Impulses & Impulse Control: Emerging research finds essential for success Sensitivity surrounding impulse control & ADD * Problem Gambling Awareness: Video (Myth Busting & Personal Stories) and activities *Could be used as a one-shot, stand-alone lesson Addictions & The Brain: How excitement-based activities can be addictive Similarities in neurochemistry to substance abuse Options for Creating a Healthy Life: Specifically requested by students Students said they do not receive enough of this

Diversity of Thinking Youths & Adults offered excellent ideas Many viewpoints were represented, from educators to the problem gambler Creative Directions Work Group Members brought fresh ideas to the table Work Group Members supported alternative directions Relationship & Support Building Important relationships and support resulted Seed Planting Work Group Members learned from the experience and are taking the information into their communities

RECAP of Conference Call: Jim Wuelfing will lead the panel, introduce all of the panelists and present his material first. Next, Julie Hynes will talk about the work she has done (details in above information), and will be compiling all presentation material from the panelists into a single Power Point presentation.  Internet access will be provided for the room. Melissa Stephens will speak next, will talk about the Missouri Gaming Commission’s new release, “Beat Addiction, Choose the Right Path” and other programs they have implemented in Missouri to combat underage gambling. Finally, Rhonda Stone will speak on her efforts as Community Education Coordinator for the Evergreen Council to raise awareness and develop curricula that addresses problem gambling among youth (Rhonda, you are more than welcome to present anything you’d like relating to this topic, I just figured that you would want to share all of the progress you’ve made!) We discussed the approximate amount of time that each person will have to speak, which will be about 15 minutes.  This should allow for plenty of time for questions (we hope).  I am listing all of your contact information, and thanks to Julie for offering to put together everyone’s slides into the Power Point presentation.

Description:   Although problem gambling has strong correlations with drinking, drugs, sexual activity, and violent behavior, little or no attention is paid to it in health courses. It’s no wonder—with deep cuts to school funding, and all of the other ‘problems’ schools need to worry about, problem gambling can easily slip off the map. So how to combat this issue? In this portion of the panel, you will be led through –and given—actual tools currently being used in Oregon schools. These tools are fun, interactive, effective, and free. The first educational tool to be presented was recently developed, and based upon the popular “Deal or No Deal” game show. This tool can be modified for any group, and can be used as a stand-alone or plugged into presentations. The second tool to be presented is Oregon’s award-winning “Teen Gambling: It’s a Risky Deal” video and facilitator guide. This eight-minute video is geared toward middle school students, and features the popular “Mythbusters” theme. We will also be briefly discussing other tools, such as website content and methods for integrating problem gambling in health curriculum. In addition to these tools, we will discuss techniques and honest challenges of working in the school system. Some methods are more successful than others.     Participants who attend the panel will be provided links to download the free tools described in the panel discussion.   Goal Participants will gain tools to help them to provide fresh, interactive and effective school-based problem gambling prevention efforts. Objectives As a result of this workshop, participants will be provided with: a. awareness of new educational tools to help introduce problem gambling prevention in schools             b. instructions on the use and implementation of these tools         c. techniques for introducing problem gambling in middle and secondary school systems

“Deal or No Deal” game show theme used for educational purposes only. For information about this presentation and its use, contact Julie Hynes, Lane County Health & Human Services | 541.682.3928 | julie.hynes@co.lane.or.us At the end of the session, participant will be able to: Understand the prevalence of problem gambling among Oregon youth Identify relationships between gambling and other risky behaviors State the effects of problem gambling on youth, family members and the community Identify signs of a problem gambler Understand how and where to refer someone for help or assessment Identify at least 3 resources which can be used in problem gambling prevention Deal or No Deal? Play here! First Deal or No Deal question: What activity has correlations with drinking, drugs, sexual activity, and violent behavior, yet little or no attention is paid to it in health courses? Would you believe it’s youth gambling? Data from Oregon Healthy Teens surveys show that gambling and other risky behaviors often go hand-in-hand, yet many parents and educators unsuspectingly promote poker and other gambling-related games as harmless recreational activities. This session will provide useful information on an increasingly popular activity that is far from risk free and will address what can be done to minimize harm from gambling. We will have a fun, interactive multimedia game based upon the “Deal or No Deal” game show. Easy rules! Workshop participants will receive free DVDs and facilitator guides of Oregon’s new award-winning youth problem gambling prevention video.

