Understanding the Audience: The Key to Preventing Youth Gambling Problems

Transcription

1 Understanding the Audience: The Key to Preventing Youth Gambling Problems November, 2003 Jamie Wiebe Responsible Gambling Council Agata Falkowski-Ham Responsible Gambling Council

2 I Table of Contents TABLE OF CONTENTS...I LIST OF TABLES...III EXECUTIVE SUMMARY... 1 INTRODUCTION... 5 BACKGROUND... 7 PHASE 1:TWEEN REPORT (LIFESTYLES AND GAMBLING) PHASE 1: METHODOLOGY Survey Questions Sampling strategy Data Analysis Limitations PHASE 1: TWEEN FINDINGS Characteristics and Lifestyle Gambling Participation and Attitudes PHASE 1: PARENT FINDINGS PHASE 2: FOCUS GROUPS PHASE 2: METHODOLOGY Data Analysis Limitations PHASE 2: FINDINGS Top of Mind Concerns Word Associations Why Gamble? Gambling Behaviour Perceptions of Gambling and Gamblers Problem Gambling Indicators Sources of Gambling Information Suggestions on how to Discourage Gambling PHASE 3: QUANTITATIVE TELEPHONE SURVEY PHASE 3: METHODOLOGY Survey questions Sampling Strategy Data Analysis Limitations PHASE 3: FINDINGS General Characteristics and Lifestyles Perceptions of Gambling/Gamblers Gambling Participation Gambling Beliefs... 45

3 II Problem Gambling and Responsible Gambling Problems Experienced from Gambling Parental Gambling Gambling Advertisements DISCUSSION REFERENCES APPENDIX A TWEENS SELF-COMPLETION QUESTIONNAIRE PARENTS SELF-COMPLETION QUESTIONNAIRE APPENDIX B APPENDIX C APPENDIX D APPENDIX E

4 III List of Tables TABLE 1.1: SAMPLE TABLE 1.2: PERSONAL CHARACTERISTICS TABLE 1.3: WORRIES/CONCERNS AT SCHOOL TABLE 1.4: TWEEN S PERCEPTION OF GAMBLING TABLE 1.5: LOCATION OF GAMBLING ACTIVITY AMONG GAMBLERS TABLE 1.6: TWEEN OVERALL GAMBLING ACTIVITIES IN THE PAST YEAR TABLE 1.7: CORRELATION BETWEEN PERSONAL CHARACTERISTICS AND GAMBLING ACTIVITIES TABLE 1.8: WHETHER TWEEN FEELS ITS FUN TO BET WITH FRIENDS AT SCHOOL TABLE 1.9: WHETHER TWEEN FEELS ITS COOL TO BET WITH FRIENDS TABLE 1.10: WHETHER TWEEN FEELS MAKING MONEY/WINNING THINGS FROM GAMBLING IS FUN TABLE 1.11: HOW RESPONDENTS PAY FOR THEIR BETS TABLE 1.12: PARENTAL REACTION TO CHILD S GAMBLING IN SCHOOL TABLE 1.13: PARENT AND YOUTH PERCEPTIONS OF GAMBLING TABLE 1.14: PARENT AND YOUTH GAMBLING PARTICIPATION TABLE 1.15: CHILD S GAMBLING BY INCIDENCE OF HOUSEHOLD MEMBER BEING LAID OFF IN THE PAST YEAR TABLE 2.1: AGE DISTRIBUTION OF FOCUS GROUP PARTICIPANTS BY LOCATION TABLE 3.1: SAMPLE TABLE 3.2: TOP TRENDS AMONG YOUTH TABLE 3.3: AVERAGE ENDORSEMENT OF PERSONAL CHARACTERISTICS TABLE 3.4: NEGATIVE RATING OF ACTIVITIES TABLE 3.5: CHARACTERISTICS THAT PERFECTLY DESCRIBE GAMBLERS TABLE 3.6: RESPONDENT S PERCEPTION OF WHAT CONSTITUTES GAMBLING AND BETTING38 TABLE 3.7: PARTICIPATION IN GAMBLING ACTIVITIES IN THE PAST YEAR TABLE 3.8: FREQUENCY, LEVEL OF SKILL AND CHANCES OF WINNING AT EACH OF THE ACTIVITIES THAT TWEENS PARTICIPATED IN TABLE 3.9: WHERE AND HOW WERE SCRATCH AND LOTTERY TICKET OBTAINED TABLE 3.10: HOW RESPONDENTS PAID FOR INTERNET GAMBLING TABLE 3.11: WHETHER RESPONDENTS HAD PARENTAL APPROVAL TO BUY LOTTERY OR SCRATCH TICKETS OR GAMBLE ON INTERNET TABLE 3.12: CORRELATIONS BETWEEN NUMBER OF GAMBLING ACTIVITIES AND PERSONAL CHARACTERISTICS TABLE 3.13: CORRELATIONS BETWEEN PERSONAL CHARACTERISTICS AND GAMBLING ACTIVITIES TABLE 3.14: GAMBLING BELIEFS AND PRACTICES TABLE 3.15: ENDORSEMENT OF RANDOMNESS ITEMS TABLE 3.16: WARNING SIGNS THAT SOMEONE THEIR AGE HAS A GAMBLING PROBLEM TABLE 3.17: DEFINITION OF RESPONSIBLE GAMBLING TABLE 3.18: YOUTH PERCEPTIONS OF PARENTAL GAMBLING ACTIVITIES TABLE B1: GENDER BY PERSONAL CHARACTERISTICS TABLE B2: AGE BY PERSONAL CHARACTERISTICS... 73

