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(guó)教育在線就來為大家分析這個(gè)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(duì)的最糟糕的經(jīng)歷之一。如何預(yù)防？謝菲爾德大學(xué)心理學(xué)教授，彼得·史密斯，開展了一項(xiàng)由教育部資助的謝菲爾德反欺凌干預(yù)項(xiàng)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(huì)群體之外。我與艾琳·惠特尼（Irene Whitney）進(jìn)行的一項(xiàng)調(diào)查發(fā)現(xiàn)，在英國(guó)小學(xué)，有四分之一的學(xué)生報(bào)告遭受欺凌的經(jīng)歷，其中十分之一的案例是持續(xù)了很久。中學(xué)中的欺凌現(xiàn)象較少，約有二十五分之一的學(xué)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(huì)使經(jīng)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(dǎo)致自殺。盡管幸運(yùn)的是這種情況很少見。受害的學(xué)長(zhǎng)大之后更容易遭遇人際關(guān)系困難，而持續(xù)被欺負(fù)的孩子長(zhǎng)大后則更有可能變得十分暴力，并被判犯有反社會(huì)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(duì)這個(gè)話題都知之甚少，而且教師在應(yīng)對(duì)欺凌方面幾乎得不到幫助。或許正是因?yàn)槿绱?，學(xué)校經(jīng)常會(huì)否認(rèn)這個(gè)問題的存在?！斑@所學(xué)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(yùn)的是，現(xiàn)在有更多的學(xué)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(gè)因素。第一是意識(shí)到問題的嚴(yán)重性。第二是英國(guó)已經(jīng)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(huì)制作了一攬子的材料-《反欺凌行動(dòng)》，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(xué)校，第二項(xiàng)資料-《支持反欺凌學(xué)?！吩陔S后一年發(fā)行。1993年，愛爾蘭發(fā)布了《打擊小學(xué)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(xué)?？梢詫?shí)現(xiàn)某種改變。這來自于在研究團(tuán)隊(duì)監(jiān)督下對(duì)學(xué)校干預(yù)措施進(jìn)行前后的評(píng)估。在挪威全國(guó)范圍內(nèi)開展了干預(yù)運(yùn)動(dòng)之后，對(duì)四十二所學(xué)校的評(píng)估表明，在兩年的時(shí)間內(nèi)，欺凌現(xiàn)象減半了。謝菲爾德的調(diào)查涉及16所小學(xué)，7所中學(xué)，發(fā)現(xiàn)大部分學(xué)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(guān)鍵步驟是制定有關(guān)欺凌的政策，清晰說出欺凌的含義，并給出明確的指導(dǎo)方針，說明發(fā)生欺凌行為時(shí)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(yīng)在一段時(shí)間內(nèi)通過協(xié)商制定，而不僅僅是由校方單獨(dú)施加！學(xué)生，父母和工作人員應(yīng)感到自己已經(jīng)參與到政策之中，需要對(duì)其進(jìn)行有效的傳播和實(shí)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(xué)等方式通過課程處理這一問題。這些在學(xué)校開始討論欺凌問題時(shí)對(duì)于提高認(rèn)識(shí)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(duì)于更新新生政策或根據(jù)經(jīng)驗(yàn)進(jìn)行修訂也很有用。但是僅僅課程自身可能只會(huì)產(chǎn)生短期效果。它應(yīng)該是政策工作的補(bǔ)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(gè)別學(xué)生或者小組一起努力。對(duì)容易成為受害者的學(xué)生進(jìn)行自信訓(xùn)練十分重要，并且諸如“不責(zé)怪”之類的方法對(duì)于在不直接對(duì)抗的情況下改變欺凌者的行為十分有用，盡管對(duì)于那些繼續(xù)進(jìn)行欺凌行為的人應(yīng)該采取相應(yīng)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(chǎng)上的工作也很重要。一項(xiàng)有用的措施是培訓(xùn)午餐時(shí)間管理員，以區(qū)分欺凌和玩耍性質(zhì)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(chǎng)的環(huán)境，以使學(xué)生不太可能因無聊或沮喪而欺負(fù)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(xué)校至少可以期望在很大程度上防止最嚴(yán)重的欺凌行為。投入的精力越多，整個(gè)學(xué)校的參與范圍越廣，結(jié)果可能會(huì)越有意義。欺凌行為的減少以及隨之而來的學(xué)生幸福感的提高無疑是一個(gè)值得追求的目標(biāo)。

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