RECAP of Conference Call: Jim Wuelfing will lead the panel, introduce all of the panelists and present his material first. Next, Julie Hynes will talk about the work she has done (details in above information), and will be compiling all presentation material from the panelists into a single Power Point presentation.  Internet access will be provided for the room. Melissa Stephens will speak next, will talk about the Missouri Gaming Commission’s new release, “Beat Addiction, Choose the Right Path” and other programs they have implemented in Missouri to combat underage gambling. Finally, Rhonda Stone will speak on her efforts as Community Education Coordinator for the Evergreen Council to raise awareness and develop curricula that addresses problem gambling among youth (Rhonda, you are more than welcome to present anything you’d like relating to this topic, I just figured that you would want to share all of the progress you’ve made!) We discussed the approximate amount of time that each person will have to speak, which will be about 15 minutes.  This should allow for plenty of time for questions (we hope).  I am listing all of your contact information, and thanks to Julie for offering to put together everyone’s slides into the Power Point presentation.

In December 1997, the Missouri Alliance to Curb Problem Gambling was officially kicked off. Since the beginning, the Alliance has been a national leader in responsible gaming and problem gambling programs.

Our primary focus for the program is grades 7-8, but it works for grades 6-9. We designed the program for this age level based on a variety of studies, including the National Gambling Impact Study and Harvard University studies that indicate the majority of youth who gamble begin gambling around the age of 12.

Alliance members saw the need for an in-school program due to the lack of information about problem gambling among students, school personnel and parents. There are a variety of programs in Missouri schools that address alcohol and drug and tobacco use, but nothing about gambling. Many schools hold raffles for fundraisers and some have even sponsored casino nights for junior high and high school students.

Because of their ignorance on problem gambling,we have found that many schools believe their students aren’t gambling, so creating a program that provides information about all addictions including gambling provided an easier way to get into the schools.

Second Chance held several preliminary focus groups to help develop specific segments of the program. We also conducted two pilot programs - one at a junior high and another at a high school - and used their input to finalize the program.

They were unfamiliar with billing and approval policies. Had to revise the agreement with them mid-year. Some schools like the hour-program, others wanted a shorter program or one that could be presented through an assembly. Again, we are new to the school presentation circle and the program included gambling, which many schools don’t yet recognize as a problem. We had to sell the program as being sponsored by different groups including the Dept. of Mental Health. Many counselors, teachers and administrators find it hard to believe that a program sponsored by anyone in the industry would be effective and not slanted

Our non-profit organization had all the headaches involved with scheduling, but we retained administrative control of the schools and locations. At the beginning, they were attempting to schedule small private schools because they were easier to book, but because we maintained administrative control, we were able to redirect them to other areas that helped ensure the program was being presented to a larger number of students and was more cost effective.

Mandating educators participate in the program became a requirement about half-way through the year. We found that many educators looked at the presentation as a time to have an additional planning hour, so they would leave. Without the teacher or counselor in the classroom, we were missing an important audience and at times it was difficult to maintain discipline. We felt take-home materials were essential to help educate parents. The evaluations were effective in helping to ensure the kids were learning the messages conveyed through the program, and they helped in updating the program.

We are now creating a new segment of All Bets Off to include a 45-minute assembly for up to 200 students. The assembly will help us to reduce the cost/student of the program, increase the number of students exposed to the program at each school and expand the number of program selections to make it easier to book schools. In the final stages of completing our youth video, which will be a leave behind for the All Bets Off program. We’re also creating a curriculum to go with the video to enable us to send the video out to schools if an in-school program cannot be scheduled.

The video kit is being used throughout the country as well as in England, Ireland and New Zealand. States who are using the video or who are planning to use the video this fall include: Connecticut, New Jersey, Kentucky and Oregon.

The video kit is being used throughout the country as well as in England, Ireland and New Zealand. States who are using the video or who are planning to use the video this fall include: Connecticut, New Jersey, Kentucky and Oregon.

The video kit is being used throughout the country as well as in England, Ireland and New Zealand. States who are using the video or who are planning to use the video this fall include: Connecticut, New Jersey, Kentucky and Oregon.

The video kit is being used throughout the country as well as in England, Ireland and New Zealand. States who are using the video or who are planning to use the video this fall include: Connecticut, New Jersey, Kentucky and Oregon.

The video kit is being used throughout the country as well as in England, Ireland and New Zealand. States who are using the video or who are planning to use the video this fall include: Connecticut, New Jersey, Kentucky and Oregon.

