NCPG REFLECTION
Created by: Shannon Fernandez
BACKGROUND INFORMATION
Who We Are
My group, consisting of 7 people, including myself, conducted a roadshow at the entrance of Makan Place (MKP), on 16th January 2018. We were able to partner with the National Council of Problem Gambling (NCPG) to increase awareness related to problem gambling and to educate students studying in Ngee Ann Polytechnic (NP) about the ways to help others with problem gambling through our roadshow. We spent around 2 weeks planning and researching for our activities that were implemented in the workshop.
NCPG REFLECTION
Roadshow
ACADEMIC LEARNING
I learned that the token system is a behavioural modification strategy called the fixed-ratio reinforcement. Studies suggested that token systems are effective in encouraging people to participate actively in educational settings (Alstot, 2012). Hence, we incorporated this reward system into our activities to encourage individuals to learn the different ways that help problem gambling. This enabled a reward to be given after every correct behaviour is exhibited. For example, our activity, “Lohei”, required participants to fish out as many strips of paper as they could within 1 minute. They were rewarded with a token for every 2 correct strips. The tokens were used to redeem their prizes after completing all the activities. During the roadshow, I heard some participants planning how many tokens they needed to earn in order to claim the prize they wanted. Studies supported this by suggesting that reinforcements encourage an individual’s performance for a longer period of time before the reinforcer is given (Fiksdal, 2014). Hence, our participants are more involved in all the activities as they wanted to accumulate points for their prize exchange. We also used our marketing strategy as a form of positive reinforcement. We printed our brochures with fifty-dollar notes and placed them in red packets. Afterwards, we posted it on our social media platforms and told our friends to come support us. Once they showed up, they were reinforced for coming by receiving the red packet.
ACADEMIC LEARNING
We failed to meet our objectives which was for at least 80% of the participants to identify at least 2 ways to help problem gambling and name at least 1 platform that helps problem gamblers. We wanted every participant to get a piece of red paper and pledge to help problem gamblers. However, most of our participants came in big groups, making it difficult to get everyone to make a pledge. Consequently, we only managed to hit 76% and 72% respectively for our objectives. In addition, I noticed that some participants wrote incorrect answers while others referred to the answers from the previous activities and copied it directly onto their pledge. Hence, we need to re-evaluate our evaluation method. Our current evaluation method forced them to make a goal and that goal may not have any meaning to them, which in turn failed to motivate them to meet their goals. Pledging is a form of goal setting which motivates one to take appropriate steps to meet the goal (Bagozzi & Edwards, 1996). We are also unable to observe if they would work towards their goals as some goals may not be applicable to them if they do not know any problem gamblers.
PERSONAL GROWTH
I learned that I am open-minded and adaptable during the whole experience. Initially, while we were discussing what activities to conduct for the roadshow, we did not think of having a theme. However, two of our group members suggested that we planned activities that were related to Chinese New Year (CNY) since it was the upcoming festival. The rest of us were very supportive and modified our activities to fit the theme. For example, our ‘Lohei’ activity is similar to one of the actual CNY tradition. I learnt that it is important to make activities conducted during the advocacy to be relatable to the participants. In the future, when participants are having their ‘Lohei’ they may be reminded of our activity which taught them how to help problem gamblers. Studies suggest that cues improve the recalling of past memories learnt (Rajsic, Swan, Wilson, & Pratt, 2017). I also learnt to be flexible during the roadshow because there was a point in time where our roadshow was very congested. Our activities were arranged in a way where there was a structured flow of activities that linked all the information together. However, since there was a lot of people queueing up at the first activity, we had to be flexible and redirect some participants to the other activities to improve efficiency. I also had to take the initiative to redirect some participants to the other activities to reduce waiting time.
PERSONAL GROWTH
This learning of being open-minded and adaptable matters because it helps me work better in future advocacy work whether it being done individually or in groups. By being open-minded, I would be able to learn more new things. For example, I learnt that we can use upcoming festive occasions to plan future advocacy work to make it more relatable to the participants. My group members suggested using CNY as our theme to raise awareness about problem gambling because studies have shown that gambling is identified as an acceptable type of social activity, especially during the festive occasions (Guo et al., 2012). By being open-minded, it allowed me to be supportive of suggestions from my group members and for us to work together and incorporate everyone’s idea in the planning process. It is important to be flexible and better prepared for unexpected obstacles such as the over congestion. We did not expect such a large human traffic for our roadshow so there was a long queue of students waiting for their turn to participate. By being flexible, it allowed me to significantly reduce the waiting time for the participants. Studies suggest that being adaptable during advocacy work allows individuals to work more efficiently, improving chances of satisfying work demands at its peak performance (Grawitch & Barber, 2010). Thus, we could have improved by planning activities that were not arranged in a fix sequence yet effective at achieving the purpose of our activities.
