Toula Kourgiantakis, MSW, RSW, RMFT Michael Weyman, MSW, RSW Brenda Teasell, MSW, RSW Lisa Pont, MSW, RSW Toula Kourgiantakis, MSW, RSW, RMFT Michael Weyman, MSW, RSW Brenda Teasell, MSW, RSW Lisa Pont, MSW, RSW Family Support and Psychoeducational Group Manual for Problem Gambling
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Toula Kourgiantakis, MSW, RSW, RMFT
Michael Weyman, MSW, RSW
Brenda Teasell, MSW, RSW
Lisa Pont, MSW, RSW
Toula Kourgiantakis, MSW, RSW, RMFT
Michael Weyman, MSW, RSW
Brenda Teasell, MSW, RSW
Lisa Pont, MSW, RSW
Family Support and Psychoeducational Group Manual for Problem Gambling
Family Support and Psychoeducational Group Manual for Problem Gambling
This manual was produced by:Development: Colleen TessierEditor: Nick GambleDesign: Pat Dumas-HudeckiWriters: Toula Kourgiantakis, Michael Weyman, Brenda Teasell and Lisa Pont
IntroductionThis manual was initially developed to provide a framework for the groups that we provide for families in the Problem Gambling Program at the Centre for Addiction and Mental Health (CAMH). This framework is flexible and can be adapted according to the group profile, as well as the style and skill of the facilitator. It is simply a guide and can be modified to fit with your agency, facilitators and participants.
The manual provides information on developing and delivering a four-week psycho-educational support group for family members of people with gambling problems. Family is used as a broad term to describe anyone who has a significant relationship or role in the life of the gambling individual. Research has shown that psychoeducational groups are extremely beneficial in addiction and mental health. They provide information, validation and support, help reduce distress, and help families develop better problem-solving and coping strategies (CAMH, 2004).
The four-session group addresses the following topics:
understanding problem gambling, recovery and treatment
communication
boundaries
self-care and support.
These are the topics that in our experience at CAMH family members and gambling clients refer to most frequently as areas of difficulty or areas requiring greater skill development.
While some families find a four-session group is too brief, for many it is adequate. Four-week groups permit us to offer groups more frequently, and it also ensures that family members who cannot commit to a longer duration are not excluded. We encourage families that require more support to attend a second time, or refer them to other services. That being said, it is fairly simple to add one additional session.
In this manual you will find outlines for each session, information for facilitators, group exercises, handouts for clients, and suggested questions or statements to display on flipcharts. For agencies that cannot offer a four-week group, we suggest alternative formats such as a one-off information session (see page 40). We have also included
supplementary information on topics relevant for those working with families of people with gambling problems, including the definition and prevalence of problem gambling, key clinical skills, group recruitment tips, the impact of problem gambling on families, and best practices.
If you have any questions about this manual, please contact us:
Background information on problem gambling and familiesWhat is problem gambling?“Problem gambling is gambling behaviour that creates negative consequences for the gambler, others in his or her social network, or for the community” (Ferris & Wynne, 2001, p. 7).
This holistic definition of problem gambling takes into account the impact of gambling not only on the individual but also on his or her family and community.
Problem gambling is not just about the loss of money, but how it can affect the person’s whole life.
Gambling is a problem when it:
interferes with work, school or other activities
leads to emotional or physical health problem
causes financial problems
harms the family or other relationships.
A survey of prevalence rates across Canada and around the world found that 1.8% of Canadians experience gambling problems; in Ontario the rate is 2.4%, higher than the national average but considered “intermediate” (Williams, Volberg & Stevens, 2012). Internationally the average rate of problem gambling is 2.3%. The lowest rates are found in Europe, intermediate rates in North America and Australia, and the highest rates in Asia (Williams et al., 2012).
