Life Skills, Mathematical Reasoning and Critical Thinking: A Curriculum for the Prevention of Problem Gambling
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Previous studies have shown that youth are two to three times more likely than adults to report gambling related problems. This paper reports on the development and pilot evaluation of a school-based problem gambling prevention curriculum. The prevention program focused on problem gambling awareness and self-monitoring skills, coping skills, and knowledge of the nature of random events. The results of a controlled experiment evaluating the students learning from the program are reported. We found significant improvement in the students’ knowledge of random events, knowledge of problem gambling awareness and self-monitoring, and knowledge of coping skills. The results suggest that knowledge based material on random events, problem gambling awareness and self-monitoring skills, and coping skills can be taught. Future development of the curriculum will focus on content to expand the students’ coping skill options.
KeywordsPrevention of problem gambling Probability Coping skills
We wish to thank the principals, teachers and students in the Simcoe County District School Board who participated in our study. In addition, we would like to acknowledge Stephen Meredith, Stewart Craven, Gillian Woolner, Barbara Steep, Zena Al-Sharbati, Mark Bartoshuk, Jeff Young, Jefferey Berridge, and the student actors at Unionville high school for their contributions to the success of this project.
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