5 TABLE B3: GENDER BY THINGS MOST IMPORTANT IN LIFE TABLE B4: AGE BY THINGS MOST IMPORTANT IN LIFE TABLE B5: GENDER BY WORRIES/CONCERNS AT SCHOOL TABLE B6: AGE BY WORRIES/CONCERNS AT SCHOOL TABLE B7: GENDER BY FAVOURITE WAYS OF SPENDING FREE TIME TABLE B8: AGE BY FAVOURITE WAYS OF SPENDING FREE TIME TABLE B9: GENDER BY ITEMS BOUGHT MOST OFTEN WITH TWEEN S MONEY TABLE B10: AGE BY ITEMS BOUGHT MOST OFTEN WITH TWEEN S MONEY TABLE B11: GENDER BY ITEMS THAT WOULD LIKE TO BUY RIGHT NOW TABLE B12: AGE BY ITEMS WOULD LIKE TO BUY RIGHT NOW TABLE B13: GENDER BY USE OF INTERNET TABLE B14: AGE BY USE OF INTERNET TABLE B15: GENDER BY HOW THEY FEEL ABOUT TIME SPENT ON INTERNET TABLE B16: AGE BY HOW THEY FEEL ABOUT TIME SPENT ON INTERNET TABLE B17: GENDER BY ACTIVITIES WHILE SURFING THE NET TABLE B18: AGE BY ACTIVITIES WHILE SURFING THE NET TABLE B19: GENDER BY PERCEPTION OF GAMBLING TABLE B20: AGE BY PERCEPTION OF GAMBLING TABLE B21: GENDER BY WHETHER RESPONDENT HAS SEEN STUDENTS BETTING IN THEIR SCHOOL TABLE B22: AGE BY WHETHER RESPONDENT HAS SEEN STUDENTS BETTING IN THEIR SCHOOL TABLE B23: GENDER BY WHETHER RESPONDED HAS BEEN ASKED TO BET ON SOMETHING 85 TABLE B24: AGE BY WHETHER RESPONDED HAS BEEN ASKED TO BET ON SOMETHING TABLE B25: GENDER BY WHETHER RESPONDENT ASKED TO GAMBLE FOR MONEY TABLE B26: AGE BY WHETHER RESPONDENT ASKED TO GAMBLE FOR MONEY TABLE B27: GENDER BY WHETHER RESPONDENT ASKED TO GAMBLE FOR SOMETHING ELSE TABLE B28: AGE BY WHETHER RESPONDENT ASKED TO GAMBLE FOR SOMETHING ELSE TABLE B29: GENDER BY BETTING LOCATION TABLE B30: AGE BY BETTING LOCATION TABLE B31: AGE BY OVERALL GAMBLING PARTICIPATION IN THE PAST YEAR TABLE B32: GENDER BY OVERALL GAMBLING PARTICIPATION IN THE PAST YEAR TABLE B33: GENDER BY GAMBLING PARTICIPATION TABLE B34: AGE BY GAMBLING PARTICIPATION TABLE B35: TWEEN GAMBLING PARTICIPATION TABLE B36: GENDER BY FEELING ITS FUN TO BET WITH FRIENDS AT SCHOOL TABLE B37: AGE BY FEELING ITS FUN TO BET WITH FRIENDS AT SCHOOL TABLE B38: GENDER BY FEELING ITS COOL TO BET WITH FRIENDS TABLE B39: AGE BY FEELING ITS COOL TO BET WITH FRIENDS TABLE B40: GENDER BY FEELING MAKING MONEY/WINNING THINGS FROM GAMBLING IS FUN TABLE B41: AGE BY FEELING MAKING MONEY/WINNING THINGS FROM GAMBLING IS FUN 90 TABLE B42: GENDER BY HOW RESPONDENTS PAY FOR THEIR BETS TABLE B43: AGE BY HOW RESPONDENTS PAY FOR THEIR BETS TABLE B44: GENDER BY AGE OF ONSET OF GAMBLING IV

6 TABLE E1: GENDER BY WHETHER GAMBLING OR BETTING ON THINGS IS A POPULAR ACTIVITY AMONG PEOPLE THEIR AGE TABLE E2: AGE BY WHETHER GAMBLING OR BETTING ON THINGS IS A POPULAR ACTIVITY AMONG PEOPLE THEIR AGE TABLE E3: GENDER BY WHETHER TWEEN CONSIDERS AN ACTIVITY AS GAMBLING TABLE E4: AGE BY WHETHER TWEEN CONSIDERS AN ACTIVITY AS GAMBLING TABLE E5: GENDER BY WHETHER TWEEN CONSIDER AN ACTIVITY AS BETTING TABLE E6: AGE BY WHETHER TWEEN CONSIDERS AN ACTIVITY AS BETTING TABLE E7: GENDER BY TWEEN GAMBLING PARTICIPATION TABLE E8: AGE BY TWEEN GAMBLING PARTICIPATION TABLE E9: GENDER BY WHETHER TWEEN HAD PARENTAL APPROVAL TO BUY TICKETS OR BET ON INTERNET TABLE E10: AGE BY WHETHER TWEEN HAD PARENTAL APPROVAL TO BUY TICKETS OR BET ON INTERNET TABLE E11: GENDER BY WHETHER RESPONDENT BELIEVES THAT THE ACTIVITIES THEY PARTICIPATE IN MAY LEAD TO GAMBLING PROBLEMS TABLE E12: AGE BY WHETHER RESPONDENT BELIEVES THAT THE ACTIVITIES THEY PARTICIPATE IN MAY LEAD TO GAMBLING PROBLEMS TABLE E13: GENDER BY GAMBLING BELIEFS AND PRACTICES TABLE E14: AGE BY GAMBLING BELIEFS AND PRACTICES TABLE E15: GENDER BY KNOWLEDGE OF RANDOMNESS TABLE E16: AGE BY KNOWLEDGE OF RANDOMNESS TABLE E17: GENDER BY WARNING SIGNS OF GAMBLING PROBLEMS TABLE E18: AGE BY WARNING SIGNS OF GAMBLING PROBLEMS TABLE E19: GENDER BY DEFINITION OF RESPONSIBLE GAMBLING TABLE E20: AGE BY DEFINITION OF RESPONSIBLE GAMBLING TABLE E21: GENDER BY WHETHER TWEEN EXPERIENCED ANY PROBLEMS AS A RESULT OF THEIR GAMBLING TABLE E22: AGE BY WHETHER TWEEN EXPERIENCED ANY PROBLEMS AS A RESULT OF THEIR GAMBLING TABLE E23: GENDER BY WHETHER FRIENDS EXPERIENCED GAMBLING PROBLEMS TABLE E24: AGE BY WHETHER FRIENDS EXPERIENCED GAMBLING PROBLEMS V