Pathological gambling is the term used until recently in diagnosing persistent and recurrent gambling problems. In the latest version of the Diagnostic and Statistical Manual of Mental Disorders (DSM 5) (American Psychiatric Association, in press), it has been renamed “disordered gambling” and is grouped along with alcohol and drug use disorders under the heading “Addiction and Related Disorders.” Disordered gambling is the only behavioural addiction in the DSM.
The impact of problem gambling on family membersResearch shows that problem gambling affects not only the individual with the gambling problem, but also family and friends, as well as relationships.
The effects that have been reported include:
financial and legal problems (Ledgerwood, Weinstock, Morasco & Petry, 2007
high levels of distress (Dickson-Swift, James & Kippen, 2005)
isolation, guilt, shame and embarrassment (Dickson-Swift et al., 2005)
mental health difficulties (e.g., depression, anxiety) (Dickson-Swift et al., 2005)
traumatic symptoms resembling PTSD (McComb, Lee & Sprenkle, 2009
physical health problems (Dickson-Swift et al., 2005)
feelings of loss, betrayal, confusion, frustration, fear and anger (Grant Kalischuk, Nowatzki, Cardwell, Klein & Solowoniuk, 2010)
loss of trust (Dickson-Swift et al., 2005)
greater conflict and disorganization in families and couples (Dickson-Swift et al., 2005
reduced intimacy in relationship (Trudel et al., 2008)
increased rate of intimate partner violence (Korman et al., 2008
increased rate of separation and divorce (Black et al., 2012).
It is important to validate the impact of problem gambling if family members raise this issue. However, we have found it best not to initiate these potentially distressing topics with family groups. For most families, it is more beneficial to hear positive, hopeful statements that draw from their strengths as individuals and as a family.
Why is family involvement important?Research supports the value of involving family members in treatment for problem gambling and substance use problems. Here are some salient findings:
People remain in treatment longer when a family member is involved, and those who stay in treatment longer have better outcomes (Ingle, Marotta, McMillan & Wisdom, 2008).
Individuals who have social support while they are in treatment have better outcomes than those who are isolated, even if family is not directly involved in that treatment. The benefits include lower relapse rates and higher rates of abstinence (Ingle et al., 2008).
Relationships are one of the spheres most harmed by gambling, so it makes sense to involve all of those who have been affected (McComb et al., 2009).
When family members are involved in treatment, their own adjustment is improved; for instance, they experience reduced distress and mental health issues (Hodgins, Shead & Makarchuk, 2007).
Involving family members in treatment also improves overall family functioning, cohesion, communication and intimacy (Lee, 2008); families spend more time together, and there is lower risk of family violence (Kelley & Fals-Stewart, 2002).
When couples receive therapy for problem gambling, there are improvements for children even when they are not directly part of the treatment (Lee, 2008).
Family members with stronger coping skills fare better, so services need to focus on helping family members develop more effective coping skills—which in turn improve outcomes for families (Makarchuk, Hodgins & Peden, 2002).
“Pervasive loss” is a term used to describe the effects of problem gambling on children. Children have historically been the family members most omitted from problem gambling research and treatment (Darbyshire, Oster & Carrig, 2001).
Csiernik (2002) highlighted that many Ontario treatment centres do not include family members in addiction treatment, despite the benefits. He found that of Ontario treatment centres:
– only 8% offered individual counselling to family members
– only 15% offered psychoeducational or support groups to families
Best practices in working with families in problem gambling treatmentA family-centred care approach is an evidence-based practice. Here are some best practices for involving families in treatment:
Involve families in treatment as early as possible.
Involve families in collaborative treatment planning as much as possible.
Clarify your role as a therapist (e.g., who your client is, what information you can share with others).
Clarify the limits of confidentiality and develop strategies for resolving problems related to confidentiality.
Even when clients do not consent to the release of information about their treatment, give families general information about problem gambling treatment and the help available for families.
Discuss the impact of problem gambling on family relationships in individual sessions and group treatment for gambling clients.
Provide services for families, such as individual sessions for family members and family psychoeducational support groups.
