Education and prevention in schools
Introduction
School is a key link for the formation of a healthy attitude towards excitement. Early familiarity with the concept of "home advantage," awareness of risks and the development of self-control skills help prevent the development of addiction in adolescents. Successful prevention requires systematic inclusion of topics in the educational process, teacher training and family involvement.
1. Development of training modules
1. Module objectives
Familiarize with the mathematical basis of games: probability, expectation, risk of losing.
Show cognitive distortions: the illusion of control, "hot hand," "almost winning."
Build assessment and critical thinking skills when viewing gambling ads.
2. Content of classes
Risk math: Practical tasks with dice rolls and a coin to visualize probabilities.
Case Stady: An analysis of real-life stories of addicted teens.
Role play: Modelling an "aggressive" marketing situation and how to counter it.
3. Duration and format
A series of 4 × 45-minute lessons in grades 10-11.
Interactive lectures, group discussions and mini-projects.
2. Training of teachers and psychologists
1. Training on RG topics
Introduction to PGSI-Youth indicators and early detection methods.
Practical scenarios of conversations with students, demonstration of active listening techniques.
2. Materials for teachers
Step-by-step lesson plans, presentations, videos and print distributions.
Library of digital tests and infographics on probabilities and ad manipulation.
3. Supervision and exchange of experience
Quarterly meetings of participating schools of regional prevention networks to discuss outcomes and challenges.
3. Integration into school life
1. Extracurricular activities
Debate on "Gambling: Entertainment or Risk?"
A school essay and video contest about the negative effects of gambling addiction.
2. School Board and Clubs
Creation of a "Responsible Choice Club," where high school students prepare training sessions for younger students.
3. Information stands and newsletters
Regular updating of posters in the corridors, sending newsletters with advice to parents.
4. Parent and community engagement
1. Parent Meetings and Workshops
Short presentations on risk signs and access control methods (Gamban, DNS filters).
Handout checklists: questions for conversation at home and scenarios of "difficult conversations."
2. Joint projects
Organization of a family "Day without gadgets": sports, master classes, board games.
Partnership with local NGOs (Gambler's Help) for open lectures.
5. Efficacy evaluation
1. Knowledge and installation monitoring
PGSI-Youth pre- and post-tests and surveys on attitudes towards betting advertising.
Analyze changes in willingness to set personal time and money limits.
2. Behavior analysis
Tracking the number of requests to the school psychologist on the topic of gambling.
Keeping an anonymous journal of pupils "brave stories of confronting gambling temptation.
3. Adjusting programs
Based on feedback from students and teachers, the content of the modules is updated once a year.
Conclusion
Systemic prevention in schools requires a clear methodology, the readiness of teachers and the active involvement of parents. The integration of learning modules, extracurricular projects, and regular performance assessments create an environment where adolescents gain knowledge and skills to avoid early involvement in gambling and form an informed attitude to risk.
School is a key link for the formation of a healthy attitude towards excitement. Early familiarity with the concept of "home advantage," awareness of risks and the development of self-control skills help prevent the development of addiction in adolescents. Successful prevention requires systematic inclusion of topics in the educational process, teacher training and family involvement.
1. Development of training modules
1. Module objectives
Familiarize with the mathematical basis of games: probability, expectation, risk of losing.
Show cognitive distortions: the illusion of control, "hot hand," "almost winning."
Build assessment and critical thinking skills when viewing gambling ads.
2. Content of classes
Risk math: Practical tasks with dice rolls and a coin to visualize probabilities.
Case Stady: An analysis of real-life stories of addicted teens.
Role play: Modelling an "aggressive" marketing situation and how to counter it.
3. Duration and format
A series of 4 × 45-minute lessons in grades 10-11.
Interactive lectures, group discussions and mini-projects.
2. Training of teachers and psychologists
1. Training on RG topics
Introduction to PGSI-Youth indicators and early detection methods.
Practical scenarios of conversations with students, demonstration of active listening techniques.
2. Materials for teachers
Step-by-step lesson plans, presentations, videos and print distributions.
Library of digital tests and infographics on probabilities and ad manipulation.
3. Supervision and exchange of experience
Quarterly meetings of participating schools of regional prevention networks to discuss outcomes and challenges.
3. Integration into school life
1. Extracurricular activities
Debate on "Gambling: Entertainment or Risk?"
A school essay and video contest about the negative effects of gambling addiction.
2. School Board and Clubs
Creation of a "Responsible Choice Club," where high school students prepare training sessions for younger students.
3. Information stands and newsletters
Regular updating of posters in the corridors, sending newsletters with advice to parents.
4. Parent and community engagement
1. Parent Meetings and Workshops
Short presentations on risk signs and access control methods (Gamban, DNS filters).
Handout checklists: questions for conversation at home and scenarios of "difficult conversations."
2. Joint projects
Organization of a family "Day without gadgets": sports, master classes, board games.
Partnership with local NGOs (Gambler's Help) for open lectures.
5. Efficacy evaluation
1. Knowledge and installation monitoring
PGSI-Youth pre- and post-tests and surveys on attitudes towards betting advertising.
Analyze changes in willingness to set personal time and money limits.
2. Behavior analysis
Tracking the number of requests to the school psychologist on the topic of gambling.
Keeping an anonymous journal of pupils "brave stories of confronting gambling temptation.
3. Adjusting programs
Based on feedback from students and teachers, the content of the modules is updated once a year.
Conclusion
Systemic prevention in schools requires a clear methodology, the readiness of teachers and the active involvement of parents. The integration of learning modules, extracurricular projects, and regular performance assessments create an environment where adolescents gain knowledge and skills to avoid early involvement in gambling and form an informed attitude to risk.
