Gambling
Gambling among Teens
According to Lynette Gilbeau, Research Coordinator at the International Centre for Youth Gambling Problems and High-Risk Behaviours at McGill
University, for most individuals, gambling (for money) is an enjoyable form of entertainment and a socially acceptable recreational pastime. However, for some people, what begins as an enjoyable, relatively benign activity can escalate into a problem with serious social, emotional, interpersonal, physical, financial and legal ramifications.
Gambling, once thought to only be an adult activity, has clearly been shown to be popular among children and adolescents. Recent data suggest that upwards of 80% of youth report having gambled for money during their lifetime, with about 63% of Canadian youth reporting having gambled in the last year. At present, 4-6% of youth are experiencing a pathological gambling problem with another 10-15% being at risk for developing such a problem.
(Reference: Derevensky, J. (2011). Teen gambling: Understanding a growing epidemic. Maryland: Rowman & Littlefield Publishers.) Card games including poker, scratch tickets, betting on games of skill or sport are among the most popular forms of gambling among High School students. (Reference: Institut de la statistique du Québec, Enquête Québécoise sur le tabac, l’alcool et les drogues chez les élèves du secondaire, 2006)
The importance of prevention
Research suggests that age of onset is correlated with a gambling addiction. Many problem gamblers report having been introduced to gambling as early as 10 years of age. Early awareness and prevention programs are crucial.
McGill University’s International Centre for Youth Gambling Problems and High-Risk Behaviours has developed multiple award-winning gambling prevention and awareness materials for use with children as young as 8-9 years of age through adolescence. For more information, see: www.youthgambling.com.
La Maison Jean Lapointe provides free gambling awareness workshops in French and in English Quebec secondary schools. For more information, please click here.
When gambling becomes a problem
Gambling among students during school hours can be more difficult to detect and respond to than other risk behaviours such as alcohol and drug use. A group of young people gathered together at lunch time around a pair of dice or a deck of cards would not typically raise concerns among educators and the consequences of problem gambling may not be felt as immediately as drug or alcohol use. Some signs of problem gambling may include:
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Spending more money than you intended;
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Playing for longer periods than planned;
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Gambling instead of taking care of your responsibilities;
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Thinking about gambling a lot of the time;
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Having difficulty reducing gambling;
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Chasing one’s losses (gambling to recover prior losses)
It is interesting to note that according to a Quebec study, over 20% of High School students have received lottery tickets as gifts (as parents and educators, we need to be aware of our own gambling behaviours and beliefs.) (Reference: Institut de la statistiques du Québec, Enquête Québécoise sur le tabac, l’alcool et les drogues chez les élèves du secondaire, 2006)
A gambling problem can have significant impact one’s individual functioning (affective, cognitive, social and academic) as well as on mental and physical health.
Links
Resources
Non-Sucidal Self-Injury (NSSI)
What is Non-Suicidal Self-Injury?
Non-suicidal self-injury (NSSI) is the deliberate and direct destruction of one’s body tissue, without suicidal intent and for reasons not socially or culturally sanctioned. The definition does not include tattooing and piercing (which are socially sanctioned), or substance abuse and eating disorders (which result in indirect harm). The most common age of onset for NSSI is early adolescence, and 14 to 20% of adolescents in school report engaging in NSSI at least once in their lifetime.
Why do students self-injure?
There are many reasons why students self-injure, but the most commonly reported function is as a means of coping with difficult, often overwhelming negative feelings (e.g., anxiety, stress, sadness, numbness). Other, less common functions include communicating feelings, self-punishment, and avoiding suicidal thoughts and urges.
How do I know if a student is self-injuring?
NSSI is typically a very secretive behaviour, and it is not unusual for adolescents to have difficulty talking about their injuries with others. It is not uncommon for no one to know about their NSSI. However, signs that a student is engaging in NSSI may include:
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Unexplained cuts, burns, or bruises on the arms, legs, or stomach
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The possession of razors, or other sharp objects
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Continually wearing bulky, long-sleeved clothing regardless of the weather.
What should I do if I know a student is injuring themselves?
When first learning about a student’s self-injury, you may feel frightened, uncomfortable, shocked, or horrified by NSSI; these are normal reactions. However, it is important to monitor your reactions, as you may be the first person the student has spoken to about their injury. They are likely scared and nervous. Communicate calmly and respectfully, and let the student know that there are people who care for them and that they are not alone. Listen to the student, and try to understand what they are experiencing. Use non-judgmental language, and do not over react. Do not panic, and do not respond with shock or revulsion. Trying to threaten or coerce the student likely will not be effective, and may harm their trust in you. Do not ask about the details of the injuries, and do not allow the student to describe the behaviour, as this may trigger the desire to engage in the behaviour again. Do not talk about the student’s NSSI in front of other students, but do not promise the student that you will not tell anyone else, as you may be required to break confidentiality based on school protocol.
How is NSSI related to suicide?
NSSI and suicide are separate behaviours, and students that engage in NSSI may not have any suicidal thoughts. However, students who injure themselves may be at greater risk of suicide, and the school’s mental health professional should perform a suicide risk assessment in order to determine whether it is necessary to refer to emergency mental health services.