7 1 Executive Summary This study assembles an in-depth profile of youth between the ages of 9 and 16 for the purposes of guiding the development of problem gambling prevention strategies. Understanding the initial development and progression of gambling-related attitudes, beliefs and behaviours is essential to the development of effective, targeted strategies. At the core of this research is the question about what someone designing a health communication program would like to know about his/her target audience. The research develops a profile of young people based on information about their general lifestyle, as well as gambling specific areas including: understanding, attitudes and behaviours relative to problem and responsible gambling, language used for gambling activities and understanding of gambling terms, and awareness of and reaction to gambling advertising. A three-phase research process is used to collect the information for this study. The first phase of the study builds on a yearly Tween Report, a youth survey sponsored by YTV that provides a wealth of lifestyle, preference and motivational information. In Phase 2, focus groups are used to probe the meaning various gambling terms have for participants, along with their experience and understanding of gambling in general. Because the findings from the focus groups are exploratory in nature, key findings from Phase 2 are validated in Phase 3 through a quantitative study. Collectively, the three phases provide a multi-layered examination of youth and gambling that can inform the development of prevention initiatives. Highlights: Youth attribute different meanings to the terms betting and gambling, with gambling viewed as more negative than betting. Furthermore, youth are likely to define the types of activities they engage in (e.g. betting on card/board games or physical activities they are involved with) as betting, rather than gambling. This has important implications for the development of targeted messages. Not only is it important to use the appropriate language, in this case betting, but also to reinforce that all activities where something of value is being risked have the potential to create problems. Internet gambling is an area of increasing concern. While approximately 10% of year olds report betting on the Internet, the large majority (95%) report that the site did not require a credit card. There are a number of Internet sites that offer individuals the opportunity to play various games, solo or against others, which include casino type games such as slot machines and blackjack. While a

8 2 person does not actually have to risk any of their own money, these games display winnings and losses in terms of dollars. Essentially, youth are learning how to gamble on adult games. The impact of these sites on later gambling practices is certainly an area worthy of further investigation. A related area deserving attention is the potential use of pre-paid credit cards by youth for purposes of gambling on the Internet. While most youth do not have access to a traditional credit card, these pre-paid cards are readily accessible and could provide a means for gambling on the Internet. Just over 4% of year olds report problems related to their gambling, consisting of arguments, physical fights and loss of money. Interestingly, 16% indicated that their friends have experienced problems from gambling. These results speak to the need for targeted prevention strategies that reinforce the problems that can be created from gambling or betting, highlighting the very real consequences of arguments, fights and loss money. As well, given that so many youth know friends who are experiencing these problems, it may be advantageous to target this group separately. The information may include ways to avoid peer pressure, as well as helpful advice that youth can provide their friends regarding gambling matters. Just less than one-quarter of youth feel that betting is cool and approximately one-third feel that it is fun. These perceptions increase with age. In addition, youth who describe themselves as popular, leaders or risk-takers are more likely to gamble. While this is an area that warrants further investigation, it is possible that there is a place for messages that target the desirable attributes associated with betting. In terms of understanding the chances of winning at gambling, perceptions vary depending on the type of gambling activity. That is, youth believe that they will win at least half the time betting on physical activities but will lose most times gambling on scratch or lottery tickets. There is, however, a general lack of knowledge of probability. For instance, the majority of respondents believe that a random series of numbers is more likely to win than a string of numbers in a sequence. Whether this erroneous belief is a risk factor for gambling problems has not been firmly established. However, it does make sense that the more individuals understand randomness and probability as they relate to gambling, the better able they are to make informed decisions. Most youth understand that gambling can create problems, and recognize that spending more money and time gambling than intended, or borrowing or stealing from others can create problems. At the same time, about 25% of youth do not feel that these are potential warning signs. This signifies a need to reinforce the

