劍橋雅思6Test4閱讀Passage3原文翻譯persistent bullying

劍橋雅思6Test4閱讀Passage3原文翻譯persistent bullying，今天中國教育在線就來為大家分析這個問題。

persistent bullying校園欺凌

劍橋雅思6Test4閱讀Passage3原文翻譯

前言

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.

持續(xù)的欺凌是孩子可能面對的最糟糕的經歷之一。如何預防？謝菲爾德大學心理學教授，彼得·史密斯，開展了一項由教育部資助的謝菲爾德反欺凌干預項目。以下是他的發(fā)現(xiàn)。

A部分

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.

欺凌可采取多種形式，從口頭上（被嘲笑或冠以侮辱性的名字）到身體上（被踢或推），還有各種各樣的間接形式，如被排文章來自 雅思除在社會群體之外。我與艾琳·惠特尼（Irene Whitney）進行的一項調查發(fā)現(xiàn)，在英國小學，有四分之一的學生報告遭受欺凌的經歷，其中十分之一的案例是持續(xù)了很久。中學中的欺凌現(xiàn)象較少，約有二十五分之一的學生遭受持續(xù)性欺凌，但這些案例可能尤其令人難以接受。

B部分

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.

欺凌顯然是令人不快的，并且會使經歷它的孩子感到格格不入和沮喪。極端情況下，它甚至可能導致自殺。盡管幸運的是這種情況很少見。受害的學長大之后更容易遭遇人際關系困難，而持續(xù)被欺負的孩子長大后則更有可能變得十分暴力，并被判犯有反社會罪。

C部分

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，人們對這個話題都知之甚少，而且教師在應對欺凌方面幾乎得不到幫助。或許正是因為如此，學校經常會否認這個問題的存在。“這所學校沒有欺凌行為”是一種普遍的說法。但這幾乎可以肯定是假的。幸運的是，現(xiàn)在有更多的學校在說：“這里沒有太多欺凌行為，但是一旦發(fā)生，我們就有明確的政策予以處理?！?/p>

D部分

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 Behaviour 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.

這種變化涉及到三個因素。第一是意識到問題的嚴重性。第二是英國已經有許多資源可以幫助解決欺凌行為。例如，蘇格蘭教育研究理事會制作了一攬子的材料-《反欺凌行動》，并于1992年夏季分發(fā)給英格蘭和威爾士以及蘇格蘭的所有學校，第二項資料-《支持反欺凌學?！吩陔S后一年發(fā)行。1993年，愛爾蘭發(fā)布了《打擊小學后欺凌行為的指南》。第三，有證據(jù)表明這些材料行之有效，并且學?？梢詫崿F(xiàn)某種改變。這來自于在研究團隊監(jiān)督下對學校干預措施進行前后的評估。在挪威全國范圍內開展了干預運動之后，對四十二所學校的評估表明，在兩年的時間內，欺凌現(xiàn)象減半了。謝菲爾德的調查涉及16所小學，7所中學，發(fā)現(xiàn)大部分學校都成功地減少了欺凌現(xiàn)象。

E部分

第1段

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.

證據(jù)表明，關鍵步驟是制定有關欺凌的政策，清晰說出欺凌的含義，并給出明確的指導方針，說明發(fā)生欺凌行為時將如何處理，保留哪些記錄，將通知誰，將采取何種制裁措施。該政策應在一段時間內通過協(xié)商制定，而不僅僅是由校方單獨施加！學生，父母和工作人員應感到自己已經參與到政策之中，需要對其進行有效的傳播和實施。

第2段

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該政策?？梢酝ㄟ^視頻，戲劇和文學等方式通過課程處理這一問題。這些在學校開始討論欺凌問題時對于提高認識很有用，并且最好與事態(tài)發(fā)展的早期階段聯(lián)系在一起。它們對于更新新生政策或根據(jù)經驗進行修訂也很有用。但是僅僅課程自身可能只會產生短期效果。它應該是政策工作的補充，而不是替代品。

第3段

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 behaviour of bullying pupils without confronting them directly,although other sanctions may be needed for those who continue with persistent bullying.

也可以與個別學生或者小組一起努力。對容易成為受害者的學生進行自信訓練十分重要，并且諸如“不責怪”之類的方法對于在不直接對抗的情況下改變欺凌者的行為十分有用，盡管對于那些繼續(xù)進行欺凌行為的人應該采取相應制裁。

第4段

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.

操場上的工作也很重要。一項有用的措施是培訓午餐時間管理員，以區(qū)分欺凌和玩耍性質的打鬧，并幫助他們解決沖突。另一種可行性措施是改善操場的環(huán)境，以使學生不太可能因無聊或沮喪而欺負他人。

F部分

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.

隨著這些發(fā)展，學校至少可以期望在很大程度上防止最嚴重的欺凌行為。投入的精力越多，整個學校的參與范圍越廣，結果可能會越有意義。欺凌行為的減少以及隨之而來的學生幸福感的提高無疑是一個值得追求的目標。

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