The video kit is being used throughout the country as well as in England, Ireland and New Zealand. States who are using the video or who are planning to use the video this fall include: Connecticut, New Jersey, Kentucky and Oregon.

Problem Gambling Education through School Partnerships and Community Coalitions Maureen Greeley Jim Wuelfing Julie Hynes Melissa Stephens

Youth Problem Gambling Awareness Curricula for Washington State Maureen Greeley, Executive Director

Why School-Based Curricula on Problem Gambling? High percentage of gambling among teens in Washington State No mention in school health curricula “One shot” awareness events not as effective as multi-lesson curricula Teens need to know that gambling is potentially addictive

The Process to Date Honorary Chair: Lt. Governor Brad Owen Work Groups in 3 Diverse Locations: Spokane, Everett, Olympia, representing: Substance abuse treatment and prevention Education Tribal adults and youths Youth and parent organizations The recovering problem gambling community High school students Other

Review Recent Studies: Effective strategies for preventing addiction Examine Problem Gambling Curriculum Samples: Oregon, Missouri, Massachusetts, Alberta, Nova Scotia Review videos and curriculum materials Discuss best strategies for Grades 5-6, 7-8, 9-12 Apply information from Work Groups to development of Student Learning Objectives (SLOs) The Process to Date

SLOs and other info articulated for each grade grouping: Review by academic & problem gambling prevention teams Focus Groups on SLOs, Website samples, and video examples with students Create lessons & Videos from SLOs Pilot project Next Steps

Research has shown that one-shot lessons are not enough But… there are so many demands on health education that there may only be time for one lesson. Contradictory Conclusions

Videos are an effective way to deliver information But… teens are very particular about delivery methods. The wrong method can cause them to tune out. Contradictory Conclusions

Problem Gambling is an urgent issue for youth and our communities But… it isn’t enough to address Problem Gambling alone. Students need to understand similarities to substance abuse and why non-chemically based activities can be addictive. Contradictory Conclusions

The Approach: 4 Lessons Impulses & Impulse Control Problem Gambling Awareness Addictions & The Brain Options for Creating a Healthy Life

All 4 lessons are intended to compliment existing prevention curricula, not duplicate it The Approach: 4 Lessons

Benefits of the Process Diversity of Thinking Creative Directions Relationship & Support Building Seed Planting

For more information, contact Rhonda Stone 1.360.352.6133 or rstone@evergreencpg.org Thank you

The Massachusetts Council on Compulsive Gambling Jim Wuelfing, CPP-R, NRPP Director of Prevention Jim@masscompulsivegambling.org With the assistance of Ryan J. Martin, PhD. Thomas N. Cummings Fellow Ryan@masscompulsivegambling.org Youth & Gambling

Gambling Prevalence Rates Studies have estimated the percentage of youths/adolescents who gamble and have gambling problems. Gambling prevalence: Among 14-21 year olds, 68% gambled in the past year and 11% gambled twice per week or more (Welte et al., 2008). Disordered gambling prevalence: Among 14-21 year olds, less than 1.0% (0.4%) were pathological gamblers, while 2.2% were classified as problem gamblers (Welte et al., 2008).

Gambling and Other Risky Behaviors Disordered gambling is associated with numerous other risky behaviors among youths/adolescents (Winters et al., 2002; Gupta et al., 2004; Langhinrichsen-Rohling et al., 2004). Compared to youth who do not have gambling problems, youths with gambling problems are more likely to: Use alcohol, binge drink (Winters et al., 2002; Gupta et al., 2004; Langhinrichsen-Rohling et al., 2004) Use illicit drugs (Winters et al., 2002; Gupta et al., 2004; Langhinrichsen-Rohling et al., 2004) Smoke cigarettes (Winters et al., 2002; Gupta et al., 2004) Be delinquent, have conduct problems (Winters et al., 2002; Langhinrichsen-Rohling et al., 2004) Attempt suicide (Langhinrichsen-Rohling et al., 2004)

Youth At Risk for Gambling Problems Any young person can develop a gambling problem, regardless of age, gender, race, ethnicity or socio-economic status. Though gambling problems do not discriminate, research has shown that among youths the following groups are more susceptible to gambling problems. Those who gamble at a young age (Winters et al., 2002; Welte et al., 2008) Males (Winters et al., 2002; Welte et al., 2008; Gupta et al., 2004) Those with a family history of gambling problems (Winters et al., 2002) Those in a lower SES group (Welte et al., 2008)

Four Consistent Messages Gambling is not a risk-free activity. Choosing not to gamble is a legitimate choice. We hope you don’t gamble illegally. If you choose to gamble, we hope you are educated enough about gambling to lower your risk.