9 3 potential warning signs of a gambling problem. In doing so, however, it is critical that the language and examples are meaningful to the target audience. Parents are important key influencers. The results show that youth learn about gambling from parents, gamble with parents and at home with friends, that parents purchase scratch and lottery tickets for their children, and that youth are aware of their parent s gambling activities. At an early age, children develop concepts of gambling from observing their parents. It is important that parents realize the impact their own gambling behavior and attitudes have on their children, and the importance of transferring healthy and balanced attitudes about gambling. The large majority of youth (78%) have received messages, from television or the Internet, that promote gambling. Only 12% of participants have seen any advertising for problem or responsible gambling. This imbalance in messaging sets the stage for a biased understanding of the impacts of gambling. While strides have been made in providing information to youth, efforts tend to rely on the school as the dissemination vehicle. There is a need to broaden the focus by utilizing an array of mediums to raise awareness of the potential risks associated with gambling. The results from this study reinforce the findings from past research that many youth gamble and some experience negative consequences resulting from gambling. In terms of providing meaningful and targeted problem gambling awareness messages to youth, the results highlighted potential areas for consideration. These include understanding the language of the target group, developing messages that speak to the negative impacts (i.e. loss money, fights) and perceived positive impacts of gambling (i.e. status and bragging rights), drawing on parents as a key information source, increasing parent s awareness of youth gambling and associated negative impacts, and disseminating messages outside the confines of the school. The results also highlight the need for problem gambling prevention initiatives targeting the younger ages. As shown, gambling participation, the popularity or perceived coolness of gambling, and gambling-related problems (among friends) increase with age. It is important to equip youth with information on the risks associated with gambling at the point that gambling-related attitudes and behaviors are being formed.

10 4 This study has provided a baseline of information regarding knowledge, values, beliefs and behaviors regarding gambling. The information can serve as a valuable resource for the development of prevention initiatives designed to prevent problem gambling among youth.

11 5 Introduction In the past decade, the presence of legalized gambling has increased in Ontario, as well as in other areas of Canada and the world. In many cases, the current generation of young people are the first to grow up in a society where gambling is widely available and readily accepted as entertainment. Moreover, the advertising and marketing messages from the gaming industry very likely reach underage audiences via television, radio and the Internet. Research shows that the large majority of young people already engage in gambling activities, and that problem gambling can arise at very young ages. Concerns have been voiced about the potential impact of the extensive availability, advertising and promotion of legalized gambling on adolescents and the need for prevention and education strategies targeting youth gambling. A solid understanding of the audience is necessary in addressing these concerns through welltargeted and effective strategies. This study seeks to establish an in-depth profile of youth between the ages of 9 and 16 for the purposes of developing effective problem gambling prevention strategies. To date, few studies have examined the gambling behaviours, attitudes and beliefs of youth as young as age 9. Given that the first gambling experience often occurs at age 9 or 10, it is important to identify these initial attitudes and beliefs about gambling and examine developments over the course of adolescence. This understanding allows for the development of prevention programs that target young people as they are forming their attitudes and behaviours rather than trying to alter attitudes and behaviours after they are established. At the heart of this research is the question about what someone designing a health communication program would like to know about his/her target audience. The research will develop a profile of young people based on information about their general lifestyle, as well as gambling specific areas including: understanding, attitudes and behaviours relative to problem and responsible gambling, language used for gambling activities and understanding of gambling terms, and awareness of and reaction to gambling advertising. This research brings together three unique areas of expertise in one initiative: (1) RGC, an organization with expertise in problem gambling and public awareness; (2) YTV with expertise in understanding a young audience and providing programming for them; and (3) Ipsos-Reid, a leader in polling and public surveys. A three-phase research process is used to collect the information for this study. The first phase of the study builds on a yearly Tween Report, a youth survey sponsored by YTV that provides a wealth of lifestyle, preference and motivational information. In Phase 2, focus groups are used to probe the meaning various gambling terms have for participants, along with their experience and understanding of gambling in general. Because the findings from the focus groups are exploratory in nature, key findings from Phase 2 are validated in Phase

12 3 through a quantitative study. Collectively, the three phases provide a multi-layered examination of youth and gambling that can direct the development of prevention initiatives. 6

13 7 Background The current generation of Canadian adolescents is growing up in an environment that offers extensive gambling opportunities, media advertising designed to encourage participation, and a climate that sanctions gambling as a government regulated activity. Kezwer (1996) described the environment as one where gambling is now viewed as legitimate activity, providing benefits to charities and the community at large. Public Health and addictions professionals have voiced concerns about the impact of the extensive availability, advertising and sanctioning of legalized gambling on adolescents (Korn, 2000). Consistently, research shows that a large majority of adolescents participate in gambling activities. Research in a number of jurisdictions has found gambling-related problems to be two to four times more prevalent among youth than adults (Shaffer, Hall & Vander Bilt, 1997). In a 1994 Ontario school-based survey of 965 adolescents 14 to 19 years of age from the city of Windsor, 8.1% of youth had gambling-related problems and 9.4% were at-risk of experiencing problems (Govoni, et al. 1996). Among adolescents, there is evidence that gambling participation and problem gambling occurs as early as the pre-teen years. In a study with 1,320 primary school students in grades 4 to 6 (8 to 12 years of age), 86% admitted to having bet money and the majority (59%) had bet money with their parents (Ladouceur, Dube & Bujold, 1994). Several prevalence studies have observed that age is not an independent predictor of problem gambling among adolescents (Govoni et al., 1996; Poulin, 2000; Wiebe, 1999; Winters et al., 1995; Wynne Resources Ltd, 1996). For example, in a Manitoba gambling prevalence study with youth between the ages of 12 and 17 years, rates of problem gambling were not related to age (Wiebe, 1999). The proportion of youth between the ages of 12 and 13 who were experiencing gambling-related problems did not differ from those between the ages of 16 and 17 years. Perhaps, as Wynne (1996) suggests, younger adolescents have caught up to older adolescents as a result of easy access to an array of gambling options, and a progressively younger age of gambling onset. Many researchers have called attention to the need for problem gambling prevention and education programs designed for youth (Derevensky and Gupta, 1997; Stinchfield and Winters, 1998; Jacobs, 2000). Gupta and Derevensky (1997) argue that effective interventions for youth require a firm understanding of the perceptions and motivations underlying youth gambling. According to Ladouceur et al. (1994), because of the early development of gambling behaviours in children, it is essential that prevention programs be made available for fourth, fifth and sixth graders. In 1999, Wynne Resources examined existing gambling awareness campaigns in North America, with detailed information and recommendations for designing and implementing an effective public awareness campaign. The results showed that problem

