Gambling YouthMakingChoices Complete

Youth Making Choices:
Gambling
Prevention
Program
Youth Making Choices: Gambling Prevention Program
www.ProblemGambling.ca
Nigel Turner, PhD

John MacDonald, MA
Bruce Ballon, MD, FRCPC
Chantal Dubois, BA, CPGC
ISBN: 978-1-77052-668-6 (PRINT)
ISBN: 978-1-77052-669-3 (PDF)
ISBN: 978-1-77052-670-9 (HTML)
ISBN: 978-1-77052-671-6 (ePUB)
PY012
Printed in Canada
Copyright 2010 Centre for Addiction and Mental Health
Any or all parts of this publication may be reproduced or copied with acknowledgment, without
permission of the publisher. However, this publication may not be reproduced and distributed for
a fee without the specific, written authorization of the publisher.
A reproducible copy of this publication is available on the Internet at:

For information about alternate formats or to place an order, please contact:
Problem Gambling Institute of Ontario
Education and community resources
Phone: 416-535-8501 x4253
Fax: 416-260-4185
E-mail: PGEducation@camh.net
Website: www.problemgambling.ca and www.camh.net
This curriculum program manual was produced by:
Development and co-ordination: Colleen Tessier, BSW (CAMH)
Curriculum consultants: Edie Kaus, BEd, MSc, Ed, Counselling; Maure Kentner, BPHE, BEd
Editorial: Jacquelyn Waller-Vintar (CAMH); Marie-Lynn Hammond
Design: Hambly & Woolley Inc.
3841 / 10-2010 / PY012
Introduction
Gambling in Ontario is more popular than ever before. Youth today are the first
generation to be inundated with glamorized portrayals of the benefits and fun of
gambling. They see it everywheretelevision, the Internet, poker parties among
their friends. While most people gamble without developing problems, a certain
percentage do experience problems as a result of their gambling, and youth are
not immune.
Problem gambling research reports that most adults with gambling problems developed these
problems during their youth, and that youth who gamble regularly are more likely to develop a
problem with gambling than adults who gamble regularly. The problems youth can develop are
as serious as the problems that confront young people when they abuse alcohol or drugs. In fact
a recent CAMH study (2009) found that a quarter of the youth with gambling problems reported
a suicide attempt in the past year, and they were about 18 times more likely to report a suicide
attempt than other students.
Despite these research results, there are very few gambling prevention programs for youth.
Clinicians and researchers at the Centre for Addiction and Mental Health (CAMH) are familiar
with the issues of young people and problem gambling, and they have developed a curriculumbased gambling prevention program in response to this need.
The Youth Making Choices: Gambling Prevention Program comprises 10 lessons that fit well
with the published expectations of several intermediate and senior level courses in mathematics,
social sciences and humanities, English, and health and physical education.
The programs objectives are:
to enhance students coping skills
to develop students knowledge of randomness and probability
to improve students ability to recognize and avoid problematic behaviours associated
with gambling.
While the Youth Making Choices: Gambling Prevention Program has been developed to increase
students understanding of problem gambling and to reduce the likelihood of youth developing
difficulties, the content is broadly applicable to a number of life areas that affect adolescents and
their development.
0.1
Introduction
Unfortunately, we all can easily picture the following: teenagers cyber-bullying on Facebook,
adolescents posting semi-nude pictures of themselves on YouTube, 12-year-old girls making
friends in chat rooms and MySpace, young adults battling demons through the night with
other cyber gamers in the World of Warcraft, and university students glued to online casino sites
gambling the last of their student loan money. We can also see youth falling into experimentation
with drugs, shopping and sex as well.
However, most youth are actually well-adjusted individuals who need to experience life in a
normative fashion, taking healthy risks that allow the development and growth of decision
making, conflict resolution and social skills. It is experiential learninggoing through different
situationsthat is often the most powerful and educational factor in helping a youth negotiate
the tasks of being a youth.
Many youth engage in a number of behaviours
that involve risk-taking activities, such as
drinking and gambling. Most do not go on to
develop problems with these behaviours, but
some do. For example, many youth do use
substances, but most do not end up abusing
substances. CAMH's 2009 Ontario Student
Drug Use Survey (OSDUS) and other studies
have confirmed that around 80 per cent of
youth are experimenting with alcohol, 40 to 50
per cent are using marijuana and 5 per cent
are using rave drugs. Another set of research
shows that most adolescents, despite all this,
are well-adjusted individuals who get along
with their parents, do their homework and have
good friends. Together, these statistics suggest
that youth are using substances but not in a way that is adversely affecting their lives. Gambling
has been normalized in our societyand as a result many youth will engage in this activity.
Engaging in the activity, though, does not necessarily result in a young person developing a
problem. The key is prevention: youth must be sufficiently informed so they can decide on
appropriate levels of involvement and identify behaviour that is becoming problematic. Equipped
with these lessons, teachers can provide students with the information needed to make sound
decisions about gambling and to better understand the potential risks.
The key is prevention:

youth must be
sufficiently informed
so they can decide on
appropriate levels of
involvement and identify
behaviour that is
becoming problematic.
0.2
References
Turner, N., Macdonald, J., Bartoshuk, M. & Zangeneh, M. (2008a). Adolescent gambling
behaviour, attitudes, and gambling problems. International Journal of Mental Health & Addiction,
6 (2), 223237. doi:10.1007/s11469-007-9117-1
Turner, N., Macdonald, J., Bartoshuk, M. & Zangeneh, M. (2008b). The evaluation of a one-hour
prevention program for problem gambling. International Journal of Mental Health & Addiction, 6
(2), 238243. doi:10.1007/s11469-007-9121-5
Turner, N.E., Macdonald, J. & Somerset, M. (in press) Life Skills, Mathematical Reasoning and
Critical Thinking: A Curriculum for the Prevention of Problem Gambling. Journal of gambling
studies. doi:101007/s10899-007-9085-1
Paglia-Boak, A., Mann, R.E., Adlaf, E.M. & Rehm, J. (2009). Drug use among Ontario students,
19772009: OSDUHS highlights. (CAMH Research Document Series No. 28). Toronto, ON:
Centre for Addiction and Mental Health. www.camh.net/Research/Areas_of_research/
Population_Life_Course_Studies/OSDUS/Highlights_DrugReport_2009OSDUHS_Final_Web.pdf
0.3
Overview of Program
The lessons are designed using the principles of differentiated instruction.
Differentiated instruction is based on the idea that because students differ
significantly in their interests, learning styles, abilities and experiences, teaching
strategies and pace should vary accordingly. In Ontario, teachers are being
encouraged to use this type of instruction, and many lessons are now being
written following this format. Further information about differentiated instruction
can be found at:
Ontario Ministry of Education
www.edu.gov.on.ca/eng/teachers/buildingfutures/files/pdf/differentiated7and8.pdf
EDU GAINS
www.edugains.ca
It is best to teach the 10 lessons as a package, although each lesson is not

necessarily dependent on the others and can therefore be taught as a standalone. Within each lesson there is flexibility to add, remove or combine content
and resources depending on class needs. A glossary is also included as a
resource for teachers to use in the development of a word wall.
Additional information is suggested and can be accessed in most cases through
the Internet.
0.4
1
2
3
4
5
6
7
8
9
10
Risk and Reward

Objectives:
Understand that youth make decisions about risky behaviours based on a number
of factors and there are rewards and consequences for every risk taken
What Is Gambling?
Objectives:
Understand what gambling is
Probability
Objectives:
Learn about how the probability of winning can be calculated for games of chance
What Is Problem Gambling?

Objectives:
Understand when a behaviour or an activity becomes problematic
Effects of Gambling on the Individual,

Family and Community
Objectives:
Understand the impact of problem gambling on the individual, his or her family
and on the community
Moving to Change
Objectives:
Investigate how a person moves toward change and seeking help
Reducing Risk
Objectives:
To be introduced to the biological, psychological, social, cultural and spiritual
aspects that influence us all
Planning Responses to Problems

Objectives:
Learn about decision-making skills and coping skills
Getting Help
Objectives:
Learn about how to live a healthy life. Learn about where to go for help
Where Do You Go from Here?

Objectives:
Summary of learning and future planning
0.5
Glossary of Terminology
3 Rs of Reflection (Retell, Relate and Reflect): retell the story, make personal
connections, draw conclusions.

abuse: to use wrongly or improperly.
addiction: habitual psychological and physiological dependence on a substance or practice
beyond one's voluntary control.

attending skills: paying attention to someone in a conversation; your ears, your eyes,
your body and your feelings are all focused on that person at one time.
average: a typical amount, rate, degree, etc.; norm.
biological factors: an individuals pre-disposition to an illness because of his or her
biological makeup, making his or her risk of suffering from a condition much greater then those
who do not share these risk factors.
bully: intimidate or domineer.
characteristic: a distinguishing feature or quality.
clarifying questions: gathering information needed to understand the situation.
commonalities: a sharing of features or characteristics that occur frequently.
consequences: the effect, result or outcome of something occurring earlier.
context: the set of circumstances or facts that surround a particular event, situation.
crossing the line: involvement in an activity that has become problematic.
deconstruct: to break down into constituent parts; dissect; dismantle.
dependence: the state of being psychologically or physiologically dependent on a drug after
a prolonged period of use.

developmental age: a measure of a child's development (in body size or motor skill or
psychological function) expressed in terms of age norms.
docudrama: a fictionalized drama based primarily on actual events.
equality: the state of being as great as; the same as (equal to).
existential issues: are issues that have to do with the plight of human existence, with the
meaning of life, and what meaning, if any, our lives have.

facilitate: to assist the student and or group in a discussion to better understand important
points.
focusing skills: attending to selected pieces of information and ignoring others.
forethought: a thinking of something beforehand.
0.6
gallery walk: is a discussion technique that gets students out of their chairs and into
a mode of active engagement. It provides an opportunity for students to share thoughts in a
more intimate, supportive setting rather than a larger, anonymous class. It can be done with
computers, with pieces of paper on tables, or with posted chart paper.
(source: Taylor, P. 2001. Gallery Walk www.nwp.org/cs/public/download/nwp_file/13853/Gallery_
Walk.pdf?x-r=pcfile_d)
generalize: to infer (a general principle, trend, etc.) from particular facts, statistics.
guarantee: something that assures a particular outcome or condition.
harmful involvement: Continuing involvement in an activity or behaviour despite
repeated or persistent problems, in one or more life areas, which are caused by or made worse
as a result of the involvement.
I statement: a statement that begins with the word I. It is frequently used in an attempt to
be assertive without putting the listener on the defensive.
immune: exempt or protected.
impact: influence; effect.
impulsive: the influence of a particular feeling, mental state, prompting a person to action.
inequality: the state of not being as great as or the same as.
inferences: the process of arriving at some conclusion that, though it is not logically
derivable from the assumed premises, possesses some degree of probability relative to
the premises.
influence: the action or process of producing effects on the actions, behavior, opinions, etc.,
of another or others.
intervene: to come between disputing people, groups, etc.; intercede; mediate.
invulnerable: incapable of being wounded, hurt, or damaged.
lobbyist: a person who tries to influence legislation on behalf of a special interest.
low risk gambling: gambling casually, buying the occasional raffle or lottery ticket or
occasionally visiting a casino for entertainment.

magical thinking: the ability to draw conclusions that are based on a persons desire for
what reality should be, not necessarily upon what reality actually is. People simply believe things
that have no connection to logical thinking.
metacognition: refers to awareness and control of one's thinking, including commitment,
attitudes and attention.
mirror feelings: paying attention to the emotions and feelings of the speaker.
misuse: to use wrongly or improperly.
motivate: to provide a reason for a person to act in a certain way, do a certain thing.
negative outcome: an unfavorable result or conclusion through a process of
logical thinking.
non-verbal response: includes facial expressions, eye contact, tone of voice, body
posture and motions, and positioning within groups.

paraphrasing: repeating the main thoughts and ideas the speaker has expressed in ones
own words to check for understanding.
0.7
pathological gambling: for a small but significant number of people, gambling seriously
harms all aspects of their lives. People with gambling problems this severe are unable to control
the urge to gamble, despite the harm it causes.
peer pressure: social pressure by members of one's peer group to take a certain action,
adopt certain values, or otherwise conform in order to be accepted.
personal values: deeply held beliefs by an individual that guide behaviors and decisions.
positive outcome: a favorable result or conclusion through a process of logical thinking.
prevalence: widespread; of wide extent or occurrence; in general use or acceptance.
probability: a strong likelihood or chance of something, the relative possibility that an event
will occur, as expressed by the ratio of the number of actual occurrences to the total number of
possible occurrences.
quality: a personality or character trait.
randomness: relating to an event in which all outcomes are equally likely.
rationalize: to ascribe (one's acts, opinions, etc.) to causes that superficially seem
reasonable and valid but that actually are unrelated to the true, possibly unconscious and often
less creditable or agreeable causes.
recreational use: the use of a drug, usually psychoactive, with the intention of creating or
enhancing recreational experience.
reductionism: the practice of simplifying a complex idea, issue, condition, or the like,
especially to the point of minimizing, obscuring, or distorting it.

reflection strips: used to describe a response to a particular activity. Often the strips
are narrow in width but a full page in length. The strips may have specific sentence starters or
phrases to guide the students in their personal reflection of the task or of their calibre of work.
relapse: a process that begins when a person starts slipping back into old behaviour
patterns.
response journals: a written form of reflection in which students consider their
experience in light of specific issues, such as those contained in course content. Students
can examine their thoughts and experiences through journals, and further the learning they
have done.
risk assessment: an estimate of the likelihood of averse effects that may result from
exposure to certain health hazards, or involvement in certain behaviours.
risk factors: variables associated with an increased chance of illness or infection or
in this case problem gambling.

risk taking: a positive tool in an adolescent's life for discovering, developing, and
consolidating his or her identity. Risk-taking can be practiced and learned in healthy,
supportive situations.
schematic form: a diagram, plan, or drawing.
scenario: an outline of a situation or story, giving particulars as to the scenes, characters,
situations, etc.
self efficacy: the belief that one is capable of performing in a certain manner to attain
certain goals.
signs and indicators: something that suggests the presence or existence of a fact,
condition, or quality; the objective evidence of an illness.
0.8
societal expectations: beliefs, awareness and apprehension of how others will react to
our behavior, and how we react to their behaviour.
starter sentence: creative writing prompts used mainly as a way to inspire the writer to
get started writing a story, poem or other piece of creative writing.

stereotypes: an often oversimplified or biased mental picture held to characterize the
typical individual of a group.
summarizing: pulling together all the information by paraphrasing and mirroring to help the
speaker determine whether anything is missing.
temperament: the combination of mental, physical and emotional traits of a person;
natural predisposition.
therapeutic: of or pertaining to the treating or curing of disease; curative.
trait: a distinguishing characteristic or quality.
unbiased researcher: research that is not affected by any extraneous factors, conflated
variables, or selectivity that influence its distribution; it is fair or impartial.

vulnerable: open to moral attack, criticism, temptation, etc.
In compiling this glossary, we borrowed liberally from the glossary at problemgambling.ca, from CAMH sources,
from TheFreeDictionary by Farlex and Dictionary.com. If we have forgotten to acknowledge any other source,
please notify us and we will amend this list. Thank you.
0.9
1
Unit 1:
Risk and Reward
Differentiated Instruction
Teaching/Learning Examples
Duration: Determined by Teacher
1 Class Discussion
2 Cause and Consequence
3 T-Chart
4 Checklist
5 Think, Pair, Share
6 Reflection
1.1
Unit 1: Risk and Reward
Differentiated Instruction Details

Knowledge of Students
Differentiation based on student:

Readiness
Interests
Preferences: Styles Intelligences Other (e.g., environment, gender, culture)
Need to Know
Students preferred way of learning in order to support the in-class sessions and their RAFT choices
How to Find Out
Self-assessment based on the multiple intelligences
Differentiated Instruction Response
Learning materials (content)

Ways of learning (process)
Ways of demonstrating learning (product)
Learning environment
Assessment and Evaluation

Assessment/Success Criteria
Knowledge and Understanding

Demonstrates a knowledge of key facts
Assessment Tools
> Rubric
> Anecdotal Comments
Thinking
Demonstrates graphic organizer skills
Describes connections among various relationships
Communication
Organizes and expresses information clearly
Demonstrates effective vocabulary usage for tasks
Uses conventions of selected genre
Application
Applies knowledge to real situation
1.2
Prior Learning
Prior to this lesson, students will have:
Some experience with graphic organizers
Knowledge of some aspects of use and abuse
An understanding of critical inquiry processes for real-life situations
An understanding of collaborative work situations and protocol
An awareness of non-judgmental and judgmental opinions
Materials and Resources

Materials
Appendix A
Student Resource 1: Whats at Risk When?
Student Resource 2: Age-Related Stages of Decision Making
Student Resource 3: Risk Assessment Worksheet
Student Resource 4: T-Chart
Student Resource 5: Case Studies
Student Resource 6: The 3 Rs of Reflection
Internet Resources
Problem Gambling Institute of Ontario at CAMH

This multimedia, bilingual website provides screening tools, opportunities for online collaboration
and training, and resources for professionals, people who experience gambling problems and their
family members.
Prevent Alcohol and Risk-Related Trauma in Youth (PARTY)
www.partyprogram.com
This multimedia website provides interactive information about making smart choices. The goal of
PARTY is to provide young people with information about traumatic injury that will enable them to
recognize potential injury-producing situations, make prevention-oriented choices and adopt behaviours
that demonstrate healthy risk.
YouthBet
www.youthbet.net
YouthBet is an interactive site designed to teach young people about gambling-related harm.
The YouthBet Photovoice Project
www.youthbet.net/photovoice/
The YouthBet Photovoice Project is a web-based resource designed to give youth a voice by engaging
them, through the creative medium of photography, in a process of identifying and addressing how
gambling issues uniquely affect youth.
1.3
Lesson Plan
Connections
Minds On
L: Literacy
ML: Mathematical
Literacy
AfL, AoL: Assessment
for/of Learning
> Establishing a positive learning environment

> Connecting to prior learning and/or experiences
> Setting the context for learning
Individual/Pairs/Small Groups
AfL: List, Scenario,
Anecdotal Comments
Complete Student Resource 1: Whats at Risk When? Facilitate a
discussion of student examples.
In the same groups, students generate a list of popular rewards: fame,
fortune, wealth, etc. Groups share with the class. Use a graphic organizer.
Select one reward. Develop a scenario about someone becoming overly
focused on the reward and what he or she gains or risks losing. Students
present the scenario to the class. Class assesses the reality of the situation.
Action
> Introducing new learning or extending/reinforcing prior learning
> Providing opportunities for practice and application of learning (guided > independent)
Whole Class Discussion
Introduce the idea that as children our decisions are often closely
regulated by parents, teachers and other authority figures. As we move
through adolescence into young adulthood, we have more freedom to
make choices. Choice can be made impulsively, based on what feels good
in the moment or after thinking about how much risk is involved and the
potential benefits and/or negative consequences of becoming involved in,
or deciding not to do, a certain activity.
Introduce the idea that decision making is related to developmental age.
Have students complete Student Resource # 2: Age-Related Stages of
Decision Making to provide examples of the type of decisions that are
made by parents and by the individual as a person matures. This activity
highlights the changes in the decision-making role as a child moves from
totally parent-decided to independent decision making. Introduce the idea
that decision making is related to developmental age.
Introduce the idea that reward is a driving force in decision making.
What individuals perceive to be rewarding motivates them to take risks.
Sometimes the reward becomes so compelling that risk can be minimized,
rationalized or simply forgotten.
Personal interest and desire motivate individuals to take risk. Decision
making is the process of deciding whether to take risk or not on the basis
of weighing the potential benefits versus potential negative consequences
of taking a risk.
AfL: Anecdotal
Comments
1.4

Connections
Another way of looking at risk assessment is to consider the chances of

success. An effective way to estimate the likelihood of success is to think
about personal resourcesi.e., an individuals strengths and the kind of
person the individual is, as well as the setting in which the risk will take
placee.g., the amount of support or disapproval the individual will likely
receive from other people, and how much impact the disapproval from
friends, family, school or employer will have upon the person.
Sometimes there are risks that are not worth taking due to too many
possible negative consequences or little chance for success. On occasion
there are risks that are worth taking despite a reasonable chance of failure.
There are different types of risks. Some risks dont involve questions
about physical safety, breaking rules, avoiding responsibilities, incurring
punishment or jeopardizing goals: for example, taking social risks such
as voicing an opinion that might not be popular, attempting to establish
friendships, asking someone to go out or choosing a career path where
fewer people succeed (e.g., professional sports or the various arts).
It is not unusual for people to avoid taking a risk because of emotional
concerns such as becoming embarrassed, appearing to be awkward,
feeling rejected or being judged negatively. It is often said that people
learn from their mistakes, sometimes even more than from success.
Sometimes taking a risk offers an individual the opportunity of stretching
his or her comfort zone, adding to his or her confidence and enhancing
feelings of self-efficacy, despite there being a chance of failure.
Risk assessment is fundamental to informed decision making. It allows
one to consider what he or she is getting into and gives the individual
information about the upside and downside of taking a risk. This process
is helpful in estimating the chances of success and in thinking about the
personal strengths and resources that are brought to the risky situation.
While positive outcomes are more desirable, risks that dont work out
affect future risk assessment and decision making.
Individual
Complete Student Resource 3: Risk Assessment Worksheet

AfL: Anecdotal
Comments
Whole Class Debrief
Need to understand the variety of risk-taking decision situations

The need for life experience and guidance to make strong decision
Whole Class to Partners
Cause and Consequences: have students discuss how a decision made or

not made can have both positive and negative consequences.
Introduce a T-Chart (sample in Student Resource 4) with the headings
Positive and Negative. Have students select a decision and then complete
the activity. What are the positive and negative consequences that could
occur as a result of the decision made or not made?
AfL: Anecdotal
Comments
1.5

Connections
AfL: Checklist
Pairs or Small Groups
Design a checklist for risk assessment that an individual can use before
making a decision involving risk. Some aspects that students should
include are (a) the preferred temperament for this type of risk, (b) best
qualities and strengths for taking this type of risk, (c) considerations
and questions that should be thought about before taking this risk, and
(d) the ways a person may be affected emotionally by taking or not taking
this risk.
Teacher must make sure that students are familiar with these terms:
temperament, qualities, traits, characteristics.
Whole Class Debrief
Risk can be managed

Forethought is essential
Discuss personal qualities and strengths (temperament, personal values,
etc.) and how they impact an individual when making decisions. For
example, if one values equality, then this would impact a decision when
faced with a situation of inequality. If one witnesses a student being bullied
because he or she is lesbian, gay, bisexual or transsexual (LGBT), how one
values equality will play a role in whether or not one chooses to intervene.
It is important to note, however, that these personal qualities and strengths
do not necessarily increase the likelihood of a positive outcome. For
example, if one chooses to intervene, there may be a positive outcome (the
person is safe; those bullying the individual recognize what they are doing
is wrong; etc.) but there might also be a negative outcome (the intervening
individual now becomes the target, etc.). However, if one chooses not
to intervene, there might also be positive outcomes (keep self safe) or
negative outcomes (the person continues to get bullied; the bullies might
start bullying others; etc.).
AfL: Scenarios
Think, Pair, Share
AfL: Anecdotal
Comments
AfL: Critical Analysis
Individuals work from prepared scenarios, Student Resource 5: Case

Studies to assess situations for preferred temperament, best qualities for
taking this type of risk, considerations and questions to think about before
taking this risk, emotional effect of taking or not taking a particular risk.
Consolidation and Connection

> Helping students demonstrate what they have learned
> Providing opportunities for consolidation and reflection
Individual RAFT Assignments
The RAFT assignments are differentiated based on student intelligence

preferences. RAFT assignments can be done independently, in pairs or
in groups either in class or out of class. In all cases students require an
understanding of the aspects of a RAFT topic, and rubrics need to be
supplied for all topic possibilities.
AfL or AoL: Strategy/

Assessment Tool
1.6

Connections
Differentiated Instruction Teaching/Learning Examples

Role
Audience
Format
Topic
Scriptwriter
Adult
Scenario
Write a high-risk scenario that

an adolescent would face and
apply the checklist that has been
developed.
Teenager
Adult
Series of
diary entries
Write a series of diary entries for a

teenager who is watching the harm
done to his or her family as a result
of the parent who is going to a
casino every night.
Graphic artist
Adult
Collage
Create a collage to show your

understanding of an aspect of risk
and reward.
Student
council
president
Adult
Debate list
Create a list of points that would

be used by debaters highlighting
the issue and the potential risks
associated with gambling. Prepare
for both sides.
Photographer
Adult
Photographic
essay
Create a photographic essay that

shows the range of emotions felt
by families when dealing with the
impact of a parent who has gone
back to gambling activities after
having stopped for five years.
AfL: 3 Rs of Reflection
Individual Metacognition
AfL: RAFT Format
The 3 Rs of Reflection: Introduce students to the 3 Rs of Reflection (Retell,

Relate, Reflect) as a way for them to reflect on their learning prior to the
next class.
1.7
Appendix A
Student Resource 1
p. 1
Whats at Risk When You?

1. go skateboarding

2. cram for a test the night before
3. ask someone out on a date
4. go gambling for the first time and find it more exciting than anything else
5. would like to, but dont ask someone out on a date
6. play your favourite videogame six to eight hours every day
7. voice an unpopular opinion
8. go to a party where you dont know anyone
9. decide that the only career for you is to be a supermodel
1.8
Appendix A
Student Resource 1
p. 2
10. decide that the only friends you want are ones that can do something for you
11. dont go to a party because there is no one there whom you know
12. find that alcohol calms you and makes you more comfortable around people
13. are easily influenced by other peoples opinions
14. feel that everything almost always works out great for you
15. never listen to other peoples opinions
1.9
Appendix A
Student Resource 2
Age-Related Stages of Decision Making
MOSTLY PARENT-DECIDED
4 years old
6 years old
8 years old
10 years old
12 years old
13 years old
14 years old
INCREASINGLY YOUTH-DECIDED
15 years old
16 years old
17 years old
18 years old
19 years old
1.10
Appendix A
Student Resource 3
p. 1
Risk Assessment Worksheet

1. Define the risky decision:
2. What am I risking?
Emotionally
Physically
Values/Principles
3. Define the reward (if successful):
4. Strengths that I bring to this decision:
5. Limitations that I bring to this decision:
1.11
Appendix A
Student Resource 3
p. 2
6. Reactions of people and institutions (school, employer, the law) if I take the risk:
Support/Approval
Disapproval
7. What is the upside vs. the downside of taking this risk?

