Prevention of Problem Gambling
December 1999, Vol II, Issue 12

*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."

EDUCATION AND SKILL DEVELOPMENT PREVENTION STRATEGY:
USING CURRICULA IN PROBLEM GAMBLING EDUCATION

Using curricula in educational settings is a common way to utilize the education prevention strategy. When developing curricula, several factors should be considered:

Are the learning objectives clearly stated?
Is the material user friendly?
Are supporting teaching aids included?
Is the material developmentally appropriate for the target population?
Is the material up-to-date?
Is a verifiable source known for each statement of "fact"?
Is the material culturally sensitive and appropriate?

These factors are important considerations whether the material is a prepackaged curriculum, or one of your own design. Additional consideration must be given to the ability of the teacher/trainer. Does the teacher/trainer have sufficient background in problem gambling to be able to work with the material and, if necessary, adapt it for a particular setting and/or audience? Is the curriculum written with sufficient detail and background material to overcome gaps in subject matter knowledge by the presenter? This is certainly an issue relevant to the field of problem gambling today. With the rapidly developing interest in efforts to educate children and youth, educating those responsible for delivering the curricula is as important as the programs themselves.

Most curricula are designed as "stand-alones", meaning that the curriculum is used by itself as a particular unit (such as one class session within a health class unit). With the additional demands on classroom time, there is a definite need for information and materials to be included in the curricula of different disciplines. Curriculum infusion materials do not replace a module in a given unit but rather use subject-related materials within an existing framework.

Examples include using short stories with gambling themes in a contemporary author's class or using gambling situations in a math probability class. In this way, teachers are not forced to give something up in order to cover gambling as an issue. The Massachusetts Council on Compulsive Gambling offers a mathematics curriculum for middle school students created at Harvard Medical School: Division on Addictions. This curriculum is both a stand-alone and a curriculum infusion as it covers essential mathematics while educating about gambling odds.

Several other curricula are described in the Youth Gambling Resource Guide compiled by Natasha M. Gill of Northern Michigan University. A copy of the guide can be obtained for a small fee by calling Ms. Gill at 616-228-6168.

The West Hartford Connecticut Police Department, with the assistance of the Connecticut Council on Problem Gambling, has developed a one session stand-alone curriculum on problem gambling. Teen Gambling module is taught to all ninth grade students in the district by officers of the Community Relations Division. For more information, write Lieutenant Jeffrey Garewski, West Hartford Police Department, 103 Raymond Road, West Hartford, CT 06107.

New England Problem Gambling Helplines:
- CT 800-346-6238
- MA 800-426-1234
- RI 877-9-GAMBLE
- VT 888-822-8274