Synopsis

Students define gambling and learn why youth gambling is a growing concern. Students use role-plays to practice effective ways to say no to gambling.

Teaching Steps

1. 1. Define gambling.

   Write the word gambling on the board. Ask students to define this word. Ask students for examples of gambling.

   Possible Responses:

   • Playing the lottery or scratch-off tickets
   • Betting on a sports team
   • Playing cards or dice for money
   • Gambling on the Internet
   • Gambling at a casino
   • Betting money on horse races
   • Betting on games of personal skill such as pool, darts, bowling, etc.

   CONCEPTS

   • Gambling is playing a game of chance.
   • It is betting money or some other valuable on the outcome of a game, contest, or other event when the outcome is uncertain.

2. 2. Discuss categories of gamblers.

   Discuss the following categories of gambling. (See Who Gambles and Why.)

   • Social gambler
   • Problem gambler
   • Pathological gambler

   Discuss the difference between these levels of gambling. (See Who Gambles and Why.) Compare legal adult gambling behavior to gambling by adolescents. Emphasize that minors should avoid taking part in any gambling activity.

   CONCEPTS

   • Most adults who gamble are social gamblers.
   • Social gambling typically occurs with friends or colleagues and lasts for a limited period of time, with predetermined, acceptable losses. (For example, friends who get together to play cards once a month for minor amounts of money.)
   • A diagnosis of problem or pathological gambling is based on a number of behaviors, ranging from preoccupation with gambling to lying and illegal acts.
   • Social gambling pursuits.

3. 3. Discuss youth gambling.

   Ask students to discuss youth gambling and its repercussions. Ask students why youth who gamble are more likely to engage in other high-risk behaviors. Review the reasons that adolescents gamble. See Who Gambles and Why.

   CONCEPTS

   • Adolescents are at particular risk of developing problems with gambling that can disrupt their family, friendships, and school performance.
   • Youth who gamble are more likely to engage in other high-risk behaviors, such as alcohol and drug use and delinquency, and to have home and school problems.
   • Money is not the main reason that adolescents gamble.

4. 4. Students practice ways to say no to gambling.

   Student Page: Gambling: Ways to Say No

   Review previous lessons on refusal skills as needed. Distribute the student page. Ask a different volunteer to read aloud each refusal option and the example given. Ask students to come up with additional examples.

   SKILL DEVELOPMENT

   • A variety of refusal skills can help students say no to gambling and avoid the problems of youth gambling.
   • The same refusal skills students use to say no to tobacco use and alcohol and other drug use can be used to say no to gambling.
   • Practice in using refusal skills in classroom situations helps students apply them in reallife situations.

Assessment

Teacher Page: Gambling Scenarios

Divide students into small work groups. Assign each group one of the five scenarios. Have each group role-play its scenario for the class, demonstrating at least three of the ways to say no to gambling.

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