Is Student Gambling Legal? What is the legal age for sports betting in Oregon/Washington? 18? 21? Other? What is the legal age to buy scratch tickets or play the lottery in Oregon/Washington? 16? 18? 21? Other? What is the legal age for playing cards for money in your home in Oregon/Washington? 16? 18? 21? Other?

Gambling Among Teens and Young Adults Gambling in an increasing phenomena and warrants attention and concern Gambling at a casino has become a new rite of passage for many students turning 21 Most youth learn to gamble from their parents with an average age of onset of 11.5 years There is a belief that as gambling becomes more accessible and convenient for teens and young adults, problems will increase Gambling problems among teens and young adults can remain hidden for a long time, and many school faculty, coaches, and staff are not asking questions of students that might surface these problems

Gambling Among Teens and Young Adults (cont’d) Students gamble for a variety of reasons. Those cited most often include: seeking excitement, a rush, a high…and to decrease boredom the powerful influence of advertising and television parental influence and role models teacher/environmental influence and role models

Some Summary Observations of Correlate Studies Gender (male) Age of onset Substance use Anti-social behavior Parental gambling Depression

Characteristics of Student Gamblers Male Competitive Intelligent Risk takers High energy Good students With part time jobs Popular Usually participates in athletics Many times children of substance abusers or gamblers

If Problems Develop, What Might They Look Like Debit and credit card problems Interpersonal conflict and anger surrounding lost/owed money Violence (dating violence & violence around debt collection) Losing and chasing losses Magical and “quick fix” mentality Progression Frequency of gambling Amount of money Form of gambling

If Problems Develop, What Might They Look Like (cont.) Negative consequences Limited circle of friends, loss of friendships Family conflict School problems (truancy, slipping academic performance, policy violations) Lying Stealing Loss of self-esteem Depression and suicidality

Other Vulnerabilities Adolescent brain development Students who show: Impulsivity Poor concentration Hyperactivity A need for excitement and risk taking Involvement in other risk behaviors such as alcohol, tobacco and other drugs

Mass. Council K-12 Outreach Efforts Gambling Is Not Magic SADD Stipends Materials Development Training at Schools and Conferences “Facing the Odds” Teacher Training CAPS (Creative Activities in Probability and Statistics) Intervention Outreach Effort TACT (Technical Assistance Continuity Team) Web 2.0

Facing the Odds Curriculum Developed in a collaborative effort between the Massachusetts Council and the Division of Addictions, Harvard Medical School Developed a Training-of-Teachers to use the curriculum (after becoming a PDP provider for the state Department of Education Piloted it in three schools.

CAPS (Creative Activities in Probability and Statistics) Based on research that showed High rates of incidence and prevalence in students Critical thinking skills are a protective factor in the development of addictive disorders A connection between gambling behavior and knowledge of math Kinesthetic learning often aids in retention

Twelve Activities Deal or No Deal Basketball Court Cover-up Target Ball Shoot and Score Parachute Yahtzee Liar’s Dice Number Mania Ice Cream Adventure Who Won It? Lifeopoly Delta Three Scavenger Hunt

Examples Basketball Court Cover-up M&M’s cover a picture, the pictures cover a newspaper page, the newspaper pages cover a basketball court all in an effort to understand large numbers Ice Cream Adventure Three flavors of ice cream, four toppings, five sauces; a delicious exercise in counting possibilities

CAPS Example Lifeopoly A life-sized board game where students discover an understanding of number sense, risk and critical thinking

CAPS Example Parachute Yahtzee Play the games in teams with large dice and a parachute to demonstrate number sense and predictions

Intervention Outreach Effort To develop a relationship with a high school or junior high school To educate helping staff (guidance counselors, school psychologists, etc.) in youth gambling issues To offer screening tools To offer referral sources

Julie Hynes, MA, CPS Problem Gambling Prevention Coordinator Prevention Program Webmaster Lane County Health & Human Services Oregon Problem Gambling Services Oregon’s Tools in Schools & Community

School-Based Prevention Efforts Based upon Center for Substance Abuse Prevention (CSAP) strategies for effective prevention Based on Oregon & local youth data Partnership with Oregon Dept. of Education Educational materials, presentations & curriculum development/integration Youth video Middle school art search & calendar Policies

Policy Problem gambling now listed in Oregon Health Education Standards, 6-8th grades Promotion of mental, social, & emotional health