14 8 gambling public awareness campaigns are relatively recent initiatives of organizations in Canadian jurisdictions. The report also underlined the importance of understanding the audience, arguing that a strategy that is unfocused in terms of articulating goals/objectives and strategic activities with specific target groups is at risk of being both inefficient in terms of poor or redundant resource utilization, and ineffective in achieving desired outcomes. (Wynne Resource, 1999, p.42). This need to understand the audience is well documented in health communication and social marketing literature (Andreason, 2000; Kotler, 1979; Novelli, 1990). Such insight increases the likelihood that audience members will pay attention to the message, be persuaded by the message, and adopt the health action (Kotler & Roberto, 1989). In fact, Andreason (2000), a prolific writer in the field of social marketing, argues that one of the most important contributions that commercial marketing has made to non-profit social marketing is the introduction of the customer mindset. He is referring to the tendency of non-profit organizations to promote a cause in the absence of sufficient understanding of the needs, perceptions and motivations of the target audiences. Insight into the audience is achieved by formative research to better understand the audience profile and consists of gathering, interpreting and applying demographic, behavioral (e.g. actual current behavior, benefits they derive from their behavior) and psycho-graphic information (e. g. fundamental values and beliefs, key personal characteristics, where they get their information, social networks they belong to, how they spend their time, how they spend their money) (U.S. Dept. of Health and Human Services, 2002). In developing an audience profile, it is recommended that both quantitative and qualitative data are collected, and validated (Health Communication Unit, 2000; Slater, 1995). Additionally, prevention strategies targeting youth require special attention. Many of the current health campaigns are based on the assumption that knowledge of the risks or dangers associated with partaking in an activity will in fact lead to the rejection of that activity. However, as Austin (1995) points out, campaign designers tend to ignore the fact that forbidden behaviours often look appealing to youth. In order for youth to consider health messages, campaign designers must understand and respect the child s perspective, and explain specific consequences of a behaviour that are meaningful to the target group. As an example, designers of anti-smoking campaigns came to recognize that the negative consequence of bad breath and stained teeth were far more important than health consequences such as cancer and heart disease. The conclusions of leading writers in the problem gambling, health communication and social marketing fields point to a solid understanding of the audience as essential to successful prevention initiatives. Yet, in spite of the widespread agreement, relatively little has been done to apply this learning to the area of problem

15 9 gambling prevention. Rather, it appears that many of the strategies targeting youth and gambling have been on an ad hoc basis, with little understanding of the needs of the audience or the best ways of communicating the information (Baumrid, 1985). This study seeks to establish an in-depth profile of youth (9-16 years) and gambling that can guide the development of problem gambling prevention and education strategies.

16 10 Phase 1:Tween Report (Lifestyles and Gambling) Phase I of this study builds on a yearly Tween Report, a youth survey sponsored by YTV and carried out by Creative Research International. One of the unique features of this survey is that information is collected from both the youth and one of their parents. This survey includes a wealth of information related to lifestyle, media habits, product purchases and preferences, to name a few areas. While this information is invaluable to the development of targeted prevention strategies, detailed examination of these various domains is beyond the scope of this report. Rather, the primary focus is examination of gambling-related attitudes and behaviour. Survey Questions Phase 1: Methodology Approximately 20 gambling-related questions were added to the existing YTV Tween survey. The focus of these questions was to obtain some initial information on the types of gambling activities youth engage in, their perceptions of what constitutes gambling, as well as to examine relationships between child and parent gambling participation and perceptions of gambling. One-half of these questions were inserted into the existing survey as piggyback questions. For example, when tweens were asked to select the three items they buy most often with their money from a list of items, scratch and win and lottery tickets were added to the pre-existing list of items. The remaining questions were stand alone gambling questions. These questions gathered information about gambling behaviours, attitudes, and perceptions. The gambling questions added to the YTV Tween survey appear in Appendix A. The Tween survey consists of three sections. The first section is completed by the tween in front of a parent, the second section is completed by the tween alone, and a parent completes the third section. Most of the gambling-related questions were inserted in the second section completed by the tween alone. Sampling strategy For Phase 1, 403 youth between the ages of 9 and 14 from across Canada were interviewed in-person. The population was selected from a national compilation of households by enumeration area, provided by Statistics Canada. A start point address in the target area was randomly selected with the assistance of SM Research, which is a sampling company that services the Market Research Industry. Additionally, age and gender quotas were applied within each city: a 50/50 split between boys and girls, and an even split between the 6 age cohorts. To target an age group, a ratio was

17 11 constructed for each enumeration area (EA). The ratio is the target age group in a particular EA divided by the population of that EA. Ratios are sorted from largest to smallest. The EA s targeted for the sample are higher than the average incidence. Thus, the sample selected within these areas normally yields a higher hit rate than a standard sample. A door-to-door method was used to recruit potential participants. If two or more youth in the household were between the ages of 9 and 14, the youth with the closest birthday was requested to participate. Informed consent was obtained from both parent and youth. Finally, 10% of each interviewer s work was validated by a telephone callback to the household according to the guidelines of CAMRO (Canadian Association of Market Research Organization). Weights were calculated based on the regional distribution of households in Canada. The population was divided into four regions: Atlantic, Quebec, Ontario, and West. Canadian Census 1996 was used to obtain actual distribution of households within each region, and thus sample weights were constructed based on this distribution. Table 1.1 shows the dwelling distribution across Canada based on the Canadian Census 1996, as well as the unweighted sample regional distributions. The sample was weighted to reflect the dwelling distribution in the population. Table 1.1: Sample Region Dwelling count Sample Percent N Percent N Atlantic 8% 2, % 40 Quebec 25 7, Ontario 37 11, West 30 8, N , Data Analysis The SPSS computer statistical software package was used to provide frequency distributions, and to conduct chi-square test and analysis of variance procedures to determine overall levels of association. All reported tests of significance were set at probability levels equal to or greater than Appendix B provides responses to questions by gender and age. Limitations The sampling procedure associated with this study places limitations on the ability to generalize the results to the general population of 9-14 year olds in