Potential Benefits
Potential Problems
8. What have I decided?
1.12
Appendix A
Student Resource 4
T-Chart

Decision:
YES
Positive
Negative
NO
Positive
Negative
1.13
Appendix A
Student Resource 5
p. 1
Case Studies
1. You and four of your friends have been playing cards together for years. You have all recently
started playing poker together for fun. When one friend suggests playing for money, the group
agrees and sets a limit of $5 a game. Over time, however, this amount increases to $10 a game,
at your friends request. A month later, he suggests playing for $20 a game.
2. You are concerned about your older brother, who is always angry and secretive. One day you
overhear him on the phone talking with someone about owing $500 to a bookie.
3. You are concerned about your friend, who seems sad and anxious all the time. When you
ask her if everything is okay, she tells you that her partner is not spending much time with her
anymore because he recently got a fake ID and has been spending his weekends at the casino.
4. Your friend cancels plans with you for the fourth night in a row. When you ask her why she needs
to cancel again, she shares that her mother has been going to bingo nightly so she has to stay
home and babysit her younger brother.
5. A friend asks to you to borrow $30. He shares that there is a poker tournament on Friday night
and in order to join, he must pay a $50 fee. He says hell pay you back at school on Monday.
6. Youve had a crush on a girl for some time now and finally got the courage to ask her out. Now
that that shes accepted, youre concerned about how you will impress her. On the advice of a
friend, you decide to spend the $50 in your bank account on PRO-LINE tickets in the hopes of
doubling your money. With $100, you know youll have enough money to take her out to dinner
and a movie.
7. Your younger brother asks you to borrow $10. When you ask him why he needs the money, he
tells you he lost a few card games and owes someone $20.
8. You received $150 for your birthday. For some time now, youve wanted to buy a new iPod;
however, it costs almost $200. As you contemplate ways of getting an additional $50, you
remember that a group of friends are getting together to play poker on Friday night.
9. Your grandfather and you are spending the day together and he brings you to the local racetrack
for a few hours. Hes been losing most of his bets, so for the last race, he asks you to pick the
horses. When the horse you chose wins, your grandfather tells you how lucky you are and gives
you $100.
10. Your favourite team has made it to the playoff. They have been undefeated in the last six games.
Positive that they will win tonights game, you decide to buy a few PRO-LINE tickets with the
money that is meant to be used to pay your cell phone bill.
1.14
Appendix A
Student Resource 5
p. 2
11. Some friends are getting fake ID so that they can go to the local casino on Friday night. They
offer to get you one too.
12. A friend of yours tells you her parents have been arguing constantly over the past few months.
She knows something is wrong, but shes not sure what. When she gets home from school one
day, she finds her mother crying because the telephone, cable and Internet have been cut off. It
turns out that because of gambling debts her father has not been paying the bills.
13. Your best friend has been late for school three days in a row. When you ask him why hes late, he
tells you he was up late at night playing free online poker.
14. Youve noticed that your friend has not been paying attention during class because shes been
busy on her cell phone. When you ask her what shes doing, she tells you shes been playing a
free poker game. She also tells you how skilled she is because shes now up to $8,000 in credits.
15. Your friend comes to you asking for some advice. He says he borrowed his fathers credit card
and has been placing bets online. Hes lost $1,400 and hes afraid the credit card statement will
be arriving in the mail soon.
16. Your school assignment is due on Monday; however, you did not complete it since you were
busy playing video games all weekend. After lying to your teacher about why your assignment is
not done, he gives you an extra day to complete it. On Monday nights, however, you always get
together with your friends to play online games.
17. You hear from a friend that the local convenience store has an illegal slot machine in the back
room. And because it is not regulated, youre told the payout is set at a higher rate. Your mother
gave you some money that morning and asked you to pick up a few things at the grocery store.
18. You entered a sports pool with some friends last year and lost a significant amount of money.
Your parents paid off this gambling debt but told you that you werent allowed to participate in
sports pools again. The new season is about to start and youre contemplating joining. You feel
like you learned from your mistakes last year and youll be able to make better choices this time.
19. The new school year is about to start and in order to join the football team, you must make a
$200 deposit. When you go to your parents for the money, they tell you to use the money you
made over the summer working at the local store. What they dont know, however, is that youve
already spent much of this money on lottery tickets and all you have left is $80.
20. As youre preparing to go on your school trip, you discover that all the money youd saved up
in your bank account is gone. When you tell your mother about it, she confesses that she
needed to borrow this money and she plans on paying you back very soon. After talking with
your older sibling, however, you discover that your mother has been spending much of her days
at the local casino.
1.15
Appendix A
Student Resource 5
p. 3
Case Study Activity Template

Presenting Issues
Consequences or Potential Consequences: Immediate
Consequences or Potential Consequences: Long-Term
Possible Strategies
1.16
Appendix A
Student Resource 6
The 3 Rs of Reflection

Non-negotiable
Use the 3 Rs (Retell, Relate, Reflect) to explain your learning.

Negotiable
1. Topics

Select one of the topics below for your reflection:
a) Skills and knowledge that I acquired
b) The importance of decision making
c) Decision making in my life at this time
d) After this unit I will
2. Formats

Select one of the following presentation formats for your reflection:
a) Written reflectionpoint form or paragraph
b) Recorded oral reflection (mini recorder)
c) Presentation softwareslides with images and graphics
Optional
A. Make a two-minute presentation of reflective learning during a class.

B. Act as a guest speaker in the class.
1.17
2
Unit 2:
What Is Gambling?
1 Self-Reflection
2 Think, Pair, ShareTally Chart
3 Expert GroupsFact Sheet
4 Discussion
5 Reflection
2.1
Unit 2: What Is Gambling?


Readiness
Interests
Need to Know
How to Find Out



Demonstrates knowledge of key terminology and facts versus myths
regarding gambling
Assessment Tools
> Rubric
> Checklists
Thinking
Analyzes and interprets information from scenarios
Make cross-connections between facts and real-life situations
Communication
Expresses information in non-judgmental terms
Expresses information and ideas in clear and logical format
Uses conventions of the genre effectively
Application
Uses software where appropriate to develop necessary formats
Makes connections to real-world situations using data and personal
experiences
2.2
Prior Learning
An understanding of collaborative work situations and protocol
An understanding of techniques involved in scenario critical analysis
An awareness of non-judgmental and judgmental opinions
An understanding of fact versus fiction

Materials
Appendix A
Student Resource 1: Scenario CardWhat Is the Problem?
Appendix B
Teacher Resource 1: Background Information about Gambling
Teacher Resource 2: Highlights from the 2009 OSDUHS Mental Health and Well-Being Report
eBulletin, Vol. 11 (2), June 2010; Public Health and Regulatory Policy Research Unit, CAMH
Teacher Resource 3: Problem Gambling.ca, Facts about
Teacher Resource 4: About Gambling brochure
Internet Resources

and training, and resources for professionals and for people with gambling problems and their family
members. The Facts About can also be found on this website.
The Mental Health and Well-Being of Ontario Students 19912009
www.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/OSDUS/Detailed_
MentalHealthReport_2009OSDUHS_Final_June2010.pdf
This report describes mental health, physical health and risk behaviour among Ontario students
19912009.
Ontario Student Drug Use & Health Survey
www.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/OSDUS/Highlights_
DrugReport_2009OSDUHS_Final_Web.pdf
This report examines epidemiological trends in student drug use. It summarizes the extent and patterns
of alcohol, tobacco and other drug use among Ontario students enrolled in grades 7 to 12.
2.3
Lesson Plan
Connections
Minds On
L: Literacy
ML: Mathematical
Literacy
for/of Learning
SC: Skill Continua

Individual
AfL: Strategy/
Assessment Tool
AfL: Self-Reflection
Students complete, privately, the self-reflection activity, Student

Resource 1: Have You Ever Gambled?
Think, Pair, Share
Provide students with a bar-graph template and a list of the types of

gambling activities often undertaken by grades 5 through 12. Chart
the statistics.
Create a tally chart to question the members of the class to see which
students have participated in the gambling activities in the list.
Students indicate the percentage of involvement students would expect to
find in a survey of society on another bar graph.
Whole Class Debrief
Facilitate a discussion of the results. Share the results of the 2010 Ontario
Student Drug Use, Mental Health and Well-Being Report, Teacher
Resource 2.
AfL: Tally Chart, Bar

Graph
AfL: Anecdotal
Comments
Action
Individual Expert Groups
Students do research in small groups using a variety of resources

(newspaper, research reports and Internet) to complete fact sheets.
Topics to cover:
What is gambling?
Who gambles?
How does gambling make one feel?
What are some of the reasons people choose to gamble?
What are some of the indicators that an individual may have a problem
with gambling?
AfL: Strategy/
Assessment Tool
AfL: Resource Notes
2.4

Connections
Presentation of fact sheets

Summation of results
Discussion led by teacher to introduce generalizations, see Teacher
Resources 2, 3, 4
Discussion about some of the stereotypes people have around gambling.
What are the dangers of such stereotypes?
AfL: Fact Sheets, Oral

Presentation, Anecdotal
Comments

Whole Class Debrief
There are a number of risk factors that can lead to gambling and that
individuals must be aware of in order to reduce the chances of developing
a problem.
If an individual is going to gamble, he or she needs to be informed and
educated and constantly reflecting and checking in with him- or herself.
One must stay alert re: self, family and peers.
The teacher leads a discussion of the 5 Ws of gambling (who, what, when,
where, why)
AfL or AoL: Strategy/

Assessment Tool
AfL: Anecdotal
Comments
AfL: RAFT Tasks

preferences. RAFT assignments can be done independently, or in
pairs or groups in class or out of class. In all cases students require an

Role
Audience
Format
Topic
Survey
company
Teenagers
Questionnaire
Create a fact-and-fiction
questionnaire to gather information
about the level of understanding
regarding gambling among the
student population in your school.
Playwright
Teenagers
Script
Create scenarios, based on the

information that was learned in
this session, that show the many
consequences arising as a result of
gambling in a family or community.
Graphic
artist
Adult
Poster
Create a poster to illustrate one of

the 5 Ws of gambling.
Rap artist
Adult
Radio
infomercial
Create a rap for a radio infomercial

that alerts teenagers to the risk
factors associated with gambling.
2.5

Connections
Role
Audience
Format
Topic
Health
educator
Adult
Business letter
Create a business letter to be sent

to the director of the local school
district expressing your concern
about youth problem-gambling, and
recommend action to be taken by
the school board to increase youth
awareness on this issue.
Individual Metacognition AFL: RAFT FORMAT
The 3 Rs of Reflection: Students use the 3 Rs of Reflection (Retell, Relate,

Reflect) as a way for them to reflect on their learning prior to the next class.
2.6
Appendix A
Student Resource 1
Have you ever gambled?

yes no
Take a few minutes to answer these questions.
This is for your eyes only and will not be shared with the class or handed in.
1. Check all the games you have EVER played for keepsies
POGS
Marbles
Crazy Bones
Trading cards (sports or other types)

Other (please describe)
2. Check all the games you have EVER played for fun (not for money)
Dominoes
Board games using dice (Monopoly, Payday, Trouble, etc.)
Cards
Games of skill (playing pool, bowling, shooting hoops, etc.)
3. Check all the games you have EVER played for money
Bingo
Dominoes
Dice
Lottery tickets
Scratch tickets
Pull Tabs (Nevada tickets)
Cards
Slot machines
Sports events
PRO-LINE or other sports lottery
Games of skill (playing pool, bowling, shooting hoops, etc.)
Other (please describe)
If you checked any of the boxes, then you have gambled. Many young people
believe that just because they dont go to casinos or racetracks, they are not
gambling. The research clearly shows, however, that young people are gambling.
Questions 1 and 2 explore different ways that society is introduced to the idea
of gambling. Gambling means risking something of value (for example, money,
an iPod, jewellery or brand-name sneakers) on an event in which the outcome is
uncertain (that is, you dont know if you will win or lose).
Nigel Turner, CAMH

2.7
Appendix A
Student Resource 2
Non-negotiable

Negotiable
1. Topics
a) Thoughts that I had during the discussion of this unit
b) The need for family and community vigilance
c) The skills I used during this unit
d) After this unit I will
2. Formats
Optional

2.8
Appendix B
Teacher Resource 1
p. 1
Background Information about Gambling

Why is it important to talk about youth and gambling?
Rapid expansion of legalized gambling.

Change in public sentiment.
Youth who gamble are at higher risk for other problems.
Need for a balanced message.
The two important social phenomena affecting youth gambling today are the growth of
legalized gambling and changes in public sentiment toward gambling. In Canada, gambling is
legal in all provinces, and this rapid expansion has led to concerns about youth gambling and
problem gambling.
Although public opinion about gambling varies, negative attitudes have shifted toward tolerance
and acceptance. Gambling appears to have transformed its public image from a prohibited vice
to an acceptable leisure activity.
What is gambling?
Gambling means risking something of value (for example, money, an iPod, jewellery or brandname sneakers) on an event in which the outcome is uncertain (that is, you dont know if you will
win or lose).
Who gambles?
Most Canadian adults gamble and do so without experiencing problems. For example, a 2006
study1 found that 63.3% of Ontario adults had gambled at least once in the past 12 months.
Lottery tickets, raffle tickets and scratch tickets were the most common gambling activities that
Ontario adults engaged in.
Many young people gamble as well. In a 2008 study2 (Turner, N.) of students in grades 5 to 13,
65% reported having gambled at least once.
Note too that gambling participation increases steadily with age (see chart below).
Percentage reportng any gambling activity in past year by grade

grade 7
grade 8
grade 9
grade 10
grade 11
grade 12
0%
10%
20%
30%
40%
50%
60%
2.9
Appendix B
Teacher Resource 1
p. 2
Types of gambling activities
Gambling is no longer an adult-only activity, and the forms of gambling that youth participate
in are as varied as the types of gambling activities that adults participate in. The most common
forms of gambling among youth usually depend upon the age and gender of the youth.For
example, a 2010 study4 of students in grades 7 to 13 found that participants gamble on the
following activities:
Individual Gambling Activities (Grades 7 to 13)

25%
Internet gambling
Video gambling
machines
Dice
Bingo
0%
Sports pools
5%
Cards
10%
Lottery tickets
15%
Gambles in other ways
20%
Why do youth gamble?
In a 2006 survey5 of 15- to 17-year-olds in Ontario, the most common reasons for gambling were:
to have fun (89.2%)
hoping to win money (70.3%).
How does gambling make you feel?
The anticipation of a win can be very exciting, and an actual win can create a feeling of euphoria.
It can make you feel important, successful, skilledand happy. However, when people lose,
these feelings can be replaced by anxiety, sadness, desperation, frustration and anger.
Is gambling addictive?
Some people do become addicted to gambling. You can become addicted to any activity that
feels good or allows you to emotionally escape from your problems. This includes drinking
alcohol, using other drugs, shopping and gambling.
2.10
Appendix B
Teacher Resource 1
p. 3
Is gambling harmful?
Gambling can be harmful. Gambling is a problem when it:

gets in the way of work, school or other activities (for example, when it results in lower grades,
lower productivity, higher absenteeism or job loss)
harms your mental or physical health
hurts you financially
leads you to commit crimes, such as stealing to pay off your debts
causes problems with your family or friends.
References:
Wiebe, J., Mun, P. & Kauffman, N. (2006). Gambling and Problem Gambling in Ontario 2005.
Toronto, ON: Responsible Gambling Council (Ontario).
1
Turner, N., Macdonald, J., Bartoshuk, M. & Zangeneh, M. (2008). Adolescent gambling
behaviour, attitudes and gambling problems. International Journal of Mental Health and
Addiction, 6 (2), 223237.
2
White, M., Mun, P., Kauffman, N., Whelan, C. & Matthew, R. (2007). Teen Gambling in Ontario:
Behaviours and Perceptions Among 15 to 17 Year Olds. Responsible Gambling Council (Ontario).
3
Paglia-Boak, A., Mann, R.E., Adlaf, E.M., Beitchman, J.H., Wolfe, D. & Rehm, J. (2010).
The Mental Health and Well-being of Ontario Students, 19912009: Detailed OSDUHS
Findings (CAMH Research Document Series No. 29). Toronto, ON: Centre for Addiction and
Mental Health.
4
White et al., 2007.
2.11
CAMH
POPULATION STUDIES
eBULLETIN
June 2010
Vol. 11, No. 2
Highlights from the 2009 OSDUHS

Mental Health and Well-Being Report
This eBulletin presents a summary of physical and
mental health-related findings from the 2009 Ontario
Student Drug Use and Health Survey (OSDUHS), an
Ontario-wide school survey of 9,112 students in grades
7 to 12. Also presented is an overview of changes since
1991, where possible.
Table 1.
Table 1 presents the 2009 prevalence estimates for

selected indicators of physical health, mental health
and risky behaviours among students in grades 7
through to 12, for the total sample and for males and
females separately.
Selected Mental Health and Well-Being Indicators from the 2009 OSDUHS (Grades 7 to 12)
Total %
(95% CI)
Estimated No.
Males %
Females %
Physical Health Indicators

poor self-rated physical health
physically inactive (no days of activity in past week)
sedentary behaviour (7+ hours of screen time daily)
overweight or obese
treated for a physical injury (past year)
participated in the choking game (lifetime)
14.5
8.5
9.7
25.2
40.5
5.3
(13.3-15.8)
(7.6-9.5)
(8.7-10.7)
(23.8-26.7)
(38.5-42.5)
(4.4-6.3)
146,000
85,000
93,000
246,000
386,000
55,000
10.8
7.9
11.4
30.0
43.0
5.1
18.5
9.1
7.8
20.1
37.6
5.5
Mental Health Indicators

used tranquillizers/sedatives medically (past year)
used an ADHD drug medically (past year)
prescribed medication for depression/anxiety/both
mental health professional visit (past year)
used telephone crisis helpline (past year)
poor self-rated mental health
low self-esteem
depressive symptoms (past week)
elevated psychological distress (past few weeks)
suicide ideation (past year)
suicide attempt (past year)
3.7
2.7
3.3
23.8
1.9
11.7
8.3
5.4
31.0
9.5
2.8
(3.0-4.7)
(2.1-3.5)
(2.7-4.0)
(22.0-25.8)
(1.4-2.6)
(10.3-13.2)
(7.3-9.5)
(4.4-6.6)
(29.1-32.9)
(8.3-10.8)
(2.2-3.5)
39,000
28,000
34,000
253,000
20,000
122,000
87,000
56,000
327,000
99,000
29,000
2.8
3.9
2.6
22.3
1.1
8.4
6.5
2.8
23.4
7.6
2.5
4.7
1.4
4.0
25.5
2.8
15.0
10.1
8.1
38.8
11.4
3.1
Risky and Problem Behaviours

delinquent behaviour (past year)
carried a weapon (past year)
gang fighting (past year)
belong to a gang currently
fought at school (past year)
threatened/injured with weapon at school (past year)
worried be harmed or threatened at school
been bullied at school (since September)
bullied others at school (since September)
10.7
7.3
2.8
2.3
15.1
6.8
12.3
28.9
25.1
(9.3-12.2)
(6.2-8.6)
(2.2-3.5)
(1.8-3.0)
(13.4-16.9)
(5.7-8.1)
(11.2-13.5)
(26.9-31.0)
(23.2-27.2)
113,000
78,000
29,000
24,000
156,000
70,000
125,000
300,000
260,000
14.1
11.4
4.4
3.3
23.3
8.5
11.6
26.5
28.1
7.2
3.2
1.1
1.3
6.7
5.1
13.0
31.4
22.1
*
*
*
*
*
*
Gambling and Video Gaming

any gambling activity (past year)
multi-gambling activity (past year)
gambling problem (past year)
video gaming problem (past year)
42.6
3.0
2.8
10.3
(40.2-45.0)
(2.2-4.0)
(2.0-3.9)
(9.0-11.7)
452,000
32,000
29,000
97,000
50.5
4.5
4.3
16.0
34.3
1.5
1.2
4.0
*
*
*
*
Notes: CI is the confidence interval; the estimated number of students is based on a population of about 1,023,900 students in Ontario;
* indicates a significant sex difference (p<.05).
eBulletin Vol. 11(2), 2010; Public Health and Regulatory Policy Research, CAMH
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Males are significantly more likely than females to be

overweight or obese. Males are significantly more
likely than females to report the following: sedentary
behaviour, experiencing an injury that requires
treatment, using a prescribed ADHD drug, delinquent
and violent behaviours, belonging to a gang, bullying
others, gambling, a gambling problem, and video
gaming problem.
Females are more likely to report the following: poor
physical health, using prescribed tranquillizer
medication, being prescribed medication to treat
anxiety or depression, visiting a professional for
mental health reasons, using a crisis helpline, low selfesteem, depressive symptoms, psychological distress,
suicide ideation, and being bullied at school.
Selected Ten-Year Trends, 19992009

(Grades 7 to 12)
Selected Long-Term Trends, 19912009

(Grades 7, 9, and 11 only)
Reports of poor physical health were lowest in
1991, when monitoring first began. Poor self-rated
health significantly increased until the mid-2000s
and has since remained elevated.
The percentage of students reporting delinquent
behaviour is significantly lower today compared
with estimates from the early 1990s.
Since the early 1990s, there have been significant
decreases in the percentage of students reporting
assaulting someone, carrying a weapon, and gang
fighting.
The percentage of students reporting selling
cannabis significantly increased between 1991 and
2001, and still remains at a higher level compared
with the estimates from the early 1990s.
The percentage of students reporting at least one

physical injury in the past year was significantly
higher in 2009 (40%) than in 2003 (35%), when
monitoring first began.
The percentage of student reporting a mental health
care visit significantly increased over the past
decade (from 12% in 1999 to 24% in 2009).
Over the past decade, there were no significant
changes in the percentage of students who reported
elevated psychological distress, depressive
symptoms, or suicide ideation.
The percentage of students reporting any gambling
in 2009 (43%) is significantly lower than the
estimate from 2003 (57%), when this measure first
began. Similarly, multi-gambling activity is
significantly lower in 2009 (3%) compared with the
estimate from 2003 (6%).
The percentage of students reporting a gambling
problem significantly decreased over the past
decade, from 7% in 1999 down to 3% in 2009.
Methods:
CAMHs Ontario Student Drug Use and Health Survey
(OSDUHS) is an Ontario-wide survey of elementary/middle school
students in grades 7 and 8 and secondary school students in grades
9 to 12. The survey has been conducted every two years since 1977
with the purpose of monitoring substance use, perceptions about
substance use, mental health, physical health, and risk behaviours
among students. The 2009 survey, which used a stratified (region,
school type) two-stage (school, class) cluster design was based on
9,112 students in grades 7 to 12 from 47 public and Catholic school
boards, 181 schools, and 573 classes. Self-administered
questionnaires, which promote anonymity, were administered by
staff from the Institute for Social Research, York University on a
classroom basis between November 2008 and June 2009. The
student participation rate was 65%. The 2009 total sample
represents about 1,023,900 students in grades 7 to 12. Note that
beginning in 1999, students in grades 7 through to 12 were
surveyed, whereas only grades 7, 9, and 11 were surveyed in the
cycles prior to 1999. All survey estimates were weighted, and
variance and statistical tests were corrected for the sampling
design.
Measures & Terminology:
Physical activity was measured by asking students to indicate

on how many of the past 7 days they exercised or played
sports for a total of at least 60 minutes that increased your
heart rate and made you breathe hard some of the time.
Inactive is defined as reporting no days of physical activity.
Sedentary behaviour (also called screen time) is defined as
watching TV and/or on a computer for 7 hours or more per
day, on average, during the 7 days before the survey.
Overweight and obesity: exceeding the age-and-sex-specific
body mass index (BMI) cut-off values established for children
and adolescents and recommended by the International
Obesity Task Force, based on self-reported height and weight.
The choking game is self-asphyxiation or being choked by
someone else for the purpose of a euphoric feeling (or a
high).
Medical drug use is defined as reporting the use of the
prescription drug with a doctors prescription at least once in
the past 12 months.
Mental health professional visit is defined as reporting at
least one visit to a doctor, nurse, or counsellor for emotional
or mental health reasons in the past 12 months.
Low self-esteem is defined as responding negatively to at
least 3 out of 6 items adapted from the Rosenberg Self-Esteem
Scale.
Depressive symptoms is defined as usually or often
experiencing all 4 symptoms on the Center for Epidemiologic
Studies Depression subscale (past 7 days time frame).
Elevated psychological distress is measured with the General
Health Questionnaire (GHQ), which is a 12-item screening
instrument designed to assess current mental health. The items
assess the recent frequency of experiencing 12 symptoms
(e.g., stress, depression, problem making decisions).
Psychological distress is defined as experiencing at least 3 of
the 12 symptoms.
Delinquent behaviour is defined as participating in 3 or more
of 11 behaviours (e.g., theft, vandalism, assault, car
theft/joyriding, drug selling) at least once in the past 12
months.
Bullying is defined as ...when one or more people tease, hurt

or upset a weaker person on purpose, again and again. It is
also bullying when someone is left out of things on purpose.
Students were asked what was the main way they were
bullied, and bullied others, since September. The response
options were: (1) was not involved in bullying at school; (2)
physical attacks (e.g., beat up, pushed or kicked), (3) verbal
attacks (e.g., teased, threatened, spread rumours), and (4) stole
or damaged possessions. The prevalence rates for bullying
victim and perpetrator are based on these modal questions.
Any gambling activity is defined as reporting gambling
money in the past 12 months on 1 or more of the 10 gambling
activities asked about in the survey.
Multi-gambling activity is defined as gambling money in the
past 12 months on 5 or more of the 10 gambling activities.
Gambling problem is measured with a reduced version of the
South Oaks Gambling Screen Revised for Adolescents
(SOGS-RA), and is defined as experiencing 2 or more of the 6
symptoms in the past 12 months.
Video gaming problem is measured with the Problem Video
Game Playing (PVP) Scale, and is defined as experiencing 5
or more of 9 symptoms in the past 12 months.
Region: the survey design divides the province into four
regions: Toronto; Northern Ontario (Parry Sound District,
Nipissing District and farther north); Western Ontario (Peel
District, Dufferin County and farther west); and Eastern
Ontario (Simcoe County, York County and farther east).
95% confidence interval (CI) can be crudely interpreted as
being 95% likely to include the true value if every student
in grade 7 to grade 12 in Ontario was surveyed.
Statistically significant difference refers to a difference
between two percentages that is not likely due to chance. For
example, a difference found at the p<.05 level of statistical
significance is one that is less than 5% likely to occur by
chance alone.
Source:
Paglia-Boak, A., Mann, R.E., Adlaf, E.M., Beitchman, J.H., Wolfe,
D., & Rehm, J. (2010). The mental health and well-being of
Ontario students, 1991-2009: Detailed OSDUHS findings (CAMH
Research Document Series No. 29). Toronto, ON: Centre for
Addiction and Mental Health. [Available online at
http://www.camh.net/research/osdus.html]
Suggested Citation:
Centre for Addiction and Mental Health. (2010, June). Highlights
from the 2009 OSDUHS mental health and well-being report.
CAMH Population Studies eBulletin, 11(2). Retrieved from
http://www.camh.net/research/areas_of_research/population_life_c
ourse_studies/eBulletins/research_population_ebulletins.html
To receive future issues of the eBulletin, please contact
Christine Vrbanac at: christine_vrbanac@camh.net
For information on CAMH population health surveys please visit:
http://www.camh.net/research/population_life_course.html
Media Enquiries: Tel: 416-595-6015
(continued)
Ontario Teens (Ages 1517)

