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NASP Communiqué, Vol. 35, #7
May 2007
Gambling in Childhood and Adolescence: Information for School Personnel
By Emily M. Verbeke & Karin Dittrick-Nathan, PhD
University of Denver
Definition and Characteristics
Gambling often is thought of as an adult behavior but in recent years the appeal of gambling has
increased among youth. Youth gambling is similar to adult gambling in that it is an activity that implies an
element of risk, where money or something of sentimental or monetary value could be won or lost by the
participant. Specifically, youth gambling activities can include sports betting, poker, dice, bingo, cards/dice/
slot machines not at a casino, cockfights, games of skill (basketball, bowling, golf, and pool), horse or greyhound
racing, pitching quarters, internet gambling, raffles, scratch-and-win tickets, state-run lottery games,
and pull tabs. Video game playing is not typically considered gambling since one does not bet on the result
of the game. Youth problem gambling also causes disruptions in major areas of life (psychological, physical,
social, and educational/vocational) and is considered to be a progressive addiction characterized by:
- Increasing preoccupation with gambling
- A need to bet more money more frequently
- Restlessness or irritability when attempting to stop
- “Chasing” losses (increasing bets to make up for previous losses)
- Loss of control manifested by continuation of gambling in spite of mounting, serious negative consequences
Often there are questions about youth gambling such as, is it illegal? Is gambling an addiction? How
does it differ from other forms of addiction?
Illegal activity? First, gambling age requirements differ from state to state and country to country as
well as varying minimum age requirements for types of gaming (casino gambling versus playing the lottery).
A general rule of thumb is that gambling is legal for a young adult eighteen years of age or older. However,
because of the many variations in gambling laws individuals should check local regulations.
Gambling versus other addictions. Gambling is similar to other addictions such as drug and alcohol
abuse in several ways but is different in other significant ways. Problem gamblers like drug or alcohol abusers
have an inability to stop or control their behavior. Problem gamblers and persons addicted to substances
are preoccupied with their addiction and need to engage in the behavior increasingly to achieve a satisfactory
“high.” A significant difference between problem gambling and substance abuse is that gambling is often
a “hidden” addiction not readily visible or detectable. Another significant difference is the severe financial impact
gambling has on a gambler’s life. Once an individual decides to stop drinking, he or she is on the road
to recovery. However, once an individual stops gambling, there still remains the pressure to account for what
are usually very large sums of lost money. This fact creates even more of a temptation to “chase losses” in
an attempt to win money to alleviate debt. Also, all addictions can result in negative social and emotional
consequences but problem gamblers do not experience damaging physical effects (e.g. overdose, liver
damage, impaired judgment) as a direct result of the gambling behavior. However, problem gamblers experience
severe social consequences related to deception and loss of trust of friends and loved ones.
Why youth engage in gambling. There are four types of gamblers: social gamblers, at-risk gamblers,
problem gamblers, and pathological gamblers. Individuals not only gamble for fun but also because of the
potential to win money, to experience the excitement they feel from gambling, to “escape” from problems at
home, school or other areas, and to alleviate feelings of depression, loneliness or other unpleasant moods.
A youth’s propensity to gamble is usually increased because of a need for immediate gratification, a hope to
“get rich quick,” a means of increasing social standing, or a feeling of disconnect at home, school or other
settings, as well as increased access to gambling through the internet (Vitaro, Arseneault, & Tremblay,
1999; Ladouceur, Boudreault, Jacques, & Vitaro, 1999).
Prevalence. Canadian studies of students in the 7th through 11th graders (Ladouceur, Boudreaul,
Jacques, & Vitaro, 1999) and 4th through 6th graders (Ladouceur, Dube, & Bujold, 1994) have indicated that
approximately 87% have gambled at least once in their lifetime. In another study, 47% percent of seventh-grade
children in Massachusetts had purchased lottery tickets during their lifetime and nearly 3% percent
had purchased lottery tickets between 6 and 19 times during the past month (Shaffer, 1994). In an analysis
of United States and Canadian youth gambling studies, Shaffer and Hall (1996) found that between 4.4%
and 7.4% of adolescents exhibit problem and pathological gambling behaviors. Approximately 5.4% of adults
can be considered problem gamblers, thus levels of problem and pathological gambling in adolescents
could possibly be more prevalent than in the adult population.
