Prevention Category

Anticipated Motives for Gambling Treatment in Adults from the U.S.

1.25 CE Hour
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About the Course

Weinandy et al. (2024) examined anticipated motives that might lead U.S. adults who gamble, but do not currently see their behavior as problematic, to seek treatment in the future. Using a large census-matched sample, participants identified loss amounts and situations (e.g., guilt, gambling to cope, urges/cravings) that could motivate help-seeking. Findings showed wide variation in thresholds for recognizing a problem, with higher-income men reporting larger loss amounts before concern. Endorsement of treatment motives was moderate overall, suggesting many individuals lack clear recognition of harmful gambling behaviors. The study highlights the need for early education, tailored interventions, and awareness-building to improve prevention and timely treatment engagement.

This course is based on the reading online article, Anticipated Motives for Gambling Treatment in Adults from the U.S. created by Jennifer T. Grant Weinandy, PhD. et al in 2024.

Publication Details

Publication Date: Feb 2024

Authors

Jennifer T. Grant Weinandy, PhD.

Dr. Weinandy is an Assistant Professor at the Department of Psychology, Ohio University, Athens, Ohio. Her research focuses on behavioral addictions (especially Gambling Disorder), providers’ use of harm reduction treatments, perceptions/experiences of addiction. Her works have been published in multiple peer reviewed journals.

Jennifer T. Grant Weinandy, PhD. authored the material only, and was not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.

Alexander J. Connolly

Alexander Connolly is a Ph.D. student in Clinical Psychology at University of New Mexico. His research interests include how legalization of sports wagering in the U.S. is changing gambling behaviors; responsible gambling; risk factors; working toward prevention and education efforts. He has had multiple works published in peer reviewed journals.

Alexander J. Connolly authored the material only, and was not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.

Faith Broussard Boutte

Faith Boutte’, CAC, CCS, CCGC is an experienced addiction counselor with a passion for education and professional development. She has 12 years of experience and specializes in delivering courses that integrate evidence-based practices, such as motivational interviewing and cognitive-behavioral strategies, to equip counselors with practical tools for effective client care. With a focus on fostering culturally sensitive and client-centered approaches, Faith creates engaging, interactive learning experiences that inspire growth and innovation in the field. Dedicated to advancing the profession, she strives to empower counselors to make a meaningful impact in the lives of individuals and communities affected by addiction and gambling disorders.

Target Audience

This course is intended for Addictions and Behavioral Health professionals, including addiction counselors, prevention specialists, counselors, social workers, psychologists, psychoanalysts, and marriage & family therapists. It is appropriate for all levels of knowledge.

Learning Objectives

After taking this activity, you should be able to:

  1. 1 Explain the definitions and distinctions between Gambling Disorder and problem gambling, including prevalence rates, associated risks, and public health implications.
  2. 2 Identify factors influencing treatment-seeking behavior for gambling problems, including common barriers (e.g., stigma, lack of awareness, underestimation of severity), demographic predictors, and the role of problem gambling behaviors in motivating help-seeking.
  3. 3 Describe Responsible Gambling (RG) strategies and anticipated motives for treatment, including how RG practices, financial and relationship concerns, and emotional cues (e.g., guilt, coping, cravings) can inform prevention, public policy, and clinical interventions.

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The following relevant financial relationships have been disclosed by this activity's planners, faculty, and the reviewer:

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The planners of this activity have reported that they have no relevant financial relationships.

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Any relevant financial disclosures for course material authors can be found in the article.

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There is no commercial support for this distance-learning course.

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Course Materials

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