What would you do if…?

What would you

do if…?

Adferiad Funded by GamCare

This activity supports young people discussing how they may address concerns about gambling with their friends.

}

Time

10-15 Minutes

Materials to print

Picture of a target,
blue-tack

What Would You Do If: Scenario Handouts

Method

1.

Select what statements may be most
relevant for your group and how
many you want to use. Cut the
scenarios individually, fold each piece
of paper and put them all in a basket.

2.

Explain to the group that each
scenario describes a situation which
a friend might tell them about, and
that the aim of the game is to discuss
if they would be concerned about
their friend and what they could do.
You may want to discuss
confidentiality and to ask
participants to refer to friends
generically, without making names.

3.

Explain that the target represents a
gradient of risk and concern: the
bull’s eye being the highest level of
concern/risk and the outmost circle
being a level of no risk and no
concern.

4.

Ask each participant to pick a
statement from the basket.

5.

One at a time, ask a participant to
read out loud the scenario they have
on their paper, and to place it on the
target according to how concerned
they would be for a friend in those
circumstances.

6.

Ask the rest of the group to share
their views: you may want to support
them in considering the risks
involved in that scenario and the
possible consequences. Based on
the outcome of the discussion, they
may move the statement to a
different circle of the target.

7.

If the discussion highlights that the
scenario represents a situation with
some level of concern or risk, ask
them to share their thoughts on the
following three points:

why there might be a concern,
what kind of risk could the
scenario involve;

what they could say to their
friend;

who they could share their
concern with (e.g. highlight that
they should share any concern
with a parent, teacher or other
reliable adult).

8.

Move on to the next person, with a
new statement.

Alternative options:

This game can be done in pairs or in small groups. Instead of using the picture of a target, you could ask the group to stand in a circle, and to step closer or further away from the centre based on their perceived level of risk/concern for each statement.

Alternative Notes:

If a participant shares that they themselves or some-one they know is or was in one of the scenarios that they read, please make sure that at the end of the activity you follow up with a one-to-one conversation, to check if there is any cause of concern that you may need to address.

What would you do if…?

Scenario Handouts

Please feel free to write your own scenarios and/or to
choose the statements that you feel might be relevant
for your group.

You notice your friend is spending a considerable amount of time on their own, playing free online gambling games.

Your friend says that they have managed to get past the age identification on a bingo website.

Your friend says they’ve spent their pocket money on lottery tickets.

Your friend asks you if they could borrow £5 to buy a scratch card.

Your friend mentioned that they are using their parents’ credit card to pay for loot boxes on their favourite computer game.

Your friend says that they have managed to get past the age identification on a bingo website.

Your friend says they haven’t slept much because they were playing online roulette games all night.

Your friend says they play gambling-style computer games on a free roulette website because they’re bored.

Your friend often seems distracted. When you ask them what’s going on, your friend says they’re just thinking about how they can buy more loot boxes on their favourite computer game.

You notice your friend doesn’t have any money for their lunch. When you ask why, they said they used that money to buy a few scratch cards.

You discover your friend lied about having spent all their pocket money on a fruit machine.

You are talking with your friend about a computer game that you’ve both played, which contains loot boxes. You ask your friend how much money they’ve spent on opening loot boxes and they answer that they don’t know as they’ve not kept track of it and they can’t remember.

Your friend says they feel better when they gamble and encourages you to do the same if you’re feeling bored or sad.

Your friend recently turned 16 but looks a bit older. They say they’ve got a fake ID and want to try and get into the bookies.

Your friend says that they usually pick numbers for the national lottery with their parents.

Your friend wants to save money to buy a new phone, but it’s taking a long time. Another friend suggests they could use some of the savings to buy a few scratch cards as
that could help them reach the needed amount much quicker.

Your friend says that they have managed to get past the age identification on a bingo website.

Your friend decides to buy a raffle ticket for a local fundraising event.

