Gambling Disorder Treatment in Practice

This training uses a flipped classroom model. The flipped classroom model is sometimes referred to as “active learning” where participants engage with educational content to learn basic knowledge and key concepts of the training topic prior to attending the training. This educational content could be in the form of watching videos, reading research articles, and preparing discussion questions.

Participants are expected to complete all independent work listed below and will receive CE credit for both their independent work and time attending the live training. The independent work is designed to give participants an understanding of Cognitive Behavioral Therapy (CBT) and Motivational Interviewing (MI) techniques before the live training session, so they can be better prepared to implement these techniques within the live training. The estimated time for independent work (50 minutes) and the live training content (100 minutes) will equal a combined total of 150 minutes (2.5 CE credits). 

Participants should complete the independent work prior to the live training session. The time between 9:00-9:50am is allotted for independent work. At 9:50am, participants should log on to the Zoom link to attend the live training session, with their independent work already completed. As a result of adapting this flipped classroom model, we are setting a higher expectation for participants and anticipate that they will come to the training prepared to engage in creative discussion and collaborate with professionals in the healthcare field, ideally with cameras on and microphones functioning.

This interactive training will begin with a discussion of cognitive distortions and a review of the case study. Following this, participants will have the opportunity to apply Cognitive Behavioral Therapy (CBT) and Motivational Interviewing (MI) strategies in the context of treating a client with Gambling Disorder. Participants will engage in a role-play exercise as either a clinician or client to demonstrate their understanding of treatment interventions, drawing on the knowledge gained from the independent work, information they learned from previous gambling-related treatment trainings, and their own clinical experience. We recommend that participants complete the Introduction to Gambling Disorder Treatment Best Practices training prior to this training to build a foundational understanding of Gambling Disorder treatment interventions. Participants must complete all independent work and attend the entire live training session in order to receive CE credit.

Cost: Free

Location: Virtual

Number of CE(s): 2.5

Instructional Level: Intermediate.  This is highly interactive and clinically focused, recommended only for clinicians or those with clinical capacity. This training counts toward the MA PGS Certificate Core Competency Coursework.

Learning Objectives:

• Identify specific therapeutic interventions that can be used when working with a client with gambling-related problems. 
• Using role-play and discussion activities, describe how to implement CBT/MI interventions into real life practice.
• Define the term “cognitive distortion” and identify specific examples of distortions related to gambling.

Agenda:

Independent Work to be done prior to the live session (50 minutes – 9:00-9:50am)

• Read “Motivational Interviewing in Problem Gambling Counseling” by Letty Tumbaga, Lukas Ryan, and Elissa Macaw. Participants will be provided with the .pdf via email. (5,600 words)
• On this website, read the following sections: “How do I put this evidence into practice,” “Health equity considerations,” and “Clinical Simulation” (500 words)
• Watch “Clinical Simulation” video (7 minutes)
• Read the supplemental worksheet ”Changing Your Thinking”. (300 words). Participants will be provided with a .pdf of the worksheet via email.
• Answer required quiz questions based on independent work material. (not graded – 5 minutes)

Live Session (100 minutes – 9:50am-11:30pm)

• Review of independent work
• Cognitive distortion activity
• Introduction to therapist and client role-play activity, including demonstration from facilitators
• Clinical consultant explanation of interventions used in facilitator role-play
• Breakout room role-play activity
• Group discussion of role-play activity
• Wrap-up and key takeaways

Instructor Bios:

Instructor #1: Elizabeth Bice, BA; is a Program Manager for Health Resources in Action and works on the Training and Education team for M-TAC.  She has 4+ years of experience working in the gambling addiction field and has developed and facilitated online trainings on a variety of topics pertaining to Gambling Disorder.  She is particularly interested in sports betting and the covert ways gambling has been normalized in everyday life. Elizabeth also hosted a presentation on avoiding gambling harm in recovery at the 2024 Massachusetts Problem Gambling Conference: Equity in Action. She received her BA in Community Health from Tufts University.

Instructor #2: Nakita Sconsoni, MSW: Ms. Sconsoni is a Community Health Educator at the Division on Addiction at Cambridge Health Alliance and is part of M-TAC’s Training and Education team. She has 3+ years of experience working in the field of addiction, with a focus on gambling. Ms. Sconsoni has developed and facilitated live trainings and online courses, and created educational materials for allied health professionals, recovery and support providers, and others. She is also a Content Manager of the Brief Addiction Science Information Source (BASIS; https://basisonline.org/) research blog. Ms. Sconsoni has also worked as a mental health therapist for adults comorbidly diagnosed with a developmental disability and a mental health condition. Ms. Sconsoni is particularly interested in the intersectionality between addiction and other social identities. She earned her MSW from the University of New Hampshire.

Instructor #3: Glimar Rodriguez Parrilla, LICSW, LADCI: Glimar “Glee” Rodriguez Parrilla is a bilingual educator and clinician dedicated to promoting health equity and supporting marginalized communities. With over a decade of experience in substance use disorder (SUD) counseling, she is a compassionate advocate and member of a collective of experts in the field. As a Licensed Drug and Alcohol Counselor (LADCI) and a Licensed Independent Clinical Social Worker (LICSW), Glee specializes in treating individuals with co-occurring disorders across various clinical settings. Identifying as a professional in recovery and a trained recovery coach, she uses her personal experiences to empower clients and foster resilience within communities.Glee earned her Master of Social Work from Simmons University, where she received advanced training in medical social work and addiction medicine through the SIMPACT-SOWEP Grant. This foundation informs her innovative approaches to behavioral healthcare. Her commitment to community advocacy drives her to educate others about equitable care and trauma-informed practices, actively collaborating with stakeholders to improve health outcomes for underserved populations.

Approval Statements:

American Psychological Association (APA) – The Division on Addiction, Cambridge Health Alliance is approved by the American Psychological Association to sponsor continuing education for psychologists. The Division on Addiction, Cambridge Health Alliance maintains responsibility for this program and its content.

NAADAC, the Association for Addiction Professionals –This course has been approved by the Division on Addiction, as a NAADAC Approved Education Provider, for educational credits. NAADAC Provider #84058, the Division on Addiction is responsible for all aspects of the programing.

National Association of Social Workers (NASW) – This program has been approved for 2.5 Social Work Continuing Education hours for relicensure, in accordance with 258 CMR. NASW-MA Chapter CE Approving Program, Authorization Number D 92894. 

Licensed Alcohol and Drug Counselor (LADC) – The Massachusetts Technical Assistance Center for Problem Gambling Treatment is authorized by the Massachusetts Department of Public Health to sponsor, conduct or approve continuing education programs for alcohol and drug counselors/assistants (LADCs). This program offers 2.5 continuing education credits.

Funding Statement: The Division on Addiction and Health Resources in Action collaborated to produce this M-TAC training/course, which is funded by the Massachusetts Department of Public Health, Office of Problem Gambling Services. The instructors have no financial interests that might create a conflict of interest in the development or delivery of this training. Click here to access our full list of our funders and conflict of interest/grievance policies and procedures.