Help families learn to cope and relate effectively.
Treat family members with dignity and respect; avoid judging or blaming family members.
Focus treatment on a family’s strengths, expertise and contribution to treatment planning.
Preparing for a family support groupRecruitment for family support groups It may take time to recruit family members for support groups especially when this service is being offered for the first time.
The following suggestions may help raise awareness and promote greater participation:
Involve families in gambling clients’ individual sessions and give them information directly.
Prepare a flyer that promotes the upcoming group and post it throughout the agency (see sample next page).
Encourage gambling clients to inform families who are not present about the group.
Send a letter about the group to families via the gambling client (see sample on page 10)
Encourage families to bring other family members or friends affected by the problem.
Ensure that all individual and group programs for gambling clients include a component raising awareness of the impact of problem gambling on families (without blaming), and teaching communication and problem-solving skills in relationships.
If some families are enrolled but the numbers are not high enough to begin a four- week group, provide a single session to reduce the risk that they may drop out. Then encourage these families to return for a potential four-week group.
Promote the Problem Gambling Institute of Ontario (PGIO) website (www.problemgambling.ca) to gambling clients and family members. Gaining a better understanding of the problem may encourage greater involvement in treatment.
Make families feel welcomed, understood and an important part of the treatment process.
Believe in the cause. Every centre needs an advocate for underdeveloped services. It takes time, energy and perseverance.
Sample flyer textFAMILY SUPPORT GROUP—PROBLEM GAMBLING
Where: Problem Gambling Service, 33 Russell St. (3rd Floor), Toronto
When: Thursdays 5:30 p.m. to 7:30 p.m., from October 4 to October 25, 2013 (four sessions)
This four-session group is for anyone affected by the gambling behaviour of a family member or friend. An initial meeting with a therapist at CAMH is required. For maximum benefit, you are requested to attend all four sessions.
The family support group offers:
information, education and feedback
an opportunity to share your concerns about the gambling problem
a chance to receive support from people experiencing similar issues.
Topics include:
understanding problem gambling (definition, treatment/recovery, stages of change)
effective communication strategies
setting clear boundaries
support, self-care and next steps.
If you would like to attend, either speak to your CAMH therapist or call 416 599-1322 to speak to
our intake coordinator.
Find tools for family members at the Problem Gambling Institute of Ontario’s website:
www.problemgambling.ca
10Family support and psychoeducational
group manual for problem gambling
Preparing for a family support group
Sample letter to family membersDear family member or friend of a gambling client,
Is a family member or friend seeking treatment for a gambling
problem? When people are working on changing their problem
gambling behaviour, the involvement of those close to them can really
help. Having a gambling problem can have negative effects on close
relationships and can create financial difficulty, damage trust and
increase stress. These effects don’t go away overnight, and the change
process can take time. When families work together, gambling problems
and negative effects can be dealt with more quickly. Research has shown
that individuals do better when families are involved.
Here are some of the benefits:
Families and friends can share their concerns and get information, advice and support.
Family and friends often feel safer and less stressed when they learn about the warning signs of problem gambling, and what happens in treatment.
Information from family and friends can help the therapist work more effectively with the person who has the gambling problem.
Treatment planning can take the family’s needs into account.
Relationships can improve more quickly when the stresses are discussed and dealt with.
Relapse is less likely, and if there is a slip, getting back on track can be quicker.
Structure PURPOSE OF GROUP: psychoeducation and support
TARGET CLIENTELE: Individuals affected by the gambling problems of a family member or friend
NUMBER AND LENGTH OF SESSIONS: four two-hour sessions
NUMBER OF PARTICIPANTS: ideally between six and eight participants
NUMBER OF FACILITATORS: can be led by one clinician
THEMES COVERED IN FOUR SESSIONS:
Session 1: Understanding problem gambling (definition, treatment/recovery, stages of change)
Session 2: Effective communication
Session 3: Setting boundaries and limits
Session 4: Self-care, support, next steps
Finances are not treated as a separate topic, but this subject is often discussed in session 3 when examining boundary setting.