The most common gambling activity among Ontario teens is betting on a dare or challenge.
Poker is the second most common gambling activity.
Teens spend the most time and money on Internet gambling compared to other gambling
activities.
Most teens gamble for entertainment/fun and for monetary reasons, such as needing money
or wanting to win back lost money.
Most teens get money to gamble from a job and from their parents (i.e., allowance).
45% of teens played poker in the past year.
18% of teens worry about their friends poker playing and 15% feel that poker is a problem
at their school.
Males prefer gambling activities related to skill, such as Pro-line/Sport Select.
Females prefer gambling activities involving luck, such as raffle tickets.
3.9% of Ontario teens are affected by problem gambling.
The most common gambling activities among teens affected by problem gambling are:
- playing arcade/video games for money
- betting on a dare or challenge that they or someone else could do something
- betting on an outcome of a game that they were playing, excluding poker.1
Ontario Students (Grades 712)

The most common gambling activities among students are cards.2
Males are significantly more likely than females to gamble on most games, like card games,
dice, sports pools and sports lottery tickets.2
3% of students gamble over the Internet and play Internet poker.2
Many gambling activities gradually increase with grade and peak in grade 12.2
There was a significant increase in playing cards for money between 2001 and 2007.2
2.3% of students may have a gambling problem (about 24,000 students).2
Males are more likely than females to be at risk for problem gambling.2
19% of students would be embarrassed or ashamed if their friends discovered that
someone in their family was affected by problem gambling.3
Females are more likely than males to perceive gambling addiction as shameful.3
References
1. White, M.A., Mun, P., Kauffman, N., Whelan, C. & Regan, M. (2007, January). Teen gambling in Ontario: Behaviours
and perceptions among 15 to 17 year-olds. Toronto: Responsible Gambling Council.
2. Adlaf, E.M., Paglia-Boak, A., Beitchman, J.H. & Wolfe, D. (2007). The mental health and well-being of Ontario
students 1991-2007: Detailed OSDUHS findings, CAMH Research Document Series, No. 22. Toronto: Centre for
Addiction and Mental Health.
3. Centre for Addiction and Mental Health. (2008). Students perceptions of shame associated with addiction, gambling,
and mental illness. CAMH Population Studies eBulletin, July/August 2008, Vol. 9, No. 4. Toronto: Author.
Updated August 2009
about
REDUCING RISKS AND GETTING HELP
A CAMH PUBLICATION
ALL TYPES OF GAMBLING HAVE RISKS. IF YOU CHOOSE TO GAMBLE, CONSIDER THE FOLLOWING WAYS TO
LIMIT THE RISK:
KEEP A DIARY OF HOW MUCH
YOU PLAY, AND RECORD YOUR
WINS AND LOSSES: WE OFTEN
ONLY REMEMBER OUR WINS! A
DIARY CAN HELP YOU KEEP TRACK
OF YOUR LOSSES SO YOU KNOW
IF YOU ARE SPENDING TOO MUCH.
RECOGNIZE YOUR RISK FACTORS: AVOID GAMBLING WHEN YOU

FEEL SAD, BORED, LONELY, ANXIOUS OR ANGRY, BECAUSE YOU
MAY BE MORE LIKELY TO GET CARRIED AWAY AND OVERSPEND.
MIXING ALCOHOL OR OTHER DRUGS WITH GAMBLING CAN
ALSO LEAD TO OVERSPENDING ON GAMBLING.
For more information

on addiction and mental
health issues, or a
copy of this resource,
please contact the CAMH
McLaughlin Information
Centre:
Ontario toll-free:
1 800 463-6273
Toronto: 416 595-6111
$
$
LISTEN TO THE CONCERNS OF

OTHERS: IF OTHER PEOPLE EXPRESS
CONCERN ABOUT YOUR GAMBLING,
LISTEN TO THEM! THEY MAY BE
SEEING SOMETHING YOU ARE
IGNORING.
What is gambling?
VIEW GAMBLING AS ENTERTAINMENT AND NOT

AS A WAY TO MAKE MONEY: PLAY KNOWING
THAT YOU WILL ALMOST CERTAINLY LOSE.
Website: www.camh.net
Copyright 2010
Centre for Addiction
and Mental Health
ISBN
978-1-77052-274-9 (print)
978-1-77052-275-6 (PDF)
978-1-77052-276-3 (HTML )
978-1-77052-277-0 (ePUB)
Illustrations by Craig Terlson
Disponible en franais.
A Pan American Health Organization /

World Health Organization Collaborating Centre
Fully affiliated with the University of Toronto
In a 2006 survey of Ontario students

aged 15 to 17 years:
One in three (35%) reported gambling
at least once in the past year.
The most common gambling activities
were betting on a dare, playing cards
for money, buying lottery or raffle
tickets, and betting money on sports.
Youth spent more time and money on
Internet gambling than on any other
form of gambling.
A 2009 survey of Ontario students
in grades 7 to 12 found that:
Male students are more likely than
females to engage in most gambling
activities.
2% (about 24,000 studentsenough
to fill more than 480 school buses)
may have a gambling
problem.
Many young people believe that just because they dont go

to casinos or racetracks, they are not gambling. Ask yourself,
have you ever:
bought a raffle or lottery ticket?
bet money with friends on the result of a sporting event?
bet money on a game of cards or played bingo for money?
bet a gadget (for example, an iPod) on a dare?
If you answered yes to any of these questions, then you
have gambled.
Most Canadian adults gambleand do so without experiencing

problems. Many young people gamble as well.
2859e/03-2010 P385
Do you, a family member or a friend have a problem with gambling? If you want help,
you can talk to someone you trust, such as your doctor, a teacher, a health nurse, or
a guidance or addiction counsellor. You might also want to contact a problem gambling
centre or a self-help group (look in the Yellow Pages of your phone book under Gambling).
Here are other places that can help:
CAMHs Problem Gambling Service at 1 888 647-4414
CAMHs Adolescent Clinical and Educational Services (ACES) at
416 535-8501 ext. 1730
CAMHs problem gambling website at www.problemgambling.ca
Ontario Problem Gambling Helpline at 1 888 230-3505
Kids Help Phone at 1 800 668-6868.
Who gambles?
If you have questions,

concerns or compliments
about services at CAMH,
please contact the
Client Relations Service:
Tel.: 416 535-8501
ext. 2028 or 2078
Most people gamble money. Other

possessions that are sometimes used for
betting include cigarettes, iPods, jewellery,
CDs or brand-name sneakers.
E-mail:
publications@camh.net
Online store:
http://store.camh.net
WHAT DO PEOPLE GAMBLE?
This publication may be

available in other formats.
For information about
alternate formats,
to order multiple copies
of this resource, or
to order other CAMH
publications, please
contact Sales and
Distribution:
Toll-free: 1 800 661-1111
Toronto: 416 595-6059
E-mail:
foundation@camh.net
How can I get help?
You are gambling when:

you risk something of value (for example, money)
the outcome is uncertain (you dont know if you will win or lose).
To make a donation,
please contact the
CAMH Foundation:
Tel.: 416 979-6909
HAVE A BALANCED LIFESTYLE: HAVE OTHER FUN AND MEANINGFUL ACTIVITIES IN

YOUR LIFENOT JUST GAMBLING.
In Deadwood, South Dakota,

Wild Bill Hickok was shot while
playing poker. Wild Bills cards,
a pair of eights and a pair of aces,
have become known as the Dead Mans Hand.
1. Youve lost several times in a row at bingo, so you are getting

closer to a win.
2. Over the past year, every lottery draw has included two
numbers between 31 and 39. This means that the lottery
organization favours these numbers.
3. A coin is flipped 10 times, and the results are nine heads and one
tail. When the coin is flipped 10 more times, there will be more
tails than heads because there were so many heads the first time.
4. In a lottery, all numbers have the same chance of winning.
5. A random-looking number (for example, 12-5-23-7-19-34) is more
likely to win than a number that has a pattern in it (for example,
123-4-5-6).
Answers:
UNDERSTAND THE ODDS: THE

HOUSE ALWAYS HAS THE EDGE
ODDS ARE THAT YOU WILL LOSE.
1. FALSE. No matter how often you play, the odds of winning are always
the same.
2. FALSE. Each number drawn is a random eventit is independent of the
other numbers. Results from one draw are not connected to results from
another draw.
3. FALSE. Every coin flip is a completely separate event. The most likely
result in the next 10 flips is five heads and five tails, because each
time the chance of either heads or tails is 50 per cent. But any combination
of heads and tails is possible.
4. TRUE. Lottery organizations carefully balance and test their numbers to
make sure that the balls are identical. All combinations have the same
chance of coming up.
5. FALSE. All number combinations have the same chance of winning.
SET A LIMIT ON YOUR TIME AND

MONEY: SPEND ONLY WHAT YOU
CAN AFFORD TO LOSE. WHEN YOUR
BUDGET IS GONE OR YOUR TIME IS
UP, WALK AWAY! DO NOT TRY TO
WIN BACK YOUR LOSSES.
Some people do become addicted to gambling. You can become

addicted to any activity that feels good or allows you to forget
your problems for a while. This includes drinking alcohol, using
other drugs and shopping, as well as gambling.
Who is at risk of
developing a gambling
problem?
You are more at risk of developing a gambling

problem if:
you start gambling at an early age
you have a big win early in your gambling history
you have money problems
you have had a recent personal loss or change,
such as relationship problems or the death of
a loved one
you gamble to cope with physical pain, emotional pain
or stress
you often feel lonely, bored, depressed or anxious
you feel your life lacks direction
you have been abused or traumatized
you or someone in your family have (or had) problems
with alcohol or other drugs, gambling or overspending
you think you have a way of gambling that increases
your chances of winning
you feel you have to win back what you have lost
you often take risks or act without thinking.
Around the year 1000 A.D.,
the kings of Norway and
Sweden settled a dispute
over ownership of the island
of Hising by rolling a pair
of dice. Norway won the bet
and the two kings reportedly
parted on good terms.
fast facts
Only those few people with great mathematical and

psychological skills have a better chance than most
of winning at poker and other card games. Just as
most talented young hockey players never make it to
the National Hockey League, very few good card
players can make a living as a gambler.
What are your

chances of winning?
fast facts
The only certainty in gambling is that the more
you play, the more likely you will lose.
What about the

gambling industry?
Ancient German tribesmen who gambled
away all their money would sometimes
bet their personal freedom, so that the
winner could sell the loser as a slave.
People who gamble to escape

depression, anxiety or
stress often end up making
their lives much worse
by losing more than they
can afford to.
Can I make a living

as a professional
gambler?
Gambling can be harmful. Gambling is a problem

when it:
leads you to commit crimes, such as stealing
to pay off your debts
harms your mental or
physical health
hurts your wallet
causes problems with
your family or friends
gets in the way of work,
school or other activities
(for example, when it
results in lower grades,
more time off school
or work, or job loss).
Doubling your bet after a loss is one of the

fastest ways to guarantee that you will lose all
your money. The only sure way to double your money
is to take a $20 bill, fold it over and put it back
in your pocket.
The more items in this list that are true

for you, the more care you need to take
if you gamble.
fast facts
THE DANGERS, THE ODDS AND THE LAW
GAMBLING AND ITS EFFECTS
How does
gambling make
you feel?
Thinking about winning can be very

exciting, and an actual win can make you
feel important, successful, skilledand
very happy. However, when you lose,
these feelings can be replaced by anxiety,
sadness, desperation, frustration
and anger.
fast facts
Chasing is when you try to win back your
gambling losses. It may involve not only chasing
the money that you lost, but also chasing the
feeling of how great it was to win.
You are likely to lose in the short term and over

time because:
It is impossible to predict or control something
that is random. You cannot control slot
machines, lottery balls or the throw of dice.
Each result is independent. What happened
before has no impact on the results of
current or future play. Gambling games
have no memory: lottery balls do not know
what numbers were drawn in the past,
and dice do not know what the previous
roll was.
Even in games that involve some skill
(for example, poker, sports betting)
the house (the game operator) has the advantage, because games
are set up to guarantee a profit for the house.
The gambling industry is like most other businesses.

It provides a service (places to gamble) and hopes
to make as much money as it possibly can.
Gambling is one of the largest entertainment
industries in Canada. It brings in more money than
television and movie rentals and more than the
combined revenues from magazine and book sales,
drinking places, spectator sports, movie theatres
and performing arts.
In 20052006, governmentoperated gambling venues
in Canada brought in
over $13 billion.
WHAT ARE YOUR ODDS?
Your odds of winning a Lotto 6/49 jackpot

are about 1 in 14 million.
Consider this analogy: Suppose you need

to phone someone. You know the person lives in a large Canadian city, but
you dont know the persons name, phone number or which city the person
lives in. Now imagine a stack of 14 phone books from Canadas largest cities.
Cover your eyes, randomly choose one of the books, flip the pages, place
your finger on the open page, and dial the number closest to your finger.
Your chance of finding the person on your first try is 1 in 14 millionthe
same as your chance of winning a Lotto 6/49 jackpot.
billion
Is gambling legal?
Having friends over for a poker game is
legal, but would be illegal if you kept a cut
(a share of the takings).
Organizing a sports pool with 10 or fewer
people is legal, but taking a cut from each
bet to ensure a profit is illegal.
Private bets between individuals are legal
(for example, a bet between two friends
on the result of a hockey game),
but the same bet with a bookmaker
would be illegal.
fast facts
You must be at least 19 years old
to enter a casino.
fast facts
In Ontario, you must
be at least 18 years old
to buy a lottery ticket
or Proline ticket.
An underage person
cannot claim a prize.
Cheating at a
gambling game is
a criminal offence.
Some people do become addicted to gambling. You can become

addicted to any activity that feels good or allows you to forget
your problems for a while. This includes drinking alcohol, using
other drugs and shopping, as well as gambling.
Who is at risk of
developing a gambling
problem?
You are more at risk of developing a gambling

problem if:
you start gambling at an early age
you have a big win early in your gambling history
you have money problems
you have had a recent personal loss or change,
such as relationship problems or the death of
a loved one
you gamble to cope with physical pain, emotional pain
or stress
you often feel lonely, bored, depressed or anxious
you feel your life lacks direction
you have been abused or traumatized
you or someone in your family have (or had) problems
with alcohol or other drugs, gambling or overspending
you think you have a way of gambling that increases
your chances of winning
you feel you have to win back what you have lost
you often take risks or act without thinking.
Around the year 1000 A.D.,
the kings of Norway and
Sweden settled a dispute
over ownership of the island
of Hising by rolling a pair
of dice. Norway won the bet
and the two kings reportedly
parted on good terms.
fast facts
Only those few people with great mathematical and

psychological skills have a better chance than most
of winning at poker and other card games. Just as
most talented young hockey players never make it to
the National Hockey League, very few good card
players can make a living as a gambler.
What are your

chances of winning?
fast facts
The only certainty in gambling is that the more
you play, the more likely you will lose.
What about the

gambling industry?
Ancient German tribesmen who gambled
away all their money would sometimes
bet their personal freedom, so that the
winner could sell the loser as a slave.
People who gamble to escape

depression, anxiety or
stress often end up making
their lives much worse
by losing more than they
can afford to.
Can I make a living

as a professional
gambler?
Gambling can be harmful. Gambling is a problem

when it:
leads you to commit crimes, such as stealing
to pay off your debts
harms your mental or
physical health
hurts your wallet
causes problems with
your family or friends
gets in the way of work,
school or other activities
(for example, when it
results in lower grades,
more time off school
or work, or job loss).
Doubling your bet after a loss is one of the

fastest ways to guarantee that you will lose all
your money. The only sure way to double your money
is to take a $20 bill, fold it over and put it back
in your pocket.
The more items in this list that are true

for you, the more care you need to take
if you gamble.
fast facts
THE DANGERS, THE ODDS AND THE LAW
GAMBLING AND ITS EFFECTS
How does
gambling make
you feel?
Thinking about winning can be very

exciting, and an actual win can make you
feel important, successful, skilledand
very happy. However, when you lose,
these feelings can be replaced by anxiety,
sadness, desperation, frustration
and anger.
fast facts
Chasing is when you try to win back your
gambling losses. It may involve not only chasing
the money that you lost, but also chasing the
feeling of how great it was to win.
You are likely to lose in the short term and over

time because:
It is impossible to predict or control something
that is random. You cannot control slot
machines, lottery balls or the throw of dice.
Each result is independent. What happened
before has no impact on the results of
current or future play. Gambling games
have no memory: lottery balls do not know
what numbers were drawn in the past,
and dice do not know what the previous
roll was.
Even in games that involve some skill
(for example, poker, sports betting)
the house (the game operator) has the advantage, because games
are set up to guarantee a profit for the house.
The gambling industry is like most other businesses.

It provides a service (places to gamble) and hopes
to make as much money as it possibly can.
Gambling is one of the largest entertainment
industries in Canada. It brings in more money than
television and movie rentals and more than the
combined revenues from magazine and book sales,
drinking places, spectator sports, movie theatres
and performing arts.
In 20052006, governmentoperated gambling venues
in Canada brought in
over $13 billion.
WHAT ARE YOUR ODDS?
Your odds of winning a Lotto 6/49 jackpot

are about 1 in 14 million.
Consider this analogy: Suppose you need

to phone someone. You know the person lives in a large Canadian city, but
you dont know the persons name, phone number or which city the person
lives in. Now imagine a stack of 14 phone books from Canadas largest cities.
Cover your eyes, randomly choose one of the books, flip the pages, place
your finger on the open page, and dial the number closest to your finger.
Your chance of finding the person on your first try is 1 in 14 millionthe
same as your chance of winning a Lotto 6/49 jackpot.
billion
Is gambling legal?
Having friends over for a poker game is
legal, but would be illegal if you kept a cut
(a share of the takings).
Organizing a sports pool with 10 or fewer
people is legal, but taking a cut from each
bet to ensure a profit is illegal.
Private bets between individuals are legal
(for example, a bet between two friends
on the result of a hockey game),
but the same bet with a bookmaker
would be illegal.
fast facts
You must be at least 19 years old
to enter a casino.
fast facts
In Ontario, you must
be at least 18 years old
to buy a lottery ticket
or Proline ticket.
An underage person
cannot claim a prize.
Cheating at a
gambling game is
a criminal offence.
about
REDUCING RISKS AND GETTING HELP
A CAMH PUBLICATION
ALL TYPES OF GAMBLING HAVE RISKS. IF YOU CHOOSE TO GAMBLE, CONSIDER THE FOLLOWING WAYS TO
LIMIT THE RISK:
KEEP A DIARY OF HOW MUCH
YOU PLAY, AND RECORD YOUR
WINS AND LOSSES: WE OFTEN
ONLY REMEMBER OUR WINS! A
DIARY CAN HELP YOU KEEP TRACK
OF YOUR LOSSES SO YOU KNOW
IF YOU ARE SPENDING TOO MUCH.
RECOGNIZE YOUR RISK FACTORS: AVOID GAMBLING WHEN YOU

FEEL SAD, BORED, LONELY, ANXIOUS OR ANGRY, BECAUSE YOU
MAY BE MORE LIKELY TO GET CARRIED AWAY AND OVERSPEND.
MIXING ALCOHOL OR OTHER DRUGS WITH GAMBLING CAN
ALSO LEAD TO OVERSPENDING ON GAMBLING.
For more information

on addiction and mental
health issues, or a
copy of this resource,
please contact the CAMH
McLaughlin Information
Centre:
Ontario toll-free:
1 800 463-6273
Toronto: 416 595-6111
$
$
LISTEN TO THE CONCERNS OF

OTHERS: IF OTHER PEOPLE EXPRESS
CONCERN ABOUT YOUR GAMBLING,
LISTEN TO THEM! THEY MAY BE
SEEING SOMETHING YOU ARE
IGNORING.
What is gambling?
VIEW GAMBLING AS ENTERTAINMENT AND NOT

AS A WAY TO MAKE MONEY: PLAY KNOWING
THAT YOU WILL ALMOST CERTAINLY LOSE.
Website: www.camh.net
Copyright 2010
Centre for Addiction
and Mental Health
ISBN
978-1-77052-274-9 (print)
978-1-77052-275-6 (PDF)
978-1-77052-276-3 (HTML )
978-1-77052-277-0 (ePUB)
Illustrations by Craig Terlson
Disponible en franais.
A Pan American Health Organization /

World Health Organization Collaborating Centre
Fully affiliated with the University of Toronto
In a 2006 survey of Ontario students

aged 15 to 17 years:
One in three (35%) reported gambling
at least once in the past year.
The most common gambling activities
were betting on a dare, playing cards
for money, buying lottery or raffle
tickets, and betting money on sports.
Youth spent more time and money on
Internet gambling than on any other
form of gambling.
A 2009 survey of Ontario students
in grades 7 to 12 found that:
Male students are more likely than
females to engage in most gambling
activities.
2% (about 24,000 studentsenough
to fill more than 480 school buses)
may have a gambling
problem.
Many young people believe that just because they dont go

to casinos or racetracks, they are not gambling. Ask yourself,
have you ever:
bought a raffle or lottery ticket?
bet money with friends on the result of a sporting event?
bet money on a game of cards or played bingo for money?
bet a gadget (for example, an iPod) on a dare?
If you answered yes to any of these questions, then you
have gambled.
Most Canadian adults gambleand do so without experiencing

problems. Many young people gamble as well.
2859e/03-2010 P385
Do you, a family member or a friend have a problem with gambling? If you want help,
you can talk to someone you trust, such as your doctor, a teacher, a health nurse, or
a guidance or addiction counsellor. You might also want to contact a problem gambling
centre or a self-help group (look in the Yellow Pages of your phone book under Gambling).
CAMHs Problem Gambling Service at 1 888 647-4414
CAMHs Adolescent Clinical and Educational Services (ACES) at
416 535-8501 ext. 1730
CAMHs problem gambling website at www.problemgambling.ca
Ontario Problem Gambling Helpline at 1 888 230-3505
Kids Help Phone at 1 800 668-6868.
Who gambles?
If you have questions,

concerns or compliments
about services at CAMH,
please contact the
Client Relations Service:
Tel.: 416 535-8501
ext. 2028 or 2078
Most people gamble money. Other

possessions that are sometimes used for
betting include cigarettes, iPods, jewellery,
CDs or brand-name sneakers.
E-mail:
publications@camh.net
Online store:
http://store.camh.net
WHAT DO PEOPLE GAMBLE?
This publication may be

available in other formats.
For information about
alternate formats,
to order multiple copies
of this resource, or
to order other CAMH
publications, please
contact Sales and
Distribution:
Toll-free: 1 800 661-1111
Toronto: 416 595-6059
E-mail:
foundation@camh.net
How can I get help?
You are gambling when:

you risk something of value (for example, money)
the outcome is uncertain (you dont know if you will win or lose).
To make a donation,
please contact the
CAMH Foundation:
Tel.: 416 979-6909
HAVE A BALANCED LIFESTYLE: HAVE OTHER FUN AND MEANINGFUL ACTIVITIES IN

YOUR LIFENOT JUST GAMBLING.
In Deadwood, South Dakota,

Wild Bill Hickok was shot while
playing poker. Wild Bills cards,
a pair of eights and a pair of aces,
have become known as the Dead Mans Hand.
1. Youve lost several times in a row at bingo, so you are getting

closer to a win.
2. Over the past year, every lottery draw has included two
numbers between 31 and 39. This means that the lottery
organization favours these numbers.
3. A coin is flipped 10 times, and the results are nine heads and one
tail. When the coin is flipped 10 more times, there will be more
tails than heads because there were so many heads the first time.
4. In a lottery, all numbers have the same chance of winning.
5. A random-looking number (for example, 12-5-23-7-19-34) is more
likely to win than a number that has a pattern in it (for example,
123-4-5-6).
Answers:
UNDERSTAND THE ODDS: THE

HOUSE ALWAYS HAS THE EDGE
ODDS ARE THAT YOU WILL LOSE.
1. FALSE. No matter how often you play, the odds of winning are always
the same.
2. FALSE. Each number drawn is a random eventit is independent of the
other numbers. Results from one draw are not connected to results from
another draw.
3. FALSE. Every coin flip is a completely separate event. The most likely
result in the next 10 flips is five heads and five tails, because each
time the chance of either heads or tails is 50 per cent. But any combination
of heads and tails is possible.
4. TRUE. Lottery organizations carefully balance and test their numbers to
make sure that the balls are identical. All combinations have the same
chance of coming up.
5. FALSE. All number combinations have the same chance of winning.
SET A LIMIT ON YOUR TIME AND

MONEY: SPEND ONLY WHAT YOU
CAN AFFORD TO LOSE. WHEN YOUR
BUDGET IS GONE OR YOUR TIME IS
UP, WALK AWAY! DO NOT TRY TO
WIN BACK YOUR LOSSES.
3
Unit 3:
Probability
1 Group DiscussionChart
2 Tally Charts
3 Communicating Understanding
4 Reflection
3.1
Unit 3: Probability


Readiness
Interests
Need to Know
How to Find Out


Thinking
Demonstrates reasoning and proving based on data given
Demonstrates an understanding of skills to extract and interpret graph and
table information
Demonstrates an understanding of a variety of graphs and charts
Assessment Tools
> Rubric
> Checklists
Communication
Communicates in descriptive terms the meaning of the data and the
relevance to the subject
Application
Makes connections to real world situations that use data for evidence
Uses appropriate graphic organizer or visual to present findings
Prior Learning
Awareness of graphs and some probability techniques
Awareness of collaborative processes
Awareness of the inquiry process
Awareness of forms of gambling
3.2
Unit 3: Probability

Materials
Appendix A
Student Resource 1: Lottery Scenario
Student Resource 2: Tally Sheets
Student Resource 3: Randomness
Student Resource 4: Coins, Dice and Cards
Student Resource 5: Recognition of Patterns
Student Resource 6: Coin Flip
Appendix B
Teacher Resource 1: Properties of Probability
Teacher Resource 2: Randomness
Teacher Resource 3: Coins, Dice and Cards
Internet Resources
Ontario Lottery and Gaming Corporation (OLG)

Know your limit. Play within it.
www.knowyourlimit.ca/
KnowYourLimit.ca is a web-based resource that provides information about how gambling works in
Ontario, myths and facts, game odds and helpful tips to keep gambling fun. The link above is for a video
called The Slot Machine: What Every Player Needs to Know that explains the concepts of odds and
randomness in a visual way.
Addictions Foundation of Manitoba
Cost of Play Calculator
http://getgamblingfacts.ca/cop/english/cop.html
This interactive website provides facts about gambling to help readers make more informed choices. The
link is for the Cost of Play Calculator, an interactive tool that helps individuals learn more about how to
reduce the cost of play.
Resources
Dice and Cards
3.3
Unit 3: Probability
Lesson Plan
Connections
Minds On
L: Literacy
ML: Mathematical
Literacy
for/of Learning
SC: Skill Continua

Small Groups
AfL: Chart
Students are provided with a chart having three sections: I see,

I think, And so. Brainstorm a list of I see statements to a picture
of a gambling scene.
Students then answer the statement I think, completing that chart
section (What do you think is happening in the story? What does the
evidence tell you?).
Students then complete the And so section of the chart (I conclude,
I think that).
Whole Class Debrief
Teacher directs the discussion to review inferences and pros and cons of
statements made in the activity.
AfL: Anecdotal
Comments
Action
Individual
Working independently, students complete the activity in Student

Resource 1: Lottery Scenario, which talks about a specific lottery situation.
Whole Class Debrief
Teacher directs discussion to ensure that after this exercise students

understand probability, average and guarantee.
AfL: Schematic
Presentations or Charts,
Reflections
AfL: Anecdotal
Comments
Additional information to help in the discussion:

Question 3: It is possible that a person could win every week for a
year. The chances are (1/4) to the power of 52 = 1 chance in 20,282,
409,603,651,700,000,000,000,000,000. It is so incredibly unlikely that
it is virtually impossible. Nonetheless, although extremely unlikely it
is possible.
Question 4: It is possible that person could lose every single draw for
a year. The chances of losing are (3/4) to the power of 52 = 1 chance in
3,139,166. This means that losing every single draw is also very unlikely;
but much less unlikely that winning every draw.