Your friend tells you that they like playing online games because they can interact with other players on the bingo website.

Your friend says that they use £3 of their pocket money to go to the arcades once a month.

Your friend shares with you that they are worried about their sibling, whom they see playing gambling-style computer games most nights.

Your friend, who is 15 years old, tells you that they want to ask their 19-year-old sibling to buy a lottery ticket for them.

Your friend says they have bought £50 worth of loot boxes on a computer game using the card details their parents had
saved on a laptop. Your friend is now scared of their reaction if they find out, so they have been lying to the parents about
what they use the laptop for.

What are the odds?

What are the odds?

Adferiad Funded by GamCare

This activity reveals the odds of winning the Lottery and of other events. It gives the opportunity to discuss the differences between the perception and the reality of winning the National Lottery.

}

Time

20-25 Minutes

Materials to print

Event handout cards, Odds handout cards (optional),
Practitioner answer sheet, Practitioner notes: Recent
changes to the National Lottery

Method

1.

Provide the group with a set of
‘Events Handout Cards’.

2.

Ask the group to put the cards in
order from the most likely event to
the least likely event, asking them to
consider the likelihood for the UK
only.

3.

Go through the order they have
chosen, asking them to guess what
the odds are for each event.

4.

Provide feedback by giving the
correct odds for each event, so that
the young people can rearrange
their cards in the correct order (as
you do so, you could hand them out
the ‘odds cards’ to be matched to
each event, as a visual aid).

Alternative options:

If it’s a big group, you could divide it into teams and
use multiple sets of cards.


You could give 1 card to each person and then ask the
group to stand up, forming a line from the person with
the most likely event to the one with the least likely
event. Then proceed from step 3.

What are the odds?

5. Encourage discussion of the correct likelihood for each event and how perception might affect one’s choices of gambling. Particularly, reflect on the implications of 1:97 chances of winning £30 with a lottery ticket (minimum cash win at the national lottery, when matching 3 main numbers):

  • this is of course much more likely than winning the jackpot (1:45 million);

  • 1:97 means that on an average every 97 tickets there is one winning ticket for £30 (yet it’s an average, so sometimes there could be none and in other cases there could be more than one £30 winning ticket);

  • given that 1 lottery ticket costs £2, even if I win £30 once, the reality is that every 97 tickets I will have spent £194 to get £30 back, so I will be still in a loss of £164;

  • on average, for every 97 people who buy 1 lottery ticket each, there will be just 1 person winning £30, yet this winner will usually tell other people about the £30 win, whilst all those who have lost will stay quiet. This may change people’s perceptions, who might not realise how common losing is.

    What are the odds?

    Events Handout Cards

    ROLLING A

    DOUBLE 6

    WITH 2 DICE

    WINNING
    £30 IN THE
    NATIONAL
    LOTTERY

    BEING
    KILLED
    BY
    LIGHTNING

    FLIPPING 12
    HEADS IN A
    ROW WITH A
    COIN

    HAVING AN
    ACCIDENT
    ON A UK
    FAIRGROUND-RIDE

    DRAWING
    AN ACE FROM A
    FULL DECK
    OF CARDS

    DYING IN A
    PLANE
    CRASH

    GETTING ALL
    6 NUMBERS
    IN THE
    NATIONAL
    LOTTERY

    FINDING A FOUR-LEAF CLOVER ON
    THE FIRST
    TRY

    What are the odds?

    Odds Handout Cards

    1 IN 10
    MILLION

    1 IN 13

    1 IN 4,096

    1 IN 45
    MILLION

    1 IN 11
    MILLION

    1 IN 36

    1 IN 2
    MILLION

    1 IN
    10,000

    1 IN 97

    What are the odds?