Risk Factors
Youth with high levels of certain personality characteristics such as impulsivity, extroversion, and sensation
seeking may be at higher risk for developing a gambling problem (Dickson, Derevensky, & Gupta,
2002). Current research suggests that more males than females are problem gamblers (Dickson et al.,
2002). Youth with lower self-esteem compared to other adolescents are at risk for developing a gambling
problem. Youth problem gamblers are likely to have a parent with an addiction (gambling, alcohol, or drug)
or have parents involved with illegal activities. Parents of youth problem gamblers often have a lack of
knowledge about adolescent problem gambling. As with many addictions, youth problem gamblers have
higher rates of depression, suicidal ideation, and suicide attempts (Dickson et al., 2002). Please note each
case of problem gambling is unique. The above list includes trends within the research on problem gambling,
not exclusive characteristics. For example, females can have serious gambling problems even though
research indicates males are more frequently identified as problem gamblers.
Signs and Symptoms
Youth gamblers engage in many different types of gambling activities and will often display different
signs and symptoms possibly indicating they have a gambling problem. The following may be observed as
symptoms of youth gambling:
Associated Behavioral Changes at Home and School
- Unexplained absences from school
- Dropping grades
- Asking for/borrowing money from peers
- Withdrawal from the family
- Behavior changes (e.g., day dreaming, anxious, moody, less participative, appears tired in class, changes
in sleeping and eating patterns)
- Lying, cheating, or stealing in school
- Spending unusual amount of time reading newspapers, magazines, and/or periodicals having to do with
sports
- Selling personal belongings
- Unexplained charges on credit card bills
- Unexplained large amounts of money or other material possessions (e.g., cars, clothes, jewelry)
Gambling Specific Behaviors
- Playing gambling type games on the internet
- Intense interest in gambling conversations
- Using gambling “lingo” in his/her conversations (e.g., bookie, point spread, underdog or favorite, exaggerated
use of the word “bet”)
- Bragging about winnings
Evaluation and Treatment
There are several tools to evaluate the existence or level of problem gambling in youths (see Instruments
for Screening and Classification at the end of this handout). Most of the questionnaires are self-report
measures and have less than twenty questions, allowing them to be quick and easy tools to use as a
screening tool. Many tools have been modified to address gambling behaviors specific to youth and adolescents
and are not specifically designed for youth gamblers. Caution should be taken with these instruments
because their purpose is to serve as screening instruments, not as diagnostic instruments. Researchers
are continuing to develop tools specific to youth and adolescent gambling. Teachers should consult mental
health personnel (school psychologist, social worker, counselor) regarding concerns that might prompt
screening.
As awareness of the problem of youth gambling grows, knowledge of effective treatment practices
continues to grow. Just as with other addictive behaviors, cognitive-behavioral approaches can be successful
with youth problem gamblers. A key aspect of treatment is helping gamblers identify their erroneous
thoughts, correct them, and help them develop skills to monitor their thinking about gambling and develop
replacement behaviors. An important difference between gambling addiction and other substance addictions
is that gamblers cannot easily get rid of their debt. Collaborative problem-solving about debt reduction
can help the gamblers feel less desperate. Self-help groups such as Gamblers Anonymous (GA) can be
a very valuable part of a gambler’s recovery process. Just as screening tools were initially developed for
adults, GA was created for adult gamblers. The effectiveness of GA’s self-help method of treatment has not been documented for adolescents. Another self-help group for close family members of a problem gambler
is Gam-Anon which meets regularly to share their experiences, strength and hope in coping with their family
member’s gambling problem.
What Schools Can Do to Help
School psychologists, social workers, and other school-based mental health professionals have a
unique opportunity to identify students with potential gambling problems. Since the symptoms of youth problem
gambling are not visible, professionals within the schools should routinely inquire about gambling similar
to how we routinely inquire about drug and alcohol use. Schools can facilitate prevention, identification, and
treatment for youth problem gamblers. School personnel can link families and students with resources within
the community. It is important to ask a young person if he or she has gambled before and if they are experiencing
some of the indicators that suggest there may be a problem. If a young person admits to having
a gambling problem, get professional help from within the community at large as well as within the school.