It is important to understand the difference between something that is

impossible, something virtually impossible (e.g., winning every bet for a
year) and something that is very unlikely (e.g., losing every bet for a year).
3.4
Unit 3: Probability
Connections
A person who experiences a large win gambling may think that their
success is so unlikely that it could not have been chance and may attribute
their win to the concept of luck, prayer, a betting system, or skill. Unusual
wins and unusual losses can lead people to distorted beliefs about their
ability to win.
Small Groups
There are three small group activities to select. Depending on the amount
of time the teacher has available, one or all of the activities may be
selected. The lesson activities are:
1. Properties of Probability
The Properties of Probability involves a variety of tally chart activities.
The more variety in the activities, the greater the increase in student
understanding of the concept of probability and house edge. Students
must work through each activity for the recommended number of
times to see long-term outcomes. This activity illustrates several
properties of probability and house edge. Teacher Resource 1 provides
the instructions and Student Resource 2 provides the tally sheet and
worksheet for the students to complete the activities. The activities
are divided into eight separate sections that must be completed in the
order presented. Sections 1 and 2 look at probability and sections 3 to
8 look at house edge.
2. Randomness
The Randomness activity takes a closer look at what randomness is
and how it may impact beliefs about chances of winning when involved
in some gambling activities. Teacher Resource 2 and Student Resource
3 provide the instructions and handouts.
3. Coins, Dice and Cards
Coins, Dice and Cards are activities with coins, dice and cards that
teach about probability. Teacher Resource 3, and Students resources
4, 5 and 6 are used for this activity.
Whole Class Debrief
Students reflect on the results and should demonstrate an understanding

of sample size, properties of probability, range or spread of outcomes,
uncertainty, feelings about winning or losing in controlled circumstances,
randomness, chance of winning and random events.
AfL: Anecdotal
Comments

Individual RAFT

3.5
Unit 3: Probability
Connections

Role
Audience
Format
Topic
Teacher
Young
children
Graphs, etc.
Plan a series of probability experiments

for students in grades 3 to 5 to teach
them what you have learned in this
session.
Health
educator
Adult
Game
evaluation
Evaluate a number of child and youth

games to determine the amount of
gambling that is part of the game.
Present your material in a report you
will give to the parent council of a
senior public school.
Teacher
Students
Terminology
fact sheet
Prepare a fact sheet with terminology

from this session and multiple
examples to explain each term.
Friend
Youth
Personal
e-mail
Write an e-mail to a friend whom you

now suspect, after what you have
learned in this unit, is much deeper into
gambling activities than you thought.
Express your concern and the reasons
for that concern.
Group
counsellor
Adults
Business
letter
Watching and listening to your afterschool group play and converse with
each other, you are concerned about
their talk about evening computer
activities: pool, hearts, euchre,
blackjack, etc., which involve a level
of gambling. Prepare a proposal to do
further research into this matter.
Self
Adult
Survey
You have listened to a presentation on

gambling and you suspect that your
activities include a number of gambling
activities. Keep a record for a week of
the games you play and record your
result with summation in an appropriate
manner.
Teacher,
student
helper
Adult
Conversation
You are a student helper for a teacher.

You admire the professionalism of the
teacher but you are concerned that
this person may be seriously involved
in casino activities. You are fearful of
serious consequences for this teacher.
Write the conversation that you will
have with this individual to try to see
if your thoughts are correct, and also
to judge the teachers willingness to
seek help.
3.6
Unit 3: Probability
Connections
Role
Audience
Format
Topic
Researcher
Adult
Television
program
assessment
Select a program on television that you

suspect is a form of gambling. Watch
the program three times. Record
incidents of gambling. Indicate when
it happens, what the result is and
whether it could lead to a problem for
the contestants and audience.
The 3 Rs of Reflection: Students use The 3 Rs of Reflection (Retell, Relate,

3.7
Unit 3: Probability
Appendix A
Student Resource 1
Lottery Scenario
Scenario
Imagine that there is a lottery where one winner is picked once a week for one
year. There are only four tickets in the lottery and you purchase one for yourself
every week of the entire year (52 weeks). What is your probability of winning
expressed as a per cent?
Procedure
1. Create a T-chart in your notes to tally the results of your investigation. The T-chart will have 52
weeks listed in the left-hand column and your answers in the right hand column.
2. Create four tickets, each numbered with a different number.
3. Place the tickets in a container, and without looking pull one ticket for each week of the year. As
you pull the tickets, record the number of the ticket beside the week it represents.
4. Calculate the number of times that each ticket won.
5. Change this number into a per cent.
6. Answer the following questions.
Discussions
1. In the first week what is your probability of winning?
2. Is it possible to create a formula that represents your chance of winning each week?
3. Is it true that you could win every week all year?
4. Is it true that you might not win in any week?
5. Why is there no guarantee that you might win?
3.8
Unit 3: Probability
Appendix A
Student Resource 2
p. 1
Tally Sheet
Section One
Individual Tally Sheets

Your Choice
Actual Throw
Win
Lose
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Totals
3.9
Unit 3: Probability
Appendix A
Student Resource 2
p. 2
Section Two
Group Tally Sheet

Win
Lose
Person 1
Person 2
Person 3
Person 4
Person 5
Totals
Section Three
Individual Results
Per cent of wins after 20 throws (for a group of 5 people)
Probability = wins 20 x 100 =
Probability =
20 x 100 =
Per cent wins after 25 throws (for a group of 4 people)

Probability =
25 x 100 =
Section Four
Group results (assuming 100 rolls of the dice in total)

Probability =
100 x 100 = %
Section Five
No house edge (prize = 6)

Individual per cent win from Section Three =
House edge = 100 (percent win) x 6
House edge = 100 (
) x 6 =
3.10
Unit 3: Probability
Appendix A
Student Resource 2
p. 3
Group per cent win from Section Four =

House edge = 100 (
) x 6 =
Section Six
Moderate house edge (prize = 5)

Individual per cent win from Section Three =
House edge = 100 (
) x 5 =

House edge = 100 (
) x 5 =
Section Seven
Huge house edge (prize = 4)

Individual percent win from Section Three =
House edge = 100 (
) x 4 =

House edge = 100 (
) x 4 =
Section Eight
Negative house edge (prize = 7)

Individual percent win from Section Three =
House edge = 100 (
) x 7 =
Group percent win from Section Four =

House edge = 100 (
) x 7 =
3.11
Unit 3: Probability
Appendix A
Student Resource 3
p. 1
Randomness
Figure 1: This is what people think random chance is like.
The Conveyor Belt Myth: The Dream
$0
$1000
$0
$0
$1
$0
$0
$0
$1
$0
$1
$0
$0
Play begins. The win is a long way off.
$1
$0
$0
$1000
$0
$0
$0
$1
$0
$0
$0
$1
$0
$1
$1
$0
$0
$0
$0
$1
$0
After a few hours, the big win is a little closer.
$1000
$0
$0
$1
$0
As time goes by, the win gets closer and closer.
3.12
Unit 3: Probability
Appendix A
Student Resource 3
p. 2
The Conveyor Belt Myth: The Reality
$0
$1
$0
$0
$1000
$0
$0
$1
$1
$0
$1000
$1
$0
$0
?
$0
$1
?
$1
$0
?
$0
$1
$0
$0
Play begins. The win is a long way off.
$0
$0
$1
$0
There is no conveyor belt. The odds do not improve over time.
You never know if you are going to win or lose.
The only thing you know for sure is that you are unlikely to win a large prize.
3.13
Unit 3: Probability
Appendix A
Student Resource 4
p. 1
Coins, Dice and Cards

Question 1
Flip a coin 20 times. Record your results in the table below.
a) How many heads are there?

b) How many tails are there?
c) C
an you use this information to predict how many heads and tails will occur in the next 20
coin flips? Explain your thinking.
d) Flip the coin 20 more times. Record your results in the table below.
e) W
as the number of heads and tails the same as your first result? Does this support or refute
your answer to question c above? Explain your thinking.
3.14
Unit 3: Probability
Appendix A
Student Resource 4
p. 2
Question 2
a) N
ow, suppose that the coin has already been flipped 14 times and the results are as follows:
12 heads and 2 tails. What will happen next? Flip a coin 36 more times until you have a total
of 50 flips. Does the number of heads and tails even up?
Heads
12 + =
Tails
2 + =
Did the number of tails catch up to the number of heads? Yes No
What percentage of tosses is heads?
What percentage of tosses is tails?
ould you expect the number of tails catch up to the number of heads eventually?
W
Why or why not?
3.15
Unit 3: Probability
Appendix A
Student Resource 4
p. 3
b) Now, suppose that the coin has already been flipped 414 times and the results are as follows:
212 heads and 202 tails. What will happen next? Flip a coin 36 more times until you have a
total of 450 flips. Does the number of heads and tails even up?
Heads
212 + =
Tails
202 + =
Did the number of tails catch up to the number of heads? Yes No
What percentage of tosses is heads?
What percentage of tosses is tails?
Would you expect the number of tails catch up to the number of heads eventually?
Why or why not?
Question 3
Compare your conclusions from questions 2a with those from 2b. Compare the actual number of
heads and tails in each experiment. Now compare the percentage of heads and tails in each.
3.16
Unit 3: Probability
Appendix A
Student Resource 5
p. 1
Recognition of Patterns
What do you see?
What do you see?
What do you see?
3.17
Unit 3: Probability
Appendix A
Student Resource 5
p. 2
Although there are no actual triangles that appear on your eyes retinas, your
brain will somehow interpret the following image as two overlapping triangles. Is
this imagination? Are you losing your mind? No. The notched circles and angled
lines merely suggest gaps in which objects should be. The brain does the rest by
triggering a sort of pattern recognition phenomenon.
3.18
Unit 3: Probability
Appendix A
Student Resource 6
Coin Flip
After 14 flips you have 12 heads and 2 tails
After 414 flips you have 212 heads and 202 tails
3.19
Unit 3: Probability
Appendix A
Student Resource 7
Non-negotiable

Negotiable
1. Topics

b) The importance of following through the entire process of an experiment
c) My comfort level in working in small groups or with a partner
d) I can apply the following information to my life
2. Formats

d) Blog
Optional

3.20
Unit 3: Probability
Appendix B
Teacher Resource 1
p. 1
Properties of Probability
Introduction to Sections One through Four (see below)
This activity illustrates several properties of probability:

1. Probability is completely uncertain on any specific rollyou never know what will
happen next.
2. As the sample size increases, the spread of outcomes comes closer to the long-term
expected probability.
3. However, even large samples have some uncertainty.
4. You may find traces of odd occurrences or patterns, e.g., two, three or four wins in a row,
sequences in the outcomes (1, 2, 3, 4), repeated numbers (4, 4, 4) and patterns (3, 6, 3, 6).
Procedure for Sections One and Two
Have the students work in groups of four or five. Each student is given a die and selects a
number from 1 to 6 to bet on. Students can bet on the same number if they wish, but encourage
them to select different numbers. They then roll the dice and record the number of each roll
of each die on the Tally Sheet. If they are in a group of four, each student should roll his or her
die 25 times. If they are a group of five, each student should roll his or her die 20 times so the
combined total of dice throws is 100. Tally the wins of the group in Section Two.
Procedure for Sections Three and Four
Next, students need to determine how often they win. After 20 or 25 throws (depending on
number of students in group) of the dice, divide the total number of times their number came
up by the total number of throws. For example: probability = wins throws. The formula for the
group is probability = wins 100 x 100. The 100 x 100 is unnecessary if you have exactly 100
throws, but is put here to show that the formula is the same for 20, 25 or 100 throws.
Discussion
1. How close is the number to 16.6%? Write down on the board the students numbers,
arranging them from lowest to highest percentage. The theoretical long-term outcome is
16.6%. Which is closer to 16.6%, the individual results or the group results?
2. Find out which student won the most often. Ask how winning most often made the student
feel. Does it make you feel really good to win?
3. Find out which student won the least often. Ask how not winning made the student feel.
4. Go over the tally sheets and look for odd occurrences, e.g., two, three or four wins in a row,
sequences in the outcomes (1, 2, 3, 4), repeated numbers (4, 4, 4) and patterns (3, 6, 3, 6).
These things will not occur very often, but they will occur and illustrate that weird events
do happen.
3.21
Unit 3: Probability
Appendix B
Teacher Resource 1
p. 2
5. Most people believe that after you win you are less likely to win again. Because of this,
people sometimes switch numbers, or switch machines after a big win. As students to look
at the first number they rolled. Ask how many of them rolled the same number again on the
2nd roll, how many rolled the first number on the 3rd roll and so on. Make a graph of how
students repeated the first number on the 2nd, 3rd, 4th, 5th, 6th and 7th rolls of the dice. On
average the number should have been repeated on the 2nd, 3rd, 4th, 5th, 6th and 7th rolls
of the dice approximately 16.7% of the time. The results should illustrate that after a number
has come up it is neither more likely nor less likely to come up again. Ask them how many
rolled the same number more than once in the next 6 rolls. About 26% of the class should
report getting the same number more than once. Ask did not repeat the same number in the
next 6 rolls. About 33% of the class should report that they did not repeat the same number.

This belief that a number is less likely to come up again can lead some people to believe they
can beat the house edge of the game by avoiding numbers that have come up recently or by
looking for numbers that are due to come up. This exercise will demonstrate that the odds of
a number do not change after a number has come up.
6. Finally, combine the results from all students to see if the total of all the students is closer
to 16.6%.
Introduction to Sections Five through Eight
Next, the students are introduced to the concept of house edge. House edge is the profit the
casino makes from people who gamble. In sections Five through Eight, students see how
casinos make their money by not paying back enough money to the players to make up for
the money the player has lost. Sections Five through Eight demonstrate how the casino can
guarantee a profit by varying the amount paid back to the player. The students can work this out
with both their individual tally sheets results (wins and losses) and with the group results. The
group results will be closer to the true long-term percentages. In Section Five, there is no house
edge so the casino would not make any profit.
Procedure
Using the results from the tally sheets, place the results in sections Five through Eight.
Starting in Section Five, students assume a bet size of 1 penny for every roll of the dice and
a prize value of 6 pennies for every win. Compute the house edge assuming a prize of 6
pennies per win. This can be computed for both individual and group data.
As a group, discuss the outcome and house edge. On average there should be a zero house
edge because the prize of 6 pennies is large enough to make up for the chances of losing.
Now repeat this using a win amount of only 5 pennies for a win. A prize of only 5 pennies
should result in an outcome of a net loss of 15 pennies and a house edge of 16.7%.
Now repeat this with a win amount of only 4 pennies for a win. A prize of only 4 pennies
should result in an outcome of a net loss of 30 pennies and a house edge of 33.3%.
Now repeat this with a win amount of 7 pennies for a win. A prize of 7 pennies should result
in an outcome of a net win of 15 pennies and a house edge of 16.7% (or a player advantage
of 16.7%).
Which of these games is the most realistic for a commercial casino: a prize of 6, 5, 4 or 7
pennies for a 1-penny bet? The answer is 5. With 6 or 7 the casino would lose money, and
with 4 the player would lose too much, bet bored and go home.
3.22
Unit 3: Probability
Appendix B
Teacher Resource 1
p. 3
Discussion
The house edge in Section Five is 0%, the house edge in Section Six is 16.6%, the house edge
in Section Seven is 33.3%, the house edge in Section Eight is 16.7%.
1. Which was closer to the true values, the individual outcomes or the combined group data?
2. Which house edge would you never see in a real casino?
3. Which house edge would you most likely see in a real casino?
Answer
1. The group data will, in general, be closer than the individual results to the true values.
2. You would never see the house edge in Section Seven (prize = 7), and would most likely see
the house edge shown in Section Six (prize = 5).
3. The moderate house edge guarantees a profit, but does not take the players money away
too fast. In fact an even more realistic payout would be 5.5 for a house edge 8.4%. A smaller
house edge would encourage the player to play longer.
Teacher Note
House edge is the profit the casino makes from people who gamble. Stores such as Walmart
make money by charging the customer more money for a product than it cost them. For
example, it might cost them $10 to buy a shoe from a warehouse, $1 to transport it across the
country, and $3 for the labour cost of putting it on the shelf, for a total cost of $14. They sell the
shoe for $24, ensuring a profit for the company of $10. Commercial gambling is just another big
business. To ensure a profit, commercial games of chance always have a house edge. That is,
the company running the business sets up the game in a way to ensure that it will make money
in the long run. This is done by paying out less money for a win than the chance against winning.
In Section Five, there is no house edge, so the casino would not make any profit
3.23
Unit 3: Probability
Appendix B
Teacher Resource 2
p. 1
Randomness
Introduction
Students review the Conveyer Belt found in Student Resource 3, and discuss the concept of
randomness. The teacher can also use the video The Slot Machine: What Every Player Needs to
Know, available atwww.knowyourlimit.ca. This video describes the concept of randomness.
Class Discussion
The Conveyor Belt Figure 1 illustrates what people often believe random chance is like. They
seem to believe that the prizes are on a conveyor belt that is moving forward. With each spin,
the possible win moves closer. Figure 2 illustrates a more realistic depiction in which the chance
of winning the big prize does not change no matter how often the person has played. A person
never knows if he or she is about to win. This is true regardless of the type of gambling, be it
slots, dice, cards, horse race bets or sports betsthe simple truth is that no matter what has
occurred, a persons chances of winning are exactly the same from bet to bet. Someone could
win on the first spin, or not win for hour after hour.
Teacher Notes
What does random mean?

Games of chance use random-numbers generators such as dice, shuffling of cards, flipping
of coins or computer programs to generate random experiences for the players.
Random does not mean that something has no cause. Random events are the results of
forces such as gravity, wind, rain and temperature, but these forces are combined in a way
that makes it impossible to predict what will happen.
Random events are the result of complexity, which means too many forces are at work to keep
track of. For example, think of all the different forces at work when you roll dice (what size the
dice are, how hard you throw them, whether you shake them, how level the table is, where they
land). Flipping a coin is too simple to serve as a good example of random chance because it
is too easy to manipulate. A good magician can learn the skill to time a coin flip to land on the
side he wants. A pair of dice is much better because the movement and bounce of the dice is
more complex and much harder to manipulate.
You can compute your chances of winning, but you cannot tell if or when you will win.
For example, if you play a lottery, you might hear the phrase 1 in 10 chance of winning.
However, this does not mean that if you play 10 times, you will definitely win once.
Random events are independent
Independence means that one event cannot affect any other.

The fact that heads have come up 10 times in a row tells you nothing about what will come
up next. The chances of a head coming up are the same regardless of what has come up
already. Coins and dice have no memory. Even if your coin came up heads 20 times in a row,
that would still not tell you which side will come up next.
You could win all the time, some of the time or not at all, because random events are
independent of each other.
3.24
Unit 3: Probability
Appendix B
Teacher Resource 2
p. 2
Some people believe that if they have lost a lot they are due for a win. When mixed up with
emotions and feeling lucky, this misunderstanding can get people into a lot of trouble. You
are never due for a win.
3.25
Unit 3: Probability
Appendix B
Teacher Resource 3
p. 1
Coins, Dice and Cards

Introduction
Provide the students with copies of the Student Resource 4: Coins, Dice and Cards. Ask them to
answer questions 1 and 2. Coins and dice should be available for students to use.
Question 1a to e gives students first-hand experience with coins and random chance. It is
designed to show students that they cannot predict what will happen next. If they get more
heads than tail during the first 20 flips, they may not necessarily get more tail then heads
during the next 20 flips.
Question 2a, the students are told that the coin has already been flipped 14 times and they are
asked to flip the coin an additional 36 times to equal 50 flips in total. Question 2a is designed to
illustrate the fact that the number of heads and tails may not even up.
Question 2b, the students are told that the coin has already been flipped 414 times and they are
asked to flip the coin an addition 36 times to equal 450 flips in total. Question 2b is designed to
illustrate the fact that even though the actual number of flips may not even up, the percentage
of heads and tails will be much close to 50% than in question 2a. The fact that the percentage
converges towards 50% creates and illusion that random chance corrects itself. The reality is
that the difference of 10 more heads than tails becomes proportionally smaller as the sample
size increases, but the number of heads and tails does not actually even up.
Question 3 asks the students to compare the results of question 2a with those from 2b. They
will typically find that the actual number of heads and tails in each question does not converge
toward the same number but will on average preserve the difference of 10, but the percentage
of heads and tails will converge towards 50%. So for question 2a, the results might be 30 heads
and 20 tails and the percentages would be 60% heads and 40% tails. For question 2b the
results might be 230 heads and 220 tails which would be 51.1% and 48.8%. This illustrates that
the percentage of heads and tails gets closer to 50%, but the actual number of heads and tails
does not. Therefore betting on tails neither helps or hurts ones chance of winning.
The key concepts here are:
1. that random chance is not self correcting
2. a difference in heads and tail is not corrected, but becomes less noticeable (washed out)
by subsequent flips
3. any betting strategy that depends on the idea that random chance will even things up will
not work.
The idea that differences get less noticeable as you increase the sample is also illustrated
in Student Resource 6: Coin Flips. After 14 flips, a difference of 10 more heads than tails
looks really large, but after 414 flips a difference of 10 heads is hard to see at all. The fact that
the difference gets less and less noticeable leads to the incorrect belief that random chance
corrects itself.
3.26
Unit 3: Probability
Appendix B
Teacher Resource 3
p. 21
Discussion
Engage the students in a discussion about the unpredictability of the outcomes of coin and
dice experiments. The concept of independence (in other words, coins and dice do not have
memories) from one trial to the next is a critical learning.
During the discussion teachers may wish to use an overhead of Student Resource 5:
Recognition of Patterns, to emphasize that human beings naturally seek patterns where none are
intended. (Reveal V V V and the students will likely say that these are 3 Vs. Reveal the two Vs
in close proximity and they might call this a W. Reveal the three rotated Vs and they will likely call
this a triangle. Students will likely see pattern where none is intended.)
Another illusion is shown on the next page where the illusion of a triangle is so strong that it
actually look brighter than white space on the rest of the page. These images illustrate how
good humans are at finding patterns. This pattern recognition skill however can be a problem
when we see patterns in random chance. Pattern recognition is a skill. The problem is that our
brains are set up to find patterns; not to determine if they are real or not. If we saw a pattern of
black and yellow stripes in a forest, are brain might conclude that it is a tiger. There is a survival
value to assuming its a tiger and seeking safety. There is no survival value in deciding testing
the pattern to determine if it is a real tiger or just some random stripes pattern. In addition,
pure random chance is quite rare outside of a casino. The weather for example, is hard to
predict, but there are predictable aspects of weather (e.g., dark clouds mean rain; a bright
sun means warmth). Therefore our brain is biased to assume that any pattern is real. This bias
help us survive, but can also lead to the belief in superstitions, astrology, conspiracy theories,
unconfirmed anecdotal reports, urban legends, and folk wisdom. When a person is gambling
and experiencing randomly generated patterns, this same tendency in our brains, may lead us
into thinking that the game can be beaten.
3.27
4
Unit 4:
What Is Problem Gambling?
1 KWL Chart
2 Continuum
3 Group Discussion
4 Scenarios
5 Reflection
4.1
Unit 4: What Is Problem Gambling?