    Practitioner Answer Sheet

    ROLLING A DOUBLE 6 WITH 2 DICE

    1 IN 36

    WINNING £30 IN
    THE NATIONAL LOTTERY

    1 IN 97

    BEING KILLED BY LIGHTNING

    1 IN 10 MILLION

    FLIPPING 12 HEADS IN A ROW WITH A COIN

    1 IN 4,096

    HAVING AN ACCIDENT ON A
    UK FAIRGROUND
    RIDE

    1 IN 2 MILLION

    DRAWING AN ACE FROM A FULL DECK OF CARDS

    1 IN 13

    DYING IN A
    PLANE CRASH

    1 IN 11 MILLION

    GETTING ALL 6 NUMBERS IN THE NATIONAL LOTTERY

    1 IN 45 MILLION

    FINDING A FOUR-LEAF CLOVER ON THE FIRST TRY

    1 IN 10,000

    What are the odds?

    Practitioner Notes: Recent Changes to the National Lottery

    Since October 2015, players can pick 6 numbers from a total of 59 numbers, instead of the 49 numbers played in the old National Lottery. Adding 10 numbers has made winning a cash prize less likely than before:

     

    What are the odds snapshot

    To compensate this change, a new prize has been added. Now, when matching two numbers, the player wins a “Free Lotto Lucky Dip”, meaning a new lottery ticket – it’s not possible to take the money instead.

    A National Lottery Ticket costs £2.

    The odds of winning any prize playing EuroMillions are one in 13. The odds of winning the EuroMillions jackpot is much higher, at 1 in 139,838,160.

    Gaming Behaviour Ladder

    Gaming Behaviour Ladder

    Adferiad Funded by GamCare

    This activity considers the scale of risky gaming behaviour when purchasing in-game items in video/mobile games. It provides the opportunity todiscuss the differences in behaviours among gamers and illustrates how spending money on in-game items can be harmful but should be considered on a continuum, not simply placed into categories.

    }

    Time

    10-15 Minutes

    Materials to print

    Gaming Behaviour Ladder Cards

    Method

    1.

    Provide the group with a set of
    Gaming Behaviour Ladder cards

    2.

    Ask the group to put the character
    cards in order from what they
    consider the least risky behaviour to
    the most. Emphasise that there is no
    right or wrong answer.

    3.

    Then discuss the possible
    consequences of youth gambling,
    writing them Go through the order
    they have chosen, starting from the
    least risky, asking participants to
    justify their answers. Discuss what
    factors they considered and why they
    think some behaviours are riskier
    than others.the branches of the tree.

    4.

    Encourage discussion about the
    motivations behind why people
    gamble, the frequency, the amount
    spent. Discuss at what point each of
    these behaviours would become
    problematic if they do not think the
    character already had a problem.
    Mention that although not all of
    these examples are examples of
    harmful gambling, they are all
    realistic and illustrate how
    normalised gambling is in our
    culture.

    Alternative options:

    If it’s a big group, you could divide it into teams and
    use multiple sets of cards.
    You could give 1 card to each person and then ask the
    group to stand up forming a line to visualise where
    they would place each example.

    Possible Follow-Up Activity

    1. Place each card around the room.

    2. In pairs or small groups, as the participants to write a
    relevant harm reduction tip on a post-it note and stick
    it to the card it relates to.

    3. Ask the group to share and discuss the tips they
    came up with and suggest any tips they may not have
    considered.

    Gaming Behaviour Ladder

    Cards

    Danielle stayed up the night before an exam playing her favourite mobile game, eventually she ran out of lives and
    made an in-app purchase on her account so she could keep playing.

    Alex saw a limited edition item that was only available to purchase for 1 hour. They’d already spent their weekly limit but decided to buy it anyway as it wouldn’t be available again.

    Eric borrowed money from his friend to purchase several loot boxes, in the hope that he would get a rare item that he could sell for more money.

    Theo spent the money his grandparents gave him on loot boxes, hoping to get a special item in his favourite game. He didn’t get the item he wanted so decided to spend some of his savings thinking he was bound to get the special item eventually.