GENERAL BREAKDOWN OF EACH SESSION:
1. Check-in: each participant responds briefly to a question (about 40 minutes)
2. Discussion of the session’s topic (about 40 minutes)
3. Activity related to the session’s topic (about 30 minutes)
4. Check-out: each participant responds to a question with one word (about 10 minutes)
5. Homework: participants are given an exercise or something to reflect upon or read related to the session’s topic
Handouts are given at each session, for the benefit of participants who integrate and understand material better when it is written. This also applies to some families for whom English is a second language.
Important clinical skills for family groups Family psychoeducational support groups integrate an educational component along with a supportive process. The educational component of this group focuses on understanding problem gambling and developing more effective coping skills. It also provides a forum for mutual aid and support. These combined groups require the use of a variety of clinical skills, including the ability to:
Understanding problem gambling, recovery and treatment
4. DISCUSSION TOPICS
This is the most content-laden of the four sessions. There is usually not time to discuss all of the topics listed below, since they are not “taught” by the facilitators but discussed as a group. The first topic (gambling and problem gambling) is important to include and can be brief. Also prioritize stages of change, since it may be referred to in subsequent sessions. This topic tends to take more time. If there is time, facilitators usually select additional topics based on questions asked by the group.
Gambling and problem gambling
– Discuss gambling and problem gambling
– Distribute Handout 1-3: Gambling and problem gambling
Stages of change
– Distribute Handout 1-4: Stages of change
– Discuss the stages of change model
– Ask family members what stage they are at and what stage the gambling individual is at
Problem gambling treatment
– Provide brief information on problem gambling treatment: Information provided on services available in your agency and externally
– Refer to Handout 1-3
– Discuss treatment goals (harm reduction and abstinence)
– Distribute Handout 1-5: Harm reduction and abstinence
– Clarify the concepts of recovery and cure, and introduce the biopsychosocial- spiritual model
Self-care and coping
– Give brief information on the importance of self-care, using the biopsychosocial- spiritual model
– Distribute Handout 1-6: Biopsychosocial-spiritual forms of self-care and Handout 1-7: Biopsychosocial-spiritual self-care plan
– You may suggest that participants take a resilience quiz online to assess their self-care (see www.lightheartedconcepts.com)
Understanding problem gambling, recovery and treatment
5. HOMEWORK
Read the CAMH publication Problem Gambling: A Guide for Families (CAMH, 2008)
Identify one coping strategy or form of self-care
6. CHECK-OUT
Ask participants: What is one form of self-care or coping strategy that you can use in the next week?
Ask participants: What is one word that describes how you feel as you leave today?
Resources Attendance sheet
Flip chart
Pens and clipboards
Name tags
Participant information sheet
Handout 1-1: Pre-group survey
Handout 1-2: Group guidelines
Handout 1-3: Gambling and problem gambling
Handout 1-5: Harm reduction and abstinence
Handout 1-6: Biopsychosocial-spiritual forms of self-care
Handout 1-7: Biopsychosocial-spiritual self-care plan
Problem Gambling: A Guide for Families (order from CAMH or ask participants to download it from www.problemgambling.ca/EN/GettingHelp/Pages/InformationFor- Families.aspx)
Emergency planning Discuss this topic if a family member appears worried about his or her own safety or the safety of the gambling individual. – Create a safety or crisis plan – Suggest the gambling individ- ual and/or family member keep a crisis card including medical information (diagnoses, medication, doctor, any allergies), triggers, coping strategies, intervention tips, therapist and treatment centre information, family contact person, and all other relevant information for a professional or person intervening.
Gambling is defined as risking money or something of value on the outcome of an event, where that outcome is to some degree beyond the control of the person who is taking the risk.