Readiness
Interests
Need to Know
How to Find Out


Assessment Tools
> Rubric

Demonstrates an understanding of terms, scenarios, facts
Demonstrates an awareness of actions and symptoms of problematic
behaviour
Thinking
Uses critical thinking processes to interpret actions of individuals
Uses processing skills to make inferences
Communication
Explains and justifies relationships between facts
Organizes and expresses information in a variety of structures
Uses conventions appropriate to the genre
Application
Makes connections between real world and youth actions
Creates a model for representation of information
4.2
Prior Learning
Collaborative classroom techniques
Terminology regarding problem behaviour
Some knowledge of probability
Knowledge of risk and reward

Materials
Appendix A
Student Resource 1: KWL Chart
Student Resource 2: Gambling Continuum
Student Resource 3: Do I Have a Problem with Gambling? Personal Reflection
Student Resource 4: Youth and Gambling: Risk Factors
Student Resource 6: 3 Rs of Reflection
Appendix B
Teacher Resource 1: Background Information
Teacher Resource 2: Scenario: Context Is Key
Internet Resources
International Centre for Youth Gambling Problems and High-Risk Behaviors

www.youthgambling.com
This web page provides prevention and treatment information about gambling for both youth and parents.
The Mental Health and Well-Being of Ontario Students 19912009 Report
www.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/OSDUS/Detailed_
MentalHealthReport_2009OSDUHS_Final_June2010.pdf
This report describes mental health, physical health and risk behaviour among Ontario students in 2009.
Ontario Student Drug Use & Health Survey
www.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/OSDUS/Highlights_
DrugReport_2009OSDUHS_Final_Web.pdf
This report examines epidemiological trends in student drug use. It summarizes the extent and patterns
of alcohol, tobacco and other drug use among Ontario students enrolled in grades 7 to 12.
Wanna Bet?
www.wannabet.org/
This is an electronic magazine for kids concerned about gambling.
4.3

Ontario Problem Gambling Research Centre
Preventing Youth Problem Gambling and High-Risk Behaviour: A Longitudinal Study of Parenting as
a Protective Factor
http://www.gamblingresearch.org/funding/fundingdetail.php?cid=2801&aid=12
This link is for a research study that examined the role that parents may play in preventing the
development of youth problem gambling.
This multimedia, bilingual website provides screening tools, opportunities for online collaboration and
training, and resources for professionals, people who experience gambling problems, and their family
members. The Facts About can also be found on this website at the following link:
www.problemgambling.ca/EN/EventsNewsMediaRoom/Pages/FactSheets.aspx
Ontario Problem Gambling Helpline
http://www.opgh.on.ca/
The OPGH provides information about problem gambling treatment services in Ontario.
4.4
Lesson Plan
Connections
Minds On
L: Literacy
ML: Mathematical
Literacy
for/of Learning
SC: Skill Continua

Individual
AfL: Chart
Individuals create a KWL chart (Student Resource 1) incorporating all that

they know about the topic.
Whole Class Debrief
Using graphic organizer format and the information generated by the KWL,
look for general sub-topic headings for the unit topic. Students will only
complete section K and W.
Action
What is problem gambling? Formulate a definition using the sentence

starter: Gambling is a problem when it
Gambling continuum
Develop a continuum based on No gambling to Pathological
gambling (Student Resource 2). Follow up with a discussion of
a. Low-risk gambling looks like
b. Harmful gambling looks like
AfL: Strategy/
Assessment Tool
Individual
Do I have a Problem with Gambling? Personal Reflection (Student

Resource 3)
Provide the groups with a list of the risk factors (Student Resource 4).
Have students discuss the risk factors and think about the following: When
is gambling a problem?
What is well adjusted?
Adolescent growth
Terminology: Use, misuse, abuse, harmful involvement, dependence,
pathological, addiction, recreational use, crossing the line, vulnerable,
invulnerable.
4.5

Individual
Study real case scenarios (Student Resource 5) and analyze the situation
to determine why gambling became an issue. Teacher Note: These case
studies were also used in Unit 1.
Whole Group
Summarize the situations and make generalizations about the risk factors
that had an impact on the situation.
Whole Group
Under teacher guidance, class discusses warning signs of a possible

gambling problem.
Class develops a list of indicators; once the list is formulated, students
discuss whether these indicators can be placed in order of importance.
Key to the discussion is an understanding of the word context and
how it applies when we look at the indicators in regards to an individuals
problem with gambling. (See Appendix B, Teacher Resource 2). Class
must realize that there are most often multiple factors involved in a
problem with gambling.
AfL: Anecdotal
Comments

Whole Group
AfL: Anecdotal
Comments
Teacher-led discussion should emphasize:

no person is immune to the effects of gambling
no person is immune to the risk of gambling addiction
reflection on the lessons using oral sentence starters.
Individual
Complete the L section of the KWL chart.

Personal responses.
Individual Raft Assignments

understanding of the aspects of a RAFT task, and rubrics need to be
supplied for all task possibilities.
4.6

Role
Audience
Format
Topic
Concerned
friend
Adult
Personal
letter
Write a personal letter to a friend

whom you have identified as having a
gambling problem. You have spoken
of your concerns to the individual as
well as to his or her parents and want
to clarify that the individual is still an
important friend.
Teenager
Adult
Letter of
apology
Write a letter of apology that a

teenager would write to an individual
whom they have hurt while gambling
problematically.
Parent of a
teenager
Adult
Series of
diary entries
Write a series of diary entries for

a parent who is watching a son or
daughter slip further into problem
gambling.
Health
teacher
Adult
Word wall
Create a word wall of problem

behaviours and gambling terms
learned so far that could be used in
your classroom.
Social
worker
Adult
Informational
chart
Create a chart illustrating those

behaviours that may lead to problem
gambling.
School
counsellor
Adult
Script
Create scenarios, which can be

used in the next all-school assembly
to make the student population
more aware of the signs of problem
gambling.
Public
health
nurse
Adult
Guiding
questions
Create a series of questions that

teachers, parents or community
agencies workers could use in an
interview with a youth who may be
experiencing problem gambling.
Secondary
school
youth
Adult
Choice
board
Create a series of activities that you

feel would help your classmates to
gain more knowledge about the topic
of problem gambling.
Individual Metacognition AfL: RAFT format
AfL: RAFT format
The 3 Rs of Reflection: Students use the 3 Rs of Reflection

(Retell, Relate, Reflect) as a way for them to reflect on their learning
prior to the next class.
4.7
Appendix A
Student Resource 1
KWL Chart
K
What I already know
What I want to know
What I learned
4.8
Appendix A
Student Resource 2
Gambling Continuum
Gambling problems occur along a continuum. These are not discrete categories
but possible points along a range of involvement.
No
Gambling
Casual
Social
Serious
Social
Harmful
Involvement
Pathological
Gambling
No Gambling: Some people never gamble.

Casual Social Gambling: Most people gamble casually, buying the occasional raffle or
lottery ticket or occasionally visiting a casino for entertainment.
Serious Social Gambling: These people play regularly. It is their main form of entertainment,
but it does not come before family and work.
Harmful Involvement: These people are experiencing difficulties in their personal, work and
social relationships.
Pathological Gambling: For a small but significant number of people, gambling seriously
harms all aspects of their lives. People with gambling problems this severe are unable to
control the urge to gamble, despite the harm it causes. These people are more likely to use
gambling to escape from problems and to get relief from anxiety.
4.9
Appendix A
Student Resource 3
Do I Have a Problem with Gambling?

Personal Reflection
Answering these questions honestly may help you better understand if gambling
is a problem for you.
Do you spend a lot of your free time gambling?
Yes
No
Do you gamble with money intended for other things such as lunch, bus or clothes?
Yes
No
Have you ever borrowed money from others to gamble?
Yes
No
Do you want to gamble when you are upset?
Yes
No
Do you often gamble during lunch or other breaks at school?
Yes
No
Have you ever stolen money or sold something for money to gamble or pay off debt?
Yes
No
Have your friends or family criticized you for the amount of time and money you
spend gambling?
Yes
No
Do you miss school or other important events because of gambling?
Yes
No
Have you ever been in trouble with your teachers or principal because of gambling?
Yes
No
Have you ever had trouble with your school grades because of gambling?
Yes
No
Have you ever had fights with your family or friends because of gambling?
Yes
No
Do you ever lie about whether you gamble or how much you lose?
Yes
No
Have you ever felt guilty about the way you gamble or what happens when you gamble?
Yes
No
Is gambling the main thing that you do to make you feel good about yourself?
Yes
No
Do you gamble alone?
Yes
No
When you are gambling, do you lose track of time or forget about all your problems?
Yes
No
Do you often gamble for a longer period of time than you intended?
Yes
No
Do you exaggerate or lie about how much you have won?
Yes
No
Would you like to talk to someone privately about your gambling?
Yes
No
If youve answered yes to a lot of these questions, it might be time for you to talk
to someone about your gambling.
4.10
Appendix A
Student Resource 4
Youth and Gambling: Risk Factors

Gambling problems are not specific to any one group. Anyone, regardless of age,
race or gender can be affected.
The following are some of the risk factors for youth.
Individual
history of risk-taking or impulsive behaviour
low self-esteem
gambling began at an early age (as young as eight years old)
need for sensation-seeking activities
history of mental health problems, particularly depression, anxiety or trauma
recent loss or change, a move to a new school or city, death of a family member or friend
poor grades at school or low self-perceived academic achievement
gambling or substances used to cope with negative feelings or events.
Familial
parents or siblings who have (or have had) a gambling (or other addiction) problem
peers with gambling, drinking or substance abuse problems
permissive attitude toward underage gambling participation
disruption of familial relationships or poverty.
Environmental
easy access to gambling activities.
It is important to note that there are additional risk factors not listed here. Every
individual is unique and will be impacted by risk factors differently. Just because
someone has risk factors, however, does not mean that person will develop a
gambling problem, because every individual also has different resources available
to help cope with risk factors.
4.11
Appendix A
Student Resource 5
1
p. 1
Case Studies
1. You and four of your friends have been playing cards together for years. The four of you have
recently started playing poker together for fun. When one friend suggests playing for money, the
group agrees and sets a limit of $5 a game. Over time, however, this amount increases to $10 a
game, at your friends request. A month later, he suggests playing for $20 a game.
2. You are concerned about your older brother, who is always angry and secretive. One day you
5. A friend asks to you to borrow $30. He shares that there is a poker tournament on Friday night
and in order to join, he must pay a $50 fee. He says hell pay you back at school on Monday.
6. Youve had a crush on a girl for some time now and finally got the courage to ask her out. Now that
that shes accepted, youre concerned about how you will impress her. On the advice of a friend,
you decide to spend the $50 in your bank account on PRO-LINE tickets in the hopes of doubling
your money. With $100, you know youll have enough money to take her out to dinner and a movie.
9. Your grandfather and you are spending the day together and he brings you to the local racetrack for
a few hours. Hes been losing most of his bets, so for the last race, he asks you to pick the horses.
When the horse you chose wins, your grandfather tells you how lucky you are and gives you $100.
4.12
Appendix A
Student Resource 5
p. 2
turns out that because of gambling debts her father has not been paying the bills.
14. Youve noticed that your friend has not been paying attention during class because shes been
room. And because it is not regulated, youre told the payout is set at a higher rate. Your mother
gave you some money that morning and asked you to pick up a few things at the grocery store.
like you learned from your mistakes last year and youll be able to make better choices this time.
20. As youre preparing to go on your school trip, you discover that all the money youd saved up in your
bank account is gone. When you tell your mother about it, she confesses that she needed to borrow
this money and she plans on paying you back very soon. After talking with your older sibling, however,
you discover that your mother has been spending many of her days at the local casino.
4.13
Appendix A
Student Resource 6
Non-negotiable

Negotiable
1. Topics

b) The importance of reserving judgment until all of the facts of a situation is known
c) Ways that I can improve my critical analysis skills when studying situations
d) I can apply the following information to my life:
2. Formats

a) Written reflectionparagraph
d) Twitter posts
Optional

4.14
Appendix A
Student Resource
Teacher
Resource 1
1
p. 1
Background Information
The main learning objective of this lesson is that students learn to understand
when behaviours cross the line into problematic activities.
Objectives
to define what a problem is and the spectrum of behaviour involvement

to understand when a behaviour or an activity becomes problematic
to explore why it is often difficult for an individual to accept that some activities have
become problematic.
Overview
Most youth are well-adjusted individuals who need to experience life in a normative fashion,
taking healthy risks that allow the development and growth of decision making, conflict
resolution and social skills. Many youth engage in a number of behaviours that involve risk-taking
activities. Most do not go on to develop problems with these behaviours, but some do. The
question is, when is it a problem? For example, many youth occasionally use substances but
most do not develop a problem or abuse these substances. The CAMH Ontario Student Drug
Use Survey (OSDUS)1 and other studies have confirmed that around 60 per cent of youth are
experimenting with alcohol, 26 per cent are using marijuana and 5 per cent are using rave drugs.
Most adolescents, despite all this, are well-adjusted individuals who get along with their parents,
do their homework and have good friends. Research suggests that youth are using substances
but not in a way that is adversely affecting their lives.
Youth Development
Adolescence marks a stage of incredible physical and cognitive growth. Social and
emotional development also occurs at a surprisingand sometimes bewilderingrate.
Research at UCLAs Lab of Neuro Imaging suggests that during adolescence, boys and girls
undergo significant neuronal rewiring, which helps to explain changes in such functions as
self-control, judgment, emotional regulation, organization and planning.2 This research, in
tandem with studies performed at the National Institute of Mental Health and McLean Hospital
in Massachusetts, challenges traditional thinking that brain development is complete by
age eight or ten. Risky behaviours that previously may have been attributed to hormones
or a lack of emotional maturity are now increasingly linked to a natural, even predictable,
neurochemical process.
Youth often feel and act as if they are invulnerable, which is normative for this developmental
level. Usually, nothing traumatic has happened to them, they have been given support by their
family, they have been developing more physical and mental strength, and the world is full of
new things to explore. Although they worry about what their friends think about them and about
who is going to say what about them at the cafeteria table, they don't believe they are physically
in much danger in the world.
4.15
Appendix B
Teacher Resource 1
p. 2
Warning Signs
A particular activity becomes a problem when an individual continues to engage in the activity
despite experiencing negative consequences. Preoccupation with and loss of control over the
activity are signs that there is a problem.
The following are indicators of a possible problem:
preoccupation with video arcades, Internet gambling sites, sports results or TV poker
skipping school, dropping grades, loss of interest and poor work performance
money or valuable objects missing, borrowing or stealing money from friends and family,
asking for more money for lunch and transportation or other personal expenses
new groups of friends (which might also include a social network only on the computer)
large unexplained amounts of cash or material possessions which cannot be accounted for
lying about activities
changes in behaviour or attitude (e.g., mood swings)
fake ID, casino entry cards, or racetrack receipts among belongings
an Internet trail
problems with other family members or with friends
generally a regular downward shift in functioning.
Other changes in behaviour may also indicate a possible problem. When one or more of the
following occur and appear to be associated with the use or overuse of an activity, further
investigation is warranted. Some of these changes may be a result of a mental health concern,
for example depression:
sleep disturbance
appetite disturbance
withdrawal from usual social activities
less time spent with family and friends (although may claim many relationships online)
deterioration in personal hygiene
mood changes
personality changes
lying, stealing and other similar activities
a drop in school marks
difficulties maintaining jobs
chores not done
4.16
Appendix B
Teacher Resource 1
p. 3
At the same time though, most adolescents are going through lots of changes, so a downward
shift in function is normal. What isnt normal is if that downward shift continues.
Healthy youth dont usually get into trouble with the law or sneak out for secretive meetings with
people they meet through Internet chats. They dont regularly post inappropriate pictures of
themselves online or lose sleep from spending excessive hours glued to their computer. They
dont end up becoming inebriated and driving under the influence, have blackouts, engage in
risky sexual activities and so on.
The key to knowing if an activity has become a problem is that the youth will start to function
less well in one or more spheres of her life. While people often try to define Internet or
videogame addiction based on the number of hours spent on the activity, what really counts is
what that amount of time does to the person, for example:
Youth A plays three hours a day of online chess. This youth still gets good grades at school,
maintains his friendships, eats and sleeps well and so on.
Youth B plays seven hours a day (mostly at night) of online role-playing games. This youth
has disrupted her sleep cycle, and this begins a chain of consequences including arriving at
school late and marks beginning to suffer.
Youth C plays 20 minutes a week of online poker. He often steals one of his parents credit
cards. He usually breaks even but recently he lost over $8,000 in the span of 10 minutes.
In the end, if risk-taking behaviours begin to interfere with a youths social, academic, vocational,
psychological, physical or interpersonal spheres, this is of major concern. If risk taking becomes
a major ongoing pattern of behaviour, it may indicate the presence of a physical or mental health
disorder or family issues, or both, for example, substance use, gambling, depression, trauma,
ADHD, etc.
References
Paglia-Boak, A., Mann, R.E., Adlaf, E.M., & Rehm, J. (2009). Drug use among Ontario students,
19772009: OSDUHS highlights. (CAMH Research Document Series No. 28). Toronto, ON:
Centre for Addiction and Mental Health.
1
National Institute of Mental Health. Press Release May 17, 2004, Imaging Study Shows Brain
Maturing. http://www.nimh.nih.gov/science-news/2004/imaging-study-shows-brain-maturing.
shtml
2
4.17
Appendix B
Teacher Resource 2
p. 1
Scenario: Context Is Key

Procedure
Have students break into small groups and identify a behaviour that can lead to unanticipated
problems. Record responses on flip chart.
Discussion
Ask students to consider when these behaviours might lead to problems.

Procedure
Have students in groups make a list of activities youth engage in.

Have students share their answers with the class and record on flip chart. The list should include
activities such as sports, videogames, eating, sex, substance use, gossip, sleep, hygiene, etc.
Teacher draws out the continuum on the board. Students select a behaviour from the list
they made earlier and brainstorm activities and actions that fit in the different sections on the
continuum. The continuum consists of the following:
No Activity
Activity within Healthy Limits
Serious Involvement
Activity with Some Misuse
Serious/Problematic Use
Pathological Dependence.
Note most of the population is about 80 per cent no activity, and 10 per cent misuse, 10 per cent
serious > pathological.
Discussion
This may create a rich discussion on the blurriness of some activities and more clarity on others,
for example, if the behaviour is sex, does kissing only count as No Activity, Activity within
Healthy Limits, Serious Involvement? And if one of the people involved in kissing knows he or
she has mononucleosis, could kissing then be crossing the line? The teacher brings home that
the grey areas become more clear when warning signs and impact on function occur.
Kissing is taking a risk. All of life is risk. Likely the chances are low, but if you are kissing
someone whom you know has herpes, mono, etc., what exactly does this mean? Do you engage
in the behaviour despite the increased chances of risk? Then it could be a problem.
Another example: Smoking pot. The continuum for this might involve no use, use only at a
party, use every weekend, use every day, use multiple times a day. The teacher can facilitate
discussion to get beyond merely the amount of use, e.g., Would getting it from a friend versus a
dealer indicate problems? etc. And then on to What about missing school because student is
too high? and so on.
4.18
Appendix B
Teacher Resource 2
p. 2
Procedure
Create five posters, each featuring one of the following phrases:

SKIPPING SCHOOL ONCE A WEEK
PUTTING ON WEIGHT
AVOIDING PARENTS
DRINKING CAFFEINATED BEVERAGES
LYING TO IMPRESS OTHERS
Put the posters up on walls around the room.
Ask students to think about the continuum and then choose and stand next to whichever
poster they think represents the most problematic behaviour or issue. Once they have divided
themselves, the teacher asks students why they chose what they chose and facilitates a
discussion.
Discussion
It is highly unlikely that only one sign will be chosen. Discussion around each of the topics
can be made into a discussion regarding context of the behaviour. This can be linked back
to looking at the continuum of engagement in an activity. The multiple factors involved
(biological, psychological, social, cultural and spiritual), which will be much further elaborated
on in lessons 6 and 7, can be alluded to. For example, if the activity is drinking caffeinated
beverages, discussion could involve the following:
BIOLOGICAL: dependence on caffeine and/or caffeine withdrawal, speeding up to do work,
staying awake to do work
PSYCHOLOGICAL: (or bio-psycho) self-treating ADHD
SOCIOLOGICAL: peer pressure, or feeling better about caffeine use than alcohol use
CULTURAL: youth images, what is in right now, e.g., Red Bull, etc.
SPIRITUAL: perhaps less at play with caffeine use than other activities, but maybe some guilt re:
dependence; a person might also give it up for Lent, etc.
Wrap-up
A full-group reflection discussion of what the youth will be taking away.
4.19
5
Unit 5:
Effects of Gambling
on the Individual,
Family and Community
1 Think, Pair, ShareT-Chart
2 BrainstormList
3 Discussion
4 Checklist
5 3 Rs of Reflection
5.1
Unit 5: Effects of Gambling on the Individual, Family and Community


Readiness
Interests
Need to Know
How to Find Out


Assessment Tools
> Rubric
> Checklists

Demonstrates a knowledge of the factors that make it difficult for an
individual to stop gambling.
Thinking
Uses planning skills to generate ideas and formats appropriate for idea
presentation
Processes information from a variety of sources to form generalizations
Classifies information
Communication
Demonstrates expression and organization of ideas and information
Application
Transfer of knowledge and skills to familiar contexts based around
addiction
5.2
Prior Learning
Understanding of related terminology
Awareness of collaborative practices in all classroom structures
Experience with checklists and spreadsheet resources

Materials
Appendix A
Student Resource 1: T-Chart: Problem Gambling
Student Resource 2: Impact of Problem Gambling
Student Resource 3: Gambling Effects Exit Card
Appendix B
Teacher Resource 1: Why Cant I Just Stop?
Teacher Resource 2: Impact of Problem Gambling
Teacher Resource 3: Signs and Indicators
Internet Resources
College kids caught in gambling madness. By Michael McCarthy, USA TODAY, March 28, 2007.
www.usatoday.com/educate/college/firstyear/articles/20070401.htm
training, and resources for professionals, and for people who experience gambling problems, and their
family members.
5.3
Lesson Plan
Connections
Minds On
L: Literacy
ML: Mathematical
Literacy
for/of Learning
SC: Skill Continua

> Connecting to prior learning and experiences
Individual to Whole Group
AfL: T-Chart
Think, Pair, Share: Distribute Student Resource 1, T-Chart: Problem

Gambling. Working in pairs, students will review previous lesson material
by creating a T-chart of signs and indicators of problem gambling and
its impact.
Students will look specifically at situations that could lead to problem
gambling.
Action
Whole Class Brainstorm
Students brainstorm ideas as to why it may be difficult for some individuals

to stop gambling, despite the negative consequences they experience
because of their gambling. Teacher Resource 1, Why Cant I Just Stop?
provides background information.
Conclusions will demonstrate that there are many reasons why people
develop gambling problems.
Small Group Brainstorm
AfL: List
Students will understand the mixed feelings that an individual who gambles
has by brainstorming a list of I statements answering the question: Why
do you gamble?
Whole Class Debrief
Students will reflect on the activity and generalize their ideas into
statements concerning the many reasons people continue to gamble,
despite the potential negative consequences they experience.
Whole Class
AfL: Anecdotal
Comments
AfL: List
Using the Teacher Resource 2, Impact of Problem Gambling, generate a

list to show the impact felt when an individual, family and the community
are affected by problem gambling. Students complete work using Student
Resource 2, Impact of Problem Gambling.
Partners
AfL: Anecdotal
Comments
AfL: Checklist
Using Teacher Resource 3, Signs and Indicators, the teacher leads a

discussion about the signs and indicators of problem gambling.
Students will create a checklist to be used by helping professionals to
determine if an individual has some of the indicators of problem gambling.
5.4

Connections

Individual
Distribute Student Resource 3, Gambling Effects Exit Card, to students to

complete. Students anonymity will be maintained, but teacher may want
to share comments next lesson.
Strategy/Assessment
Tool
AfL: Anecdotal
Comments
AfL: RAFT Tasks


Role
Audience
Format
Topic
Friend
Adult
Personal letter
Using personal-letter style, write

a letter to a close friend telling the
person you are concerned about
his or her involvement in gambling.
Express understanding and support
toward your friend while encouraging
the person to seek help or talk with
someone about his or her difficulties.
Advertising
agency
Adult
Advertisement
Create an advertisement in which you

request participants for a study of the
negative issues related to gambling.
Child or
youth of a
gambling
addict
Adult
Series of diary
entries
Write a series of diary entries written

from the perspective of a child or
youth of a parent who has a problem
with gambling.
Health
educator
Adult
Poster
As a health educator at your school,

you are anxious to make the student
population more aware of the need
for care when dealing with activities
that include some forms of gambling.
Create a poster for the school bulletin
boards.
Health
consultant
Adult
Questionnaire
Create a questionnaire that you

will hand out to adults who have
consented to help you gather
information about the level of
gambling in a particular population.
5.5

Connections
Role
Audience
Format
Topic
Educator
Adult
Post-it board
As an educator in a school you want

to have a bulletin board in the main
hallway devoted to information about
gambling and the comments that
students have about gambling in their
peer groups. Create a sample of what
the Post- it board might look like.
Rap artist
Adult
Rap
Create a rap which will be presented

at the next assembly. The purpose
of the rap is to engage youth in
understanding the prevalence of
gambling among their peers.
Playwright
Adult
Script
Create a script for a play that

presents the risks associated with
gambling.
The 3 Rs of Reflection: Students use the 3 Rs of Reflection (Retell, Relate,

5.6
Appendix A
Student Resource 1
T-Chart: Problem Gambling

Signs and Indicators
Impact
5.7
Appendix A
Student Resource 2
Impact of Problem Gambling

Individual
Family
Community
5.8
Appendix A
Student Resource 3
Gambling Effects Exit Card

1. Three things I learned today about the risk factors that can make an individual more vulnerable
to developing a gambling problem are
2. One thing I have a question about is
3. One thing I would like to learn more about is
4. A comment on the way I like to learn this information best:
5.9
Appendix A
Student Resource 4
Non-negotiable
Use the 3 Rs (Retell, Relate and Reflect) to explain your learning.

Negotiable
1. Topics

b) An awareness of the fact that all actions have a consequence and impact the individual, family and
the community
c) The need for timely action when individuals are making decisions
d) The skills I used during this unit
e) After this unit I will
2. Formats

d) Blog, wiki or Twitter
Optional

5.10
Appendix B
Teacher Resource 1
p. 1
Why Cant I Just Stop?

The following statements are examples of what a person with a gambling problem
might say or feel:
How did this happen? I cant believe all the trouble Im in.
If I stop gambling now, Ill have to admit Im a total loser.
Theres no way I can pay back all the money I owe.
Even if I had another win, Id probably just lose it again.
I cant face this mess alone, but Im too embarrassed to ask for help.
I never thought it would get this bad.
Most people with gambling problems say they lost control over how much time and money they
spend gambling. Meanwhile, they ignored other responsibilities. They knew they had problems,
but only gambling seemed important.
Many people who gamble excessively have mixed feelings about gambling. They know they are
causing problems for the people they love. They may become anxious and unhappy, and they
often hate themselves. But the urge to gamble seems too great to resist. They feel they cant
give up on all the time, money and emotion they have put into gambling. They cant accept that
they will never win back what they have lost. Some people still believe their system will pay off,
their luck will change or they are due to win. Others believe that continuing to gamble is the only
way out of a situation they are ashamed of.
Other people promise to quit, but cant. They fear their parents will find them out. This drives
them deeper into hiding and further into trouble. They keep hoping a big win will end their
problems. Once in a while they may win, which keeps their hope aliveuntil the losses mount up
again. If they quit now, they will feel like a loser. They will have to face all the problems gambling
has caused.
Risks and Rewards of Gambling
Many people have mixed feelings about gambling and may not want to give it up, even though
they know that it is causing them harm.
Gambling Rewards
People gamble because of the following:

They love the thrill of playing.
They know a big win could solve all their problems.
Gambling is their only shot at becoming a millionaire.
They feel important when they win. They love being able to treat family and friends.
They have a sure system and believe that it is just a matter of time before they win again.
When they are on, they can make money fast and easily.
5.11
Appendix B
Teacher Resource 1
p. 2
Gambling lets them forget their problems and pain for a while.
Gambling is the one thing in their life that is just for them; when they gamble, they are in
control.
Gambling gets them out of the house.
Gambling makes them feel important.
All their friends gamble.
Gambling Risks
Youth might consider getting help because of the following:

Parents are always yelling at them and threatening to withdraw privileges.
They are fighting all the time with friends and family about gambling.
They are tired of sneaking around, lying and hiding gambling losses.
Their reputation has been hurt.
People they owe money to are threatening violence.
Gambling is all they ever think about. It has taken over their life.
They have stopped caring about things that should be important.
They borrowed money from so many people that they are now ashamed to face them.
They are afraid of losing their job or failing in school because they are so distracted.
Their health is suffering.
They no longer enjoy gambling most of the time.
They feel like such losers. Sometimes they hate themselves.
5.12
Appendix B
Teacher Resource 2
Impact of Problem Gambling

Impact on the Individual
Financial loss and loss of personal belongings.