    Beth saved up her pocket money to pay for a new downloadable map in her favourite strategy game.

    Gambling Behaviour Ladder

    Gambling Behaviour Ladder

    Adferiad Funded by GamCare

    This activity considers the nuance in risk associated with gambling. It gives the opportunity to discuss the differences in behaviours between different forms of gambling and illustrates how gambling behaviour should be considered on a continuum, not simply placed into categories.

    }

    Time

    10-15 Minutes

    Materials to print

    Gambling Behaviour Ladder Cards

    Method

    1.

    Provide the group with a set of
    Gambling Behaviour Ladder cards.

    2.

    Ask the group to put the cards in
    order from what they consider least
    risky to what they consider the most
    risky gambling behaviour. Emphasise
    that there is no right or wrong
    answer.

    3.

    Then discuss the possible
    consequences of youth gambling,
    writing them on the branches of the
    tree.

    4.

    Encourage discussion about the
    motivations behind why people
    gamble, the frequency, the amount
    spent. Discuss at what point each of
    these behaviours would become
    problematic if they do not think the
    character already had a problem.
    Mention that although not all of
    these examples are examples of
    harmful gambling, they are all
    realistic and illustrate how
    normalised gambling is in our
    culture.

    Alternative options:

    If it’s a big group, you could divide it into teams and
    use multiple sets of cards. You could also give 1 card to
    each person and then ask the group to stand up
    forming a line to visualise where they would place each
    example.

    Possible Follow-Up Activity

    5. Place each card around the room.

    6. In pairs or small groups, as the participants to write a
    relevant harm reduction tip on a post-it note and stick
    it to the card it relates to.

    7. Ask the group to share and discuss the tips they
    came up with and suggest any tips they may not have
    considered.

    Gambling Behaviour Ladder

    Cards

    Olivia put £1 into the World Cup sweepstake at work to raise money for a local charity.

    Jack bet his chocolate Easter egg on whether or not his mate will be able to score a penalty.

    Lewis won a prize at the amusement arcade last week so he has gone back again, with more money this time, hoping to win big on the slot machines.

    Ryan stole money out of his flatmate’s purse to repay a loan he took out to play online poker.

    Janice puts £2 a week on the lottery when she doesthe weekly shop, even though she is currently struggling to pay her bills.

    Gambling Tree

    Gambling Tree

    Adferiad Funded by GamCare

    This activity gives young people the opportunity to explore and discuss the causes, effects and consequences of gambling, with a particular attention to youth gambling. It also provides the option of discussing what could be done to limit the risk factors connected to gambling and to reduce its negative consequences, raising young people’s awareness and developing their problem-solving skills.

    }

    Time

    15-30 Minutes

    Resources

    Flip-Chart, felt-tip pens, post-its (optional)

    Method

    1.

    Draw a tree on a flip-chart,
    writing “young people’s
    gambling” on the middle of the
    trunk.

    2.

    Facilitate a group discussion
    about the causes and factors
    behind young people’s
    gambling behaviours: write
    these on the roots of the tree.

    3.

    Then discuss the possible
    consequences of youth
    gambling, writing them on the
    branches of the tree.

    4.

    Encourage discussion about the
    motivations behind why people
    gamble, the frequency, the amount
    spent. Discuss at what point each of
    these behaviours would become
    problematic if they do not think the
    character already had a problem.
    Mention that although not all of
    these examples are examples of
    harmful gambling, they are all
    realistic and illustrate how
    normalised gambling is in our
    culture.

    Alternative options:

    You could introduce each section of the tree with a
    brainstorm, giving participants the opportunity to write
    their ideas on post-it notes. Once everyone has put
    theirs on the tree, ask the group to look at them and to
    try and categorise them so as to find common ideas or
    patterns. Then proceed with a group discussion.


    To encourage more discussion at points 2 and 3, you
    could use the short scenarios from the Consequences
    of Gambling activity.