WHAT IS PROBLEM GAMBLING?
GAMBLING IS A PROBLEM WHEN IT:
gets in the way of work, school or other activities
harms mental or physical health
has financial consequences
causes difficulty in relationships with family or friends.
HARMFUL CONSEQUENCES CAN AFFECT:
finances
physical health
mental health
relationships
work
trust.
WHY DO SOME PEOPLE HAVE GAMBLING PROBLEMS? It is usually not possible to identify one cause in a person’s life that leads them to have gambling problems. There are some risk factors that can increase the chance of someone developing gambling problems and, also, protective factors that can reduce the risks. Important protective factors are positive relationships and support from families.
Understanding problem gambling, recovery and treatment
Many clinicians and researchers use a biopsychosocial model to explain why people develop and maintain a gambling problem. This model takes into account biological, psychological and social factors that contribute to the onset or maintenance of the gambling problem.
GETTING HELP
Free treatment and other services are available for people with gambling problems. It includes:
professional counselling through treatment centres funded by the Ministry of Health and Long-Term Care
the Ontario Problem Gambling Helpline (1 888 230-3505 or www.problemgamblinghelpline.ca)
online tools and support from the Problem Gambling Institute of Ontario (www.problemgambling.ca)
12-step self-help through Gamblers Anonymous (http://www.gamblersanonymous.org)
PROFESSIONAL TREATMENT MAY HAVE DIFFERENT FORMATS, INCLUDING:
individual, group, couple or family counselling (the types of services at each centre may differ)
residential treatment.
Treatment centres may have an abstinence or harm reduction philosophy (see Handout 1-5).
Help is also available for family and friends. It may take the form of a family support group such as this one, or individual, couples or family counseling.
Sometimes a person with a gambling problem may also experience difficulties with mental health and/or substance use. Additional help is available for these problems.
For more information visit the Problem Gambling Institute of Ontario’s website: www.problemgambling.ca.
Understanding problem gambling, recovery and treatment
HANDOUT 1-4Understanding problem gambling, recovery and treatment
Stages of change
What stage of change do you think you are at?
What stage of change do you think your family member is at?
CONTEMPLATION recognizes problem and is considering change
PRECONTEMPLATION does not recognize the need for change or is not actively concidering change
MAINTENANCE is adjusting to change and is practising new skills and behaviours to sustain change
PREPARATION/ACTION has initiated change
LEAVES TREATMENT
RELAPSE
Source: Prochaska, J., Norcross, J. & DiClemente, C. (1995). Changing for Good: A Revolutionary Six-Stage Program for Overcoming Bad Habits and Moving Your Life Positively Forward. New York: Avon Books.
Understanding problem gambling, recovery and treatment HANDOUT 1-5
Harm reduction and abstinenceWHAT ARE HARM REDUCTION AND ABSTINENCE? Harm reduction refers to strategies that help people help themselves by moving in the direction of reducing the harm in their lives. Harm reduction can include abstinence. Abstinence refers to approaches that insist on a person stopping gambling altogether.
WHY IS HARM REDUCTION USED?
This approach is aimed at reducing the risk of harm when a person is not ready to quit altogether.
WHAT ARE THE BENEFITS OF A HARM REDUCTION APPROACH? A HARM REDUCTION APPROACH:
promotes change and making choices in one’s treatment
facilitates collaboration between the client and the therapist
increases the chances that the person will stay in treatment
builds confidence and hope.
WHERE CAN I EXPECT TO FIND EACH APPROACH USED?
Some treatment centres, such as CAMH, use a harm reduction approach.
12-step programs such as Gamblers Anonymous, and some residential programs, use an abstinence approach.
For more information visit the Problem Gambling Institute of Ontario’s website: www.problemgambling.ca.