18 Canada and by jurisdiction. As well, that parents were present during the collection of data may cause some youth to answer in a more socially desirable manner. 12

19 13 Phase 1: Tween Findings The findings are presented in three sections. The first section provides a general overview of the lifestyle and attitudes of youth between the ages of 9 and 14 years. This includes information related to how this age group describes themselves, their values, things that worry them, how they like to spend their time and money, and use of the Internet. The second section focuses on gambling, including the activities tweens perceive as gambling, gambling behaviour in terms of type of activity, location in which betting occurs, how money is obtained for gambling, and attitudes towards gambling. The final section focuses on parents, and includes how parents feel about youth gambling, activities perceived as gambling, relationships between parent and child gambling, and selected socio-demographic information. Characteristics and Lifestyle Participants were given a list of several personal characteristics and asked to identify those that best described them. Table 1.2 presents the endorsement of a sample of these items. As shown, most tweens perceive themselves as friendly, happy, nice, and smart. A notable number also identify themselves as risk takers (39%) and troublemakers (19%). Female respondents are more likely to identify themselves as friendly (89.1% vs. 79.0%), nice (87.6% vs. 71.5%), happy (85.1% vs. 74.0%) shy (44.6% vs. 31.5%) or weird (16.3% vs. 6.5%), while male respondents see themselves as cool (65.0% vs. 50.0%), athletic (62.4% vs. 47.0%), popular (52.5% vs. 38.1%), competitive (51.0% vs. 39.1%), and a risk taker (44.0% vs. 34.2%). As age increases, respondents are more likely to see themselves as leaders (21.1% vs. 32.1% vs. 35.1%) and weird (4.5% vs. 11.8% vs. 18.0%).

20 14 Table 1.2: Personal characteristics Characteristics Percentage Friendly 84.1 Happy 79.5 Nice 79.5 Smart 71.5 Cool 57.5 Lucky 56.1 Athletic 54.7 Popular 45.4 Competitive 45.2 Risk taker 39.1 Shy 37.9 My own boss 34.5 A leader 29.4 Troublemaker 18.7 Rebellious 12.3 Weird 11.6 N 402 Respondents were asked, in an open-ended format, to list the things that they consider most important in their life. Family and parents are considered most important, as identified by 73.2% of respondents. Other mentions included friends (33.0%), attaining success in their life (21.1%), getting good grades (18.4%), good health (15.3%), happiness (14.2%), and having fun (14.0%). Female respondents are more likely than their male counterparts to feel that their family (77.8% vs. 68.2%), friends (37.9% vs. 28.3%), and getting good grades (23.2% vs. 13.1%) are the most important things in their lives. As age increases, respondents are more likely to consider getting a good job as the most important thing in their life (4.5% vs. 7.4% vs. 12.7%). An open-ended question asked participants about the things that worry or concerns them at school (Table 1.3). Tweens are most likely to be worried about poor grades (46.1%). One in four (23.9%) tweens do not worry about anything, and one in ten (10.7%) worry about bullying/getting beaten up. Gender was not significantly related to area of concern. The oldest age group (13-14) are the most likely to worry about bad grades in school (59.0%). The youngest age group (9-10) is the most likely group to be worried about bullying at school (16.5%), while respondents years of age are the most likely group to say that nothing worries or concerns them at school (29.9%).

21 15 Table 1.3: Worries/concerns at school Worries or concerns you at school Percentage Bad grades 46.1 Nothing 23.9 Homework/school work not being done 16.7 correctly/well/on time Specific school subject 11.1 Bullying/getting beaten up 10.7 Problems with/afraid of teachers 8.8 Kids bothering me 7.6 Friends-who they are/amount 7.2 Kids/friends fighting/arguing 6.5 Getting a detention 1.0 Bombs/guns in school 0.7 Not having the right clothes 0.5 Kids who get me into trouble 0.3 N 403 Another open-ended question asked tweens to identify their favourite ways of spending free time. Playing sports was the most endorsed activity (17.5%), followed by hanging out with their friends at home (17.1%), playing video games (10.5%), watching TV (8.9%), going shopping (6.0%), and listening to music (5.7%). Only one respondent (0.3%) mentioned betting as their favourite way of spending free time. Males are more likely than females to list playing sports (24.0% vs. 11.4%), playing video games (19.0% vs. 2.0%), watching TV (12.0% vs. 5.4%) and skateboarding (7.5% vs. 0.5%) as examples of some of their favourite ways of spending their free time, while females are more likely to list going shopping (10.9% vs. 1.0%), hanging out with friends at the mall (7.9% vs. 2.5%), and dancing (7.4% vs. 1.0%). As age increases, respondents are less likely to identify watching TV as their favourite way of spending free time (13.6% vs. 9.6% vs. 3.0%). A series of questions were posed regarding the amounts of money tweens receive, and how they like to spend their money. Just over half (52.4%) of tweens report receiving a regular allowance. On average, tweens receive $7.89 per week in allowance. Most tweens (82.7%) received some gift money for their last birthday, the average amount being $ The majority (60.8%) have received gift money on a major holiday, with an average amount of $ Of the total sample, 16.7% reported having a paid job. In terms of how tweens like to spend their money, most common is buying candy (43.1%), followed by clothes (36.2%) non-electronic games or toys (21.8%), food or drinks (17.7%), music (17.2%), and books or magazines (16.4%). Only 0.3% of tweens identified buying scratch and win or lottery tickets as one of the three items they buy most often with their money. When asked to list the items that they would want to buy