One time ADD-ON to evidence-based alcohol/drug unit (grades 6-8) Objectives -- Students will be able to: Cite the general definitions of gambling and problem gambling Understand key differences between social (responsible) and problem gambling Understand how problem gambling shares commonalities with other addictive behaviors Verbalize how to access help when they believe they or a loved one have a gambling problem

Demonstration

Middle School Video Middle school students will learn: What is gambling? Gambling is not risk-free. How to recognize problem gambling. How to get help. What it is: to educate young people about the risks and pitfalls of gambling. What it’s NOT: to pass judgment on gambling being a “good” or “bad” activity.

lanecounty.org/prevention/gambling

Local coalition

New prevention/outreach resource: lanecounty.org/prevention/PGS

Successes… & Challenges Approaching schools/coalitions with internal partners Sharing how this BENEFITS them, not adds work Using “Why should you care?” message Using local data Knowing the language (e.g., education standards) Asking questions Gambling still not on radar Lack of resources & time Strict curriculum demands

Contact Julie Hynes, MA, CPS Lane County Health & Human Services Oregon Problem Gambling Services Julie.Hynes@co.lane.or.us | 541.628.3928 lanecounty.org/prevention

Melissa Stephens - Secretary Problem Gambling Programs Administrator, Missouri Gaming Commission Melissa.Stephens@mgc.dps.mo.gov Missouri’s Tools in Schools & Community

Alliance members Missouri Department of of Mental Health Missouri Lottery Missouri Gaming Commission Missouri Gaming Association Missouri Council on Problem Gambling Concerns, Inc. Port Authority of Kansas City

Framework for Public Health Action

Project 21 scholarship contest Exhibits and presentations at education conferences Speakers bureau; Division of Guidance and Placement trainings; Missouri Center for Safe Schools trainings; Traveling education exhibit; Interactive in-school assembly and workshop All Bets Off (classroom workshop) Addiction—the Game No One Wins (assembly) Beat Addiction—Choose the Right Path video kit and facilitator’s guide Partnerships with the Missouri Department of Elementary & Secondary Education; Partners in Prevention Administered by various Alliance members Missouri’s Underage Prevention Approach

An interactive in-school addiction awareness program. Dramatic duo presented during a single 50-minute class session Targeted youth in grades 6 through 9. Includes Family Sculpture Dynamic caricature of an addictive parent, the enabling spouse and the children (hero, rebel, mascot and the lost child).

Evolution of A desire to provide an in-school awareness program to address gambling addiction in Missouri schools; Gambling at schools is often unnoticed and/or promoted through fund-raising activities; Correct misconceptions about youth gambling; Raise awareness of co-occurrence; A need to raise awareness among educators and youth that risk factors for all addictions are similar...

Added benefits: Addressing all addictions allows greater access to schools; Synergistic effect with other prevention/awareness programs.

Program Development Contracted with an existing nonprofit organization that provides other in-school programs; and Jointly developed a spectrum approach educational addiction prevention program. Myth Busters; Road to Addiction; Consequences and definition of addictions; Reasons people engage in addictive activities; Wheel of Fortune; and Family Sculpture

Wrinkles… Working with an organization that had not previously dealt directly with state government; Needing flexibility of program presentation to meet school demands; Obtaining school administration acceptance for a brand new program; Breaking through standard skepticism regarding need to address gambling with youth (“we’re not near a casino, so its not a concern…”; and the Higher cost per student limited number of students impacted.

Sleek and Streamlined… Program addresses all addictions; Alliance retained ownership of program; Alliance involved in all aspects of program development; Scheduling and performance accomplished by the non-profit organization; Alliance retained final approval of all bookings;

Sleek and Streamlined… Conducted focus groups and pilot programs throughout the development process, and implemented recommended alterations to program; Student activity increased buy-in and retention; Mandate of educator(s) to participate in program; Take-home materials (letter and fact sheet) for students to share with parents; and Students and teachers complete evaluation after each program.

A Need to Expand Options Reduce program cost per student; Increase student exposure per school; Expand options available to schools; Modified as an assembly program “Addiction – the Game No One Wins”, also for middle school and junior high; Add program(s) for other grade levels; Further modified to address younger grades in Kansas City through a grant; Created video kit with companion facilitator’s guide; Collaborated with statewide college network to provide services at the college level; Increase funding level of program.