How do I help my student stop self-injuring?
We must always remember that students can stop injuring themselves. However, students who have used these methods for coping with their difficulties for a long time may find it very difficult to change their behaviour, and may be ambivalent about modifying their coping mechanisms. It is important for us to provide useful resources, and encourage students to find appropriate support from professionals who have experience helping adolescents who self-injure.
Links
Resources
For more information on borrowing a resource, contact Silvia Venturino at sventurino@lbpsb.qc.ca.
Substance Abuse
Adolescent brain development and substance use
Adolescence is characterized by significant growth and development and this, across a number of areas. Some behaviours such as those connected with increased independence and autonomy are characteristic of this period. Indeed, many of the behaviours associated with adolescence are related to cognitive maturation and can be explained by the fact that the adolescent brain is not yet fully developed. Research using brain imaging has helped us understand that the areas of the brain responsible for motivation and emotion develop earlier and consequently are more active during this period than those responsible for complex thought (e.g. judgment, planning and foresight) (Society for Neuroscience, 2007). Behavioural manifestations of this include difficulty with delayed gratification and impulse control, and risk-taking behaviours for which adolescents are notorious (Steinberg, 2007). The adolescent brain is also vulnerable because of the way it responds to various substances. Specifically, adolescents are less susceptible to the effects of alcohol, have shorter recovery times (less hangover) and are more sensitive to the effects of social disinhibition than adults, which reinforces substance use in social situations (Spear, 2002). What is more, the adolescent brain is more sensitive to potential damage brought about by the use of substances (Brown et al., 2000). For these reasons as well as those detailed above, experimentation with substances often occurs during this period. Adolescents are therefore more at risk to develop an addiction simply as result of the period at which they began.
Characteristics of adolescent substance abuse
Adolescent substance abuse is unique in terms of its risks which include rapid progression from first use to abuse and dependence (Winters, 1999), the short period between the first and second diagnosis of substance dependence (Spear, 2002), and the frequency of co-occurring disorders (Kandel et al., 1997, in Muck et al., 2001). Fundamentally different from adults, adolescents also have higher rates of binge drinking, less awareness regarding the problems associated to their use (Battjes et al., 2003) and an increased susceptibility to peer influence (Steinberg, 2004). Also relevant is the correlation between age of first use and rates of dependence: teenagers who start at an earlier age are more at risk of escalating to more serious and problematic use (Grant & Dawson, 1997). In view of the fact that adolescent problems related to substance abuse are more easily identified (e.g. attendance or behaviour at school, relationship with parents), and because most adolescents have not used as long as adults and have not yet experienced the physiological symptoms caused by their use, adolescents are more frequently diagnosed with substance abuse than dependence (Winters et al., 2001). Despite the numerous risks related to the use of substances by this age group, most adolescents who experiment can do so without it ever progressing to substance abuse and/or negatively impacting their lives. Moreover, many adolescents who are at risk will never use substances at all or develop problematic use (Winters et al., 2001; NIDA, 2003). These young people have developed healthy ways of coping that allow them to manage the powerful emotions they face.
Risk and protective factors
For others, it can be difficult to reduce or stop using drugs and alcohol, regardless of the severity of their problems. It can be incredibly challenging for adolescents to change their behaviour when they have been using to self-regulate and do not yet have the capacity to cope with the intense emotions they experience. For this reason, it is especially important to examine the reinforcing qualities of substance use and influences (family, peers) in relation to risk and protective factors which can act alone and/or in combination to shape behaviour. Risk factors are elements that increase the risk of developing an addiction (e.g. parental substance use, high stress, aggressive behaviour, poor impulse control), while protective factors reduce the likelihood that the an addiction will occur (e.g. stable living environment, parental support and involvement, academic achievement, community influence). Risk and protective factors can vary and are not the same from one person to the next; more than simply a physiological reaction to an addictive substance, drug use is often the result of multiple determinants in the teenager’s life (Swadi, 1999). One way to prevent substance use is to increase adolescents` resilience by enhancing protective factors and by reducing risk factors. Intervening early to address risk factors is especially important given the potential long-term impact on the adolescent not only in reducing risk, but also by helping foster positive behaviours (Ialongo et al., 2001).
Some family-related protective factors include:
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a strong bond between children and their families;
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parental involvement in a child’s life; and weight, tends to restrict food intake which leads to binge eating, evoking feeling of guilt which leads to purging behaviour (such as self induced vomiting, use of laxatives or diuretics) or compulsive exercise.
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supportive parenting that meets financial, emotional, cognitive, and social needs; and
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clear limits and consistent enforcement of discipline.
Other school-related factors include:
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success in academics and involvement in extracurricular activities;
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strong bonds with pro-social institutions, such as school and religious institutions
(National Institute on Drug Abuse (NIDA) (2003). Preventing Drug Abuse Among Children and Adolescents: A Research-Based Guide for Parents, educators, and Community Leaders, Second Edition.)
Links
Resources
For practical tips and information on prevention and early intervention, click see our CEMH postcards dedicated to this topic.
For more information on borrowing a resource, contact Silvia Venturino at sventurino@lbpsb.qc.ca.