22 16 right now, the most common response was clothing (27.7%), followed by CDs (15.5%) video game equipment (15.5%), a computer (8.4%), toys (8.1%) and a CD player (8.0%). The majority (84.3%) of tweens use the Internet, either at school (63.1%) or at home (58.4%). Age, but not gender, is significantly related to where tweens use the Internet. As age increases, respondents are more likely to use the Internet in general, and they are more likely to use it at school. On average, tweens spend 5.5 hours on the Internet per week. Those who are 9-10 years of age spend on average 3.69 hours/week on the Internet, year olds spend 4.80 hours, and year olds spend 7.34 hours (F{269, 2}=6.218, p<0.01). Compared to last year, 45.3% of respondents felt that they were now spending more time on the Internet. Of all the tweens, only 1.8% (n=6) made a purchase on the Internet. Purchases included video games, books, clothing, beanie babies, and electronic toys. Most purchases were made with a parent s credit card. Tweens were also asked about their activities while surfing the net. Most used it to locate information of interest (74.6%), to research school projects (70.0%), just explore the net (65.0%), play games by themselves (61.0%), send s (60.1%) or listen to music (52.0%). Of all respondents who use the Internet, 2.3% said that they check out betting sites, and 1.8% indicated that they have bet on websites. Male respondents are more likely then female respondents to surf the net to play games by themselves (66.7% vs. 55.8%) or with others (51.5% vs. 33.7%), download games (42.5% vs. 16.3%), TV/video clips (19.2% vs. 9.3%) or software (15.5% vs. 6.9%), while female respondents are more likely to send s (66.5% vs. 53.6%). As age increases, respondents are more likely to use the Internet to research school projects, send , listen to music, chat in chat rooms, download music or TV/video clips, do instant messaging, or burn CDs from music on the Net. On the other hand, younger respondents are more likely to play on line games by themselves. Gambling Participation and Attitudes Participants were presented with a list of gambling activities and asked to indicate the ones that they consider to be gambling (Table 1.4). The large majority (83.9%) consider slots to be gambling. However, less than one half of participants consider tickets (lottery/scratch/pull tabs, raffle) or Bingo as gambling. Female respondents are significantly more likely than males to perceive slots (88.1% vs. 79.5%), betting on sport events (68.9% vs. 57.1%), and outcomes of games (58.8% vs. 47.9%) as gambling. In terms of age differences, younger participants (9-10 years) are the least likely to identify Internet betting (52.5%) and Pro-line (50.8%) as forms of gambling.

23 17 Table 1.4: Tween s perception of gambling Gambling activities Percent Slot machines 83.9 Cards or board games for money 65.1 Internet 63.8 Sport events (other then pro-line) 63.0 Pro-line 56.3 Outcome of a game you are playing 53.4 Lottery tickets 43.5 Scratch tickets 42.1 Bingo 39.9 Pull tabs 32.4 Raffle tickets 27.3 N 384 Just over one half of respondents (54.2%) have seen students betting at their school, and neither age nor gender is significantly related to the likelihood of seeing other students betting at school. Of the total sample, 40.5% have been asked to bet on something. Age, but not gender, is significantly related to being asked to bet on something. The oldest age group, year olds (52.4%) is more likely than younger participants to have been asked to bet on something. Among those who were asked to bet on something, 57.1% of bets are with money, as opposed to something else of value. Age, but not gender, is significantly related to type of betting. Whereas 68.2% of year olds have been asked to bet money, the rates for 9-10 year olds and year olds are 48.9% and 47.5%, respectively. Respondents who were asked by someone to bet on something in the past were asked where they usually do the betting. Most tweens usually bet at school, followed by a friend s house, and their own home (Table 1.5). Betting location was not related to gender or age.

24 18 Table 1.5: Location of gambling activity among gamblers Where do you usually do the betting All gamblers School 47.7% Friend s home 30.4 At home 29.7 Arcade 4.4 Convenience store 3.9 Other 3.2 N 155 Participants were presented with a list of gambling activities and asked to indicate those that they have participated in the past year (Table 1.6). Of all the respondents, 44.4% have participated in at least one gambling activity, with 55.6% not having participated in any gambling activities in the past year. The oldest age group, years of age, is the most likely group to have participated in at least one gambling activity (57.1%), with similar participation rates for 9-10 year olds (37.1%) and years olds (37.2%). There is a significant relationship between the number of gambling activities and gender and age. On average, males participate in more gambling activities than females (1.2 vs. 0.9). Additionally, as the age of the respondent increases so does the number of gambling activities: year olds participate in an average of 1.4 gambling activities, age group participates in 0.9, and 9-10 age group participates in 0.8 gambling activities. The most common gambling activity is raffle tickets, followed by scratch tickets and card/board games with family and friends. Males are more likely than females to play cards or board games for money with friends (15.5% vs. 7.4%), bet on sporting events (14.5% vs. 6.9%), and the outcome of sporting events/games that the youth is playing (13.0% vs. 6.4%). The only age differences related to playing card or board games for money with friends (3.8% for 9-10 years vs. 8.0% for years vs. 22.6% for years) and betting on the outcome of sporting events that the youth is playing (4.5% for 9-10 years vs. 6.6% for years vs. 18.0% for years).