Understanding problem gambling, recovery and treatment HANDOUT 1-6
Biopsychosocial-spiritual forms of self-care
For more information visit the Problem Gambling Institute of Ontario’s website: www.problemgambling.ca
Physical self-care Eat well and regularly Exercise (e.g., dance, swim, walk, run) Get regular medical care for prevention Get enough sleep
Social self-care
Have a lovely dinner on Friday night or during the weekend Build a social support system Attend a group Spend time with family or friends Find an hobby or an activity you enjoy
Spiritual self-care Make time for prayer or meditation Read inspirational books Listen to relaxation music Be mindful Spend time in nature Practise deep breathing Express gratitude Write a journal
Emotional self-care Praise yourself Read a book Take some time for yourself Be in the present moment and do one thing at a time Find things that make you laugh
DURING THIS SESSION, PARTICIPANTS WILL LEARN ABOUT:
learn about communication and forms of communication
identify obstacles that can interfere with effective communication
develop strategies to improve communication.
Outline1. CHECK-IN
Ask participants: What was one form of self-care you used over the past week?
2. SUMMARIZE THE RESPONSES TO Handout 1-1: Pre-group survey
3. QUESTIONS OR COMMENTS ABOUT THE LAST SESSION
4. DISCUSSION: COMMUNICATION
Discuss as a whole group and write responses on the flipchart:
– What is communication?
– Why is it important?
– What are various forms of communication?
– What are some obstacles to communication?
Distribute Handout 2-1: Communication obstacles, and ask participants to note some obstacles they experience in the left column (leave the right column blank for now)
Distribute Handout 2-2: Improving Communication and review the communication strategies listed
Referring back to Handout 2-1, ask participants to write down strategies in the right column for the obstacles they listed earlier
Try using one communication strategy that was discussed, and observe the results. If the strategy doesn’t work the first time, consider what may have been an obstacle, adjust the strategy and try again.
6. CHECK-OUT
Ask participants: What is one word that describes how you feel as you leave today?
Ask participants: Which communication strategy do you think you’ll try this week?
Resources Attendance sheet
Flip chart
Pens and clipboards
Name tags
Handout 2-1: Communication obstacles
Handout 2-2: Improving communication
Other ways to practice communication:
Role play effective or ineffective communication in pairs or in large group.
learn the importance of establishing boundaries (or limits) as a form of self-care
identify limits that family members would like to set in their relationships.
Outline 1. CHECK-IN
Ask participants:
– Did you try a communication strategy?
– Did it work?
– If it didn’t, what were the obstacles?
2. DISCUSSION: BOUNDARIES
Facilitate a group discussion about what boundaries are and why we need them, and write responses on the flipchart
Ask if participants use a different term, such as “limits”
Distribute Handout 3-1: Establishing Boundaries
Ask participants to identify areas in which they find it difficult to establish or maintain boundaries (e.g., finances, communication, parenting, intimacy)
Ask what makes it difficult to maintain boundaries that have been set (obstacles to setting boundaries can be emotional, cognitive or behavioural)
Discuss responses that participants would like to share
Distribute Handout 3-2: Boundaries Table
Ask participants to identify on the handout one boundary they would like to set
Give participants some time to fill in the handout
Discuss responses that participants would like to share
Reflect on boundaries and try to identify one area in which you would like to set clearer limits or boundaries. This can be written in the table in Handout 3-2.
4. CHECK-OUT
Ask participants: What is one word that describes how you feel as you leave today
Ask participants: What is one thing that stands out for you from our discussion today about boundaries.
identify forms of self-care identify sources of support discuss next steps. Outline
1. CHECK-IN
Ask participants: Have you reflected since the last session on any boundaries that you would like to clarify or establish?