“Beat Addiction – Choose the Right Path” Launched in 2003: Video kit including resources and a companion facilitator guide. Spectrum approach; Patty and her children’s stories (Patty began drinking at 12, later added drugs, and then gambling) Brian’s story (child of alcoholics, recovering drug addict) Free to all Missouri schools. 385 video kits were requested and distributed from January to May 2003 reaching about 45 percent of Missouri’s secondary enrollment in the public school system.

Lessons Learned Schools VERY supportive of the inclusive approach; Facilitators appreciated detailed guide and ability to centralize related key info in the kit; Small group discussions allowed facilitators to ID “hidden” issues of the students they had previously missed; One size DOES NOT fit all – Urban vs. Rural/outstate Demographics Age appropriateness Issues Desire for a follow-up option

“Beat Addiction – Choose the Right Path” version 2: Urban focus groups; “Edgier” stories/testimonials; Expanded resource options, including materials for awareness periods, such as Red Ribbon Week; Schools determine appropriate grade levels; and DVD format with both versions, as well as the individual stories from each version. “Addiction is kind of like a tornado - it cuts a path of destruction through everything and everyone you know.” Can view video online: http://www.888betsoff.com/resource/index.htm

Jimmy’s Story Highlights – Gambling Addict: Soccer player; Started with Texas Hold ‘em, progressed to online gambling; Playing 10-12 hours a day after school; “…sometimes winning is losing actually, ‘cause winning keeps you wanting to play.”; Lost $2700 in one day on the Internet; Failed out of school; “…my parents paid 5, 6, 700 dollars on my credit card, problem is now I have $700 left on my credit card that I can rack up so I did it again.” Eyes opened to the realities during group therapy.

Teresa’s Story Highlights - Marijuana, Heroin, and Cocaine Addict: Mother was heroin addict Started staying out all night and dating older men; Dropped out of school at 12, selling dope at 12 or 13; Joined a gang at 13 (“…so that was pretty much where I got all my love from.”); and Mother died from a crack overdose; she started getting high on crack “...just to see what she was feeling and why she would leave me when I was young, why she would put that before me and why she would put that before her life...” Started to prostitute, steal from my family and do things that “went against my morals and my values”; Tried moving to a new town, but addiction moved with her; Entered a treatment center and started N.A. when she got out

Sean’s Story Highlights – Marijuana and Meth Addict: Broken home, abusive step-dad; Ran away at 13, started drugs; Stopped drugs, and started football in foster care until fellow teammate shared marijuana after practice; By end of year he was arrested, lost his scholarship, foster family, and moved back to the streets “...you don’t know what you’re doing until you’ve already did it - when the damage is done, you know, you can’t fix it.”; Started selling weed, buying meth supplies for a couple of cooks; Decided to cook the meth himself with a buddy (in a car) and it blew up in between his legs - they were both on fire, but both managed to get out and had to walk miles for help .

Rob’s Story Highlights – Marijuana, Alcohol, Addictive Lifestyle: Played football, full-ride scholarship to college Red-shirted due to his grades ; Stopped going to class & started smoking marijuana ; Would party all Friday and Saturday, and be broke on Sunday; Went to jail for a domestic disturbance dispute with his girlfriend; “I was selfish enough to think that I was the only one that I was effecting.” “Every day it still knocks, every day, you know it’s a battle every day not to use, or it’s a battle every day not to still try to go live that lifestyle.”

Campus Strategies… Apply same tolerance standards to gambling on campus as are applied to use/abuse of alcohol and other substances ~ some areas for consideration: Administrators, faculty, staff, etc. Students Social Activities Fundraising program incentives Internet Promote financial literacy among students, educators, and staff; Advocate the administration block access to online gambling sites from all campus computers; Post materials on gambling prevention/awareness; Advocate a school health/mental health care official attend training on problem gambling;

Added Campus Strategies for Colleges… Schedule a speaker/awareness event; Provide a booth exhibiting information at campus health &/or activities fair; Incorporate financial literacy and overview of problem gambling issues into the Freshmen orientation; Promote the guidelines for gambling responsibly (for those of legal age);

Missouri Alliance to Curb Problem Gambling PO Box 104591 Jefferson City, MO 65110 www.888betsoff.org Contacts: Melissa Stephens Holly Koofer Missouri Gaming Commission Missouri Lottery PO Box 1847 PO Box 1603 Jefferson City, MO 65102 Jefferson City, MO 65102 573-526-4080 573-526-7467 Melissa.Stephens@mgc.dps.mo.gov koofeh@molottery.com