READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.

Persistent bullying is one of the worst experiences a child can face. How can it be prevented? Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education.Here he reports on his findings.

不斷受到欺凌是一個孩子所能面對的最糟糕的經(jīng)歷之一袒啼。這種情況該如何避免呢速缆？謝菲爾德大學的心理學教授Peter Smith，在教育部資助下組織了謝菲爾德反欺凌干預項目熄云。以下是他報告的發(fā)現(xiàn)塌衰。

A Bullying can take a variety of forms, from the verbal - being taunted or called hurtful names - to the physical - being kicked or shoved - as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.

欺凌有很多種形式诉稍，從口頭欺凌——比如嘲笑或很難聽的外號——到挨打或推搡——還有間接的欺凌形式蝠嘉，比如被社交集體孤立在外。我和Irene Whitney做的一個調(diào)查顯示杯巨，英國小學中是晨，有高大四分之一的學生表示收到過欺凌，大約有25分之1的學生收到持續(xù)欺凌舔箭，但是這些情況可能極其頑固。

B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.

很顯然蚊逢，受到欺凌會不開心层扶，而且這會導致經(jīng)歷過欺凌的孩子產(chǎn)生自貶和沮喪的情緒。在極端的例子中烙荷，甚至會導致自殺镜会，所幸這種情況比較少見。受害學生更有可能在成年后的人際交往中遇到苦難终抽，而持續(xù)欺凌別人孩子長大后會變得身體暴力戳表，而且會犯下反社會的罪行。

C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school' has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: ‘There is not much bullying here, but when it occurs we have a clear policy for dealing with it.'

直到最近昼伴，關(guān)于這個話題人們了解的還是很少匾旭，也少有對老師處理欺凌行為上的幫助。這可能導致的結(jié)果是圃郊，學校經(jīng)常不承認這種問題价涝。“這所學校里沒有欺凌現(xiàn)象”一直是個很常見的說法持舆，大部分時候都是瞎說色瘩。幸運的是，如今更多的學校會說：“這里的欺凌現(xiàn)象不多逸寓，但是如果發(fā)生了居兆，我們有處理這種情況很明確的政策≈裆欤”

D Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behavior in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted ‘before and after' evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.

導致這種轉(zhuǎn)變的有三個因素泥栖。第一個對這一問題嚴重性的認識。第二個是在英國佩伤， 出現(xiàn)了一些幫助解決欺凌的可用的資源聊倔。比方說，蘇格蘭教育研究局出臺了一系列資料：《反欺凌行動》1992年夏天提供給英格蘭生巡、威爾士以及蘇格蘭的所有學校耙蔑。第二年又接著發(fā)行了《支持學校反對欺凌》。在1993年孤荣，在愛爾蘭發(fā)行了《小學生遭遇欺凌行為指南》甸陌。第三個是有證據(jù)表明须揣，這些材料都起作用了，而且學校也取得了一些成績钱豁。這來自于一個研究組監(jiān)控的名叫“之前和之后”的評估耻卡，，經(jīng)過研究組認真實施牲尺，對學校的干預措施進行評價卵酪。

E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time - not just imposed from the head teacher's office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.

有證據(jù)表明在制定應對欺凌的措施時，關(guān)鍵的一步是說清楚什么叫做欺凌谤碳，并明確欺凌行為意味著什么溃卡。一旦發(fā)生器靈，會留下什么記錄蜒简，會通知什么人瘸羡，會采取什么懲罰。這項政策必須經(jīng)過一定時間的磋商來制定——而不是在校長辦公室里硬性實施搓茬！學生犹赖、家長和員工都應該感覺到自己參與了這項制度的制定，因為它需要廣泛的傳播和有效的執(zhí)行卷仑。

Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.

可以采取其他措施來支持這個政策峻村。可以使用視頻锡凝、戲劇和文學雀哨，在課堂中解決這個話題。這些都是提高意識的有效方法私爷，而且可以與學校開始討論欺凌問題時雾棺，早期的制度制定緊密結(jié)合起來。此外衬浑，為新學生更新政策也是很有效的捌浩，或者根據(jù)經(jīng)驗進行修訂。但僅依靠可能吃能帶來短期的效果工秩，它應該是對于政策的補充而非替代品尸饺。

There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as ‘no blame', can be useful in changing the behavior of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.

也有一些方法適合于單個學生或者小團體。對于那些容易受成為欺凌對象的學生而言助币，自信訓練是非常有價值的浪听，而且當發(fā)生于群體欺凌時，像“不責備”這樣的特定方法眉菱，也有利于在不直接對抗施期凌的學生的情況下迹栓，是他們的行為發(fā)生改變。然而對于持續(xù)欺凌俭缓，還是可能需要一些懲罰措施克伊。

Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.?

在操場采取措施也很重要酥郭。一個有效的步驟是培訓午餐時間監(jiān)督員分辨欺凌和打鬧，并幫助他們終止沖突愿吹。另外不从，改進操場環(huán)境可能也是有效的，這樣可以使學生不因感到厭倦或挫敗而去實施欺凌犁跪。

F With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying - and the consequent improvement in pupil happiness - is surely a worthwhile objective.

有了這些進步椿息，我們至少可以期待最嚴重的欺凌行為得到盡可能大的避免。付出的努力越多坷衍，學校干涉的越廣撵颊，取得的效果就越好。欺凌行為的減少——以及這帶來的學生幸福感的增加——無疑是一個值得為之努力的目標惫叛。