2. DISCUSSION: SELF-CARE AND COPING STRATEGIES
Distribute again Handout 1-6: Biopsychosocial-spiritual forms of self-care
Introduce topic of self-care and facilitate a group discussion on how we take care of ourselves
Distribute again Handout 1-7: Biopsychosocial-spiritual self-care plan
Ask group participants to complete table on Handout 1-7
Ask group members if there are areas that require greater self-care
Introduce the topic of social support and the importance of support to help over come adversity
Distribute Handout 4-1: My support system
Ask participants to fill in the handout, explaining that supports can be formal (e.g., counsellors and physicians) or informal (e.g., friends and relatives), and that support may take different forms (e.g., it may be emotional, informational, problem solving, social, financial or instrumental)
Discuss responses that participants would like to share
You may also ask if there are types of support that they would like to develop
Give information about the Problem Gambling Helpline 1 888 230-3505 and the PGIO website (problemgambling.ca). Provide a flyer outlining the tool “Self-Help for Family and Friends” on the PGIO website, or provide the link: http://www.problemgambling.ca/gambling-help/HomePage.aspx. Explain that gambling individuals or family members using the tools section of the website are required to sign in order to be able to monitor their own progress. This can still be anonymous as clients can create a new email address which does not identify him/her.
Distribute the flyer for the next family support group, and let participants know they are welcome to return
Ask participants to share their next steps
4. REVIEW
Briefly summarize the topics of the group: awareness of problem gambling, communication skills, boundary setting, self-care and follow-up resources
Ask participants: What stood out for you?
Ask for any questions or comments
5. CHECK-OUT
Ask participants: What is one word that describes how you feel about ending the group?
Ask participants: What will you try applying from the group?
6. GROUP EVALUATION
Distribute and have participants complete Handout 4-2: Group Evaluation
Alternatives formats for family support Information sessions
Information sessions can be offered at or prior to admission for both gambling clients and family members. The goal of these sessions is to provide information on problem gambling and treatment options for families and individuals. It allows family members to become involved and informed early in treatment. Sessions may include information on what comprises problem gambling, prevalence rates, services that are available, likely treatment trajectory, and ways for family members to be involved in treatment. An information session may be an opportunity to admit clients into your program or refer them to other services
Single sessions
Single sessions can fill a gap when four-week groups cannot be given or when the time between four-week groups is too long. It is impossible to cover all of the information given in the four-week groups in a single session, but it can be helpful to extract some of the most relevant information from the four topics covered in the groups. Single sessions of two hours work best with a psychoeducational approach. Time should be allotted to answer questions.
Lengthening the four-week group Some family members request that the four-week group be lengthened to six or eight weeks. They may find that they start becoming a cohesive group just when the four week group is close to ending. If you decide to offer a six-week group, you do not need to develop new topics –instead, you can spend more time exploring the four topics covered in this manual.
For some agencies, a lack of resources precludes a longer group. In addition, some family members may be unable to commit to a longer group because of child care, employment commitments or other reasons. And some participants find that the four-week group meets their needs.
Individual family sessions When it is not possible to offer a group, you can invite family members in for an individual psychoeducational family session. In this case, families still benefit from receiving information about problem gambling, more effective coping and problem-solving skills.
Couple and family counselling Another option for family support is couple and family counselling. This would involve bringing the client with the gambling problem together with their partner or with their family for a series of counselling sessions. It may not be possible to provide couple and family counselling in all agencies owing to a lack of capacity or resources. In this case, a referral to a family service organization or a qualified couple and family therapist can be an alternative.
PGIO website, problemgambling.ca The Problem Gambling Institute of Ontario (PGIO) offers a suite of online self-help tools and educational materials through its website (problemgambling.ca). While it is best for family members to meet with a counsellor in person, the PGIO site provides another option in the continuum of care. It can be an adjunct to other services or can be helpful for families and gambling individuals who are not ready to seek help from a treatment centre. The site is free, anonymous and accessible any time. It is also self-directed, so people can use the materials however they choose. The tool “Self-Help for Family and Friends” comprises a set of interactive, web-based worksheets. This helps family members to learn about problem gambling and develop new skills to deal with the difficulties that it causes. It is designed to help even if the person with the gambling problem is unwilling to change their gambling behaviour.