Emotional problems and isolation.
Physical and mental health problems.
Burnout.
Anxiety and depression.
Impact on Families
Money problems: When parents find out that their son or daughter has stolen and used credit
cards or money meant for other things, they may feel scared, angry and betrayed.
Emotional problems and isolation: Gambling problems cause strong feelings among family
members, which makes it harder to solve problems. Family members may avoid other people
because they feel ashamed.
Physical and mental health: The stress of gambling problems sometimes causes health
problems, for both the youth who gamble and the family. These can include anxiety,
depression and stress-related problems such as poor sleep, ulcers, bowel problems,
headaches and muscle pains.
Burnout: Many families under stress have trouble coping. One member may try to keep
things in control by taking on more tasks. This can lead to burnout. Family members often
forget to take care of themselves or to have fun.
Impact on the Community
Physical and emotional abuse: Family violence is more common when families are in crisis.
Gambling problems can lead to physical or emotional abuse.
Crime including incarceration as well as theft and vandalism.
Health care costs.
Bankruptcy.
Many people who gamble excessively feel stressed, anxious and depressed. This can make
sleeping, thinking and solving problems more difficult. Rates of suicide are higher for people who
gamble excessively, and for their family members. The people most likely to attempt suicide are
those who also have mental health problems (such as depression) or who heavily use alcohol
and/or other drugs.
5.13
Appendix B
Teacher Resource 3
Signs and Indicators

In adolescents, manifestation of gambling problems is not always as clear as
those commonly observed in adult problem gamblers. However, some signs can
indicate the development of a growing problem:
a consuming interest in gambling and gambling-related activities
a preoccupation with video arcades, Internet gambling sites, sports results or TV poker
money or valuable objects missing, borrowing or stealing money from friends and family,
asking for more money for lunch and transportation or other personal expenses
problems in school, such as a loss of interest or unexplained absences
changes in personality or demeanour
changes in relationships (new friends and acquaintances, ignoring old friends, social network
only on the computer)
changes in mood
explosive expression of anger
signs of anxiety and stress
large unexplained amounts of cash, or material possessions which cannot be accounted for
lack of truthfulness about his or her activities
fake ID, casino entry cards, or racetrack receipts among belongings
problems with other family members or with friends.
5.14
6
Unit 6:
Moving to Change
1 Questionnaire
2 Think, Pair, Share
3 Communicating Understanding
4 Reflection
6.1
Unit 6: Moving to Change


Readiness
Interests
Need to Know
Students preferred way of learning in order to support the in-class sessions and their RAFT
choices
How to Find Out



Demonstrates knowledge of process and interrelated steps
Assessment Tools
> Rubric
> Checklists
Thinking
Gathers relevant information from multiple sources
Summarizes research into key facts
Communication
Organizes and expresses information with clarity
Application
Makes connections between theoretical and real life
Applies relevant information and theories to practical causes
6.2
Prior Learning
Awareness of collaborative processes
Understanding of article analysis
An awareness of the factors of gambling addiction
An awareness of obstacles in general life and the difficulty surmounting them
Understanding of non-judgmental decision-making processes

Materials
Appendix A
Student Resource 2: Communication Skills
Student Resource 3: Taking Ownership
Appendix B
Teacher Resource 1: Stages of Change
Teacher Resource 2: Relapse Prevention
Teacher Resource 3: Communication Skills
Internet Resources

training, and resources for professionals and for people who experience gambling problems and their
family members. This link provides information about the Stages of Change:
www.problemgambling.ca/EN/ResourcesForProfessionals/Pages/StagesofChangeModel.aspx
6.3
Lesson Plan
Connections
Minds On
L: Literacy
ML: Mathematical
Literacy
for/of Learning
SC: Skill Continua

Small Groups
Students work with Student Resource 1, Case Studies, and complete

the case study template, which looks at immediate and long-term
consequences.
Whole Class Debrief
AfL: Case Study

Template
AfL: Anecdotal
Comments
Review the terms risk, reward, impact, responsibility
Action
Using Teacher Resource 1, Stages of Change, teacher guides the

discussion around the initial question, How can I support someone who
is experiencing problems related to gambling? Focus on the Stages of
Change, highlighting that a person has to be in the right stage to initiate
change.
Using chart format, brainstorm ways in which individuals, families and
the community can provide assistance to others in addressing problem
gambling.
Small Groups
AfL: Role Play
Present each group with cards each having a heading for the stages of
change. Students will discuss the stages and then provide descriptors that
identify and complete the sentence starts for each stage of change, e.g:
A person in the Contemplation stage of change will look like .
At this stage the individual must . At this stage the
individual must not .
Each group will present a role-play scenario to demonstrate the
characteristics of the stages of change.
Whole Class Debrief
AfL: Anecdotal
Comments, Chart
Class will discuss commonalities among their cards.

Teacher will lead short discussion to generate conclusions to discussion.
AfL: Anecdotal
Comments
6.4

Connections
Whole Class
Using Teacher Resource 2, Relapse Prevention, teacher will lead a

discussion about relapse. Discussion should focus on the factors that
may trigger a relapse, the impact a relapse may have on the person who
gambles as well as on their family, and how to move forward after a relapse
has occurred.
Expert Groups
Teacher gives out cards with the various communication skills listed on
them (Teacher Resource 3: Communication Skills).
Individuals of each group research their skill, note key facts and then
present to the group.
AfL: Anecdotal
Comments
AfL: Cornell Note Taking

System
Whole Class Debrief
Discuss the communication skills and summarize the look fors for each
skill on Student Resource 2.
Small Groups of Six
Apply the skills to the communication processes between families and

counsellors when dealing with a person with a gambling problem.
Using a round table strategy, have students discuss what they know
about a person with a gambling problem. Each student will take on a role:
Student A responds non-verbally; Student B asks clarifying questions;
Student C mirrors feelings; Student D paraphrases; Student E summarizes;
Student F is the speaker. Everyone will use attending and focusing skills.
Repeat with different related topics so everyone has an opportunity to try
each role.
Taking Ownership
Teacher leads discussion to complete chart sections in Student Resource

3: Taking Ownership.
Gather student ideas and fill in any spaces that the students are not able to
suggest points for.
AfL: Anecdotal
Comments
AfL: Chart, Anecdotal
Comments
AfL: Anecdotal
Comments

Whole Class Debrief
AfL: Anecdotal
Comments
Students discuss the concept that change is a process that occurs

over time, often with bumps along the way. It is important to set
goals, review them and remember to seek help when help is needed.
Individual RAFT
AfL: RAFT Task Formats

6.5

Connections

Role
Audience
Format
Topic
Therapist
Adult
Leaflet
Create a flyer for distribution in the

neighbourhood about a community
initiative involving the opening of
a counselling service at the local
recreation centre.
Scriptwriter
Youth
Script
Prepare a script, which will be

presented to family members,
describing the issue of addiction
and the process of regaining
a healthy lifestyle for a person
recovering from an addiction.
Family
member
Adult
Series of diary
entries
Write a series of six diary entries

(over a six-month period) from the
perspective of an individual affected
by a family member struggling with
the rehabilitative process.
Radio
interviewer
Adult
Interview
questions
Prepare a series of interview

questions for an interview with a
person in recovery for a gambling
problem and a closely related family
member.
Counsellor
Adult
Reflective
statements of
encouragement
Create bulletin board statements,

that can be set out to create a
reflective moment in the ongoing
trials of recovery for those in a
treatment setting.
The 3 Rs of Reflection: Students do The 3 Rs of Reflection (Retell, Relate,

6.6
Appendix A
Student Resource 1
p. 1
Case Studies
1. You and four of your friends have been playing cards together for years. You have all recently
started playing poker together for fun. When one friend suggests playing for money, the group
agrees and sets a limit of $5 a game. Over time, however, this amount increases to $10 a game,
at your friends request. A month later, he suggests playing for $20 a game.
2. You are concerned about your older brother, who is always angry and secretive. One day, you
5. A friend asks you to borrow $30. He shares that there is a poker tournament on Friday night and
in order to join, he must pay a $50 fee. He says hell pay you back at school on Monday.
6. Youve had a crush on a girl for some time now and finally got the courage to ask her out. Now that
that shes accepted, youre concerned about how you will impress her. On the advice of a friend,
you decide to spend the $50 in your bank account on PRO-LINE tickets in the hopes of doubling
your money. With $100, you know youll have enough money to take her out to dinner and a movie.
9. Your grandfather and you are spending the day together and he brings you to the local racetrack for
a few hours. Hes been losing most of his bets, so for the last race, he asks you to pick the horses.
When the horse you chose wins, your grandfather tells you how lucky you are and gives you $100.
6.7
Appendix A
Student Resource 1
p. 2
turns out that because of gambling debts, her father has not been paying the bills.
14. Youve noticed that during class, your friend has not been paying attention because shes been
room. Because it is not regulated, youre told the payout is set at a higher rate. Your mother gave
you some money that morning and asked you to pick up a few things at the grocery store.
that you learned from your mistakes last year and youll be able to make better choices this time.
20. As youre preparing to go on your school trip, you discover that all the money youd saved up in
your bank account is gone. When you tell your mother about it, she confesses that she needed to
borrow this money and she plans on paying you back very soon. After talking with your older sibling,
however, you discover that your mother has been spending much of her days at the local casino.
6.8
Appendix A
Student Resource 1
p. 3
Case Study Activity Template

Presenting Issues
Consequences or Potential Consequences: Immediate
Consequences or Potential Consequences: Long-Term
Possible Strategies
6.9
Appendix A
Student Resource 2
Communication Skills
Active Listening
Looks Like:
Attending/Focusing
Paraphrasing
Clarifying Questions
Mirroring
Non-Verbal Responses
Summarizing
6.10
Appendix A
Student Resource 3
Taking Ownership
Boundaries and Limits
Financial Debts
Managing Money
I will
I will
I will
For self:
For self:
For self:
For friend:
For friend:
For friend:
For adult or parent:
Managing Stress
Taking Ownership for Behaviours

and Decisions
Maintaining the Therapy
I will
I will
I will
For self:
For self:
For self:
For friend:
For friend:
For friend:
Healing Family Relationships
Getting back the Balance in Life
I will
I will
For self:
For self:
For friend:
For friend:
6.11
Appendix A
Student Resource 4
Non-negotiable

Negotiable
1. Topics

b) Achieving long-term positive change in a situation with addictions involves
c) Change is only effective in an individual when
d) The skills and strategies I used during this unit
2. Formats

d) Blog, wiki or Twitter
Optional

6.12
Appendix B
Teacher Resource 1
p. 1
Stages of Change
People with addiction problems such as gambling go through similar stages in
accepting the need to change. The following are the five stages of behaviour
change identified by Drs. Prochaska, Norcross and DiClemente.
Pre-Contemplation Stage
Pre-contemplation is the first stage in the process. At this point, the person does not recognize
that there is a problem, although others may have recognized the problem and the need to do
something about it. The person is either unaware or under-aware of the problem and has no
intention of changing his or her behaviour.
At this stage, the following strategies may be helpful:
Tell the person how his gambling affects you.
Avoid encouraging the persons gambling by not engaging in gambling activities with her, or
by lending her money to gamble.
Learn about problem gambling and share the information with the person.
Get support for yourself by talking with a parent, a teacher or someone else you trust.
Avoid arguing with the personit wont help.
Avoid using labels like in denial or resistant.
If the person doesnt want to talk with you about his gambling, let him know that you can
discuss the matter in the future.
Contemplation Stage
In this second stage of behaviour change, the person acknowledges that she has a problem, but
is still not ready to do anything about it. Individuals may even recognize some of the benefits of
changing but also have an awareness of the cost of changing. They may feel stuck and may
even ask others what they need to do to get unstuck.
Do not gamble with the person.
Find out how the person can get help, then pass on the information to him.
Encourage the person to get help.
Praise the person for wanting to change.
6.13
Appendix B
Teacher Resource 1
p. 2
Preparation Stage
In this third stage, the person recognizes the need for change and is preparing to make changes.
The person may even begin to take small steps to change her gambling, such as setting time
and money limits. She may talk about making bigger changes soon.
Support the persons changes and encourage her to get help from a problem gambling
counsellor.
Suggest other activities to replace gambling.
Action Stage
In the action stage the person is ready to commit to change and begins to implement the
changes he has been planning to make. This stage takes the most time and energy, is the most
visible and gets the most recognition from others.
Support the person as he replaces gambling with new activities.
If he is not already doing so, encourage the person to go to counselling.
Accept that the person may slip back into gambling.
Give lots of praise and encouragement.
Maintenance Stage
Maintenance is the final stage in behaviour change and is a long and ongoing process. The
person has made changes and is working on maintaining these changes, as well as learning
and practising new skills. This is the time for people to reflect on and consolidate the gains they
have made. They may begin to see the benefits of their changed behaviour. Individuals continue
to substitute healthy alternatives for their problem behaviours and avoid trigger situations and
events. As they continue to increase their level of self-awareness, they may also begin to look at
making positive changes in other areas of their lives.
Keep praising the persons efforts and progress.
Help the person identify and avoid gambling triggers.
Reward efforts at change.
Accept that the person may have relapses.
6.14
Appendix B
Teacher Resource 1
p. 3
Relapse
At any time during the change process, the person may go back to old behaviours. This is very
common. Relapse is often accompanied by feelings of discouragement, including seeing oneself
as a failure. The fact is, relapse can be an important learning experience. When it occurs, the
person should analyze how the slip happened so that she can recognize the warning signs and
make better choices should relapse threaten again, and so that she can resume the behaviour
changes she had already made and was maintaining.
Encourage the person to return to counselling.
Help the person identify gambling triggers.
Keep praising the persons efforts and progress.
References
Prochaska, J., Norcross, J. & DiClemente, C. (1995). Changing for Good. New York: Avon Books.
6.15
Appendix B
Teacher Resource 2
Relapse Prevention
What Is Relapse?
Relapse is a process that begins when a person starts slipping back into old behaviour patterns.
Things that can lead an individual to relapse include the following:
feeling that he or she has gambling under control and taking a chance to gamble again
not working out stresses and problems at home, work or school, and when these build up or
a crisis happens, the individual returns to gambling to help cope
not handling negative feelings such as boredom, loneliness or anger
giving in to urges to gamble
not seeing any way to cope when under stress other than to gamble
not working to maintain goals related to quitting or reducing gambling.
To avoid relapse
1. Plan to handle day-to-day feelings and problems as they happen. This way, pressure and
stress do not build up.
2. Keep lifework, school and relaxationin balance as a way to reduce stress.
3. Gain support and trust. Family, friends, teachers, coaches, a support group or a counsellor
can talk with the individual about the pressures experienced while trying to reduce or quit
gambling. They can watch for the warning signs of relapse and help handle the stress.
4. Identify and plan for high-risk situationsthose in which an individual is more likely to
gamble. Everyone faces high-risk situations at some point; they can be handled more easily
if an individual knows ahead of time what they are and creates ways to handle them in
advance.
6.16
Appendix B
Teacher Resource 3
Basic Skills and Concepts
Attending and Focusing Involves the following elements:

eye contact
attentive body languageposture
distancepersonal space
vocal tone
verbal trackingkeeping speaker on topic using open-ended questions
(questions requiring more than a yes or no response). e.g,. example, Tell me more about
silencecan encourage the other person to speak more
encouragementverbal and non-verbal
not interrupting.
Paraphrasing (or Restating) Repeating the main thoughts and ideas the speaker
has expressed in your own words so you can check for understanding,
e.g., So what you are saying is
Clarifying Questions Gathering information you need to understand the situation
Mirroring Paying attention to the emotions and feelings of the speaker, e.g.,
You sound frustrated.
Non-verbal Responses Using appropriate body language including gestures and

facial expressions.
Summarizing Pulling together all the information by paraphrasing and mirroring to help
the speaker determine whether anything is missing, e.g., We have talked about
6.17
7
Unit 7:
Reducing Risk
1 Jeopardy Game
2 Brainstorm
3 ModellingCategorization
4 Decision Making
5 Reflection
7.1
Unit 7: Reducing Risk


Readiness
Interests
Need to Know
How to Find Out


Assessment Tools
> Rubric

Demonstrates a knowledge of key facts
Demonstrates an understanding of terminology related to this unit
Thinking and Inquiry
Demonstrates summarizing skills
Describes information from the perspective of an unbiased researcher
Communication
Organizes and expresses ideas clearly and concisely
Demonstrates effective note-taking skills using informal outline, web,
combination notes
Uses conventions of selected genre
Application
Applies understanding to specific situation(s)
Makes connections between familiar concepts and extends into
new concepts
7.2
Prior Learning
Awareness of a variety of graphic organizers
Understanding of collaborative learning techniques
Familiarization with key fact techniques and understanding of bias
Some skill with SMART Ideas
An understanding of necessary terminology affecting their understanding of the new material
in this unit
Understanding of choice board of differentiated learning

Materials
Appendix A
Student Resource 1: Jeopardy Game
Student Resource 2: Scenario CardWhat Is the Problem?
Student Resource 3: Sample Influences
Appendix B
Teacher Resource 1: Factors That Influence Risk and Decision-Making
Teacher Resource 2: Biopsychosocial-Cultural-Spiritual Model
Teacher Resource 3: What Is the Problem? Sample Answer Sheet
Internet Resources

Centre for Addiction and Mental Health
www.camh.net
This website provides information about alcohol, drugs and mental health prevention and addiction
for the public as well as for professionals. This specific link is for information on youth risk and
protective factors.
www.camh.net/education/Resources_teachers_schools/Drug_Curriculum/Secondary/curriculum_
riskprotect.html
members. This specific link is for youth risk factors.
www.problemgambling.ca/EN/ResourcesForProfessionals/Pages/YouthAndGamblingRiskFactors.aspx
7.3

Lane County Prevention Program
www.preventionlane.org
This website provides educational prevention information about substance abuse, problem gambling and
suicide prevention. This specific link is for information about youth risk factors for gambling.
http://preventionlane.org/gambling/youth-risk-factors.htm
The Toronto Star
Article. The brain: For adolescents, a scary path to full development
www.thestar.com/article/839695--the-brain-for-adolescents-a-scary-path-to-full-development
7.4
Lesson Plan
Connections
Minds On
L: Literacy
ML: Mathematical
Literacy
for/of Learning
SC: Skill Continua

Whole Class
tudents engage in a Jeopardy!-style game (Student Resource 1:

S
Jeopardy Game), winning points with their responses about variables
that are positive and negative factors of a healthy lifestyle.
Teacher helps students to review material of past classes and focus on
the importance of maintaining a healthy lifestyle to reduce the risk of
any problems.
Add to word wall if necessary (collection of terms developed over the
study of this theme and left on display in the classroom).
AfL: Jeopardy game,

Word Wall, Anecdotal
Comments
Action
Whole Class
Students brainstorm items that influence risk and decision making.

Teacher Resource 1: Factors That Influence Risk and Decision Making.
Students classify brainstorm items into outer influences from outside
the mind and body and inner influences. Record on flip charts. A
comparison is made. Based on content, although some influences are
clearly inner and some outer, there will be some that are unclear or
are linked together. For example, peers can be considered an outer
influence, but the inner world of wanting to belong to a group interacts
with that influence.
Teacher introduces concept of BPSCS model. Teacher Resource 2:
Biopsychosocial-Cultural-Spiritual Model
Students each receive a scenario card. Student Resource 2, Scenario
CardWhat Is the Problem? Working individually, students will identify the
issues in the scenario and place them under the appropriate headings in
the chart.
Small Group Sharing
AfL: Group Anecdotal

Comments
Students join with a group and share their results.
Whole Class Debrief
Teacher directed and concentrating on a) humans are complex;

b) many influences affect each person on a daily basis; one must
always understand the underlying motivation of each persons action(s)
and that each high-risk behaviour appears in a different perspective
depending on the individuals role and emotional and physical state.
AfL: Chart, Graphic

Organizer
AfL: Anecdotal
Comments
7.5

Connections
Expert Groups
Teacher provides material to be read about the range of influences,

fighting reductionism, motivation, calculated risk, genetic and personal
biological factors, cultural and media factors, existential issues and
magical thinking, peer pressure and societal expectations.
Individuals will study their topics and summarize information for a
fact sheet.
Students are to define and clarify terms as needed.
Each student presents the information summation for group.
Whole Class Debrief
AfL: Fact Sheet,

Summary, Oral
Presentation
AfL: Anecdotal
Comments,
Generalizations, Big
Question Ideas
Teacher highlights key findings using SMART Ideas on PowerPoint.

Students are encouraged to form generalizations from specific facts.
Conclude with a summary of key learning from this unit.

Individual
AfL: Schematic Form
Students create a schematic form of the influences affecting decision

making, using a variety of graphic organizer styles.


Role
Audience
Format
Topic
Poll
researcher
Youth
Survey
The provincial government has asked

for statistics on the ability of youth
to deconstruct incidents in their
lives. Create a survey that can gather
information about how much youth are
able to deconstruct, and outline factors
influencing their actions.
Youth
counsellor
Youth
Flyer
Create a flyer, which you will hand out

at the next school assembly, that will tell
students about a conversation group
for youth and adults in which the youth
attempt to explain their age groups
interest in gambling.
7.6

Connections
Role
Audience
Format
Topic
Youth
counsellor
Youth and
adults
My Life
in Two
Minutes
Create a series of questions or sentence

starters to be handed out to a group of
youth and adults meeting for the first
time to learn from each other about the
link between youth and gambling. The
completed statements will act as an
introduction, allowing youth and adults
to get to know each other in order to feel
comfortable in sharing.
Principal
Adults
Business
letter
As principal of your school, create a

letter to inform the parents of your
students of the growing concern over
youth gambling.
Researcher
Adult
Report
Create a report to present on a subject

related to the issue of gambling.
Speakers
corner
chairperson
Youth
List
As chair of the student speakers

corner, create a list of speakers for a
variety of topics relating to gambling. Try
to locate specialists or experts in their
field who work in your local community.
Civil rights
worker
Adult
Civil
rights
case
There is a push to locate a casino in your

local neighbourhood. As part of the Civil
Rights Action committee for the city,
create a list of pros and cons that the
mayor can study before the issue comes
to the council chambers for a vote.
Lobbyist
Adult
Speech
You are a psychologist with a local

health centre. Write a speech for a talk
youve been asked to give to parents
about how common gambling is in the
lives of young children and youth.
Debater
Youth
Debate
With a partner, prepare both sides of a

debate over the expansion of Internet
gambling.
10 Blogger
Youth
Blog
Create a blog that sends information in

pertinent snippets out to youth about
issues concerning gambling.
The 3 Rs of Reflection: Introduce students to The 3 Rs of Reflection

(Retell, Relate, Reflect) as a way for them to reflect on their learning prior
to the next class.
7.7
Appendix A
Student Resource 1
Healthy Lifestyle Jeopardy

Categories:
Positive FactorsPhysical
Positive FactorsEmotional, Social
Negative FactorsPhysical
Negative FactorsEmotional, Social
Points: 5, 10, 15 and 20 point questions for each category
5- and 10-Point Questions

No answer options will be given from which to choose.
Groups may quietly confer.
Group leader must write groups answer on dry erase board.
Teacher will call Boards Up.
Unless it is a blue dot question (see below), all groups with the correct answer receive points.
15-Point Questions
Group choosing category may decide to keep it as 15-point questions and have teacher read
answer options along with the question, OR group choosing category may decide to make it
a 30-point question by not having the answer options read with the question.
Groups may quietly confer.
Group leader must write groups answer on dry erase board.
Unless it is a blue dot question, all groups with the correct answer receive points.
20-Point Questions
Teacher will read answer options for all of these questions.
These questions will be answered verbally.
Unless it is a blue dot question, teacher will call on the first person to raise a hand. That person
must immediately give the answerno group discussion is allowed.
If the correct answer is given, only that persons group receives points.
If an incorrect answer is given, all groups except group from which incorrect answer was given
will be allowed to confer and write their answer on the dry erase board. All groups with the correct
answer will receive points.
Blue Dot Questions

Teacher will randomly place a blue dot behind one 5-, 10-, 15- and 20-point question. (One
category will not receive a blue dot.)
The group choosing a blue dot question will be the only group allowed to answer the question
for points.
If that group answers incorrectly, all other groups may confer and write an answer on the dry
erase board. All groups with correct answers will receive points.
Winning Team: The team with the most total points.
7.8
Appendix A
Student Resource 2
Scenario CardWhat Is the Problem?