25 19 Table 1.6: Tween Overall gambling activities in the past year Gambling activities Total Raffle 17.8% Scratch 15.8 Card/board games with family 12.0 Card/board games with friends 11.5 Other then pro-line 10.8 Outcome of sporting events 9.7 Lottery 7.3 Bingo 6.3 Pull tabs 3.2 Slots 3.0 Pro line 3.0 Websites 2.2 N 403 Analyses were conducted to examine relationships between participation in various gambling activities and perceived personal characteristics. As shown in Table 1.7, there is a weak to moderate significant relationship between a number of personal characteristics and various gambling activities. Of all the characteristics, popular, leader and risk-taker are the ones associated with the greatest number of gambling activities. All three characteristics are related to betting on cards with family or friends, and betting on sports other than pro-line. As well, individuals who describe themselves as popular or leaders are more likely to gamble on lottery tickets and Pro-line.

26 20 Table 1.7: Correlation between personal characteristics and gambling activities. Characteristics Correlation Lottery Bingo Raffle Scratch Pull tabs Cards with Cards with Slots Pro-line Other than Sporting Websites family friends pro-line events Smart ** -.108* Athletic * ** Cool.121* *.108* Trouble maker **.153**.009 Shy Good looking * Lonely Friendly * Popular.130** *.151** *.156**.131**.066 Leader.134** ** **.110* *.202** Happy Competitive *.114* * Funny **.209** * Honest * Religious Rebellious * Nice * My own boss * Self-confident.104* * Fat * * Too thin Rich Poor **.104* * Geeky * * Weird Unselfish * Lucky ** *.128* Risk taker ** **.183** **.198** N

27 21 A series of questions were posed related to attitudes towards gambling. The first question asked whether it is fun to bet with friends at school (Table 1.8). Approximately one in three respondents (31%) agreed with this statement. Males (35.4%) are more likely than females (26.7%) to feel betting with friends is fun, as are older youth years (44.4%). Table 1.8: Whether tween feels its fun to bet with friends at school It is fun to bet with friends at school Total Disagree strongly 41.3% Disagree somewhat 15.6 Neither agree or disagree 12.1 Agree somewhat 22.5 Agree strongly 8.4 N 400 Another question asked if it is cool to bet with friends (Table 1.9). Tweens were less likely to perceive betting with friends as cool (21%) compared to being fun (31%). Responses to this question were not related to gender, but were related to age. The oldest age group is the most likely to feel that gambling with friends is cool (28.8%). Table 1.9: Whether tween feels its cool to bet with friends It is cool to bet with friends Total Disagree strongly 45.5% Disagree somewhat 19.2 Neither agree or disagree 14.3 Agree somewhat 14.7 Agree strongly 6.3 N 400 Tweens were also asked about their feelings towards winning money from betting (Table 1.10). One in three respondents (32.7%) agree that making money/winning things from betting is fun. Age, but not gender, is significantly related to this question. Youth between years are the most likely age group to feel that winning money from betting is fun (44.4%)

28 22 Table 1.10: Whether tween feels making money/winning things from gambling is fun Making money/winning Total things from gambling is fun Disagree strongly 39.3% Disagree somewhat 17.4 Neither agree or disagree 10.7 Agree somewhat 19.6 Agree strongly 13.1 N 399 In terms of obtaining money for gambling, the most common source is allowance (32.2%) followed by job earnings (20.4%). Neither gender nor age is significantly related to how respondents obtain money for gambling. Table 1.11: How respondents pay for their bets When you gamble, do you mainly use All gamblers Money you get as your allowance 32.2% Money you have earned from a job 20.4% Gift money 12.7% Other 3.5% N 142 On average, participants reported an average win of $4.30 from gambling in the past month. Most (64.6%) report no wins, 21.4% indicate winning $1-5 in the last month, and 10.5% said that they have won $11 or more (maximum reported amount of winning was $50.00). Gender and age were not significantly related to the amount of money won in the last month. Finally, participants were asked to recall how old they were when they first tried betting for money. Most (42.4%) started betting when they were 9-10 years of age, another 28.0% started when they were less than 9 years of age, and 21.6% said that they started betting when they were years of age. Gender was not significantly related to age of onset of gambling.

29 23 Phase 1: Parent Findings Most often, the parent who responded to the parent section of the survey was the tween s mother (78.4%). Most tweens live in a two-parent household (61.9%), followed by single parent households (26.3%). Parents were asked an open-ended question about how they would react if they found out that their child was betting at school. As shown in Table 1.12, most parents would be upset, worried, concerned and would talk to the child or speak to school officials. Less than 5% indicated that they would not be concerned. Table 1.12: Parental reaction to child s gambling in school Parental reaction to child s gambling Percent Mad/angry/upset 32.9 Talk/discuss it with child 31.4 Child would be disciplined 15.0 Speak to school officials 14.8 Would figure out a solution 9.1 Worried/concerned 8.5 Hurt/disappointed 7.3 Shocked/alarmed/surprised 5.7 Not concerned 4.9 N 403 Similar to the youth participants, parents were also given a list of various gambling activities and asked to identify those that they consider as being gambling. Table 1.13 compares parent and youth perceptions of what activities are considered as gambling. Although parents are overall more likely than youth to endorse activities as gambling, the trend in most to least endorsed is quite similar. There is a fairly wide perception among youth and their parents that tickets and bingo do not constitute gambling.