schools. No specific
program evaluation results described.
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Availability / More information:
Leanne Fischer, Program Consultant
Saskatchewan Health
3475 Albert Street
Regina, Saskatchewan, Canada S4S6X6.
Telephone: 306-787-4094
IMPROVING YOUR ODDS
Source: 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 how
much 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 behavior
Poor impulse control
Attitudes favorable toward gambling
Protective factor(s) assumed to be addressed:
Healthy beliefs and clear standards
Skills
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 Treatment
Resource Clearinghouse. Additional information about the program is available on
the Minnesota Institute of Public Health’s website: http://www.miph.org/gambling/
PLAYING FOR KEEPS
Source: 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 60minute presentation for use in schools or youth groups.
Risk factor(s) assumed to be addressed:
Early initiation of gambling behavior
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Friends who engage in gambling behavior
Protective factor(s) assumed to be addressed:
Delayed onset of problem behavior
Skills
Healthy beliefs and clear standards
CSAP strategies:
Information dissemination
Education
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 Treatment
Resource Clearinghouse. More information about curriculum is available via the
Alberta Alcohol and Drug Abuse Commission (AADAC)
website:http://corp.aadac.com/gambling/index.asp
YMCA YOUTH GAMBLING PROJECT
Source: 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:
Availability
Favorable attitudes toward use
Friends who engage in gambling behavior
Family conflict, management problems
Parental attitudes and involvement
Community laws and norms favorable toward use
Protective factor(s) assumed to be addressed:
Skills
Healthy beliefs and clear standards
CSAP strategies:
Information dissemination
Education
Type of IOM approach:
Universal
Populations appropriate for this promising program:
Youth ages 8 to 24 years old
Parents
Teachers
Professionals
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Availability / More information:
YMCA Youth Gambling Project
42 Charles Street East, Toronto, Ontario M4Y 1T4, Canada
Email: jim.milligan@ymca.net
YOU FIGURE IT OUT, PROBLEM GAMBLING TODAY
Source: 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 protect
themselves 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 45minute 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 averages
by 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 standards
Skills
CSAP strategies:
Information dissemination
Education
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 LIMITS
One 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 Students
College Students
Delinquent/Violent Youth (At Risk Youth)
Availability / More information:
http://youthgambling.mcgill.ca/en/Prevention/outils.htm
CLEAN BREAK
A 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:
Universal
Selective
Indicated
Populations appropriate for this promising program:
High School Students
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College Students
Delinquent/Violent Youth (At Risk Youth)
Availability / More information:
http://youthgambling.mcgill.ca/en/Prevention/outils.htm
HOOKED CITY
Targeting High School students, the primary objective of this interactive computer-based CDROM 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:
Universal
Selective
Populations appropriate for this promising program:
High School Students
Availability / More information:
http://youthgambling.mcgill.ca/en/Prevention/outils.htm#city
THE AMAZING CHATEAU
Targeting Middle School students, the primary objective of this interactive computer-based CDROM 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:
Universal
Selective
Populations appropriate for this promising program:
Elementary School Students
Middle/Jr. High School Students
Youth/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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