A 17-year-old male comes to the school counsellor saying Help me! My mom
tossed me out of the house and wont let me back in until Ive quit playing video
games! But I dont have a problem with the games. Playing keeps my nerves
steady, and all my friends play the games too See, Im thinking of quitting
school. Ive never been good at it. I hate readingbut Im great at math! In fact,
Im so good I make a lot of money playing Texas Hold Em poker. I really dont
need to go to school. I really have felt like a loser most of my lifesad and very
anxious. But since I started winning money online, people look at me like Im
a pro. The video games really do help me keep a good poker face. So, can ya
help?! Wellcan ya??
Instructions
In the above scenario, identify the factors at play that fall under each of the headings in the chart below.
Biological
Psychological
Social
Cultural
Spiritual
7.9
Appendix A
Student Resource 3
p. 1
Sample Influences
A. Genetics and Personal Biological Makeup

Addictive and mental health disorders often run in families. This seems to also apply to some
cases of problem gambling.
People with ADHD (attention-deficit/hyperactivity disorder), for example, often are at higher
risk of developing substance use, gambling problems and other issues if they are not treated
for the condition.
Certain medical conditions, such as diabetes or chronic pain syndrome, may directly or indirectly
affect a persons overall life circumstances. For example, if you are persistently experiencing
intense pain, that might increase symptoms of depression and anxiety. Having to cope with
these ongoing physical and mental health issues can have psychological effects. People dealing
with these effects might have trouble fitting in with friends. Gambling can become a problem
for some people if they use it as a way to cope or to escape from other physical and mental
health issues.
More research is being done to better understand the relationship between genetics, biology
and problem gambling. For some people, medication might help fight urges to gamble.
Scientists are now researching medication options for problem gambling.
B. Culture and Media

In our society, many forms of media are pervasivevideo games, BlackBerrys and iPhones,
Internet, e-mail. We also know that in relation to youth, time use and access to content are
variable and can be unregulated by parents. We talk about how these forms of media may
be influencing us, but in reality our culture has not yet taken major steps to put forth healthy
guidelines, or a public health approach, for the use of technology.
What is the message our society is conveying when video games allow violence such as suicide
bombings and the killing of prostitutes and police officers? What is the cultural message
regarding how women should be treated? Is there covert or overt racism in the way thugs
and bad guys are portrayed in games? Is it okay to steal a car or otherwise engage in illicit
activities, as characters in video games like Grand Theft Auto do?
New devices are becoming fashion statements. Just like designer jeans, technology can look
great and convey status in youth culture. Cell phones, video game consoles, computers and
TV devices all allow sharing of Internet information and communication. However, access to
sexual imagery, drug ordering and gambling websites and games disguised as video games
has become easier than ever through all these portals and devices.
7.10
Appendix A
Student Resource 3
p. 2
C. Magical Thinking

Magical thinking is a thought or belief that certain coincidences are actually connected or that
there is a causal relationship where none exists, for example, carrying an umbrella will ensure
it doesnt rain. When people are faced with ambiguity and the unknown, its natural for them to
seek explanations or a sense of control, and depending how stressed they are, they may engage
in magical thinking. In human development magical thinking is used to try to make sense of the
world and keep our fears at bay. It usually occurs in childhood (e.g., a child who believes her
disobedience caused her father to fall ill) and is not used as much as we develop more adult
coping strategies to deal with lifes challenges. In highly stressful situations, however, people
do regress to earlier ways of coping, and magical thinking is a common one they fall back on.
Many people with problem gambling will resort to magical thinking; examples include blowing
on dice to make them lucky, wearing a lucky shirt or choosing special numbers that have
emotional significance.
D. Peer Pressure (School, Work, Games)

The effects of group influences on an individuals behaviour have been a central concern of
social psychologists. It has been shown, for example, that one is more prone to take risks
when the group he or she identifies with engages in and supports such behaviour. The needs
to belong and be accepted by peers are strong enough human motivators to impel a person to
behave with greater risk in the context of a group than when alone. This is especially true with
adolescents and young adults. Gambling is a common activity that youth engage in; for example,
they may have their friends over to play Texas Hold Em poker in their homes. Youth may also be
bullied into gambling, or may feel compelled to gamble to fit in with popular kids.
E. Parental Role Modelling

Long after the school and work day is over, peer pressure and curiosity can impel youth to need
to know whats going on in their online worlds. Social networking appears to be the preferred
communication method of 21st-century youth.
Parents need to take a more active role in knowing how their kids use technology. Its not only
important to look at youths use of technology, but how the parents themselves role model
behaviour. For instance, many parents have slowly allowed their work-family balance to blur
by checking BlackBerrys at the dinner table or answering business e-mails at 9:00 a.m. on a
weekend. And there are many adults who also engage in video-game activities, some even
becoming pro-gamers.
As with gambling, technology and gaming, this role modelling also applies to parents own use
of alcohol, nicotine and caffeine and the impact that may have on their children. Sometimes one
family member becomes what we call the identified patient, because his or her problems are
the most obvious. This triggers the entire family to seek help from a therapist. What is often seen
then is that other family members have addiction and mental health issues that have not been
dealt with.
7.11
Appendix A
Student Resource 3
p. 3
F. Societal Expectations for Academics and Work

Education and school work and day-to-day professional communication in the 21st century
require that we use computers. Those looking for jobs and careers are often expected to have
some basic-to-advanced cyber skills. Thus the majority of youth will be exposed to the internet
and its interactive wonders. The key is asking what, as parents, community, society and so
on, we should be doing to help educate our youth (as well as everyone else) on the potential
development of problems using this technology, as well as on methods for using it in as safe a
way as possible.
G. Sedentary Lifestyle

Addictive behaviours may be linked. For example, many people attribute the increase in obesity
in North American youth to fast foods and low physical activity; it is unclear, however, if there is
not a link to the over-use of technology. Many of you may have heard of people who would rather
send an e-mail to a person 15 feet away than get up and go talk with that person. Sedentary
people see images of beautiful people on the Internet, video games and TV, and this can lead
them to be concerned about their appearance, which can then impact self-esteem. People with
low self-esteem may feel more comfortable interacting with people online versus in person,
which can lead to exposure to online sexual activities such as interactive pornography sites.
Also, some parents may feel it is safer for their kids to be gambling in the family room with their
friends rather then for them to be out of the house, where the parents dont know where they are
or whom they are with.
H. Feelings of Mastery

People play video games and gamble for many reasons. For some adults and youth, they feel a
sense of being able to master the skills it takes to win. That sense of mastery of online games
becomes important because often there may be a lack of a sense of mastery in life offline. For
example, if someone suffers from social anxiety, is being bullied or has physical ailments or a
traumatic past, the anticipation of a winnot just with gambling but with video gaming toocan
be quite powerful. Killing the 27th level Orc Mage in the Dungeon can be very exciting, and
an actual win can create a feeling of euphoria. It can make a youth (and adult) feel important,
successful, skilled and happy. When one loses, however, these feelings can be replaced by
anxiety, sadness, desperation, frustration and anger. Because of these emotional ups and
downs, people then feel drawn to play repeatedly. Both sets of positive and negative emotional
responses can lead to what is called in psychology intermittent reinforcement. This form of
reinforcement is one of the strongest psychological aspects of developing problematic patterns
of behaviour in these activities.
Context Is Key
It is important to not focus only on the problematic surface behaviour a youth engages in: one must also
look at the big picture. For example, is the person someone with chronic pain who is more prone to stay
at home? Is he or she depressed? Is he or she avoiding social situations? Understanding the biological,
psychological, social, cultural and spiritual context of human behaviour is key to understanding what is
actually going on in that persons life, and ultimately understanding what can help the person get better.
7.12
Appendix A
Student Resource 4
Non-negotiable

Negotiable
1. Topics

a) Thoughts that I had during the discussion of this unit were
b) A SMART goal for me in the next three months is
c) In my own life I need to reduce or redirect my energy to
2. Formats

d) Blog or wiki
Optional

7.13
Appendix B
Teacher Resource 1
p. 1
Factors That Influence Risk and Decision Making

Human behaviour is complex, and underlying motivations may, in fact, be the
opposite of what they appear to be. Some people are unconscious of the
motivations that propel their high-risk-taking behaviour.
Examples of biological factors that can influence risk and decision making:
being intoxicated on alcohol or any other drug, e.g., cannabis, cocaine, opioids, etc.
lack of sleep
lack of food
chronic pain
schizophrenia
major depression
diabetes.
Examples of psychological factors that can influence risk and decision making:
level of self-esteem
ability to identify emotions
cognitive ability
self-soothing
fear of people judging one
schizophrenia
major depression
ability to adjust and accept a chronic medical condition (e.g., diabetes).
Examples of social factors that can influence risk and decision making:
being impoverished
being from a large family
being from a small family
suffering from social anxiety
being identified as having a mental illness (stigma)
being identified as having a physical illness (e.g., diabetes).
Examples of cultural factors that can influence risk and decision making:
being an immigrant or refugee
being part of a family culture that enjoys gambling
being identified as someone with mental illness in a culture that does not recognize that
conditions existence
being homosexual or bisexual.
7.14
Appendix B
Teacher Resource 1
p. 2
Examples of spiritual factors that can influence risk and decision making:
being of a faith that will not accept medical aid
being in an existential quandary as to why we all exist anyway
being homosexual and finding out your faith states homosexuals are an abomination
being told that mental illnesses are actually curses from the Higher Powers.
7.15
Appendix B
Teacher Resource 2
p. 1
(The Inner and Outer Influences of Risk)
The Biopsychosocial-cultural-spiritual (BPSCS) model is an approach that
assumes that biological (medical), psychological (which entails thoughts,
emotions and behaviours), social, cultural and spiritual belief systems are factors
that play a significant role in human functioning in the context of mental health
issues, addictions, disease and illness. The model assumes that mental health
problems are hardly ever limited to just one domain of human experience.
Instead, most mental health problems are influenced by multiple domains of
human experience, and have biological, psychological, social, cultural and
spiritual impacts. The model provides a framework for understanding what
causes and sustains addictive behaviours and experiences and provides
direction in framing both clinical and prevention practices.
In a philosophical sense, the BPSCS model states that the workings of the body
can affect the mind, and the workings of the mind can affect the body, and that
outside influences can affect both. For example, research in the field of addiction
has made major strides in recent years in demonstrating the contributions of
internal and external stressors in the initiation and maintenance of substance use
disorders. While gambling itself can be a stressful activity, pathological gamblers
often report gambling in order to escape life stress. Research on the relationship
between pathological gambling and stress is in its infancy.
Making Healthy Lifestyle Choices That Involve Risk
Everything we do involves calculation and risk taking. Looking at benefits versus risks is
something people do to various degrees all the time. It is important to take into consideration
the various factors from the BPSCS model when understanding the decision-making process
of someone who is addicted to gaming, gambling or substances. For instance someone with
ADHD (biological) may gravitate to using substances and gambling behaviours to cope with
the condition (psychological). This is turn results in the person dropping out of school (social),
which brings shame to the family (cultural).
Crossing a street is a risk, although a small one in terms of something bad happening. Having
unprotected sex can be riskier, and drinking and driving even more of a risk. Some risks may
have positive outcomes, such as wise stock investments. There are varying degrees of risk that
may put someone in danger or, alternatively, may result in positive rewards.
A calculated risk is one that has been considered and weighed for the potential costs and
benefits of both positive and negative outcomes. Many youth take risks based on hunches.
A hunch is a guess or a feeling not based on known facts or else based on intuition or an
impression that something might be the case.
7.16
Appendix B
Teacher Resource 2
p. 2
Motivation (for Change)
People are often coping with multiple concerns. A particular concern might not seem as
pressing to one person as it will to another. Having conflicting feelings about something or a
situation affects motivation and readiness to change, and inhibits a persons ability to adapt
coping strategies for change. However, exploration of a persons multiple concerns helps
illuminate how to make decisions and calculate risks. Sometimes an individual may not be aware
that change is truly needed or may have misinterpreted the seriousness of the condition.
Most mental and physical health problems are identified when a youth is having a decline
in function or is exhibiting difficulties with mood, handling stress or controlling his or her
actions. Often many of these issues occur together. But the identified problem (such as a
gambling behaviour that may have arisen due to a person developing a clinical depression),
may be considered a red flag for the possibility that concurrent mental health and other
problems are present.
It is important to realize that concurrent problems are more combined as opposed to simply
concurrent. This implies that the issues are not independent, but rather influence each other.
The point is, one shouldnt jump to conclusions that could lead to stigmatizing the person. For
example, some people gamble to help cope with depression because the excitement while
gambling alleviates some of the depression symptoms. Sometimes gambling allows people
to dissociate (go into a trance-like state in which they do not have to feel any emotions at all).
Unfortunately, most people who use gambling as a way of coping with depression end up
worsening that condition over time due to the consequences of losses and other consequences
of gambling.

The following mental health issues are common in youth with problem gambling:
substance use
attention deficit hyperactivity disorder and other impulse control issues (spending, sex, etc.)
over use of Internet, cell phone, etc.
depressive disorders
anxiety disorders (social anxiety disorder and posttraumatic stress disorder)
history of trauma
personality disorders (conduct disorder, self-cutting behaviours, etc.).
What is Internet Addiction?
Although there are many parent groups and health professionals lobbying to have gaming and
Internet addiction recognized as a condition separate from other mental health problems,
its important to realize that individuals can have many reasons for developing difficulties with
digital media. This applies to substance use disorders as well. In many instances, the problem
behaviours arise out of a failure to find a coping strategy for underlying mental health problems
such as the ones listed above. Problem behaviours can also arise when youth experience
significant tumultuous events in their lives such as loneliness, bullying or parental divorce. In
short, the technology is not the sole issueits really how the youths chosen coping strategy
interacts with his or her unique makeup that determines the seed of the problem.
7.17
Appendix B
Teacher Resource 2
p. 3
BPSCS Model Chart SAMPLE EXAMPLE OF INTERNET ADDICTION

Biological
Psychological
Social
Cultural
Spiritual
Genetics
of anxiety,
depression and
gambling
Impact of having
these conditions
may lead to low
self-esteem
Person decides
to be with people
who have similar
issues
Stigmaspersonal
and publickeep
problems a secret
until a crisis
Why did this

happen to me?
Why did I get
these genes?
Learning disorder,
family history of
depression
Feels stupid
because failed
school, picked on
by peers and feels
isolated
Person anxious
and depressed
so easier to
have online
relationships;
lack of friends
Family culture is
not to talk about
problems, and
especially never
go see any mental
health experts. It
may bring shame
to the family if
others found out.
Giving up going to
a place of worship
as feeling there is
no reason to go
due to feeling so
horrible. This is
a loss as person
used to enjoy this
activity.
Facilitate a discussion of the content in the chart. The key is to demonstrate that people are complex
and there are many factors that influence a person. We should avoiding reductionism in order to really
understand motivation and what might be driving a problem that has surfaced. Reductionism occurs,
for example, when someone labels a kid playing poker in the basement as a bad seed. Stigma and
reductionism are related.
7.18
Appendix B
Teacher Resource 3
What Is the Problem? Sample Answer Sheet

Distribute Student Resource 2, Scenario CardWhat Is the Problem?, and have
students complete the activity following the directions on the handout.
A possible chart may look like this:
Biological
Psychological
Social
Cultural
Spiritual
Video-game
effects
Gambling
Feel good
Mother angry
Peer culture of
video-game users
and gamblers
Identifies as a
winner when
gambling, i.e.,
feeling like king of
the world
Reading issue:
learning disorder
Low self-esteem
loser?
Kicked out of
house
School
bad grades
Gambling
Video game
Depression
Depression
Anxiety
Anxiety
Gambling
7.19
8
Unit 8:
Planning Responses
to Problems
1 Brainstorm
2 Continuum
3 Decision Making
4 SMART Goals
5 Tribunal Expert
6 Group Discussion
7 Reflection
8.1
Unit 8: Planning Responses to Problems


Readiness
Interests
Need to Know
How to Find Out



Demonstrates knowledge of the content
Demonstrates understanding of the content
Assessment Tools
> Rubric
> Checklists
Thinking
Develops goals that are relevant to the situation
Communication
Uses correct terminology for goal setting and action planning
Communicates goals and plans clearly
Application
Sets goals that incorporate the elements of SMART goal setting
Plans for goal achievement using a process such as SCORE
Builds upon the ideas of others when working in groups
8.2
Prior Learning
An awareness of collaborative learning process
An awareness of problem-solving strategies
Some experience with setting goals
Knowledge of some common obstacles to achieving goals and how to overcome them
An understanding of what makes an effective goal (SMART)

Materials:
Appendix A
Student Resource 1: Healthy Lifestyle Value Line
Student Resource 2: SMART Goal Setting
Student Resource 3: Coping Skills Worksheet Sample and Coping Skills Worksheet
Student Resource 4: Whos Calling the Shots?
Appendix B
Teacher Resource 1: Categories Game
Teacher Resource 2: Healthy Lifestyle Strategies
Teacher Resource 3: Responsible Gambling Strategies
Teacher Resource 4: Decision-making Process
Teacher Resource 5: Barriers to Seeking Help
Internet Resources
Healthy Lifestyle Choices

www.hlconline.org/
This web page provides information aimed at empowering youth with the knowledge and skills practice to
make healthy choices for a lifetime.
GirlsHealth.gov
www.girlshealth.gov/
This site was created to help girls (ages 1016) learn about health, growing up and issues they may face.
It focuses on health topics that girls are concerned about and helps motivate them to choose healthy
behaviours by using positive, supportive and non-threatening messages.
American Academy of Child & Adolescent Psychiatry
www.aacap.org/cs/root/facts_for_families/helping_teenagers_with_stress
This page gives tips to help teenagers deal with stress.
8.3
Lesson Plan
Connections
Minds On
L: Literacy
ML: Mathematical
Literacy
for/of Learning
SC: Skill Continua

Whole Class Activity
AfL: Anecdotal
Comments
Students engage in a game of categories to review all aspects of

reducing risk.
Teacher leads discussion of central ideas from previous unit.
Action
Whole Class Brainstorm
Students engage in brainstorming to determine strategies of a healthy

lifestyle and factors negating a healthy lifestyle. Teacher Resource 2:
Healthy Lifestyle Strategies.
Using Student Resource 1, Healthy Lifestyle Value Line, student answers
are placed on a value-line continuum of importance. Students determine
anonymously their location on the continuum.
Individuals
AfL: List
Each student selects two healthy lifestyle suggestions and creates a list of
things they can do to meet that healthy lifestyle.
Think and Share Groups
AfL: List
The teacher addresses the fact that gambling is an accepted activity in

everyday living.
Students generate a list of responsible gambling strategies to limit the risk
when individuals participate in a gambling activity. Teacher Resource 3:
Responsible Gambling Strategies.
Whole Class Debrief
AfL: Anecdotal
Comments
AfL: Anecdotal
Comments
Teacher directs attention to the success factor with each strategy.

Students focus on two or three major generalizations.
Whole Class
Class discusses elements of decision-making process. Teacher

Resource 4.
Individual
Each student takes a role card and prepares a goal to improve the situation
using Student Resource 2, SMART Goal Setting.
AfL: Anecdotal
Comments
8.4

Connections
Whole Class
Students rotate through the role of tribunal expert, making assessments

of the students goal-setting processes. A tribunal is commonly made
up of three individuals who, having studied material and information
presented to them, will make a binding decision. These people are known
as tribunal experts.
Teacher directs the debrief to help class formulate generalizations
that enlarge on the importance of the emotional state when making
decisions and on the emotional price of all decisions; class discusses the
importance of a methodical, clear-headed approach to decision making.
Teacher introduces common causes of conflict, resolution and acceptance.
Small Groups to Whole Class
Teacher assigns specific tasks to each group: one to make a list of

common emotions experienced by youth, another, problems commonly
faced by youth, another, the decisions often made by youth.
As a class, students randomly draw a line(s) between any emotion and any
decision listed and discuss how that emotion could influence that decision.
Students generate summary statements, using sentence starts
( e.g., I noticed that, When I am, Individuals need) if needed.
Teacher reminds students that being able to name or identify an
emotional state and its potential influence on a persons behaviour can
often prevent that person from becoming overwhelmed with feelings of
anger, fear or desire.
Pairs
With whole group discussion, teacher will make sure that list is complete.
Teacher Resource 5: Barriers to Seeking Help.
AfL: Graphic Organizer
Students proceed with Student Resource 3, Coping Skills Worksheet,

which contains a sample completed worksheet.
Students role play scenarios with a panel of judges to determine suitability
of chosen coping skill.
Whole Group
AfL: Anecdotal
Comments
In a life skills situation, pairs are to set out strategies for success and deal
realistically with foreseeable barriers to success.
Small Groups
AfL: Graphic Organizer,

Anecdotal Comments
AfL: List
Pairs
AfL: Oral Presentation,

Anecdotal Comments
In pairs, students will list barriers that would prevent youth from
seeking help.
Whole Class
AfL: SMART Goal

Template
Teacher debriefs the skills, the processes and the ongoing need for variety.
AfL: Coping Skills

Template
AfL: Anecdotal
Comments
8.5

Connections
Individual
AfL: Whos Calling the

Shots? Template
Students complete Student Resource 4: Whos Calling the Shots?

Teacher provides discussion on personal control.



Role
Audience
Format
Topic
Dear Abby
Adult
Advice
letters
Write an advice column formulated on the

traditional Dear Abby column and create
typical scenarios in which a gambling
problem is involved.
Youth
counselling
advisor
Adult
Snakes
and
Ladders
Create a life-size Snakes and Ladders mat

with real-life situations on all spaces.
Student
mentor
Adult
Game
Create a game that uses all the processes

of decision making in everyday situations
that teens face.
Youth
worker
Adult
Business
letter
Using business-letter style, write a letter

to the head of the finance committee
chiefly responsible for the fundraising that
supports your program. Request additional
funds to provide ongoing decision-makingskills activities.

8.6
Appendix A
Student Resource 1
Healthy Lifestyle Value Line

Well-balanced
Disaster/Life-threatening
8.7
Appendix A
Student Resource 2
p. 1
SMART Goal Setting

Goal setting can help you maintain a healthy lifestyle since it gives you a clearer
vision of what you want to accomplish and increases the likelihood of success.
The SMART acronym can assist you when setting goals.
S Goals must be Specific and the more specific the better. State your goal in as exact terms as
possible. The more specific your goal, the more focused your attention to achieve your goal.
Here is an example to demonstrate:
My goal is to save money so that I can buy myself an iPod. More specifically,
in order to get the iPod that I want, I have to save $180.
M Targets should be Measurable. Measurable goals establish concrete criteria to measure your
progress. So think about what will be the measurement of your achievement of your goal. If
you cant measure the goal, then how will you know that you have achieved your goal? You
need to ask yourself questions such as How much? How many? When will I know when I have
completed the goal?

Since my goal is to save up $180, it will be easy to measure.
A Goals should be Achievable. Have you put in place a clear action plan to achieve your goal?

In order to save up $180, I will take on one extra shift at work every month. I will also
spend less money on other expenses such as meals out with friends.
R Goals must be Realistic. One of the common failures of goal setting is that people set goals that
are too hard or too easy. Unrealistic goals will lead to discouragement.

I plan on saving $180 within the next three months. My monthly income from my
part-time job is approximately $220 per month. My monthly expenses are approximately
$150. This leaves me with $70 a month that I can save toward my new iPod.
T Targets should be Time-based. Setting a time frame for your goals firms up the importance of
the goal. Decide your timetable for completion, then stick to it.

My goal is to save $180 within three months.
8.8
Appendix A
Student Resource 2
p. 2
My goal:
S (specific)
M (measurable)
A (achievable)
R (realistic)
T (time-based)
8.9
Appendix A
Student Resource 3
p. 1
Coping Skills Worksheet Sample

A. What do I want?
I want to be more popular at school.
Emotions and/or Stress Related to Decision
Fear (dont want to seem needy)

Excitement (possibility for new
relationships)
Goals Related to Decision
Become more popular

Remain genuine
Remain true to myself
Decision Statement:
I have decided to become more popular at school and at the same time always be genuine and
true to my values.
B.

Coping skills that I will use:
Notes:
Its a big step for me to stretch myself and consciously try to become more popular at school.
At times realizing this decision will be stressful and at times it could get me down or be so
exciting that I could lose my head. So Ill still do the things that I like to do to chill me out
walk the dog, play sports, read. I may need to talk to my oldest friend about how my plan is
going. Its important for me to stay in touch with my emotions and develop ways to deal with
disappointment or getting carried away by social possibilities as I pursue my goal.
Stress Reduction
Information Resources
Managing Emotion
Support/Advice
Other:
C. My options:
Pros
Cons
1 Find a popular person and try

to become his or her friend.
This could get me into a

popular group.
I could lose touch with my

best friends.
2 Join one of the sports teams

or join the student council.
Other people could notice me

and it could lead to making
new friends.
I might not make it onto a

team or the student council
and then Ill feel like a loser.
3 Throw a party at my house.
I could invite my old friends

and new people could come,
and that might be easier than
trying to get accepted into a
new group of people.
Maybe no new people would

come and Ill be back to
square one.
8.10
Appendix A
Student Resource 3
p. 2
D. Select your best option:

Option 2Ill try out for the volleyball team.
Break Down Option into Steps
Results from Doing the Steps
Adjustment after Seeing the

Result of This Step
Practice at the community

centre first.
I really need to work on

my serve.
Spend more time practising

my serve.
Run three times a week to build

my stamina.
My stamina is up by 30%.
Now I need to work on my

upper body strength.
Visualize what the tryout for the

team will be like and then go for
the tryout.
E. Things to remember:

What worked with this decision or solution to a problem?

I now have a new friend on the volleyball team.
What didnt work with this decision or solution to a problem?

Im now more popular with the jocks but the person Im especially interested in is not a jock!
8.11
Appendix A
Student Resource 3
p. 3
Coping Skills Worksheet

A. What do I want?

Emotions and/or Stress Related to Decision
Goals Related to Decision
Decision Statement:

B.

Coping skills that I will use:
Stress Reduction
Information Resources
Managing Emotion
Support/Advice
Other:
C. My Options:
Pros
Cons
8.12
Appendix A
Student Resource 3
p. 4
D. Select your best option:

Break Down Option into Steps
Results from Doing the Steps
Adjustment after Seeing the

Result of This Step?
E. Things to Remember:

What worked with this decision or solution to a problem?

What didnt work with this decision or solution to a problem?

8.13
Appendix A
Student Resource 4
Whos Calling the Shots?

Estimating how much or how little control we have over new or ongoing situations
that we are involved in can influence us in many ways, including influencing the
following:
our emotional state
our attitude (e.g., optimism, pessimism)
our decision-making process (e.g., to take action or not, to accept that we cant change,
to express disapproval).
Its not unusual to face situations in which its difficult to judge whats within our
control and whats not, such as the following:
30 people competing for the same job
settling a dispute with a friend
seeking romance.
In these and many other situations, influence is divided between you and the
other people involved. In some cases the policies or rules that are applied to a
situation also have a lot of influence.
In the following examples you are asked to determine whos calling the shots:
1. You and your good friend are both romantically attracted to the same person.

2. You are at a pool party at Sams house. Sams idea of having a good time is teasing you
about what you look like wet, how well you swim, etc.

3. Recently the friends you used to play hockey with are only interested in gambling.
Gambling has become the coolest thing. You dont want to be left out but your parents
disapprove of gambling.

