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Prevention of Problem Gambling
November 1998, Vol I, Issue 7

*A Monthly Newsletter on Problem Gambling Prevention Information, Research, and Initiatives*

"No progress has ever been made against an epidemic by treating only the casualties."

PREVETION STRATEGIES CONTINUED: EDUCATION AND SKILL BUILDING

Last month's issue began a more in-depth examination of prevention strategies by focusing on information and community awareness. We will continue this series by discussing education and skill building strategies.

The primary difference between these two strategies is that information and community awareness strategies inform the public in a passive manner, that is, without input from the participants. In education and skill building strategies, those receiving the information are involved in an active manner. They participate in dialogue, ask questions, discuss options and practice skills. While education and skill building is considered a low impact strategy, active participation increases impact beyond the strategy of information and community awareness.

When utilizing this strategy, it is important to remember several factors:

The educational message must be developed for a specific audience and be developmentally appropriate to that audience.

The educational message needs to be culturally sensitive and appropriate.

Since all learners have differing predominant learning styles (including auditory, visual and kinesthetic), educational modules need to incorporate differing methodologies for different learners.

In addition, Malcolm Knowles' pioneering work in adult learning has taught us that there are several factors to keep in mind when designing educational programs for adults. These include:

Adult learners tend to desire self-directedness in their learning.

Adult learners are competency-based and they wish to apply their knowledge.

Adult learners learn best when they make connections to their life experiences.

Finally, in regard to skill building educational endeavors, the research is clear that if the learner does not have the opportunity to practice the newly learned skill within a short time frame (from 3 to 6 weeks), much of the learning is lost. Ideally, skill building educational experiences should include the opportunity to practice the new skills, and the learner should have the opportunity in his/her life context to utilize these new skills.

Education and Skill Building in Action

In Connecticut, a collaborative effort of gambling prevention providers resulted in offering several introductory trainings throughout the state to service providers. The fact that the trainings were hosted by Regional Action Councils served to increase attendance and build alliances for future trainings. These efforts are being followed by more in-depth regional trainings to build the capacity of service providers to address gambling issues. Future plans include offering educational opportunities in high schools for both students and staff.

In Massachusetts, success in reaching hundreds of professionals was achieved by designing the training according to the needs of the audience, both in terms of content and length. Additionally, the trainings were held at the audience's site. These factors greatly increased the number of people served. This model will be replicated reaching other audiences from youth serving agencies, the state's prevention infrastructure, and high schools and colleges.

HIGHLIGHTING LOCAL EFFORTS
Problem Gambling Education Association, Inc. (PGEA)

Originally formed in 1994 as the Connecticut Citizens Compulsive Gambling Task Force, the group incorporated in 1998 as PGEA. PGEA is a volunteer organization whose mission is to raise public awareness of the impact of gambling and problem gambling. This is accomplished by advocating for responsible public policy through the provision of state and gambling industry funds for education, prevention, intervention and treatment of problem gambling. Members come from all over the state and represent a variety of backgrounds, affiliations and professions. For more information, contact PGEA, 118 Grove Street, #16, Stamford, CT 06901.

Identifying key local leaders (formal and informal)
Community assets inventories
Recruiting and organizing volunteers
TarGetting issues and setting priorities
TarGetting supporters and opponents
Engaging in a planning process

In this way, a community mobilizes its resources to plan, monitor, and deliver comprehensive prevention programming.