Mental health professionals within the school should also closely monitor students whose parents having a
known gambling problem. Children of problem gamblers are at higher risk of developing a gambling problem
themselves (Gupta & Derevensky, 1998). They may also experience significant stress within the family if a
parent is experiencing a gambling problem.
Effective prevention models should include the following (Dickson, Derevensky & Gupta, 2002):
- Activities that increase knowledge about youth gambling problems
- Experiences that help modify and change the attitude that gambling is always a harmless behavior
- Discussions to help change faulty cognitions concerning the role of skill and luck, the illusion of control
during gambling
- Demonstrations and hands-on exercises to gain an understanding of statistical probability and superstition
- Opportunities for students to learn successful coping and adaptive skills that would prevent the development
of problem gambling
Prevention does not require implementation of a brand new program during the school day. Often,
gambling prevention activities can be easily added to current prevention programs such as substance abuse
prevention programs. Life skill classes may also be an appropriate and effective way to address problem
gambling, especially during a discussion of money management. Also, discussions of probability and the
role of skill and luck can occur within the math curriculum. Simply adding the topic of gambling to the discussion
of addictions can raise awareness and encourage the perception that gambling can be a harmful behavior.
Schools can choose to implement an independent prevention program or include problem gambling
awareness and prevention in existing drug and alcohol abuse prevention programs.
Gambling has become more accepted than ever before as a past-time not only for adults but also for
youth. With the widespread proliferation of gambling opportunities, an increase in gambling problems is also
becoming evident. As first responders, school professionals have a unique opportunity to facilitate prevention,
identification, and treatment of youth problem gamblers and to recognize the impact of problem gambling
on families.
Resources
- Gamblers Anonymous® (GA) — www.gamblersanonymous.org
Provides answers to frequently asked questions about gambling as well as a meeting directory of local GA
meetings.
- Greater Area Toronto YMCA — www.ymcatoronto.org/gambling/
Interactive site for parents and teachers which includes articles and three different age level curriculum
guides for teachers.
- International Centre for Youth Gambling — www.youthgambling.com
Includes research articles, resources for parents and educators as well as many links to additional helpful
websites.
- National Council on Problem Gambling — www.npgaw.org
Provides a variety of valuable informational sheets directed at specific populations of problem gamblers
(youth gamblers, student athletes) as well as information about myths surround problem gambling.
- Oregon Addiction Services — www.oregon.gov/DHS/addiction/gambling.shtml
This site includes resources for educators and parents.
Instruments for Screening and Classification
References
Dickson, L. M., Derevensky, J.L., & Gupta, R. (2002). The prevention of gambling problems in youth: A conceptual
framework. Journal of Gambling Studies, 18, 97–159.
Gupta, R., & Derevensky, J.L. (1996). The relationship between gambling and videogame playing behavior
in children and adolescents. Journal of Gambling Studies, 12, 375–394.
Gupta, R. & Derevensky, J.L., (1998). Adolescent gambling behavior: A prevalence study and examination
of the correlates associated with problem gambling. Journal of Gambling Studies, 14, 319–345.
Ladouceur, R., Boudreault, N., Jacques, C., & Vitaro, F. (1999). Pathological gambling and related problems
among adolescents. Journal of Child and Adolescent Substance Abuse, 8, 55–68.
Ladouceur, R., Dube, D., & Bujold, A. (1994). Gambling among primary school students. Journal of Gambling
Studies, 10, 363–370.
Shaffer, H. J., & Hall, M. N. (1996). Estimating the prevalence of adolescent gambling disorders: A quantitative
synthesis and guide toward standard gambling nomenclature. Journal of Gambling Studies, 12,
193–214.
Shapira, N. A., Ferguson, M. A., Frost-Pineda, K., and Gold, M. S., (2004). Gambling and Problem Gambling
Prevalence Among Adolescents in Florida (A Report to the Florida Council on Compulsive Gambling,
Inc.). Gainesville, FL: Florida Council on Compulsive Gambling, Inc.
Vitaro, F., Arseneault, L. & Tremblay, R. E. (1999). Impuslivity predicts problem gambling in low SES adolescent
males. Addiction, 94, 565–575.
Emily M. Verbeke is an EdS Candidate at the University of Denver; Karin Dittrick-Nathan, PhD, is on the
faculty of the school psychology program at the University of Denver.