3. Gambling Disorder is
similar to substance-
related disorders in:
* Clinical expression
* Brain origin
* Comorbidity
* Physiology
* Treatment
DSM-5, 2013
4. “Any betting or wagering, for self or
others, whether for money or not, no
matter how slight or insignificant,
where the outcome is uncertain or
depends upon chance or “skill”
constitutes gambling.”
- Gamblers Anonymous
“Gambling involves risking
something of value in the
hopes of obtaining
something of greater value”
5. Warning Signs
1/3 identified as at-risk or PPG
Risk: ATOD (alcohol, nicotine, cannabis); unhealthy BMI
Poker predominant
44% GPA 3.5-4.0
41% Chasing
College Student Internet Gamblers
(Shead, et al., 2012)
6. Common Risk Factors (PG & SA)
(Stinchfield & Winters, 1998)
Low self-esteem
Depression
Suicidality
Victim of VEPS abuse
Poor school performance
History of delinquency
Poor impulse control
Male
Early onset
Parental history of respective
problems
Community/family norms
promoting accessibility to the
activity
7.
Lie-Bet
Questionnaire
1. Have you ever felt the need to bet more and more
money?
2. Have you ever had to lie to people important to
you about how much you gambled?
8. 1. During the past 12 months, have you become restless, irritable or
anxious when trying to stop/cut down on gambling?
2. During the past 12 months, have you tried to keep your family or
friends from knowing how much you gambled?
3. During the past 12 months, did you have such financial trouble as
a result of your gambling that you had to get help with living
expenses from family, friends, welfare?
Brief Biosocial Gambling Screen
9. Responsible Gambling:
Do You Have Fat Abs?
Frequency
Amount
Time
Alcohol use (none)
Buddy system (like scuba)
Signs
(Developed by Denise F. Quirk, M.A.)
12. Booklet: Personal Financial Strategies
for the Loved Ones of Problem
Gamblers
http://www.ncpgambling.org/wp-
content/uploads/2014/08/loved_ones_guide_ncpg_bookl
et.pdf[ncpgambling.org]
Talk about money
Ask, then listen, about budgeting
15. Video Gaming Disorder among College
Students
Cam Adair, GameQuitters.com
Suggest a 90-day break from
gaming as an experiment to
compare the differences in their
grades and learn about self
Game Quitters on YouTube:
75+ short videos answering
common questions and offering
practical solutions
65% report being regular game
players
48% agree gaming keeps them
from studying
Gamers tend to be more
analytical thinkers.
16. Resources
National Council on Problem Gambling
w w w. n c p g a m b l i n g . o r g
National Center for Responsible Gaming
w w w. n c r g . o r g
Nevada Council on Problem Gambling
w w w. n e va d a c o u n c i l . o r g
Reno Problem Gambling Center
w w w. r e n o p g c . o r g
9-week group course: wealth-building
FPU classes everywhere
89% of UNR students who gamble set a spending limit and most of them keep it.
9 out of 10 UNR students who gamble never borrow money to gamble
UNR students who don't gamble or gamble infrequetly have higher GPS's
1 in 4 UNR student have a close friend or family member with a gambling problem
42% of college students gambled in the last year; 22% of colleges and universities had any policy to deal with student gambling (Shaffer et al., 2005)
The UNR prevention program follows the College Task Forsce on Problem Gambling guiding principle of infusing problem gambling prevention efforts into existing campus prevention recovery programs for alcohol and substance abuse by working through UNR NRAP. We follow principles of prevention in implementing the most comprehensive program possible with a three-pronged approach using social norms marketing, educational strategies, environmental strategies, and are adding the additional element of an online personalized feedback tool to allow students to compare their gambling habits with those of their peers. Actual survey data from UNR students is used to develop a social norms marketing campaign that reflects the positive healthy norms surrounding gambling on campus. The campaign uses print display and social media (posters, table tents, door hangers, Facebook and Twitter to promote healthy gambling behaviors and educate students, faculty, and staff about the signs and symptoms of gambling problems, what concerned students, faculty, and staff can do to help themselves, friends, and family members, and provides information about campus and community resources for problem and disordered gambling.
Gaming “fulfills certain needs they have”: Temporary Escape, Social Connection, Constant Measurable Growth, A Sense of Purpose
Help them address what concerns they have
What else will they do with their time?
What if they are just bored?
How will they make new friends?
How to deal with stress w/o gaming?
Gamers are defensive:
it’s important to not attack or vilify gaming
Instead, focus on whether their gameplay is contributing to their academic goals
always have conversations with them outside their room