CIVIC LEARNING
In light of this learning, in the future I will make use of these qualities in my future advocacy work. I could use upcoming festive occasions as themes to conduct future advocacy work when appropriate. I can be open to suggestions to facilitate the planning process. While researching issues relating to problem gambling, I found that problem gamblers lack the knowledge on where they can seek help (Suurvali et al, 2009). In addition, 72 out of 74 gamblers are unaware of where they can seek professional help (Ng, 2011). I use to think that most people knew where to seek help for problem gambling. However, the responses by my peers suggested otherwise. Lastly, problem gambling also affects the people around the problem gamblers (National Council of Problem Gambling [NCPG], n.d).
Now, I understand more about the impacts of problem gambling on the individual and their environment. According to Chao, Paiko, Zhang & Zhao (2017), service-learning programs increases student engagement in community services, creates a sense of civic responsibility and develop their academic skills. Furthermore, I have one relative who was a problem gambler and it really strained the relationships within my family. This accounts for why I feel an increased need to raise awareness amongst youths to reduce the chances of them developing a gambling addiction and for them to help problem gamblers. Research suggests that Singaporeans aged between 18 to 29 years old with problem gambling have increased from 28% in 2014 to 41% in 2017 (NCPG, 2018). It is important for individuals to be informed at a young age of the platforms to seek help for problem gambling as it could provide respite to those in need of help and advice.
NCPG ROADSHOW REFLECTION
'Raising awareness about problem gambling.'
This is my service-learning experience.
PHOTO GALLERY
POLICE IS COMING!
Participants rearranging one’s surrounding such that they have no access to gambling materials.
LOHEI
Participants deciphering between correct and incorrect methods to help problem gamblers.
HUAT AH!
Participants are recalling and applying what they’ve learnt from the previous stations.
PLEDGE
Pledges made by the participants are made into lanterns.
REFERENCES
Alstot, A. E. (2012). Implications for the Use of Token Economies in Physical Education: A Literature Review. PHEnex, 4(1). http://ojs.acadiau.ca/index.php/phenex/article/view/1449
Fiksdal, B. L. (2014). A comparison of the effectiveness of a token economy system, a response cost condition, and a combination condition in reducing problem behaviors and increasing student academic engagement and performance in two first grade classrooms. Thesis, Dissertations, and Other Capstone Projects, 343. Retrieved from tinyurl.com/y7lly48t
Rajsic, J., Swan, G., Wilson, D. E., & Pratt, J. (2017). Accessibility limits recall from visual working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(9), 1415-1431. doi:http://dx.doi.org/10.1037/xlm0000387
Guo, S., Manning, V., Thane, K. K. W., Ng, A., Abdin, E., Kim, E. W. (2012). Predictors of treatment outcome among Asian pathological gamblers (PGs): Clinical, behavioural, demographic, and treatment process factors. Journal of Gambling Studies, 30(1), 89-103. doi:10.1007/s10899-012-9328-7
Grawitch, M. J., & Barber, L. K. (2010). Work flexibility or nonwork support? theoretical and empirical distinctions for work–life initiatives. Consulting Psychology Journal: Practice and Research, 62(3), 169-188. doi:http://dx.doi.org/10.1037/a0020591
Chao, R. C., Paiko, L., Zhang, Y. S. D., & Zhao, C. (2017). Service-learning: A training method to enhance multicultural competence toward international students. Scholarship of Teaching and Learning in Psychology, 3(1), 28-42. http://dx.doi.org/10.1037/stl0000078
Suurvali, H., Cordingley, J., Hodgins, D. C., & Cunningham, J. (2009). Barriers to seeking help for gambling problems: A review of the empirical literature. Journal of Gambling Studies, 25(3), 407-424. doi:10.1007/s10899-009-9129-9
Ng, V. C. K. (2011). Gambling among older adults in Singapore some preliminary empirical findings. Asia Pacific Journal of Social Work and Development, 21(1), 18-30. doi:10.1080/21650993.2011.9756094
National Council on Problem Gambling. (2017). What is gambling? Retrieved from www.ncpg.org.sg/en/pages/LearnAboutProblemGambling.aspx
National Council on Problem Gambling. (2018). Report of survey on participation in gambling activities among Singapore residents. Retrieved from www.ncpg.org.sg/en/pdf/Report_on_NCPG_Gambling_Participation_Survey_2017_final.pdf
National Council on Problem Gambling. (2017). What is problem gambling? Retrieved from www.ncpg.org.sg/en/Pages/LearnAboutProblemgambling.aspx?category=2
Bagozzi. R. P, & Edwards, E. A. (1996). Goal setting and goal pursuit in the regulation of body weight. Psychology & Health, 13(4), 593-621. doi:10.1080/08870449808407421