1. A Brief Introduction: Connecticut’s Promising Problem Gambling Prevention Programs State of Connecticut Department of Mental Health & Addiction Services Problem Gambling Services (PGS) DMHAS Problem Gambling Services 2011

2. Early science-based data indicate two CT Problem Gambling Prevention Programs Promote “Protective Factors”: “Taking Charge”, multi-session program: Education/Skill Building and Early Intervention for at-risk youth. “GAMES”, school/community partnership: Comprehensive Prevention Program. DMHAS Problem Gambling Services 2011

3. “Taking Charge”  Target: At-Risk Youth in school or TX settings.  10-12, 45- 60 minute sessions.  Focus: General exploration of Addiction. Awareness Building of own Behavior Patterns/Consequences. Social Competencies Development: Problem Solving, Control, Trust, Anger Mgmnt, Decision Mkg, Goal Setting, Risk Reduction. Topic specific: Gambling, Substance Use, Sexuality, Youth-Driven topics/discussion. Originally adapted and expanded from “Beat Addictions: Choose the Right Path” DMHAS Problem Gambling Services 2011

4. Taking Charge, con’t.  Pre/post test : demographics; behaviors; knowledge of risk, addiction, trust; DM skills.  Evaluation: focus on fidelity, 3 & 6 mo. follow-up.  Facilitators: 4 hr training & follow-up TA; facilitator guide includes goals planning activity & helpful hints for each session.  Peer driven intervention: Evidence based strategy.  Requests for more sessions! DMHAS Problem Gambling Services 2011

5. Findings from “Taking Charge” After 10-12 Session curriculum: Of all risk behaviors, gambling, tobacco & bing drinking declined. Enhanced communication skills. More positive peer relationships. Improved resistance skills. Lower risk taking. dubay Horton Associates, 2008, 2009 DMHAS Problem Gambling Services 2011

6. To learn more about “Taking Charge” and how you can participate, contact: Ingrid Gillespie Lower Fairfield County Regional Action Council (PH) 203-356-1980, X7914 Email: rac@liberationprograms.orgrac@liberationprograms.org DMHAS Problem Gambling Services 2011

7. Gambling Education of Monroe through Educating our Students (GAMES): Program History Initiated November, 2000 Youth-Adult Partnership, based at Masuk High School. School and Community “buy-in”: Adminstrators, Teachers, Coaches, Parents, Clergy, BOE, Civic Leaders, Police, Rec Dept, Social Services. Evolved into a peer-peer and peer-adult prevention program to create awareness and reduce harm associated w/gambling. Participation –2000: 4 Students –2008: 300 Students –2009: Begin replication at Jockey Hollow Middle School DMHAS Problem Gambling Services 2011

8. Core Concepts of GAMES Games is not an anti-gambling program. Students are taught: –About making healthy choices; –Reducing their risk of addiction; –Setting their own limits. As a result, GAMES has become a conduit for open discussions about risky behaviors in general. In an environment where kids are often inundated with talk of “don’t drink/don’t do drugs” this program communicates messages of self- control and limits. “Everyone was fed up with hearing about drinking and drugs, but this program was different and it allowed kids to feel good about themselves.” dubay Horton Associates, 2008 DMHAS Problem Gambling Services 2011

9. Strategies used in GAMES Community-based youth/adult steering committee. Ongoing training for SATs, coaches, parents, community leaders. Peer-to-Peer programs: MHS, Alternative School, JHMS. Probability & Statistics full year course: real life situations and applications. Gambling infused in Math, Spanish, & English curricula, with special Prob & Stat and Spanish I and IV curric. Times of transition: Fresh. Orient.; GAMES Alumni Project for college students. Model for new program, ISSA (Illegal Substance Abuse Awareness) using GAMES model. PSAs, videos; comprehensive website: www.gamblingawareness.org DMHAS Problem Gambling Services 2011 www.gamblingawareness.org

10. Key Findings from GAMES Youth gambling behaviors have risen in surrounding communities since GAMES inception (2000) but have remained the same in Monroe. Search Institute surveys in Greater Bridgeport area, 2000-2007 DMHAS Problem Gambling Services 2011

11. Key Findings from GAMES, con’t. Parents have critical impact on a child’s gambling.Parents have critical impact on a child’s gambling. Parent modeling and engagement in gambling with teens increases likelihood of teen gambling.Parent modeling and engagement in gambling with teens increases likelihood of teen gambling. Teens know risks, but don’t see themselves at risk duBay Horton, 2008Teens know risks, but don’t see themselves at risk duBay Horton, 2008 DMHAS Problem Gambling Services 2011

12. Compared to Control School Students feel more comfortable at school. Less likely to view gambling as “cool”. More able to clearly define signs/sympt. of PG. More able to describe how to set limits for self & others. Also… Decrease in discipline referrals. Increase in teacher attendance. Increase in students involved in school sponsored activities. dubay Horton Associates, 2008 DMHAS Problem Gambling Services 2011

13. To learn more about GAMES or how you can replicate the program in your community, contact: Jeanne Dimuzio RYASAP 203-579-2727, X310 jdimuzio@ryasap.org And visit GAMES website: www.gamblingawareness.org DMHAS Problem Gambling Services 2011