8.14
Appendix A
Student Resource 5
Non-negotiable

Negotiable
1. Topics

a) Thoughts that I had during the discussion of this unit:
b) The need for a goal-setting process in my life
c) The need for a decision-making process in my life
d) The skills and strategies I used during this unit:
2. Formats

d) Twitter
e) E-mail text
Optional

8.15
Appendix B
Teacher Resource 1
p. 1
Categories Game
Categories is a word game in which players think of words that begin with specified letters
and belong to specified semantic categories. For instance, given the letters in sargon and the
category U.S. states, one can list:

South Carolina
Arkansas
Rhode Island
Georgia
Oregon
North Dakota
A typical game consists of choosing five initial letters and five categories. These become the
rows and columns of a 55 grid, which the players attempt to fill within five minutes. If there are
only two players, the one who fills more of the 25 combinations is the winner. If there are more
than two players, the scoring usually discounts any entries written by more than one player.
Party Game
Categories is also a party game in which players have to think of instances of a specific
category. The players sit in a circle either on the floor or at a large table and collectively establish
a rhythm of six beats: slap slap (on the thighs), clap clap (with the hands), snap snap (by clicking
their fingers).
The players must speak in turn clockwise around the circle on the snap beats, using the slap
and clap beats to gather their thoughts. On a players turn, he or she must name a new instance
of the category or be eliminated. Eliminated players sit out, creating an ever-shrinking circle, until
only one player remains.
Typically a category is not chosen in advance, but is specified by the third player to speak
after the first player has said Categories and the second player has said such as.... A
demonstration game between five players will illustrate:

slap slap clap clap Player 1: Categories

slap slap clap clap Player 2: such as...
slap slap clap clap Player 3: Diseases (everyone now knows the category)
slap slap clap clap Player 4: Cancer
slap slap clap clap Player 5: Chickenpox
slap slap clap clap Player 1: Measles
slap slap clap clap Player 2: Athletes foot
slap slap clap clap Player 3: Balls (this is not a disease; Player 3 is eliminated)
slap slap clap clap snap snap Player 4 is laughing so hard at Player 3 she misses the beat
and is eliminated
slap slap clap clap Player 5: Tuberculosis
8.16
Appendix B
Teacher Resource 1

p. 2
slap slap clap clap Player 1: Schizophrenia

slap slap clap clap Player 2: AIDS
slap slap clap clap Player 5: Ebola
slap slap clap clap Player 1: Emphysema
slap slap clap clap Player 2: Herpes
slap slap clap clap Player 5: Hiccups (getting desperate, but the other players accept it)
slap slap clap clap Player 1: HIV (this is considered a repetition of AIDS; Player 1 is eliminated)
slap slap clap clap Player 2: Malaria
slap slap clap clap Player 5: Leukemia (considered a repetition of cancer; Player 5 is
eliminated; Player 2 wins)
A common variation is to play each category only until the first elimination. After an elimination
there is a short pause, after which the player who was due to speak next restarts the game by
saying Categories. In this variation, no category may be chosen twice. The advantage of this
variation is that there is sometimes contention over whether a player should be eliminated, and
the pause allows for calm discussion of whether, for example, hiccups is really a disease. The
disadvantage is that players are less often required to speak several times in the same category.
Categories is also known as Clap Trap. In this version each round of the game starts with a
General Hover (everyone holds their hands out and wiggles their fingers) before the slapping,
clapping and clicking rhythm is established. Then Player 1 chooses the category and the
direction of play as follows, speaking as before (slap slap, clap clap) only (slap slap clap clap) on
the (slap slap clap clap) clicks.

slap slap clap clap Player 1: Give me...

slap slap clap clap Player 1: to my right... (or left...)
slap slap clap clap Player 1: names of...
slap slap clap clap Player 1: Flowers!
slap slap clap clap Player 2: Daffodils!
slap slap clap clap Player 3: Roses!
slap slap clap clap Player 4: Pansies!
and so on.
The round stops when a player cannot think of anything appropriate to say or cannot get it out in
time. This player then pays a forfeit and starts the next round, choosing a new topic and a new
direction as before.
Retrieved from http://en.wikipedia.org/wiki/Categories_(game)
8.17
Appendix B
Teacher Resource 2
Healthy Lifestyle Strategies

Strategies For A Healthy Lifestyle
Eat a nutritious diet.

Get regular exercise.
Get enough sleep.
Do not smoke.
Do not do drugs.
Practice safe sex (if sexually active).
Drink responsibly (if consuming alcohol).
Have healthy relationships (supportive, trustworthy, respectful, with good communication).
Gamble responsibly (if involved in gambling).
Have a variety of healthy hobbies and leisure activities.
8.18
Appendix B
Teacher Resource 3
Responsible Gambling Strategies

All types of gambling have potential risks. If you choose to gamble, consider the
following strategies to limit the risk:
Set a limit on your time and money. Spend only what you can afford to lose. When your
budget is gone or your time is up, walk away! Do not try and win back your losses.
Keep a diary of how much time you play, and record your wins and losses. Our memories are
selective in remembering only the wins! A diary can help you keep track of real losses so you
know if you are spending too much.
View gambling as entertainment and not as a way to make money. Play knowing that you will
almost certainly lose.
Understand the odds. The house always has the edge; odds are youll lose.
Recognize your risk factors. Be wary of gambling when you are feeling sad, bored, lonely,
anxious or angry because you may be more likely to get carried away and overspend. Mixing
alcohol or other drugs with gambling can also lead to overspending on gambling.
Have a balanced lifestyle. Have other fun and meaningful activities in your lifenot just
gambling.
Listen to the concerns of others. If others express concern about your gambling, listen to
them! They may be seeing something you are ignoring.
8.19
Appendix B
Teacher Resource 4
p. 1
Decision-making Process
Thinking about and planning responses to problems will provide the most
organized, flexible and adaptable way to achieve solutions. Decisions involve
a combination of gathering information, exploring options and realizing how a
decision will influence personal goals.
It is important for youth to:
learn to be in touch with their messages, their feelings and their levels of stress associated
with their feelings and how that impacts their decisions
learn to make decisions and solve problems in a systematic way that includes definition,
goals, structured solutions and evaluation
appreciate the range of coping options that can be used to solve a problem and consider
various options for solving problems
recognize the emotions at work in conflict situations and come to regard conflict as a
process of communication and negotiation.
The ability to solve problems in a methodical clear-headed way is influenced by our emotional
state, which in turn influences our perception of our self-confidence and how effective we feel
about our chances of solving a problem or realizing a goal. Being in touch with what our feelings
are telling us and how we are feeling may influence our decision making and ability to solve
problems and resolve conflict.
Being in a relatively composed frame of mind is conducive to sound decision making,
achieving goals and resolving problems and conflict. Our experience of how much or how
little stress we feel is directly related to our perception of our ability to work our way through
important decisions, problems and conflict. Stress can be reduced by using various physical
interventions (playing a sport, walking the dog) as well as rethinking the situation and feeling
capable of making different types of decisions (i.e., about goals, problems, conflict) in a
thorough and systematic way.
Knowing that you have a systematic method for working through problems, decisions and
conflicts in itself helps to promote a sense of self-efficacy and in turn tends to reduce stress. To
some extent making decisions and overcoming problems and conflict all involve an element of
risk because of the possibility of failure. Another way to promote effective decision making is to
have to be able to use a range of coping skills in a flexible and adaptive way.
There is often a tendency for people to react to problems, decisions and conflict in familiar,
almost automatic ways, e.g., When someone annoys me I always give them the cold shoulder,
or I always make decisions based on what is going to be the most fun at that moment.
Using a template or model to make decisions and solve problems is time consuming, and to
youth, who tend to live in the moment, may feel like a belaboured and tedious process. Tackling
this concern head-on can be beneficial, and may help students to consider using a systematic
approach when faced with more involved decision making.
8.20
Appendix B
Teacher Resource 4
p. 2
When faced with conflict it is especially important to be aware of your emotional reactions.
Anger is often the most evident emotion. Anger is a signal that something has happened that you
feel has interfered with your goals, agenda or values. Fear and anxiety can also arise in conflict.
Some effort to regulate your emotion is an essential first step in conflict resolution. Emotions are
felt in your body and influence your thought process.
Common Causes of Conflict (paraphrased from Lorraine Cohen)1
blame (blaming someone or something else gets in way of looking at our role)
becoming upset due to person(s) not meeting your expectations
withheld or misunderstood communication
reaction to things beyond your control interfering with your intentions
critical judgments of others and ourselves.
Resolution and Acceptance
Conflict resolution skills can often effectively resolve conflict and prevent escalating the conflict
or have it linger. However, its not usual for conflict to be unresolved or only partially resolved.
In these situations you are left with the alternative to agree to disagree and let it go. Accepting
partially or fully unresolved conflict is a choice. When things dont work out the way youd like,
you are always faced with a choicebe bothered or preoccupied or upset, or be willing to
accept what is.
Cohen, L. A Model For Conflict Resolution. Retrieved from www.evancarmichael.com/Work-Life/1793/AModel-For-Conflict-Resolution.html.
8.21
Appendix B
Teacher Resource 5
Barriers to Seeking Help

Help Seeking
There are numerous reasons why young people may not reach out for help when
they are struggling with an issue, for example:

negative past experiences with help seeking

belief that they should be able to resolve the issue on their own
fear of getting into trouble
shame
embarrassment
stigma
fear that they may be perceived as weak
fear that others may find out
not realizing the severity of the problem
not knowing where to go for help.
8.22
9
Unit 9:
Getting Help
1 Discussion
2 Forage
3 Expert Group
4 Reflection
9.1
Unit 9: Getting Help


Readiness
Interests
Need to Know
Students career interests in order to structure research groups
How to Find Out
Students complete interest assessments available on the computer or Internet



Explains how careers are organized
Understands the need for a variety of resources for community health
networking and assistance in dealing with addiction
Understands the long-term commitment of the community to lifelong
health
Assessment Tools
> Rubric
> Anecdotal Comments

Classifies resources in a variety of ways
Communication
Presents ideas clearly
Application
Selects career interest and supports the selection with self-knowledge
Selects and prioritizes essential versus less essential support services in
the community
9.2
Prior Learning
Awareness of strategies for making decisions and coping with stress
Awareness of influences on risk-taking behaviour
Awareness of stages of change

Materials
Appendix A
Appendix B
Teacher Resource 1: Where to Get Help
Internet Resources

www.opgh.on.ca
A database of problem gambling treatment services throughout Ontario.
Drug and Alcohol Registry of Treatment
www.dart.on.ca
A database of substance use treatment services throughout Ontario.
and training, and resources for professionals and for people with gambling problems, and their family
members.
9.3
Lesson Plan
Connections
Minds On
L: Literacy
ML: Mathematical
Literacy
for/of Learning
SC: Skill Continua

Individuals
Students participate in definition contest to review key terminology up to

this point.
Discussion will centre on the qualities of a healthy environment to grow up

in that reduces the likelihood of developing a problem with gambling or
other high risk activities.
AfL: Anecdotal
Comments
AfL: Anecdotal
Comments
Action
AfL: Chart
Teacher focuses discussion on the 5 Ws (Who? What? Where? When?

Why? How?) of therapeutic counselling
Class generates a list of ways that a person can initiate change toward
a healthy lifestyle and recovery from a gambling problem.
Small Group Forage
Teacher facilitates initial discussion on the 5 Ws of the cornerstones

of community help.
Teacher assigns small groups to investigate a variety of programs
both locally, provincially, nationally and overseas to develop a fact
sheet collection.
Expert Group
AfL: Profile Sheet
Using teacher-generated materials of the community and Internet

resources, students study one of the professions relevant to the area of
addiction or gambling.
Presentations of profile sheets for this will be done in the expert groups.
9.4

Connections

Whole Class
Students refer to word wall (a location in the classroom where an ongoing

list of key terminology has been mapped and left on display throughout the
units); add any new terminology as needed.
AfL: Anecdotal
Comments

understanding of the aspects of a RAFT topic and rubrics need to be

Role
Audience
Format
Topic
Principal
Adult
Award
assembly
You, as the principal of the school,

want to recognize the consistent
and appropriate manner that your
students have handled the study of
gambling. Create the award and the
criteria for wining the award.
Gambler
Adult
Thank you
letter
Write a thank you note written by a

person in recovery from a gambling
problem in which he reflects on the
positive and the negative aspects of
his life.
Community
health
nurse
Adult
Testimonials
As a community health nurse

you are aware of the importance
of testimonials in the on-going
support of those in current
recovery programs. Write a series
of testimonials including a range of
lengths and a range of age groups.
Health
agency
Adult
Advertisement
You are in need of another

therapist in your health care team
in a community centre. Prepare the
advertisement that you will send
to the Toronto Star newspaper
advertising the position.

AfL: Metacognitive
Reflection
9.5
Appendix A
Student Resource 1
Non-negotiable

Negotiable
1. Topics

b) Individual issues in a persons life respond best when the individual has made a firm commitment
c) The need to understand patience
2. Formats

d) E-mail
Optional

9.6
Appendix B
Teacher Resource 1
Where to Go for Help

Helpful Resources
Asking for help can sometimes be challenging. If you want help, you can talk to
someone you trust. For example:
your doctor
a teacher
a family member
a friend
a guidance counsellor.

A database of problem gambling treatment services throughout Ontario.
1 888 230-3505
www.opgh.on.ca
Drug and Alcohol Registry of Treatment
A database of substance use treatment services throughout Ontario.
1 800 565-8603
www.dart.on.ca
Mental Health Service Information Ontario
A database of mental health services throughout Ontario.
1 866 531-2600
www.mhsio.on.ca
Kids Help Phone
Free, anonymous phone counselling and Internet support for children and youth.
1 800 668-6868
www.kidshelpphone.ca
Be Web Aware
A website that provides tools to help with Internet safety.
www.bewebaware.ca
9.7
10
Unit 10:
Where Do You Go From Here?
Culminating Activity
1 Discussion
2 Reflection Strips/
Response Journals
3 Gallery Walk
4 Reflection
10.1
Unit 10: Where Do You Go From Here?


Readiness
Interests
Need to Know
Multiple intelligences preferences

Student groupings that will result in productive collaboration
How to Find Out
Observe students as they work with others; ask students to identify peers with whom they
would like to work.


Assessment Tools
> Rubric

Demonstrates knowledge of terms, concepts and relationships
between concepts
Demonstrates understanding of the relationships among themes
and concepts
Uses planning skills to plan and process stages and material
Gathers information and relevant evidence from multiple sources
Demonstrates use of critical and creative thinking processes
Summarizes key facts
Communication
Organizes and expresses information from research in appropriate medium
Demonstrates awareness of communication styles for different audiences
10.2

Application
Demonstrates application and transfer of knowledge and skills learned
through sessions
Uses appropriate systems to showcase product
Prior Learning
Understanding of 5 Ws of gambling and relationships among themes and concepts
Knowledge of collaborative processes
An awareness of the inquiry process
An awareness of timelines and goal setting

Materials
Appendix A
Student Resource 1: Reflection Strip
Appendix B
Teacher Resource 1: Factors That Influence Risk and Decision Making
Teacher Resource 2: Biopsychosocial-Cultural-Spiritual Model
Internet Resources
Centre for Addiction and Mental Health

www.camh.net
This website provides information about alcohol, drugs and mental health prevention and addiction
for the public as well as for professionals. This specific link is for information on youth risk and
protective factors.
www.camh.net/education/Resources_teachers_schools/Drug_Curriculum/Secondary/curriculum_
riskprotect.html
members. This specific link is for youth risk factors.
www.problemgambling.ca/EN/ResourcesForProfessionals/Pages/YouthAndGamblingRiskFactors.aspx
Lane County Prevention Program
www.preventionlane.org
This website provides educational prevention information about substance abuse, problem gambling and
suicide prevention. This specific link is for information about youth risk factors for gambling.
http://preventionlane.org/gambling/youth-risk-factors.htm
10.3
Lesson Plan
Connections
Minds On
L: Literacy
ML: Mathematical
Literacy
for/of Learning
SC: Skill Continua

AfL: Anecdotal
Comments
Review major generalizations determined throughout the lessons.

Discuss major learning strategies tackled and conquered throughout
the process.
Action
AfL: Graphic Organizer,

Anecdotal Comments
Reflect on the learning that has occurred throughout the study of

gambling addictions.
Introduce purpose and assessment of the cumulative tasks.
Review multiple intelligences in regards to possible venues for the
final product.
Present Final cumulative assessments in a marketplace format.

Individual
Using starter sentences as a guide, identify personal growth areas

and reflect on issues personal to each student. (Students must receive
prior guidance in reflection strips or response journals.) See Student
Resource 1.
Complete learning skills assessment.
Whole Class
Lead a gallery walk through the cumulative assessments after all the
presentations in the market-place format have been done.
Individual RAFT

preferences. RAFT assignments can be done independently, or in pairs
or in groups in class or out of class. In all cases students require an
AfL: Reflection
AfL: Peer Marking,

Anecdotal Comments
AfL: RAFT Formats
10.4

Connections

Role
Audience
Format
Topic
Architect
specializing
in clinics
Adult
Architectural
design
Create a floor plan for a building

project to which you have been
assigned as lead architect. The
building will house a community
residential and walk-in clinic for
substance abuse.
Documentary
producer
Adult
DVD
docudrama
Create a docudrama that focuses

on the issues of gambling in the
community.
Photojournalist
Adult
Photocollage
Create a photo-collage of
impressions and images of the
issues of gambling.
United Nations
Chair of Youth
Adult
Worldwide
educational
campaign
Create an awareness campaign

to be sent out to United Nations
agencies focusing on increasing
knowledge of the risks of
gambling.
Concerned
citizens
committee
Adult
Letter
campaign
Create a series of letters to be

sent to agencies, government
representatives, lottery
corporations, etc., expressing
concern for the rising incidence
of gambling and incorporating
suggestions to change this
situation.
Journalist
Adult
Series of
interviews
Prepare a series of interviews to

portray the reality of gambling and
addictive behaviour.
Reality show
jury
Adult
Reality show
Create a reality show that focuses

on some aspect of problems
associated with gambling.
Music artist
Adult
Music video
Create a music video to be used

by the provincial ministry of
health in its upcoming awareness
campaign about the problem(s) of
gambling.
Graphic artist
Adult
Series of
billboards
Select a public location where you

might put a billboard. Then create
a series of billboards that portrays
the negative impacts of problem
gambling.
Adult
Television
vignettes
Create a series of television

vignettes to be used on CBC
television in the national
responsible gambling campaign.
10 Television
producer
10.5

Connections

AfL: Self-Reflection
10.6
Appendix A
Student Resource 1
Reflection Strip
Name:
Date:
This task/unit demonstrated that I am:

setting goals
gaining self-knowledge
learning about issues in society
able to analyze and organize things
able to make plans to achieve goals
taking action to implement plans
using communication skills
using decision-making skills.
1. The skills and knowledge I relied upon to complete this culminating task included:
2. By completing this task, I learned
3. I can use what I learned in this task to
4. Positive aspects of this task include
5. Negative aspects of this task include
6. Interesting aspects of this task include
10.7
Appendix A
Student Resource 2
Non-negotiable

Negotiable
1. Topics

b) The need for self-reflection in my life
c) My oral skills are
d) My written skills are
e) My reading skills are
f) In a discussion I
g) The skills and strategies I used during this unit
h) After this unit I will
2. Formats

d) Twitter
e) E-mail text
Optional

10.8
Appendix B
Teacher Resource 1
p. 1
Factors That Influence Risk and

Decision Making
Human behavior is complex and the underlying motivations may, in fact, be
the opposite of what they appear to be. Some people are unconscious of the
motivations that propel their high risk-taking behaviour.
Examples of biological factors that can influence risk and decision making:

being being intoxicated on alcohol or any other drug, e.g., cannabis, cocaine, opioids, etc.
lack of sleep
lack of food
chronic pain
schizophrenia
major depression
diabetes.
Examples of psychological factors that can influence risk and decision making:

level of self-esteem
ability to identify emotions
cognitive ability
ability to self-soothe
fear of people judging one
schizophrenia
major depression
ability to adjust and accept a chronic medical condition (e.g., diabetes).
Examples of social factors that can influence risk and decision making:

being impoverished
being from a large family
being from a small family
social anxiety
being identified as having a mental illness (stigma)
being identified as having a physical illness (e.g., diabetes).
10.9
Appendix B
Teacher Resource 1
p. 2
Examples of cultural factors that can influence risk and decision making:

being an immigrant or refugee
being part of a family culture that enjoys gambling
being identified as someone with mental illness in a culture that does not recognize that
conditions existence
being homosexual or bisexual.
Examples of spiritual factors that can influence risk and decision making:

being of a faith that will not accept medical aid
being in an existential quandary about why we all exist anyway
being homosexual and finding out your faith states homosexuals are an abomination
being told that mental illnesses are actually curses from the Higher Powers.
10.10
Appendix B
Teacher Resource 2
p. 1
(The Inner and Outer Influences of Risk)
The Biopsychosocial-cultural-spiritual (BPSCS) model is an approach that
assumes that biological (medical), psychological (which entails thoughts,
emotions and behaviours) and social, cultural and spiritual belief systems are
factors that play a significant role in human functioning in the context of disease
or illness. The model assumes that mental health problems are hardly ever limited
to just one domain of human experience (say, just a mental problem). Instead,
most mental health problems are influenced by multiple domains of human
experience, and have biological, psychological, social, cultural and spiritual
impacts. The model provides a framework for understanding what causes and
sustains addictive behaviours and experiences and provides direction in framing
both clinical and prevention practice.
In a philosophical sense, the BPSCS model states that the workings of the body
can affect the mind, and the workings of the mind can affect the body, and that
outside influences can affect both. For example, research in the field of addiction
has made major strides in recent years in demonstrating the contributions of
internal and external stressors in the initiation and maintenance of substance use
disorders. While gambling itself can be a stressful activity, pathological gamblers
often report gambling in order to escape life stress. Research on the relationship
between pathological gambling and stress is in its infancy.
Making Healthy Lifestyle Choices That Involve Risk
Everything we do involves calculation and risk taking. Looking at benefits versus risks is
something people do to various degrees all the time. It is important to take into consideration
the various factors from the BPSCS model when understanding the decision making process
of someone who is addicted to gaming, gambling or substances. For instance someone with
ADHD (biological) may gravitate to using substances and gambling behaviours to cope with the
condition (psychological). This in turn results in the person dropping out of school (social), which
brings shame to the family (cultural).
Crossing a street is a risk, although a low one in terms of something bad happening. Having
unprotected sex can be riskier, and drinking and driving even more of a risk. Some risks may
have positive outcomes, such as wise stock investments. There are varying degrees of risk that
may put someone in danger or, alternately, may result in positive rewards.
A calculated risk is one that has been considered and weighed for the potential costs and
benefits of both positive and negative outcomes. Many youth take risks based on hunches.
A hunch is a guess or a feeling not based on known facts or else based on intuition or an
impression that something might be the case.
10.11
Appendix B
Teacher Resource 2
p. 2
Motivation (for Change)
People are often coping with multiple concerns. A particular concern might not seem as
pressing to one person as it will to another. Having conflicting feelings about something or a
situation affects motivation and readiness to change, and inhibits a persons ability to adapt
coping strategies for change. However, exploration of a persons multiple concerns helps
illuminate how to make decisions and calculate risks. Sometimes an individual may not be aware
that change is truly needed or may have misinterpreted the seriousness of the condition.
Most mental and physical health problems are identified when a youth is having a decline
in function or is exhibiting difficulties with mood, handling stress or controlling his or her
actions. Often many of these issues occur together. But the identified problem (such as a
gambling behaviour that may have arisen due to a person developing a clinical depression),
may be considered a red flag for the possibility that concurrent mental health and other
problems are present.
It is important to realize that concurrent problems are more combined as opposed to simply
concurrent. This implies that the issues are not independent, but rather influence each other.
The point is, one shouldnt jump to conclusions that could lead to stigmatizing the person. For
example, some people gamble to help cope with depression because the excitement while
gambling alleviates some of the depression symptoms. Sometimes gambling allows people
to dissociate (go into a trance-like state in which they do not have to feel any emotions at all).
Unfortunately, most people who use gambling as a way of coping with depression end up
worsening that condition over time due to the consequences of losses and other consequences
of gambling.
The following mental health issues are common in youth with problem gambling:
substance use
attention deficit hyperactivity disorder and other impulse control issues (spending, sex, etc.)
over use of Internet, cell phone, etc.
depressive disorders
anxiety disorders (social anxiety disorder and posttraumatic stress disorder)
history of trauma
personality disorders (conduct disorder, self-cutting behaviours, etc.).
What is Internet Addiction?
Although there are many parent groups and health professionals lobbying to have gaming and
Internet addiction recognized as a condition separate from other mental health problems,
its important to realize that individuals can have many reasons for developing difficulties with
digital media. This applies to substance use disorders as well. In many instances, the problem
behaviours arise out of a failure to find a coping strategy for underlying mental health problems
such as the ones listed above. Problem behaviours can also arise when youth experience
significant tumultuous events in their lives such as loneliness, bullying or parental divorce. In
short, the technology is not the sole issueits really how the youths chosen coping strategies
interacts with his or her unique makeup that determines the seed of the problem.
10.12
Appendix B
Teacher Resource 2
p. 3
BPSCS Model Chart SAMPLE EXAMPLE OF INTERNET ADDICTION

Biological
Psychological
Social
Cultural
Spiritual
Genetics
of anxiety,
depression and
gambling
Impact of having
these conditions
may lead to low
self-esteem
Person decides
to be with people
who have similar
issues
Stigmaspersonal
and publickeep
problems a secret
until a crisis
Why did this

happen to me?
Why did I get
these genes?
Learning disorder,
family history of
depression
Feels stupid
because failed
school, picked on
by peers and feels
isolated
Person anxious
and depressed
so easier to
have online
relationships;
lack of friends
Family culture is
not to talk about
problems, and
especially never
go see any mental
health experts. It
may bring shame
to the family if
others found out.
Giving up going to
a place of worship
as feeling there is
no reason to go
due to feeling so
horrible. This is
a loss as person
used to enjoy this
activity.
10.13

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Youth Making Choices: Gambling Prevention Program

Youth Making Choices: Gambling Prevention Program

Nigel Turner, PhD

A reproducible copy of this publication is available on the Internet at:

3841 / 10-2010 / PY012

Youth Making Choices: Gambling Prevention Program

The key is prevention:

Youth Making Choices: Gambling Prevention Program

Youth Making Choices: Gambling Prevention Program

It is best to teach the 10 lessons as a package, although each lesson is not

Youth Making Choices: Gambling Prevention Program

Risk and Reward

What Is Problem Gambling?

Effects of Gambling on the Individual,

Planning Responses to Problems

Where Do You Go from Here?

Youth Making Choices: Gambling Prevention Program

connections, draw conclusions.

beyond one's voluntary control.

a prolonged period of use.

meaning of life, and what meaning, if any, our lives have.

occasionally visiting a casino for entertainment.

posture and motions, and positioning within groups.

own words to check for understanding.

Youth Making Choices: Gambling Prevention Program

especially to the point of minimizing, obscuring, or distorting it.

in this case problem gambling.

Youth Making Choices: Gambling Prevention Program

get started writing a story, poem or other piece of creative writing.

variables, or selectivity that influence its distribution; it is fair or impartial.

Youth Making Choices: Gambling Prevention Program

Youth Making Choices: Gambling Prevention Program

Unit 1: Risk and Reward

Differentiated Instruction Details

Differentiation based on student:

How to Find Out

Self-assessment based on the multiple intelligences

Differentiated Instruction Response

Learning materials (content)

Assessment and Evaluation

Knowledge and Understanding

Youth Making Choices: Gambling Prevention Program

Unit 1: Risk and Reward

Materials and Resources

Problem Gambling Institute of Ontario at CAMH

Youth Making Choices: Gambling Prevention Program

Unit 1: Risk and Reward

> Establishing a positive learning environment

AfL: List, Scenario,

Youth Making Choices: Gambling Prevention Program

Unit 1: Risk and Reward

Another way of looking at risk assessment is to consider the chances of

Complete Student Resource 3: Risk Assessment Worksheet

Whole Class Debrief

Need to understand the variety of risk-taking decision situations

Whole Class to Partners

Cause and Consequences: have students discuss how a decision made or

Youth Making Choices: Gambling Prevention Program

Unit 1: Risk and Reward

Pairs or Small Groups

Whole Class Debrief

Risk can be managed

Think, Pair, Share